Staff Well-Being Statement

The wellbeing of staff at Buxton Community School is paramount to maintaining a successful and forward-thinking school. The welfare of students is fundamental to all school policies and procedures which are underpinned by moral and ethical values. It is our belief that the best asset in school for students are staff who are happy, motivated and focused.

Buxton Community School recognises that staff are their most important resource and are to be valued, supported and encouraged to develop personally and professionally. The school believes that staff wellbeing support programmes need to be personalised and bespoke to meet the specific needs of staff. How staff feel on an everyday basis is likely to affect their performance and therefore impact on the ethos and atmosphere of the school which in turn affects students. If staff are happy, motivated and are purposeful in their approach this will have a huge positive impact on the wellbeing of students resulting in happier students who achieve more.

The purpose of this statement is to provide a document that embraces the many school practices that support staff health and wellbeing. Where possible to diminish the harm from stress a proactive approach should be implemented where wellbeing support programmes are used to stop the effects of stress from escalating into ongoing anxiety issues. Whilst the school will do everything to support staff in ensuring their wellbeing needs are met, ultimately staff need to take responsibility to work through issues of concern with a view to reaching a resolution.

Guidelines for Implementation

The Senior Leadership Team and Governing Body will:

• Develop and implement a robust Staff Wellbeing Policy

• Be open and ethical in their approach to ensure that staff are listened to and treated with the utmost respect.

• Work towards a school ethos where all staff feel valued and where respect, empathy and honesty are embedded in all conversations and relationships.

• Provide personal and professional development programmes that meet the specific needs of staff and at the same time fulfil school priorities.

• Provide a range of strategies for involving staff in school decision-making processes.

• Operate Performance Management linked to clear job specifications and school priorities.

• Provide professional support for the Senior Leadership Team to assist coaching supervision and to update their skills in supporting staff wellbeing.

• Provide non-judgemental and confidential care procedures through, for instance, providing bespoke holistic support programmes for staff

• Promote information about accessing appropriate support both within the school and externally.

• Ensure that, as part of the risk assessment processes and Health and Safety procedures, staff are kept safe from harm.

• Provide staff with appropriate training programmes, to deal safely, positively and with a sense of confidence with behaviour incidents that could lead to raised anxiety levels.

• Constantly review the demands on teachers and support staff, e.g. the time spent on paperwork, and strive towards seeking out alternative solutions wherever possible through having open communication channels with staff

• Respond sensitively and flexibly to external pressures that impact on staff lives and offer support whilst at the same time ensuring the efficient running of the school.

In addition to supporting the wellbeing of staff in school, the school will maintain contact with staff when they are absent for long periods in line with Local Authority policy.

The schools will use the following to assess the impact of the staff wellbeing ethos:

• Positive role model ethos is prevalent at all levels of leadership.
• School development priorities involve staff and are clearly understood.
• Opportunities are provided for all staff to reflect and voice their view in arenas they feel comfortable with.
• New staff are supported with an appropriate level of induction in line with school policies.
• An open listening management system that responds quickly to problems.
• Individuality, innovation, imagination, originality of thought and creativity are welcomed, supported and embedded in the culture of the school
• The supportive and robust monitoring of staff absences, staff/pupil/parent relationships and the recruitment and retention of staff.

Senior Mental Head Leads

Alex Garner - Deputy Headteacher & Jayne McMillan - Head of School Business and Resources