- Wellbeing Action Plan -
| Action (What are we going to do?) | Milestones and Measurable Outcomes | Led by | Evaluation criteria (How will we know we’ve done it?) |
|---|---|---|---|
| Appointment of Primary and Secondary Counsellors and the development and implementation of clear and consistent referral systems | • There is a clear referral system which is fully understood by staff, students and parents by half term • Referrals are prioritised according to need and the wellbeing team are aware of any safeguarding concerns • Referrals are tracked and monitored over time using accurate records | BL/GD Support SD/MJ | • A referral system is well-embedded, and students and staff are confident in making appropriate referrals • There is a manageable caseload for each counsellor that meets the needs of student issues • Parents, Students and staff express that there is a comprehensive system of support in the school • Outstanding judgement for Care, Guidance and Support in the KHDA inspection. |
| To agree the wider roles and responsibilities of the wellbeing counsellors and how they may impact on the wider aspects of school life | • Roles and Responsibilities are clearly outlined and understood by counsellors, parents and the wider staff • By the end of Term 1, the wellbeing counsellors will have delivered an introductory workshop and established the student and parent needs • Counsellors start to populate an Action Plan following Parental engagement sessions, the implementation of a survey system – to be completed by the end of Term 1 | BL/GD AD/MJ | • Successful parental attendance at the workshops and parental engagement beyond the workshops • Parents and students know who to ask for support and there is increased engagement on previous years • Parent feedback |
| The creation of a Wellbeing curriculum which addresses the needs of all pupils | • There are planned and explicit opportunities in tutor/pastoral time and assemblies to teach and support students on identified issues. | SLT | • Student voice • Clear curriculum journey for each phase in school- links to the values |
| The development of a consistent school culture, which is fully understood and appreciated by all stakeholders “The DIS Way” | • All key stakeholders understand the school values and the role that wellbeing plays within them • The wellbeing of students and staff is central to the strategic and non strategic decisions made | GD/BL | • Student voice • Staff temperature check • Parent surveys • Walk arounds and drop ns • Lesson observations |
| Raise parental awareness of wellbeing issues, including mental health | • By the end of Term 1, the wellbeing counsellors will have delivered an introductory coffee morning/ workshop and established the student and parent needs • Wellbeing counsellors deliver at least half termly workshops/info sessions that address needs and the concerns of parents | AD/MJ | • Parent feedback • Completion of workshops |
| The introduction and implementation of the Pulse/PASS system to identify, evaluate and address student issues | • The Pulse/PASS surveys are completed in Term 1 • Students are taught to understand what the questions are asking of the and the importance of the survey for establishing their needs • Action plans are created across school Y5 and above, in response to the survey • Termly follow up meetings at YGL/YLC level helps to evaluate the impact of the action plans- these may vary from year group to year group. • The wellbeing counsellors have an understanding of pupils needs across each phase and guide accordingly | SLT | • Completion of surveys across school • Responses from students over time • Accurate identification of needs • Action plans and on-going monitoring • Student voice • Counsellor notes and case loads |
| Review policies and ensure that all staff and parents are clear on their implementation | • Wellbeing and counselling policies to be completed and shared by October half term • Primary and Secondary teams review behaviour policies and align systems. Consider alignment of any systems that would be appropriate across both phases. | SLT | • Teachers understand policies and follow consistently • Behaviour is judged as outstanding in external and inspections and internal QA • Student Voice • Counsellor Records of wellbeing issues |
| Counsellors will co-lead the development of and links with high quality support services and specialist consultants for the school | • The wellbeing counsellors forge links and networks with external providers and other schools within Dubai • The school has an up to date awareness of agencies • Counsellors attend network meetings in the city | AD/MJ | • Directory of external agencies • Policies include the contact details of relevant agencies • Minutes of meetings are kept by counsellors |