NPC’s Well-being Measure is perfect for secondary schools that want better data on students’ well-being and want to improve their self-evaluation.
Ofsted’s new inspection framework underlines how it will give ‘greater consideration to the view of parents, pupils and staff as important evidence’. It also emphasises the crucial role of spiritual, moral, social and cultural education (SMSC) to each pupil.
The Well-being Measure can be used to test the effectiveness of schools’ strategies and demonstrate to parents that your school is an environment where their children will flourish.
Case study: Eltham Hill Technology College
“We wanted to learn more about students and improve how we support their non-academic needs.”
Eltham Hill is a mixed-ability girls community school in London, close to the site where Stephen Lawrence died in 1993. The school has a large catchment area and draws students from a wide variety of backgrounds.
Eltham Hill wanted to learn more about young people entering the school, and whether some groups started with different levels of well-being. During the first few weeks, it uses a variety of strategies to help new pupils integrate into the school – such as teachers escorting pupils to their classrooms and a ‘buddying’ scheme. It wanted to track new pupils to see whether more could be done to support this transition.
The school surveyed 170 year seven pupils at the start and end of the autumn term. So that it could subdivide the group in the analysis, it included tag questions on ethnicity and whether pupils were eligible for free school meals.
Overall, at the start of the autumn term, pupils scored highly on satisfaction with school but had a lower scores for friendships. In general, pupils eligible for free school meals had lower scores than the rest of the year group, particularly in terms of satisfaction with their community, but also in self-esteem and emotional well-being. Among subgroups, working class white girls (that is, white girls eligible for free school meals) scored lowest on all areas of well-being – suggesting that Eltham Hill could focus more effort on integrating them into the school.
At follow-up at the end of the Autumn term, there was a reduction in satisfaction with school, although scores remained high – this was explained as a result of an ‘easing off’ of the school’s transition strategies. As a result, Eltham Hill was able to review and refine its strategies for next year’s intake.
Madeleine Griffin, head teacher of Eltham Hill, said ‘There is nothing like direct feedback from students. For me it is a great tool…I would highly recommend it to other heads’.