More than 450 families have received #NHSstaffrock kits to create goodie bags for NHS key workers battling the coronavirus pandemic.

The sets include four bespoke themed postcards featuring Solihull Preparatory School’s Scuffle and Twitch mascots, and a list of suggested gift items to include such as a treat or wellbeing product.

Pupils have been invited to personalise the postcards with handwritten messages, colourful drawings and happy photographs.

“We wanted to show the NHS staff how incredibly grateful we are for all they are doing,” said Mark Penney, head of Solihull Preparatory School.

“This is a small gesture which we hope will brighten their day. Our wonderful pupils are kind and creative and I’m delighted that this initiative allows them to harness and amplify both great qualities.

“Our families have followed all Government guidelines in the packing and production of the goodie bags and our parents have bandied together into a small army of delivery and collection volunteers to help us complete the project.”

Efforts are being shared on social media with the hashtag, #NHSstaffrock

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But, I wonder, when did they start popping up? What do they consist of? And, crucially, are they a gimmick or do they work?

Edge Grove School opened its wellbeing centre in October 2019. It’s located in the ‘Rose Garden’ block of the school – space that became available due to the opening of its new lower school building.

Headmaster Ben Evans tells me about the space: “It consists of a large, open and light room with a spacious office/meeting room adjacent. The room has large double doors which open out to the Rose Garden and Colts’ lawn providing a very relaxing backdrop and space for quiet contemplation, reading, yoga or recreation.”

It was designed to look completely different to the school classrooms. Evans explains: “This was achieved by using calming paint colours and comfortable and relaxing non-educational furniture. There is a large L-shaped sofa, lots of floor cushions, a large table for group discussions, cosy rugs, jigsaw tables and other home comforts. The room is also a shoe-free zone.”

Evans tells me one of the main reasons the centre was set up was to serve as a base for the school’s head of wellbeing. It’s also somewhere children can go at break times to talk to staff if they need support, take a break from their day, read quietly, play a board game or “just be on their own, but supervised and comfortable”, says Evans.

Staff can use the room as an alternative to the staffroom when not teaching. The centre has also provided a space for “smaller, more intimate parents’ workshops”.

It is impossible to go into the room without instantly feeling different – more relaxed, comfortable and at home

For Evans, the wellbeing centre has become an important whole-school resource. He says: “It is impossible to go into the room without instantly feeling different – more relaxed, comfortable and at home. By also linking it to the head of wellbeing’s office and meeting room, it means the room is always staffed and anyone who visits can seek the support they need.

“It has provided a real centre and focus for wellbeing throughout the school and among the parent body too.”

Heart of the school

DLD College London opened a wellbeing centre in September 2018. Visible from the central atrium area, the school wanted to demonstrate the importance it places on the wellbeing of students and staff. It’s at the ‘heart of the school’, for everyone to use.

It was built following a recommendation from Dick Moore from the Charlie Waller Memorial Trust after a wellbeing audit.

Irfan Latif, principal of DLD College London, says: “The wellbeing centre is managed by our head of wellbeing, Mark Johnson, who coordinates the proactive measures that the school employs, including the use of the AS (affective social) tracking pastoral assessment for all students.

“This type of data allows us to adopt strategies and measures to support students in a preventative and protective manner.”

Also available are counsellors, a school life coach and a school nurse who is trained in mental health.

Staff have been trained in PAPYRUS and ASIST, effective sleep and support of LGBTQ+ students.

The school is aiming for all staff to be Mental Health First Aid qualified in the next two years. Students and parents are also encouraged to train for the qualification, and it is a pre-requisite of being a student mentor to have this plus counselling, safeguarding and active listening training.

Has all of this worked? Considering ISI judged the personal development of students to be ‘Excellent’, the school achieved the commitment level for the London Healthy Workplace Charter for staff wellbeing, and was shortlisted for the ISP Independent School of the Year 2019 for Wellbeing, I think it’s safe to say it’s had an impact.

International success

The idea is even gaining traction overseas. Robert Ford, previously principal of Wyedean School near Chepstow, is now the director of Heritage International School in Moldova. Having established a successful student support centre at Wyedean, Ford led the opening of ‘The Oak Centre’ at Heritage in January.

It’s located in a wooden green ‘dacha’ – small house – that used to house a football museum for Zimbru FC.

Ford says: “As the first international school in Moldova with an innovative approach to learning and education aimed at holistically preparing young people for the challenges of the 21st century, we had the opportunity at Heritage to establish a student support centre on the model of what I set up in Wyedean.”

The Oak Centre is an open, light space made of wood, with a dedicated counselling room.

There is a space for independent study, a formal seating area (which can be used for meetings), kitchenette and bean bag corner. Students can visit without formal supervision, but there is CCTV. It is also connected to the school garden.

Ford says the success of the centre is evident in the way the students are using it: “They feel it is their place and they have ownership. Even the issues of key responsibility, e.g who washes up, what music to listen to, were all well-established from week one.

“Students have held meetings in here from the student council to counselling sessions. Some of the harder to reach students couldn’t believe the administration would trust them with such a wellbeing centre and their engagement in school is already noticeably different.

“We very sadly lost a classmate last year and in the spring the students plan to plant a tree to honour their friend. We are painting the outside in the spring with the flags of the over 20 nationalities that make up our international school.”

Proactive approach

I think one key takeaway from this is that independent schools need to be proactive in their wellbeing approach. I asked a handful of experts, who agree that schools shouldn’t wait for problems to arise.

Chris Forrest, trainer at CPOMS, which creates safeguarding software for schools, says the schools that do this best arrange regular discussions with students. “Whether they’re called ‘catch-ups’, ‘meetings’ or given the term ‘counselling’, these discussions allow safeguarding staff to establish a context for any other information received about students,” he says.

“If there are serious ongoing concerns about a student it can help ground a situation, and if there aren’t any pre-existing concerns it can either set the tone to consider any future incidents that may occur, or provide reassurance that a student’s wellbeing is in a good place.”

Neil Fairbrother from The SafeToNet Foundation, a charity focusing on safeguarding children digitally, says smartphones can be an issue for positive wellbeing.

He says: “The real issue is that smartphones are with children wherever the children are, in whichever spaces they are moving through during their day, at any time of day; with whoever they are with and accompanying whatever they are trying to do in the offline world.

“One of the most comprehensive research programmes on this topic was published in the Lancet and run by Prof Yvonne Kelly of UCL. This was based on the Millennium Cohort Study which gave Kelly access to 11,000 14-year-olds and which demonstrated causal pathways between social media use and depressive symptoms in teenagers.”

However, Fairbrother agrees safe spaces can help. He says: “In my view, creating physical and mental safe spaces is a fundamental requirement for schools, and this can only be done by proactive design.”

Jill Mead, managing director of TalkOut – a voice for mental health in the workplace – believes in early intervention.

“According to Action for Children, 75% of adult mental health problems start before a child is 18 years old, with anxiety, depression, self-harm and low self-esteem being the most common issues among young people. Early intervention is therefore crucial, and schools play a huge role in this,” Mead says.

“It may seem simple but providing regular opportunities for students to talk about their feelings will help to normalise their experiences and give them the confidence to talk about their mental health.

“A dedicated mental health professional within the school is also recommended to provide reactive support to students as and when they need it.”

How to set up a wellbeing centre

Evans offers his advice to schools which want to set up a centre. “Think very carefully about where your wellbeing centre will be housed,” he says.

“It should be somewhere accessible, prominent but also quiet, comfortable and private if necessary. It must also be different in look and feel to other areas of the school so that it is seen as somewhere relaxing and special. Do pay attention to how it will be staffed and managed – a wellbeing centre which is either locked up or uncared for is quite pointless.”

Do pay attention to how it will be staffed and managed – a wellbeing centre which is either locked up or uncared for is quite pointless

For Ford, student involvement is key. “It has to be for the students and therefore their involvement in the project from the concept to the realisation is crucial if it is to work. The link to an outdoor space for better wellbeing is also important where possible,” he says.

Latif says you should evaluate what other schools are achieving and what can be achieved within budget.

He says: “It is important that the governors and the senior management of the school are fully engaged in the need for a wellbeing centre and the associated resources.”

So, wellbeing centres seem to have started appearing in the last two years. They usually consist of a mix of private rooms and open space, are bright, relaxed and comfortable, and are often looked after by the head of wellbeing. You do need to have available space, but a small area still works well.

The positive feedback from the schools speaks for itself, so I’d say they do work. Considering we all have somewhere in our homes where we like to relax – whether it’s the sofa or even the bathtub – why not have a similar space at school, where so much of pupils’ and teachers’ time is spent?

The post How to set up a wellbeing centre in your school appeared first on Independent Education Today.

Air pollution in the UK is a major cause of diseases such as asthma, lung disease, stroke and heart disease and is estimated to cause 40,000 premature deaths costing around £40bn each year. Many major cities have been reported to be significantly and regularly above legal and recommended levels.

With approximately 4.5 million children in the UK, which equates to one in three, growing up in a town or city with unsafe levels of particulate pollution, we all need to work together to find a long-term sustainable solution.

Earlier this year, an experiment was carried out at Lordship Lane Primary School in London and was covered by Channel 4’s Dispatches programme ‘Britain’s Toxic Air Scandal’.

We were approached to participate in this programme, but we were unable to do so owing to project commitments.

The programme documented an experiment over a two-week period, which saw the school undergo changes to attempt to combat the effects of pollution throughout. The levels of both nitrogen dioxide from exhaust fumes and other particulate matter from brakes and tyres produced by all vehicles (including electric) were measured before and after for comparison.

Prior to the experiment, the nitrogen dioxide levels and other particulates around the school were found to be over 50% higher than ‘acceptable’ levels.

Air quality studies from Hedera Screens installations

‘The impact of a green screen on concentrations of nitrogen dioxide at Bowes Primary School, Enfield’: www.londonair.org.uk/london/reports/Green_Screen_Enfield_Report_final.pdf

‘Particulate Pollution Captur by Mobilane® Green Screens along the A38 Bristol Street in Birmingham’: www.mobilane.com/en/news/pm10-research-reducing-pollution-with-green-screens/

For the external anti-pollution measures, replicating those installed in London schools already, Hedera Helix Ivy Screens, 1.8m high x 1.2m wide, were installed as a perimeter solution around the school exterior to attempt to absorb sooty particles from traffic pollution and provide cleaner air for the children when spending time outside.

At the end of the two-week period, levels were measured again and the results were nothing short of staggering. In the playground and external areas of the school, the addition of the Ivy Screens had reduced the pollution levels by as much as 53% – a significant reduction within a very short timeframe.

Our air pollution levels paint a frightening picture. Measures being taken by the motor industry to reduce pollutants from vehicles, substantial reductions and new government legislation to tackle the problem will all take time. The good news is that we now know there are simple green anti-pollution measures which can be implemented immediately.

Good air quality is essential for our health, quality of life and the environment. The main causes of air pollution include transport, domestic combustion and industrial processes. The ivy traps and absorbs the nitrogen dioxide, which acts as a filter barrier to pollution.

The trial evidenced that through the installation of Ivy Screens there can be a significant and immediate improvement in air quality. There are many other experiments and studies completed that are widely available (see bottom left).

Hedera Screens are the senior installation partner of all Mobilane products. Green screens provide a simple screening solution for urban environments. They are available in a range of heights up to 3m high and can be extended if required.

They are supplied with their own growing media in place ready for installation into the ground. The specially selected growing media incorporates a controlled release fertiliser and wetting agents to aid rapid establishment. They can be planted in the ground, sleeper beds or planter boxes.

Whilst providing extra privacy, Ivy Screens can also increase biodiversity by attracting insects, bees, butterflies and birds.

Besides being aesthetically pleasing, they are proven to reduce air pollution and can also help reduce noise pollution by acting as a vegetative acoustic barrier. Hedera Screens can also assist with creating sensory gardens and green spaces, with our range of products.

For more information visit www.greenmyschool.co.uk, email info@hederascreens.co.uk or call 0845 504 8211.

@HEDERASCREENS
@Greenmyschool
#greenmyschool
We’re on YouTube: Hedera Screens Ltd

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Some may have trouble adjusting to the new routine of working from home and miss the structure of a school day to help them maintain focus.

But Dr Krause, who is chief executive of a teenage mental health charity stem4, is encouraging teenagers to confront their anxiety rather than the discomfort created by it.

Here are 10 tips for those teenagers experiencing anxiety about the pandemic:

1. Focus on the facts rather than on any ‘catastrophic’ thoughts.
2. Minimise what you watch on the news and what you read on social media.
3. Remember that news needs to be repeated so everyone can access it, but repetition can make someone on the receiving end feel overwhelmed. Watch the news once a day when you feel ready to.
4. Understand the ways to effectively reduce risk, for example by practising the proper handwashing technique with soap and water.
5. But, aim for a balance in safety behaviours – don’t over-do things. By properly self-isolating, you minimise the risk to yourself and others and reduce the amount of safety precautions you need to take.
6. Try to get adequate rest. This might be by listening to your favourite playlist or playing with a pet to help you wind down at the end of the day. Sleep is important for maintaining positive mental health.
7. Use the ‘Take Five’ technique when you feel physical symptoms of anxiety, such as a racing heart. Stretch out your hand and trace your thumb with a finger from the other hand. Breathe in as you move upwards and breathe out as you move downwards on the inner side of your thumb. Repeat for each finger.
8. Make a list of fun things that you could do, ensuring some of them include things you can do on your own – in case you take a break from others. Examples include playing a board game, gardening, baking, creating your own quiz, arranging your photos in albums or making a storyboard.
9. Eat well and regularly. We use more energy when we are anxious.
10. Note down potential triggers (for example, being bored) and make sure that you have a list of things you can do to protect yourself.
11. Remember, parents get anxious too but that doesn’t mean the world is unsafe – it just means that they may need to read and apply some of these tips too!

The post 10 tips for supporting teen mental health during coronavirus outbreak appeared first on Independent Education Today.

Principal Johanna Urquhart said: “Our number one priority is the health and wellbeing of our pupils alongside their continued education in this crucial time just before their SQA examinations.

“We have been preparing for the eventuality that schools may need to close for several weeks now and have a whole school strategy in place to ensure that pupils from nursery to senior school have the ability to continue learning at home.”

We have been preparing for the eventuality that schools may need to close for several weeks now and have a whole school strategy in place

The school has received guidance from international schools that have already closed.

“I am extremely grateful to the international schools who have shared their experiences and advice of working remotely – this has helped enormously to inform our plans,” said Urquhart.

For non-exam classes, there will be a balance of offline and online digital programmes that do not require parental support, with a focus on maths and language for the youngest pupils.

Preparations for school shut down

• A meeting was held with all pupils scheduled to take exams to inform them of the steps taken to ensure continuity of learning
• Junior school staff have been preparing packs for pupils to take home, utilising digital-based learning apps such as Readtheory and Mathletics
• Staff are receiving advanced digital training and conference call lessons
• The school is preparing safeguarding guidance and remote learning protocols to be distributed to parents, pupils and teachers
• Pupils will use online platform Take Your Marks to motivate home study
• The PE department have filmed a series of daily exercise challenge videos

Urquhart said: “As a digitally-enabled school, we’re well placed to efficiently prepare our staff and pupils to work remotely. As we get closer to the exam period, we’re working to put ourselves in the best place possible to complete coursework, prepare for digital revision and have support in place for pupils to access everything they need to continue studies.

Lomond School’s boarding house will stay open over the Easter break for international pupils unable to return home.

“For our international pupils, this is clearly a difficult time to be away from loved ones, so we’re putting every measure possible in place to provide the best care and support,” said Urquhart.

“We are very much a family school and despite the very uncertain and difficult times that we find ourselves in it has been incredible to see our entire community come together to support each other and our young people.”

The post Action taken at Lomond to prepare for school shutdown appeared first on Independent Education Today.

In a bulletin produced by the organisations, it said: “It is essential for schools to initiate sensible conversations about a potential closure situation as soon as possible. Be pragmatic and continue to plan strategically for potential eventualities.”

It is essential for schools to initiate sensible conversations about a potential closure situation as soon as possible. Be pragmatic and continue to plan strategically for potential eventualities

The principal of Kellett School, Mark Steed, offered his advice to schools in the bulletin – the British international school in Hong Kong continues to function whilst being closed to students.

Some of Steed’s advice included:

• It is easier to do live teaching than to make videos for children.
• We found that Zoom­­_us was a better solution for us
• Zoom allows whole class muting, easy to send out link and the visual option allows you to see the whole class tiled. Settings options also allow background blurring which is good.
• One important thing is for teachers to have ‘live touch points’ with younger children (via Zoom) – a virtual Circle Time if you like.

Read the bulletin here.

Read the latest coronavirus updates and advice from the ISC Digital Strategy Group here.

Department for Education
Coronavirus helpline: 0800 046 8687
8am-6pm (Monday to Friday)
E: DfE.coronavirushelpline@education.gov.uk
For more information: https://www.isc.co.uk/sector-info/coronavirus-information-for-schools/

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The definition of Sankofa loosely translates as ‘go back in the past, learn and retrieve knowledge in order to guide the future’.

Distilling applied theatre to foster and support critical and courageous thinking during a child’s educational journey is distinctive in that at the heart of our applications are the routes to wellness and mindfulness as an innate and constantly developing feature.

Applied theatre is an exciting format – sometimes interchangeable with applied drama or social drama – and is primarily a transformative and transparent process whereby the issues that are raised are teased and explored by and for participants.

The definition of Sankofa loosely translates as ‘go back in the past, learn and retrieve knowledge in order to guide the future’

One of the founding fathers, Augusto Boal, applied this form of theatre/drama to engage and create a safe space for ideas to be shared, heard and often interrogated.

Our version is aligned with the current demands of children and young people with navigating their academic journeys and the nuanced and often demanding aspects that arise from it.

As a startup organisation utilising our combined 20+ years of formal education, and applied and youth theatre behind us, we offer a range of themes to address issues relating to success and what it looks like.

How is it modelled academically and long term? How is failure a stepping stone towards achieving a desired outcome?

How do we balance the feelings of disappointment, being overwhelmed, high expectations (to name a few) and the subsequent pathways towards feeling in control and discovering options.

Using lessons (literally) learned and experienced by cultures from around the world – Sankofa – and applying or not applying them to everyday situations, our storytelling and participatory drama offers the empowering and collaborative skills that lean towards:

● Developing creative skills

● Negotiation and confidence skills

● Empathy and leadership qualities

● Creative and critical-thinking skills

● Reflective and evaluation skills

The workshops and courses combine either a craft or expressive art exercise to encourage deeper learning and are used as a reference tool to illustrate self-development within a non-judgemental space. One of our favourite quotes is: “It is not the place of the theatre to show the correct path, but only to offer the means by which all possible paths may be examined,” — Augusto Boal.

The Schools and Mental Health and Wellbeing Bill published on 14 January 2020 amplifies the need for children to have access and engage with resources that contribute to our future entrepreneurs, leaders, freelancers and CEOs.

We understand the needs of senior leaders within the academic landscape must continue to be addressed with regards to wellbeing. What we offer are opportunities for schools and parents to develop the wellness issues further using our methodology in order to empower children to translate anxieties and distill them into a paradigm shift towards tangible and positive change.

Top five benefits of mindfulness drama

1. Provides a safe space to engage with challenging issues

2. Promotes resilience by way of empathy and problem-solving

3. Offers a zen mindspace as an immediate go to tool

4. Gives confidence to try new ideas

5. Contributes to the transferrable skills of discipline, focus and reflection.

For bookings, please contact Vanessa Browne, creative director, on 07488 253 433, email greetings@sankofastorytellingarts.co.uk or visit www.sankofastorytellingarts.co.uk.

The post The alchemy of applied theatre and mindfulness appeared first on Independent Education Today.

Staff at Myddelton College, in Denbigh, will work through the half-term and Easter holidays as the school steps up out-of-term provision for pupils who may not be able to return home because of fears over the virus crisis.

The school is home to 40 Chinese boarders who would normally fly home during the school holidays to spend time with loved ones. Current Foreign and Commonwealth Office (FCO) guidance is to avoid all non-essential travel to China, and all travel to Wuhan and Hubei Province, until further notice.

In an official memo from the Boarding Schools’ Association (BSA), school leaders were told that the outbreak is “different from the SARS outbreak in 2003, when many schools had to quarantine pupils”, but added: “It is essential that all schools consider appropriate, proportionate and risk-assessed responses based on the circumstances of the individual school, the situation locally and updated advice from the relevant authorities”.

Myddleton College explained that the decision was “to ensure the health of all its pupils and to reassure parents as well as to safeguard the interests of Year 11 and Year 13 students who are due to take GCSE and A-level equivalent exams this summer.”

As part of its holiday cover, the school has scheduled activities for boarders, including trips to the Lake District, Snowdonia, Portmeirion and Anglesey.

Headmaster Andrew Allman said: “I and a number of staff have cancelled holidays so that we can be here for them and be available to reach out and support them at this difficult time, which naturally includes those who have important exams coming up in the summer.”

In related news: Coronavirus concerns send independent school into lockdown

Parental concerns

Mr Allman explained that parents in both Britain and China were concerned about the impact the virus could have on the school.

“The reaction of the parents has been twofold because naturally parents of British-based children were concerned about students returning from China after the holidays. They have been reassured and so have the parents of children from China, who will now remain here, and in the case of those taking exams not face disruption to their plans,” he explained.

Martin Wong, 17, from Macau, said: “I really appreciate the school taking this decision because it means we can stay here with our friends and we have the staff here to support us because we wouldn’t be able to do that if we had to stay with our guardians.

“We have been worried about the situation in China but now my parents’ minds are at ease knowing I’m safe and being supported by the school and not at risk of contracting the virus.”

Student reaction

Albert Gao, 18, said: “Normally we would go home to China for the holidays, but the school has arranged a full list of activities and tutorials and our parents are very relieved.

“The speed at which the virus has been escalating for us to be able to remain at the school and remove the risks associated with travelling to and from our home country provides us with great comfort.”

Anna Zhang, 18, said: “We know our parents have been worried about the situation in China and how it would affect us if we had to go back and we are extremely thankful that we are able to stay on here with our friends.”

According to a 2019 Independent Schools Council report, which counts the number of students at UK private schools with parents living overseas, there are over 7,000 students with parents living in mainland China and nearly 5,000 with parents in Hong Kong. The vast majority of those pupils are enrolled at boarding schools.

Has your school made coronavirus preparations? Email james.higgins@wildfirecomms.co.uk to let us know. 

The post Coronavirus: North Wales school stays open for Chinese boarders appeared first on Independent Education Today.

In a statement sent to parents, headteacher Claire Charlemagne said two pupils, who are members of the same family, returned to the UK from a region in China affected by coronavirus. Since returning to the country, the pupils reported feeling ill and reported themselves to the NHS.

“Having been checked by medical professionals at Southampton General Hospital have been placed in isolation [outside the hospital],” the headteacher added.

It comes as the number of people in the UK diagnosed with the conditions doubled to eight.

St Mary’s is in contact with Public Health England (PHE) – the executive agency responsible for contagious disease surveillance and control – which is monitoring the situation.

As a school, our first priority is to keep our children and community safe

The school will be closed for deep cleaning to remove any potential traces of the virus.

St Mary’s said in a statement: “As a school, our first priority is to keep our children and community safe. We have taken advice on this situation from Public Health England and the Natural Health Service.

“We have been advised that we need to take all steps reasonably practicable to prevent the spread of this virus. We have therefore taken the decision to close the school immediately in order to undertake a thorough deep clean, and to allow any potential traces of the virus to be removed.”

The school announced its closure yesterday and will remain shut until Thursday.

At the end of January, the Boarding Schools’ Association issued guidance for schools.

The association said the coronavirus is “different from the SARS outbreak in 2003, when many schools had to quarantine pupils”, but added, “it is essential that all schools consider appropriate, proportionate and risk-assessed responses based on the circumstances of the individual school, the situation locally and updated advice from the relevant authorities”.

The post Coronavirus concerns send independent school into lockdown appeared first on Independent Education Today.

Staff Pulse allows school leaders to gather anonymous real-time data and insights from staff, in a bid to identify the pressures they may be facing. Teachers have the chance to offer honest feedback.

Ranging across 21 different categories, and allowing tailored action plans to be developed, the tool aims to improve engagement and address teacher wellbeing.

Staff Pulse is the result of a collaboration between Tes Global (a worldwide network of almost 14m education professionals), UK and international schools, and an educational psychologist.

Aggregated results from Staff Pulse surveys published in December 2019 showed that 52% of staff say their workload isn’t manageable.

Aggregated results from Staff Pulse surveys published in December 2019 showed that 52% of staff say their workload isn’t manageable

Video from Tes

Tes Global product director, Funmi Alassan, said: “Senior leadership teams at schools want to know what their staff are thinking and how they are feeling so they can provide the right level of support and promote their wellbeing.

“Staff Pulse provides schools with regular robust anonymous feedback that can translate directly into action plans. It’s a key part of Tes’s mission to support teachers to have time to do what they do best – teach.”

Carla Bennett, headteacher of Plymouth’s Sherford Vale School, has been using the system for the last few months.

She said: “I send the pulse to my staff every Wednesday. I read the results as part of SLT and note down any action points. We set up an action plan for ‘communication’ which was rated the least effective and gave staff chance to comment upon improvements.

“As a result, staff feel like they are listened to and have a say and we are actioning or providing reasons why some of their suggestions are not possible. This has increased staff morale and the pulse rating for the school has increased.”

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