Cymraeg

This includes curriculum, promoting good health, attitudes and relationships, safeguarding, equity and inclusion.

Why well-being, equity and inclusion matter

Learners have the right to the best possible health and protection from harm. Good well-being is fundamental to learners’ progress and achievement. Learners need to experience physical, psychological, emotional and social well-being in order to thrive and engage successfully with their education, society and the opportunities that life presents.

Good levels of well-being empower learners to take responsibility for their own lives and to have a positive influence on the lives of others. An equitable and inclusive school takes account of and responds to the unique challenges that present themselves to individual learners, enabling them to make good progress.

Provision, monitoring and partnerships

The school values all members of its community equally and supports them to achieve high levels of physical, psychological, social and emotional well-being. It provides high quality support for learners with additional needs and mitigates the impact of social disadvantage successfully.

The school positively promotes and celebrates diversity within and beyond its community. Learners’ well-being is central to teaching and learning experiences at all times. All staff demonstrate a commitment to learners’ well-being through modelling positive behaviour and relationships.

The school ensures that learners develop a secure understanding of factors that affect their well-being and the well-being of others. It supports learners to make informed choices and decisions about matters that affect them and others.

Partnerships with parents and other agencies have a positive impact on learners’ school experience and their well-being. The school enables all learners to develop positive attitudes to learning and to make the best possible progress.

How effective is the school’s provision for supporting well-being, equity and inclusion?

  • Curriculum

  • Promoting good health

  • Attitudes and relationships

  • Safeguarding

  • Equity

  • Inclusion

Curriculum

How well does the school’s curriculum support the well-being, equity and inclusion of learners?

How well do learners develop an understanding of what matters in their health and well-being?

  • Developing physical health and well-being has lifelong benefits.

  • Healthy relationships are fundamental to our sense of belonging and well-being.

  • How we engage with different social influences shapes who we are and our health and well-being.

  • How we process and respond to our experiences affects our mental health and emotional well being.

  • Our decision-making impacts on the quality of our lives and the lives of others.

How well does the school provide for relationships and sexuality education?

Supporting resources

Promoting Good Health

How well does the school promote good physical and mental health?

How well do our school ethos, environment and provision?

  • Support learners to be physically active and healthy?

  • Promote healthy eating and drinking?

  • Support learners to make healthy lifestyle choices?

  • Support learners’ emotional well-being and mental health.

Supporting resources

Attitudes and relationships

How well does the school develop healthy attitudes and behaviours?

How well does the school:

  • Support learners to develop healthy relationships, including digital relationships?

  • Provide for relationships and sexuality education?

  • Support learners to behave positively?

  • Support learners to develop independent learning skills, resilience and perseverance?

  • Support learners to have high rates of attendance and participation in learning

  • How well do our staff promote good relationships with and between learners through their own actions?

Safeguarding

How effective is the school at keeping learners safe?

Supporting resources

Equity

How well does the school’s approach ensure equity for learners?

How well does the school:

  • Ensure that learners have equitable access to learning experiences and resources?

  • Promote and celebrate diversity?

  • Meet the needs of learners who are disadvantaged by poverty?

  • Prevent bias, inequality, bullying, prejudice or stereotyping based on protected characteristics and address any occurrences of these?

  • Support other vulnerable learners who may need extra support (for example young carers or looked after children)?

  • Promote and uphold the rights of children and young people, including vulnerable learners?

  • Enable learners to influence how and what they learn?

  • Take account of the views of learners and involve them in decisions that affect them?

  • Manage key transitions between phases or between schools for vulnerable learners?

  • Work with parents and other partners to achieve equity for learners?

Supporting resources

Inclusion

How well does the school meet the needs of learners with ALN and ensure they make the progress they should?

How well does the school:

  • Monitor and review the progress, attainment and wellbeing of learners with ALN?

  • Collaborate with external agencies to meet the needs of learners, including those with ALN?

  • Engage with parents, carers and families of learners with ALN and those who require extra support?

  • Manage key transitions between phases or between schools for learners with ALN?

  • Make adjustments to support learners with ALN to access opportunities?

  • Select, implement and evaluate intervention strategies?

Supporting resources