The Well-Being Programme

John Stainer Primary School, Lewisham

When John Stainer Primary School embarked on the Worklife Support Well-Being Programme back in 2004 the school was in special measures. Headteacher, Sue Riddle-Harte, recognised the challenges faced but was convinced that the key to moving the school forward lay in placing real emphasis on staff.
If I didnt look after my staff I would have been a fool. They were then, and are now, my most important and valuable asset. After one year, the school had moved out of category and two years later, was deemed to be the third most improved school in the whole country. Along the way, Sue Riddle-Harte, valued the part played by the Well-Being Programme in helping the school on its journey: The Well-Being Programme came at the right time for me I needed that level of feedback from the staff as often I was having to move and make decisions so quickly I didnt have the time to find out how they were feeling. Part of the process involved transferring more of the ownership of change from the Headteacher to the staff, once the threat of special measures was removed. Sue encouraged all staff to develop a sense of control over their own roles and responsibilities, starting with the introduction of performance management and training for all support staff. Initially there was some reluctance to sign up for training, but once the first cycle had been achieved, they realised that it was about them getting better and making the most of the new career structure.

The Well-Being Programme gives clear evidence of where you are getting it right as well as areas to look at and improve on It gives a perception of management and leadership in the key areas of the school so can be used as a development tool, a way to explore more specific issues so that there is clarity about what is working well and what needs to be improved.
Sue Riddle-Harte, Headteacher

Case Study

This inclusive way of working runs through everything; for example, Sue explained that Staff and children are always consulted and directly involved in the process of appointing new staff. This helps them to understand fairness and how to get it right. Her feeling is that trust and professional respect within the staff is crucial and ensures that everyone pulls together, whatever their role. This means that staff at all levels feel able to come forward to offer suggestions and solutions. Revealingly, Sue adds: This school is successful because I dont need to be here. Workload is an ongoing issue for all schools but at John Stainer some practical steps have been taken to address this. Paperwork has been slimmed down to the minimum. Pupil reports for parents are written twice a year, in a short, sharp format with very specific targets and feedback, avoiding unnecessary discussion about the taught curriculum.

The school also runs a system where if staff run quality, free After-School Clubs attended by more than ten children over a period of seven weeks or more, that member of staff receives a day off in lieu. The result is an enriched curriculum with exciting opportunities available to all pupils, and the additional workload this places on staff is seen to be valued.

Facts and figures

John Stainer Primary School has been a part of the Lewisham Well-Being programme since its inception in 2004. Lewisham Borough Council recently completed an analysis of staff absence, comparing schools who have been on the Well-Being Programme for three years or more, with those who have either never been involved, or who have completed less than two years.

Jack Casey, Sue Riddle-Harte and Collette Ferguson Markovic

Sue has also been creative and generous in other ways. In agreement with her governing body, payment received for consultation work that she does with other schools is in part re-distributed to the school. This directly benefits all staff in recognition of the work done by others in Sues absence.

The Employee Assistance Programme

Alongside the Well-Being Programme, the school ensures that the Worklife Support Employee Assistance Programme (EAP) has a high profile. Staff are encouraged to make use of the free, confidential service which provides information, guidance and counselling 24 hours a day, 7 days a week. Sue says,

Lewishams analysis revealed a reduction in staff absence for the Well-Being group. This shows that in a climate where heads and governors are having to justify every penny that they spend, awareness of staff well-being can have an economic imperative.
There is also a compelling argument that there is a clear and consistent link between staff wellbeing and SATs and valueadded scores. Schools whose staff, on average, report higher levels of feeling valued, greater job satisfaction and lower levels of work overload are also those schools where SATs performance is higher. Professor Rob Briner and Dr Chris Dewberry, Birkbeck College

The Worklife Support EAP is a fantastic resource which many of my staff have used.

What we do
We work with schools and other organisations to help achieve their full potential. We do this by taking a structured approach focusing on the wellbeing and effectiveness of staff. Our many years experience working both at an organisational level and with individual employees puts us in a unique position to enable effective change.

Get in touch
Worklife Support Ltd Suite G, Maples Business Centre, 144 Liverpool Road, London N1 1LA T: 0845 873 5680 (office hours 8.30 to 5.00) F: 0845 873 5685 E: info@worklifesupport.com
Company registered in England and Wales 03840751. Registered for VAT GB-752664907.

Find out more at www.worklifesupport.com