Cymraeg
Hwb

Well-being, equity and inclusion

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

Promoting Good Health

Attitudes and relationships

  • 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

Equity

  • 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

  • Last updated 08 November 2021