The Well-Being Programme

Pimlico Academy, London

There has been an incredible amount of change at Pimlico Academy, not least of which has seen the Academy progress from Special Measures to Outstanding in a period of two years a remarkable achievement!
During this time, Ivan Baird, Assistant Principal and Well-Being Champion kept a focus on the emotional health and wellbeing of both staff and students by linking the Well-Being Programme from Worklife Support with Healthy Schools. The data provided by the Worklife Support Well-Being Survey was a powerful tool in revealing the impact of the changes on staff and auditing the success of the changes taking place during the amazing journey out of special measures. Prior to 2008 the previous head teacher and two deputies had resigned and were replaced by an interim structure until the new head and team took up their posts in the newly designated Academy. The new leadership team inherited the existing staff and decided that after such an intense period of organisational pressure and change all staff would keep their current posts and contracts rather than reapplying for roles in the new Academy. The impact of this decision was enormous and resulted in a culture of great positivity.

Engaging with staff

Having demonstrated commitment to the Academy and the community it serves, staff were asked to voice their opinions about what was needed to ensure they could effectively deliver teaching and learning and for both the students and Academy to prosper. Staff took part in two Worklife Support Well-Being Surveys in 2009 and 2010 and comparisons of the data revealed perceptions on the process of change were becoming much more positive: past changes and planned future changes were viewed positively changes had been communicated well all staff have felt engaged in the processes. What was particularly revealing was the engagement of the Academys middle leaders/managers. This was particularly significant as national Well-Being data from this group often reveals perceptions that are at variance to other management groups. However, here it was clear that there was a shared perception of communication.

The changes affecting the Academy have been driven by a vision focussed on achievement and the will to improve the lives of young people from an area of high deprivation.

Ivan Baird Assistant Principal

Case Study

Behaviour management
Staff identified the introduction of a robust behaviour management system as key if they were to be effective in delivering teaching and learning. The system was introduced and all staff, including temporary and supply, were able to make effective use of it. There is a real sense now that the pressures have changed and that they have the right environment in which to do their job effectively. Students are much more engaged and although this has resulted in far more planning and marking, staff are happy, Its OK, thats the job! The Senior Leadership Team (SLT) reviewed the impact of the systems introduction and data revealed that not only were staff feeling supported but there was also a tremendous increase in wellbeing. However, although behaviour had improved it was still felt there were further links which needed to be put in place to engage all staff and drive forward the progress needed.

The new roles again provided exciting opportunities for staff although there was some initial discomfort as the roles were quite different from existing ones. However, it was felt the changed roles were essential if the Academy was to keep a focus on academic achievement. When the roles were advertised the SLT again took on board the ability and potential of existing staff. The house system has brought about other changes including replacing morning and afternoon registration with I space tutorial time which is held during the day. Tutors meet with their vertical tutorial groups and have this time for individual academic tutoring using a proforma which they had helped design. To ensure the house system continues to be a success and to enhance its fitness for purpose, a cross section of staff meet on a regular basis to audit and monitor its running.

Absence management
Ivan has been keen to link staff wellbeing throughout the change process and there has been an amazing reduction in staff absence. Now there are both termly and annual celebrations of 100% attendance.

An amazing 33% reduction in staff absence since 2008.

One tool used to help reduce staff absence and support wellbeing has been the Worklife Support Employee Assistance Programme, which is recommended and promoted by the Head and other staff. The Academy also recognises that its not just professional support that promotes wellbeing and has introduced a range of other benefits such as free lunches, occasional massages and other treats as well as paid social events.

Communication
It is recognised that communication is both a bottom up and top down process. The SLT were keen to ensure that identified priorities were being disseminated, via middle managers, to staff in a systematic and rigorous manner and that all staff members recognised that they had a part to play. The process required that all meetings were minuted against an agreed format and, in turn, read by the SLT. Ongoing training is recognised as key to ensure initiatives such as these are fully embedded within the school processes and culture. The Academy is keen to ensure the right level of training to meet needs and one example recently saw heads of house having six sessions with a management consultant.

The house system

After further consultation it was decided to implement an academic house system with a new staffing structure including new roles such as head of house, lead learner and pastoral support manager.

The changes that have taken place at Pimlico Academy over the last two years have been major and far reaching. The Worklife Support Well-Being Survey data has been used successfully to show the impact of these changes on staff wellbeing and organisational effectiveness and processes. It has also helped identify the staff priorities in the process of change and other areas which engender lack of wellbeing and stress.

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