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The importance of


staff wellbeing Caitlin Wright – Copley Junior School


During these challenging times of the COVID–19 pandemic, as we work to support pupils attending school and those learning from home, supporting and maintaining staff wellbeing has never been more vital.


Caitlin Wright, PSHCE curriculum lead and emotional wellbeing lead at Copley Junior School, shares aspects of our approach:


At Copley Junior, we recognise that staff wellbeing is fundamental to school success. How teachers feel on a daily basis is likely to affect their performance and, in turn, the performance of the pupils they teach – happier, motivated teachers are better able to support pupils to feel happier, motivated and more confident. In addition, the more fulfilled and supported teachers are, the greater likelihood of staff retention with all the benefits to staffing stability and succession planning that this brings.


Our elected Mini Life Coach pupil leaders drive initiatives to support pupils’ emotional health and wellbeing.


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Through our planned programme of external and internal CPD, we aim to support all teaching staff to develop a strong sense of self–efficacy so that they feel confident in their ability to not only perform highly in the classroom but to cope successfully with the never–ending challenges that life in a busy primary school brings! A teacher with a strong sense of self–efficacy is more likely to: feel confident in choosing the best approach to suit the needs of their classroom; be adaptable and resilient when faced with challenge or change; engage in enquiry and research in their own classroom, and feel secure enough to share this with others; and to feel able to work collaboratively and contribute to continuous school improvement.


We have developed a supportive team ethos at Copley Junior and


this can be seen in all aspects of school provision and in our internal approach to CPD. Our ‘coaching quads’, for example, enable a team of teachers to plan a lesson collaboratively with an identified school improvement focus in mind. Genuine collaboration, evidence–based research, trial of new strategies and professional dialogue support the planning of the lesson. Colleagues then observe the lesson of the lead practitioner in each coaching quad, which is then followed by an evaluation of the strengths of provision and identifying next steps. As all staff are fully involved and supported in the development of best practice, this has supported consistency across school and the confidence of our dedicated staffing team.


Supporting emotional wellbeing has always had a high priority at Copley Junior. Our pupil–led Year 6 Mini Life Coach team leads pupil wellbeing workshops across school


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