Positive Wellbeing Inspector Initiative

How can we stop young people from suffering mental health problems in the first place? We believe it’s best to equip them with the knowledge and skills to be in charge of their own wellbeing.

That’s why we’ve created a “Neuroscience Ofsted” approach.

We deliver training to pupils, both at primary and secondary school level, in order to introduce them to a range of positive wellbeing topics such as: mental health, psychological wellbeing, bullying, coping with stress and anxiety and resilience.

Our practitioner led workshops are designed to be practical, explorative and interactive as well as being great fun.  Our focus is on creating a safe and nurturing environment for pupils to take their new skills forward, outside of the classroom.

How does it work?

In the school, a designated teacher is appointed to help deliver a set of guided learning activities (during their PSHE lessons), throughout a term (12 weeks), and after a few months, we revisit the school as the “wellbeing inspector” and check on the children’s progress. The children share their ideas and devise their own structured plan, so therefore, each school does their own thing, tailored to the interests and current things that are of importance to the pupils. We also provide teachers with a set of learning resource modules that complement the work the school will be completing over the term period. Working in collaboration with leading neuroscience experts and clinical psychologists, we utilise the best academic research as the foundation for evidence-based practice in the classroom.

The children present visual and written plans against their ideas – this often involves a short presentation and them showing us the concepts they have done. If they’ve achieved what they wanted, the school is awarded a banner to hang on the school gates, saying: “We are an outstandingly positive mental wellbeing school”. It’s a very powerful message.

The best part is that the children have designed and delivered their own curriculum criteria, so it’s sustainable, as the pupils viewpoints have changed from the inside-out. Teachers love the way the project changes the pupil’s way of looking at a variety of challenges for everyone in the class and this has contributed to improved SATs results.

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