Staff Wellbeing | Richard Cloudesley School

Staff Wellbeing Brochure

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Since the last Staff Wellbeing survey we have ......

(March 2022 Update)

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Staff Wellbeing Survey Summary

Comparison of data June 2021 to the previous year June 2020

Quantitative questions

Q3. 86% of people surveyed said they felt appreciated in their role all (38%) or most (48%) of the time. 14% of people said they sometimes feel appreciated in their role. Nobody said they rarely or never feel appreciated. Improvementfrom the previous year of 74% of people feeling appreciated all or most of the time.

Q4. 75% of people surveyed said they were encouraged to talk about and reflect on challenging situations all (37%) or most (38%) of the time. 20% people said sometimes, and nobody said they were never encouraged to reflect on challenging situations. Improvement from the previous year of 65% of people saying they felt encouraged to reflect on challenging situations all or most of the time.

Q5. 54% of people surveys said they feel like they have space and time at school to get to know other members of staff all (12%), most (42%) of the time. 30% of people said sometimes and 16% of people said they feel like they rarely have the time and space to get to know each other. Improvement from the previous year of 43% of people feeling like they have the space and time to get to know other members of staff all or most of the time.

Q6. 48% of people surveys said they do and would attend staff social events all (11%), most (37%) of the time. 41% of people said sometimes, 7% said rarely and 4% said they never do/would attend staff social events. Not an improvement from the previous year where 61% of people said they do and would attend staff social events all, most of the time. This may be linked to the pandemic and not being able to meet in groups socially.

Q7. 87% of people surveyed said they feel like they have a positive work life balance all (20%), most (67%) of the time. 13 % of people said they sometimes have a positive work life balance. There is not a comparable question from the previous year.

Q8. 42% of people surveyed said they never (29%), rarely (13%) feel pressure to come into school if unwell. 36% of people said they sometimes, 14% said most of the time and 5% said they always feel pressure to come into school if unwell. Similar result as the previous year 40% of people said they never or rarely feel pressure to come into school when unwell.

Q9. 85% of people surveyed said they can always (46%), most of the time (39%) share their ideas. 15% of people felt like they could share their ideas sometimes. There was not a comparable question in the previous year’s survey. Similar result as the previous year where 83% of staff felt they could share ideas always or most of the time.

Q10. 70% of people surveyed said they are always (27%), are most of the time (43%) consulted about key decisions and changes. 24% of people said they sometimes and 5% rarely feel consulted about key changes. There is not a comparable question from the previous year.

Q11. 75% of people surveyed said they feel like changes in school are communicated in a clear and timely way all (31%) most of the time (44%). 23% of people sometimes feel like changes are communicated in a clearly and timely way and 2% of people said changes are rarely communicated clearly and in a timely way. Not an improvement from the previous year where 81% of people said changes were communicated in a clear and timely way. This may be linked to the pandemic and information not being available in advance.

Q12.100% of staff surveyed said they think staff respect and care about students all (83%), most of the time (17%). Same result as previous year where 100% of people surveyed said staff respect and care about students all or most of the time.

Q13. 91% of staff surveyed said staff treat each other with respect (39%) all, (52%) most of the time. 9% of staff said they think staff treat each other with respect sometimes. Same result as previous year where 91% of people surveyed said staff treat each other with respect all or most of the time.

Q14. 100% of people surveyed said that staff model appropriate behaviour for students all (55%), most of the time (45%). Same result as previous year where 100% of people surveyed said staff model appropriate behaviour for students all or most of the time.

Q15. 100% of people surveyed that staff consider students wellbeing to be a priority all (80%), most of the time (20%). Improvement from last year where 98% of people surveyed thought staff consider students wellbeing to be a priority all, most of the time.

Q16. 92% of staff said they feel like the buildings and grounds are looked after all (44%), most of the time (48%). 6% of people said they feel like the building and grounds are looked after sometimes and 2% of people said rarely. Improvement from last year where 69% of people surveyed thought the building and grounds were looked after all, most of the time.

Q17.43% of people said they always (14%), most of the time (29%) enjoy the use of the staff room. 25% of people said they sometimes enjoy the use of the staff room, whilst 20% rarely and 12% never enjoy the use of the staffroom. Improvement from last year when 35% of people enjoyed the use of the staff room all, most of the time.

Qualitative questions

Q18. Staff were invited to comment further upon their answers to above questions:

A number of staff want of repairs to happen more quickly and for the secondary toilets to be cleaner. Action: Passed on to building maintenance.
One person felt that some staff feel others play a less active role. Action: Coaching is available to all staff and this may be something they wish to discuss with their coach.
One person felt frustration with being consulted but not having their ideas implemented.
One person suggested more time to be made to spend with colleagues. Action: School events are continuing throughout the pandemic in safe ways such as a quiz in teams, scavenger hunts from home, escape room.

Q20. If you answered yes to the above question please give details of what environmental factors are affecting your wellbeing in school, it would be helpful to mention whether these are at primary or secondary. (Action: most points raised passes onto building maintenance)

A number of staff commented on temperature, that it can be too hot in summer and too cold in winter
One member of staff said windows at secondary ground floor can be tricky to open
One member of staff said not enough toilets at Secondary, often cues and have to come back again later

Q22. If you answered yes to the above question, please give details of any pupil related factor that impacts upon your wellbeing and any suggestions you have of how this could be reduced.

A number of staff mentioned noise levels of pupils can be challenging and suggested when creating class lists for leaders to be mindful of this. Action: Shared in Wellbeing meeting so Francis is aware.
A few staff said pupils with challenging behaviour and suggested working with these pupils for shorter periods of time, more staff helping with these pupils. Another said it can be difficult but generally worked though together with the team. Action: Coaching is available to all staff who may use it as an opportunity to talk through challenges they face, and problem solve – also reflective ctive practice and PBS training have been actioned.
One staff mentioned their frustrations of how long it is taking to make PC rooms more accessible for pupils and the length of time for repairing and replacing equipment.

Q24. If you answered yes to the above question, how does working at Cloudesley benefit your wellbeing?

Many said it is rewarding work supporting our pupils to achieve.
Some mentioned enjoying the work we do with families.
Many commented on the happy/ positive environment
One said interesting colleagues who motivate me
Many commented on how much they enjoy working with their class team
Many mentioned feeling valued and appreciated in their role and work giving them a purpose, enhancing their lives
Many said how caring staff are and there for each other to support with problems.
Some mentioned that work provides them with a space to learn and develop and how being a small school really enables this.
One person said they appreciated that it is flexible work.

Q26. If you answered yes to the above question, how does working at Cloudesley negatively affect your wellbeing? If this is the case it would be really helpful to hear any suggestions you have of how this could be improved.

Many mentioned the worries around students health having high medical needs
Many mentioned the bereavements, loosing children
One person mentioned their frustrations with trying to meet pupils physical, personal, educational and communication needs all within the day when there is not enough time, frustration that things are not getting done to a high standard..
One person said to provide more training on alternative communication, not just word/ symbol language systems but also body language and responding to when students express difficult emotions such as anxiety, depression, sadness, grief and loneliness.

Q27. What is the most rewarding part of your role at Cloudesley?

Many said engaging with our resilient and determined students, seeing their progress, developing independence, confidence, social skills and enjoyment of school.
Many said they find being part of the Cloudesley team/ family rewarding and enjoying good times together
Many said, knowing they are making a difference.
Some said finding solutions to challenges
Some said how varied the job can be
Some mentioned their work supporting families and seeing significant changes in pupils home life that they have supported is something they find extremely rewarding
Some mentioned they find it rewarding being a role model for pupils and colleagues
One person mentioned how it is rewarding using alternative strategies, learning about ways students communicate and being able to facilitate their voices and needs in such a supportive setting.

Q28. What is the least rewarding aspect of your role at Cloudesley?

Some mentioned physical roles can be tiring.
A few people also mentioned the mental energy and the pressure of workload.
One person mentioned working with the same pupils all day as they find it rewarding working with a range of children.
One person mentioned the noise levels and that it can be difficult dealing with some parents and staff
Two said not feeling valued for the effort they put in
Two people said listening to the moans they occasionally hear as they would rather people be proactive and solve problems.
One person mentioned use of ICT and another internet connection
One person mentioned the difficulties faced not having good engagement with home learning.
Two people mentioned dealing with the loss of pupils.
Some said there was nothing they could think of.

Q30. What made you feel supported or not during COVID?

Many said good communication from leadership via slack (now Microsoft Teams) and regular meetings, having key information shared and being listened to.
Many said the support of their team.
Many mentioned supportive colleagues
Some mentioned PPE
Some mentioned the leadership listening to staff concerns and not being pressured to return to work.
Some mentioned assurances that the school want everything to be low risk as we start to return and the priority being everyone’s safety, being able to work from home.
Some mentioned regular get togethers and colleagues who have gone the extra mile to support them
Some mentioned continuous dialogue about the risk assessments.
Some people mentioned coaching
One person mentioned regular union meetings
One person mentioned they received help doing their shopping.
One person mentioned the Friday wellbeing days
One person mentioned their team being understanding and flexible around their childcare.
One person mentioned the staggered start time and shorter days made them feel supported.
One said they do not feel supported or unsupported and school has just followed government guidance. They think more help could have been offered at the peak of the virus and usually independent people find it hard to ask for help, they say more care could have been taken but understand the exceptional circumstances and we can all learn from it.

Q34. Have you any suggestions of how as a school we can further support wellbeing during this time?

Many people said no they do not have suggestions.
Many others said to continue with what is in place
One person said showing appreciation with things like breakfast treats.
Many people said supporting each other and keeping in regular contact.
One person said ensuring that people are not just being contacted about work.
Some people said keeping the sense of community.
One person said to continue to look at everyone’s circumstances individually, common sense and empathy need to work alongside government guidance.
One person said having a shorter working day to enable staff to travel outside of peak times.
One said the promotion of cycling
One person mentioned opportunities for 1:1 wellbeing conversations, acknowledging disparity in the risk of covid in BAME groups and thinking about ways to address this in school.
This person also mentioned offering social visits to doorsteps/ parks for students staying at home.
One person mentioned that maybe senior leaders could check in on staff who are not in school a bit more
One person said taking things slowly when we start back up in September.

Q36. Is there anything positive, any silver linings that have come out of our new ways of working? If so, please write about them and any ideas you have of how we can use these positives when we get back to working on site.

Many mentioned how much they have improved using technology.
Many mentioned the increased contact we now have with families and the families developing their interactions with the children, parents and siblings.
Some said they feel like they have got to know their colleagues better, increased team bonding, many have been reaching out to each other and being inclusive.
Some mentioned that there could be now more room for people to work from home and not have it counted as sick, this might help people adjust coming back from long term sick too.
Some mentioned having time to have direct 1:1 input with pupils.
One person mentioned the realisation that we can do a lot to support families and we should continue to
More time, new talents shining through, we need to keep that going!
Some mentioned meeting can take place remotely.
Some mentioned they had more time to think of alternative learning strategies.
One person said they had time to reflect and learn how to delegate more.
Some mentioned time for staff to spend on professional development and lesson planning.
One person suggested a staff channel to share resources and readings to promote CPD.
Some mentioned the resilience, patience and tenacity they have developed.