1. The Golden Thread of Emotional Wellbeing and Mental Health at Abbey Grange Church of England Academy Jon Norden Principal Christine Clarke Assistant Principal Joanna Tobbell and Rory Ibbotson Head Girl and Head Boy

5. Our ethos: Empower Developing the skills for everyone in the community to fulfil their potential and become active and positive citizens and role models. Nurture Developing a safe and inclusive school environment. Developing the confidence and emotional well-being of everyone within the school community.

6. Character Education “Filling students with facts is not enough.” Bishop of Ely “We need to pay as much attention to the development of the inner person in education as we do on exam work. Schools need to provide opportunities for students to practise the development of Character, not just learn about it.” Anne Holt “Schools are too focused on exam results and should teach pupils resilience and how to be ‘rounded and grounded’. Any school failing to do this should not be rated outstanding, even if it achieves impressive results.” John Cridland “Delivering the best schools and skills is a key part of our long term economic plan that is turning Britain around. As well as high academic standards, this means providing opportunities for all young people to develop the character and resilience they need to succeed in modern Britain.” Nicky Morgan

7. How do we achieve this? Through the curriculum – Enrichment and PSHCE Through the pastoral system – Vertical Tutoring, Positive Behaviour, Transition Through leadership opportunities for students In partnership with parents and governors

8. Impact: “It’s so inclusive – there is a place here for everyone” – Year 12 student to IIPu assessor “If you need help, you can go to your tutors or the abbey managers but it’s better sometimes to go to someone your own age” - Key Stage 3 student to IIPu assessor “The underlying intention of this academy is to enable everyone there to be the change they want to see for themselves, the academy and the world beyond. This is a place of education which enables and empowers groups and individuals within the Christian character of the academy.” – School Advisor “Enrichment opportunities provide significant experiences beyond the classroom for students of all ages and abilities” – School Advisor

9. Enrichment - Skills our students develop: Setting of SMART targets – organisation Proof reading and quality control Questioning skills Presenting skills Making quick decisions – re prioritising Collaborative work as part of a team Community Work/Cohesion Making a positive impact on people’s lives. Communication Listening Constructive Criticism Time management Planning Compromise Challenging themselves Challenge under performance of group members

10. Silver Expectations Bronze Expectations Gold Expectations Always takes responsibility for their learning and behaviour and looks to complete challenge tasks. Actively responds to teacher and peer feedback and ensures targets are met. Actively contributes to group tasks and takes roles on expertly. Actively endeavours to make a positive impact on the community/charities. Provides detailed and descriptive reflection on learning experiences and supports work with real life examples. Usually takes responsibility for their own learning and behaviour and seeks to attempt challenge tasks. Consistently tries to respond to feedback and participates in group’s tasks and experiments with different roles. Endeavours to make a positive impact on the community/charities. Provides detailed reflection on learning experiences and supports work with examples. Is aware of the need to take responsibility for their own learning and behaviour and do most of what is asked of them to a sound standard. Contributes during discussions and teamwork. Attempts to make a positive impact on the community/charities. Provides reflection on learning experiences and supports work examples. Assessment of work

11. Developing community links

12. Public Speaking

13. Vertical Tutoring At a practical level it is the organisation of students into mixed-age tutor groups and Houses led by a Pastoral Manager. Vertical Tutoring helped us to ensure that we could more easily fulfil our commitment to Educate, Nurture and Empower. A cultural change which placed people and learning relationships at the heart of our school as an organisation. Benefits for students, teachers and parents/carers.

14. Student Council Closely linked to the Vertical Tutoring system. Allows the involvement of a greater number of students. Involved in decision making on things that directly affect them as students. Vital part of staff selection process. Consultation on topics for PSHCE e.g. FGM/ Healthy Eating

15. Transition Arrangements 60-70 feeder primaries Tried and tested transition arrangements to support the wellbeing of students. Vertical tutoring supports transition.

16. Behaviour System System of tracking behaviour to support the learning in the classroom. Linked to a Positive Rewards System (Vivo). Students are automatically rewarded for their contribution to creating a Positive Climate for Learning.

17. PSHCE Curriculum Regularly evaluate/change/ develop PSHCE curriculum content. Ensure that current issues and needs are met. Student Voice input into PSHCE programme. Revisit key topics as the students progress through school. Staff trained by Stonewall as ambassadors.

18. The Student Point of View Joanna Tobbell Rory Ibbotson