2. SESSION OUTLINE What can we all do NOW?
What is HeadStart and how does it work in schools?
Why is well-being under threat?
“Resilience”, “Mental Health”, “Well-being”, what’s the difference?
How can we all help to build resilience and promote wellbeing?
What can we all do NOW?
We need to put this into practice, to understand how the framework is actually just “Ordinary Magic”

3. students to target for HeadStart interventions
complex
need
universal plus
students to target for HeadStart interventions
universal offer
Who are your HeadStart (amber) students?
Staff think about the type of pupils they know who may be AMBER pupils. Red are those pupils already receiving interventions and Green are those who are thriving and confident. All others may be amber. These are the pupils to focus on particularly, as they may really benefit from this content and the activities as a form of early light touch intervention

4. Why is every member of staff’s role so important in building resilience and promoting wellbeing?

5. 5 times-in-a-week challenges
What I am good at
The
5 times-in-a-week challenges
encourage staff to think of a range of things from the framework they are good at, that help them cope in everyday life and what they could do more of/less of or something new that would impact on their resilience, based on the framework

6. 5 times-in-a-week challenges
The
5 times-in-a-week challenges
No screens before bed
3 Pre-sleep meditation
Spend 30 minutes chatting with family
Try new food/drink
Spend 30 minutes doing something you love (not online!)
5 days NOT eating the wrong foods
Speak with someone new
Watch the news on TV
Eat healthy breakfast
Cook a healthy meal
Take up and practise a new hobby
10 minutes exercise
Develop a new skill
Spend 30 minutes with a family member
Get to school on time
Put my hand up in lessons
Research 5 people in the news
These are some ideas of the kind of challenges staff and/or pupils might set themselves over the coming weeks, but do get them also to suggest their own or ones that are personal to them. The point is they are setting challenges and having a go and being encouraged and supported along the way, and that young people in situations of adversity are having a go and achieving better
Prepare school bag the night before
Write a letter about yourself
Walk the dog
Eat a healthy lunch
Help out at home
Research 5 countries/places in the news
Research 5 different careers
Help others
Touch base with someone you trust
Write a diary of daily positives
Research 5 things you can study
Take care of pets

7. STEP 1 STEP 2 STEP 3 Choose your challenge Do it 5 times
The
5 times-in-a-week challenges
Week 1
Week 2
Week 3
Week 4
EASY
SHARED
BOLD
A challenge just for you
A challenge you do with someone else
A challenge where you help someone else
A challenge that is something completely NEW!
This slide outlines the process to follow for all pupils to set weekly challenges, with progression built in across 4 weeks. If it’s working well, pupils will be successful by themselves, doing something WITH someone else, HELPING someone else and pushing the boundaries and trying something completely new by week 4. Importantly, all pupils PARTICULARLY the disadvantaged/vulnerable pupils should be encouraged and supported in realising the challenges. Proper time must be given to reviewing the challenges each week and unpicking issues/barriers etc but also CELEBRATING SUCCESS
STEP 1
Choose your challenge
STEP 2
Do it
5 times
STEP 3
Weekly review and feedback

8. WHAT WILL YOU DO 5 times this weeK?
The
5 timesin a week challenge
WHAT WILL YOU DO 5 times this weeK?
A commitment to work on SOMETHING should be captured for each pupil, with achievable steps along the way to achieving the goal. As specific as possible and the goal MUST be reviewed within a reasonable time frame. Think about rewarding/incentivising the process or having a competitive element among forms? Some pupils liked the idea of the same challenge for the whole form, if there’s something appropriate and SMART that they all need to work on…Please remember extra support in this section for less able pupils.

9. your challenge is important to you & chosen by you
FACTS:
You are more likely to achieve your challenge if
your challenge is important to you & chosen by you
you speak about it
Encourage pupils to write it down (perhaps on a card they keep in their blaze pocket) and discuss with a partner how they will go about doing it, as research shows they will be more successful in realising the challenge if they do. IMPORTANT: You as FT MUST value these challenges and review them regularly over the next 4 weeks.
you write it down

10. Weekly challenge review!
How did we do?
No. of times
What that means 5
That’s awesome! How did you do it? Top tips? 4 3
Great! Can you nail it next time? 2 1
Could you use some help next time?
What happened?
This must happen every week for 4 weeks. Focus on how the more vulnerable/disadvantaged pupils are doing and be sure to encourage them to meet the challenges and support them where appropriate. Remember this process of setting and meeting challenges must feel POSITIVE and affirming. Important thing is that they are all having a go. Remember YOU need to be modelling the process and valuing their work

11. Weekly challenge review!
How did we do? ?
How many challenges were achieved (3+times)?
What challenges/barriers did we face?
What were the positives?
What lessons did we learn?
What will you do next?
Each week, complete a review. As staff, decide where you will go next with this. Evaluate the process and how to improve the goal setting if pupils have struggled with this. Collate data about how many pupils achieved their goals etc by all means, but the important thing is that pupils are feeling encouraged and are attempting these challenges, PARTICULARLY the “Amber” pupils

12. IMPORTANT Is this YOU, or someone you know?
If so, tell someone in school TODAY
SLEEP:
It is estimated that “there are some 400,000 children in the UK who do not have a bed of their own. They have to sleep on the floor, on the sofa or with others, who are sometimes not even related to them.”
Tes, 5th May 2017
BREAKFAST:
Some pupils may not have access to healthy breakfast options due to financial or other issues at home.
Be aware that some pupils may want to set a goal that is difficult to realise for various reasons beyond their control. Be alert to this possibility and ready to support
YOUR CHALLENGE:
There are problems/issues linked to your goal that you may need support with.

14. 5 times-in-a-week resilience challenge
How’s it going?
What’s your challenge this week??
Can I tell you about my challenge?
Can I help?
How will you review the goals or touch base with the process over the next 30 days? Show of hands in staff briefings? Goal buddies in departments? Competition element? Could lead in to other staff wellbeing work/initiatives
5 times-in-a-week resilience challenge

15. TO DO: “ordinary magic”
“I believe that deep down, all teachers organise all their pupils into the ones they like and the ones they don’t like.”
Newham pupil
TO DO:
“ordinary
magic”
“Staff should ensure praise outweighs anything negative by at least a 5:1 ratio”
Newham school behaviour policy
How will you help change that perception? Focus on one pupil and think about the change you could make to how that child feels coming into school. A difficult child or an invisible child. A smile, a bit of research, a chat with someone who knows him/her, a change in tone. Or focus on one thing about you that you can change. Ask yourself not “What’s the matter with that kid?” but “What happened to that kid?” what will be your piece of ordinary magic tomorrow?