Staff Wellbeing at WHA

^{Intent: Why Staff Wellbeing is Our Priority}

At Western House, we firmly believe that a healthy, happy, and supported staff is the cornerstone of a successful educational environment. Our intent is to embed a culture where the mental health and wellbeing of every staff member is actively valued, protected, and championed by all levels of leadership.

This commitment is driven by a desire to:

Protect and Promote Staff Health: Ensure every employee feels psychologically safe, respected, and equipped to manage the inherent pressures of the education profession.
Improve Retention and Morale: Create an attractive, positive, and supportive working environment that encourages the retention of highly skilled and dedicated professionals.
Enhance School Effectiveness: Recognise that staff wellbeing directly impacts pupil outcomes, engagement, and the overall positive ethos of the school.
Reduce Workload-Related Stress: Proactively identify and address key drivers of stress, particularly excessive workload, to establish a sustainable work-life balance for all.

^{Implementation: Our Wellbeing Initiatives}

Our strategy adopts a Whole School Approach to staff wellbeing, focusing on three key areas: Culture & Leadership, Practical Support, and Proactive Measures.

Culture & leadership

Open-Door Policy & Supervision

Senior Leaders maintain an accessible and non-judgmental open-door policy. Structured, confidential supervision is offered, particularly for staff managing emotionally demanding roles or pupil behaviour.

Culture of Appreciation

Regular, sincere recognition and appreciation of staff effort, moving beyond token gestures to genuine acknowledgement of hard work.

"Right to Switch Off"

Clear guidance from Senior Leaders modelling and advocating for a healthy work-life balance, including expectations around communication outside of directed hours.

Dress down Friday

To encourage a relaxed and informal end to the working week and promote psychological decompression, all staff are invited to participate in 'dress down Friday;. On Fridays, the usual business attire requirement is suspended, and staff are encouraged to wear comfortable, non-business clothing (while still maintaining professional appropriateness for a school environment). This small, weekly shift in routine is designed to reduce the mental burden of formal dressing and signal a transition toward rest and personal time, helping to foster a more relaxed and collegial atmosphere.

Personal Wellbeing Day

Recognising that effective self-care is highly individual, all staff are allocated a Personal Wellbeing Day (PWD) per academic year. This day is specifically for staff to dedicate time to an activity, event, or rest that they personally feel will most significantly improve their mental health and resilience. Whether it is a day of complete rest, pursuing a hobby, engaging in professional development related to wellbeing, or attending a personal appointment, the PWD supports the school's commitment to prioritising individual self-care and work-life balance. Staff are required to provide reasonable advance notice to their line manager to ensure appropriate cover.

Practical Support

Employee Assistance Programme (EAP)

A confidential, 24/7 external service providing counselling, financial advice, and practical support to all employees and their immediate families.

Mental Health First Aiders (MHFA)

A network of trained staff who are a first point of contact for colleagues seeking support, promoting mental health literacy and early intervention across the school.

Work Reduction Measures

Curriculum Review & Streamlining

A regular review of data collection, marking policies, and formal assessment cycles to eliminate unnecessary tasks and ensure all processes are high-impact and low-burden.

Protected Time

Scheduled, non-contact time built into the school day or week specifically for collaborative planning, moderation, or deep work, reducing the need for out-of-hours work.

Technology/AI Policy

Clear guidance on the appropriate and efficient use of technology (including AI) to aid in resource creation and administrative tasks, saving time.

^{Impact: Measuring Our Success}

The success of our mental health and wellbeing strategy is not measured solely by the presence of initiatives, but by the tangible, positive effect on the lives of our staff and the performance of our school.

We will measure the impact of our strategy by tracking key indicators, including:

Key Indicator	Success Measure
Staff Feedback and Culture	Increase: Year-on-year positive responses in the annual Staff Wellbeing Audit regarding psychological safety, line manager support, and work-life balance.
Retention and Recruitment	Decrease: Staff turnover rates, particularly within the first five years of service, moving closer to the national average for the education sector.
Staff Attendance and Absence	Decrease: The number of short-term and long-term absences attributed to stress and mental ill-health. Increase: The percentage of staff who feel comfortable accessing EAP/MHFA support.
Workload Perception	Decrease: The percentage of staff who report their workload is "unmanageable"

Through a relentless focus on our staff's mental health, we strive to transform WHA into a model workplace. Our goal is to cultivate a resilient, dedicated, and highly effective workforce where every member feels valued, heard, and supported to thrive both professionally and personally. By prioritising staff wellbeing, we ensure we have the best people, giving their best, every day, thereby securing the best outcomes for our entire school community.