Wellbeing at Thomas TallisWellbeing at Thomas Tallis

What is it? Where is it? And why do we care?What is it? Where is it? And why do we care?

What What isis ‘Wellbeing’? ‘Wellbeing’?

• Multiple discourses (Multiple discourses (Gill Ereaut DCSF Research Conference 2008), ), highly contestedhighly contested

• Often constructive negatively, particularly Often constructive negatively, particularly concerned with protective aspects and concerned with protective aspects and vulnerable or deprived childrenvulnerable or deprived children

• It can (and should) be developed in a more It can (and should) be developed in a more positive sense, building on strengths and positive sense, building on strengths and personal qualitiespersonal qualities

• A cultural construct – what people collectively A cultural construct – what people collectively agree makes ‘a good life’agree makes ‘a good life’

• The stuff you already do! The stuff that this The stuff you already do! The stuff that this school is made ofschool is made of

• A duty of schools from September 2007A duty of schools from September 2007

Isn’t Wellbeing just about my health?Isn’t Wellbeing just about my health?

• NO!NO!– Personal, Physical, Emotional, Mental, Social, Personal, Physical, Emotional, Mental, Social,

Cultural, Political, Economic, Academic, Community, Cultural, Political, Economic, Academic, Community, Spiritual, Moral….Spiritual, Moral….

• What are we here for?What are we here for?• A focus on ‘Wellbeing’ calls for nothing less A focus on ‘Wellbeing’ calls for nothing less

than a transformation in fundamental than a transformation in fundamental institutional structures….institutional structures….

• It’s what we’re trying to do at Tallis - Making a It’s what we’re trying to do at Tallis - Making a difference to the lives of childrendifference to the lives of children– Helping them to become informed, active and Helping them to become informed, active and

responsible members of local, national and global responsible members of local, national and global communities, and to make positive decisionscommunities, and to make positive decisions

Why ‘Wellbeing’?Why ‘Wellbeing’?

• Tallis is a ‘first-mover’Tallis is a ‘first-mover’• Faculty of Wellbeing to formalise some aspects Faculty of Wellbeing to formalise some aspects

of the curriculumof the curriculum• Who wants it?Who wants it?

– DCSF, ABA, Health Organisations, Parents, DCSF, ABA, Health Organisations, Parents, Citizenship Foundation, Employers, Schools, Citizenship Foundation, Employers, Schools, Students…Students…

• Inspected by Ofsted from September 2009Inspected by Ofsted from September 2009– developing wellbeing indicators to assess a school’s developing wellbeing indicators to assess a school’s

contribution to promoting pupil wellbeing and to contribution to promoting pupil wellbeing and to provide schools with local area informationprovide schools with local area information

• The Educational Imperative - we don’t need the The Educational Imperative - we don’t need the whip of assessment to make it matterwhip of assessment to make it matter

Current InitiativesCurrent Initiatives

• Aims of the CurriculumAims of the Curriculum– Successful learners, Confident individuals, Responsible Successful learners, Confident individuals, Responsible

citizens citizens

• Every Child MattersEvery Child Matters– Be Healthy, Stay Safe, Enjoy and Achieve, Achieve Economic Be Healthy, Stay Safe, Enjoy and Achieve, Achieve Economic

Wellbeing, Make a Positive ContributionWellbeing, Make a Positive Contribution

• Whole curriculum dimensionsWhole curriculum dimensions– Identity and diversity, healthy lifestyles, community Identity and diversity, healthy lifestyles, community

participation, enterprise, global dimension, technology and the participation, enterprise, global dimension, technology and the media, creativity and critical thinkingmedia, creativity and critical thinking

• Personal Learning and Thinking SkillsPersonal Learning and Thinking Skills• Social and Emotional Aspects of Learning (SEAL)Social and Emotional Aspects of Learning (SEAL)• Values EducationValues Education

Wellbeing across the schoolWellbeing across the school

• The curriculum is the entire planned The curriculum is the entire planned learning experiencelearning experience

• ‘‘Enterprise Days’Enterprise Days’

• Do you have a burning desire to do Do you have a burning desire to do something different with a year group but something different with a year group but have no time in your already have no time in your already overcrowded curriculum?overcrowded curriculum?

• We can give you time!We can give you time!

What do you think?What do you think?Questionnaire ResultsQuestionnaire Results

• 54 teachers, of which 52 are currently or have 54 teachers, of which 52 are currently or have been tutorsbeen tutors

• Main findings;Main findings;– Results fairly similar across year groupsResults fairly similar across year groups– Most teachers like spending time with their tutor Most teachers like spending time with their tutor

groupsgroups– Most teachers think that tutor time is importantMost teachers think that tutor time is important– Most think that PSHE should be taught by specialist Most think that PSHE should be taught by specialist

teachersteachers– Most teachers feel comfortable with a majority of Most teachers feel comfortable with a majority of

PSHE/Citizenship/Work Related topics but not PSHE/Citizenship/Work Related topics but not adequately trained and without time to devote to adequately trained and without time to devote to teaching the tutor groupteaching the tutor group

– Distinction apparent between ‘tutor time’ and ‘PSHE Distinction apparent between ‘tutor time’ and ‘PSHE lessons’lessons’

I enjoy teaching my tutor groupI enjoy teaching my tutor groupI enjoy teaching my tutor group

0

2

4

6

8

10

12

14

16

18

Total 7 8 9 10 11 12 13 unstated

1

2

3

4

5

6

I enjoy spending time with my tutor groupI enjoy spending time with my tutor groupI enjoy spending time with my tutor group

0

5

10

15

20

25

Total 7 8 9 10 11 12 13 unstated

1

2

3

4

5

6

Key QuotesKey Quotes

• Feel unqualified to teach certain subjects/Lack Feel unqualified to teach certain subjects/Lack expertise [10]expertise [10]

• Students see it as an extension of Students see it as an extension of registration/don’t see it as a proper lesson [4]registration/don’t see it as a proper lesson [4]

• Enjoy spending time with them [7]Enjoy spending time with them [7]• Resources not useful/too difficult/not Resources not useful/too difficult/not

there/”dry” [5]there/”dry” [5]• To get to know my tutor group/develop positive To get to know my tutor group/develop positive

relationships [15]relationships [15]• Pair and group work difficult to manage [4]Pair and group work difficult to manage [4]

I receive lesson plans in time for the lessonI receive lesson plans in time for the lessonI receive lesson plans in time for the lesson

0

2

4

6

8

10

12

14

16

18

20

Total 7 8 9 10 11 12 13 unstated

1

2

3

4

5

6

I receive lesson plans in time to feel preparedI receive lesson plans in time to feel preparedI receive the lessons plans in time to feel prepared

0

2

4

6

8

10

12

14

16

Total 7 8 9 10 11 12 13 unstated

1

2

3

4

5

6

I would like to receive lesson plans…I would like to receive lesson plans…I would like to receive lesson plans... in advance

0

2

4

6

8

10

12

14

16

18

Total 7 8 9 10 11 12 13 unstated

no preference

day before

Fri before

1 w eek+

1/2 term

term

year

I would like to receive resources…I would like to receive resources…I would like to receive resources... in advance

0

2

4

6

8

10

12

14

16

Total 7 8 9 10 11 12 13 unstated

no preference

day before

Fri before

1 w eek+

1/2 term

term

year

Tutor time is importantTutor time is importantTutor time is important

0

5

10

15

20

25

30

35

Total 7 8 9 10 11 12 13 unstated

1

2

3

4

5

6

Tutor time could be used in a more productive wayTutor time could be used in a more productive wayTutor time could be used in a more productive way

0

5

10

15

20

25

Total 7 8 9 10 11 12 13 unstated

1

2

3

4

5

6

Key QuotesKey Quotes

• Too administrative, not pastoral enoughToo administrative, not pastoral enough• Too much to fit in [2]Too much to fit in [2]• Need training (ASDAN) [2]Need training (ASDAN) [2]• 1-to-1 mentoring [2]1-to-1 mentoring [2]• Ongoing projects – something that leads Ongoing projects – something that leads

to a sense of achievement at the endto a sense of achievement at the end• Not just single focus (WEX)Not just single focus (WEX)• Smaller group work on a carouselSmaller group work on a carousel• Discussion based activitiesDiscussion based activities

PSHE should be taught by specialist teachersPSHE should be taught by specialist teachersPSHE should be taught by specialist teachers

0

2

4

6

8

10

12

14

16

Total 7 8 9 10 11 12 13 unstated

1

2

3

4

5

6

Key Quotes from final commentsKey Quotes from final comments

• Concern that the extent of ‘Wellbeing’ is becoming Concern that the extent of ‘Wellbeing’ is becoming central to curriculum at the expense of contentcentral to curriculum at the expense of content

• Tutor has a different role to PSHE teacherTutor has a different role to PSHE teacher• Only volunteers should deliver PSHE and

individuals uncomfortable with it should not have to [2]

• Extra workload [2]• Feel untrained/lack of expertise short changes the

students [5]• Staff care about wellbeing• Tutor time is important but needs to be reviewed• No progression in PSHE with tutors

How can it be done? – Case-studiesHow can it be done? – Case-studies

• Wolverhampton Grammar SchoolWolverhampton Grammar School– Timetable suspended for 25 hours over a three Timetable suspended for 25 hours over a three

week periodweek period– Focus on independent learning projectsFocus on independent learning projects– Students research a theme, produce a report with Students research a theme, produce a report with

support materials and present to a group of support materials and present to a group of ‘outsiders’‘outsiders’

• Colyton Grammar School, DevonColyton Grammar School, Devon– Rated outstanding by Ofsted the last 3 consecutive Rated outstanding by Ofsted the last 3 consecutive

yearsyears– One of the highest performing schools in the countryOne of the highest performing schools in the country– Leading EdgeLeading Edge– Tutor ledTutor led– All students complete personal challenges for the All students complete personal challenges for the

ASDAN AwardASDAN Award

Northumberland Park Community School, Northumberland Park Community School, TottenhamTottenham

• Humanities team 8-11Humanities team 8-11

• Tutor led in Year 7Tutor led in Year 7

• Whole school collapsed timetable daysWhole school collapsed timetable days

• Enrichment activitiesEnrichment activities

• Specialist daysSpecialist days

DeCartaret College, JamaicaDeCartaret College, Jamaica

• House systemHouse system

• Student unionStudent union

• Prefect systemPrefect system

• Humanities team teaches civicsHumanities team teaches civics

• Compulsory Clubs on Thursday morningsCompulsory Clubs on Thursday mornings

Ottawa, CanadaOttawa, Canada

• Character EducationCharacter Education

• Tutor knowledge of studentsTutor knowledge of students

• Common visionCommon vision

• Student EmpowermentStudent Empowerment

• Community LinksCommunity Links

What are we here for?What are we here for? Future Directions for Tallis Future Directions for Tallis

• How should the timetable be structured?How should the timetable be structured?

• What is the role of the Tutor at Tallis?What is the role of the Tutor at Tallis?– First port of call for tuteesFirst port of call for tutees– Help and adviceHelp and advice– ‘‘Brain Gym’Brain Gym’– Structured PlayStructured Play– Delivering a curriculum?Delivering a curriculum?– Peer Education?Peer Education?– Should it be structured time? Informal?Should it be structured time? Informal?

An operationalised discourse: wellbeing as outcomes and indicators

The (very) new discourse of sustainability

The relatively recent discourse of holism

Echoes of a philosophical discourse

Contemporarymedical discourse

Wellbeing