1. Aims 

• This policy aims to: 

• Support the wellbeing of all staff to avoid negative impacts on their mental and physical health 

• Provide a supportive work environment for all staff 

• Acknowledge the needs of staff, and how these change over time 

• Allow staff to balance their working lives with their personal needs and responsibilities 

• Help staff with any specific wellbeing issues they experience 

• Ensure that staff understand their role in working towards the above aims 

2. Promoting wellbeing at all times 

At Roselyn House School, we are committed to fostering a culture that values and promotes the wellbeing of all staff throughout the academic year. We recognise that staff wellbeing is integral to maintaining a positive, productive and supportive school environment, and that the wellbeing of staff directly impacts the wellbeing, progress, and outcomes of our pupils. 

Open-Door Policy 

We operate an open-door policy that encourages open communication between all members of staff and the leadership team. Staff are encouraged to share concerns, ideas or feedback about workload, wellbeing or school processes at any time. This approach ensures that issues are addressed promptly and collaboratively, and that staff feel listened to, supported, and valued. 

Termly Wellbeing Meetings 

Wellbeing meetings will be held once every term, consisting of three sessions across the school year. Each meeting will run from 15:45 to 17:15 and will provide an opportunity for staff to discuss wellbeing matters in a safe and supportive setting. 

Discussions will focus on: 

• Workload and its impact on staff wellbeing. 

• The relationship between staff wellbeing and student welfare/outcomes. 

• Reviewing current processes and initiatives to determine whether they should be continued, adjusted, stopped, or added. 

These sessions will follow a “You Said, We Did” approach, ensuring that staff feedback leads to visible action and continuous improvement in wellbeing practices. 

Monthly Wellbeing Sessions 

From September 2025, a monthly well-being activity schedule will be introduced as part of our new staff wellbeing offer. These sessions will take place after school, typically from 15:45 to 17:15, and will provide opportunities for relaxation, social connection, and enjoyment once the students have gone home. 

Activities will vary each month and may include creative workshops, light exercise or mindfulness sessions, social gatherings, or team-building events. Participation is encouraged but voluntary, and activities will be designed to be inclusive, accessible, and enjoyable for all staff. 

Termly Wellbeing Themes 

Each term will feature a wellbeing theme aligned with our school activity calendar. These themes will be designed to promote positive mental health, balance, and professional fulfilment, while supporting our shared vision of a caring and thriving school community. 

Monitoring and Continuous Improvement 

The Senior Leadership Team (SLT), alongside designated wellbeing leads, will monitor staff wellbeing through: 

• Regular staff surveys and feedback forms. 

• Discussions in termly wellbeing meetings. 

• Informal check-ins and open-door conversations. 

• Analysis of workload, absence data, and retention trends. 

Findings will be reviewed termly and used to inform future planning and wellbeing  

initiatives, ensuring our approach remains responsive and effective. 

2.1 Role of all staff 

All staff are expected to: 

• Treat each other with empathy and respect 

• Keep in mind the workload and wellbeing of other members of staff 

• Support other members of staff if they become stressed, such as by providing practical assistance or emotional reassurance 

• Report honestly about their wellbeing and let other members of staff know when they need support 

• Follow the school’s policy on out-of-hours working, including guidance on when it is and isn’t reasonable to respond to communications 

• Contribute positively towards morale and team spirit 

• Use shared areas respectfully, such as the staff room or offices 

• Take part in training opportunities that promote their wellbeing 

2.2 Role of line managers 

Line managers are expected to: 

• Maintain positive relationships with their staff and value them for their skills, not their working pattern 

• Provide a non-judgemental and confidential support system to their staff 

• Take any complaints or concerns seriously and deal with them appropriately using the school’s policies 

• Monitor workloads and be alert to signs of stress, and regularly talk to staff about their work/life balance 

• Make sure new staff are properly and thoroughly inducted and feel able to ask for help 

• Understand that personal issues and pressures at work may have a temporary effect on work performance, and take that into account during any appraisal or capability procedures 

• Promote information about, and access to, external support services 

• Help to arrange personal and professional development training where appropriate 

• Keep in touch with staff if they’re absent for long periods 

• Monitor staff sickness absence, and have support meetings with them if any patterns emerge 

• Conduct return-to-work interviews to support staff back into work 

• Conduct exit interviews with resigning staff to help identify any wellbeing issues that led to their resignation 

2.3 Role of senior staff 

Senior staff are expected to: 

• Lead in setting standards for conduct, including how they treat other members of staff and adhering to agreed working hours 

• Manage a non-judgemental and confidential support system for staff 

• Monitor the wellbeing of staff through regular surveys and structured conversations 

• Make sure accountability systems are based on trust and professional dialogue, with proportionate amounts of direct monitoring 

• Regularly review the demands on staff, such as the time spent on paperwork, and seek alternative solutions wherever possible 

• Make sure job descriptions are kept up to date, with clearly identified responsibilities and staff being consulted before any changes are made 

• Listen to the views of staff and involve them in decision-making processes, including allowing them to consider any workload implications of new initiatives 

• Communicate new initiatives effectively with all members of staff to ensure they feel included and aware of any changes occurring at the school 

• Establish a clear policy on out-of-hours working, including on when it is and isn’t reasonable for staff to respond to communications, and provide clear guidance to all stakeholders 

• Make sure that the efforts and successes of staff are recognised and celebrated 

• Produce calendars of meetings, deadlines and events so that staff can plan ahead and manage their workload 

• Provide resources to promote staff wellbeing, such as training opportunities 

• Promote information about, and access to, external support services, and make sure that there are clear routes in place to escalate a concern in order to access further support 

• Organise extra support during times of stress, such as Ofsted inspections 

3. Managing specific wellbeing issues 

The school will support and discuss options with any staff that raise wellbeing issues, such as if they are experiencing significant stress at school or in their personal lives. 

Where possible, support will be given by line managers or senior staff. This could be through: 

• Giving staff time off to deal with a personal crisis 

• Arranging external support, such as counselling or occupational health services 

• Completing a risk assessment and following through with any actions identified 

• Reassessing their workload and deciding what tasks to prioritise 

At all times, the confidentiality and dignity of staff will be maintained. 

4. Monitoring arrangements 

This document will be reviewed every year, but may be reviewed and updated more frequently if necessary. It will be reviewed by Jack Birkenhead (Headteacher). Rachel Smith (Senior Business Manager) and Howard Dickinson (Learning Support Assistant) in consultation with the wider school community.  

5. Links with other policies 

This policy is linked to our: 

• Appraisal policy 

• Behaviour policy 

• Capability procedure 

• Home-school communication policy 

• Staff code of conduct 

• Staff Handbook