Pupil Wellbeing

Meeting the development, learning and care needs of every learner at St Andrews!

We have a very active Support for Learning approach here at St Andrew’s and we pride ourselves in the way we work with our learners and their families to ensure every child can flourish.

The ‘4 Rs’ (rights respecting, restorative, relationships and resilience) inform and support our practice but at St Andrew’s everything we do is underpinned by our vision ‘INSPIRE NURTURE FLOURISH’. We have

  • a commitment to the integrated education and formation of the whole person, in close partnership with parents as the first educators of their children.
  • an inclusive ethos which aims to honour the life, dignity and voice of each person
  • commitment to the search for wisdom in life and to the pursuit of excellence, through the development of each person’s unique gifts and talents.

Some of our approaches include:

SAFE

  • embedded partnership working with professional partners
  • Hub open to support learners during break and lunch
  • all classes use emotional check ins as part of their embedded practice
  • excellent compliance and safety procedures at all levels of school life

HEALTHY

  • Health Care Plans are used to support our learners as appropriate
  • progressive curriculum for Food and Health and Substance Misuse is planned, implemented and evaluated at all stages using benchmarks for assessment
  • Relationships, sexual health and parenthood is planned, implement and evaluated using God’s Loving Plan framework

ACHIEVING

  • Ethos and Life of the School planners are used at all stages
  • Opportunities for Personal Achievements are planned
  • GIRFEC is embedded in our partnership work
  • Looked After Pupils , young carers, and pupils who are living with other challenges are robustly tracked and their opportunities for achievement are monitored; this ensures every child at St Andrew’s has the same opportunity to succeed
  • Pope Francis Faith Award
  • Hot Listing (daily 1:1 support for learners as required)
  • programmes and interventions to challenge able learners

NURTURED

  • all adults understand that every interaction should be nurturing and all adults act as positive role models
  • the school demonstrates a nurturing approach
  • nurture groups are embedded and pupils are tracked robustly
  • Pupils learn beyond the classroom daily
  • Emotion Talks is embedded

ACTIVE

  • partnership with Active Schools to give our children the tools, motivation and opportunities to be more active throughout their school years and into adulthood
  • supported Active Schools for children known by the school to be living in poverty and for any family who seeks financial support
  • reduced cost to the school day (where ever possible we will seek alternatives to cover costs of trips and visits)
  • access onto ‘the hill’ to experience the great outdoors!
  • planned opportunities for pupils who have been identified as benefiting from additional physical activities (running club, sensory circuits)
  • minimum 2 hours of PE for all pupils based in planned progressive learning experience for PE
  • P5-P7 bikeability and led cycles
  • a variety of in house sporting opportunities

RESPECTED

  • silver Right Respecting criteria met
  • pupil parliament (views of learners are sought, valued and lead to change)
  • talk and move groups
  • pupils drive forward the school improvement plan

RESPONSIBLE

  • fortnightly pupil focus groups
  • Wee HGIOS
  • pupil led learning walks
  • pupils drive forward the school improvement plan
  • Restorative, solution orientated approaches are adopted to build relationships
  • pupil led clubs (art, drama, and dance)

INCLUDED

  • reduced cost to the school day (where ever possible we will seek alternatives to cover costs of trips and visits)
  • all pupils have the opportunity to attend school camp; heavily subsidised as required
  • Poverty-related stigma is challenged so that all children and young people feel respected, included and supported by staff and pupils in their school and local community
  • All learners have identified a key adult they know and can trust to discuss any issue or worry
  • Learner voice is evident in all aspects of the school’s development priorities and self- evaluation (Wee HGIOS)