A whole-school approach to wellbeing at Christ the Redeemer Primary School

At Christ the Redeemer, we understand that emotional wellbeing is deeply connected to academic success. This is why we have used the Pupil Attitudes to Self and School (PASS) measure from GL Assessment at our school for several years. PASS is a quick and accessible pupil survey to identify pupils’ attitudes to themselves as learners and their learning experiences.

We administer PASS with pupils towards the end of September, giving them time to settle back into the daily routine of school life. The data is then analysed by our SLT and class teachers to identify trends across year groups and throughout the school. This offers us a clear picture of the best ways to begin the school year for each individual child.

We employ a combination of PASS data and daily emotional check-ins to support our pupils. These tools form a crucial part of our broader wellbeing strategy, alongside the invaluable work of our Parent Support Officer and the various classes we offer to both pupils and parents.

Each day, from Nursery through to Primary 7, our pupils complete an emotional check-in. This simple but powerful routine allows children to recognise and express their emotions, helping us detect and address any issues that could affect their learning. By taking this proactive approach, we can swiftly resolve minor concerns (such as a forgotten PE kit or homework) before they escalate into bigger challenges.

The daily check-in process varies by year group but always serves the same purpose: children select how they are feeling that morning from a range of emotions such as sad, tired, upset, anxious, happy or excited. Teachers then review this feedback, stepping in where needed to provide reassurance, guidance or simply a listening ear.

One particularly impactful instance involved a teacher noticing that many pupils were repeatedly arriving at school feeling tired. Recognising the impact this had on their learning, we delivered lessons on the importance of good sleep and consistent bedtime routines, reinforcing these messages with parents to strengthen home-school links.

Beyond the immediate benefits, our daily check-ins also help children understand that emotions are fluid, giving them the confidence to discuss and manage their feelings. However, while check-ins provide a momentary snapshot of a child’s emotions, PASS offers a deeper and more holistic view of their self-perception, engagement with learning and overall school experience.

By using PASS data alongside our daily observations and teacher insights, we can identify trends and implement targeted interventions. The real strength of these tools lies in how they work together – daily check-ins provide real-time support, while PASS data enables us to develop long-term strategies to nurture self-confidence and positive attitudes towards school.

A recent example of this is the launch of our ‘Special Provision in Mainstream Setting’ (SPiMS) unit, which supports pupils with Severe Learning Difficulties. This initiative reflects our commitment to inclusive education, allowing pupils to integrate into mainstream classes in alignment with their development and abilities.

Occasionally, the data highlights children who might be flying under the radar. These children may appear to be coping well in class, but their data tells a different story, creating a pastoral concern. This insight allows us to focus our questions and start formulating targeted interventions. Importantly, the PASS data also helps us celebrate the positive elements of each child's progress.

PASS plays a fundamental role in shaping our school’s approach to wellbeing, influencing everything from curriculum planning to targeted interventions. Once we have reviewed the data, we begin to formulate an intervention plan tailored to the needs of each individual pupil.

We collaborate closely with staff and parents to consider the interventions suggested by PASS and adapt these to best fit our context and our pupils. One particularly successful initiative involves assigning a staff mentor to children with low PASS scores. These mentors meet with their pupils monthly to discuss their progress, build relationships and foster a greater sense of belonging.

Another impactful programme pairs Key Stage 2 pupils with lower self-esteem as ‘Peer Mentors’ for children in the SPiMS unit. This not only boosts their confidence but also fosters empathy and leadership skills. Additionally, I lead the ‘Sunshine Squad’ alongside a team of eight Primary 7 pupils. This initiative was born from our awareness that many children experience anxiety upon arriving at school each morning. The ‘Sunshine Squad’ provides calming and regulation activities to help ease these children into their academic day.

Alongside the feedback we actively seek from pupils, parents and staff, PASS provides us with invaluable data that helps us assess the effectiveness of our interventions. This concrete evidence enables us to continually refine and enhance our approach, ensuring that Christ the Redeemer remains a place where every child feels supported, empowered and ready to thrive.