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Our Approach

#559 “SWERL” Supporting Wellbeing, Emotional Resilience and Learning – Gusford Primary School

What did we do?

Our implementation of the SWERL approach.

School Focus

How can we empower staff to enable trusting relationships to form with pupils & each other? How can we increase adults confidence and self-worth and create a whole school approach to promoting positive mental health for all? 

How can we empower pupils to build trusting relationships with staff & each other, increase children’s self-esteem and confidence and create a whole school approach to promoting positive mental health for all? 

Pupil focus

  • Pupil well-being survey. 
  • Emotional insecurity. 
  • Environmental / social factors. 
  • Difficulties sleeping and controlling negative emotions.


  • SAF’s Team (Student & Family Support). 
  • Pupil and Staff Well-Being Ambassadors. 
  • Senior Mental Health Leads. 
  • 1:1 Staff Well-Being meetings. 
  • Staffroom conversations.

Data Collection

  • ALT Staff & Pupil Surveys (Quantitative) 
  • Gusford in-house Staff Survey (Qualitative & Quantitative) 
  • Pupil Voice (Qualitative) 
  • 1:1 Staff Well-Being sessions (Qualitative) 
  • Staffroom Conversation (Qualitative) 
  • Staff sickness / staff retention data for 2017/18 (Quantitative) 

Action Plan

Domains 5 & 1: Building Relationships/Supported & Informed Staff: Activities and Interactions 

  • Pets as Therapy Dog.
  • External Counsellor/Coach. 
  • Pupil counsellor (external).
  • Mental Health Leads offer 1:1 Staff Well-being sessions and Pupil-Wellbeing Ambassador meetings. 
  • One Page Profiles.


Domain 3: Enabling Environments:

Action Plan:

  • Furnish and equip Rainbow Room. 
  • Furnish and equip Merlin Room.
  • Clear and equip space outside.
  • Investment to improve outside play areas for children. 


Learning hypothesis (examples): 

  • Children’s voices to be heard.
  • Staff and pupil feelings and emotions will be supported. 
  • Safe spaces to air thoughts.
  • Staff will feel they are treated fairly and equally. 
  • Strengths, abilities and career paths will be recognised and developed. 
  • Creation of a cohesive, collaborative culture. 

Impact: What difference do we hope to make? How will we know?

  • Regular Pupil Well-Being Ambassador meeting. 
  • Repeat of ALT Staff & Pupil surveys.
  • Condensed Gusford in-house survey to be repeated – sample test. 
  • Measure impact of interventions on staff retention date/sickness absence. 
  • Exit interviews for staff. 
  • Parent survey to assess impact of interventions. 
  • Retrospective scaling questions for staff and children relating to staff/children wellbeing. 
  • Staff/parents to qualitatively evaluate impact on children. 
  • Compilation of case studies. 

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