Staff Wellbeing Questionnaire.
We are reviewing our work in wellbeing within the school community and we want to gather the views of staff, students and parents to inform our planning for wellbeing promotion.

Please consider the statements below, they describe ways schools can promote wellbeing, they relate to the culture, teaching and learning, policies and relationships in our school. Choose one option in each of the questions below. Your responses will be recorded anonymously.
Thank you for taking the time to complete this questionnaire.

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1. The school is accessible to all students *
2. The school is accessible to all parents *
3. The school is accessible to all staff *
4. The physical environment of the school is well maintained *
5. Students respect the school building and equipment *
6. School leaders and management understand the link between physical activity and wellbeing and provide opportunities for physical activity and movement breaks within the school environment *
7. Indoor and outdoor space is provided to facilitate social interaction and physical activity and quiet time *
8. The school environment is used to display student work and celebrate student achievements. *
9. The physical environment is modified to meet the needs of children and young people with additional and/or complex needs e.g. sensory room/sensory gardens; lifting equipment; specialist technology/seating; buddy bench; nurture room *
10. Indoor and outdoor space is provided to encourage informal physical activity and to promote full participation in the PE curriculum *
11. The school and staff promote and facilitate healthy eating choices *
12. School Management inform staff of the teacher Employee Assistance Service, to support personal and professional wellbeing *
13.School management considers and prioritises staff health and wellbeing *
14. There is a positive approach to behaviour management where issues are resolved with respect, fairness and consistency *
15. Teachers interact with the students in a calm and respectful manner, even when there are disagreements *
16. Students interact with the teachers in a calm and respectful manner, even when there are disagreements *
17. . Parents interact with the teachers in a calm and respectful manner, even when there are disagreements *
18. School management interact with the teachers in a supportive and respectful manner, even when there are disagreements *
19. . Students interact with each other in a calm and respectful manner *
20. The school values health and wellbeing and it is recognised as a priority *
21. The school has an ethos of respect and acceptance of difference, where all people are valued *
22. The school is proactive and effective in preventing and tackling bullying *
23. . School promotes positive relationships between students by supporting older students to lead in systems such as mentoring, buddy systems etc *
24. Teachers provide high quality teaching and assessment which foster high expectation of achievement for all *
25. The teaching and assessment approaches are differentiated to provide opportunities for success for all students *
26. Students who have learning, social, emotional and behavioural difficulties are appropriately supported *
27. The organisation of and access to school supports for students with additional needs (learning, social, emotional and behavioural) is known to all staff and parents *
28. In our school these support structures are effective and supportive to students with additional needs (learning, social, emotional and behavioural) and staff working with these students *
29. In our school SNA support is effective and supportive to students with additional needs and staff working with those student *
30. The Wellbeing of students is seen as an essential part of the role of all school staff *
31. The relationship between academic achievement and a child/young person’s wellbeing is understood by all children and by staff in the school. *
32. Teachers give constructive feedback to students on their work and their behaviour *
33. The school delivers the SPHE and the RSE curriculum *
34. The school chooses evidence based programmes to teach social and emotional competence *
35. The school is guided by Circulars 0042/2018 when selecting programmes and inviting guests to teach social and emotional competence to students *
36. The school offers timetabled PE for at least two class periods per week. *
37. A broad and balanced PE curriculum is available for all students. *
38. All students are encouraged and supported to engage in a range of sporting and extra-curricular activities *
39. In planning extra-curricular programmes, the school links with community-based clubs and organisations to ensure that the programme is broad, accessible and inclusive. *
40. School staff are encouraged to access a range of continuing professional development and involvement in professional networks as appropriate *
41.Mentoring systems are used to support newly qualified teachers (NQTs) and/or new staff members. *
42. Teachers give constructive feedback to students on their work and their behaviour and provide strategies for improvement *
43. There are structures in the school which allow students to have a voice on issues relating to development and implementation of school policy *
44. . Staff are informed about school policies such as Child Protection, Anti-Bullying, LGBTI+ and Safe Internet Usage etc *
45. Schools wellbeing promotion plan is informed by data gathered on areas deemed as risk factors such as bullying; absenteeism; truancy and disruptive behaviour *
46. . When supporting a student with identified needs, the school engages in a collaborative problem-solving process to support the child/young person *
47. Teachers views are accessed and listened to in school planning and policy development and implementation. *
48. Parents’/carers’ structures, such as the Parents Council inform policies and practice within the School meetings *
49. School policy promotes healthy eating *
50. School policy promotes physical activity *
51. The school has a Special Educational Needs policy and teachers complete plans to support students with learning, social, emotional and behavioural needs in line with the Special Education Teaching Allocation *
52. . School policies and plans set out how inclusive practices will be implemented *
53. Children with additional needs are supported in understanding relevant school policies such as bullying and the school code of behaviour. *
54. The school has agreed policies for parent-teacher meetings *
55. The school uses the Education Passport (NCCA) to support children and young people transitioning to post primary school. *
56. Student support file is used to plan, record and review progress of students with additional needs *
57. When supporting a student with identified needs, the school engages in a collaborative problem-solving process to support the child/young person *
58. School staff show respect and care for the students *
59. School staff show respect and care for each other *
60. School staff talk to each other in a calm way, even when there are disagreements *
61. Teachers communicate respectfully with parents *
62. Teachers communicate with parents when issues arise *
63. Teachers communicate with parents when things are going well *
64. There are structures in the school which allow parents to have a voice (e.g. Parents Council, parent meetings) *
65. School policies and plans set out how inclusive practices will be implemented *
66. Schools wellbeing promotion plan is informed by information gathered on areas deemed as risk factors such as bullying; absenteeism; truancy and disruptive behaviour *
67. School staff offer some flexibility in appointment and meeting times to accommodate parents work and family commitments *
68. Parents value and participate in the school/parent structures *
69. Parent support in school policy development work, fundraising and volunteering etc *
70. Teachers collaborate with colleagues, parents and external support services as required to support students with additional needs *
71. Teachers and school management respect the privacy of students and their families and only share sensitive information on a need to know basis *
72. Management support staff when complex issues or complaints arise with students/parents/ carers *
73. Teachers are supported by management when issues arise with colleagues, work load, stress etc *
74. The school has links with community groups and projects e.g. sports, youth clubs etc *
75. The school has links with external services and agencies to support children at times of transition or those in need of additional support *
76. Please take this opportunity to make any additional comments regarding the Wellbeing of staff in CCS. Thank you for taking the time to complete this questionnaire. *
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