Ms Anne Tansey:

If I can add something, in the Wellbeing Policy Statement and Framework for Practice we have in the Department, what we call indicators of success are set out. These are concerned with what a successful school looks like. The indicators of success span the culture and environment of the school, the curriculum and the teaching and learning in the school, the policy and planning in place within the school and relationships and partnerships. Very briefly, in terms of the culture and planning of what we say is a really successful school in promoting well-being, it is about children, young people and staff experiencing that sense of belonging and connectedness.

It is about the feeling of being safe, physically and psychologically. It means that systems are in place to hear the voice of the child and the voices of parents so that they are heard. These all lead to improvements in the school community. With regard to the curriculum, it means children and young people have positive learning experiences and high quality teaching, and have opportunities for success within the school. It also means they have access to curricular activities that promote their physical, social and emotional competence to enhance their overall well-being.

In policy and planning it means good, strong policies are in place and schools have evaluations in place to support the work. Relationships and partners are part of what was missed when schools were closed. Schools provide a strong and supportive structure through relationships with adults. Adults can mediate the world for our children and young people. Adults can mediate difficulties and support children through them. Our policy sets out a picture of what a very good school looks like and what we believe would be the indicator of the success of a good school.