What we are doing
WELL consists of a number of Key delivery elements designed to deliver our intended outcomes:
WELL element Making the Most for Disadvantaged Students
We have delivered a sustained training programme, in partnership with EEF and their research School network. This has focussed on EEF;s guidance in Putting Evidence to work and in effective implementation process. A taster webinar can be found here
WELL element Universal Offer
Every school in Allerdale and Copeland has been invited to participate in WELL by adopting the EEF implementation process and applying this to identify a priority that is amenable to change. Schools select a priority that falls within the EEF’s tiered model. (Teacher development, targeted interventions, or wider strategies) To support implementation schools, receive an annual grant from WELL, together with additional brokered support and access to learning collaborations and evidence expertise.
WELL element Targeted Offer
60% of disadvantaged pupils attend 23 of the schools in Allerdale and Copeland. These schools receive a targeted WELL grant offer and are applying EEF implementation process and principles to address an informed school priority which includes ambition for disadvantage pupils. These schools have been connected to ensure collaboration throughout the project and have access to coaching and support from Research School and Evidence Leaders in Education.
WELL element Wellbeing
Well provides a range of funded programmes for our participating schools to build internal school capacity to support, wellbeing, resilience, inclusion and learning readiness of pupils. This includes Youth Mental Health Training for school staff, specialist training in Emotionally Literacy Support Assistants (ELSA) and school engagement action research.
WELL element Cumbrian Award
This ground- breaking, accredited award provides participating pupils with opportunities to develop the skills, behaviours and beliefs that will support them in their learning and career aspirations. It includes business and social enterprise challenge, adventure learning challenge and cultural education challenge. Cumbrian Award is unique. It is by Cumbria for Cumbria, creating a curriculum to which inspires our children and young people and supports our schools, partners and employers to work together to inspire and develop our children and young people. Find out more
WELL element: IT equipment for Schools
WELL is very proud to work in partnership with Sellafield Ltd to utilise available IT hardware to support learning and teaching in Allerdale and Copeland Schools. As a result of this commitment, pupils, including the disadvantaged, and schools across the region are benefiting from quality computers and laptop donations.
WELL element Building Local Capacity
The EEF, Cumbria Research School and our Evidence leaders in Education are committed to supporting WELL schools to put evidence to work and to be successful. There is a range of quality resources and training available
WELL element Retaining & Training – MADE
The WELL Project is very proud to support MADE in Cumbria. The partners involved are equally committed to ensure that our valued educational professionals can access a programme of high quality and inspirational virtual Professional Development, Inspiring, Developing and Recognising Cumbria’s Educators – 22 Live Virtual Sessions, 525 Live Attendees, 30 hours of quality Professional Development, 4188 views of recorded sessions, 10 Partners working together including: The Education Endowment Foundation, Cumbria Research School, Cumbria; County Council, One Cumbria Teaching School Hub, Cumbria Education Trust, Cumbria University, Ambition, Westlake MAT, Anti Racist Cumbria & The WELL Project
WELL element Evaluation Team
Following a rigorous procurement process we are delighted to announce that the University of Nottingham in partnership with CUREE (Centre for the Use of Research and Evidence in Education) will be working closely with WELL to provide an independent evaluation of the project. The research team will be led by Professor Toby Greany.