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Inspection and Advisory Service (HIAS)


The deliver stage is when the plans that were formed in the develop stage are fully confirmed and agreed and start to be implemented.

It is essential that a continuing review process is in place. This ensures that as solutions are put into practice and change occurs, it meets the original goals and provides the anticipated benefits identified during earlier stages. There may be a need for solutions to be modified to ensure the school moves towards the vision of the future shared by all staff. It is essential for the dedicated team to monitor and evaluate for successful delivery.

Healthy Schools

By using the Healthy Schools toolkit, hosted on the DfE website and the audit tool below, your school will be promoting the emotional health and well-being of the workforce.

You may have used the following audit tool within the discover stage, the tool can be used to reflect on current practice and action plan for future developments. Please visit the Hampshire Healthy Schools website for latest news and further details of the training and support available to your school.


Social and emotional aspects of learning (SEAL)

How does SEAL contribute to the National Healthy Schools Programme?

SEAL can help schools to meet the criteria for delivering the emotional health and well-being theme of the National Healthy Schools Programme. It provides a whole-curriculum framework for promoting the social and emotional skills that are necessary for positive emotional health and well-being now and in the future. It also encourages a whole-school approach to creating an emotionally safe environment where these skills can be learnt and practised.

SEAL and emotional health and well-being are not the same, although they are closely linked. It is not possible to successfully promote emotional health and well-being without helping children and young people to develop social and emotional skills and it is not possible to teach these skills effectively unless it is in an environment which is designed to support the emotional health and well-being of all the learners involved.


Preventing stress

The HSE offers, within the management standards steps 3-5, advice and guidance on how to develop and deliver solutions. This guidance offers support with running focus groups, developing practical solutions for problematic problems, forming an action plan (with a template provided), involving staff and feeding back. The website also offers valuable information on monitoring and reviewing against the action plan and evaluating the effectiveness of solutions.

The County Council also have resources developed to support both individuals in understanding and managing their own stress and for managers in taking responsibility for the stress of their staff.

Please see the following information for further detail:

  • Occupational Health stress health guide

  • Occupational Health also offer the opportunity to have a stress workshop. Further detail can be found on the Health and Well-being Team pages

  • the Employee Support Line can offer staff with support in personal stress management and counselling

  • an e-learning managing stress package is available to all staff via the Learning Zone.


Workforce rights and responsibilities

Delivering workforce rights and responsibilities is about ensuring that all staff can exercise the rights to which they are entitled and yet at the same time it is about more than compliance.

By following procedures, policies and advice outlined in various publications from Education Personnel Services, Occupational Health, Employee Support Line and Health and Safety, schools should not trespass on individual rights. However, as Human Resources is not a precise science, there are some aspects that are open to interpretation and schools are advised to seek guidance from the relevant services as necessary.

Human rights are not simply about legal compliance. Human rights are about treating people fairly and it is central to good practice. Headteachers and governors need to focus on creating a work place culture in which all school staff feel included, valued and respected. Fostering personal responsibility and engagement needs a balanced approach, which address all the diverse needs of staff whilst enabling the school to continue to deliver under its school improvement plan. A climate of mutual trust and dignity, will enable working relationships to improve and therefore ultimately, support the school’s plans for improvement.

The attached document gives a few starting thoughts to encourage staff or team discussions on issues of worklife balance and well-being and to support you in developing your staff charter.