Working Lunch!

What happens?

At this time of year with placements looming and assessment deadlines on the horizon, not to mention 1st Teaching Posts to apply for, time is of the essence.

So to support students during this potentially difficult period of time, over in Design and Technology teaching spaces are booked over the lunch period, which provides not only a few hours per week of additional contact time, but helps to create and maintain a collegiate, industrious working atmosphere.

Staff stay around after the formal contact time and are on hand to offer additional support, which also at this frantic period in the students journey is very much appreciated by the students.

What are the benefits? 

This approach has proven to contribute positively to the students attendance, engagement, attainment, and also has had a positive impact on the students general feelings of well-being.

Working lunches have proven to be so popular where possible students have also been coming in early for ‘breakfast club’!

For more information about the benefits of this initiative on students well-being, engagement and attainment please contact:

David Wooff, [email protected]


The concept and execution of an ‘induction year’

The concept and execution of an ‘induction year’

What happens?

In comparison to other settings, the concept of an ‘induction year’ has been made explicit within the programme as the one of the key components of the programme’s delivery and student support strategy. This feature is fully transferable to any full-time undergraduate programme of studies.

What is the likely impact?

Positive impact on student academic achievement and personal well-being; positive impact on student retention; high levels of student satisfaction.


For more information please contact Liana Beattie, [email protected]

[SOURCE: BA (Hons) Working and Teaching in the Early Years – Stage 2].

Primary ITT: Mental Health and Wellbeing

What is the focus?

Students on Primary ITT programmes receive specific input around mental health and wellbeing across two strands:

  • Students’ own mental health and wellbeing – recognising positive and negative indicators; developing positive, proactive strategies for managing stress and wellness
  • Students’ awareness of children’s mental health and wellbeing and its impact on their development and education

What is the impact?

It is anticipated that this work will have a positive impact on

  • student retention and completion
  • completion and attainment rates for ITT professional practices
  • numbers of students continuing with the QTS element of the ITT programmes staff wellbeing

For more information please contact

The Department has an identified Health and Wellbeing Lead. She is currently developing a number of projects associated with physical and mental health and wellbeing which involve both students and staff.

Emily Young (Departmental Health and Wellbeing Lead) [email protected]

Sian Onions (Assistant Head of Department and Primary Undergraduate ITT Programme Leader) [email protected]

The support around mental health, responding to concerns about students’ resilience [SOURCE: Periodic review of Primary Education (Initial Teacher Training programmes)].