Monitoring and evaluating your programme
It is important to reflect on whether your programme is working to meet your aims and objectives and to assess the impact it is having on your school community. This may be of particular use if you are later required to evidence the effectiveness of your work, for example to inspectors, governors or as part of funding applications. In line with GPDR you can collect and securely hold a variety of data that may be of use to you, of both a qualitative (numeric) and quantitative (descriptive) nature, for example you might keep: • demographic information relating to your pupil wellbeing champions • attendance data, the types of issues raised by the champions • discussion contents at any relevant meetings • the types of issues that other students talk to the champions about (which could be broken down by year group) • number of mental health and wellbeing issues self reported to school staff • number of known referrals or signposting interactions made through the coordinator. You can also circulate questionnaires throughout the year to gather information, and for more qualitative data you could ask pupil wellbeing champions to interview certain pupils about their views (including their view of the programme). It is helpful to have a starting point for comparison so you may wish to get a questionnaire out or collect various pieces of data quite early on in your programme for this purpose; ideally before any work commences.
It is important to reflect on whether your programme is working to meet your aims and objectives and to assess the impact it is having on your school community
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