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The word “wellbeing” is commonplace in schools today - for staff, for pupils and for whole communities. Every corridor seems to advertise a new initiative designed to boost morale or self-esteem.

Yet despite these well-intended efforts, concerns about declining pupil wellbeing continue to dominate headlines.

A common claim is that academic outcomes and wellbeing are incompatible. Yet in my work as a pastoral leader and Sendco, I’ve seen one approach bridge this gap: Planned Academic Support (PAS), which shows that clear communication, shared accountability and systematic collaboration are the foundations of both progress and wellbeing.

PAS is built on joined-up support. Teachers, pupils and parents agree up to three clear targets per subject recorded in a live document visible to all, creating holistic accountability: everyone can see what is being done, what is expected, by when and by whom.

A PAS target is never vague. It must be SMART and supported by timely, concrete interventions. If a student receives feedback to “develop six-mark answers”,“apply yourself more” or “revise more”, PAS breaks this into three teachable targets agreed with parents and the student. For example:

1: Learn exam technique for six-mark answers,

2: Identify manageable time each week to consolidate learning so knowledge is secure.

3: Practise effective revision techniques and apply them to specific topics.

Interventions must be specific and observable

These targets are logged on the PAS Tracker, with a short comment and a RAG (red, amber, green) rating for engagement. This takes little time and can be completed during one-to-ones or small group sessions.

PAS is limited to three subjects and one term. If progress stalls, further special educational needs and disabilities, pastoral or academic support is added. Differences in progress between subjects prompt teachers to collaborate and problem-solve together, and the structured review points naturally align with the SEND Assess-Plan-Do-Review process, ensuring that support is continually evaluated and refined.

Monitoring is layered

Teachers update the PAS weekly or at an agreed time interval, and RAG-rate engagement after each intervention. Heads of department review cases to ensure consistency and share strategies. Pastoral staff oversee pupils on PAS for multiple subjects, helping to manage workload and wider barriers. The Sendco aligns learning support with subject goals and supports with interventions.

Crucially, once teachers realise that PAS reduces their admin load, buy-in increases rapidly. Fewer emails, fewer repeated conversations and fewer misunderstandings mean staff can focus on teaching rather than chasing information.

Teachers also value that senior leaders, the Sendco and colleagues across subjects can see the effort they are putting in. Their work is visible, recognised and supported.

PAS also makes conversations with parents easier at every level. Because the document shows exactly what teachers have done and what pupils have completed, discussions became clearer and more constructive.

Parents appreciate being included in the system - and with that inclusion comes shared responsibility for follow-through.

The impact is measurable

In one mixed-ability school, Stem subjects achieved their best-ever results three years after PAS was introduced, with more than half of grades at the highest level.

This represented a significant outperformance of predicted outcomes. An independent inspection in the same period noted that pupils of all abilities made rapid progress and achieved standards above expectations for their starting points.

Most importantly, PAS teaches pupils what applying themselves actually looks like. It makes effort visible through weekly input, clear targets and transparent feedback. Over time, pupils see how their actions drive their outcomes, building motivation and genuine agency.

Some staff initially worried that PAS might add workload, reduce autonomy or increase scrutiny. In practice, centralising targets and communication cuts emails, repetition and confusion, making support clearer and less time-consuming.

Transparency strengthens collaboration with families and colleagues; it doesn’t increase pressure for teachers. PAS does not replace pastoral or SEND support; it complements it, aligning academic, pastoral and specialist input around shared goals.

As a values- driven, whole-school approach that unites teacher expertise, parental insight, student voice and leadership oversight, PAS shows how coherent, intentional support can improve progress while strengthening wellbeing across the school.

By putting clear communication and shared purpose at the heart of a values-based approach, schools can lead the way in promoting wellbeing and show how education, done collectively, can make communities stronger.

Cerian Parker-Yates is a Sendco and director of pastoral care, and a history and politics teacher