January 8, 2026
Withington Girls’ School began the Spring term on a celebratory note after receiving the Wellbeing Award for Schools (WAS), a national accreditation that recognises a school’s commitment to supporting the wellbeing of pupils and staff. This prestigious award follows the recent recognition – for the seventh year in a row – by The Sunday Times Schools Guide of the school’s academic excellence as the top performing independent school in the North West.
“I am delighted that Withington Girls’ School’s sustained commitment to promoting positive mental health and wellbeing has been recognised in our school’s achievement of the Wellbeing Award for Schools,” says Headmistress, Mrs Sarah Haslam.
“The receipt of this award, following a comprehensive process that took place over a 12-month period, is testimony to Withington’s deep focus on the mental health and wellbeing of pupils across the school, and the staff who support them, which underpins the school’s consistent success in academics and other extra-curricular activities.”
Pupils reported that if they have any concerns, they are able to access the pastoral team easily, and staff consistently make time to speak with them when needed. They described staff as welcoming and approachable, stating that they never feel unable to speak to someone. They expressed that they never feel “lost in the crowd” and that their individual needs are recognised.
“We were delighted that the strengths identified during the WAS verification reinforce that our wellbeing practice is centred around research and evidence and that the high level of cohesion across the pupil community, already recognised in our most recent ISI report, significantly enhances the effectiveness of peer-support structures.
“We also recognise that the journey to achieving the Wellbeing for Schools Award, which included regular meetings by a specially assembled team of staff, pupils, parents and governors, has led to a clear and measurable increase in understanding within the school community of wellbeing at Withington. Surveys conducted at the start and conclusion of this stage of the process show that there is greater awareness of available support, clearer knowledge of wellbeing processes and stronger confidence in accessing help when needed.”
Parents commented that pastoral support is extensive and that wellbeing is firmly embedded within the school’s ethos and principles. They emphasised that the school is highly responsive, and that they have never been left waiting for communication or support. They expressed complete confidence in their ability to access help whenever required.
The report produced by the WAS verifier reflects the evidence gathered from activities including reviews of pupil, parent and staff survey data and visits to the school during which interviews with pupils, parents, governors and staff were conducted.
The report indicates that Withington demonstrates a mature, embedded and evolving wellbeing culture, according to Assistant Head Pastoral and WAS Coordinator, Mrs Julia Johnston. “We were particularly pleased that the report reflects aspects that we know to be features of day-to-day life at the school.”
Pupils identified a range of wellbeing avenues available to them, including wellbeing ambassadors, the school counsellor, and sixth form mentors. They shared that it can sometimes be easier to talk to peers, and the peer‑support structure is valued. Wellbeing ambassadors receive training and are assigned to specific year groups, which pupils felt strengthened the support network.
“The tour of the school by the WAS verifier, for example, provided clear evidence of a strong wellbeing focus embedded throughout the school environment, including that ‘Pupils appeared comfortable, happy, and well-settled in their surroundings, demonstrating confidence and ease within the school community’.”
Mrs Haslam concludes: “We are all committed to engaging with our school’s next wellbeing priorities and to ensuring that wellbeing remains a central, strategic focus in our school for the benefit of current and future generations.”
Parents shared that they continue to be positively surprised by the breadth and quality of support offered. Although the school is widely recognised for its academic success, they highlighted that it also actively celebrates culture and fosters a strong sense of community. They described the daily wellbeing support as highly effective and stated that their child feels confident approaching any member of staff if needed.
In addition to supporting evidence from both staff and governor conversations, Mrs Johnston highlights additional key aspects included in the report from conversations with pupils and parents.
Pupils
Parents
The Wellbeing Award for Schools, developed by the National Children’s Bureau and Optimus Education, is a three-year accreditation that recognises the outstanding work being done to promote mental health and wellbeing within school communities across England.
