Indeed, far from eliciting controversy, these measures were generally welcomed. Of course, schools well understand that children's well-being is critically bound up with their capacity and ability to learn. The educational orthodoxy set in train through Every Child Matters and the Children Act and cemented by the specific duty on schools to promote pupil well-being has considerable traction.
But successfully promoting and then measuring well-being is complex. What schools want to see is where and how they can make changes that improve outcomes within their sphere of influence. Well-used, the indicators should help them do that. For some, though, how inspectors weigh these well-being indicators against hard attainment data during inspection remains a real concern.
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