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HWB Endorsement · Inclusion & Learner Development

Health & Wellbeing Endorsement

Recognises schools that promote the mental, physical, social and digital wellbeing of learners and staff through a whole-school, health-promoting approach.

16 standards in 5 areas
3 levels
3 years validity

Apply for HWB Check your readiness

HWB is an endorsement: it is awarded together with, or after, USAAC Core Accreditation. Core and endorsements can be reviewed in one combined visit.

Accreditation levels

Three levels of HWB recognition

Levels recognise a health-promoting approach that is consistently in place (Established), embedded and improving wellbeing outcomes (Advanced), and sustained over time while supporting other schools (Elite).

Level I

Established

Quality Assured

Every standard is fully in place and consistently practised, and the safeguarding gate is met.

Every standard at least Established; safeguarding Met.

Level II

Advanced

Excellence in Practice

Practice is embedded school-wide, monitored with evidence and improving outcomes.

Advanced in at least two-thirds of standards, including all Vision & Leadership standards; none below Established.

Level III

Elite

Sector Leadership

Impact is sustained across two review cycles and the school leads others in the field.

Advanced in every standard, Elite in at least half, and impact sustained across two review cycles.

Framework

The HWB standards

16 standards in 5 areas. Each has published descriptors for Established, Advanced and Elite, and the evidence reviewers look for. Levels are cumulative: each one includes everything below it.

Vision & Leadership

HWB.1.1

Whole-school health-promoting approachLeaders commit the school to a whole-school approach that promotes the health and wellbeing of learners and staff across curriculum, culture, environment and services.

EstablishedA wellbeing policy, informed by the WHO/UNESCO Health Promoting Schools standards, sets clear priorities, is known to the community and links to the school improvement plan.

AdvancedWellbeing priorities shape decisions on timetabling, workload, behaviour and spending; leaders monitor delivery against the policy and report progress to governors.

EliteThe health-promoting approach has been sustained across two review cycles, and the school mentors other schools or co-designs wellbeing initiatives with health partners.

Evidence: Wellbeing policy and improvement plan priorities · Governor reports on wellbeing · Examples of decisions informed by wellbeing priorities

HWB.1.2

Wellbeing leadership and coordinationA named wellbeing lead, supported by a team that includes staff and learners, coordinates health and wellbeing provision across the school.

EstablishedA wellbeing lead with defined time coordinates SEL, health education, physical activity and support services, and works alongside the designated safeguarding lead without duplicating that role.

AdvancedA wellbeing team including learners, staff and families plans, monitors and reviews provision, and wellbeing is a standing item in senior leadership meetings.

EliteShared wellbeing leadership has been sustained over time, and the school's wellbeing leaders support counterparts in other schools.

Evidence: Wellbeing lead role description · Wellbeing team membership and minutes · Senior leadership agendas

HWB.1.3

Learner and family participationLearners and families help shape the school's wellbeing priorities, provision and review.

EstablishedLearners and families are consulted on wellbeing priorities at least annually, and the school reports back on what it changed as a result.

AdvancedLearners co-design and lead wellbeing activities, and feedback from all groups, including those less often heard, is analysed and acted on.

EliteLearner and family co-design of wellbeing has been sustained over two review cycles, and the school shares its participation model with other schools.

Evidence: Consultation records and 'you said, we did' reports · Learner-led wellbeing activities · Feedback analysis by learner group

Teaching & Learning

HWB.2.1

Social and emotional learningAll learners receive explicit, sequenced social and emotional learning covering self-awareness, self-management, social awareness, relationship skills and responsible decision-making.

EstablishedA planned, age-appropriate SEL programme aligned with the CASEL competencies is taught regularly in every phase, using active, participatory methods.

AdvancedSEL is reinforced across subjects and daily routines; teachers adapt it to learners' needs, and evidence shows growth in learners' social and emotional competencies.

EliteSEL impact has been sustained across two review cycles, and the school leads SEL professional learning or shares curriculum materials with other schools.

Evidence: SEL curriculum map and lesson plans · Observations of SEL lessons and routines · SEL competency data over time

HWB.2.2

Health educationLearners are taught age-appropriate knowledge and skills for mental health, physical health, nutrition, sleep, substance misuse prevention and healthy relationships.

EstablishedA health education curriculum is planned for every phase, taught by trained staff, and sensitive to learners' culture, needs and family context.

AdvancedHealth education is informed by local health data and learner needs, linked across subjects, and learners can explain and apply healthy choices.

EliteEffective health education has been sustained over time, and the school co-develops health education resources with health partners or other schools.

Evidence: Health education curriculum and resources · Learner work and discussions · Use of local health data in planning

HWB.2.3

Physical education and physical activityAll learners receive regular, high-quality physical education and daily opportunities to be physically active.

EstablishedA progressive PE curriculum is taught weekly by competent staff, daily active time is planned, and activities are adapted so every learner can take part safely.

AdvancedParticipation is monitored by learner group and gaps are addressed; learners' physical literacy, enjoyment and activity levels improve over time.

EliteHigh, equitable participation has been sustained across two review cycles, and the school supports other schools to improve PE and active school days.

Evidence: PE curriculum and timetable · Participation data by learner group · Observation of PE lessons and active breaks

HWB.2.4

Digital wellbeingLearners develop the habits and skills to protect their physical and mental health when using digital technologies.

EstablishedLearners are taught about balanced device use, sleep, posture, attention and the effects of online content on mood, aligned with DigComp area 4.

AdvancedSchool routines model healthy device use, families receive practical guidance, and learners can reflect on and adjust their own digital habits.

EliteHealthy digital habits have been sustained over two review cycles, and the school shares digital wellbeing approaches with other schools and families beyond its community.

Evidence: Digital wellbeing lessons and resources · School device-use routines and family guidance · Learner reflections on digital habits

People & Capacity

HWB.3.1

Staff wellbeingThe school actively protects and promotes the wellbeing of its staff, including manageable workload and access to support.

EstablishedStaff wellbeing is surveyed at least annually; workload is reviewed, and confidential support is available to all staff.

AdvancedLeaders act on survey findings, workload and wellbeing improve measurably, and staff report feeling valued and supported.

EliteImproved staff wellbeing has been sustained across two review cycles, and the school shares its staff wellbeing approach with other schools.

Evidence: Staff wellbeing survey results and action plans · Workload review records · Staff interviews

HWB.3.2

Staff wellbeing capabilityStaff can recognise early signs of wellbeing and mental health needs, respond supportively and refer through agreed pathways.

EstablishedAll staff complete training in mental health literacy and the school's wellbeing referral pathway, which links to safeguarding procedures where concerns arise.

AdvancedTraining is refreshed and differentiated by role; staff confidently use supportive conversations, and referral records show timely, appropriate responses.

EliteStrong staff capability has been sustained over time, and the school trains staff from other schools in mental health literacy.

Evidence: Training records by role · Referral pathway documentation · Staff interviews and case reviews

HWB.3.3

Counselling and health servicesLearners can access qualified counselling and health professionals, in school or through partners, with clear consent and confidentiality arrangements.

EstablishedQualified counselling and school health support are available, with clear referral, consent and confidentiality procedures understood by learners and families.

AdvancedServices are coordinated with external health providers; waiting times, uptake by learner group and outcomes are monitored and improved.

EliteAccessible, effective services have been sustained over two review cycles, and the school co-designs service models with health partners or other schools.

Evidence: Counsellor and health staff qualifications · Referral, consent and confidentiality procedures · Anonymised uptake and outcome data

Environment & Resources

HWB.4.1

Belonging and positive relationshipsEvery learner feels known, valued and connected to at least one trusted adult and to their peers.

EstablishedEach learner has a named adult who knows them well, and structured activities build positive relationships and peer support across groups.

AdvancedBelonging is measured by learner group, and targeted action improves connection for learners who report feeling isolated or excluded.

EliteHigh belonging across all groups has been sustained over two review cycles, and the school shares its relationship practices with other schools.

Evidence: Tutor or key-adult arrangements · Belonging survey data by learner group · Peer support programme records

HWB.4.2

Healthy food and waterFood and drink available at school support healthy eating, and learners have free access to safe drinking water.

EstablishedFood provided or sold meets national nutrition guidance, safe drinking water is freely available, and dietary and allergy needs are managed safely.

AdvancedLearners and families help shape food provision, food education links to the curriculum, and uptake of healthy options is monitored and improving.

EliteHealthy food culture has been sustained over time, and the school supports other schools or community partners to improve food environments.

Evidence: Menus checked against nutrition guidance · Allergy and dietary procedures · Learner food surveys

HWB.4.3

Health-promoting spaces and routinesThe school day and spaces support rest, play, movement and calm, with attention to noise, light, air and outdoor access.

EstablishedThe timetable includes adequate breaks; learners have safe spaces for active play and quiet recovery, and environmental conditions are checked.

AdvancedSpaces and routines are reviewed with learners, active travel is encouraged, and changes are evaluated for their effect on wellbeing.

EliteHealth-promoting spaces and routines have been sustained over two review cycles, and the school advises other schools on healthy school design.

Evidence: Timetable and break arrangements · Site walk of play, quiet and outdoor spaces · Learner feedback on spaces

Impact & Improvement

HWB.5.1

Ethical wellbeing monitoringThe school measures learner and staff wellbeing with appropriate tools, collected ethically and used to improve provision.

EstablishedA recognised wellbeing measure is used at least annually with informed consent, data is stored securely, and results inform planning.

AdvancedWellbeing data is analysed by learner group and over time alongside attendance and participation, and findings drive targeted improvement.

EliteEthical, improvement-focused monitoring has been sustained over two review cycles, and the school helps other schools design wellbeing measurement.

Evidence: Wellbeing survey tools, consent and data protection records · Wellbeing trend analysis by group · Actions taken from findings

HWB.5.2

Early identification and tiered supportLearners with emerging wellbeing needs are identified early and receive support matched to need, from universal to targeted and specialist levels.

EstablishedA tiered support model is in place; learners with identified needs have support plans that are recorded, followed up and reviewed.

AdvancedSupport is evaluated for impact, most learners receiving targeted support show improved wellbeing, and support is equitable across learner groups.

EliteEffective early support has been sustained across two review cycles, and the school shares its tiered model with other schools.

Evidence: Tiered support model documentation · Anonymised support plans and reviews · Impact evaluation of interventions

HWB.5.3

Wellbeing review and improvementThe school regularly reviews its health and wellbeing provision against international standards and improves it with the community.

EstablishedA self-review against the Health Promoting Schools standards is completed at least every two years and produces an improvement plan.

AdvancedImprovement actions are implemented and re-tested; evidence shows improved wellbeing outcomes for learners and staff over time.

EliteContinuous improvement has been sustained over two review cycles, and the school leads peer review of wellbeing provision with other schools.

Evidence: Self-review against HPS standards · Wellbeing improvement plan and progress reports · Outcome trends for learners and staff

Scope

What HWB covers

Each topic is assessed in exactly one USAAC framework, so schools are never reviewed twice for the same practice.

Social and emotional learning (SEL)Mental health promotion, counselling and referralPhysical education and physical activityHealthy eating and a health-promoting environmentBelonging and positive relationshipsStaff wellbeingDigital wellbeing

Assessed elsewhere

Safeguarding and child protection (Met / Not met gate)CORE
Special educational needs and disabilitiesIAL
Online safety curriculum and digital citizenshipAIDL
Character, ethics and student leadershipLCD

Key benefits

Why HWB?

Shows families that learners' mental, physical and digital health is a priority.
Builds social and emotional skills that support learning and relationships.
Supports staff wellbeing, retention and effectiveness.
Aligns the school with the WHO/UNESCO Health Promoting Schools standards.

Aligned with

Validity: Valid 3 years, with a short annual update.

Part of the Whole-Child School pathway.

Self-assessment

Which level is your school ready for?

Rate your school on each HWB standard using the published descriptors. The suggested level follows the same rules reviewers use.

HWB.1.1
Whole-school health-promoting approach
Leaders commit the school to a whole-school approach that promotes the health and wellbeing of learners and staff across curriculum, culture, environment and services.
HWB.1.2
Wellbeing leadership and coordination
A named wellbeing lead, supported by a team that includes staff and learners, coordinates health and wellbeing provision across the school.
HWB.1.3
Learner and family participation
Learners and families help shape the school's wellbeing priorities, provision and review.

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