Unless children’s wellbeing is taken more seriously, attainment will not improve. This is one of the central messages of this excellent, timely and grounded book written by somebody who deeply understands children, schools and deprivation. A must read for everyone in Starmer’s Britain.

This book is a narrative of respect, hope and common sense. It tells the tale of a school in a severely deprived area of England that decided, after many years of trying and failing to raise standards, to take a risk and do things differently. And it paid off.

This book exemplifies what many educators have always known. Wellbeing and school improvement are not an either/or dichotomy but two sides of the same endeavour and when both are in place, provide a positive spiral upwards, each reinforcing the other. Our kids and their future deserve no less.

In many UK schools, education has been a one-way street with teachers delivering prescribed information in the expectation that kids will take it in – and then regurgitate it at specific times. The prize for this endeavour is a school getting a good or even an outstanding Ofsted report. The unintended consequences for pupils and teachers have, however, been writ large in headlines about absenteeism, behavioural challenges, high levels of anxiety and other mental health concerns, teacher attrition and a widening gap in educational outcomes between different communities. The ‘good’ and ‘clever’ kids from supportive, comfortable homes probably do OK academically under this regime, but even privileged students have struggled with a lack of agency, creativity, collaboration and respect. For many children it has undermined a love of learning.

Wellbeing can be an elusive concept in education, but one thing is for sure, it does not exist in a single intervention, however well meant, but in what happens all day, every day for everyone. It is about engaging children as active learners with ideas of their own, acknowledging the strengths and experiences they bring with them but also opening their minds and hearts to challenges. Many who fear failure lack confidence, so mistakes need to be built in as steps to learning. Wanting to get better at things is part of healthy child development and doing things together is much more fun, so it is not surprising that the approaches espoused in this school have seen pupils flourish and fly.

So what did head teacher Andy and teachers in this school do that made the difference? Give yourself a treat and read on.

In recent years, many people have called for children and young people to become more involved in driving their own learning. However, in a top-down system, that’s easier said than done. What’s so special about Andy Mellor is that he walks the talk. The ideas in this book are tried and tested, hard won and proven to work within the system as it currently exists. Inspiring, urgent, recommended reading for all teachers and school leaders.

I have always had the greatest respect for those professionals who choose to work in the most economically and socially challenged communities. Professional life can be challenging, unpredictable and at times uproariously funny.

Andy Mellor devoted a large chunk of his teaching career leading a primary school in Blackpool and managed to create a very special place of learning and living. He has brought these experiences and insights together in this book. It’s based on real life, with the many ups and downs, and embraces these as part of the journey for all schools.

It is rich in academic research (nationally and locally created) and is underpinned by an education philosophy that embraces differences, respect, love and a strong desire to achieve the best. Throughout Andy ensures that the school journey includes other professionals and emphasises the part they play in creating a learning environment for all. There are many brilliant colleagues working in some of the toughest areas of our country. This book makes clear just how marvellous they are.

Teaching is not about content. It’s about knowing the minds and hearts of the kids who are in front of you. Every student walks through that door with a story, a unique blend of strengths, struggles and dreams. As educators, we need to meet them where they are, see the person before the pupil, and design learning experiences that connect with who they are rather than what the curriculum dictates. When our focus is shifted from ticking boxes to really knowing our students, it creates space for each and every child to feel valued, understood and inspired to realise their full potential. It is a journey to an approach where relationships come first and learning follows.

Few people speak with as much authority on transforming outcomes in marginalised communities as Andy Mellor.

Too often, wellbeing and school improvement are framed as opposing forces. Andy dismantles this false dichotomy, demonstrating with conviction that wellbeing is not a barrier to school improvement – it is the catalyst for it. He makes a compelling case that Eudaimonic wellbeing – the deep sense of purpose and fulfilment – forms the foundation upon which great schools are built.

This book is as heartfelt as it is practical. Through personal anecdotes and sharp insights, Andy vividly illustrates both the challenges schools face and the opportunities available to those willing to rethink their approach. His unflinching commentary on the corrosive impact of school inspection, particularly in the country’s most deprived communities, will resonate deeply with educators and leaders alike.

Yet, this is no counsel of despair. Far from it. The book is brimming with practical advice and actionable strategies to help leaders create school cultures where both students and staff can truly thrive. Andy offers a bold vision – a path not yet well trodden but with the power to transform countless lives. For any educator seeking to drive meaningful change, this is essential reading.

A compelling story of real-life school development. Recommended reading for all those about to embark on the restless journey of improving the lived experience of school, on behalf of children.