Early assessment option.

Revised submission dates for PG students who were disadvantaged on summer cohort of sh7p42

- Communication (e.g., around absences or amongst module teaching teams)  has occasionally been less effective than needed, causing unnecessary challenges in maintaining the standard of teaching and student support.

- A concern remains regarding reports (levels 4) of delayed or non-responses to emails (or rude) from certain staff members to students which impacts student satisfaction and experience.

School office has been incredibly helpful

- I have seen some excellent examples of teamwork, where some members of the team have come together effectively to support delivery during periods of absence and engageing with the revalidaiton process and paperwork completion.

- A dedication to high-quality teaching and student support has been evident across much of the team, demonstrating our strong commitment to our students.

- Strengthening our commitment to timely email responses to colleagues and students is crucial. This can significantly improve workflow and enhance the student experience. Responsiveness at all levels is key to collaboration and maintaining trust with both students and colleagues and aligns with the School's vision and University’s student success strategy.

- Building on the examples of teamwork and dedication already in place, ensure that support for one another, especially during challenging periods, becomes more consistent across the team. This helps maintain the quality of delivery and support, rather than relying solely on the few who consistently come through.

- Team building and belonging:

- To improve team connection, we should continue to have regular whole Health team meetings at least twice a semester (parts of these can include staff developmental activities or workshops open for colleagues to suggest).

- Module leaders organising module teaching teams to meet at least twice a semester to avoid silo working (e.g., before teaching starts and/or during the semester to touch base  and at the end to reflect and engage in calibration activities).

All staff to attend/enagge with these meetings and creating a space where everyone feels comfortable contributing respectfully.

good informal feedback of teaching and enjoyment of modules from some students at the end of semester

Very good support in place from the start ofthe year for some disabled students, eg deaf student (with good communication of this from DDS & Year tutor)