Leading Staff Wellbeing and Promoting Positive

Mental Health in Schools

Introduction
Welcome to your Tes course ‘Leading Staff Wellbeing and Promoting Positive Mental Health in Schools’. This
course is for school leaders and other staff with responsibility for implementing and overseeing staff wellbeing.

This course will offer guidance on:

• how to promote wellbeing for staff

• implementing initiatives to actively monitor and support wellbeing
• the importance of focusing on wellbeing for staff morale, mental health, and retention
• looking after your own mental health and wellbeing.

Before beginning this course, reflect on the following questions.

1. How would you rate your school’s current staff wellbeing provision?
2. Who is involved in the design and implementation of wellbeing policies and support?
3. What opportunities and support are available for staff to share difficulties or access support?
4. How is wellbeing monitored in your school?

This course refers to and uses guidance from the Education Staff Wellbeing Charter, which was produced by
members of the education sector, the DfE, and Ofsted. The charter is a declaration of support for, and a set of
commitments to, the wellbeing and mental health of everyone working in education.

The charter is for education staff in England, and state-funded schools and colleges can sign up to the charter.
However, the guidance and principles included in the charter can be widely used across schools in all nations.

References can be found in the Resources section of the course.

Understanding wellbeing and responsibilities

Employee wellbeing covers mental, physical, and emotional health in relation to a person’s role and workplace.
Creating an environment that recognises the importance of wellbeing, offers support, and prioritises wellbeing
benefits all associated parties.

In schools, staff wellbeing is crucial for developing a mentally healthy teaching and learning environment where staff
are motivated and supported. It is also important for promoting children’s wellbeing and for cultivating an enriching
and positive environment for them.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Reflect:
Does your school have a wellbeing/mental health policy for staff?
If yes - How is it communicated to staff? Is it regularly reviewed to address staff needs?
If no - How could this be created and implemented? How would it be communicated to staff?

Roles and responsibilities

Promoting and supporting wellbeing in schools requires a whole-school effort and there should be a shared
approach towards mental health and wellbeing.

There are several key roles within school that play a larger part in ensuring that wellbeing is prioritised.

Senior leadership

Headteachers and other senior leaders within schools or trusts have a duty of care towards their staff. They will
often act as the senior mental health lead and are ultimately responsible for decisions and initiatives around
wellbeing and for minimising the impact that policies and procedures, including workload, have on wellbeing.

The environment in which staff work has a significant impact on wellbeing and so it is important that leaders create a
school culture in which staff are appreciated, supported, and where they feel able to share difficulties that they are
experiencing.

Headteachers and senior leaders should promote and model good wellbeing practices, including work-life balance,
and make wellbeing a priority.

Governors and academy trustees

Governors and trustees should act in a supportive role for staff wellbeing and help to identify strategic priorities and
monitor the progress of any initiatives that are put in place. They can do this through reviewing data such as:

• staff absence rates

• staff turnover and retention rates
• wellbeing surveys
• costs associated with supply cover.

Governors and trustees also support the wellbeing of the headteacher and are there to understand the challenges
and pressures in the school. It is useful to appoint a lead governor for mental health and wellbeing to support other
responsible school staff with wellbeing practices and to look at policies, procedures, and initiatives with wellbeing in
mind.

Staff mental health leads or champions

While senior mental health leads in schools are often part of senior leadership, school can involve other members of
staff in the wellbeing agenda as mental health/wellbeing leads or champions. They can help coordinate the approach
to wellbeing for staff and help with ensuring a holistic approach towards wellbeing for both staff and students.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Implications of poor staff wellbeing
Wellbeing is an important factor in any job to help staff feel valued, supported, healthy (mentally and physically),
motivated and engaged in their work, and feel positively about their organisation.

Reflect:
What do you think are the potential implications of poor staff wellbeing?

Poor staff wellbeing has many serious implications in schools. Some examples of these include:

For staff
• Decreased job satisfaction and morale among staff members.
• Elevated levels of stress and burnout.
• Decreased mental and physical health.

For students
• Lower quality of teaching and adult support.
• Potential negative effects on performance and progress.
• Negative impact on school culture and environment.

For the school

• Increased staff turnover and retention difficulties.
• Reduced productivity and efficiency.
• Higher rates of absence and associated financial implications.

Health and mental wellbeing

In 2022/23, work-related stress, depression, or anxiety accounted for 49% of all work-related ill health. Teachers and
other education staff were among the highest reporting occupations.

References can be found in the Resources section of the course.

In a survey of education staff:

• 78% of all education staff reported feeling stressed

• 36% of teachers reported experiencing burn-out
• 51% of staff have difficulty sleeping or insomnia
• Teachers and education staff feel twice as lonely at work as the national population

When considering the causes behind these experiences:

• 71% of staff say that inspections negatively impact their wellbeing

• 55% of staff feel their institution’s organisational culture negatively impacts their wellbeing
• Workload and overworking continue to be key factors in stress and low wellbeing

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
References can be found in the Resources section of the course.

Recruitment and retention

Wellbeing is an important factor in the recruitment and retention of school staff, with poor staff wellbeing
contributing to high staff turnover rates.

Staff who are experiencing burnout, low morale, job dissatisfaction, or mental health difficulties may choose to leave
their positions in search of more supportive work environments.

The implications of this for the school can include:

• The costs, financial and time, associated with recruiting and training new staff can be substantial, further
exacerbating the strain on resources and impacting teaching and learning.
• Schools that are known for poor staff wellbeing may encounter difficulties in recruiting high-quality teachers
and other staff. Prospective candidates increasingly consider factors such as workplace culture, support
systems, and opportunities for professional growth when evaluating job opportunities.
• A school environment perceived as unsupportive or stressful may struggle to attract applicants, leading to
staffing shortages and increased workload for existing staff. This added pressure could then lead to staff
resignations.
• Persistent issues related to staff wellbeing can also tarnish a school's reputation within the local community.
Negative word-of-mouth, low staff morale, and high levels of staff turnover can undermine confidence in the
school's leadership and overall effectiveness.

These issues can have repercussions beyond recruitment and retention, including student enrolment, community
partnerships, and parental confidence.

Embedding a whole-school culture

Before creating or adapting your school’s wellbeing plan and offering, it is important to review and audit your
school’s current wellbeing and mental health provision. This will provide information on what is working well, what
could be improved, and what is missing.

Involving all staff members in this review and seeking their opinions helps to ensure that provision is thoughtful, fit
for purpose, and addresses the needs of staff.

The outcomes of an audit should inform and drive the actions and areas of development for your wellbeing plan. Any
initiatives and support must be genuine and be used to address specific issues or concerns.

Wellbeing should not be seen as a tick box exercise.

Creating a school culture that focuses on wellbeing must start with good relationships and knowing staff well.
School leaders and those with wellbeing responsibilities should ensure that wellbeing is embedded into the school
ethos and culture and that interactions, communication, and expectations of staff consider wellbeing.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
How to support staff wellbeing

The ‘Education staff wellbeing charter’ was created and introduced by the DfE to highlight staff wellbeing in the
education sector. It was designed and co-created by members of the education sector, the DfE, and Ofsted to
promote a shared commitment to protect, promote, and enhance the wellbeing of staff.

State funded schools and colleges can voluntarily sign up to the charter, and all other educational institutions can
make use of the principles in the charter. The charter contains ‘organisational’ commitments that schools, trusts,
and colleges can use to audit and reflect on their current wellbeing provision and to develop and enhance their
wellbeing strategy.

The wellbeing charter covers eleven key focus areas.

1. Prioritise staff mental health

Nearly 9 out of 10 people with mental health difficulties say that stigma and discrimination have a negative effect on
their lives, including at work. Schools should promote an open and understanding culture in which staff feel
supported to speak about difficulties that they are facing and know that they can seek help.

Mental health should be given the same level of consideration and support as physical health.

References can be found in the Resources section of the course.

Reflect
Does the school create an understanding atmosphere around wellbeing where staff feel they can be open about their
difficulties?
Are mental health and physical health given the same level of consideration, including acknowledging that one can
affect the other?
Is the mental wellbeing of staff a regular agenda item at staff and governor meetings?

2. Give staff the support they need to take responsibility for their own and other people’s wellbeing

Ensuring that staff have access to appropriate guidance, training, and support empowers them to take ownership of
their own wellbeing and to offer assistance to others, all while being supported by those with wellbeing
responsibilities.

Reflect
Are staff members given training on wellbeing and on areas of teaching and learning that can impact wellbeing (such
as managing workload, parental conversations, and behaviour management)?
Are staff members encouraged to prioritise their own health and wellbeing?

3. Give managers access to the tools and resources they need to support the wellbeing of those they line
manage

Staff with line management responsibilities should be provided with professional training and resources to enable
them to support their staff effectively.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Reflect
Do line managers receive sufficient training to allow them to reasonably support their staff?
If further support for a staff member is needed, are clear procedures in place for this to not put unreasonable
expectations on line managers?

4. Establish a clear communications policy

All key stakeholders, including staff, governors, and parents/carers, should be provided with clear guidance on the
school’s working hours, including when it is and isn’t acceptable to expect staff to respond to queries or emails.

Reflect
Is a clear communication policy in place, including information on reasonable expectations for staff responses?
Are staff encouraged to adhere to reasonable working hours, while not preventing them from accessing emails at
times that suit them personally?

5. Give staff a voice in decision-making

Schools should include staff in the decision-making process and ensure that the wellbeing provision and support that
is available to staff is targeted and reflects their needs. Those with responsibility for staff wellbeing should
endeavour to understand the needs of staff, what they need support with, and what strategies could be
implemented to reduce stress.

Reflect
How do you seek to understand the needs of staff? For example, could you introduce a staff wellbeing survey to help
understand the key issues in your school?
Are staff opinions and contributions used to inform actions and decisions about wellbeing support?

6. Drive down unnecessary workload

Workload is frequently cited as a main cause of stress and overworking for teachers, leaders, and wider school staff.
Over half of teachers say that workload is the main cause of increased work-related stress. Schools should seek to
remove unnecessary workload and burdens, lighten the load, and reduce or remove tasks to improve efficiency and
volume of work.

Schools should consider how any new ways of working, policy changes, or changes to procedures will impact on staff
wellbeing.

References can be found in the Resources section of the course.

Reflect
Are the current systems of working, such as data collection and marking, manageable, useful, and purposeful for
staff?
Where could improvements be made to reduce workload and increase efficiency?

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
7. Champion flexible working and diversity

While flexible and hybrid working practices are not as prevalent, or feasible, in education than in other sectors, there
are still ways that schools can implement this for staff. Access to a more flexible approach is valued by employees
and can have a significant impact on their wellbeing.

Schools should also actively promote diversity and engage in conversations with staff across different minority
groups to understand their barriers to accessing support and help ensure equality of access. Leaders should establish
and champion an inclusive school community in which diversity is welcomed and celebrated.

Reflect
Are flexible working opportunities available to staff, including part-time working, allowing teachers to take PPA time
off-site, late starts/early finishes when needed, and ad-hoc personal days off?
Does the school work to eliminate discrimination, including actively promoting diversity in recruitment processes,
daily practices, and wellbeing support?

8. Create a good behaviour culture

According to a government poll of teachers and school leaders, 73% reported that poor pupil behaviour had a
negative impact on their health and wellbeing. School staff should work together to create and uphold a school-wide
behaviour policy that encourages good behaviour and creates a calm, safe learning environment for staff and pupils.

References can be found in the Resources section of the course.

Reflect
Does the school’s behaviour policy encourage positive behaviour from pupils and create a safe and productive
learning environment for pupils and staff?
If no or somewhat, what issues are there? If yes, how is this maintained?

9. Support staff to progress in their careers

Continuing professional development increases knowledge and skills, positively impacts job satisfaction, and
contributes to good health and wellbeing. High-quality CPD also has a positive effect on teacher retention. School
leaders should facilitate and encourage staff (including teachers, support staff, and school leaders) to pursue
professional development without impacting their workload.

References can be found in the Resources section of the course.

Reflect
Are staff given access to frequent, high-quality, purposeful professional development opportunities, including
additional qualifications?
How does the school ensure that CPD will not negatively impact workload?

10. Include a sub-strategy for protecting leader wellbeing and mental health

Those with responsibility for strategic decision-making, including governors and trustees, should work together to
develop a strategy specifically targeted at protecting the mental health and wellbeing of school leaders.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Reflect
Is leadership wellbeing a priority for governors and trustees, including headteacher mental health support and access
to counselling or other support services?
Are those new to leadership positions given appropriate training and wellbeing support, including coaching or
mentoring?

11. Hold ourselves accountable, including by measuring staff wellbeing

As with any strategy, reviews of the school’s wellbeing provision should be conducted periodically to ensure that it is
having its intended impact. If reviews show that this is not the case, improvements should be made.

Reflect
Do you actively seek the opinions and feedback of staff about wellbeing initiatives and their impact?
How do/could you use this feedback to review and make improvements?

References can be found in the Resources section of the course.

Scenario examples
Looking after the wellbeing of staff requires responding to their problems and implementing strategies to make
improvements. The following scenarios will give examples of the issues that may arise in a school setting and what
can be done to try and resolve these issues.

Scenario 1

Your school’s wellbeing survey and conversations with staff have identified common difficulties among your staff
members related to workload imbalance and time management. Many staff members have reported feeling
overwhelmed by the sheer volume of tasks and responsibilities they juggle daily.

This impacts their wellbeing and their ability to deliver high-quality teaching and support to pupils.

Reflect
What actions could you take to try and resolve this?

Possible actions could include:

• Conduct a workload audit

Identify areas where tasks may be overlapping or where certain individuals are burdened with an excessive
workload. Use this information to redistribute tasks more equitably and streamline processes where
possible. Additionally, foster a culture of collaboration and support where colleagues can rely on each other
for help and assistance when needed.

• Time management training

Provide training sessions or workshops focused on effective time management strategies such as prioritising
tasks, setting realistic goals, and managing their time more efficiently. Offer practical tips and tools that they
can implement in their daily work.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
 • Review policies and procedures
Evaluate existing policies and procedures that may be contributing to workload issues and consider revising
them to ensure they support staff in managing their workload more effectively. Be mindful of setting
realistic expectations for staff members and work together to set achievable goals and milestones that align
with the available resources and time constraints.

• Promote self-care and work-life balance

Emphasise the importance of self-care and wellbeing among staff members. Encourage them to prioritise
their own health and wellness by taking regular breaks, leaving work at a reasonable time, getting adequate
rest, and engaging in activities outside of work. Consider implementing policies that discourage overworking,
such as limiting after-hours emails or meetings. Lead by example by modelling healthy work habits and self-
care practices.

Scenario 2

Several staff members have reported concerns to you about a decline in wellbeing among staff that you were
unaware of. Increased stress levels, decreased morale, disconnection, and a higher rate of burnout are becoming
apparent.
This is having a particular impact on staff absences and the atmosphere around the school.

Reflect
What actions could you take to try and resolve this?

Possible actions could include:

• Open and supportive environments

Start by creating an environment where staff feel comfortable expressing their concerns. Hold regular
meetings specifically dedicated to discussing wellbeing and encourage an open-door policy where staff can
seek support from senior leaders. Encourage collaboration, teamwork, and peer support networks to help
create a positive work culture.

• Wellbeing surveys
Implement anonymous surveys to gauge the current state of staff wellbeing. Ask questions about stress
levels, work-life balance, job satisfaction, and any support they feel they need. Use the feedback from these
surveys to inform your strategies moving forward.

• Recognition and appreciation

Celebrate achievements, milestones, and successes, and publicly acknowledge the hard work and dedication
of individual staff members and teams. Show appreciation for the strengths that each staff member brings
to the school community.

• Professional development opportunities

Provide opportunities for professional growth and development. Feeling valued and supported in their
professional growth can significantly impact staff wellbeing.

• Regular check-ins
Schedule regular one-on-one check-ins with staff members who are struggling to discuss their wellbeing in a
more personal setting. Use this time to listen to their concerns, offer support, and devise solutions together.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Looking after your wellbeing
Senior leaders including headteachers have a large responsibility for wellbeing and for looking after the staff,
volunteers, and pupils in the school.

The high levels of accountability, along with the numerous other responsibilities and pressures that that come with
the role, can have a significant impact on the wellbeing and mental health of senior leaders.
Nearly 90% of all senior leaders report feelings of stress, and the long hours and loneliness associated with
leadership are problematic. This can directly impact their effectiveness, the school community, and their own
personal health and wellbeing.

Strategies for looking after your wellbeing

Just as school leaders should encourage staff to prioritise their own health and wellbeing, they must model and
practise this themselves.

There are various strategies that school leaders can implement for this.

Support from governors/trustees

Utilising the support of your governors/trustees in decision-making processes can help to alleviate pressure. They
are there to understand the challenges that leaders face, support with the strategic direction of the school, and to
play the role of the ‘critical friend’.

As part of their role in supporting the school, governors and trustees should monitor the wellbeing, including
workload, of Headteachers and other senior leaders through regular meetings and conversations. This should be
built into your school’s wellbeing strategy.

Support from colleagues

Build a supportive network with colleagues to manage priorities efficiently and build a collaborative working
environment. Distributing tasks among staff and empowering middle management staff to take initiative for
operational issues can reduce day-to-day pressure on senior leaders, fosters a collaborative environment, and allows
leaders to focus on strategic priorities and broader school goals.

In your wider school network or trust, engage with other headteachers and senior leaders to share experiences,
challenges, and solutions. Networking can provide emotional support and practical advice.

Professional development and support

Engage in ongoing professional development to stay updated on best practices in leadership and education. This can
also include attending workshops on stress management and resilience.

Utilise coaching and mentoring services for personal and professional growth. These can provide valuable
perspectives, advice, and support.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Physical and mental health

Look after your physical health and mental health by eating healthily, taking time to rest if you are unwell, getting
enough sleep, and building activity into your daily routine. Regular exercise is a proven way to reduce stress,
improve mood, and enhance overall health.

Take time for interests, hobbies, relaxation, and spending time with family and friends. Establish clear boundaries
between work and personal life. This might include setting specific times for checking emails, having designated "no
work" times, and minimising work done at weekends. A balanced life contributes to overall wellbeing and job
satisfaction.

Prioritising your wellbeing as a leader is a vital part of your school’s approach to wellbeing and mental health. Having
a holistic approach means that everyone’s wellbeing is important, including your own.

If you are struggling with your wellbeing or mental health, do not dismiss this and ensure that you seek help. This
could be from governors, colleagues, support services or your GP.

Signposting and resources

The following are a selection of wellbeing and mental health support services that senior leaders can access. Speak
with your local authority or your trust about other support that is available in your local area.

Education support
Headrest
Mind
MHFA England
NHS Mental health services

References can be found in the Resources section of the course.

Summary
Now that you have completed this course, take some time to reflect on the following questions.

1. What areas for improvement have you identified within your current wellbeing provision?
2. How will you address these areas?
3. Do you look after your own wellbeing? What could you do differently if not?

Simply close this window to save your progress and click ‘Questionnaire’ to complete the accompanying
questionnaire.

When you have completed the questionnaire, there is the opportunity for you to leave feedback on the course and
we would be very grateful if you would take a moment to do so.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.