The purpose of this study is to explore how best to enact recovery in British schools impacted by the unprecedented COVID-19 pandemic; and the significance of well-being. Specifically, this research investigates 'How do we improve children's mathematics, reading and writing through the promotion of wellbeing?' Within the constructionist paradigm, an interpretivist study was conducted. The methodology chosen to construct meanings through capturing the context of the school was an evaluative case study. Methods engaged so as to enable the precision of details included semi-structured and focus group interviews, reflective journal, observations and document analysis. Leading curriculum recovery in a school community during this challenging time contributed to a UK Government school leadership initiative with the aim to prepare teachers to be high-performing senior leaders; National Professional Qualification for Senior Leadership (NPQSL). A key finding was that well-being provided a strong platform for educational recovery and should be prioritised. This case study models how school leaders can optimise recovery within their context and is therefore nationally and internationally significant.