EPS logo Introduction to the Sandwell Whole School

EPS logo Introduction to the Sandwell Whole School Approach to Wellbeing Oxfordshire Educational Psychology Service With Sandwell EPS

What is it? The Sandwell ‘Whole School Approach’ to wellbeing is a response to current developments and challenges in the field of children and young peoples’ mental health and wellbeing There are 3 elements : The EPS will work with schools using whole school approaches based on theory and evidence to create an action plan The Healthy Mind Happy Me curriculum is provided for the school to use The Well Being survey tool is given to the school so that schools are able to monitor the health and well-being of their children and young people

Promoting Mental Health in Schools Whole School Approaches This model focuses on the factors that support health and wellbeing rather than the factors that cause mental illness. It fits well with the role schools have in promoting good mental health and emotional wellbeing Pathogenic View - Within person model (medical) - Mental Health is the absence of mental illness - Mental illness can be defined and cured - Focus on categorisation and classification Salutogenic View: - Holistic perspective of inter-relating systems (Social) - Acknowledges the role of human, Social and Cultural factors in Mental Health. - At some time all people will experience health needs - Focus on what contributes to successful health

Promoting factors Self Esteem Emotional Processing Environmental Quality Social Participation Environmental Deprivation Social Exclusion Stress Demoting factors Self Management Skills Emotional Abuse Micro Individuals & families Emotional Negligence Meso Communities & organisations Macro - Policy & decision makers

8 principles “Promoting children and young people’s emotional health and wellbeing: A whole school and college approach”. Public Health England, 2015. Curriculum, Teaching & Learning Ethos and Environment Pupil Voice Leadership Targeted Support Staff Development Working with parents Identifying needs, monitoring impact 8 principles that have been identified as being key emotional, health and well being in schools

Data is collected in the 8 areas • School collates evidence of what is already working well • Data is collected by the research psychologists in the 8 key areas. • They use multiple methods: Hard data, questionnaire, focus groups. • Data is mapped against the areas and the reports are presented to the SLT • An action plan is devised with SLT then reviewed prior to the charter mark award • 3 yearly follow up

Summary of The Charter Mark Process 1: Expression of interest from school Identify Lead professional Arrange initial meeting 2: Communicate to staff Begin to develop Charter Mark evidence portfolio around the 8 key areas 3: Research Psychologists undertake audit using multiple methods 4: Feedback and joint action planning 5: Actions undertaken based on action plan. Opportunity to access the social, emotional learning curriculum and well being screening tool 6: Review of progress on action plan Charter Mark awarding Decision 7: Continue to embed social emotional learning programme and seek further support if required

Charter Mark Awarded! School will embed the progress made and reflect on how to continue to promote the wellbeing of students and staff The EPS returns to support a review after 3 years