Governor Subject Visit Autumn Term 2020 Looking after
Governor Subject Visit Autumn Term 2020 Looking after the mental health and wellbeing of our school community
School Vision. How it was created School vision was agreed with all the stakeholders ‘Our vision is to inspire a lifelong love of learning within a safe, inclusive and nurturing environment, empowering self-belief, respect and resilience to support our school community to reach their full potential’
§ To promote emotional and mental wellbeing of all members of the school community § To develop self-belief and confidence in order to achieve School Mission Statement the best outcomes.
‘School years are crucial in developing life-long good mental health and positive life outcomes’ Well Being in Education ‘School years are key to developing social and emotional skills, knowledge and behaviours. This period sets a pattern for how a young person will manage their own mental health and wellbeing into adulthood. ’ Young Minds Website
§ schools provide an ideal environment for promoting good emotional wellbeing Why schools are central to supporting emotional well being and mental health? § they are best placed to identify early behaviour changes and signs of mental distress. § school can also provide a consistent, protective and therapeutic environment for children who are experiencing adversity at home. § Parents often see school and teachers as a trusted place to raise concerns about their child’s emotional wellbeing and mental health
§ Evidence shows that mental health and wellbeing programmes in schools, can lead to significant improvements in children’s mental health, and social and emotional skills. Effects of well being in schools § Wellbeing provision in schools can also lead to reductions in classroom misbehaviour and bullying. § Wellbeing provision for staff can lead to greater happiness in their roles and therefore better outcomes for children § Wellbeing in families can lead to more stability for children so that children can achieve the best outcomes
At Welford on Avon School we want to ensure that the wellbeing of students is considered as important as their academic attainment. The emotional well being of our school community is recognised and supported to § have a lifelong love of learning § feel safe Well Being Vision § feel included § feel nurtured and supported § have self belief and resilience § enjoy a good work life balance so as to achieve the highest standards and maintain good mental health and emotional wellbeing
§ To provide a wide range of support to meet the emotional needs of pupils, staff and parents. § To make sure that pupils, staff and parents are part of this programme of support § Ensure wellbeing is central to our school community § Raise attainment in all aspects of the life of pupil premium pupils We aim … § To provide a nurturing and caring environment for all. § To develop understanding of what mental health and well being is. § Build resilience in our pupils to prevent future mental health problems § promote good emotional wellbeing § To be able to identify early behaviour changes and signs of mental distress.
At some stage during their primary school experience, many pupils experience difficulty related to their wellbeing. We have a wide range of provision available pupils from school staff § Key worker in the classroom Pupil Offer § PSHE Curriculum § Social Groups and small intervention groups § Nurture Sessions § Lunchtime Clubs ( when required) § Pastoral support plan
External Provision can be also accessed for pupils who need a greater level of support. Parent, teachers and in some cases pupils are invited to talk about their concerns. A pathway of help is then agreed which includes: § Play Therapy Pupil Offer § Lifespace § Childline and NSPCC § Mental Health School Team § CAMHS § Educational Psychologist § SEND Supported
Continued… § Relate (Children and Families) § Young Carers § Young Minds Pupil Offer § School Clubs § Bereavement counselling § Flexi learning team § Alternative Provision Setting
Wellbeing provision for staff can lead to greater happiness, contentment and longevity in their teaching roles leading to better outcomes for children Types of support include § Emotional Well being item on Staff meeting agenda Staff offer § Managing stress support from SLT § SLT coaching and mentoring § Peer mentoring § Support with teaching and learning
Other types of support include § Reduced timetable if required ( usually short term) § Additional CPD courses Staff offer § Personal days § External coaching § Signposting to external agencies ( bespoke to individual) § Bereavement counselling
Wellbeing in families can lead to more stability for children so that they can achieve the best outcomes. Support includes: § Regular meetings with class teachers § Support with homework Parent Offer § Support with Online Safety § Help with childcare § Early Help Pathway § Family Information Service
Other support: § Mind § Relate § Housing Support § SENDIASS ( Information for parents about special educational needs) Parent Offer § Rise § Mental Health School Team § Bereavement Support § Signpost to organisations such as Citizens Advice
§ To create a pathway to identify and support emotional and well being needs § To support the development of awareness and We aim: understanding of moral, social, cultural and spiritual values so that they can make a positive contribution to their personal and wider society, § To help individuals to be able to make independent and informed decisions § To make sure that everyone feels valued and included § To make wellbeing provision a continuous focus in school improvement
§ To monitor wellbeing and those receiving support § To ensure appropriate resources and curriculum are made available to support the identified needs We aim: § To ensure that parents/carers have appropriate, relevant and informative information through regular reporting procedures § To ensure pupil voice in their educational programmes in support of their academic and personal development
§ Well being needs continued to be met § Regular contact with parents and pupils offering extra support § Adjustments made to personalised the learning so that it can be accessed COVID 19 § Vulnerable pupils were encouraged to come to the key worker group § Computers loaned to pupils who needed them § Apply for government computing scheme § TA and teachers make regular contact with families needed more support
§ Meetings with parents online when required § Discussion with parents about needs § Increase in referral and ask for support for challenging Other information behaviours § Website had information to help signpost parents § Early Help continued throughout lockdown § New MHST has been set up.
§ Profile of mental health and wellbeing raised throughout the school community § mental health awareness within school equips children to recognise the early signs of issues § emotional wellbeing promoted and recognised more Impact of Wellbeing Support within the school § staff are encouraged to prioritise wellbeing § Teachers and other school staff feel more equipped to promote the emotional wellbeing of their pupils § Pupil understand their feelings and emotions better § Pupils are more confident about asking for help § Increased stability for pupils
§ Equipping teachers with additional training to know when interventions are required § Explore additional wellbeing approaches identify the interventions that are most likely to be effective Next Steps § Give additional thought to the unique characteristics and culture of the school when deciding the best interventions § Develop the delivery of high quality, innovative programmes § Continue to be vigilant to make sure their pupils are happy and healthy
Wellbeing in Schools Document § https: //youngminds. org. uk/media/1428/wise-up-prioritising -wellbeing-in-schools. pdf
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