SOCIAL, EMOTIONAL, MENTAL HEALTH AND WELLBEING
Mental health is a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community. (World Health Organization.)
At our school, we aim to promote positive mental health for every member of our staff and pupil. We pursue this aim using both universal, whole school approaches and specialised, targeted approaches aimed at vulnerable pupils.
In addition to promoting positive mental health, we aim to recognise and respond to mental ill health. In an average classroom, three children will be suffering from a diagnosable mental health issue. By developing and implementing practical, relevant and effective mental health policies and procedures we can promote a safe and stable environment for pupils affected both directly and indirectly by mental ill health.
Social, Emotional, Mental Health & Wellbeing Information
The Inclusion Lead for the Federation is Mrs Andrea Laskey.
The SEMH&W Lead, who works across the Federation, is Mr Calum Cull
Our Governor responsible for Special Education Needs is Mrs Paula Rogers.
Whole school curriculum approach to teaching about mental health
The Federation promotes positive mental health for all children. Support is embedded in all classrooms and is part of the whole school approach. This is achieved through a variety of initiatives such as Emotional registers, Circle Time, Relax Kids, Daily mile, Worry boxes in class and ‘My Happy Mind.’
MyHappymind is a curriculum approach purchased by the Federation to suit the needs of all pupils from Reception to Year 6.
MyHappymind was created for schools with a very simple mission: to give today’s children the skills to thrive in tomorrow’s world. The programmes combine the latest research, science and technology to help children develop lifelong habits and learn to thrive. They give children the preventative strategies, skills and tools they need to thrive in the modern world by building resilient, balanced and happy minds.
The fun animated lessons are enjoyed by all!
Every class has a 20 minute lesson per week. Lessons take place on a Friday afternoon and concepts learnt are applied the following week.
The lessons are structured as follows:
Meet your brain
Understanding how your brain works and how to ensure we look after it so that we can manage our emotions and be at our best. Growth mindset is a key part of this too.
Celebrate
Understanding your unique character strengths and learning to celebrate them. This is a fantastic module for building self esteem.
Appreciate
Understanding why gratitude matters and how you can develop gratitude as a habit. Gratitude is key to wellbeing and resilience and we’re all about making a habit.
Relate
Understanding why positive relationships matter and how to build them. We’re focussed on the building blocks of good relationships and friendships.
Engage
Understanding how to set meaningful goals that matter and how to keep resilient in times of challenge. This module is all about building self-esteem and resilience too.
The programme has an app so children and parents can do follow up work at home. The app also supports staff at their level alongside their pupils.
Mental Health Intervention for Identified Children
The school also has a selection of specific interventions in for any children who are identified as having social, emotion, mental, health or wellbeing difficulties. These are delivered by specially trained school staff, sometimes in consultation with outside agencies. The interventions delivered include: Emotional Literacy Support (ELSA), self -esteem groups, friendship groups, play skills, social skills groups, 1:1 talking therapy and trauma Informed Schools approaches and strategies.
What is ELSA?
The ELSA (Emotional Literacy Support Assistant) intervention was originally developed within Southampton, then Hampshire, by Sheila Burton, Educational Psychologist. It was designed to build the capacity of schools to support the emotional needs of their pupils from within their own resources. It recognises that children learn better and are happier in school if their emotional needs are also addressed. This intervention is now widely implemented by educational psychologists across Britain.
ELSA is an initiative developed and supported by educational psychologists, who apply their professional knowledge of children’s social and emotional development to areas of need experienced by pupils. They provide on-going professional supervision to help maintain high quality in the work undertaken by ELSAs, thereby helping to ensure safe practice for ELSAs and pupils alike.
The role title of ELSA may only legitimately be used by people who:
- have attended (or are currently attending) a full ELSA training course delivered by one or more fully qualified educational psychologists (courses lasting a minimum of 5 but more usually 6 days)
- regularly attend half-termly supervision in small groups (with a recommended maximum of 8 ELSAs per group and duration of 2 hours per session), led by a qualified educational psychologist
- are currently delivering bespoke programmes of support to individual pupils and sometimes small groups
Our ELSA
ELSA Resources:
ELSA support website: https://www.elsa-support.co.uk/