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Social and Emotional Well-being

At Cranfield Church of England Academy, we commit to promoting social and emotional well-being and responding to mental health problems.

What is social and emotional wellbeing?

The National Children’s Bureau says:

“social and emotional wellbeing refers to a state of positive mental health and wellness. It involves a sense of optimism, confidence, happiness, clarity, vitality, self-worth, achievement, having a meaning and purpose, engagement, having supportive and satisfying relationships with others and understanding oneself and responding effectively to one’s own emotions.”

What are mental health problems?

The National Children’s Bureau says:

"mental health problems refers to a wide range of mental health, emotional and social challenges, difficulties and conditions that can beset both staff and pupils, including stress and burnout, anxiety, depression, attachment difficulties and behavioural problems.”

Why should we focus on this now?

The Department for Education and the Department for Health are committed to improving the mental health and wellbeing of children and young people. The DfE published a document Mental health and behaviour in schools (March 2016) which outlines some shocking statistics:

 The Department for Health document “Future in Mind” expects schools to be active partners in developing emotional resilience and wellbeing to try to address, in particular, the less severe problems at an early stage.

“ in order to help their pupils succeed, schools have a role to play in supporting them to be resilient and mentally healthy.”

Evidence (from Public Health England and the DfE) suggests that the impact of supporting emotional wellbeing is significant:

At Cranfield Academy, we aim to:

Aim

Approach

Adopt a whole school approach to developing emotional wellbeing and promoting good mental 

  • Maintain our whole school aims and ethos – which promotes wellbeing, resilience and positive skills. The development of a child as a social learner is recognised to be
  •  A clear commitment to safeguarding all pupils and members of the school community.
  • SLT promotes a culture which values all pupils, allows them to feel a sense of belonging and makes it possible to talk about problems in a non-stigmatising way.
  • SLT will continue to create a culture where high expectations of progress and attainment for all are paramount.
  • SLT will ensure that policies are rigorously implemented, and are clearly understood by all staff.
  • Maintain our classroom supportive ethos which promotes resilience and mutual respect.
  • Ensure consistent class and school routines to foster and build a sense of security.
  • A shared understanding that emotional wellbeing is a key element in a pupil’s development and readiness to learn.
  • Continue to develop and implement Values Based Education
  • Ensure PSHE curriculum is delivered effectively.
  • Ensure we are an active school which emphasises the importance of exercise for good emotional wellbeing, through a variety or means including PE lessons, extra curricular opportunities, play leading, encouraging active games on the playground, participating in fundraising events eg Race for life, NSPCC danceathon.
  • Identify and address issues early.
  • Have a staged approach to supporting children and adults with emotional wellbeing and mental health difficulties.
  • Promote the wellbeing of staff and address the issue of workload / stress.
  • Healthy school approach which promotes the health and well being of all in the school community.

Engage the whole community with the issues related to emotional wellbeing and mental health difficulties.

  • Maintain Pupil Voice through a variety of means – School Parliament, Circle Time, Values based education, Learning to Learn skills, worry boxes, safety teaching and feedback to Staff eg through Headteacher tea Parties.
  • Promotion of peer support including peer tutoring. / buddy systems
  • Explicit teaching of emotional literacy, self awareness, resilience and social skills, including the ability to empathise and show compassion.
  • Parent voice will be maintained and a dialogue between parents, pupils and staff will continue to ensure shared ownership of next steps for each individual child.
  • Raise awareness with parents and carers eg through articles in parent update letters / website content etc.
  • Ensure smooth transition from one educational setting to another and from one class to another.
  • Fundraising for charities which support the promotion of emotional wellbeing eg. Alzheimers society.
  • Signpost families and carers to external agencies as appropriate

 

Develop staff awareness through Continuing Professional Development and the appointment of an emotional wellbeing lead within the school.

  • Jo Dormer will be the emotional wellbeing lead for the school, linked to her role as SENCo and Deputy Head, and will attend relevant meetings. She will raise awareness of associated issues and ensure emotional wellbeing and resilience remains high on the school agenda.
  • Jo Dormer, as SENCO will ensure that all staff have an understanding of social, emotional and mental health difficulties and will support staff in meeting the needs of individual pupils as required.
  • Foster links with external agencies eg school nurse, CHUMs CAMH etc.
  •  Staff will attend specialist training as required eg bereavement, CHUMs briefings etc.
  • CPD opportunities will be identified through the PM process and linked to WSO priorities. This will ensure that staff understand they have a shared responsibility for promoting good mental health

Implement targeted programmes and interventions.

  • Early identification and intervention is encouraged and facilitated.
  • PSHE curriculum will be delivered effectively.
  • Circle time
  • E-safety taught to minimise the impact of online bullying etc.
  • Small group social skills sessions.
  • Small group self esteem building sessions
  • Shooting Stars – nurture type group.
  • Mentoring 1:1
  • Play therapy sessions available
  • Facilitate referrals to outside agencies as appropriate.
  • Clear systems exist to help staff who identify a child with possible mental health issues. 

Please also see the provision map for social, emotional and mental health difficulties within school, which outlines the staged approach taken.

Clear and consistent approach to behaviour management

  • Clear behaviour policy known to all stakeholders
  • Restorative approach to resolving conflict
  • An approach based on making good behaviour choices linked to Golden rules
  • A flexible approach for those needing support to address the issues underlying their challenging behaviour
  • Understanding this approach is part of all staff induction

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