Emotional Health and Well being
Emotional Health and Wellbeing at Holmer Lake Primary School
We know that poor mental health can be a barrier to educational attainment. We know that research shows that a large numbers of pupils with conduct and emotional disorders fall behind in their learning, miss school or are excluded if they don’t receive the right help at the right time from agencies.
One in ten children and young people aged 5 to 16 have a clinically diagnosed mental health disorder and around one in seven has less severe problems.
The emotional health and wellbeing of all members of Holmer Lake Primary School (including pupils and parents, staff and governors) is crucial to our philosophy and values ‘treating everyone the same, every minute of every day’.
- To have a mental health champion in every member of staff.
- To be able to talk openly and confidently about mental health and emotional wellbeing.
- Children delivering support for children through Team Safeguarding Voice.
- To ensure that through the promotion of positive emotional health and wellbeing, children are helped to understand and express their feelings, build their confidence and emotional resilience and therefore their ability to learn in the classroom.
- To increase the awareness and understanding and reduce stigma amongst pupils, parents, staff and governors around emotional health and wellbeing and to provide support at an early stage to any pupil who is or appears to be suffering from mental health issues.
Promoting positive emotional health and wellbeing:
The culture at Holmer Lake Primary School promotes pupils’ positive emotional health and wellbeing and avoids stigma by:
- Having staff in every aspect of the day who is a mental health champion
- Providing staff with ongoing training to enable them to understand how mental health needs that go on unmet impact on a child’s ability to learn, regulate their emotions and conduct.
- Having Team Safeguarding Voice who value the importance of talking about Mental Health.
- Having a whole-school approach to promoting positive emotional health and wellbeing within an ethos of high expectations and constant support through assemblies, day to day contact and check-ins with pupils and the taught curriculum.
- Having a committed staff community that sets a whole school culture of positive emotional health and wellbeing, support and value.
- Working closely with pupils, parents and carers.
- Whole school promotion of building individual resilience and through Building learning Power and the learning tasks that challenge thinking and skill.
Emotional health and wellbeing is varied and complex and there are no quick fix solutions. Maintaining every day, regular routines, visual timetables, now and next boards, forewarning children of change, recognising triggers and following guidance from other professionals is key for improving mental health. There are many strategies in place to support staff and pupils in managing mental health needs. These include:
- The SENCo and behaviour and Mental Health Champion are available for guidance and support.
- All staff working with children have access to the professional reports and recommendations for pupils with mental health needs.
- Staff have completed the Understanding mental health in Children and Young people and Understanding Challenging Behaviour courses which have upskilled them in understanding mental health and behaviours as unmet needs.
- The Preparing Children for Life in Modern Britain curriculum includes mental health topics in order to raise awareness and understanding and provide strategies for developing positive emotional health and wellbeing and managing mental health.
- All identified children are swiftly referred to BeeU – the local 0-25 Emotional health and Wellbeing Service.
Any member of staff, pupil, parent/carers concerned about the mental health and wellbeing of a child or themselves should speak to a senior member of staff about their concerns. The The SENCo will monitor and support them, and refer to outside agencies, if appropriate, for further intervention.