Mental Health & Wellbeing Policy

Whilst all staff have a responsibility to promote the mental health of students, key roles are:

• Mental Health Lead – Mark Chapman
• PSHE Lead – Chantel Smith
• Therapist – Vicky Harrison
• Mental-health interventions – Naomi Kinrade

• Leads and coordinates whole-school activities to promote positive mental health and wellbeing.
• Works with the PSHE leader on teaching about mental health.
• Provides advice, support, staff training and updates.
• Acts as DSL to ensure safeguarding and risk assessment.
• Liaises with mental-health services and makes referrals.
• Coordinates the emotional-wellbeing team across the school.

“Mental health is a state of wellbeing 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 Organisation

We are committed to supporting the positive mental health and wellbeing of our whole-school community. We foster a supportive, caring ethos where each individual is valued. Our aims are to help children manage change and stress, reach their potential, and access help when needed.

We ensure pupils learn:

• How to maintain positive mental health.
• Factors that affect mental health.
• Ways to reduce stigma and seek support.

Positive mental health is everyone’s business and we all have a role to play.

• Promoting school values and sense of belonging.
• PE curriculum and healthy lifestyles.
• Encouraging pupil voice in decision-making.
• Celebrating academic & non-academic achievements.
• Developing responsibility, especially via restorative justice.
• Providing reflection time (Tutor Time / Assemblies).
• Ensuring access to appropriate support.
• Mental-health and PSHE for all year groups.
• Wellbeing week and visible information around school.

• Universal, whole-school approaches.
• Support during recent difficulties (e.g. bereavement).
• Targeted approaches for complex or long-term difficulties.
• Recognising, responding and referring to outside services.
• Wellbeing initiatives.

Through a whole-school approach we aim to make pupils resilient, happy and successful. Skills, knowledge and understanding are delivered via the developmental PSHE curriculum, tailored to cohort needs.

We teach mental-health issues safely and sensitively by:

• Embedding consistent ethos, policies and behaviours that support wellbeing.
• Using a restorative approach to behaviour management.
• Helping pupils build relationships and share concerns.
• Teaching emotional skills for better self-understanding.
• Promoting self-esteem and resilience.
• Identifying challenges early and planning support.
• Training and supporting staff.
• Creating an open culture where talking about mental health is normal.

Individual or group interventions may include:

• Restorative approaches.
• Zones of Regulation resources.
• ‘Worry boxes’ / ‘worry eaters’.
• Managing emotions resources.
• Social Use of Language (SULP).
• ELSA support.
• Equine facilitated learning & forest school.
• Small animals and dogs therapy.
• Therapeutic activities: art, Lego, relaxation, mindfulness.

Assessment & tracking tools:

• Strengths & Difficulties Questionnaire.
• SEMH scoring.
• Attendance data.

Staff, pupils and parents are signposted to support via noticeboards, reception displays, classrooms and the school website so that everyone knows:

• What help is available & who it is for.
• How and why to access it.
• What to expect next.

Staff are vigilant for indicators such as:

• Attendance or punctuality issues.
• Relationship difficulties or negative behaviour patterns.
• Changes in learning approach, activity or mood.
• Physical indicators or unexplained pain.
• Self-harm talk, feelings of failure or hopelessness.

Concerns are communicated to SLT. The Mental-Health Lead (also Deputy Safeguarding Lead) liaises daily with MAST and meets weekly to review caseloads.

Concerns are triaged by SLT and the Emotional-Wellbeing Team. Support is provided internally or via external specialists as quickly as possible.

Parents can raise concerns via the class teacher; these are passed to the Mental-Health Lead.

We support parents by:

• Providing online information on mental health and local programmes.
• Sharing strategies for supporting their children at home.
• Running workshops on anxiety, resilience and wellbeing.

Following an assessment we may:

• Discuss referrals to external agencies.
• Provide resources or signpost parents to support.
• Create a wellbeing support plan or WRAP.
• Follow medical-emergency procedures if required.

Staff follow school confidentiality policy and make pupils aware of its limits. Confidentiality cannot be promised where safeguarding concerns arise.

As part of targeted provision we may work with:

• Educational Psychology Service
• CAMHS
• School Health Service
• Children’s & Family Services / Early Help
• Barnardo’s Healthy Relationship support

All staff receive regular training on recognising and responding to mental-health issues as part of safeguarding CPD. Additional CPD is provided by the Mental-Health Lead, a Mental-Health First-Aid instructor.

This policy links to: Safeguarding, Attendance, Health & Safety, Online Safety, Equality Statement, Anti-Bullying, Risk Assessment, SEND and Behaviour policies.

The policy is published on the school website (hard copy on request), reviewed biennially, and wellbeing provision is continuously monitored with necessary updates made.

• Young Minds
• Anna Freud Centre
• Place to Be
• CYPMHS Kent & Medway
• NSPCC – Children’s Mental Health
• Barnardo’s Services