Wellbeing and Mental Health

At Garswood we are committed to providing children and staff with an holistic approach to their learning.

This means that we do not just focus on learning within lessons but also the development of the whole person.

Life will have its ups and downs. We all need strategies to deal with the changes and the challenges. We also recognise that on a day to day basis it is important for us to have a considered approach to wellbeing.

Our approach to mental wellbeing and mental health is graduated, though there is flexibility and all cases are considered on an individual basis. In the first instance we have whole school approach, these include the following strategies:

Whole school offer

Events to provide positive experiences; reflection time; a sense of spirituality.
Examples of these include: whole school forest fire, eating s'mores and drinking hot chocolate; singing together; talent competitions; dance alarms; spreading happiness activities.

PATHs incl daily check ins; worry boxes; feelings charts
PSHE curriculum
Forest school
Physical activity/range of curriculum opportunities
Range of resources at playtimes to support physical and emotional wellbeing
Culture and ethos in the school - whole school aims
Inclusive posters and texts/stories
Rich curriculum offer to support finding talents

B-Buddies
Occasional 3 houses or blob trees (can do this in small groups for y3/4 – can do whole class in Y5/6 if needed – or can be used for individuals)
Assemblies focused on wellbeing
Personal development and wellbeing committee of pupil and Governors
School council
Poverty proofed offer to enrichments
All staff are trained in recognising anxiety in children and strategies to support them
Designated staff are trained in Mental Health First Aid

The next tier of support would be as follows;

Possible low levels intervention

this need not involve Family Support Worker involvement and can be managed at class teacher/TA level

Class teacher time – talk time
Check in in lessons
Lunchtime support ; informal time to talk
Observe child with friendships
Friendship circle
Self-esteem building – targeted praise
Targeted roles allocated – jobs within the class.
Increased dialogue with parents
Encourage family to attend support – coffee mornings; parental anxiety support
Three Houses completed/Blob tree – pupil voice – regular as individuals
Letter to self : I like,,, I am…; I wish…: I wish my teacher knew about me…; Two things that make you happy/sad/mad/sacred….; I sometimes need help with; The best thing in life is….; when I grow up…. ; I am really good at…..
Consider accessing Family Hubs - Family Hubs (sthelens.gov.uk)

Possible medium level interventions

Family support worker involvement
EHAT considered – pastoral link made with parents
Signpost to extra-curricular ie Art therapy; physical wellbeing/sport club
Further family support and signpost
Consider case discussion with MHST (Mental Health Support Team)

Care plan devised with short term goals – similar to an IEP (IMHCP – individual mental health care plan)
Consider the local offer St Helen's Wellbeing (sthelenswellbeing.org.uk)
Consider accessing the Family Hubs Family Hubs - Family Hubs (sthelens.gov.uk)

Possible high level intervention

Counsellor support incl internal and external options
Mental Health Support Team engagement
Refer to CAMHS
Refer to school nurse
Consider multi-agency meeting
Consider options on the local offer St Helen's Wellbeing (sthelenswellbeing.org.uk)

St Helens Family Hub

St Helens Wellbeing

We also consider pupils who have sporadic times when they demonstrate poor mental health.

An example of this is during swimming sessions; during test/assessment periods; coming to the end of the academic year (transition times)

Sporadic intervention examples

Managing overwhelming feelings
Revision techniques
Swim fun sessions
Enhanced transition activities

Cohort specific issues

We have considered tailoring our PSHE curriculum to be assured that there are tailored opportunities to support pupils. For example in Y6 – work on transition to secondary.

We have specific drop down assemblies to address emerging issues or areas that may be causing some mental health concerns for larger cohorts.

How can my child get support from the team?

If you think your child may benefit from speaking to your school’s MHST practitioner, speak to your child’s teacher or another member of staff in the school, such as pastoral support staff.

They will be able to put your child in touch with your school’s practitioner. If your child needs urgent or emergency mental health support at any time, you can contact St Helens 24/7 all-age mental health crisis line on 0800 051 1508 (Freephone).

For more information contact:

St Helens Mental Health Support Team

Beckett Unit,

Hollins Park Hospital

Winwick

Warrington

WA2 8WA

Tel: 01925 664 120

Web: www.merseycare.nhs.uk/ mhst-sthelens

Email: [email protected]

How will the impact of interventions be measured?

Pupil voice
Strengths and Difficulties Questionnaires
Staff and parental feedback

SEND

Reasonable adjustments are made for all children to be included both in screening activities and/or individual support. IMHCP link into IEPs as appropriate.

St_Helens_-_Primary_School_Leaflets.pdf

Siobhan - Profile for Primary Schools.pdf

Student Login

Wellbeing and Mental Health

Whole school offer

The next tier of support would be as follows;

Student Login