Emotional Health and Well-Being Policy VISION This policy is intended to enhance and promote Emotional Health and Well-Being for all the stakeholders of this school â€“ pupils, staff, parents governors and our community. At its heart, it believes that a positive ethos that takes into account emotional literacy will lead to an environment where everyone can learn, teach and support each other effectively with high levels of satisfaction. An Emotionally Healthy School believes that Every Person Matters. It seeks to explore and understand peopleâ€™s feelings and put into place strategies, which will cater for individual needs, afford equal opportunities for all and nurture a culture, which is safe, secure and motivating. This policy is linked to many other school policies such as Confidentiality and Anti-Bullying to produce a self-sustaining over-arching network of well-integrated approaches to emotional health.
AIMS The policy: Supports all the school aims including offering a secure and caring environment for everyone. Prepares students to become happy, healthy and well-rounded citizens. Strives to enable all its pupils to achieve their potential academically, culturally, emotionally, socially, physically and spiritually. Encourage all pupils regardless of race, religion, gender, disability or economic background to gain the qualifications, skills, attitudes and personal qualities that will prepare them for continued formal education, employment and life in a rapidly-changing and highly technological society. Encourages all to understand and value differences between people and to respect the right of others to have beliefs and values different from their own. Giving pupils a contributive voice to the organisation. Deals with the management of strong feelings to resolve conflicts effectively and fairly. Equips students with the knowledge, skills and attitudes that will promote high self-esteem and self-confidence. Ensures strategies, which cater effectively for staff development needs, health and welfare.
CURRICULUM Exploration of feelings, attitudes, skills and knowledge relating to EHWB occurs in almost all curriculum areas. Ideas involving conflict resolution, values, judgements, mutual respect, selfawareness, open-mindedness, spirituality are examined through drama, discussion, role-play, story-telling, presentation art and project work.
Extra Curricular A wide range of extra-curricular activities at both lunchtime and after school builds on teamwork, sportsmanship, friendship, responsibility, a sense of belonging and provides opportunities for developing different interests and a healthy lifestyle.
Teaching and Learning This is most effective when the teacher: Models appropriate student behaviours Takes into account the differing emotional and learning styles of the students Creates opportunities for reflection and expression as a natural part of the lesson. Develops class ground rules with the students Uses positives reinforcement techniques
Curriculum Organisation The content and process of EHWB pervades the whole curriculum at many interconnecting levels: -
Whole School: The role of emotions and their impact on everyday life is examined through: School and Year assemblies. Displays in classrooms and on corridors. The role of the teacher remodelling desirable behaviours. A supportive, comfortable, and safe environment inside and outside. Provision of healthy meals, snacks, access to drinking water at breakfast, brunch and lunchtimes. Positive relationships and interactions between staff and pupils. A well-established system of praise, rewards and recognition. The use of appropriate language to correct behaviour. Maintaining, as far as possible, an environment free of litter, graffiti and smoking as well as providing appropriate toilet facilities.
PSCHE/Citizenship: Reorganisation to ensure that year teams take ownership of this crucial area. The programme includes: Behaviour for Learning Sessions (including circle time). Discussion/groupwork on a whole host of sensitive issues relating to drugs and relationships which enable pupils to express themselves through video, role-play, presentation, strategies, poems music and art. Active projects involving Charities and School Council activities. Use of external agencies to explore aspects of Sex and Health Relationships, Safety, Human Rights and Drugs.
Training Staff EHWB is enhanced when they feel informed, confident and competent. CPD to support individual and whole staff include: Regular updates on Child Protection. Opportunities to explore sessions on Listening Skills and Circle Time. Year Team meetings to help deliver aspects of PSCHE/Citizenship. INSET on emotional intelligence and positive behaviour reinforcement. Teaching and Learning Strategies such as AFL. Opportunities for coaching and work shadowing. INSET on SEAL outcomes and Learning2 Learn Objectives PUPIL WELFARE The school has a confidential pastoral support system in place, which caters for the individual needs of each student. At its heart, it has explicit values which underpin positive emotional health and is inclusive, without bias or discrimination. The system has the following features: All pupils are mentored regularly by form tutors, progress leaders and through specific projects. These develop confidence, self-esteem and social skills Access to appropriate support services, School Nurse and Drop-In-Clinic Encompasses a strong partnership between the school and parents Clear referral procedures so that pupils know who to contact when in crisis Underpinned by policies relating to anti-bullying, child protection, confidentiality and anti-racism A clear-cut behaviour policy, which is, reinforced in Student Planners, through daily bulletins, assemblies and whole school notices. Protocols for different types of incident together with their reporting, recording and monitoring. A newly established system of peer support. Regular Progress Leader meetings for discussion, CPD and updates. Peer Mediation service STAFF WELFARE For staff to support pupilsâ€™ EHWB, they have to feel supported to develop and maintain their own levels of self-confidence and self-esteem. Strategies, which support staff EHWB include: An open and respectful climate in which staff can explore concerns and difficulties through IIP Annual Review. A wide range of CPD opportunities including regular INSET, external courses, peer observations, work shadowing, regular staff meetings. An effective ongoing behaviour management policy supported by Pastoral Staff, Curriculum Leaders and SLG. Training days which support EHWB e.g. Child Protection, Emotional Literacy, Accelerated Learning and Positive Behaviour Management. Use of SENCO, intervention team and key workers to support the most vulnerable and challenging pupils. An on-going, evolving workforce reform programme to ensure that staff are free to concentrate on teaching. Staff outings e.g. Christmas Dinner; activity weekends
VISITORS/EXTERNAL AGENCIES Access to a variety of agencies brings in essential expertise to cater both for specific individual and general whole school needs. These include:
CAMHS, EWO, LEMS, CRAGRATS, YPS-CONNEXIONS, YPS-PAYP, YPS-POUT, GRIP, SCHOOL NURSE, EMA, CIS, Youngaddaction, EP, YOT, Police, PPS, LEBP, Young Carers, Drugline, Runshaw College, Blackburn college, Chorley Sports Partnership, Chorley Arts Partnership, Parenting Support Services.
There are clear protocols for visitors including leaflets, signing in procedures, badges and it is underpinned by a confidentiality policy.
CHILD PROTECTION SA is the DSP for Child Protection and has responsibility for updating staff/students on relevant procedures The Child Protection Policy gives clear direction to referral procedures required when sensitive issues are being addressed. The confidentiality Policy is an integral part of Child Protection.
LEARNING SUPPORT AND INCLUSION The Learning Support, inclusion staff and key workers will work with curriculum and progress leaders to cater for the needs of these students by: All pupils with learning concerns are targeted early, assessed regularly and supported consistently. All students on the Code of Practice receive an IEP an additional support In-class support and occasional withdrawal from lessons for intensive work on specific subject areas Ensuring that programmes of studies are matched to studentsâ€™ needs Developing study skills to instil positive attitudes and increase self-confidence Specific mentoring and support Alternative personalised provisions for students that cannot access the fulltime curriculum Enrichment groups to increase social and emotional aspects of learning Peer Support initiatives, e.g. peer mediation and paired reading Multi-agency involvement to meet any additional need of a student that cannot be met by staff in school Literacy groups to increase reading, spelling and comprehension Exam special access arrangements providing students with readers, scribes and extra time during the exams Restorative approaches, e.g. mediation between students to help overcome problems Assessments to help identify the additional needs, e.g. ability, attainment, handwriting, dyslexia screening, strengths and difficulties, emotional literacy and bullying. After school drop in centre to help students with homework, handwriting, mentoring or any other additional need.
MONITORING The effectiveness and development of this policy will be monitored through: Staff audits Year 11 Exit Surveys School Council Questionnaires Pupil Attitude Questionnaire Strategic Parental Attitude Questionnaires Strategic reports, IIP, OFSTED Behaviour audits Behaviour and attendance statistics
To be reviewed on a 2 year cycle from date of signing
Published on Nov 30, 2012