In School Support

Children learn and develop best when they feel settled and secure.  We work hard in school to help children understand that it is normal to experience a whole range of emotions, but there are strategies we can learn to help us feel happy, calm and resilient. Lots of work goes on throughout school to help them do this. 

PSHE Curriculum 

Our Personal, Social, Health and Emotional (PSHE) curriculum throughout school supports children to become independent, confident, healthy and responsible members of society. Our children will develop emotional intelligence and the ability to articulate their feelings in order to maintain good mental health, as well as understanding the importance of their physical health and being healthy. Using a growth mindset strategy, the children will become resilient, flexible learners, knowledgeable for the future.

Assemblies

A common theme of our assemblies throughout the year is looking after your emotional health and helping children to recognise that keeping yourself mentally healthy is as important as looking after your physical health.  If we feel emotionally unsettled, it makes it difficult for us to concentrate and learn.

We are learning that it is natural to feel a range of different emotions; everyone will feel sad, frustrated, annoyed etc at times; the important thing is that we recognise the feelings and know what to do to help ourselves feel settled and happy again.  This may be talking to an adult, or going somewhere quiet to calm down or asking for help etc.

Feelings Boards   Feelings Board.png

Young children often find it hard to name their emotions, so throughout school, we take time to teach the names of different feelings, starting with ’happy’ and ’sad’ in Pre-school and gradually introducing more words as they move through school. Every class now has a ’Feelings Board,’ where children are asked to identify which emoji sums up their feelings that day.  They can move it during the day, if they feel differently.  This acts as a ’check-in’ for teachers.  If they notice that a child is feeling ’upset’ or ’worried’ for example, they will take the time to chat to the child to see what help they might need. 

 

Emotionl Literacy Support Worker

We also have a trained Emotional Literacy Support Worker in school.  Mrs Rafiq works with some identified children on such things as building their confidence or developing friendships etc.  She runs specific programmes and activities to assist the pupils' individual learning social and emotional needs based on nurture principles.  She has received specific training from an educational pyschologist and is offered supervision on a regular basis. 

 

Nurture Room  Nurture Room.png

We now have a lovely ‘nurture’ room, which is a space that has been attractively designed to offer a soft and relaxing environment in school, should any child need a calm space for a while.  This is used for small group intervention activities too. 

 

Transition

We recognise that starting school, changing classes and moving to a new school can be unsettling for children, as there are many unknowns.  We place a strong emphasis on supporting children at this time, by having clear induction and transition procedures to help to familiarise children with their new environments, adults and routines.  We work in close partnership with parents, particularly in the EYFS and for children with SEND, to ensure that a personalised response is put in place to meet individual needs. 

 

Named Lead for Emotional Well-Being and Mental Health: Mrs Barker  

If you have any concerns at any point about your child's emotional well-being, please speak to your child's class teacher or Mrs Barker, who will be happy to discuss ways we can work together to support your child.

STAFF LOGIN
PARENT LOGIN
SCHOOL BLOGS