Mental Health and Wellbeing Summary
End of Year 2024/25-Stoke Hill Federation
Leadership Management:
Impact:
A team has been clearly identified and is known across the Federation. The team have worked systematically through the action plan and regularly evaluated mental health across the school. They have been strategic and innovative in ensuring support goes to those who need it most. The team have worked sustainably to refresh our approach to maintaining a mentally healthy school for all.
All stakeholders are in agreement regarding our core offer and strategy for mental health and well-being.
Roles and responsibilities of the team are clear with a class teacher at the infant school waiting to complete mental health training programme if any when government funding reopens.
Outstanding Actions:
A school Governor will be identified and work as part of the mental health team.
CPD for mental health lead at SHINS to be completed, pending Government funding.
Ethos and Environment:
Impact:
We have created several spaces in school at the Juniors where children can self-regulate such as the Zones of regulation area close to the entrance and read and regulate spaces in all Y3-Y5 classrooms. The Infants have these spaces established.
All children now have access to a safe space that offers additional space and opportunity to regulate. These spaces are always available, children know the purpose of these space and aspire to independently regulate. These spaces provide a space to reflect, read, calm, not feel overwhelmed.
Senior Mental Health Lead, Children and Class teachers recognise the value in creating such spaces. These spaces are driven by need. These spaces have benefited from explicit teaching on how to use them best. (More so in Juniors)
Pupils have ownership of these spaces.
Curriculum and Teaching:
Impact:
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Monitoring of teaching and learning has taken place, ensuring lessons are of a high quality and adhering to the Jigsaw programme. Outcome: Y6, to ensure the ‘Calm Me’ section is always completed in sessions and at other times. Reflection of journals indicated all pupils are fairly represented within the journals. This is a real strength of the Infants. Zones of Regulation programme has been delivered and will continue to be taught. Lessons 1-4 taught in September 2024, followed by lessons 5-12. Teachers have built upon CPD which was delivered as part on non-pupil day Dec 2024. Classrooms depict pupil tool kits and Zones of Regulation strategies. The infant and Junior school have a focus area on entry ensuring the profile of mental health and wellbeing remains high. Corridor spaces outside of Y4 and Y5 have also supported pupils needing a space outside of the classroom. Drop-in sessions with our Family Support Worker are based on a supportive problem-solving approach every Mon-Tues in the Infants and Wed- Fri at the Juniors. Targeted work with individuals to offer bereavement support has been accessed by 6 pupils. Speech and language focus and how this connects with SEMH needs/ communication and interaction. (Led by Charlotte/ Treetops therapies reinforced key messages around the barriers learners may face as a result of low literacy and how these impact on mental health and wellbeing. (Non-pupil day- March 2025.) |
Outstanding Actions:
Jigsaw with SEMH strands.
Track SEMH objectives and strands across Jigsaw.
Children and Young people:
Impact:
We have worked to support children and families who have experienced trauma or are in vulnerable groups by training staff in therapies such as ‘Draw and talk’ therapy. Introduction of Young Carers group has been a positive step with children feeling as if they are being seen and heard. Lunchtime meeting with FSW, Inclusion Office. Monthly Sessions. Informal Pupil lead.
14 new Mental Health Ambassadors have completed a 6-week training programme as part of an annual cycle with HeadsUp.
Pupil voice is strong across the federation and children feel empowered to bring about change and support. Children run a number of clubs at lunch time and Junior pupils have led 2 assemblies at the infants such as when they introduced CLEO the Cat, our mental health mascot.
School council. Sports Leaders. Mental Health Ambassadors and Green Team lead to independent actions and pupil voice. Kelso board to support positive thought and action has also been refreshed, visual reminders at break times.
All stakeholders have been made aware of the supporting materials on the school website.
The mental health tab is now a key component to the support we offer families.
Positive mental health messages/ signpost for infants. The entrance makes clear the importance we place on health and well-being by having a central display.
World well-being week June 2025. Infant children had additional assemblies and learning activities to give key reminders about the 10-a-day and other positive wellbeing messages.
Staff Development, Health and Wellbeing:
Impact:
We take steps to recognise and acknowledge staff achievement. Staff achievements are celebrated in whole school assemblies and via the weekly briefing.
Parents and Carers:
Impact:
FSW and AHOS regularly meet and review families and pupils in need.
AHOS has worked through parent cards and agreed a set to be a resource base for parent/ carers. Parent cards are on website. The mental health tab for support and resources is live on the school website. SLT regularly link up with Inclusion / SEMH team- for pupil and parental support when needed.
A whole school approach to SEMH / 1 page guide- Heads UP /MHA's has been created along with a child friendly version. Live on website.
Parent smart resource has been added to mental health section of website. Help cards are also shared every month as part of the newsletter with families reporting they find the “bite size” clips manageable and helpful.
Outstanding Actions:
Research/ evidence base for impact of parent mental health on their children's mental health- Seek support.
Identifying Need and Monitoring Impact:
Impact:
A summary of our mental health strategy to share in the form of a leaflet has also been shared with families and available on school website.
Information about Mental Health Strategy regularly shared via newsletter to maintain focus.
Transition programme to minimise the impact of transition on mental health and wellbeing of pupils, all Y6 pupils have taken part in HeadsUp/ early help for mental health whole class sessions. Y2 pupils have taken part in a series of transition activities such as outdoor learning/ kitchen garden work and a morning of orienteering to gain confidence of the site. Parent feedback was positive for example “ My child was becoming anxious and worried about joining the Juniors but after orienteering he said, “I’m not worried anymore mummy, I liked it at the Juniors today!”
Outstanding Actions:
PSHE Jigsaw assessment review consider devising statements for PSHE - 2 per year/ statements on Insight. Consider trialling Boxall Profile or similar.
Targeted Support:
Impact:
Collaborate with Hear My Voice (Early intervention)
Families identified and said they benefit from this programme. Run 2 cycles at the Infants and Juniors. 18 families.
We draw on specialist expertise and new ideas – in developing links with Mental Health Support Teams. SMHL attended Wellbeing conference and gained links with Esteem Team in Exmouth to draw on course for staff and parents and the Drama Youth Trust. (Projects for 2025/26)
We have hosted 2 successful Health and Wellbeing Hub meetings for our school and the community to access support from a multi-agencies such as Young minds, Parent kind, Young carers and HeadsUp, feedback was positive with families appreciating the 1:1 advice and support all in one place.
Collaborate with Co-adventurers. EHCP/ vulnerable learners identified as those who will benefit from learning outdoors programme. The Young Explorers- Survival School is a highlight of the week for this group of learners who have developed self-esteem, confidence and collaborative working by building dens, fire lighting and tool work.
Outstanding Actions:
Add to and review the current support available to incorporate the pathway for external agency for mental health support. Collaborate with other organisations for local support/ systems in place across Exeter and Devon Upload pathway to website. Share with all stakeholders.
