Upload
others
View
0
Download
0
Embed Size (px)
Citation preview
Wellbeing
A statement of intent to achieve wellbeing for all members of our school community January 2017
Academic achievement Wellbeing
Physical health
Resilience
Emo1onal maturity
Making good progress
Achieving targets
Reaching full poten1al
Time line of events
Rationale
• A strong sense of wellbeing at school is the gate way to good academic achievement • The ethos and environment we create in our school influences the wellbeing and mental health of our
children, there for we believe that ensuring the mental health and wellbeing needs of all children need to be met in order for them to meet and optimum learning state
• Children need to develop resilience and good emotional wellbeing through a cohesive and coordinated response at both class and whole school level
• All children need opportunities to develop food physical health; good levels of physical health develop greater levels of cognitive function
• The wellbeing of all staff is integral to the wellbeing of children at the school Aims At Biggin Hill Primary School we want all members of our community to…
• Believe in themselves • Be resilient to the challenges of education • Have compassion for themselves and others • Feel comfortable in their learning environment • Feel supported when vulnerable
Key actions To ensure all member of our community have wellbeing we will work to…
• Develop emotional maturity • Develop resilience • Develop physical health
SDP
• Iden1fying targets for improvement • Outlining 1me scales • Ideb1fying responsibilty • SeBng clear outcomes
CPD
• INSET day • Taregted external training • Regular designated 1me in weekly staff mee1ngs
Agreement
• Statement of intent • Whole school non nego1ables • Response mechanisms
Ac1ons in place
• Whole school • Class • Individual • Community
Emo1onal maturity
Resilience Physical health
V matrix Mindfulness interven1on
Sensory circuit Sensory room The Hanger
Lunch1me clubs Use fo external agencies
Shout Out Box
Worry Monster Box Midfulness Circle 1me Environment Aerobics
Time to Chill Pupil Progress Reviews
Celebra1on assembly 2 hours of quality physical educa1on a week
BHW ambassadors CPD
Mid termm admission procedures Safeguarding procedures
AQer school clubs Informa1on sharing plaRorms
Parent Workshops
Parent Days Home School Liaison Liason
School Website Link to local services Outreach Projects
The V Matrix The V matrix consists of 10 criteria that if evident in a child’s life could lead to greater levels of vulnerability. Each criterion is scored based on its level of impact on the child. Children on the V matrix have a cumulative score across all criteria which lead to an agreed level of intervention. Mindfulness The Paws B curriculum is delivered to children in Year 6 and 5 by the school inclusion manager. 1:1 and small group interventions are set up based on a need to improve their wellbeing. The sessions support children to develop mindfulness techniques in order to help them overcome barriers linked to school. Sensory circuit A sensory circuit is run every morning (and in the afternoon where required) for children with high levels of sensory need as identified through occupational therapy. Children complete circuits that support their individual wellbeing with a trained member of staff before starting their school day. The circuits focus on the following 3 types of activities: Alerting: These activities stimulate the bodies’ central nervous system in preparation for learning. These include spinning, bouncing, skipping and jumping. Organising: These activities demand the brain and body to work together. These include balance, co-ordination and concentration. Calming: These activities give awareness of their body in space and increase the ability to self-regulate sensory input. These include heavy muscle work and deep pressure. Sensory room A sensory room is a dedicated room/space designed to block out noise, control space, temperature and lighting. It is an artificially created venue that utilises multi-sensory equipment to stimulate the senses and promote pleasure and/or feelings of well-being. The sensory room is available to any children who require support with sensory needs. The Hanger The Hanger is a room in school dedicated to supporting the wellbeing of children who find a whole class or playground setting challenging. The Hanger contains a calm area, reward are, computer area, individual work stations and space for group work. Within the hanger there are specific resources and prompts to help children regulate their own emotions and behavior. Members of staff work in the hanger at different times of the day to support children with their wellbeing. Lunchtime clubs A daily lunchtime club runs each day with a different activity. Children are selected by teachers to access the club daily. Targeted children attend clubs on a weekly basis to support them with their wellbeing at lunchtime. The adults in the club support children with their social communication skills. ‘Shout out’ box This is a box in the classroom where children can write positive messages about other members of their class. A selection of ‘shout outs’ are read at the end of the week to recognize the positive actions of others. Worry Monster box This is a box in the classroom where children can anonymously; place any worry they may have. The worry monster will then eat the worry, taking away that worry for the child. Teachers check the worry box regularly and use issues raised to direct the circle time sessions used in class. Trends in issues are discussed at staff meetings to inform the Key Stage PSHE assemblies.
Circle time Circle time sessions are organised to boost interpersonal skills, strengthen relationships and enhance self-confidence while allowing the class and its teacher to have fun together. These happen fortnightly in class but can be used more regularly if wellbeing of children in the class becomes a concern and issues can be addressed through the use of additional sessions. Environment All classrooms contain:
• Outstanding learner displays • Team point collection tubes • Visual displays of the BHW • Working walls • Group and individual support resources • Clearly organized and labelled equipment
All these features support children’s wellbeing through promoting effective independent learning that leads to good outcomes. The whole school environment is designed to celebrate children’s achievement and provide a comforting, stimulating environment that promotes the school values along with children’s wellbeing. Aerobics We run daily aerobic workout sessions with the children to support the children in maintaining good physical health which contributes to good wellbeing. These sessions follow the ‘5 a day’ online program of videos, which can also be played with instructions in French to support KS2 children in applying skills, leant in MFL sessions. Sessions take place in the school halls at: 9:00 – Year 5 and 6 9:30 – Year 3 and 4 14:00 - Year 1 and 2 Reception complete their session in class when is appropriate in their daily timetable. Time to chill Using the ‘5 a day’ video resources children are given short opportunities to relax/mediate when returning to class from break and lunch periods. Pupil Progress Reviews Each half term teachers in every year group meet with the senior leadership team to discuss children’s progress. At these meetings discussions focus on the progress of:
• Individual children • SEND children • DA children • Children on the V matrix
As a result of the discussion actions are agreed that will improve the support for these children in order to make good or better progress. Celebration assembly Celebration assemblies take place every Friday morning with a mix of children from every year group and include:
• ‘Celebration’ music playing on entry to hall • ‘Bench of Glory’ at front of hall for children receiving awards • Star of the week awards explained by class teacher or LSA
• Best class attendance certificate • Award Tidy Tiger • Announce team point results • Award of lunchtime awards • Celebrate children’s achievements outside school
2 hours of quality physical education each week All children have 2 sessions of PE planned and taught each week to support the children in maintaining good physical health which contributes to good wellbeing. BHW Ambassadors If children uphold one of the school values consistently to a high standard they can be recommended for the status of ambassador for that value. This represented by the giving of a colored badge to wear at all times. Ambassadors act as role models to others. CPD Following the schools INSET day and work to establish all the responses to wellbeing a staff meeting will be allocated to discussing actions, changes required, looking at up-to-date research and sharing good practice related to supporting children’s wellbeing, every term. Mid-term admission procedure For any child joining the school outside of normal admission periods the following actions take place:
Safeguarding procedures All procedures are identified in the schools safeguarding policy and supporting documents. All staff completes annual training online through Gooseberry Planet. Staff, governors and children are involved in reviewing the safeguarding policy annually. After school clubs
Informa1on received through Bromley council
Family contacted and mee1ng plus tour arranged with member of
SLT Family provided with all relevant paper work for comple1on and start date agreed
Informa1on obtained from
previous school to complete
informa1on sheet for class teacher
and SENCO
Early interven1on set up before start
date where needed if child is iden1fied as SEND
or EAL
Child greeted by class teacher at school office at 8:40 on first day Buddy assigned to
support integra1on in first
week
2 week evalua1on completed by
class teacher and copied to child’s file and SENCO
6 week evalua1on completed by
class teacher and copied to child’s file and SENCO
SENCO to follow through any
ac1ons and make addi1ons to
provision maps/SEND register where needed
The school works with a range of external providers to offer children a range of extra-curricular activities outside of school time. The school uses pupil premium funding to support disadvantaged children in accessing these clubs. Information sharing platforms The school uses ARBOR to manage all information about in school. Specific information is shared through this system to ensure all adults working with a child hold the relevant information. Weekly staff briefings and termly staff meetings provide a platform for staff to discuss any concerns and share information. Parent Workshops Parent workshops are run throughout the year to support families in understanding aspects of how children are taught and how they learn in order to aid families in supporting children’s learning at home. Annual workshops run on:
• Phonics and spelling • Calculation methods • Statutory assessments • Online safety
Parent Days 3 times a year parents are invited to join their children in school and be part of the learning taking place. Parents are given the opportunity to look at children’s work, discuss their learning and work collaboratively with their children. Parent days are planned in conjunction with whole school events such as anti-bullying week or National Schools Science Week. Home School Liaison Our Home-school liaison works to establish partnerships between parents that may be vulnerable and school. They may visit parents or contact them in other ways and organise events, so parents can feel welcome in the school. In doing so, they form relationships with parents, so the process of furthering their child's education can become collaboration between the child, staff and parents. Website The school website support children’s wellbeing by celebrating all children’s achievements. Sections of the website promote in school achievements as well as achievements children have outside of school. Link to local services The school works closely with Bromley Local Authority children’s services to manage all potential safeguarding concerns. The school also works with the local children’s center to offer families support where necessary. Outreach projects The Curriculum Development Team organise outreach projects each year linked to the different areas of the primary curriculum to involve children, families and the local community in learning tasks.