The Bemrose School Statement of Intent-Mental Health and Wellbeing
All staff at The Bemrose School are passionate about supporting the children and young people. We consider it imperative that all those who are part of the school life feel cared for. We value everybody. Whatever issues you face we will work together. We are committed to making a difference. This is reflected The Bemrose School purpose.
Working Together * Learning Together * Achieving Together
Effective Mental Health Intervention will look like this:
- The young person stays at the centre of every conversation
- We believe that ‘Every Interaction is an Intervention’ Dr Karen Treisman
- Attendance matters-We can support pupils when they are here far better but will work remotely if the need arises
- We use evidence-based practice for all our interventions
- We all work best when there are clear rules and simple consequences
Expectations of Each Other
- Speak to each other with courtesy and respect
- We will communicate effectively with one another and keep clear, concise logs
- Have read and understood section one of Keeping Young Children Safe in Education
- Make sure we understand the school’s behaviour, SEMH, attendance and safeguarding policies and protocols
- Attend duties to support the wider school community
- Attend meetings promptly and prepared
|· The safeguarding pupils comes above everything else we do.
· All staff across the school have training annually and termly with reminders throughout the year at briefings, staff meetings and Inset days.
· All new staff have safeguarding training as part of their induction.
· All staff at the school recognise that safeguarding is everyone’s responsibility, that they should have read and understood section one of Keeping Children Safe in Education 2021, that early intervention is key and that context matters.
· All notes are kept securely.
· The DSL and the Deputies are experts in this field supported by the Deputy Headteacher Inclusion and all Leadership Team members
|· All staff have a role to play in ensuring each child attends school.
· Mentors support by providing first wave pastoral support, checking in with pupils who have poor or low attendance.
· All of the Care & Guidance Team work to remove barriers to good school attendance.
· We work together with external agencies to address and remove barriers to school attendance.
· We prioritise pupils who are classed as disadvantaged, SEMH or SEN, however, we are passionate about providing the same support to all pupils, irrespective of background.
· We follow the protocols which are in place, acknowledging that each child and situation is different and adjusting as required.
|· Good behaviour allows for teachers to teach and pupils to learn.
· We have a moral obligation to prepare young people for the rigours of work and life beyond education.
· We are here to educate the whole child, helping with their moral and personal development.
· We apply the protocols for each pupil, acknowledging that each child and situation is different and adjusting as required.
· We prioritise pupils who are disadvantaged, SEMH or SEN, however, we are passionate about providing the same support to all pupils, irrespective of background.
· We make reasonable adjustments for pupils with special educational needs or vulnerable pupils.
· We have a support-based system; after each consequence comes a level of support.
· We involve parents in supporting their child to improve their behaviour.
|PASTORAL CARE/MENTAL HEALTH|
|· The mental health of our pupils and staff is of the highest priority. Pastoral support is driven by our moral purpose (see previous page).
· We do not give up on pupils and constantly look for ways to support them.
· Our interventions are directed by evidence-based practice.
· Our Care & Guidance Team are passionate about becoming experts in their field around pastoral and mental health support.
· We work with numerous external agencies to support our pupils.
· We recognise that early intervention is vital.
· We involve parents as much as possible in the support which we put in place.
· Our interventions are assessed and evaluated using entry and exit questionnaires.