All pupils are valued
At Churchfields Junior School, we know that our role is to ensure that pupils are able to manage times of change and stress, and that they are supported to reach their potential or access help when they need it. We also have a role to ensure that pupils learn about what they can do to maintain positive mental health, what affects their mental health, how they can help reduce the stigma surrounding mental health issues, and where they can go if they need help and support.
To avoid ambiguity or confusion, as a school community we use the World Health Organisation’s definition of mental health and wellbeing “a state of wellbeing in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community”.
We take a whole school approach to promoting positive mental health and ensuring the pupil are positive, resilient and able to deal with the stresses of the school day. We recognize the stigma behind talking about mental health and aim to create a school environment which is open and supportive with a positive culture where pupils feel comfortable discussing a range of issues.
Our aim is to help develop the protective factors which build resilience to mental health problems and to be a school where:
All pupils are valued
Pupils have a sense of belonging and feel safe
Pupils feel able to talk openly with trusted adults about their problems without feeling any stigma
Help pupils socially to form and maintain relationships
Positive mental health is promoted and valued: this includes promoting self-esteem, encourage pupils to be confident and help pupils develop emotional resilience through managing setbacks
Enable and support early identification of vulnerable pupils and early intervention of need
Bullying is not tolerated
Access to a range of appropriate support that meets their needs
Providing opportunities to reflect both internally and where necessary with an external agency
Providing opportunities to develop a sense of worth through taking responsibility for themselves and others
Celebrating academic and non-academic achievements
Promoting pupil voice and opportunities to participate in decision-making within class and across the school through pupil leadership groups
Promoting our school values and encouraging a sense of belonging
Specialised, targeted approaches aimed at pupils with more complex or long term difficulties including attachment disorder
Support for pupils going through recent difficulties including bereavement (see Bereavement Policy).
Universal, whole school approaches
We aim to create a school environment which is open and supportive with a positive culture through seven aspects:
Creating an ethos, policies and behaviours that support and promote positive mental health and resilience, and which everyone understands
Helping pupils to develop social relationships, support each other and to feel able to seek help when they need it
Helping pupils to be resilient learners who are able to manage the stresses of everyday life
Teaching pupils social and emotional skills and an awareness of mental health; destigmatize mental health
Early identification of pupils who have mental health needs and planning support to meet their needs, including working with specialist services and tailored individual plans
Effectively working with parents and carers
Supporting and training staff to develop their skills and their own resilience
Children need to feel like they have achieved something worthwhile. Work in opportunities throughout the day for children to reflect on what has gone well within a social situation or a piece of work or aspect of their work that they are proud of. If children begin to identify the positives, then it will give them a sense of belonging and achievement and allow them to reflect on the day.
Children feel empowered if they are given the opportunities and responsibility to reflect and identify when they are feeling anxious. Families are then able to build in opportunities to allow your child to talk about something they can do which will help distract them from their anxieties. This can also mean factoring in breaks for the children affected so they can have a minute where they remove themselves from the stresses of homework or a certain task.