We support children’s social emotional and mental health needs at Gorseland. Emotional literacy approaches are used across the school including language to acknowledge and validate children’s emotions, discrete teaching of mindfulness and calming strategies as well as support for restorative justice approaches. A number of children have individual emotional literacy sessions which focus on addressing gaps in their emotional and social development. Some children access groups led by an ELSA e.g. focusing on friendship skills or resilience. These interventions are reviewed termly.
All children’s social, emotional and mental health needs are also supported through the comprehensive ‘Jigsaw’ PSHE curriculum the school has adopted. Additional PSHE opportunities are planned by class teachers according to the cohort’s needs.
We have a psychotherapist who works in school one morning a week. He works one to one with children who are identified by the school as requiring specialist support and intervention.
We work with parents and children to ensure good attendance. If a child is struggling to attend school because of their mental health needs, staff work in partnership with families and a bespoke plan is put in place to overcome the specific barriers to attending school.
We have a positive, consistent approach to behaviour management. There is an expectation that all children follow the class and school rules. Children who find it difficult to self-regulate and display unsafe and/or challenging behaviour have bespoke behaviour support plans that address their specific needs and document the strategies that work best when supporting them.
The SENCo and two teaching assistants have also received Mental Health First Aid training, ELSA training is being carried out by a staff member and Mrs. Parsons has complete the Designated Senior Mental Health Lead training.
A number of members of staff, including the Senior Leadership Team, are trained in safe handling techniques (training delivered by Bellscroft).
Behaviour is regularly monitored and any issues are addressed as early as possible and if necessary, interventions are implemented. This ensures that all children are able to access the curriculum and learn.
Involvement of outside agencies are likely at this stage.
Offer of psychotherapy sessions funded by school.
Referrals and signposting to parents e.g. PMHW / wellbeing service / Suffolk carers.
Communication with parents from class teacher or senior leader.
ELSA 1:1 sessions with targeted pupils.
Sharing of strategies to use at home as well as school.
Possible school nurse support.
Regular communication with parents.
Quality first teaching includes pastoral care for all pupils.
Communication with parents.
Inclusion and diversity learning throughout the curriculum.
Wishes and feelings work to support pupil voice.
1:1 sessions with the year group TA e.g. emotional check-ins or connection-building time.
Small group targeted interventions from the ELSA e.g. anxiety, resilience, friendship or social skills.