Beaumont Primary Academy is a member of South Pennine Academies
T: 01484 503111 E: office@beaumontprimary.org.uk

Beaumont Primary Academy

Social & Emotional Wellbeing

 

 

Miss Sally Tunnacliffe is our Social and Emotional Wellbeing Leader and Miss Debbie Kelly is our Deputy.  Mohammed Shafiq is our Governor with a responsibility for Mental Health.

We have achieved the Gold School Mental Health Award.  Miss Tunnacliffe has worked hard towards successfully gaining this accreditation for Beaumont Primary Academy.  The award is run and assessed by Leeds Beckett University.  Please see the attached link for more information:

Leeds Beckett University - School Mental Health Award

 

 

Please click on the following documents for more information about what we do in school to promote everyone's social and emotional wellbeing:

Emotional and Social Development

 

The school utilises many strategies to support the development of pupils’ social skills and enhance self-esteem, including breakfast and after-school clubs. Through RRS the acts of friendliness and good citizenship are promoted and embedded within school. Opportunities for self-esteem and nurture groups are well provided as well as providing one-to-one counselling and mentoring where necessary. Emotional literacy is the ability to understand and express feelings. Every morning at Beaumont Primary Academy, we self register how we are feeling. This is a core offer at Beaumont.

Personal Development

 

At Beaumont Primary Academy we are aware of the importance of personal development. This is reflected through being a Rights Respecting school but also through the ample opportunities created for pupils to feel emotionally secure to develop their talents and skills. This is through a variety of experiences within school and out of school. Throughout the academic year pupils have opportunities for out of school visits as well as having special visitors come to our academy.

Emotional literacy is promoted by:

Pupil self-management


Collaborate opportunities for pupils (during and outside of school day)
Positive role models
Peer support mechanisms
Pupil grouping
Circle time
Project work
Nurturing experiences
Self-reflection feelings chart

Environmental Quality


Creative use of space
Flexible curriculum
Pupil safety (RRS)
Healthy Schools
Community links (trips)
Afterschool clubs
Breakfast club
Use of create arts/display
Child-led learning environment
Sensory profile
Library books on mental health issues
Visual timetable
‘Warm and fuzzy’ jar

Emotional Literacy


Whole school SEAL
Pastoral support
Quality First Teaching
Access to school nurse
Choices for pupils
Emotions through play group
Social stories
Effective questioning
‘Time to talk’ group
Jenny Mosley circle time activities
‘The Transporters’ programme

Social Participation


Teaching coping strategies (Tucker the turtle)
Identification assessment and monitoring (Boxall Profile, SDQ scoring)
Structured play
Structured supervision for staff/ teacher coaching
Self-rated learners
Morning mile

More Information

If you have any concerns about your child's emotional or mental health, please see the links below to access further support or information, or speak to Miss Tunnacliffe at the academy.

https://www.northorpehall.co.uk/accessing-support

https://www.locala.org.uk/home/

Behaviour Hub

 

We are delighted to be working with the Department for Education becoming a Behaviour Hub in April 2022.

The purpose of these hubs are to share exemplary behaviour cultures across the country supporting schools, special schools and Alternative provisions.

The aim of the Behaviour Hubs programme is to take a whole school approach to embed sustainable and clear structures throughout the school supporting the behaviour culture.

As a lead school we will share, lead and guide schools who want to improve the behaviour culture across their setting building systems that are sustainable and allow them to thrive independently.

The programme is based on the ideas and principles that are outlined in the review of behaviour: Creating a culture: how school leaders can optimise behaviour. (Tom Bennett 2017)

We will work with partner schools providing a range of support depending upon the level of need. This is a comprehensive package of support that aims to see results within a year:

  • training on specific issues, common problems and effective approaches led by expert advisers, that can be implemented within the school;
  • open days at lead schools to observe good systems and approaches in action;
  • networking events to share experiences and good practice;
  • online resources developed by the expert advisers which will equip and empower schools to implement changes in their settings;
  • support to develop and implement an action plan, that will set out how to quickly improve and embed a whole school approach to developing a positive behaviour culture;
  • mentoring and coaching to support leaders in implementing lasting and sustainable change.
Emotional Literacy Support Assistant (ELSA)

We have two trained ELSA's. 

Our ELSA's have been trained and attend supervision. They support the emotional and social development of children and young people in school through planning and delivery of programmes of support.  The majority of ELSA work is delivered on an individual basis, but sometimes small group work is more appropriate, especially in the areas of social and friendship skills.  

The training they have had has meant our ELSAs have learned about a broad range of topics that impact on children’s lives such as emotional literacy, social and friendship skills, loss, bereavement and family breakup. 

            https://www.elsanetwork.org/ 


Advanced Senior Mental Health Lead with Leeds Carnegie.
Miss Tunnacliffe has completed this award. 
This was facilitated by experts, supported by experienced school leaders. Strategic leadership around mental health means the ability to shape change, not just in our own setting but within our local area. We have created a road map that charts our SEMH interventions from school to third-party agencies we engage with. From this we have a longer term sustainable plan for creating change across our setting and beyond.
Adult Mental Health First Aiders and Youth Mental Health First AIders 

As with physical health needs, we have specially trained staff in school to support with mental health needs, offering mental health first aid where needed. Look out for the posters around the school building. 

Having undertaken taken the Two Day MHFA course these staff have had additional training to:

  • Understand the important factors affecting mental ill health
  • Identify the signs and symptoms for a range of mental health conditions
  • Use ALGEE to provide Mental Health First Aid to someone experiencing a mental health issue or crisis
  • Listen non-judgementally and hold supportive conversations using the Mental Health First Aid action plan
  • Signpost people to professional help, recognising that the role of a Mental Health First Aider does not replace the need for ongoing support.

It’s important to remember that MHFA England courses do not teach people to be therapists or counsellors and do not teach people how to diagnose mental health conditions or provide ongoing support. Instead, their role is to act as a point of contact and reassurance for a person who may be experiencing a mental health issue or emotional distress. 

Furthermore all our staff have access to Smart Clinic Smart Clinic Client (smartclinicuk.com)

 

Mental Health Trailblazer 

Kirklees has been chosen as one of 25 areas boosted by a £110m NHS 'trailblazer' scheme to radically improve mental health services for children.

Health Secretary Matt Hancock has announced that Greater Huddersfield and North Kirklees clinical commissioning groups (CCGs) will be given extra funding and more staff to launch new services for vulnerable youngsters.

Kirklees is the only part of West Yorkshire chosen for the new project.

We refer for this support to our Emotional Wellbeing Worker who completes and assessment and tailors the relevant SEMH support for the pupil.
Bounce Together
We are going to be using Bounce Together to collect pupil, staff and parent voice. Furthermore, this will be used to track and measure the wellbeing of our children, staff and parents. Bounce is an online mental health and wellbeing platform designed for schools, helping you to easily measure wellbeing Wellbeing Software Designed for Schools | BounceTogether
Bounce is a great tool in being able to diagnose strengths and weaknesses across a whole wealth of areas. Once a quick, easy and user-friendly survey has been completed by either the pupil or staff member, you can then immediately see the results and set up an action that same day.
www.bouncetogether.co.uk

 

Bereavement
We have staff trained in Bereavement who support our pupils. If further support is needed we will refer to our school nurse, a counseling service (CHEW's) or using appropriate resources from Winston's Wish Winston's Wish - giving hope to grieving children (winstonswish.org)
Winston’s Wish is the UK’s childhood bereavement charity. We support children and their families after the death of a parent or sibling.
www.winstonswish.org