The 4 stages
Universal: The majority of our students will thrive and progress at the universal stage.
Monitoring: Students demonstrate emerging concerns in some characteristics and may need minimally enhanced intervention.
Targeted: Students require targeted interventions and plans to support progress in various characteristics.
Specialist: Students require specialist bespoke support and involvement from external agencies across various characteristics.
Inclusion, with regards to health and wellbeing, means recognising and addressing the diverse needs of every child with empathy and understanding. It involves creating safe and nurturing environments where each child feels valued and supported, regardless of their background or experiences.
By providing equitable access to resources, mental health support, and developing positive relationships, we help children build resilience and a strong sense of self-concept. This compassionate approach ensures that every child can overcome challenges and thrive, knowing they are an integral part of a caring community dedicated to their wider development and happiness.
Students whose mental ‘ill’ health is posing an impact to their sense of belonging in their community. Targeted support is required to re-access their learning and re-engage in school life Through a Team around the Child approach.
Our expectations for each role at this stage are:
Attempt to engage in targeted support/interventions to improve wellbeing and belonging within school life. Identify key adults who you can talk to in order to participate in developing plans and interventions to support your wellbeing.
Reinforce the importance of engaging with support to your child. Consent to support being provided by school for SEMH. Actively engage in suggested interventions and attend meetings with school and external agencies as required. Work with the school and other agencies to provide a ‘team around the child’.
Allocate specific keyworker support to ensure students know who they can turn to at times of need. SENDCO involvement to discuss potential external support referrals for SEMH. Targeted interventions to support and possible timetable adjustments to allow for pastoral support. Ensure strong lines of communication across all relevant staff so that there is a consistent approach.
School Nurse and Mental Health Practitioners to regularly communicate with schools around key individuals. Targeted agencies to work with schools on specific interventions. Clear and up to date signposting of support and advice around strategies for schools to use whilst students are on waiting lists.
