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 preventing them from achieving a sense of belonging in all areas of the school and home community. Significant alterations, enhanced care, support and intervention is needed via their key adult team.
Our expectations for each role at this stage are:
Try to be open to accepting more specialist help in order to improve your wellbeing.
Follow bespoke plans and alternative arrangements to try and improve outcomes.
Identify trusted adults to ensure there is always someone you can talk to within school.
Continue strong communication with the school.
Consent to external agency support if required.
Help students articulate any concerns around school.
Engage with external agencies and any joint support that is offered.
Help identify any positive aspects for the child that can be built on.
Personalised support plan devised by key staff team (sendco, pastoral, heads of year) to support inclusion and help the student achieve some success at school.
More bespoke interventions provided with possible alternative provision or tutoring if appropriate.
Referrals to be made if not previously done.
Maintain strong contact with families.
Consider all characteristics of belonging to implement bespoke support.
Regular communication with schools and families around waiting times and support available whilst waiting for assessments.
Alternative provision to work in partnership with schools to support reintegration into school when possible.
Possible support from Mental Health Crisis Team for critical cases.
