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 usually display consistent mental health, however signs are emerging of more regular patterns of concerning incidents/behaviours that might prevent a child from flourishing and achieving a sense of school belonging. A Team around the Child is considered.
Our expectations for each role at this stage are:
Accept help from trusted or key adults within school. Be open to talking with pastoral support. Be able to identify key members of staff who you can work with on strategies to improve your wellbeing and through this your sense of belonging. Practice gratitude for your efforts, successes and achievements.
Alert school (usually class teacher or form tutor) at the first signs of concern. Continue to have good lines of communication with the school. Work collaboratively with school as a ‘team around the child’. Accept the signposting support if offered. Engage with the local offer for universal support outside of school.
Be alert to changes in behaviour which might indicate the need for enhanced wellbeing support. Teachers to continue working on positive reinforcement with students following advice from Heads of Year or pastoral support teams. Ensure all staff promote a warm and calm environment. Ensure adaptations are in place within PSHE delivery to address minor concerns emerging.
School Nurse and other external practitioners to have regular communication with schools to upskill pastoral teams. External practitioners to share new resources and initiatives with schools.
Clear and visible communication around help for students that both schools and families can access.
