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Feedback & next steps from the mental health parent survey

 Mental Health Provision At Wymondley JMI 

Autumn 2022

Feedback From MH Questionnaires From The Summer Term

 

Thank you if you were able to respond to the questionnaire about Mental Health provision at Wymondley last term. We had a good response rate and have some useful points to move forward with. 

 

Learning about improving and maintaining good MH is statutory and part of our whole school curriculum. We were pleased to learn that many pupils have been bringing home good ideas from their MH learning. Our next step is to share more information about what is taught with Parents and Carers. Please read on for more information..

 

Curriculum coverage is mapped out through our PSHE scheme ‘Jigsaw’. Please click the following link for information about Primary learning objectives. Jigsaw 3-11 and Statutory Relationships and Health Education Map.pdf 

For example: (H1) that mental wellbeing is a normal part of daily life, in the same way as physical health. (H2) that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations

 

We have a Mental Health and Wellbeing page on our Wymondley JMI website where you can access signposting and recommended reading lists. Wellbeing | Wymondley Junior Mixed and Infant School

 

As a whole school we also offer many other ways to support MH including…

 

A focus on belonging to the school community and class group. For example using our class bird names to encourage this through art, singing, poetry, discussion and class charter writing.

 

Morning ‘check in’ using Zones of Regulation colours. Encouraging emotional literacy to express and process feelings as necessary.

 

Whole school Forest School sessions every term, valuing indoor and outdoor learning experiences for all year groups.

 

Teaching about MH through Jigsaw PSHE curriculum and if a specific need arises.. Children knowing they can talk to a trusted adult if needed.

 

Valuing all subject strengths for example: Weekly uplifting singing assembly and excellent music provision for all year groups.

 

Class ‘worry boxes’ used in an age appropriate way throughout KS1 and KS2.

 

Using emotional literacy/vocabulary throughout the day. Including for example: ‘this is good for our mental health’. ‘It’s normal to have ups and downs throughout the day, let’s talk it through’. I feel…. (using Zones of Regulation colours above and descriptions with age appropriate adaptations)

 

Adults modelling above and resilient problem solving eg: ‘I feel sad that the trip has been cancelled but let’s talk about how we can improve the situation’… ‘I can see I made a mistake with this presentation……everyday has its ups and downs so let’s talk about what we could do instead..’

 

Class meditation and/or yoga (Teacher led or online, using chime bar/chime time). Specialist Yoga teachers through the year. Other visiting specialist Teachers and experiences prioritised.

 

Mental Health focus in whole school assemblies.

 

Undertaking acts of kindness and celebratory events within school and community.

 

Saying ‘thank you’ to our clever bodies. Talking about food as fuel. Positive messages around lunch and snack. Reviewing body positivity whole school themes.

 

Staff available at the end of the day for brief discussions with Parents or to book follow up regarding pupil’s MH query or concern

Awareness of reasons to limit screen time/time online - discussing this linked to Jigsaw planning objectives

Physical exercise - Healthy mix throughout the day of moving and sitting.

 

Positivity around hobbies and extra curricular interests/clubs for pupils and staff.

 

Awareness that SEND pupils and pupils from lower socio economic backgrounds can be at greater risk of MH issues.

 

To be Respectful, Responsible and Remarkable is our goal. Encouraging resilience and self efficacy through our whole school values. Locus of control (understanding themselves what they do have control over). Potentially better life chances if competent in these areas. (Self efficacy - confidence in self/own skills eg: I want to do this, I will do it like this, I have done it).

 

Referring to Behaviour policy - linked to MH/pro-social behaviours and Herts STEPS training. ACE awareness training throughout school. Attachment awareness in school particularly Reception and KS1. 

Signposting for MH help/webinars/books/events etc.. in newsletter and online

 

Whole School MH themes eg: ‘Wonder’ book learning, Body Positivity focus week, Links made between Art and MH and other subjects whenever possible. Celebrating Children’s Mental Health Week.

 

Positive whole school ethos towards MH with regular updates and training for Staff. Staff able to raise any MH queries or vulnerabilities informally or in Pupil Progress meetings/briefings.

We can also offer extra support for Social Emotional or MH concern or vulnerability...

 

Taking extra time with pupil, talking to parents/carers/staff team as appropriate. 1:1 talking time to check in as needed and support.

 

Consider extra responsibilities in class - monitor role etc..

 

Sign post parents/staff on specific areas/needs. Recommending books linked to areas of need…. For example family changes or dealing with ‘big’ feelings or making friends (for example Bright Feelings range of books). Big Bright Feelings: Bloomsbury Publishing (UK)

 

Further tailored book suggestions: Looking at ‘feelings’ pictures or books together to increase empathy skills.For example: 2021 Read For Empathy Guide       2022 Read For Empathy Guide

 

Staff are curious rather than furious, remembering that all behaviour is communication. What is the child trying to say? Considering attachment theory training.

 

Employ ideas from Solution Focused Therapy - solution focused way of solving problems. 

Imagine..What does our classroom/school/household/family look like on a successful day when everyone is feeling good? Work backwards from the goal to unpick the steps to get there. What do we need to achieve this? For example: If a pupil is struggling at the start of the day or coming into school…. ‘What would a good day at school look like for you?.....Tell me more’. Then the child is focusing on a successful outcome and visualising success.

Solution-Focused Practice guide from NSPCC

 

Bespoke staff training for any new issues arising via Mind ed website MindEd

What can Parents and Carers do?

 

Many questionnaire respondents felt that teaching about MH is important and were pleased that time is being taken to do so. Respondents also wanted to know what more they could do…

 

Openly use the language of positive Mental Health as we do in school from Reception age. For example: ‘We do this……. because it is good for our Mental Health’.

Discuss or echo any of the above school based strategies at home. Describing emotions helps children process big feelings and feel heard.

Talk to your child about being a ‘kind friend’ to themselves.

Discuss how your child prefers to look after their Mental Health - do they prefer yoga/quiet time or talking time for example.

Take a look at recommended reading lists for positive Mental Health with your child. Please see links on the Wellbeing page of our website or click the following links…

 Children | Reading Well booklists | Books

https://content.govdelivery.com/accounts/UKCBCC/bulletins/317f6c0

 

Thank you for reading this questionnaire response feedback newsletter. We hope it has been useful.

Please make contact via the office with any other questions or ideas. 

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