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Mental health support at LEAP

Mental Health support at LEAP

As established by the DFE, schools have a central role to play in enabling their pupils to be resilient and to support good mental health and wellbeing. It is important that schools promote good mental wellbeing for all pupils. Education about relationships, sex and health can be important vehicles through which schools can teach pupils about mental health and wellbeing.

• A school’s approach to mental health and behaviour should be part of a consistent whole school approach to mental health and wellbeing.

• Schools should consider how best to use their SEN and pupil premium resources to provide support for children with mental health difficulties where appropriate.

• School staff cannot act as mental health experts and should not try to diagnose conditions. However, they should ensure they have clear systems and processes in place for identifying possible mental health problems, including routes to escalate and clear referral and accountability systems.

• There are things that schools can do for all pupils, as well as those at risk of developing mental health problems, to intervene early to create a safe and calm educational environment and strengthen resilience before serious mental health problems occur.

• As set out in Chapter 6 of the statutory SEND 0-25 years Code of Practice 2015, schools need to be alert to how mental health problems can underpin behaviour issues in order to support pupils effectively, working with external support where needed. They also need to be aware of their duties under the Equality Act 2010, recognising that some mental health issues will meet the definition of disability.

• Schools should ensure they have clear systems and processes in place for early intervention and identification, referral to experienced skilled professionals, and clear accountability systems.

• It is important that schools have an understanding of the local services available, including school nurses, and how and when to draw on or commission them.

Mental health and behaviour in schools- DFE November 2018

Text Box: Early intervention to identify issues and provide effective support is crucial. The school role in supporting and promoting mental health and wellbeing can be summarised as: 
• Prevention: creating a safe and calm environment where mental health problems are less likely, improving the mental health and wellbeing of the whole school population, and equipping pupils to be resilient so that they can manage the normal stress of life effectively. This will include teaching pupils about mental wellbeing through the curriculum and reinforcing this teaching through school activities and ethos; 
• Identification: recognising emerging issues as early and accurately as possible; 
• Early support: helping pupils to access evidence based early support and interventions; and 
• Access to specialist support: working effectively with external agencies to provide swift access or referrals to specialist support and treatment.

 

In order to develop the inclusive provision at LEAP, the following procedures will incorporate:

a)         Mental Health in the Curriculum

b)        A designated Mental health need

c)         Engaging parents and care givers

d)        Identifying mental Health needs

e)         Counselling and support for pupils’ mental health needs

f)          Whole school response to mental health needs

g)        Whole school policy to support mental health need

 

Whole school priorities linked to Mental Health Provision

i.          Quality of teaching improved, still further, by sharing best practice more widely- Staff to have better SEND training. The Inclusion AH and SENCOs to lead dissemination of practice to all staff.

ii.         Improve behaviour across the school to ensure all individuals and groups feel safe at school- Staff and pupils see the link between behaviour and pupil progress

iii.        Embed all therapies, currently provided, to ensure value for money in terms of impact on students’ mental health well-being- To increase the range of therapeutic interventions offered at LEAP – allocated in MDT. MDT approach at LEAP: weekly meetings with discussions on best possible support strategies for individual students

iv.        Kazzum- Address challenging attitudes and unhelpful behaviours through collaborative learning and creative discussions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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