Vision Statement
At Spring Meadow we aim high, inspire and make a difference through our whole school values of
Respect, independence, resilience, tolerance, trust, aspiration.
Our Children
Our vision is for children to enjoy learning through an exciting, inspiring and nurturing environment where their potential is recognised and celebrated. We aim to achieve this by creating a culture of learning and discovery to develop children who are confident, inquisitive and independent learners.
Our Staff
Our vision is for staff to feel empowered to believe that they can make a difference to all learners through having high aspirations for every child. We aim to achieve this by working in a collaborative and supportive environment, where mutual respect and staff well-being are recognised and valued.
Our Community
Our vision is for the children to take pride in their school and contribute positively to their community. We aim to achieve this by providing a stimulating culture of learning where children participate in a variety of experiences, develop life skills and make sure that every member of the school community is valued.
At Spring Meadow we aim high, inspire and make a difference.
Spring Meadow’s Strategy for Emotional Well-Being & Mental Health - 2019 -2020
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Outcomes to Support our Vision
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Steps Required to Achieve the Outcomes
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Measure of Success
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School promotes positive promotion of supportive environment and monitors progress against national data. Early intervention strategy developed with staff and students & standing agenda item
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- Mental health problems reported and monitored through pastoral care and child protection
- Review undertaken and range of EWB needs prioritised, roles on leadership allocated & outcomes agreed
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- Positive attitudes from all stakeholders regarding EWB and mental health issues
- EWB and Mental health issues form a key part of the schools policies and vision
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Processes refined to reflect all staff roles, active promotion of EWB early intervention strategy and active management of identification and outcomes
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- Safeguarding policies and agreements on referrals.
- Pastoral service protocols embedded.
- Staff briefed on referrals.
- Occasional campaigns re bullying, etc
- Pathways, monitoring and identification of at risk students complemented by reviews of EWB within broader curriculum
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- Active signposting and referral processes in operation for all stakeholders
- EWB and mental health form a key part of the curriculum and is evidenced through lesson planning
- Regular assemblies discussing and raising awareness of EWB and mental health
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Review of EWB practice and staff leading innovations within all aspects of school day and built into team development
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- Pastoral & support staff access to training & skill sessions.
- ALL staff have access to basic mental health awareness training & student curriculums include EWB knowledge. SLT on-going review at whole school level
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- EWB and Mental health are key topics covered regularly through staff meetings
- Staff training for EWB and mental health is evidenced on the CPD courses for staff across the school
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SLT investment strategy in space for support services, review climate and daily activity check
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- Space available for one-to-one supports and school messages highlighted
- Relationships, space and school value promotion reviewed and designed with EWB in mind
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- Mentors in place for staff and regular reviews held to check in with staff
- Regular PM dialogues held to check in with staff
- Well-Being lead on the SLT known to all staff so a clear pathway of being able to share and discuss concerns is known and open to all staff.
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Feedback and influence systems invested in and clear links between voice and change process
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- Specific school voice mechanisms supported & events organised
- Voices and ideas of CYP embedded in practice and systems to gain feedback on EWB needs of these young people
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- School council the pupil voice to achieve change and this is evidenced through their meeting minutes
- Referral systems in place for SENCo and nurture team to discuss the EWB and mental health of the young pupil
- Key assemblies used to discuss the pathways for pupils voice to be heard
- Clear evidence of implementations having taken place due to pupil questionnaire responses and through school council requests
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All in the community can access a range of preventative and early intervention services in addition to referral to partner agencies.
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- Limited investment under distinct labels, SENCO, pastoral and use of external service such as counselling
- Evidence has identified a wide range of skill building and resilience training available to enhance in-school supports
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- Clear signposting in place to outside agencies and charities
- Evidence of successful referrals and joined up working with other agencies to support all stakeholders
- Clear active directory, that staff can show they can access and know how to use, of agencies, charities and routes of referral
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Staff wellbeing prioritised by SLT with active promotion of self-management, access to support and embedded in staff appraisal
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- School line management
- Training and ongoing support with CPD programme and opportunities to develop non-clinical skills
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- Clear and effective PM dialogues that can demonstrate the embedded understanding and priority of EWB and mental health for all staff
- CPD training links evidenced for EWB and Mental health awareness for all staff
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Opportunities for collaborations spotted and developed. Use of community links, involvement and skill building with parents
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- Parents aware of access to staff re student concerns.
- Information on the emotional needs and care within school visible and promotion of this aspect of school life
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- Evidence of increased parental engagement to support EWB and mental health of both parents and pupils alike
- Evidence of increased collaborative working with new agencies and the community links that we support and work alongside to benefit our families
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School involves a range of agencies and engages with mental health forums at a senior management level to shape services
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- Access through direct referral but few personal relationships
- Pathways to range of agencies negotiated and direct relationships and In-school support made available
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- Increased range of agencies being engaged through school staff to help provide support to our families on EWB and mental health issues
- Staff regularly attend local forums dedicated to EWB and mental health issues to help support and give feedback to local services
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CHILD & FAMILY WELLBEING
Spring Meadow Primary School and ‘School House’ nursery is committed to develop provision for young carers and their families.
We will capture the commitment by widening our provision, building on the needs of the young people and better meet young carers’ needs by reviewing Spring Meadow’s provision for young carers with a view to ultimately achieving best practice.
How we will achieve this:
- The whole school is committed to meeting the needs of young carers so that they can attend and enjoy school in the same way as other pupil/students and achieve their potential.
- Appointing a designated Young Carers’ School Lead (Mrs Donegan) with responsibility for young carers and their families. Pupils and families will be made aware of the identity of this lead and how to contact them to access support.
- The school only shares information with professionals and agencies on a need to know basis in order to support pupils and their families.
- Spring Meadow will actively seek feedback and ideas from young carers and their families to shape and improve support.
- The school has an effective referral system and strong partnership in place with relevant external agencies, including referral to Young Carer agencies providing key workers who will work with young carers and families.
We will strive to achieve best practice for students and families in our school in order to provide them with the best chance of success in their future.