Pupil Wellbeing

We recognise the impact of overall mental health and well-being on children’s learning, achievement and their ability to access and enjoy wider opportunities.

As is shared by the DfE (https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges#the-importance-of-promoting-and-supporting-mental-health-and-wellbeing ), good mental health and wellbeing helps pupils:

• attend school
• develop key life skills, particularly social and emotional skills
• engage in learning
• achieve academically
• have better longer term outcomes, such as future employment

At Kingmoor Junior School, our promotion of positive mental health and well-being is structured through the following tiered whole-school approach: Click on each 'Wave' for more information.

Wave 1 Universal Support – developing and promoting children’s understanding of positive mental health and well-being through our overall school ethos and our wider curriculum. 

Wave 2 Additional support – additional opportunities for individuals or small groups of pupils to explore our whole school themes. This may be through social groups activities or by accessing a different learning resources to support their understanding. Additional provision may also be in place during more unstructured times of the school day, for example breaks and lunchtimes.

Wave 3 Targeted school support – specific or individualised short term support, for example, pupils who are experiencing anxiety, low self-esteem or have been affected by adverse experiences such as bereavement.

Wave 4 Targeted external support – following support at waves 1, 2 and 3, we may then seek advice or support from a range of more specialised, external services for individual children.

To support the appropriate allocation of additional or targeted support to pupils, our Safeguarding and Inclusion Team meet twice a half term to talk through all of our ‘children we are taking special care of’ and to identify the next steps in their support. Our ‘children who we are taking special care of’ includes children who are receiving support from a social worker, those for whom an Early Help Assessment is open, children who are or have been care experienced and any other children in school whom we are monitoring at that time. Our online CPOMs system is used by class teachers to share any concerns or information for the team to consider and this supports us to identify any additional pupils to add to our monitoring list.

In our weekly whole staff briefing meetings, key, non-confidential information is shared about some of our ‘children we are taking special care of’. This means that staff on duty and our midday supervisors are aware of children who may need some support during the

To evaluate the impact of the additional or targeted support that we provide for pupils, we record outcomes of any intervention on year group provision map documents. These are discussed when class teachers and the Senior Leadership Team meet for termly Pupil Progress Meetings. If it is recommended that any children require further support at this point, this is considered at the next Safeguarding and Inclusion Team meeting.