We believe that emotional health and well-being (EHWB) is best defined as ‘…a holistic, subjective state which is present when a range of feelings, among them energy, confidence, openness, enjoyment, happiness, calm and caring, are combined and balanced.’

(Thinking Positively: Emotional Health and Wellbeing in Schools and Early Years Settings (WAG 2009)

By promoting EHWB it helps to ensure ‘happier and more motivated pupils and staff who get more out of school life.’

(National Health School Standard Promoting Emotional Health and Wellbeing)

We believe EHWB makes a direct contribution to school improvement in three main areas:

Teaching and Learning

• Pupils who are more engaged in the learning process

• Pupils who can concentrate and learn more effectively

• Improved levels of literacy and numeracy

• Improved academic achievements

• Better teaching

• Parents/carers who are more engaged in school life

Behaviour and Attendance

• Pupils who are more involved in school life and have a say in what happens

• Pupils with higher self-esteem and confidence

• Fewer pupils disengaged from learning and school

• Better behaviour in the classroom and improved attendance

• Less bullying

• Lower rates of truancy, offending and substance misuse

• Lower rates of non-attendance/school phobia

Staff Recruitment and Retention

• Improved morale

• Lower absenteeism

• Better staff recruitment levels

• Better staff retention levels

(WAG 2009)

We want all our children to say that the things which have had the biggest impact on their emotional wellbeing are:

• having people to talk to;

• personal achievement;

• being praised;

• generally feeling positive about themselves

We wish to work closely with the Pupil Voice Groups and to hear their views and opinions as we acknowledge and support Article 12 of the United Nations Convention on the Rights of the Child that children should be encouraged to form and to express their views.

We as a school community have a commitment to promote equality. Therefore, an equality impact assessment has been undertaken and we believe this policy is in line with the Equality Act 2010.

Aims

• To promote emotional health and well-being in order to ensure happier and more motivated pupils and staff who get more out of school life.

• To work with other schools to share good practice in order to improve this policy.

Role of the Governing Body

• Delegated powers and responsibilities to the Headteacher to promote emotional health and well-being and to ensure all school personnel and visitors to the school are aware of and comply with this policy;

• Responsibility for ensuring that the school complies with all equalities legislation;

• Nominated a designated Equalities governor to ensure that appropriate action will be taken to deal with all prejudice related incidents or incidents which are a breach of this policy;

• Responsibility for ensuring funding is in place to support this policy;

• Responsibility for ensuring this policy and all policies are maintained and updated regularly;

• responsibility for ensuring all policies are made available to parents;

• The responsibility of involving the Pupil Voice Groups in the development, approval, implementation and review of this policy;

• Responsibility for the effective implementation, monitoring and evaluation of this policy

Role of the Headteacher & Health & Wellbeing Leader:

• Ensure all school personnel, pupils and parents are aware of and comply with this policy;

• Work closely with the Equalities Governor and Health & Wellbeing Leader;

• Provide leadership and vision in respect of equality;

• Provide guidance, support and training to all staff;

• Develop, over a period of time, an emotionally healthy school by a whole school approach encompassing eleven criteria namely:

1. Appropriate Policies & Strategies in place:

   • Anti-Bullying Policy and Strategy

   • Positive Behaviour Management Policy

   • Appropriate strategies to address; multi-cultural, gender, sexual orientation, sexual exploitation, special needs and health issues which avoid stereotyping and discrimination.

2. Commitment to whole staff training on mental and emotional health and well-being related issues.

3. Engagement with, and response to, specific local/national initiatives and environment and social issues.

4. Mental and emotional and well-being covered by the Foundation Phase, National Curriculum and Personal and Social Education.

5. Out of school hours learning incorporate activities which are inclusive and promote increased self-esteem and well-being.

6. Pupil participation.

7. Staff participation.

8. School environment, ethos and the informal curriculum.

9. Involvement of families and community.

10. Involvement and collaboration with outside statutory and voluntary agencies and individuals.

11. The development of a health promoting workplace which recognises the importance of support for mental and emotional health and well-being.

(Thinking Positively: Emotional Health and Wellbeing in Schools and Early Years Settings (WAG 2009)

• Undertake an audit of EHWB that looks at:

  • Leadership, management and managing change

  • Policy development

  • Curriculum planning and resourcing

  • Teaching and learning

  • School culture and environment

  • Giving pupils a voice

  • Provision of support for pupils

  • Staff professional development, health and welfare

  • Partnerships with parents/carers and local communities

  • Assessing, recording and reporting pupil achievement

• Lead the development of this policy throughout the school;

• Work closely with the Headteacher and the nominated governor;

• Provide guidance and support to all staff;

• Provide training for all staff on induction and when the need arises;

• Keep up to date with new developments and resources;

• Review and monitor;

• Annually report to the Governing Body on the success and development of this policy

Role of the Senior Leadership Team

• Ensuring EHWB is a priority of the school’s improvement plan;

• Provide resources to support this policy;

• Monitor the performance of pupils by analysing data and by discussion with class teachers;

• Monitor the progress and development of this policy;

• Assess the impact of this policy

Role of School Personnel

• Comply with all aspects of this policy

• Undertake appropriate training;

• Implement the school’s equalities policy and schemes;

• Report and deal with all incidents of discrimination;

• Attend appropriate training sessions on equality;

• Report any concerns they have on any aspect of the school community

Role of Pupils

• Be aware of and comply with this policy;

• Learn to take pride in their work;

• Produce work of a high standard;

• Listen carefully to all instructions given by the teacher;

• Ask for further help if they do not understand;

• Participate fully in all lessons;

• Participate in discussions concerning progress and attainment;

• Treat others, their work and equipment with respect;

• Support the school Code of Conduct and guidance necessary to ensure the smooth running of the school;

• Talk to others without shouting and will use language which is neither abusive nor offensive;

• Hand in homework properly completed and on time;

• Wear correct uniform

• Liaise with the Pupil Voice Groups;

• Take part in questionnaires and surveys

Role of the Pupil Voice Groups - Happy Healthy Helpers:

• Determining this policy with the Governing Body;

• Discussing improvements to this policy during the school year;

• Organising surveys to gauge the thoughts of all pupils;

• Reviewing the effectiveness of this policy with the Governing Body

Role of Parents/Carers

• Be aware of and comply with this policy;

• Be encouraged to take an active role in the life of the school by attending:

  • parents and open evenings

  • parent-teacher consultations

  • class assemblies

  • school concerts

  • fundraising and social events

• Be encouraged to work in school as volunteers;

• Be encouraged to organise after school clubs or groups;

• Be asked to take part in periodic surveys conducted by the school;

• Ensure regular and punctual attendance;

• Notify school on the first day of pupil absence;

• Have holidays in term time and authorised by school;

• Encourage effort and achievement;

• Encourage completion of homework and return it to school;

• Provide the right conditions for homework to take place;

• Hand in homework on time;

• Support the school Code of Conduct and guidance necessary to ensure smooth running of the school;

• Ensure correct school uniform is worn

Training

We ensure all school personnel have equal chances of training, career development and promotion.

Periodic training will be organised for all school personnel so that they are kept up to date with new information and guide lines concerning equal opportunities.

This policy will be review when required