Wellbeing

A statement of intent to achieve wellbeing for all members of our school community January 2017

Academic  achievement   Wellbeing  

Physical  health  

Resilience  

Emo1onal  maturity  

Making  good  progress  

Achieving  targets  

Reaching  full  poten1al  

Time line of events

Rationale

• A strong sense of wellbeing at school is the gate way to good academic achievement • The ethos and environment we create in our school influences the wellbeing and mental health of our

children, there for we believe that ensuring the mental health and wellbeing needs of all children need to be met in order for them to meet and optimum learning state

• Children need to develop resilience and good emotional wellbeing through a cohesive and coordinated response at both class and whole school level

• All children need opportunities to develop food physical health; good levels of physical health develop greater levels of cognitive function

• The wellbeing of all staff is integral to the wellbeing of children at the school Aims At Biggin Hill Primary School we want all members of our community to…

• Believe in themselves • Be resilient to the challenges of education • Have compassion for themselves and others • Feel comfortable in their learning environment • Feel supported when vulnerable

Key actions To ensure all member of our community have wellbeing we will work to…

• Develop emotional maturity • Develop resilience • Develop physical health

SDP  

• Iden1fying  targets  for  improvement  • Outlining  1me  scales  • Ideb1fying  responsibilty  • SeBng  clear  outcomes    

CPD  

• INSET  day  • Taregted  external  training  • Regular  designated  1me  in  weekly  staff  mee1ngs  

Agreement  

• Statement  of  intent  • Whole  school  non  nego1ables  • Response  mechanisms    

Ac1ons  in  place  

• Whole  school  • Class  • Individual  • Community  

Emo1onal  maturity  

Resilience   Physical  health  

V  matrix  Mindfulness  interven1on  

Sensory  circuit  Sensory  room  The  Hanger  

Lunch1me  clubs  Use  fo  external  agencies  

 Shout  Out  Box  

Worry  Monster  Box  Midfulness  Circle  1me  Environment  Aerobics  

Time  to  Chill  Pupil  Progress  Reviews  

 

Celebra1on  assembly  2  hours  of  quality  physical  educa1on  a  week  

BHW  ambassadors  CPD  

Mid  termm  admission  procedures  Safeguarding  procedures  

AQer  school  clubs  Informa1on  sharing  plaRorms  

 Parent  Workshops  

Parent  Days  Home  School  Liaison  Liason  

School  Website  Link  to  local  services  Outreach  Projects  

 

The V Matrix The V matrix consists of 10 criteria that if evident in a child’s life could lead to greater levels of vulnerability. Each criterion is scored based on its level of impact on the child. Children on the V matrix have a cumulative score across all criteria which lead to an agreed level of intervention. Mindfulness The Paws B curriculum is delivered to children in Year 6 and 5 by the school inclusion manager. 1:1 and small group interventions are set up based on a need to improve their wellbeing. The sessions support children to develop mindfulness techniques in order to help them overcome barriers linked to school. Sensory circuit A sensory circuit is run every morning (and in the afternoon where required) for children with high levels of sensory need as identified through occupational therapy. Children complete circuits that support their individual wellbeing with a trained member of staff before starting their school day. The circuits focus on the following 3 types of activities: Alerting: These activities stimulate the bodies’ central nervous system in preparation for learning. These include spinning, bouncing, skipping and jumping. Organising: These activities demand the brain and body to work together. These include balance, co-ordination and concentration. Calming: These activities give awareness of their body in space and increase the ability to self-regulate sensory input. These include heavy muscle work and deep pressure. Sensory room A sensory room is a dedicated room/space designed to block out noise, control space, temperature and lighting. It is an artificially created venue that utilises multi-sensory equipment to stimulate the senses and promote pleasure and/or feelings of well-being. The sensory room is available to any children who require support with sensory needs. The Hanger The Hanger is a room in school dedicated to supporting the wellbeing of children who find a whole class or playground setting challenging. The Hanger contains a calm area, reward are, computer area, individual work stations and space for group work. Within the hanger there are specific resources and prompts to help children regulate their own emotions and behavior. Members of staff work in the hanger at different times of the day to support children with their wellbeing. Lunchtime clubs A daily lunchtime club runs each day with a different activity. Children are selected by teachers to access the club daily. Targeted children attend clubs on a weekly basis to support them with their wellbeing at lunchtime. The adults in the club support children with their social communication skills. ‘Shout out’ box This is a box in the classroom where children can write positive messages about other members of their class. A selection of ‘shout outs’ are read at the end of the week to recognize the positive actions of others. Worry Monster box This is a box in the classroom where children can anonymously; place any worry they may have. The worry monster will then eat the worry, taking away that worry for the child. Teachers check the worry box regularly and use issues raised to direct the circle time sessions used in class. Trends in issues are discussed at staff meetings to inform the Key Stage PSHE assemblies.

Circle time Circle time sessions are organised to boost interpersonal skills, strengthen relationships and enhance self-confidence while allowing the class and its teacher to have fun together. These happen fortnightly in class but can be used more regularly if wellbeing of children in the class becomes a concern and issues can be addressed through the use of additional sessions. Environment All classrooms contain:

• Outstanding learner displays • Team point collection tubes • Visual displays of the BHW • Working walls • Group and individual support resources • Clearly organized and labelled equipment

All these features support children’s wellbeing through promoting effective independent learning that leads to good outcomes. The whole school environment is designed to celebrate children’s achievement and provide a comforting, stimulating environment that promotes the school values along with children’s wellbeing. Aerobics We run daily aerobic workout sessions with the children to support the children in maintaining good physical health which contributes to good wellbeing. These sessions follow the ‘5 a day’ online program of videos, which can also be played with instructions in French to support KS2 children in applying skills, leant in MFL sessions. Sessions take place in the school halls at: 9:00 – Year 5 and 6 9:30 – Year 3 and 4 14:00 - Year 1 and 2 Reception complete their session in class when is appropriate in their daily timetable. Time to chill Using the ‘5 a day’ video resources children are given short opportunities to relax/mediate when returning to class from break and lunch periods. Pupil Progress Reviews Each half term teachers in every year group meet with the senior leadership team to discuss children’s progress. At these meetings discussions focus on the progress of:

• Individual children • SEND children • DA children • Children on the V matrix

As a result of the discussion actions are agreed that will improve the support for these children in order to make good or better progress. Celebration assembly Celebration assemblies take place every Friday morning with a mix of children from every year group and include:

• ‘Celebration’ music playing on entry to hall • ‘Bench of Glory’ at front of hall for children receiving awards • Star of the week awards explained by class teacher or LSA

• Best class attendance certificate • Award Tidy Tiger • Announce team point results • Award of lunchtime awards • Celebrate children’s achievements outside school

2 hours of quality physical education each week All children have 2 sessions of PE planned and taught each week to support the children in maintaining good physical health which contributes to good wellbeing. BHW Ambassadors If children uphold one of the school values consistently to a high standard they can be recommended for the status of ambassador for that value. This represented by the giving of a colored badge to wear at all times. Ambassadors act as role models to others. CPD Following the schools INSET day and work to establish all the responses to wellbeing a staff meeting will be allocated to discussing actions, changes required, looking at up-to-date research and sharing good practice related to supporting children’s wellbeing, every term. Mid-term admission procedure For any child joining the school outside of normal admission periods the following actions take place:

Safeguarding procedures All procedures are identified in the schools safeguarding policy and supporting documents. All staff completes annual training online through Gooseberry Planet. Staff, governors and children are involved in reviewing the safeguarding policy annually. After school clubs

Informa1on  received  through  Bromley  council  

Family  contacted  and  mee1ng  plus  tour  arranged  with  member  of  

SLT  Family  provided  with  all  relevant  paper  work  for  comple1on  and  start  date  agreed  

Informa1on  obtained  from  

previous  school  to  complete  

informa1on  sheet  for  class  teacher  

and  SENCO  

Early  interven1on  set  up  before  start  

date  where  needed  if  child  is  iden1fied  as  SEND  

or  EAL  

Child  greeted  by  class  teacher  at  school  office  at  8:40  on  first  day  Buddy  assigned  to  

support  integra1on  in  first  

week  

2  week  evalua1on  completed  by  

class  teacher  and  copied  to  child’s  file  and  SENCO  

6  week  evalua1on  completed  by  

class  teacher  and  copied  to  child’s  file  and  SENCO  

SENCO  to  follow  through  any  

ac1ons  and  make  addi1ons  to  

provision  maps/SEND  register  where  needed  

The school works with a range of external providers to offer children a range of extra-curricular activities outside of school time. The school uses pupil premium funding to support disadvantaged children in accessing these clubs. Information sharing platforms The school uses ARBOR to manage all information about in school. Specific information is shared through this system to ensure all adults working with a child hold the relevant information. Weekly staff briefings and termly staff meetings provide a platform for staff to discuss any concerns and share information. Parent Workshops Parent workshops are run throughout the year to support families in understanding aspects of how children are taught and how they learn in order to aid families in supporting children’s learning at home. Annual workshops run on:

• Phonics and spelling • Calculation methods • Statutory assessments • Online safety

Parent Days 3 times a year parents are invited to join their children in school and be part of the learning taking place. Parents are given the opportunity to look at children’s work, discuss their learning and work collaboratively with their children. Parent days are planned in conjunction with whole school events such as anti-bullying week or National Schools Science Week. Home School Liaison Our Home-school liaison works to establish partnerships between parents that may be vulnerable and school. They may visit parents or contact them in other ways and organise events, so parents can feel welcome in the school. In doing so, they form relationships with parents, so the process of furthering their child's education can become collaboration between the child, staff and parents. Website The school website support children’s wellbeing by celebrating all children’s achievements. Sections of the website promote in school achievements as well as achievements children have outside of school. Link to local services The school works closely with Bromley Local Authority children’s services to manage all potential safeguarding concerns. The school also works with the local children’s center to offer families support where necessary. Outreach projects The Curriculum Development Team organise outreach projects each year linked to the different areas of the primary curriculum to involve children, families and the local community in learning tasks.