Social, Emotional and Mental Health Development
Social, Emotional and Mental Health Development
We are a school community that has a growth mind-set and are excited to keep developing through our SEMH provision. Children’s personal, social and emotional development is considered to be of great importance at Palatine and is taught throughout the curriculum and embedded throughout the whole day. It gives pupils an opportunity to develop their personal qualities, skills and attributes and knowledge and understanding of others with the aim of enabling them to have a fulfilling and successful adulthood.
Promoting Mental Health
We fully promote pupils mental health and supporting pupils to understand how to keep mentally healthy. This is facilitated through our explicit mental health curriculum and is broken down into 6 areas.
Autonomy – Developing the ability to make our own decisions about how to think and behave and what to engage in.
Competence – managing themselves to be able to accomplish daily tasks and get things done.
Healthy relationships – developing caring, trusting and supporting relationships with adults and peers
Self-acceptance – understanding that everyone has strengths and weaknesses, knowing that they make mistakes, might not always win and manage a range of emotions.
Personal growth– developing learning behaviours and tolerance of a range of activities and experiences.
Purpose in life – setting goals, working to achieve them and becoming a contributing member of a community.
We promote ‘British Values’ through our spiritual, moral, social and cultural education which permeates through the school’s curriculum and supports the development of the ‘whole child’.
We recognise that this development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our pupils. We support staff with a code of conduct to ensure all members of our tem know what is expected of them. We also offer many opportunities throughout the curriculum to explore different aspects of ‘British Values’ through a broad and balanced opportunities. We have also introduced a learning powers curriculum which covers many of these values.
‘British Values’ have been identified as:
The ability to understand and communicate are the most important areas of learning. We ensure that pupils are given a ‘voice’ to communicate. This ‘voice’ could be using words, objects, photographs, pictures, symbols, signing, eye pointing or body language. We also use developing technology to offer children ways of sharing their voice.
We empower our pupils by giving them opportunities to make choices about the things that they believe to be important. By valuing each ‘voice’ and by listening and responding to that voice we demonstrate that we support democracy and liberty.
We have an active School Council with representatives from all classes as well as a Head boy and Head girl who are voted for each year. Our school council meets regularly and will discuss issues that are raised within their classes as well as whole school issues.
Rule of Law
We involve pupils in setting codes of behaviour; helping pupils to make decisions and choices that are acceptable to the school community and society at large. All children are introduced to a set of ‘golden rules’ that are followed throughout the whole school
Through our Social, Emotional and Mental Health curriculum, Pupils are supported to learn to manage their behaviour and take responsibility for their actions. Staff are committed to providing a consistent and predictable environment within the school and beyond which supports many pupils to understand the connection between actions and consequences. Many pupils use the Zones of Regulation to support and develop their understanding of emotions and how to self-regulate these.
Pupils are encouraged to become good and valued citizens. We do this by supporting each pupil to become as independent as possible. We endeavour to demonstrate that everyone has rights; this includes the right to say ‘Yes’ or ‘No’ to ideas or activities. Many of our pupils will be able to take responsibility for particular roles and to understand that with certain rights comes certain responsibilities. Learning to do things independently is an important part of learning.
Pupils in the junior hub undertake an ‘action’ topic each year to promote and develop their understanding of contributing to a project and working as a team. This has included topics such as “The Apprentice” – where pupils set up and led their own businesses as a class and “At the Movies” where pupils worked together to write, direct, shoot and star in their own movies. These movies were shown at the local cinema as part of a red carpet event for pupils, parents and staff.
We support others by participating in charitable events such as Red Nose Day/Comic Relief and Children in Need, we also hold an annual ‘Dance/Wiggle’ day to raise funds for a charity who support us throughout the year. This helps children to have a sense of pride in what they are doing and allows them to see themselves as part of a wider community.
Our nurture groups and ‘time to talk’ programme allows children to monitor their feelings and request time to see a designated person. This fosters an independence to support children in recognising and managing feelings.
We promote each pupil’s inclusion in activities, settings and locations that are appropriate to meet their individual needs. Within school, pupils work with a range of people and interactions with others are always positively promoted. This may include working with external coaches, theatre groups or therapists. The curriculum is personalised and planned with the child at the centre and may include transitioning within the range of resources and places on the site and going into the community to meet with a range of people in a variety of situations which include community events and shared participation with other schools.
Tolerance of different faiths and beliefs:
We are part of a school and local community where each person is respected and valued equally without regard to ability, gender, faith, heritage or race.
Cultural appreciation and development forms part of our curriculum. We place great emphasis on providing encounters and participation in events and celebrations to broaden all pupils’ experiences and awareness of others.
Our Assemblies help all pupils to find out about themselves and others linking their lives to the communities in which they belong and our curriculum ensures coverage of many different faiths and beliefs.
Pupils are encouraged to experience British Culture through our curriculum themes. For example, pupils have visited many local places. As part of History topics children learn about British historical events. As a school, we take part in sporting activities, both in school and within the local community, which helps to instil ‘fair play’ and promote a ‘team spirit’.
Although some of our pupils may find it difficult to articulate their feelings and concerns; staff are attuned to changes in demeanour and well-being that may indicate anxiety. If they are concerned about a pupil our accepted practice links to the Child Protection Policy which entrusts a duty of care to all staff to actively protect and promote the welfare of children.
The staff work closely with parents, carers and other professionals to ensure that the pupils at Palatine Primary School are happy, well cared for and enabled to learn the skills they need to live a fulfilling life as part of their community.