School ethos and leadership responsibilities

The senior leadership team should ensure that:

• The school has a clear policy on the promotion of positive mental health and emotional wellbeing which applies to all children, young people and adults within the school community. The policy is shared with all pupils, staff, parents and governors.
  
  
• The school development plan includes reference to promoting positive mental health and well-being/SEMH strategy.
  
  
• Associated schools policies such as PSHE, Equality, Safeguarding, SEND, and Behaviour are implemented and regularly reviewed.
  
  
• School staff are aware of the key content in the relevant documents, including:
  
  
  • Mental Health and Behaviour in Schools (2018)
    
    
  • EEF Improving Behaviour in Schools (2019)

• • Timpson Review of School Exclusions (2019)

• • Working together to safeguard Children (2023)

• • Equality Act (2010)

• • Counselling in schools (2016)
    
    
  • What works in promoting social and emotional well-being and responding to mental health problems in schools (2015)
    
    
  • Alternative Provision guidance (2013).
    
    
• There is a designated mental health senior lead in school who is responsible for:
  
  
  • promoting positive mental health within school
    
    
  • being one point of contact for external support services, e.g. EPS,  CAMHS
    
    
  • engaging parents/carers in supporting children’s mental health
    
    
  • maintaining awareness of relevant research and policy updates in this area
    
    
  • identifying the potential risk factors within the vulnerable groups in school
    
    
  • liaising with the governing body regarding SEMH
    
    
• Appropriate funding is identified to support mental health. This may include Pupil Premium, SEND funding and training monies.
  
  
• An ethos of emotional support and acceptance of difference is promoted through:
  
  
  • Mutual respect.
    
    
  • Openness and Positive enquiry.
    
    
  • Development of collaborative and constructive relationships.
    
    
  • Management of own needs in relation to mental health.
    
    
  • Responsiveness to individual needs.
    
    
• There is a clear process for communication and the dissemination of information regarding social, emotional and mental health.
  
  
• School systems are flexible enough to support the individual needs of all children/young people on roll at the school including those educated off-site.
  
  
• There is a procedure in place for supporting staff well-being, e.g. Stress Management Policy.