Social, Emotional & Mental Health

At Brough Primary School we make provision for children with Special Educational Needs and/or Disability within each of the four categories defined in the 2015 SEND Code of Practice (para 6.28 – 6.35):

• Communication and Interaction

• Cognition and Learning

• Social, Emotional and Mental Health

• Sensory and/or Physical

It is not uncommon that children may have SEND that falls into one or more of the above categories.

Social, Emotional, Mental Health (SEMH)

Social, emotional, and mental health needs can manifest in many different ways and can look different for all children. They could find managing their relationships with other people difficult and may display behaviour that can hinder theirs and other’s learning that can negatively impact on their health, well-being and their quality of life. Some children may have disorders such as Attention, Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), or attachment disorder.

How does Brough Primary School support children with Social, Emotional, Mental Health (SEMH) needs?

Every child is treated as an individual and pastoral arrangements can be made discreetly as required.

Across the school the children use Zones of Regulation (ZOR) which is delivered through our PSHCE curriculum. It develops awareness of feelings, energy and alertness levels, while exploring a variety of tools and strategies for regulation, prosocial skills, self-care and overall wellness.

We have two staff members who are ELSA (Emotional Literacy Support Assistant) trained. They work with individual children on activities tailored to suit their emotional need and work closely with parents to provide support.

At Brough Primary School we have a sensory room and quiet rooms which can be used by all children to develop a variety of skills, but which ultimately enriches the provision for children with sensory impairment such as Autism, ADHD, and EBD.

The rooms have a variety of uses and benefits for all children. They provide relaxation activities, visual, tactile and auditory stimulation through the use of a bubble tubes/ projectors. Language development, anger management, speech therapy, hand/eye co-ordination and gross/fine motor skills can all be developed using the room.

The school closely monitors and analyses both classroom and playground behaviour to ensure that the necessary support is provided where needed. The school runs targeted interventions to help support children develop their behaviour and ensure there is limited interruption to learning. We communicate with parents and outside agencies to ensure a positive learning experience for every child, praising and rewarding good behaviour, which sets a high expectation across the school.

We work closely with our attached Educational Psychologist and the Behaviour Support Team to identify and support children’s learning.

Please refer to out SEN Information report for more information.

Useful websites:

https://youngminds.org.uk

Social Stories

https://www.minded.org.uk/ – This is an online resource for families with specific support in how to talk to your child about key worries.

If you are looking to develop relaxation for your child, have a look at this website: https://www.relaxkids.com/

For advice and support for concerns around bullying, cyberbullying, depression, anxiety and many more, please visit the NSPCC website: https://www.nspcc.org.uk/keeping-children-safe/childrens-mental-health/

Try yoga to help with self-regulation and well-being. Cosmic kids: https://www.cosmickids.com/

Or if you are looking for something a little bit different, have a go at Laughter yoga: https://www.youtube.com/watch?v=wtoXb6_oxck

‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

OFSTED comments

‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

OFSTED comments

‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

OFSTED comments

‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

OFSTED comments

‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

OFSTED comments

‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

OFSTED comments

‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

OFSTED comments

‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

OFSTED comments

‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

OFSTED comments

‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

OFSTED comments

‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

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‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

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‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

OFSTED comments

‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

OFSTED comments

‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

OFSTED comments

‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

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‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

OFSTED comments

‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’

OFSTED comments