Pupil Wellbeing

As adults, we know that when we are feeling worried, upset or sad we can find it hard to concentrate at work and at home.

At Brough Primary School we work hard to support all aspects of your child’s development and wellbeing, including their mental health and wellbeing.

We have two trained ELSAs at our school (Emotional Literacy Support Assistants) who deliver packages of support to children who need additional help. We also have highly skilled staff, both teachers and teaching assistants, who are trained to look out for signs that a child might be struggling and can offer support and help.

If your child is struggling, we will work with them, and the whole family, to find the right support. Where additional support is needed from outside school, we can help to access this to make sure your child receives the help they need.

We want every child to have a happy and joyful childhood and we work hard to provide a nurturing, caring and happy school where your child can learn, grow, feel safe and be themselves.

If your child is struggling, check out some of the websites and resources listed below or contact the school on 01482 667352 and ask to speak to Mrs Rozenbroek (SENCO) or Mrs Shepherdson (Headteacher).

NSPCC

https://www.nspcc.org.uk/keeping-children-safe/

Support and tips to help you keep children safe. From advice on children’s mental health to staying safe online, support for parents and what to do if you’re worried about a child.

NHS

Better Health – Every Mind Matters

https://www.nhs.uk/every-mind-matters/supporting-others/childrens-mental-health/

Young Minds

https://www.youngminds.org.uk/

Mind (The National Association for Mental Health)

https://www.mind.org.uk/for-young-people/how-to-get-help-and-support/useful-contacts/

‘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

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

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

‘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

‘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

‘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

‘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.’

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

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

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.’

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‘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

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

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

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

OFSTED comments

‘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.’

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

‘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