TAP (Thank and Praise) 

Rolleston Primary School Thanking Wall

Our activities during mental health week

Mental Health.

Growing up is never any easy time and for some children there are things which can trigger mental ill health. This can be seen in many different ways, however children, as with adults experiencing similar issues, can feel stigmatised and unable to approach people for help. Mental health is a subject that many of us find difficult to discuss, primarily because of a fear of saying the wrong thing and making matters worse. Mental ill health is however a prevalent issue, with it being estimated that at least 1 in 10 children will experience some form of mental ill health at some point in their childhood. If you think about the place that you work in, this could mean that there are a lot of children and young people who may experience some form of difficulty around mental health, and research suggests this number is increasing.

Mental health is about how we think, feel and behave. One in four people in the UK has a mental health problem at some point, which can affect their daily life, relationships or physical health. One or two in every 100 people will experience a more severe mental illness such as schizophrenia or bipolar disorder. NHS Direct Wales, 2019

What helps good mental health? For children to remain mentally well they need: • good physical health (including good diet and regular exercise). • to be able to explore and develop interests (through their environment, play and interaction with others). • to feel part of a family (feeling as though they belong, get along with others, are loved, valued and safe). • to be supported to learn, be optimistic and feel that they have a say.to feel part of a community (e.g. school / nursery / etc.). • to be supported to cope when things do not go well.to be supported to learn how to problem solve.

For help with mental health please look at https://www.nhs.uk/oneyou/every-mind-matters/

Have a look below at ways that you can help your child to develop their wellbeing:

Concerned about your child?

The first thing to do is seek support from your GP. They are the best placed person to direct you to support and refer you to the most appropriate services.

Please share your concerns with your child's class teacher or directly with our SENDCo, Mrs Carter

Childline

https://www.childline.org.uk/

Health for kids

https://www.healthforkids.co.uk/

Anna Freud

https://www.annafreud.org/on-my-mind/youth-wellbeing/find-a-service-near-you/

Kooth

https://www.kooth.com/index.html

Tips for discussing mental health with children

https://www.mentallyhealthyschools.org.uk/resources/tips-for-discussing-mental-health-with-children/?page=1&IssuePageId=1373

How do we support children at Rolleston?

Also click on the link: https://www.rolleston.leicester.sch.uk/how-are-we-supporting-the-children-at-rolleston/

At Rolleston we embed a strong sense of well-being and character education in our children.

Now , more than ever there is a vital need for us all to be aware of how we look after our mental health .

What we do at Rolleston to support mental health, well being and character education:

We have recently been awarded accreditation for 'Route to Resilience'(see link below.)

This is a recognition of the great work done at the school to build upon children's attitudes to learning, resilience and strategies to support their mental health.

We teach the children across our school about 30 'Character Muscles'.  These are embedded within lessons, assemblies, cultural capital and extended provision opportunities at every chance. These character muscles link to our PSHE sessions, SMSC offer, British Values and underpin the 'hidden curriculum' that best prepares our children for the next phase of their education. More information about Route to Resilience can be found by following the link at the bottom of this page.

We are also the first school to achieve the 'Peaceful Places' award. This has replaced the Anti-bullying award. (see charter link below) 

Rolleston Primary is aiming to achieve the ‘Wellbeing Award For Schools.’

The Wellbeing Award for Schools is a welcome opportunity to recognise the exceptional work that schools do in supporting mental health.

The key features of a whole-school approach form the basis of the award, and it provides schools with a benchmark of best practice against which to test itself.

Although we started this before COVID-19, we know that staff, parent and pupil well-being is paramount now more than ever.

Alongside the award we are undertaking mental health training, first aid mental health training, well-being objectives as part of our appraisals and many other strategies to support.

There are four key principles driving the ideas and recommendations behind the award:

1. Emotional wellbeing and mental health are a continuum. Related issues can range from positive attitudes and behaviour, through to experiences of emotional distress and mental disorder.
2. Schools already experience and manage emotional issues on a daily basis; the objective is to minimise the impact of such issues and maximise the effectiveness of any responses.
3. Emotional wellbeing covers a range of dimensions, such as resilience, character building, relationships and self-esteem, etc. Understanding both developmental and mental health awareness is critical.
4. Creating a positive school culture requires a whole-school approach that is led from the top while involving all in the school community.

Embarking on the award process does not imply that our school is failing in this area, but rather that we have recognised the needs and demands of our school are changing and you are committed to responding to these.

We recognise that for many adults and children, mental health can be seen as a difficult and at times frightening issue. As a society, we are starting to deal with this stigma, but, unfortunately, there still exist plenty of negative views and attitudes that cause barriers to go up. As professionals and as parents, we can feel unprepared and ill-equipped to deal with these issues, seeing mental health as the domain of the ‘specialist’. As a school community already stretched with many demands, re-visioning how we view emotional wellbeing and changing a school culture to accommodate this vision can be challenging.

VALUES

• Provide a calm and caring community where all children and adults are valued equally.
• Raise expectations and secure positive attitudes to learning
• Achieve a real, measurable and beneficial difference in behaviour and conduct
• Strive for happiness and a positive, responsible attitude towards school life
• Ensure pupils and adults are challenged to reach the next step and reach their potential
• Achieve the highest standards possible in supporting pupils to achieve
• Encourage pupils to become creative and independent learners, using a variety of learning styles
• Promote values to pupils in every aspect of school
• Develop self-confidence and self-discipline
• Respect and value others
• Have excellent support and guidance from all staff in partnership with parents and governors
• Encourage our school community to make healthy choices
• Have a personal pride in being part of our school and the wider community
• Staff to model the school and fundamental British Values such as mutual respect and tolerance and the law

For all staff working in the school to:

• Have high expectations of what each child can achieve.
• Teach effectively, using a suitable approach, allowing children to learn and understand.
• Promote values in the way in which adults interact with each other and pupils.
• Uphold public trust in the profession and maintain high standards of ethics and behaviour.

• Look after themselves and each other physically, emotionally and mentally.

For the curriculum to:

• Teach a broad, balanced and relevant curriculum.
• Build upon our children's experience of Cultural Capital to prepare them for every aspect of the next phase of their education.
• Support and improve our children's mental health, resilience and attitude to learning.
• Teach the National Curriculum to all children at all levels, according to their age and ability.
• Ensure children are prepared to become responsible citizens.
• Provide planned opportunities that develop attitudes and skills of pupils.

   

Expected outcomes:

• Qualitative improvement in pupils’ behaviour and attitudes.
• Quantitative improvement in standards and academic achievement.
• Improved ethos, relationships and pupil behaviour.
• Improved working conditions for children and staff.
• A curriculum that develops spirituality and enables children to develop as reflective and responsible learners.