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WELLBEING AND RESILIENCE AT LINCROFT. Uncomfortable facts…. It is estimated that there are over a million children and young people in the UK who are suffering with mental ill health. Of these, 235,000 young people in the UK are receiving help.
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Uncomfortable facts… • It is estimated that there are over a million children and young people in the UK who are suffering with mental ill health. Of these, 235,000 young people in the UK are receiving help. • An increase of 42% over the past decade in the number of girls treated as inpatients after self poisoning. • Almost two-thirds of Head Teachers are concerned about depression in pupils. • £50m in 2015 was cut from CAMHS. • 90% of the financial burden of supporting child mental health falls on schools. • DfE…The report of the Children and Young People’s Mental Health and Wellbeing Taskforce (2015) identifies a national commitment to “encouraging schools to continue to develop whole school approaches to promoting mental health and wellbeing” • LINCROFT’S APPROACH FROM SEP 2015…
PLANNING STAGES:WHY CHANGE WAS NEEDED? • In 2014 the SEN Code of Practice introduced Mental Health which replaced Behaviour under the 4 areas of SEN. • Mental Health wasn’t even talked about at school. • Many students presenting anxiety issues with only external support, which is limited. • School was undergoing a change of leadership and staff felt uncertain. • School not confident in knowing all the adversity factors with no systematic way of tracking.
Priorities to address • Teacher training – development of a resilient classroom and lessons in resilience • Development of co-production of students, staff and families: Student Staff Family
Identification of a key person – Wellbeing Officer and introduction to the tiered approach to student support. • Development of vulnerability registers for identification. • Review whole school Behaviour Policy. • Support for parents • Active member of Community of Practice.
Focus: • Focus upon yr5: Introduction to the Wellbeing and Resilience Programme into yr5 PSHE lessons. • Empowerment of vulnerable students through Snack n’ Chat nurture group (sponsored by Tesco). • RC and ASC students taken to the University to raise expectations. • Employment of a Wellbeing Officer • Teacher training: Sep 15 Mary Hinton, Jan 16 Cat Johnson on Mental Health and Mindfulness and Easter 16 on Bereavement and Anxiety. • Parents evening – information sharing on Wellbeing • Bespoke parental Classes
Whole School Systems:Systematic Approach… • Tiered approach to student support: SENCO STAGE 1A = Form teacher monitoring wellbeing and attendance – use of Time Out cards STAGE 1B = Form teacher and parent STAGE 1C = Form teacher, parent and HoY – Early Help Assessment? STAGE 2A = Student mentoring (drop-in clinics 5xweekly, nurse 1xweekly) and Family Support STAGE 2B = Mentor refer to Wellbeing Officer / Behaviour Modification STAGE 3 = Safeguarding Officer – Overview EHA, CIN, CP.
Systems… • Vulnerability Register – effective use of this tool in weekly pastoral meetings to identify risk and ensure appropriate intervention.
Systems… • Host 6 week Triple P parental classes and introduced a tailored evening class for identified families with similar behavioural needs. ASC parental local governor group. • Student voice / empowerment: playground buddies, snack n ‘ chat where school council visits to hear their opinions, Head Boy is our yr8 vulnerable blind student • Curriculum based lessons • £10,000 lottery grant accepted to provide Zumos. Zumos is an online counselling service to reduce anxiety. It is sponsored by Child line. Yamma – online help for staff. • 7 families are in receipt of Foodbank. • Up and running second hand uniform stall at school functions.
Mental Health, Wellbeing and Resilience • Yr5 Student Wellbeing and Resilience Results • Delivery of the Wellbeing and Resilience 10 week programme into the yr5 PSHE lessons. The main themes of the lessons touched on were anxiety, worries, calmness, taking responsibilities, friendships, over-coming obstacles, understanding bad habits and unhelpful thinking… to name a few.
Wellbeing and Resilience… • Students undertook a pre and post questionnaire and below are some of the students feedback: • From the girls: • “It feels nice to let my feelings out” • “I know how important our thoughts are” • “Helped me connect with my emotions” • “It helped me in things that I’ve never really thought about” • “I feel more confident and worry less” • “It has made me like myself and be more happy” • “It helped me through the tough times” • “It let me be free”
Wellbeing and Resilience… • From the boys: • “It made me realise how important I am” • “I am better at interacting with people now” • “It has helped me calm down” • “I realised I’m special” • “I feel safer” • “It helped me find out that my imperfections are ok” • “My anger is more under control”
Wellbeing and Resilience… • Parental feedback (from parents evening) • “Wow, this is amazing, I can’t believe you teach this” • “I am so pleased this kind of thing is being addressed” • “My daughter loves this lesson and has really helped her” • “I would like to do something like this myself” • “This will really help in other subject areas”
Wellbeing… • Impact by Pacesetter’s • Out of 140 students, 107 said they enjoyed the programme. • 30 students were not sure if they enjoyed the programme. • 3 students said they did not enjoy the programme. • Out of 140 students, 105 say it has helped with their wellbeing. • 27 students were not sure if the programme had helped them with their wellbeing. • 8 students say it has not made any difference to their wellbeing.
Impact within the school from the Academic Resilience Launch… • Within this project we also employed a Wellbeing Officer for 2 days and her role has also contributed to the whole school approach into mental health and wellbeing. The results are as follows: • Yr5 Safeguarding caseloads:
Impact within the school… • Referrals made to our Wellbeing Officer:
Impact within the school… • Analysis upon Yr5 Behaviour:
Big Success and the future… • Yr8 awarded EHCP for Mental Health and currently in the process for another plan • Running alongside in-house systems will be CHUMS working with 8 highly vulnerable KS3 pupils. This year we have been successful in the bid for CHUMS Music Therapy for 6 year 6’s, set to start Jan 18. • Curriculum wellbeing being provided in year 5 and year 7 groups. • Growth of student support as the school grows – included ks2 and ks3 YOGA. • PSHE specialist teacher has been trained in YOGA for teenagers and be incorporated into the curriculum to support GCSE pressure. • New Behaviour Policy Sep 17 launch – the introduction of Behaviour Modification, Family Support Worker and the stamp system. • Continuation of parental workshops by our mentor and Triple P at Lincroft. • CPD on Growth Mind-set. • Won £250 from BPHA for vulnerable students • CAMH for half a day a week from Sep 17 for yr9’s – considering an hour for dance therapy and an hour on self-harm or harmful thinking. Our key worker has already delivered training on their services (whole school, Feb 2017) and has sat in during our student drop-in clinics. We are now training pastoral leads – 24th April 2017. Self-Harm 9th May 2017 – link to parents. • Solution Focused Team attached to the school – work on 3 pupils at a time.
Continued… • Recognition towards Fostering and Adoption Team – Lincroft as Corporate Parent of the Year 2016. • Achieved Bedford Borough Public Health and Wellbeing Award 2017 – 2019. • Use of Resilience Framework as target setting in all PEPs for our LACs and for them to identify what areas they need to work on. • Bid to receive Young Carers Award and in-house training for peer mentoring by Young Carers. • 27th March one off staff training on stress and management of worry – Beds NHS • Wellbeing Officer is trained in: Dec 15 / Jan 16 – Transactional analysis, Nov 16 – Young People’s thinking, Mar 17 – What Play Therapists offer, Mar 17 – CBT training, Apr 17 – CAMH, May 17 – Self-Harm. • School Mentor – bereavement, protective behaviours, attachment, anxiety, EHA. • Careers Leader using the vulnerability register to determine who she will personally mentor and look at career choices with. • Selected member of the Mental Health, Wellbeing and Resilience Steering group at Bedford Borough. PSG lead. First session 8th Nov on introducing and sharing the Toolkit which addresses the 8 principles by Public Health including, staff, culture and pupils/parents. • Recognition of an Assistant Head: Wellbeing to take mental health and wellbeing through the leadership spine of the school to embed the whole school systematic approach and the drive for a culture shift within the teaching world.
What the Framework means… • To achieve a healthy adult into the community is a co-production of school, parents and the pupil working together on shared goals. The resilience framework provides areas to focus on and achieve goals to develop personal outcomes on a shared approach. These can be time focussed (short or long term) and enable the child to take responsibility for themselves once they are ready to have that independence. Each area is pupil specific. The framework enables a pupil to see all the characteristics which create a ‘healthy adult’, it isn’t a quick fix or a 6wk intervention which enables a healthy adult to develop; it is definite, concrete steps and secure changes with appropriate adaptations, and allows the pupil to experience these successes and the outcomes they bring. Our story which we have shared is part of this ‘healthy adult’ journey. This pupil is just discovering what they can achieve and how it feels. They are learning about the world around them in a controlled way which will provide the foundation of resilience and hopefully enable a future of hope.
Yr6 Special Considerations for SATs: • ** – severe bodily injury – head injury from falling down the school stairs – hospital scan • ** – severe anxiety – CHUMS • ** – bereavement last week severe ASC • ** – severe anxiety – SH and Relate • ** – severe tourettes – GOSH • ** – severe trauma – disruptive domestic crisis – EHA • ** – severe anxiety – suicidal thoughts – CAMH • ** – severe anxiety – suicidal thoughts – CAMH • ** – diabetes • ** – severe anxiety – suicidal thoughts – CAMH • ** – bereavement of family member • ** – severe trauma - disruptive domestic crisis – strat – EHA • ** – chronic fatigue – under GOSH • ** – disruptive domestic crisis – Relate • ** – disruptive domestic crisis - EHA
