Mental Health and Wellbeing Summary
End of Year 2025/26-Stoke Hill Federation.
To maintain the focus on mental health and wellbeing and increase momentum this academic year we have completed a fresh audit and revised the action plan. In doing so our work has focused on 8 key areas.
|
Focus |
IMPACT |
Outstanding actions: |
|
Leadership Management
|
The MH team has been refreshed and a new teacher has taken on the role to oversee MH in the Infant and Nursery school. The team have worked systematically through the action plan and regularly evaluated mental health across the school. They have been strategic and innovative in ensuring support goes to those who need it most. The team have worked sustainably to refresh our approach to maintaining a mentally healthy school for all.
All stakeholders are in agreement regarding our core offer and strategy for mental health and well-being.
A school governor has been identified as MH link.
|
School governor to meet with Mental Health leads and complete a learning walk.
|
|
Ethos and Environment
|
We have created several spaces in school at the Juniors where children can self-regulate such as the Zones of regulation area close to the entrance and read and regulate spaces in all Y3-Y5 classrooms. The Infants have refreshed and relaunched the EYFS play space. All children continue to have access to a safe space that offers additional space and opportunity to regulate. These spaces are always available, children know the purpose of these space and aspire to independently regulate. These spaces provide a space to reflect, read, calm, not feel overwhelmed.
Senior Mental Health Lead, Children and Class teachers recognise the value in creating such spaces. These spaces are driven by need. These spaces have benefited from explicit teaching on how to use them best. (More so in Juniors) Pupils have ownership of these spaces.
|
A space for regulation at the infants to be considered and implemented with a focus around calming. Teachers and MHL to consider and agree how to keep spaces inviting and current (refreshing). |
|
Curriculum Learning and Teaching
|
Monitoring of teaching and learning has taken place, ensuring lessons are of a high quality and adhering to the Jigsaw programme. Outcome: Y6, to ensure the ‘Calm Me’ section is always completed in sessions and at other times. Reflection of journals indicated all pupils are fairly represented within the journals. This is a real strength of the Infants.
Zones of Regulation programme continues to be delivered. Classrooms depict pupil tool kits and Zones of Regulation strategies. The infant and Junior school have a focus area on entry ensuring the profile of mental health and wellbeing remains high. Corridor spaces outside of Y4 and Y5 have also supported pupils needing a space outside of the classroom. Drop-in sessions with our Family Support Worker are based on a supportive problem-solving approach every Mon-Tues in the Infants and Wed- Fri at the Juniors. Targeted work with individuals to offer bereavement support has been accessed by 4 pupils.
Speech and language focus and how this connects with SEMH needs/communication and interaction. (Led by Charlotte/ Treetops therapies reinforced key messages around the barriers learners may face as a result of low literacy and how these impact on mental health and wellbeing. (This CPD was revisited by Head of SEND in June 2026).
|
Jigsaw with SEMH strands. Track SEMH objectives and strands across Jigsaw.
Teachers to take a flexible approach to using the zones lessons - considering needs of current pupils e.g. may not need to start on L1 (adaptive teaching). Teachers to consider how pupils toolkits can be taken with them on their school journey through the school. Currently, toolkits are created new every year - to be considered how they can be more of an ongoing toolkit. |
|
Children and Young people.
|
We have worked to support children and families who have experienced trauma or are in vulnerable groups by training staff in therapies such as ‘Draw and talk’ therapy. Young Carers group has gone from strength to strength with children feeling as if they are being seen and heard. Lunchtime meeting with FSW, Inclusion Office. Monthly Sessions. Informal Pupil lead. 14 new Mental Health Ambassadors have completed a 3-week training programme as part of an annual cycle. The HeadsUp program was delivered by J. Stevens. Pupil voice is strong across the federation and children feel empowered to bring about change and support. Children run a number of clubs at lunch time and Junior pupils have led 2 assemblies at the infants.
School council. Sports Leaders. Mental Health Ambassadors and Green Team lead to independent actions and pupil voice. Kelso board to support positive thought and action has also been refreshed, visual reminders at breaktimes. All stakeholders have been made aware of the supporting materials on the school website. The mental health tab is now a key component to the support we offer families.
|
Look for opportunities for MHAs to visit the Infants to promote positive mental health and wellbeing through story time, positive play and arts/crafts. Children to visit during Mental Health Week (Feb 27).
Positive mental health messages/ signpost for infants. The entrance makes clear the importance we place on health and well-being by having a central display. |
|
Staff Development, Health and Wellbeing.
|
We take steps to recognise and acknowledge staff achievement. Staff achievements are celebrated in whole school assemblies and via the weekly briefing. SLT regularly reviews work life balance to ensure workload is manageable and staff feel supported. Staff have access to a wellbeing at work service.
|
|
|
Parents and Carers
|
FSW, AHOS, MHL regularly meet and review families and pupils in need. AHOS has worked through parent cards and agreed a set to be a resource base for parent/ carers. Parent cards are on website. The mental health tab for support and resources is live on the school website. SLT regularly link up with Inclusion / SEMH team- for pupil and parental support when needed.
A whole school approach to SEMH / 1 page guide- Heads UP /MHA's has been created along with a child friendly version. Live on website.
Parent smart resource have been refreshed and added to mental health section of website. Help cards are also shared every month as part of the newsletter with families reporting they find the “bite size” clips manageable and helpful.
|
MHL for Infants to be alerted to SEMH needs by FSW.
Research/ evidence base for impact of parent mental health on their children's mental health- Seek support.
|
|
Identifying Need and Monitoring Impact
|
Families continue to be directed to a summary of our mental health strategy in the form of a leaflet. This has also been shared with families and available on school website. Information about Mental Health Strategy regularly shared via newsletter to maintain focus.
Transition programme to minimise the impact of transition on mental health and wellbeing of pupils, all Y6 pupils have taken part in HeadsUp/ early help for mental health whole class sessions. Y2 pupils have taken part in a series of transition activities such as outdoor learning/ kitchen garden work and a morning of orienteering to gain confidence of the site. Parent feedback was positive for example “My child was becoming anxious and worried about joining the Juniors but after orienteering he said, “I’m not worried any more mummy, I liked it at the Juniors today!”
|
PSHE Jigsaw assessment review consider devising statements for PSHE - 2 per year/ statements on Insight. Consider trialling Boxall Profile or similar.
|
|
Targeted Support |
We draw on specialist expertise and new ideas – in developing links with Mental Health Support Teams. SMHL attended Wellbeing conference and gained links with Esteem Team in Exmouth to draw on courses for staff and parents. Two referrals made to the Devon Youth Arts Trust. (Projects for 2025/26). Collaborate with Co-adventurers. EHCP/ vulnerable learners identified as those who will benefit from learning outdoors programme. The Young Explorers- Survival School is a highlight of the week for this group of learners who have developed self-esteem, confidence and collaborative working by building dens, fire lighting and tool work. |
Add to and review the current support available to incorporate the pathway for external agency for mental health support. Collaborate with other organisations for local support/ systems in place across Exeter and Devon Upload pathway to website. Share with all stakeholders.
Revisit and host Health and Wellbeing Hub meetings for our school and the community to access support from a multi-ies such as Young minds, Parent kind, Young carers and HeadsUp, (when run previously, feedback was positive with families appreciating the 1:1 advice and support all in one place) MHL (SHINS) to contact NEXUS.
|
