A preventative approach to support wellbeing

Information about the school

Rougemont School is an independent day school that educates boys and girls from the age of 3 to 18 years. The school was founded in the early 1920s and is situated on a large site between Newport and Cwmbran.

There are currently 544 pupils on roll. These include 19 pupils in the nursery and 180 in the preparatory school. In the senior school, there are 244 pupils aged from 11 to 16 years, and 101 in the sixth form.

Almost all pupils live in Newport and Torfaen, with a few travelling from further afield in south Wales. About 15% of pupils are from minority-ethnic backgrounds. All pupils speak English fluently although a few speak other languages as their first language. A very few pupils speak Welsh at home.

Context and background to the effective or innovative practice

Rougemont School became aware that young people face a number of different pressures in a modern world which affect their wellbeing.   The school decided to embed a whole-school culture, to promote and support resilience and wellbeing.   Encouraging a feeling of belonging through engagement in the school community, wellbeing was actively fostered in each area of the school.  The school introduced programmes across each phase, each focusing on encouraging participation in school and community life.   A wide range of new positions of responsibility were introduced to support school involvement and pupil voice.  these included: sports captains at junior and senior level,  eco-representatives and committees, charity leaders and a newly-formed wellbeing team.   Older pupils work closely with younger pupils , enhancing the strong sense of community in the school.  Each of these are pivotal in allowing the children to thrive in their academic, social and emotional development.

Description of nature of strategy or activity

Rougemont School has focused on supporting mental health and wellbeing by embedding a culture of prevention rather than reaction. This has focused on building emotional development and resilience in order to provide children with the skills needed to cope with the growing academic rigour of study as pupils progress through the school. Across the whole school, this includes a close analysis of PASS data, to identify individuals or key groups who need targeted support for example, via nurture groups. The school also adapted its PSHE curriculum to meet pupils’ needs.

A dedicated PSHE afternoon in the preparatory school includes for example: a science teacher focusing on sleep; mindfulness delivered by a Paws b practitioner; the provision of a counsellor and additional external agencies as appropriate. There is also a focus on creating tangible metaphors to represent abstract concepts and emotions. For example: happiness jars; weebles; zen trays; worry people; stress balls; mood boards and ‘I can’ jars. The recent introduction of a pastoral information pack, which helps parents reinforce these intitiatives at home is the final piece of the puzzle in ensuring all stakeholders are working together to support the wellbeing of each child.

Positions of responsibility provide opportunities for pupils across the school to play an active role and help shape their school. An active school council sits in the infant, junior and senior areas, with pupils encouraged to create manifestos, participate in an election process and lead change. Pupils at the top of the junior and senior schools apply for roles specific to their areas of expertise; these include a wellbeing team; charity representatives and a comprehensive programme of House events, generating a sense of community spirit.

The School for Life motto engenders a strong sense of community spirit. Older children actively support those in younger years, both pastorally and academically. Senior pupils run clubs, assemblies and specific subject tuition, as well as being present to support and lead play during break times. Across the school, school councils are chaired by the head boy and girl of each section, with minutes taken to ensure that ideas are put forward and appropriate action taken.

Underpinning pupils’ social and emotional development is the opportunity for them to participate throughout the school, in age-specific awards. Rougemont Rangers opens infant children to the possibility of different life skills and responsibilities, spanning Myself, My Community and My World. These include, for example: twinning, first aid and eco. At the upper end of the junior department, the REACH award encourages pupils to participate fully in school life and the wider community, broaden their horizons and try something different, complete tasks to the best of their ability and be their best selves. As the children move to the senior school, the key stage 3 award challenges them to challenge themselves. There are subject-specific opportunities for the independent application of skills and wellbeing activities. Finally, as the pupils approach the senior end of the school, the Duke of Edinburgh Award beckons with a significant proportion of pupils undertaking at least the bronze award.

What impact has this work had on provision and learners’ standards?

Pupils feel a significant sense of belonging to the Rougemont family. All stakeholders feel a part of the wider school community and many visitors comment on the welcoming, happy, warm ethos of the school. All these activities help to play a particularly significant role in contributing towards pupils’ emotional, social and academic development. PASS data indicates high levels of pupil satisfaction with their school experience compared to the national average and there are particularly high levels of pupil participation across all aspects of school life.

How have you shared your good practice?

The school has shared good practice through articles in national publications written by wellbeing leaders within the school. Specific initiatives have been shared with local schools and the community, for example, fairtrade links with Bron Afon, a local housing association; the Run a Mile initiative shared with a local primary school and Welsh Park Run leaders, and the establishment of a mental health hub for primary education.