Meet the emotional needs of pupils to ensure that they are in a good place to learn
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Context and background to the effective or innovative practice
After evaluating pupils’ well-being across the school, it was found that the percentage of pupils who were suffering from low levels of social, emotional and mental well-being had increased over time. These difficulties were having a significant effect on pupils’ ability to concentrate on their learning, in addition to expressing their feelings and maintaining and developing positive relationships with others. It was decided that there was a need to prioritise pupils’ emotional well-being needs and to provide a firm foundation to prepare them to learn and achieve to the best of their ability.
Description of the nature of the strategy or activity
It became clear that the most vulnerable pupils needed more long-term support. As a result, 3 tiers of support were created.
1. Long-term support:
i. ‘Y Nyth’ – early intervention to nurture and develop the social and emotional skills of the most vulnerable pupils. The focus is on delivering a curriculum that is appropriate for their individual development, fostering positive experiences, increasing self-esteem and academic success.
ii. ‘Yr Enfys’ – a room for pupils with sensory problems. Any pupils can access this room during the day to self-regulate.
2. Short-term intervention groups – social and emotional sessions that are held on a 1:1 basis or in small groups. This helps to improve pupils’ concentration skills, fosters resilience and encourages them to engage with their learning. Staff encourage pupils to practise these transferrable skills in the classroom, at school and at home.
3. Well-being areas in each classroom – quiet areas where pupils can go independently to regulate. Staff are active in supporting pupils to acknowledge their emotions, sharing regulation strategies and reflecting on how to respond to situations in positive ways. A comprehensive programme of training was established for staff, including childhood trauma, to support them in dealing with challenging behaviours through restorative practice and maintaining positive relationships. Unique interventions were trialled to satisfy pupils’ well-being; for example, the interest of a group of older boys in physical exercise sessions was used to tackle challenging behavioural problems. An expert from the community was invited to develop resilience and perseverance skills through teamwork.
Leaders have created robust and supportive links with parents by sharing useful information, for example through a weekly newsletter and inviting them to regular coffee morning sessions to discuss any concerns. This project was supported through dedicated funding from the parents’ association.
What impact has this work had on provision and learners’ standards?
This work has contributed to raising standards of well-being among pupils and improved the behaviour of pupils across the school. Our 3-tier system has ensured that interventions have not isolated them. Staff who are experienced and competent in child welfare within the school have given feedback to class teachers to ensure that support in the classroom reflects the support in ‘Y Nyth’ and the short-term intervention sessions. Pupils are more aware of their feelings and emotions and, as a result, they have developed the maturity to be able to recognise when they need to access the well-being areas.
All of these strategies have contributed significantly to improving pupils’ emotional well-being, developing relationships with others, and they are therefore more prepared to be healthy, confident and ambitious individuals.
How have you shared your good practice?
Although this project is in its early days, we have shared good practice with the school’s stakeholders, for example during parents’ evenings and governor meetings.
We have produced pamphlets that explain our vision and the provision that is available to pupils at ‘Y Nyth’, which is shared on our school website and social media channels.
We have shared good practice with teachers and well-being leaders in other schools within the local authority.