Supporting the mental health of the school ‘community’
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Context and background to the effective or innovative practice
Ysgol Bryn Teg serves the Llwynhendy area, Llanelli, in Carmarthenshire. It is an area of high deprivation (WIMD 2019): in the top 10% most deprived areas for income, employment, health and education. It is also in the top 30% for community safety. The attainment and on entry baseline is well below expected age related outcomes for 2020 and 2021 cohorts.
There are approximately 280 pupils on roll. The school has over 40 % of pupils receiving free school meals, and a high level of low income families requiring additional support. Twenty per cent of pupils are identified as having special educational needs, with a speech and language specialist setting that caters for pupils from across the local authority.
Description of nature of strategy or activity
This close-knit community school believes in the value of the family and the community, placing great emphasis on the partnership that exists between the home, the school and the community. The foresight of the headteacher to employ a Family Inclusion Officer (FIO since 2017 has gone a long way in supporting this vision).
Increasing need for mental health support was identified by school staff and the educational psychology service through lockdowns. Increasing demand, difficulty accessing support for children’s mental health and counselling services led to the headteacher looking to employ a Mental Health Practitioner (MHP).
What impact has this work had on provision and learners’ standards?
The MHP has become central to pupil mental health and well-being in the school, despite being relatively new. Seven pupils access weekly 1-1 session with the MHP. Pupils attend sessions with the MHP during playtimes and lunch with 26% of pupils across the school attending. Two pupils have completed sessions with five children receiving greater number to support the needs.
Bespoke support for the most challenged families has been provided through the MH family practitioner. One family has been supported with weekly sessions and a second family is now in process. The MHP has provided training and supervision for staff including trauma informed training.
The FIO and MHP counsellor have delivered parent sessions in school to support children’s mental health with 11 parents attending the first session. Sessions on self-regulation for parents to support pupils and parents’ mental health continue.
The PASS Survey is administered biannually to identify children who need support. The school leads, i.e. the headteacher, the additional learning needs co-ordinator (ALNCo), the MHP, and Health and Well-being lead, meet to review the findings. Pupils of concern are referred to MHP for 1-1 sessions. Pupil Attitudes to Self and School (PASS) survey results identified that many (88%) foundation phase pupils have a high regard for Learner self-worth. A Majority of Key Stage 2 pupils (60%) have a high self-regard as a learner. Strategies to support learner self-worth have been shared with staff to support pupils.
During lockdowns, the FIO delivered several online parenting workshops to support parents and families through mental health. Establishing routine and promoting positive behaviour strategies resulted in seven parents attending. Seven referrals have been made by the FIO to Teams Around the Family (TAF) since December 2021. Questionnaires have been completed with parents by the FIO to establish their priorities for further support sessions. Follow-up surveys allow for feedback, with opportunities taken to include mental well-being.
Since returning, the FIO meets the school community each morning during pupil drop off times. This provides early and informal support. The school has forged strong relationships with both the private nursery, Camau Tirion and the Flying Start provision in the Integrated Children’s Centre, ensuring that families are well supported from the very start of their journey at Ysgol Bryn Teg. The FIO has lead multi agency fayres, allowing parents to access vital information, resources and support in their community, such as Womens Aid. The school also worked in partnership with the Integrated Children’s Centre, supporting Summer Holiday Enrichment Programme (SHEP) where 40 pupils in 2021, and 87 pupils in 2019, benefited from the three week programme.
Close working partnerships with the community governors have ensured ongoing support for families during times of hardship such as COVID-19 and Christmas. Financial donations have been made to the Llwynhendy/Pemberton Foodbank, where parents/carers can access essentials when needed. During the 2021 Christmas, the school supported 20 families with Christmas food hampers. Families in need are supported locally. Local businesses have provided gifts for the last five years. The school worked with a local department store, this partnership enabling the school to provide gifts that are hand delivered by staff each Christmas. In 2021, 47 children benefited from this partnership. Parents reported being very happy and appreciative of the kindness shown. The above has yielded the following results:
- There have been improved standards in reading and writing across the school. In 2018-2019 around half of pupils were making expected progress in reading and writing; now, nearly all pupils are making at least good progress. For example, a minority of pupils were able to write basic sentence patterns in Key Stage 2. However now many pupils are using a wide range of writing techniques and adventurous vocabulary.
- A significant reduction in the number and duration of exclusions has ensured that nearly all pupils are accessing education. This is underpinned by the school’s highly effective relationships policy, highly successful inclusion practice and valuable collaboration across the school community.
- There have been significant improvements to pupil well-being and standards.
How have you shared your good practice?
- The FIO has shared best practice with staff from local schools on the Nurture provision.
- Our ALNCo has shared good practice through meeting other ALNCo’s in cluster.
- The school links with other schools/organisations/professionals and local agencies.
- The headteacher works on local authority and national mental health forums.
- The health and well-being lead has collaborated with cluster schools in developing the new curriculum and sharing good practice of the school’s whole school offer to support mental health and well-being.