Intent

At Crofton Schools we respect and value all children and are committed to providing a caring, friendly and safe environment for all our pupils so they can learn, in a calm and secure atmosphere. At our schools, we are committed to promoting positive mental health and emotional wellbeing to all students, their families and members of staff.  We pursue this aim using both universal, whole-school approaches and specialised, targeted approaches for all pupils.

 

Our open culture allows pupils’ voices to be heard, and through the use of effective policies and procedures we ensure a safe and supportive environment for all affected - both directly and indirectly - by mental health issues.

 

Crofton Schools’ Safeguarding & Wellbeing Team is passionate about making a difference to the lives of children. We believe in working collaboratively, with teachers and colleagues across the school, with the wider community and. most importantly, with the children in our school. We act with determination. Whatever issues our stakeholders face, we always support, respond and pull together. Finally, we are committed to making a real difference by being active participants in children’s lives. Our Statement of Mental Health and Wellbeing Intent is a reflection of the schools’ Curriculum Intent statement and our core values: Creative, Resilient, Optimistic, Friendly, Tolerant, Open-Minded and Neighbourly.

 

What Effective Mental Health Interventions Means To Us

The child stays at the centre of every conversation.

We prioritise those who need our help most, but we intervene with all.

When children are here, we can support and educate them – attendance matters.

Children learn best when there are clear rules and simple consequences.

Staff teach best when there are clear rules and simple consequences.

We use evidence-based practice for all our interventions.

Staff and pupils work best when they are valued, respected and heard. 

 

Expectations of each other

Make sure we know, share and deliver our behaviour, attendance and safeguarding policies and protocols.

Ensure wellbeing work is evidenced and recorded.

Speak to pupils, staff and each other with courtesy, respect and understanding.

The Senior Mental Health Lead is an expert in this field supported by the Wellbeing Team, including an ELSA and/or Learning Mentor.

 

Wellbeing and Mental Health Care

Wellbeing support is driven by our Intent (see previous page).

We do not give up on pupils and constantly look for impactful ways to support them.

Our interventions are directed by evidence-based practice.

Our staff are passionate about becoming experts in their field around pastoral and mental health support.

We work with numerous external agencies to support our pupils.

We recognise that early intervention is vital.

We involve parents and carers, as appropriate, in the support which we put in place.

Our interventions are assessed and evaluated using entry and exit questionnaires and SDQs.

The mental health of our pupils and staff is of the highest priority.

 

 

Safeguarding

Safeguarding pupils comes above everything else we do.

All staff across the school have training annually with reminders throughout the year at briefings, staff meetings, INSET days and via email updates.

All new staff and volunteers have safeguarding training as part of their induction.

All staff at the school recognise that safeguarding is everyone’s responsibility, that they should have read and current legislation and that early intervention is key and that context matters.

All records are kept securely.

 

 

Attendance

Parents, carers and staff have a role to play in ensuring each child attends school.

Teachers assist by providing early intervention support, checking in with pupils who have poor or low attendance.

All of the Safeguarding and Wellbeing Team, alongside the Attendance Lead, work to remove barriers to good school attendance.

We work together with external agencies to address and remove barriers to school attendance; we have a dedicated Education Welfare Officer from the London Borough of Bromley.

We prioritise children who are classed as disadvantaged, SEMH or SEND, however, we are passionate about providing support to all children, irrespective of background.

We follow the protocols which are in place, acknowledging that each child and situation is different and adjusting as required.

 

 

Behaviour

Good behaviour allows for teachers to teach and pupils to learn.

Our Behaviour Policy is built on our school Values.

We have a moral obligation to prepare young people for the rigours of work and life beyond education.

We are here to educate the whole child, helping with their spiritual, moral and personal development.

We prioritise pupils who are classed as disadvantaged, SEMH or SEN, however, we are passionate about providing the same support to all pupils, irrespective of background.

We make reasonable adjustments for pupils with special educational needs or vulnerable pupils.

We have a support-based system; after each consequence comes a level of support.

We apply restorative justice as first step.

We involve parents and carers in supporting their child to improve their behaviour.