Personal Development and Wellbeing
At Marfleet we recognise the importance development of the ‘whole child’. We understand wellbeing is fundamental to the overall health of an individual, enabling them to successfully overcome difficulties and achieve what they want. This is why our curriculum focuses not just on academic achievement but on Personal Development and wellbeing.
The school offers all children access to a comprehensive Personal Development curriculum as part of our Marfleet Learning Goal. Alongside this we also offer a range of support for children and families in need of additional help to aid their wellbeing.
Social Emotional Mental Health
At Marfleet Primary Academy we place a special emphasis on the wellbeing needs of all of our children. As a result we believe the SEMH branch of SEN needs its own identification pathway – the wellbeing Threshold of Need.
SEMH Universal Services
All children have access to ‘Universal Services’. This means each child is attending school regularly and are receiving quality first teaching. They will have access to numerous resources to help express themselves emotionally and socially whilst also allowing personal development.
SEMH Additional Support Services
Any children who display behaviours or express themselves in a way which shows they require a higher level of support would be brought to the Vulnerable Children’s Meeting by the class teacher. Clear practical solutions will be offered during the meeting for the class teacher to try, following the ‘Additional Support’. These children will then be placed on the VCL tracker and monitored for a term. Support offered could be access to more 1:1 wellbeing time with classroom staff, in addition to the one hour per week full class provision. The class teacher will then hold a formal meeting with parents.
SEMH Targeted Support Services
If a child who has had additional support does not make any progress or has another significant incident/change they would be stepped up to ‘Targeted Support’. At this point Mrs Thomas will organise with class teacher, parent and child a meeting to complete a Pastoral Passport; complete parental questionnaires and a children’s wellbeing questionnaire. If appropriate a Boxall assessment would be completed. Much like SEN passports teachers, parents and children will meet half-termly to review progress etc. Internally, the suggestions on the passports will be monitored through learning walks etc. to ensure consistency and ensure things are being followed.
SEMH Specialist Support Services
If the child does not progress within a term or has further concerns they may be stepped up to ‘Specialist Services’. If some progress is made the may step down to additional support. If a good level of progress is made the children may be signed off the VCL. Children who are supported through the specialist services will receive 1:1/group work within The Nest. Internal family support will be offered if appropriate. If behaviour/needs are deemed a risk, a part-time registration/PRU will be offered via a further PSP/PCP meeting. Within the additional PSP/PCP meeting a member of the school’s SEN team will be invited to deem if the underlying concerns are a pastoral need or a SEN need. The school will also work in partnership with outside agencies. Any children who are registered with Children’s Social Care will automatically be a part of the schools specialist services. Progress is measured on the following areas:
- Academic targets met
- Half termly attendance
- Wellbeing questionnaire
- Parental questionnaire
- CPOMs entries (emotional and behaviour)
- Internal monitoring and learning walks
The Nest
The Nest is the school’s wellbeing provision which offers a range of tailored interventions to meet each child’s individual needs. The concept of the Treehouse is cascaded throughout the whole school and is at the heart of our Behaviour and wellbeing ethos. We hold the values that each child has the right to access their education in a safe and calm environment. Every morning each child has Emotional Regulation Training (ERT). This is delivered through our daily whole class emotional check in, using the school’s wellbeing display. This allows the children to regulate and express themselves emotionally in a safe environment and is an integral part of the school’s Personal Development curriculum.
Mrs Thomas oversees the school’s Personal Development, behaviour and wellbeing offer. She offers an open door policy to all children to ensure they have a safe space to speak up and feel their voice is heard. Specialist support is also available on a 1:1 or group work basis taking a therapeutic approach. Miss Thomas is a significant person in offering support to children to help solve their problems and make sense of their feelings. She also extends this support to parents and carers, offering parental support, advice and signposting parents to external agencies.
Mrs Thomas leads the behaviour and wellbeing and Personal Development team which is made up of the following staff:
Mrs K Thomas – Personal Development, Behaviour and Wellbeing Lead (WEB team)
Miss Morgan – Wellbeing Worker
Miss D Cawkwell – Wellbeing Worker
Below are the procedures:
The school takes a restorative approach in dealing with any issues, valuing that everyone has a voice. We have clear behaviour expectations for all children with appropriate rewards and consequences in place.
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