Wellbeing at Gwauncelyn
Wellbeing at Gwauncelyn
The school has an inclusive and caring ethos that permeates its daily life. It provides a safe environment for all its pupils’ personal, social, spiritual and cultural skills well. Nearly all pupils are happy and safe in school. They know how to stay safe, including online and know whom to go to if they are upset or worried. ESTYN 2018
Our vision at Gwauncelyn Primary is to create an environment for all stakeholders, which acknowledges that, whilst we come at it from unique perspectives, good mental health and well-being is intrinsic to our lives.
Our learners will be given the opportunity to develop the skills, capabilities, and attributes to make positive life choices and make positive contributions to society.
Learning and progression will support the development of habits and behaviours that will allow our pupils to thrive in all aspects of their lives.
All teaching and non-teaching staff at Gwauncelyn have a responsibility and an important role in promoting and supporting the mental health and wellbeing of our children and each other. The Wellbeing Team are made up of:
- Wellbeing Strategic Lead & CLA Designated Teacher - Mrs N Phillips
- AoLE lead Health and Wellbeing - Mrs H Morgan
- Emotional Literacy Support Assistants (ELSA) - Mrs S Reville & Mrs T Davies.
At Gwauncelyn we understand some children will need additional help and we know all staff have a responsibility to look out for early warning signs to ensure children get the early intervention and support they need. We have a range of wellbeing interventions that help and support the children’s emotional needs.
PERMA - The wellbeing monitoring system consists of an online questionnaire which asks pupils to respond to questions about how they are feeling. Pupils’ responses generate a unique ‘wellbeing profile’ identifying their particular areas of strength and difficulty in relation to the 5 areas of the PERMA model of wellbeing (Positive emotions, Engagement, Relationships, Meaning and Accomplishment).
This allows the wellbeing strategic lead to efficiently monitor the wellbeing of pupils in order to identify and implement different ways of supporting them, providing targeted support and intervention to improve their wellbeing.
Zones of Regulation – Each class in the Foundation Phase and each area in KS2 has a Zone of Regulation display. Zones of Regulation is an approach used to support the development of self-regulation in children. It also helps promote a calm and mindful classroom, where children develop the tools to self-regulate.
ELSA – We are Fortunate to have Mrs S Reville and Mrs T Davies who are both trained to support the children with loss and bereavement, social skills, communication skills, understanding and regulating emotions, friendship issues and bullying, self-esteem and removing barriers to learning. There is also a relaxing safe area for those children who need a bit of quiet time.
TIS - A trauma informed school is one that is able to support children who suffer with trauma or mental health problems and whose troubled behaviour acts as a barrier to learning.
Family Liaison Officer- assists in tackling underachievement by working with families, parents, carers and pupils in school and to enable pupils, particularly the most disadvantaged, to have full access to educational opportunities and overcome barriers to learning and participation.
SEAL - Through our whole-School PSHE programme, we teach social and emotional skills to develop the children’s confidence and resilience.
Wellbeing Targets 2022-2023
Develop Health Promoting Behaviours
- Maintain the school’s Healthy School’s status
- Promote a range of physical activities to inspire learners to develop a more physically active lifestyle
- Offer extended opportunities which include sports
- Implement and develop RSE throughout as a whole school approach
Raise Awareness of Connections between Mental Health and Emotional Wellbeing
- To implement Rtime as a whole school approach
- Develop areas to display the Zones of Regulation and allow children access to self-regulate
- Track and monitor the wellbeing of pupils using the PERMA Profile Tool
- Implement Wellbeing fortnight and weeks each term
- Promote the social and emotional aspects of learning by embedding SEAL as a whole school approach
- Provide pupils with more support to develop their social and emotional skills through the use of ELSA and small group intervention
- Continue to embed the Whole School Approach to Emotional & Mental Wellbeing Assessment Tool.
- Analyse the date from the Cari wellbeing tool and create an action plan based on the results.
- Implement and develop the new initiative SHINE (In Reach Emotional Wellbeing Service) CAMHS