Whole School Provision for Social, Emotional and Mental Health
Social and emotional skills refer to the skills that help children and young people develop their resilience and manage their thoughts, feelings and behaviour (Anna Freud National Centre for Children and Families).
There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and, in later life, in relation to physical and mental health, school readiness and academic achievement, crime, employment and income (EEF Improving Social and Emotional Learning in Schools).
At Gatley Primary School, we recognise the need for a whole school approach to promoting positive SEMH. This is supported by our whole school provision map for SEMH which provides a graduated approach to supporting pupils with their mental health and wellbeing. It is sectioned into four waves and provides support and guidance on identification and also strategies for supporting pupils:
- Universal Provision - A whole school approach to promoting emotional health and wellbeing for all children and young people, including specific consideration for those with SEMH needs.
- Class Based Interventions - Children whose needs cannot be met through universal services who require some additional support.
- Children and young people will have SEMH needs that may moderately affect their access to the National Curriculum, including the social emotional curriculum and school life, eg. on arrival to school, after an incident at playtime/lunchtime etc
- Phase Intervention - Beginnings of IPM Support - Children and young people will have SEMH that moderately/significantly affect their access to the National Curriculum, including the social emotional curriculum and aspects of school life, even in known and familiar contexts and with familiar support/people available.
- Acute Specialist Support, including Safeguarding - Children where there are significant welfare concerns that severely/profoundly/exceptionally affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life.
- There is a requirement for further support through referrals or recommendations, eg. EHC/EHA or social services involvement.
