Wellbeing

‘I NEED TO FEEL SAFE’

Build Relationships FIRST

‘I NEED TO FEEL SAFE’

Listen to Students’ voice FIRST

‘I NEED TO FEEL SAFE’

Move within Students’ comfort zone FIRST

‘I FEEL SAFE’

 

“The first tool to rethinking success is to review the value of relationships” Paolo Gallo

A learning community’s wellbeing has a lot to do with the quality of relationships, cohesion, interdependence and belonging.’ (Block, 2008)

 

I Need To Feel Safe

  • Build Relationships FIRST – How do we do this at Clayton Hall Academy?
  • We invest time with our students’, and we are patient.
  • We recognise that relationship is a journey, not a goal.
  • We aim to communicate in ways to emphasise our investment in each student.

 

Our students meet with their Form Tutors every morning, so have a consistent start to the day. Their Form Tutors are the first point of contact for identifying any change in behaviours or recognising a need for more targeted intervention.

 

Miss Sarah Perry is our Operational Lead for Mental Health, but all of our House Leaders have considerable experience in this area and have completed additional training to keep that knowledge up to date and relevant.

 

I Need To Feel Safe

  • Listen to Students’ voice FIRST – How do we do this at Clayton Hall Academy?
  • Kolk (1994) described trauma as ‘speechless terror’.
  • We recognise that students may struggle to find words to describe their feelings, and that this may also affect the capacity to process verbal information.
  • We take time to listen to the words and observe the non-verbal communication of our students.

 

  • We use our relationship with and knowledge of each student and take time to reflect and consider what they are trying to communicate.
  • We understand that this is a process, and that it may be a long process.
  • We have a clear referral process to support our students who need additional intervention.
  • We have various options for extended support for our students, including:

Emotional Coaches – We have 2 Emotional Coaches who come into school weekly and meet 1:1 or in small groups with our students. This emotional support is bespoke to individual need and is available to any student that needs it. Whilst there may be a short wait to access this on-site provision; we increase capacity in line with requirements. Along with face-to-face meetings, the Emotional Coaches also offer appointments on the telephone for students’ not in school.

School Counsellor – We have an onsite School Counsellor with us one day a week, who works intensively with our students on a 1:1 basis.

School Nurse – The School Nurse comes into school to meet with students, as a ‘Drop-In’ Service and is an effective link with external services to support with signposting.

 

I Need To Feel Safe

Move within Students’ comfort zone FIRST – How do we do this at Clayton Hall Academy?

 

I Feel Safe

  • We recognise that one size does not fit all in terms of mental health, one size fits one.
  • We understand that 1 step backwards is fine every time students’ take 2 steps forwards.
  • We realise that it’s ok not to be ok, some days will be easier than others.

Most current therapeutic interventions for students emphasise that a phased approach is necessary. Also, that until students (and adults) are both safe and feel safe, recovery and progress is unlikely.

With this in mind, our aim is to create a sense of warmth and predictable availability for our students to feel safe.

This allows our students to learn to regulate emotions and impulses; developing the capacity to self-regulate and become accountable requires safe, positive relationships with adults who can scaffold student’s learning.

 

What is the Thrive Approach?

It is an interdisciplinary approach to support:

  • Young people, and especially vulnerable adolescents, to help them develop emotional resilience and social skills
  • Teachers and other adults working with young people to help them engage or re-engage with life and learning
  • Parents of adolescents, helping them support their teenage children through this phase of opportunity and vulnerability.

Why do we use the Thrive Approach?

  • We use this approach to help us to:
  • Understand how the science of relationships will support emotional and mental health for students and staff.
  • Harness the emotional spark of adolescents and develop their intrinsic motivation for learning.
  • Teach and learn about the biology of social engagement, which will create safety and the capacity to dare to succeed.
  • Build in novelty when interacting and teaching young people to stimulate them to engage in life and learning.
  • Provide a creative community, an arena to play and learn for success.
  • Undo toxic stress and transform learning and life for our young people.

The Thrive Approach helps us to promote Resilience, Independence and Confidence in our Students (RIC). Students can learn to move through interdependence effectively, and:

  • Establish their independence.
  • Connect with their peers.
  • Explore their identity and gender.
  • Enjoy individuality and periods of independence
  • Develop a confident identity
  • Engage with new opportunities

Our adult role in this process is to be the support and resource for our young people, and:

  • Provide a secure base for the young person to leave and return to so that they learn responsibility for self, independence, and to explore their identity safely
  • Provide a resource for information, values and support
  • Set clear values and boundaries for the young person to test themselves against.

 

Further Information about Thrive

www.thriveapproach.com

The Thrive Approach ® is appropriate for anyone working with children and young people – such as in education (individual schools through to multi-academy trusts (MATs)), social care, healthcare, community groups and local authorities, as well as for parents and carers.

 

Our Guiding Principals

  • Everyone of our Students is unique, developing and learning in different ways and at different rates, each with their own abilities, talents and potential to be fulfilled.
  • Our Students’ emotional well-being and learning are dependant on, and promoted through, positive relationships.
  • Our Students flourish when they are Resilient, Independent and C
  • Our Students thrive in enabling environments in which their individual development, learning experiences and needs are understood, responded to and supported through strong partnerships between school and parents/carers.

 

All of our staff at Clayton Hall Academy are committed to work in a way that helps to develop our students’ social and emotional wellbeing, enabling them to engage fully with life and learning.

We also have a number of staff who are trained to provide enhanced support and guidance.

 

Our Guiding Principals

  • Everyone of our Students is unique, developing and learning in different ways and at different rates, each with their own abilities, talents and potential to be fulfilled.
  • Our Students’ emotional well-being and learning are dependant on, and promoted through, positive relationships.
  • Our Students flourish when they are Resilient, Independent and C
  • Our Students thrive in enabling environments in which their individual development, learning experiences and needs are understood, responded to and supported through strong partnerships between school and parents/carers.

 

Thrive

At Clayton Hall Academy, we use the Thrive approach to support our Students’ well-being for learning. Based on established research in neuroscience, child development theory and attachment research, Thrive gives us a tool to support our Students through any emotional ups and downs, enhancing resilience, confidence and independence.

Thrive is rigorous, targeted and measured, developing bespoke interventions which can be monitored and evaluated effectively. Progress reports can be generated to share with parents/ carers or professionals working with our Students.

Thrive is an effective early intervention programme to support the development of well-being for learning.

 

Information Guides

How are referrals made to our Internal and External Counselling and Support Services?

  • Referrals are made through your House Manager.
  • The request may come from you, or your child who can self -refer.
  • If a student asks for counselling and is under 16, we will ask you for permission for a referral.
  • If a student is over 16, they have the right under law to ask for counselling without a parent knowing. However, we would always work to gain the young person’s consent to contact you so that you are aware that counselling is taking place.

 

Data Protection Procedures and Evaluation

  • All information about counselling work undertaken by our staff is kept securely by the School Counsellor in line with current data protection regulations.
  • After the counselling has finished your child will be given an evaluation form. This lets us know how well we are helping the children and young people that we see
    • If there is any cause for complaint, you or your child is welcome to contact the Counsellor or House Manager who will aim to resolve any issues of concern.
    • Complaints that are not resolved in this way follow the school ’s complaints procedure.

 

What is Counselling?

It is the opportunity to talk about things that are of concern, to a young person, in confidence, with a qualified counsellor. What is spoken about will depend on the individual, but common themes are:

  • stress
  • relationships
  • change
  • loss
  • distressing, traumatic events

Counsellors are trained to listen without judging and to help people sort out their thoughts and feelings about whatever is concerning them.

 

Why do you offer this support here?

In school, young people are in a place that is familiar, safe and secure. If young people are able to receive emotional support from a qualified professional, they will have greater opportunity to fulfil their potential.

 

How long will counselling last?

Counselling is reviewed regularly between counsellor and young person. It will end when the young person no longer requires this service.

 

Is it confidential?

  • Information discussed in the counselling session is treated confidentially.
  • Counselling is a time when it’s O.K. to talk about concerns without fear of them being discussed elsewhere.
  • This includes not discussing the work with parents, unless the child or young person requests or gives consent for this.
  • This can be hard for parents to accept at times, but ensuring the confidentiality of the work is crucial for establishing trust so that the children and young people feel confident to speak openly and freely about what is concerning them.

However, if a young person appears to be at risk of significant harm it may be appropriate to seek help from other agencies to keep them safe.

  • The counsellor would aim to discuss this first with the young person concerned.
  • All counsellors receive supervision of their work with young people, to ensure the quality of their practice and this is confidential.

 

Where & when does it take place?

We have small, private rooms available in school. Sessions last up to 1 hour and appointment times can be varied so that time is not lost from any core subjects.

 

Can I support the Counselling work?

Yes, and we welcome this.

Our experience shows that the most helpful thing a parent can do is to show an acceptance of counselling as a normal and useful activity, and to show an interest if their son/daughter wishes to talk about it, but not to press them if they don’t.

We acknowledge that this isn’t an easy task, and it is quite natural for parents to feel anxious about what may be being said in the sessions.

It is always our hope that talking with a counsellor will lead to greater openness with parents and families, you will need to allow a little time for this to happen.

 

If my child wants to see a Counsellor does that mean I am failing as a parent?

Absolutely not! We all experience occasions when it feels hard to speak to those closest to us about things which are bothering us.

Often this can be because we don’t want to worry those we love best, or because we want help thinking things through with someone else outside of the family.

 

The Counsellor will not be judging you or your child, but looking to help them find their way through whatever is

 

How are referrals made to our Internal and External Counselling and Support Services?

  • Referrals are made through your House Manager.
  • The request may come from your parent, or yourself, you can self -refer.
  •  If a you ask for counselling and you are under 16, we will ask for permission from your parent/carer
  • If you are over 16, you have the right under law to ask for counselling without a parent/carer knowing

 

Data Protection Procedures and Evaluation

  • All information about counselling work undertaken by our staff is kept securely by the School Counsellor in line with current data protection regulations.
  • After the counselling has finished you will be given an evaluation form. This lets us know how well we are helping the young people that we see.
  • If there is any cause for complaint, you are welcome to contact the Counsellor or your House Manager who will aim to resolve any issues of concern.
  • Complaints that are not resolved in this way follow the school ’s complaints procedure.

 

What is Counselling?

It is the opportunity for you to talk about things that are concerning you, in confidence, with a qualified counsellor. What is spoken about will depend on you, but common themes are:

  • stress
  • relationships
  • change
  • loss
  • distressing, traumatic events

Counsellors are trained to listen without judging and to help people sort out their thoughts and feelings about whatever is concerning them.

 

Why do you offer this support here?

School is a place that is familiar, safe and secure. If you are able to receive emotional support from a qualified professional, you will have greater opportunity to fulfil your potential.

 

How long will counselling last?

Counselling is reviewed regularly between you and the counsellor. It will end when you no long require this service.

 

Is it confidential?

  • Information discussed in the counselling session is treated confidentially.
  • Counselling is a time when it’s O.K. to talk about concerns without fear of them being discussed elsewhere.
  • This includes not discussing the work with parents/ carers, unless you request or give consent for this.
  • This can be hard for parents to accept at times, but we know that ensuring the confidentiality of the work is crucial for establishing trust with you so you feel confident to speak openly and freely about what is concerning you.
  • However, if you appear to be at risk of significant harm it may be appropriate to seek help from other agencies  to keep you safe.
  • The counsellor would aim to discuss this with you first.
  • All counsellors receive supervision of their work with young people, to ensure the quality of their practice and this is confidential.

 

Where & when does it take place?

We have small, private rooms available in school. Sessions last up to 1 hour and appointment times can be varied so that time is not lost from any core subjects.

 

Can I talk to my parents/carers support the Counselling work?

  • Yes, and we welcome this.
  • Our experience shows that the most helpful thing to do.
  • It is always our hope that talking with a counsellor will lead to greater openness with parents and families, you will need to allow a little time for this to happen.

 

Useful Websites for Additional Guidance and Support

Action for children

Action for Children support Staffordshire’s children 5-18 with their emotional and mental health. Some of the support offered by Action for Children is face-to-face and some will be through a new digital e-therapy service, depending on the type of support a family need.

Visit Action for Children

Anna Freud – National Centre for children and families

A range of resources for schools to help them respond to children’s mental health, including videos together with information to support staff mental wellbeing.

Visit Anna Freud

Beat

For parents and carers worried about their child’s eating problems or disorder, they can refer to BEAT’s advice,  support and helpline (Tel: 0808 801 0677).

Visit Beat

Changes Young People

Changes is a peer support service promoting the recovery of young people in mental distress. The service is a self-referral service which covers children living in Stoke, Newcastle-under-Lyme, Staffordshire Moorlands and Stafford.

Visit Changes

Chat Health

Text message service and app for young people and parents to ask for health and wellbeing advice

Visit Chat Health

The Mix

Support for young people regarding self-harm including apps and tools, a one to one chat option, telephone  

helpline and crisis messenger.

Visit The Mix

NHS – Student mental health

Support for children around anxiety, low motivation, sleep problems or self-esteem issues. The site includes links

to NHS choices Mood Zone and students against depression and advises older children on where they can turn

to for support.

Visit NHS Student Mental health

Papyrus

Papyrus (Prevention of Young Suicide), www.papyrus-uk.org provide confidential advice and support for young

people who feel suicidal: HOPELineUK 0800 068 41 41; Text 07786 209 697; Email: pat@papyrus-uk.org

Visit Papyrus

Shout

Anyone in a crisis can also text 85258 for SHOUT, the UK’s first 24/7 crisis text service (free on all major mobile networks, for anyone in crisis anytime)

Visit Shout

Stem4

Support for young people and free apps for them to use providing them with a range of ways to help manage anxiety and the urge to self-harm.

Visit Stem4

University of Oxford Self-Harm Parent Guide

The University of Oxford have also produced a guide for parents and carers to support their child or young person in dealing with self-harm.

Parent/Carer guide on self harm

Young Minds

Advice for children, parents/carers and professionals

Visit Young Minds

 Young Minds Exam Time Guidance      

Young Minds Exam Time Guidance 2                                  

Managing mental health during SATS                            

Well being tips during exams for secondary pupils

Dealing-with-disappointing-exam-results

Exam-results-stress-advice-for-parents

Exam-results-stress-advice-for-young-people

Staffordshire County Council 

Advice for parents

SCC Exam Stress Guidance

The Dove Project

Provides bereavement and loss counselling in North Staffordshire for children aged 4 and above.

The Dove Project

Winston’s wish

A childhood bereavement charity which works with children who have experienced the death of a parent or sibling

Visit Winston’s Wish

Young Minds

Provide a wide range of mental health support for young people, which includes bereavement support

Visit Young Minds Bereavement Support

NHS- Support for families after someone may have died by suicide

A useful guide for families where someone in the family may have died by suicide

Support after Someone may have Died of Suicide Guide

Samaritans

Support for education settings around a suicide of a child attending the setting

Support for School where a child has attempted suicide

The Rainbow Trust

Supporting families with a seriously ill child.

Rainbow Trust