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School Strategies

Mental Health and Wellbeing

At Hartside Primary Academy, we champion mental health and wellbeing and encourage the children and staff to be open about their feelings. We want children to build emotional literacy, resilience and to develop a toolkit of strategies to help them to overcome any challenges that they may face. We have developed an environment where mistakes are ok and children feel safe to ‘give things a go’.

We run regular workshops for parents specifically around mental health and wellbeing and Mrs Hall has recently completed her Senior Mental Health Lead training.

The zones of regulation are displayed across school and they support the children with developing self-regulation and learning emotional literacy. All the different ways children feel and the states of alertness they experience are categorised into four coloured zones. Children who are well regulated will be in the right mindset for learning.

We acknowledge that many children have anxiety around coming to school, which is one of the reasons that we offer a soft start to the day called ‘Wake-up, Shake-up’. Wake-up, Shake-up is lead by a coach and supervised by our staff – it involves getting the children moving to music. It runs from 08:35 – 08:45am 3 mornings a week, on the yard – the children are welcome to come and join in, alternatively, they can head straight into the classroom where a settling activity is waiting for them.

Support with mental health and wellbeing is offered through a graduated approach, depending on need. We view the Mental Health and Well-being of staff and children as a holistic approach, where both are supported in tandem, alongside each other.

All of the children are supported daily to maintain positive mental health and wellbeing. This can be as simple as receiving a warm welcome on a morning, or having the opportunity to share their experiences and feelings. We know from experience that working closely with parents/carers is in the best interests of the children and we encourage open conversations about mental health and wellbeing. We also know that a partnership approach delivers the best outcomes and we are keen to support parents/carers with this at home. In response to this, we have developed a mental health and wellbeing guide for parents/carers. This is available to any parent/carer and includes: advice, signposting, resources and strategies. See below for more details on how this universal offer fits with our graduated approach.

Graduated Approach

Our gradutated approach starts with a universal offer and builds up to targeted or specialist support.

Specialist

Referrals to outside agencies (Counselling, EWEL, Mable, CAMHS, etc).

Targeted

Parent support pack with weekly journal keeping and well-being check in meetings at school. Piece of Mind Team support.

Universal

The same offer for all children: Wake-up, Shake-up optional soft start 3 times a week, access to the Support for Parents pack (including resources), Piece of Mind team whole class workshops, personalised and individual check ins, conversations and support.

Exciting Playtimes

Hartside Primary Academy recognises the importance of high-quality, sustainable play for children. We acknowledge that play time makes up 20% of the school day and it is therefore valuable time that needs coherent planning and carefully consideration.

In 2018, we embarked on an play project to develop our play offer. Since commencing the project, we have created a range of different areas in the grounds, including: a large sand pit, construction area, mud kitchen, outdoor reading den and small world play area to mention a few. Alongside this, we trained our staff in how to effectively engage in play and hosted many play events that were well attended by our wider school community.

We continue to receive positive feedback from parents, children and staff and we hope to continue to provide play-rich experience in the future.

Feedback

Parents


“There is nothing I would change, my child thoroughly enjoys playtime, even in year six.”

“I think vast improvements have been made… I think there’s so much to explore it’s brilliant!”

“My children love it. It’s a positive environment. Playtimes are fun and educational.”

“My son loves playtime now. He comes home and tells me what he has done. It inspires him to do more outdoor creative play at home. He does come home a little dirtier sometimes, but that just tells me he has had a great day and an opportunity to be a child. I am so impressed with how the play has developed and the positive impact it has had.”

Children
“Play times are fun and the adults do everything they can to help the children enjoy themselves.”

“I think everybody is happy with the way play times are now.”

“I’m very happy with my break times, I don’t think we need any improvements.”

Staff
“The children are so much more engaged and fulfilled during break times and they come back into the classroom more focused and prepared to learn. “I have noticed that there are far less issues arising from break times, children are more settled and new friendship groups are forming within the class.”

Play Policy and Strategy

Benefit Risk Assessment

Further reading

HSE Children’s Play and Leasuire – Promoting a Balanced Approach

Play England – Charter for Children’s Play

Play Safety Forum – Managing Risk in Play Provision

The Lego Foundation – Learning through Play