Social, Emotional and Mental Health Policy

Policy details

• Date created - January 2025
• Date reviewed - 29 September 2025
• Next review date - September 2026
• Policy owner - Emma Wingfield

Contents

Guidelines & Key Information

Key personnel

Ethos

Confidentiality and Sharing Information

Prevalence of Mental Health

Warning Signs

Risk and Protective Factors

Key responsibilities

Creating a supportive culture

Identifying and support signs of SEMH difficulties

School based counselling

Working with others

Guidelines & Key Information

This policy has been written for all staff and students at Co-op Academy Leeds including visitors, volunteers and third party contractors. This policy has due regard to all relevant legislation and statutory guidance, and so should be read in conjunction with:

• The Children Act 1989 (and 2004 amendment)
• DfE - Keeping children safe in education 2024
• DfE - Working together to safeguard children 2024
• DfE - Mental health and behaviour in schools
• DfE - Special educational needs and disabilities code of practice: 0 to 25
• DfE - Working together to improve school attendance

This policy also has due regard to the academy’s policies including, but not limited to, the following:

• Co-op Academy Leeds Safeguarding and Child Protection Policy
• Co-op Academy Leeds SEND Policy
• Co-op Academy Leeds Children with Health Needs Who Cannot Attend School policy
• Co-op Academy Leeds Supporting Students with Medical Needs Policy

Copies of this policy may be obtained from:

• The academy website www.leeds.coopacademies.co.uk 
• It is available as a hard copy on request from the academy office

Definitions and key terms used in this policy:

• DSL (Designated Safeguarding Lead)
• DDSL (Deputy Designated Safeguarding Lead)
• SMHL (Senior Mental Health Lead)
• KCSIE (Keeping Children Safe in Education)
• CAMHS (Child and Adolescent Mental Health Service
• SEND (Special Educational Needs and Disabilities)
• SENDCo (Special Educational Needs and Disabilities Coordinator)
• SEMH (Social Emotional Mental Health)
• LA (Local Authority)

Acknowledgement:

• This policy is based on the SEMH policy written by Leeds Beckett University, and The Howard Partnership Trust Mental Health and Emotional Wellbeing Policy, and  adapted for Co-op Academy Leeds.
• Should any organisations incorporate large sections of this policy without alteration please make similar appropriate acknowledgement of this.

Key personnel

The Senior Mental Health Lead and Designated Safeguarding Lead is:

Emma Wingfield

emma.wingfield@coopacademies.co.uk

0113 3807940 ext. 255

The SENDCo is:

David Hallam

leed-senco@coopacademies.co.uk 

0113 3807940 ext. 242

We have School Counsellors who can be contacted via Emma Wingfield:

        Sara Harrison - Registered member of National Counselling & Psychotherapy Society

        Melissa Miller - Registered member of National Counselling & Psychotherapy Society

We have staff trained as Emotional Literacy Support Assistants:

        Kirsty Ewart-Smith

        Jon Plows

We have a number of staff trained as Youth Mental Health First Aiders:

        Emma Wingfield

Amy Wilkinson

        Amy Smith

        Andy Blair

        Amirah Shewkat

        Amanda Palmer

        Kyle Smith

        Kirsty Ewart-Smith

        Samantha Walker

        Deborah Barnett

        Dalton Johns

Ethos

“Mental health is a state of mental well-being that enables people to cope with the stresses of life, realize their abilities, learn well and work well, and contribute to their community. It is an integral component of health and well-being that underpins our individual and collective abilities to make decisions, build relationships and shape the world we live in. Mental health is a basic human right. And it is crucial to personal, community and socio-economic development.”                                                (World Health Organisation, 2022)

Co-op Academy Leeds aims to promote positive mental health for all students, families and staff. We will do this through a graduated approach, including universal (whole school), targeted and specialised approaches.

We also aim to recognise and respond quickly to concerns around mental ill health. We will develop and implement practical and relevant mental health policies and procedures, to promote a safe and stable environment for all students and staff.

We will ensure that:

• All staff are made aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation. Staff are aware of how children’s experiences can impact on their mental health, behaviour and education.
• Staff are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one. We will not diagnose a mental health problem, but will support with making referrals to medical professionals (e.g. CAMHS), who are trained to do this.
• All staff are offered training around the impact of childhood traumas and adverse childhood experiences, as we recognise that this can have a lasting impact on a person’s mental health throughout childhood, adolescence and adulthood.
• Where staff have an immediate concern about a child’s mental health, this will be reported to the SMHL (who is also the DSL). Where there is a safeguarding concern, we will ensure that immediate action is taken, following our Safeguarding and Child Protection policy.

Confidentiality and Sharing Information

The Data Protection Act 2018 and the UK GDPR do not prevent the sharing of information for the purposes of keeping children safe. Fears about sharing information must not be allowed to stand in the way of the need to safeguard and promote the welfare and protect the safety of children (KCSIE 2024). DfE Guidance on Information Sharing (July 2024) provides further details.

Our Trust recognises our duty to share relevant information with appropriate agencies in matters relating to child protection at the earliest opportunity as per statutory guidance outlined within KCSIE 2024. The Headteacher or DSL will disclose information about a student to other professionals on a ‘need to know’ basis, and in line with Trust policy and data protection legislation.

All staff must be aware that they can not promise confidentiality in situations which might compromise a child’s safety or wellbeing.

Prevalence of Mental Health

According to an NHS report published in November 2023, 1 in 5 children and young people aged 8-25 years now have a probable mental health condition – around 5 children in every classroom. The data reveals that the proportion of children who are experiencing mental health difficulties has continued to increase since 2017 – from 1 in 9 children in 2017, to 1 in 6 in 2020, and now 1 in 5.

The data shows the important role that schools and education providers play in supporting children and young people’s mental health. 23.3% of 11-16 year olds reported having accessed support at school for their mental health and wellbeing – a slight decrease from 25% in 2022. Of those with a probable mental health condition:

• 53.1% reported accessing mental health support in school (compared to 59.8% in 2022)
• 81.3% reported they knew how to get support in school
• 75.1% agreed they were able to access support if they needed to
• 64.5% agreed with the statement ‘the support at my school is helpful’.

When it comes to school attendance, children with a probable mental health condition were 7 times more likely to have missed more than 15 days of school in the autumn term of 2022.

Warning Signs

Co-op Academy Leeds is committed to identifying students with SEMH at the earliest stage possible. Staff are trained to know how to identify possible mental health problems and understand what to do if they spot signs of emerging difficulties.

Where children experience a range of emotional and behaviour problems that are outside the normal range of their age, they might be described as experiencing mental health problems or disorders. Mental health professionals have classified these as:

• Emotional disorders, for example phobias, anxiety and depression;
• Conduct disorders, for example stealing, defiance, fire-setting, aggression and antisocial behaviour;
• Hyperkinetic disorders, for example disturbance of activity and attention;
• Developmental disorders, for example delay in acquiring certain skills such as speech, social ability or bladder control, primarily affecting children with autism and those with pervasive developmental disorders;
• Attachment disorders, for example children who are markedly distressed or social impaired as a result of an extremely abnormal pattern of attachment to parents or major care givers;
• Trauma disorders, such as post-traumatic stress disorder, as a result of traumatic experiences or persistent periods of abuse and neglect; and
• Other mental health problems including eating disorders, habit disorders, somatic disorders, and psychotic disorders such as schizophrenia and manic depressive disorder.

School staff may become aware of warning signs which indicate a student is experiencing mental health or emotional wellbeing issues. These warning signs should always be taken seriously and staff observing any of these warning signs should communicate their concerns with the SMHL/DSL. Possible warning signs include:

• Physical signs of harm that are repeated or appear non-accidental
• Changes in eating or sleeping habits
• Increased isolation from friends or family, becoming socially withdrawn
• Changes in activity and mood
• Lowering of academic achievement or engagement in lessons
• Talking or joking about self-harm or suicide
• Abusing drugs or alcohol
• Expressing feelings of failure, uselessness or loss of hope
• Changes in clothing – e.g. long sleeves in warm weather
• Secretive behaviour
• Avoiding PE or getting changed secretively  
• Lateness to or absence from school
• Repeated physical pain or nausea with no evident cause

It is important to note that many of these signs could indicate a safeguarding issue, and may not necessarily be linked to mental health concerns. Staff should always speak to the DSL and record any concerns on CPOMS.

Staff members understand that persistent mental health difficulties can lead to a student developing SEND. If this occurs, the SENDCo ensures that correct provisions are implemented to provide the best learning conditions for the student. Both the student and their parents are involved in any decision-making concerning what support the student needs.

Risk and Protective Factors

Mental health is influenced by multiple risk and protective factors. Risk exposures that occur during developmentally sensitive periods, especially during early childhood, are particularly detrimental and can affect mental health or predispose towards mental health conditions later on in life. Conversely, protective factors experienced across the life course - such as secure attachment, supportive, sensitive and responsive parenting, living in safe and cohesive communities, and health-promoting education and workplace settings - can serve to strengthen mental health (Improving the mental health of babies, children and young people, gov.uk). It is not the case that individuals who have these risk factors will always suffer from ill mental health, but we are aware that these factors can enhance or undermine mental health.

These risks or protective factors may relate to the person themselves and their relationships, to their family, or within their community. This is outlined below:

                Improving the mental health of babies, children and young people, gov.uk

Vulnerable groups

Data and evidence also highlight a range of characteristics that are associated with either disproportionately poorer mental health outcomes and/or higher prevalence of mental health conditions. The list below provides some examples of these:

• being of adolescent age
• being lesbian, gay, bisexual or transgender
• being in contact with social care
• having a parent with psychosis
• experiencing brain damage
• having a special educational need or disability (SEND)
• having diverse cognitive functioning
• experience of poverty or deprivation
• experience of youth and criminal justice system
• experience of displacement (being an immigrant, asylum seeker or refugee)
• not being in education, employment or training
• being a carer
• living in a rural area
• experience of homelessness

        Improving the mental health of babies, children and young people, gov.uk

Adverse childhood experiences (ACEs) and other events that impact students’ SEMH

The balance between risk and protective factors is disrupted when traumatic events happen in students’ lives, such as the following:

• Loss or separation: This may include a death in the family, parental separation, divorce, hospitalisation, loss of friendships, family conflict, a family breakdown that displaces the student, being taken into care or adopted, or parents being deployed in the armed forces.
• Life changes: This may include the birth of a sibling, moving house, changing schools or transitioning between schools.
• Traumatic experiences: This may include abuse, neglect, domestic violence, bullying, violence, accidents or injuries.
• Other traumatic incidents: This may include natural disasters or terrorist attacks.

Some students may be susceptible to such incidents, even if they are not directly affected. For example, students with parents in the armed forces may find global disasters or terrorist incidents particularly traumatic.The academy supports students when they have been through ACE’s, even if they are not presenting any obvious signs of distress – early help is likely to prevent further problems. Support may come from the school’s existing support systems or via specialist staff and support services.

Children in need, children looked after (CLA) and previously CLA (PCLA)

• Children in need, CLA and PCLA are more likely to have SEND and experience mental health difficulties than their peers.
• Children in need, CLA and PCLA are more likely to struggle with executive functioning skills, forming trusting relationships, social skills, managing strong feelings, sensory processing difficulties, foetal alcohol syndrome and coping with change.
• Children in need may also be living in chaotic circumstances and be suffering, or at risk of, abuse, neglect and exploitation. They are also likely to have less support available outside of school than most students.
• Staff are aware of how these students’ experiences and SEND can impact their behaviour and education.
• The impact of these students’ experiences is reflected in the design and application of the academy’s positive behaviour policy, including through individualised graduated responses.
• The academy uses multi-agency working as an effective way to inform assessment procedures. Where a student is being supported by the Local Authority Children’s Social Work Services (CSWS), the academy works with their allocated social worker to better understand the student’s wider needs and contextual circumstances. This collaborative working informs assessment of needs and enables prompt responses to safeguarding concerns.
• When the academy has concerns about a child looked after’s behaviour, the designated teacher and virtual school head (VSH) are informed at the earliest opportunity so they can help to determine the best way to support the student.
• When the academy has concerns about a previously child looked after’s behaviour, the student’s parents/carers or the designated teacher seeks advice from the VSH to determine the best way to support the student.

SEND and SEMH

• Co-op Academy Leeds recognises it is well-placed to identify SEND at an early stage and works with partner agencies to address these needs. The academy’s full SEND identification and support procedures are available in the SEND Policy.
• Where students have certain types of SEND, there is an increased likelihood of mental health problems. For example, children with autism or learning difficulties are significantly more likely to experience anxiety. Early intervention to address the underlying causes of disruptive behaviour includes an assessment of whether appropriate support is in place to address the student’s SEND.
• The Headteacher/SENDCo considers the use of a multi-agency assessment for students demonstrating persistently disruptive behaviour. These assessments are designed to identify unidentified SEND and mental health problems, and to discover whether there are housing or family problems that may be having an adverse effect on the student.
• The academy recognises that not all students with mental health difficulties have SEND. The graduated response is used to determine the correct level of support to offer (this is used as good practice throughout the academy, regardless of whether or not a student has SEND).
• All staff understand their responsibilities to students with SEND, including students with persistent mental health difficulties.
• The SENCO ensures that staff understand how the academy identifies and meets students’ needs, provides advice and support as needed, and liaises with external SEND professionals as necessary.

Key responsibilities

Responsibility of the Academy Leadership Team

The academy’s leadership as a whole is responsible for:

• Preventing mental health and wellbeing difficulties: By creating a safe and calm environment, where mental health problems are less likely to occur, the leadership can improve the mental health and wellbeing of the academy community and instil resilience in students. A preventative approach includes teaching students about mental wellbeing through the curriculum and reinforcing these messages in our activities and ethos.
• Identifying mental health and wellbeing difficulties: By equipping staff with the knowledge required, early and accurate identification of emerging problems is enabled.
• Providing early support for students experiencing mental health and wellbeing difficulties: By raising awareness and employing efficient referral processes, the academy’s leadership can help students access evidence-based early support and interventions.
• Accessing specialist support to assist students with mental health and wellbeing difficulties: By working effectively with external agencies, the academy can provide swift access or referrals to specialist support and treatment.
• Identifying and supporting students with SEND: As part of this duty, the academy’s leadership considers how to use some of the SEND resources to provide support for students with mental health difficulties that amount to SEND.
• Identifying where wellbeing concerns represent safeguarding concerns: Where mental health and wellbeing concerns could be an indicator of abuse, neglect or exploitation, the academy will ensure that appropriate safeguarding referrals are made in line with the Child Protection and Safeguarding Policy.

Responsibility of the Senior Mental Health Lead

The Senior Mental Health Lead (SMHL) will take a strategic overview of the whole academy approach to mental health and wellbeing; raising the profile of needs within the system and being responsible for increasing knowledge, awareness and confidence of all staff to work safely and effectively to enhance whole academy wellbeing.

They will focus on the following areas:

• Overseeing the whole-academy approach to mental health, including how this is reflected in policies, the curriculum and pastoral support, how staff are supported with their own mental health, and how the academy engages students and parents with regards to students’ mental health and awareness.
• Collaborating with the SENDCo, Headteacher and Community Council Members, as part of the academy leadership team, to outline and strategically develop SEMH policies and provisions for the academy.
• Coordinating with the SENDCo and mental health support teams to provide a high standard of care to students who have SEMH difficulties.
• Advising on the deployment of the academy’s budget and other resources in order to effectively meet the needs of students with SEMH difficulties.
• Being a key point of contact with external agencies, especially the mental health support services, the Local Authority, Local Authority support services and mental health support teams.
• Providing professional guidance to colleagues about mental health and working closely with staff members, parents and other agencies, including SEMH charities.
• Referring students with SEMH difficulties to external services, e.g. specialist children and young people’s mental health services (CYPMHS), to receive additional support where required.
• Overseeing the outcomes of interventions on students’ education and wellbeing.
• Liaising with parents of students with SEMH difficulties, where appropriate.
• Liaising with other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies.
• Liaising with the potential future providers of education, such as colleges, to ensure that students and their parents are informed about options and a smooth transition is planned.
• Leading mental health CPD.

Responsibility of the Headteacher

• Ensuring that teachers monitor and review students’ academic and emotional progress during the course of the academic year.
• Ensuring that the SENCO has sufficient time and resources to carry out their functions, in a similar way to other important strategic roles within the academy.
• On an annual basis, carefully reviewing the quality of teaching for students at risk of underachievement, as a core part of the academy’s performance management arrangements
• Ensuring that staff members understand the strategies used to identify and support students with SEMH difficulties.
• Ensuring that procedures and policies for the day-to-day running of the academy do not directly or indirectly discriminate against students with SEMH difficulties.
• Establishing and maintaining a culture of high expectations and including students with SEMH difficulties in all opportunities that are available to other students.
• Ensuring staff members have a good understanding of the mental health support services that are available in their local area, both through the NHS and voluntary sector organisations.  

Responsibility of the SENDCo

• Collaborating with the governing board, Headteacher and the Senior Mental Health Lead, to determine the strategic development of SEMH policies and provisions in the academy.
• Undertaking day-to-day responsibilities for the successful operation of the SEMH Policy.
• Ensuring that those teaching or working with students with SEMH difficulties are aware of their needs and have arrangements in place to meet them.
• Ensuring that staff members understand the strategies used to identify and support students with SEMH difficulties.
• Supporting the subject teachers in the further assessment of a student’s particular strengths and areas for improvement and advising on the effective implementation of support.

Responsibility of all staff

• Being aware of the signs of SEMH difficulties.
• Planning and reviewing support for their students with SEMH difficulties in collaboration with parents, the SENDCo and, where appropriate, the students themselves.
• Setting high expectations for every student and aiming to teach them the full curriculum, whatever their prior attainment.
• Planning lessons to address potential areas of difficulty to ensure that there are no barriers to every student achieving their full potential, and that every student with SEMH difficulties will be able to study the full national curriculum.
• Being responsible and accountable for the progress and development of the students in their class.
• Being aware of the needs, outcomes sought and support provided to any students with SEMH difficulties.
• Keeping the relevant figures of authority up-to-date with any changes in behaviour, academic developments and causes of concern. The relevant figures of authority include: DSL/SMHL/SENDCo/subject leader.

Responsibility of Mental Health First Aiders

Youth Mental Health First Aiders have received appropriate training through MHFA England, to allow them to carry out their role effectively. Through this, they have skills based on the following principles:

• Spot the early signs of a mental health issue
• Feel confident helping someone experiencing a mental health issue
• Provide help and support on a first aid basis
• Help prevent someone from hurting themselves or others
• Help stop a mental illness from getting worse
• Help someone recover faster
• Guide someone towards the right support
• Reduce the stigma of mental health issues

Creating a supportive culture

The Academy Leadership Team will clearly communicate their vision for good mental health and wellbeing with the whole academy community.

The academy utilises various strategies to support students who are experiencing high levels of psychological stress, or who are at risk of developing SEMH problems, as outlined below.

Universal (whole school) approaches:

• An inclusive and positive behaviour policy in place, which includes the use of consistent rewards and sanctions, behaviour management strategies used by all staff and demonstration and praise of positive behaviours.
• An anti-bullying policy and positive behaviour policy, which includes measures to prevent and tackle bullying, and contains an individualised, graduated response when behaviour may be the result of mental health needs or other vulnerabilities.
• Quality First teaching strategies, including differentiated and personalised learning, SEND learning plans and formative assessments. Teachers are comfortable in adapting their learning styles, and regularly monitor and review the progress of students at three main data collections points throughout the year.
• Positive meet and greet at every lesson, including class line-up’s at the end of social times.
• All teachers have a strategic seating plan in place, on Arbor, which is adaptable throughout the year to meet the needs of the class.
• A focus for all staff on positive regard, and the importance of using positive language consistently.
• Positive transitions at all Key Stages, including a transition plan for all students coming into Year 7.
• The classroom environment is carefully planned with regards to seating and lighting. The classroom and academy expectations are clearly displayed.
• Regular contact with home at all levels - teaching staff and pastoral staff.
• PSHCE as a timetabled lesson, but also embedded into the curriculum across all subject areas. We also have alternative timetable (drop down) days, covering a range of PSHCE topics, as well as weekly assemblies and targeted work in tutor groups. This develops key skills such as resilience and emotional intelligence as well as social skills which aid the building of positive relationships.
• Students know where to go for further information and support should they wish to talk about their mental health needs or concerns over a peer’s or family member’s mental health or wellbeing.
• Tutor check-in's which ensure that all students have a check-in regarding their mental health and wellbeing, at least once a half term.
• Whole staff training on trauma informed practice, including the impact of trauma on behaviour.
• All staff are trained in the use of emotion coaching and relational practice.

Identifying and support signs of SEMH difficulties

The academy is committed to identifying students with SEMH difficulties at the earliest stage possible. Staff are trained to know how to identify possible mental health problems and understand what to do if they spot signs of emerging difficulties.

• When the academy suspects that a student is experiencing mental health difficulties, the following graduated response is employed (following an assess, plan, review, do cycle):

• An assessment is undertaken to establish a clear analysis of the student’s needs
• A plan is set out to determine how the student will be supported
• Action is taken to provide that support
• Regular reviews are undertaken to assess the effectiveness of the provision, and changes are made as necessary

• Appropriate assessment tools, such as an entry and exit questionnaire, are utilised to assess need and impact.
• Staff members understand that persistent mental health difficulties can lead to a student developing SEND. If this occurs, the Headteacher/DSL/SMHL/SENDCo ensures that correct provisions are implemented to provide the best learning conditions for the student, such as providing school counselling. Both the student and their parents are involved in any decision-making concerning what support the student needs.
• Where appropriate, we ask parents to give consent to their child’s GP to share relevant information regarding SEMH with the academy.
• Where possible, the academy is aware of any support programmes GPs are offering to students who are diagnosed with SEMH difficulties, especially when these may impact the student’s behaviour and attainment at school.
• Staff members discuss concerns regarding SEMH difficulties with the parents of students who have SEMH difficulties.
• Staff members consider all previous assessments and progress over time, and then refer the student to the appropriate services.
• Staff members take any concerns expressed by parents, other students, colleagues and the student in question seriously.
• The assessment, intervention and support processes available from the LA are in line with the local offer.
• All assessments are in line with the provisions outlined in the academy’s SEND Policy.
• Staff members are aware of factors that put students at risk of SEMH difficulties, such as low self-esteem, physical illnesses, academic difficulties and family problems.  
• Staff members are aware that risks are cumulative and that exposure to multiple risk factors can increase the risk of SEMH difficulties.
• Staff members promote resilience to help encourage positive SEMH.
• Staff members understand that familial loss or separation, significant changes in a student’s life or traumatic events are likely to cause SEMH difficulties.
• Staff members understand what indicators they should be aware of that may point to SEMH difficulties, such as behavioural problems, students distancing themselves from other students or changes in attitude.
• Staff members understand that where SEMH difficulties may lead to a student developing SEND, it could result in a student requiring an EHC plan.
• Poor behaviour is managed in line with the academy’s positive behaviour policy.
• Staff members will observe, identify and monitor the behaviour of students potentially displaying signs of SEMH difficulties; however, only medical professionals will make a diagnosis of a mental health condition.
• Pupils’ data is reviewed on a regular basis so that patterns of attainment, attendance or behaviour are noticed and can be acted upon if necessary.
• An effective pastoral system is in place so that every student is well known by at least one member of staff, who can spot where disruptive or unusual behaviour may need investigating and addressing.
• Staff members are mindful that some groups of students are more vulnerable to mental health difficulties than others; these include children looked after, students with SEND and students from disadvantaged backgrounds.
• Staff members are aware of the signs that may indicate if a student is struggling with their SEMH.

We also utilise the following academy specific approaches, which will form part of a SEMH graduated response plan for identified students:

Targeted approaches:

• Positive behaviour reports with a Year Manager or member of ALT, including a personalised rewards system
• Reduced timetable if needed to support SEMH
• Mentoring with a member of staff e.g. Year Manager
• Rethink Formulation, led by DSL/SML
• Extended School Non-Attendance plan (where SEMH is affecting attendance).
• Access to ‘Zen Den’, which offers a safe space to support students who are struggling to access school. Includes accessing emotional wellbeing support and regulation activities
• Individual Learning Plans/Individual Behaviour Plans
• Referral to SENDCo for further assessment if applicable
• Time-out pass
• Supported Social Times
• Offer of Emotional Literacy Support Assistant intervention
• Offer of internal school counselling
• Access to sessions with a therapy dog

Specialist approaches:

• Early help assessment/referral.
• Educational psychologist referral
• EHCP application
• Alternative pathway to support curriculum (e.g. college)
• Consultation with Virtual School (where the child has a Social Worker)
• Referral to East Area Inclusion Partnership
• Referral to Local Authority SEMH panel
• Referral to Mindmate Support Team
• External specialist provision
• Managed moves/managed transfers

School based counselling

School based counselling provides a safe and confidential space for students to talk to a trained professional about their issues and concerns. The school counsellor will help the student explore their thoughts, feelings, and behaviours so that they can develop a better understanding of themselves and others. School based counselling follows the humanistic school of counselling where therapy is person-centred and non-directive. (BACP, 2021)

As an academy we will always endeavour to inform and gain consent from parents for their child to access school-based counselling. There may be times where the child requests to access counselling without parental consent. We may respect this request, specifically in relation to matters of a safeguarding nature and Gillick competency.

School based counselling has been found to be of most benefit to students who are willing to engage and get things off their chest, learn about themselves, and find different ways of relating and coping. Young people who find it difficult to be open and feel uncomfortable talking to others may find counselling is not suitable to their needs.  (University of Roehampton, 2021). Where students are struggling to engage with the traditional aspects of talking therapy and humanistic school-based counselling, our school counsellor may introduce other forms of counselling, such as lego therapy.

Where a student has been referred to school counselling, they will be offered a session once a week for six weeks. A review will then take place where an additional six weeks may be offered. Longer term counselling will be proposed only on a case-by-case basis.  

Working with others

Working with parents

• The academy works with parents wherever possible to ensure that a collaborative approach is utilised which combines in-academy support with at-home support.
• The academy ensures that students and parents are aware of the mental health support services available from the academy.
• Parents and students are expected to seek and receive support elsewhere, including from their GP, NHS services, trained professionals working in CAMHS, voluntary organisations and other sources.

Working with alternative provision (AP) settings

• The academy works with AP settings to develop plans for reintegration back into the academy where appropriate.
• The academy shares information with AP settings that enables clear plans to be developed to measure students’ progress towards reintegration into mainstream schooling, further education or employment. These plans link to EHC plans for students with SEND.
• For students in AP at the end of Year 11, the academy works with the provider to ensure ongoing arrangements are in place to support the student’s mental wellbeing when the student moves on.

Appendix - SEMH graduated response plan template

Name:

Year & Tutor Group:

Date:

Data

Wave 1 – Universal support

Universal SEMH support strategies are standard practice across the Academy, and are outlined in our positive behaviour policy and SEND policy. This includes strategies to make the classroom and learning environment inclusive for all students, through teaching, planning and learning.

As part of our Universal support, all students have access to the following:

• An inclusive and positive behaviour policy in place, which includes the use of consistent rewards and sanctions, behaviour management strategies used by all staff and demonstration and praise of positive behaviours.
• Quality First teaching strategies, including differentiated and personalised learning, SEND learning plans and formative assessments. Teachers are comfortable in adapting their learning styles, and regularly monitor and review the progress of students at three main data collections points throughout the year.
• Positive meet and greet at every lesson, including class line-up’s at the end of social times.
• All teachers have a strategic seating plan in place, on Arbor, which is adaptable throughout the year to meet the needs of the class.
• A focus for all staff on positive regard, and the importance of using positive language consistently.
• Positive transitions at all Key Stages, including a transition plan for all students coming into Year 7.
• The classroom environment is carefully planned with regards to seating and lighting. The classroom and academy expectations are clearly displayed.
• Regular contact with home at all levels - teaching staff and pastoral staff.
• PSHCE as a timetabled lesson, but also embedded into the curriculum across all subject areas. We also have alternative timetable (drop down) days, covering a range of PSHCE topics, as well as weekly assemblies and targeted work in tutor groups. This develops key skills such as resilience and emotional intelligence as well as social skills which aid the building of positive relationships.
• Tutor check-in's which ensure that all students have a check-in regarding their mental health and wellbeing, at least once a half term.
• All staff training on trauma informed practice, including the impact of trauma on behaviour.
• All staff are trained in the use of emotion coaching and relational practice.

All students also have access to:

• a form tutor
• a non-teaching Year Manager and Assistant Year Manager
• ALT link
• Attendance Improvement Team
• Mental Health First Aiders
• Designated Safeguarding Officers
• Full time Safer Schools Officer on site

Wave 2 - Targeted support

Wave 3 - Specialist support

Ensure all evidence is stored on Arbor