Mental Health and Wellbeing Policy

Approved by Headteacher:

Last Reviewed: November 2024

Next Review Due: November 2025

Contents 

Aims 

Scope and links to other policies 

Introduction and context 

A whole school approach to promoting positive mental health 

Raising awareness - School response 4 Staff roles and responsibilities, including those with specific responsibility 

Early identification and common symptoms and behaviours associated with poor mental health 

Raising the issue, disclosures and confidentiality talking to students 

Informing and working with parents and carers 

Supporting Peers 

Curriculum 

Training and staff awareness and quality assurance 

Monitoring and evaluation 

References 

Appendix 1 - Protective and Risk factors 

Appendix 2 - Conversation checklist 

Appendix 3 - What makes a good quality referral 

Appendix 4 - Resources 

Appendix 5 - Flowchart for responding to a mental health concern 

Mental Health and Emotional Wellbeing Policy: Aims and Scope

Aims

• Promote Positive Mental Health: Outline strategies to foster an environment that supports and enhances mental wellbeing for all students.
• Prevent Poor Mental Health: Identify proactive measures to reduce risks and promote resilience in children and young people.
• Staff Awareness and Understanding: Equip staff with knowledge about the components of mental health, including how to recognise signs of poor mental health.
• Support Guidelines for Staff: Provide clear instructions for staff on supporting children or young people experiencing mental health challenges.
• Comprehensive Student Support: Detail the steps we will take to safeguard and support students’ physical, emotional, and mental wellbeing.

Scope and Links to Other Policies
This policy is a framework for all staff, including non-teaching staff and governors, outlining our commitment to mental health and emotional wellbeing. It is closely aligned with other school policies, including:

• Safeguarding
• Medical Needs
• Anti-Bullying
• Special Educational Needs and Disabilities (SEND)
• Equalities

It also has significant links with the Behaviour Policy, as student behaviour—whether disruptive, withdrawn, anxious, or otherwise—can often reflect unmet mental health needs. Together, these policies form a cohesive approach to supporting students’ overall wellbeing.

This document should be used as a practical guide for identifying, responding to, and addressing mental health challenges within the school community.

Introduction and Context

At Co-op Academy Grange, we are dedicated to fostering positive mental health and wellbeing across our school community, including students, staff, parents, and carers. Mental health is as vital to overall wellbeing as physical health, significantly influencing students' learning, achievement, and quality of life. While all children face challenges, some endure significant life events requiring additional support.

Schools play a critical role in promoting resilience, providing early support, and creating a nurturing environment where students can build self-esteem and overcome adversity. For many, schools act as a refuge, offering stability, positive relationships, and a sense of belonging—key factors for mental wellness.

The Importance of Early Intervention

Research consistently underscores the urgency of addressing mental health challenges early:

• High prevalence: In 2023, approximately 20.3% of children aged 8–16 and 23.3% of those aged 17–19 had a probable mental health disorder, with rates unchanged but persistently high since 2020 (NHS England, 2023)​                               NHS England Digital Children's Commissioner
• Barriers to support: Over 270,000 children were still waiting for mental health services in 2023. While the average wait time was 35 days, some endured delays exceeding two years (Children’s Commissioner for England, 2024)​        Children's Commissioner
• Critical milestones: Half of all mental health issues develop by age 14, and 75% by age 24 (Kessler et al., 2005).         Early identification is essential to prevent worsening symptoms.
• Poverty and inequality: Children from low-income families are disproportionately affected, with 26.8% of those experiencing mental health issues unable to access extracurricular activities, compared to 10.3% of their peers          (NHS England, 2023).

Why Schools Matter

The Department for Education recognised schools as essential in promoting mental health, emphasising their role in fostering resilience and enabling children to succeed academically and personally. For many students, schools provide stability and access to positive role models, offering:

• Safe spaces to navigate adversity.
• Supportive relationships with adults and peers.
• Opportunities to build resilience and develop a sense of community.

By addressing mental health proactively, schools can ensure students thrive academically and emotionally, equipping them with tools for lifelong wellbeing. At Co-op Academy Grange, this commitment drives our holistic approach to mental health support.

2. A Whole School Approach to Promoting Positive Mental Health

At Co-op Academy Grange, we are committed to creating a supportive environment where students and staff can flourish. Our role extends beyond academic success to fostering the mental resilience and wellbeing of our school community. By empowering individuals to manage stress, navigate change, and access support when needed, we aim to promote lifelong wellbeing.

Our Key Objectives

1. Empowering Students

• Equip children with the knowledge and tools to maintain positive mental health.
• Encourage open conversations to reduce stigma around mental health issues.
• Educate students on how to access resources and support when needed.

2. Creating a Safe and Inclusive Environment

• Provide a school climate where every child feels valued and has a sense of belonging.
• Ensure that students feel safe to seek help and trust the adults around them.
• Foster resilience and create protective factors to safeguard against mental health challenges.

3. Promoting Positive Values

• Uphold a zero-tolerance stance on bullying.
• Actively promote and value positive mental health practices.
• Celebrate diversity and ensure inclusivity in all school activities.

4. Early Intervention and Collaboration

• Identify students with potential mental health needs at an early stage.
• Develop tailored support plans in collaboration with specialist services.
• Engage parents and carers in the process, keeping them informed and involved.

5. Training and Awareness

• Train staff to understand, identify, and respond effectively to mental health needs.
• Promote staff wellbeing, ensuring they feel supported by leadership and peers.
• Raise awareness across the school to foster a culture of empathy and understanding.

Promoting Wellbeing Among Staff

Aligned with the Trust’s colleague wellbeing strategy, we recognise that staff mental health is as critical as that of students. Supporting staff ensures they can foster a positive learning environment, serve as role models, and contribute to the overall culture of wellbeing in the school.

Defining Mental Health

The World Health Organisation (WHO) defines mental health as:
"A state of wellbeing in which every individual realises their own potential, can cope with normal stresses of life, can work productively, and is able to make a contribution to their community."

Mental health encompasses more than the absence of problems. It includes the ability to:

• Feel confident and express emotions appropriately.
• Build and sustain positive relationships.
• Cope with daily challenges and manage times of stress or change.
• Thrive academically and personally.

Our Vision for All Children and Young People

We want our students to:

• Feel valued and confident in their abilities.
• Communicate and express emotions effectively.
• Form and maintain meaningful relationships.
• Handle life’s stresses with resilience.
• Embrace change and challenges.
• Reach their academic and personal potential.

Through these efforts, we aim to create a school community where mental health and wellbeing are a shared priority, laying the foundation for a brighter future for all.

3. Raising Awareness: School Response

At Co-op Academy Grange, we acknowledge the critical role schools play in promoting positive mental health and preventing mental health challenges. This guidance emphasises the collective responsibility of all staff to raise awareness, reduce stigma, and support students experiencing mental health concerns. While staff are not expected to be mental health experts, their initial identification and response are essential for students’ overall wellbeing and recovery.

We aim to create an inclusive and supportive environment where students feel confident to discuss their challenges. Our designated mental health lead, Joanne Skinner (AHT Personal Development), leads efforts to ensure accessible and effective support is available to all students.

Strategies and Approaches

To foster mental health awareness and provide targeted support, our academy has implemented the following strategies:

1. Leadership and Coordination

• Dedicated Mental Health Lead: Joanne Skinner oversees the school’s mental health initiatives.
• Wellbeing Ambassadors: Students advocate for mental health awareness across the school through campaigns and peer engagement.

2. Awareness Campaigns and Activities

• Campaigns and Assemblies: Regularly address mental health topics, stigma reduction, and promote open dialogue.
• Wellbeing Week: Whole-school events focusing on activities that foster emotional and physical wellness.

3. Student Support Structures

• Nurture Groups: Tailored small-group interventions for social and emotional support.
• EDEN Provision for EBSA (Emotionally Based School Avoidance): A nurturing environment designed to help students with school-related anxiety or challenges reintegrate effectively.
• Nurture Transition Days for Year 6 Students: Specifically designed days to support vulnerable students transitioning from primary to secondary school, easing their anxiety and building resilience.
• Counselling Services: On-site access to mental health support, including cognitive-behavioural therapy (CBT)-informed sessions.

4. Education and Training

• Mental Health Education Through PSHCE: Mental health and wellbeing topics are taught within a spiral PSHCE curriculum, ensuring age-appropriate, progressive learning about emotional health, resilience, and coping strategies.
• Resilience Training: Equipping students with skills to handle adversity, manage stress, and embrace change.

5. Visible Resources and Information

• Displays and Information Points: Highlighting mental health resources, self-help tips, and where to find support.

6. Peer Mentoring and Mediation

• Peer Mediation: Students working collaboratively to resolve conflicts and support their peers.
• Mentoring: Designated staff members providing one-on-one support to students facing challenges.

Building a Culture of Support

Our whole-school approach ensures that:

• All students feel valued, safe, and included.
• Positive mental health is normalised, and stigma is actively addressed.
• Timely intervention and specialised support are accessible to those in need.
• Staff are equipped with the knowledge and skills to respond effectively to mental health concerns.

Through initiatives like Nurture Transition Days, EDEN Provision, and integrating mental health education into the PSHCE curriculum, we are dedicated to providing a robust framework for promoting emotional wellbeing. By empowering Wellbeing Ambassadors and fostering a supportive culture, we strive to create a mentally healthy environment for our whole school community.

4. Staff Roles and Responsibilities in Supporting Mental Health

At Co-op Academy Grange, we believe every member of staff plays a crucial role in promoting positive mental health and supporting children and young people experiencing mental health challenges. Staff are expected to understand protective and risk factors and identify early warning signs of mental health concerns, ensuring that timely interventions are provided.

Responsibilities for All Staff:

• Promoting Positive Mental Health: Encourage a culture where mental health is openly discussed and destigmatised.
• Early Identification: Be vigilant in noticing signs of mental health challenges and acting promptly to report concerns.
• Supporting Students: Provide initial support and refer students to the appropriate pastoral or safeguarding lead.
• Personal Well Being: Staff supporting students with mental health concerns will be provided with supervision to manage the emotional impact on themselves and discuss any professional development needs.

Safeguarding and Emergencies:

• In cases where a child is at immediate risk or harm, staff must follow the school’s child protection procedures.
• For high-risk medical emergencies, standard emergency first-aid procedures, including contacting emergency services, must be followed.

Key Roles and Responsibilities:

By fostering a whole-school approach, with clearly defined roles, we aim to provide a strong support network for students and staff, ensuring a positive and mentally healthy environment.

5. Early Identification and Common Symptoms and Behaviours Associated with Poor Mental Health

Early identification is crucial in supporting students with mental health challenges. At Co-op Academy Grange, we recognise that mental health issues can manifest in various ways, and understanding both risk and protective factors helps identify students in need of support early on.

Risk Factors for Poor Mental Health

Certain factors increase the likelihood that a child may experience mental health difficulties. These can include:

• Physical long-term illness
• Family issues such as parental mental health problems, divorce, or separation
• Death and loss, including loss of friendships or family breakdown
• Bullying and social isolation
• Trauma or significant life changes

Additionally, protective factors, like emotional literacy, problem-solving skills, self-esteem, and a strong sense of belonging, play a key role in mitigating the impact of these risk factors.

Our Identification System

We aim to identify mental health needs early and take appropriate action to prevent issues from escalating. This is achieved through multiple strategies, including:

• Monitoring and Reporting: Recognising early signs of poor mental health such as changes in mood, behaviour, and physical health.
• Behavioural Analysis: Observing and tracking any behavioural changes, including exclusions, attendance patterns, or visits to the medical room.
• ISM Meetings: Discussing individual students in multidisciplinary meetings to ensure a coordinated response to mental health concerns.
• Transfer Information: Gathering information from previous schools to ensure continuity of support.
• Open Communication Channels: Encouraging students, parents, and carers to raise concerns freely with any member of staff.
• Drop-in Sessions: Providing opportunities for students to access counselling or support from our social worker.

Any member of staff concerned about a student’s mental health should report their concerns to the Mental Health Lead or the Designated Safeguarding Lead (DSL), following up with the school's child protection system (e.g., CPOMS). If a child is in immediate danger, the school’s child protection procedures will be followed, and emergency protocols for medical care will be activated.

Common Symptoms and Behaviours to Watch For

Mental health issues often manifest in physical, psychological, or behavioural symptoms. Recognising these early can support timely intervention.

Physical Symptoms

• Fatigue
• Headaches, stomach issues, or joint pain
• Changes in appetite or weight
• Changes in sleep patterns (insomnia or excessive sleep)
• Tension or trembling
• Unexplained physical symptoms (e.g., nausea, chest pain)

Psychological Symptoms

• Anxiety, distress, tearfulness
• Feelings of worthlessness, hopelessness
• Difficulty relaxing, constant worry
• Depression or low mood
• Increased sensitivity or irrational thoughts

Behavioural Symptoms

• Withdrawal from friends and family, social isolation
• Irritability, aggression, or excessive anger
• Loss of motivation or resignation
• Difficulty concentrating, distractedness, confusion
• Increased absenteeism or lateness
• Disruptive or anti-social behaviour
• Risk-taking or self-harming behaviours
• Decline in academic performance
• Frequent illness or reluctance to participate in physical activity (e.g., PE)

Signs of Self-Harm or Suicide Risk

• Talking about self-harm or suicide
• Wearing long sleeves in hot weather to cover marks
• Physical signs of repeated harm, unexplained injuries

Understanding Mental Health Symptoms in the Classroom

It is essential for staff to understand that certain mental health issues, such as anxiety, may manifest as non-compliant, disruptive, or aggressive behaviours. For example:

• Attention difficulties or hyperactivity may indicate underlying anxiety or stress.
• Mood swings, irritability, or withdrawal might be signs of depression or emotional distress.

By recognising these early warning signs, staff can respond appropriately, ensuring students receive the support they need before their mental health issues escalate.

6. Raising the Issue, Disclosures, and Confidentiality: Talking to Students

While discussing mental health can be sensitive, it is vital that the subject is approached openly and without fear of stigma. Avoiding conversations about mental health can lead to further isolation and anxiety for students. Children and young people may lack the confidence to bring up their struggles, so it is often up to a member of staff to initiate these discussions in a supportive and non-judgmental manner.

Creating a Supportive Environment

Encouraging a student to speak about their mental health requires a compassionate approach. Staff should aim to create a space where the child feels safe and heard. Here are some key strategies to help open the conversation:

• Ask simple, open-ended questions: This allows the child to explain their feelings in their own words without feeling judged. For example, “I’ve noticed you’ve seemed a little down recently. Do you want to talk about what’s going on?”
• Use neutral language: Questions should not imply blame or suggest the child’s emotions are “wrong.” Phrases like “It’s okay to feel upset sometimes” can help normalise their experience.
• Approach with empathy: Let them know it’s okay to feel the way they do and that mental health is just as important as physical health.

Responding to a Disclosure or Suspected Issue

If a child discloses or if there are concerns about their mental health, it is essential that the staff member facilitates an open conversation as soon as possible. Early identification and intervention can provide the support the student needs before their mental health worsens.

• Ensure the student feels heard: Make it clear that their concerns are important, and you are there to support them.
• Explain the support process: If further action is needed, explain that their concerns will be shared with the Mental Health Lead or Designated Safeguarding Lead to ensure they receive the proper support.

Confidentiality and Information Sharing

It is essential that students understand confidentiality limitations in these conversations. While staff should respect privacy, it is important to make it clear that, in some cases, information will be shared to ensure the student’s safety and well-being.

• Clarify what will be shared: Explain who will be informed, what information will be disclosed, and why this is necessary.
• Involve the child in the process: Whenever possible, the student should be informed of what will happen next and why.
• Explain storage and access to information: Outline where the information will be kept (e.g., on the CPOMS system) and who will have access to it.

Key Considerations for Staff

• Approachability: Staff must be seen as approachable, ready to listen, and willing to act in the best interests of the child.
• Record all disclosures: Ensure all reports are accurately documented on the school’s electronic safeguarding system (CPOMS), including any action taken and follow-up.
• Follow the process: A clear process should be followed, as outlined in the Mental Health Concern Flowchart (Appendix 5), to ensure consistent and appropriate responses.

By creating an environment where mental health is openly discussed and understood, students are more likely to reach out for support when they need it, knowing that they will be met with understanding and help.

7. Informing and Working with Parents and Carers

At Co-op Academy Grange, we believe in the importance of involving parents and carers in the process of supporting students with mental health concerns. We aim to be transparent and sensitive in our approach to sharing information, always ensuring that the child or young person is involved in decisions about how their mental health is managed and communicated.

Engaging Parents and Carers

While the academy will generally discuss concerns with both the child and their parents or carers, we always prioritise honesty regarding confidentiality. If a concern arises, we must inform the student about the following:

• Who we will talk to: Staff, parents, or other professionals.
• What will be shared: Specific concerns, observations, and the need for support.
• Why it’s necessary: To ensure the child receives the appropriate care and interventions.

If a student is unwilling for information to be shared, we explore this further with them to understand their reasons. This may lead to situations where no information is shared with the parents or carers if the child expresses this preference, depending on their maturity and the situation.

Legal Considerations: Gillick Competency

Under UK law, children under 16 can make decisions about their treatment and support if they are deemed Gillick competent—able to demonstrate sufficient maturity and understanding of the nature and implications of the treatment or support. This includes understanding the risks and alternative options. In these cases, parental consent is not required, and a parent cannot override the child’s decision.

When Information Must Be Shared

There are, however, situations where it is essential to breach confidentiality, particularly if the student is at risk of harm to themselves or others. In these cases, we are committed to informing the appropriate staff (such as the Designated Safeguarding Lead), and if necessary, contacting parents or carers to ensure the child's safety.

It is critical to communicate to the child when confidentiality is being breached, so they understand why it’s necessary for their well-being.

Sensitive Communication with Parents and Carers

When sharing information with parents or carers, we approach the situation with sensitivity and care. We recognise that parents may experience shock, anger, fear, or upset when learning about their child’s mental health challenges. To manage this:

• Plan for the conversation: Decide if the conversation will take place face-to-face, where it should occur (school, home, or neutral setting), and who should be present (e.g., the child, staff, and any other relevant parties).
• Support parents through the process: We help parents understand how to support their child’s mental health needs. If parents themselves are experiencing mental health challenges, we provide them with information on how to seek support.
• Provide additional resources: It’s common for parents to find it difficult to absorb information during the meeting. We provide leaflets, support helplines, and other useful resources they can take away. We also offer follow-up meetings or phone calls to answer any further questions.

Clear Next Steps and Ongoing Support

After the initial meeting, we ensure clear next steps are agreed upon, so both the student and the parents know what actions will be taken. We make sure all communication is documented and that the child’s confidential record is updated to reflect the discussions and actions taken.

In cases where child protection concerns arise, we follow the appropriate procedures, keeping the necessary staff (e.g., Mary Holt, Gemma Rothenburg, and Sam Moncaster) informed while ensuring that information is only shared when it is safe and necessary.

Through this approach, we aim to foster an open, supportive relationship with parents and carers, creating a collaborative effort to address the mental health needs of our students.

8. Supporting Children, Referring On, and Signposting

At Co-op Academy Grange, our approach to supporting students facing mental health challenges is multi-faceted, ensuring that every child receives the care they need, both within the school setting and externally when necessary. Early identification of mental health issues is vital, and our process includes assessing the child's needs, determining whether in-school support is sufficient, or if referral to external services is required.

Developing Individual Care Plans

When a child is identified as needing additional support, we take a collaborative approach to ensure that their mental health needs are met. This process involves creating an individual care plan that is tailored to the student’s unique circumstances. The development of the care plan includes input from the student (where appropriate), their parent(s) (if they are aware), and relevant professionals.

Key elements of the care plan include:

• Details of the pupil’s situation, condition, or diagnosis.
• Special requirements, strategies, and necessary precautions.
• Medication and any potential side effects.
• Emergency contacts and procedures.
• The role of the school and specific staff members.

Referral Process and External Support

In some cases, the in-school support will be enough, but for more complex needs, we will refer students to external agencies such as CAMHS (Child and Adolescent Mental Health Services) or other local services. We ensure the referral process is smooth, and support is continuous. A quality referral involves clear documentation and communication with the agency, as outlined in Appendix 4.

Once the student begins receiving support from external services, we make sure that the school remains involved in the ongoing care, with regular updates and a commitment to follow-up.

We also maintain a list of local support services in Bradford that students and their families can access, ensuring that they know where to seek help. These resources are available on noticeboards, in the school newsletters, and on the school website.

Examples of In-School Support:

• Mental Health Ambassador: Students who act as peer leaders to promote mental health awareness and support.
• Learning Mentors: Staff who provide one-on-one emotional and academic support.
• Play Therapy with a Counsellor: Therapeutic sessions to help students express and process their emotions.
• Access to a Social Worker: In-school support for those facing more complex family or social issues.
• Wellbeing Displays and Information: Visible resources around the school to remind students of the support available.

Examples of External Support Services:

• GP Referrals and CAMHS: For more specialised mental health care.
• Helplines and Local Services: Information on counselling, mental health support, and crisis services are available to students, parents, and staff.
• Appendix 5 provides a comprehensive list of services available to our students and their families.

9. Supporting Peers

Mental health challenges, particularly self-harm or eating disorders, can be difficult not only for the student but also for their peers. Friends may want to support but may not know how, and can sometimes inadvertently learn unhealthy coping mechanisms. It is essential to provide appropriate support to peers, ensuring they understand how to help their friend in a healthy, safe way.

Support for peers is provided on a case-by-case basis and may include:

• Individual or group support: Conversations to ensure they understand how to support their friend effectively.
• Education on what to share: Helping students understand what is appropriate for friends to know about a peer’s condition, and what they should not be told.
• Dos and Don’ts: Teaching peers what to avoid saying or doing, as certain comments or actions could unintentionally cause harm or upset.
• Warning Signs: Helping friends recognise when a peer may need further help, such as signs of relapse or emotional distress.

We also emphasise the importance of self-care for peers, encouraging them to access support for themselves if needed, and providing them with resources about healthy coping strategies. This may include:

• How to access support: Information on where peers can turn for help if they need it.
• Safe sources of information: Encouraging peers to seek out trustworthy resources.
• Healthy coping strategies: Encouraging them to express their feelings in positive, constructive ways.

Through these efforts, we aim to ensure that not only the students experiencing mental health challenges receive the support they need but also their peers, so they can cope with the situation in a healthy way.

By providing holistic, multi-layered support—both within the school and through external referrals—we aim to create an environment where every child and young person has access to the mental health resources they need to thrive.

10. Curriculum: Teaching About Mental Health and Emotional Wellbeing

At Co-op Academy Grange, we are committed to integrating mental health and emotional wellbeing into our curriculum to help students develop resilience, understanding, and healthy coping strategies. As part of the Relationships, Sex and Health Education (RSHE) curriculum, mental health and wellbeing are compulsory subjects for all students in primary and secondary education.

PSHE and Mental Health Education

Through Personal, Social, Health, and Economic Education (PSHE), we teach students essential knowledge and skills to manage their own emotional wellbeing, recognise signs of mental health challenges, and reduce the stigma associated with mental health issues. These lessons help students become more resilient and empowered to take care of their mental health, and learn how to support their peers’ facing challenges.

We follow the guidance provided by the PSHE Association to ensure that mental health topics are taught in a safe and sensitive manner. Our curriculum is designed to:

• Promote understanding of mental health.
• Encourage resilience and emotional literacy.
• Equip students with the skills to manage their own mental health and support others.
• Provide students with strategies to stay healthy and safe, particularly in response to challenges related to mental health.

Through these lessons, we aim to foster a school environment where students feel confident in seeking support and helping their peers. This initiative also serves as an opportunity to address issues such as self-esteem, bullying, stress management, and emotional regulation.

We will also offer resources and strategies to assist students who face mental health difficulties. These resources will include Appendix 5, where curriculum outlines and mental health resources are available

11. Training, Staff Awareness, and Quality Assurance

Training for all staff is a crucial part of our commitment to mental health education and support at Co-op Academy Grange. All staff members will receive regular training in recognising and responding to mental health concerns as part of their child protection training. This ensures that everyone is equipped to keep children safe and respond appropriately to mental health issues.

For staff who require deeper knowledge or wish to specialise

e in mental health education, we will offer training modules developed with clinical experts. These modules will enhance teachers' confidence in teaching about mental wellbeing and prepare them to implement the RSHE curriculum effectively when it becomes compulsory.

Additionally, staff development is ongoing through our performance management process and CPD (Continuing Professional Development) support, which may include tailored training sessions for specific needs arising within the school community. This could cover various issues such as anxiety, depression, self-harm, or other mental health challenges that students may face.

To ensure quality training, we adhere to a set of quality assurance principles as outlined in the Safeguarding Training Standards for Co-operative Academies. These include:

• Verifying trainers' qualifications and experience.
• Consulting with Trust Safeguarding and Child Protection Leads to ensure training content meets the school’s needs.
• Seeking feedback from other schools or professionals to ensure the effectiveness of external training sessions.

Our training is not only aimed at improving staff understanding but also ensuring that every session is up-to-date and appropriate for the needs of the school community.

12. Monitoring and Evaluation

To ensure the effectiveness of this Mental Health and Wellbeing Policy, we will regularly monitor and evaluate its implementation. This process includes collecting feedback from:

• Staff, who will provide insights into the policy's impact on their daily work and understanding of mental health issues.
• Students, through surveys or focus groups, to gauge how well mental health topics are being communicated and supported within the curriculum.
• Parents, who will have opportunities to provide feedback on how well the school is supporting their child’s mental health needs.

In addition, case management supervision of key staff members involved in mental health support will be conducted to ensure that services are being delivered effectively. Any necessary adjustments to the policy will be discussed with the Trust Safeguarding and Child Protection Lead to ensure consistent implementation across the trust.

We will also ensure that feedback from all stakeholders is used to improve and enhance the support provided to children, making the mental health policy more effective in meeting the needs of the school community.

This ongoing evaluation will allow us to refine our approach, ensuring that mental health education and support remain a priority and continue to evolve in line with students' needs.

By incorporating mental health education into our curriculum, supporting staff through continuous training, and regularly reviewing our processes, Co-op Academy Grange ensures that every student receives the support and education necessary to maintain a positive mental health journey.

13. References

This policy has been developed with reference to a variety of trusted and expert resources on mental health and wellbeing. These sources provide guidance, research, and best practices to ensure that our approach is comprehensive and evidence-based. Key references used in creating this policy include:

1. Anna Freud National Centre for Children and Families

• Offers insights into child mental health and wellbeing, including therapeutic approaches for schools.

2. Luminate Education Group Draft Wellbeing Policy

• Provides a framework for supporting the mental health and wellbeing of students within educational settings.

3. Liverpool CAMHS (Child and Adolescent Mental Health Services)

• A critical source of information on mental health services for children and adolescents.

4. Charlie Waller Memorial Trust

• Offers valuable resources on supporting mental health in schools, particularly in relation to young people and mental health challenges.

Appendix 1 - Protective and Risk Factors

Adapted from the Department for Education's "Mental Health and Behaviour" (March 2016), these factors influence the mental health of children and young people:

Protective Factors:

• Positive temperament (outgoing, good communication skills)
• Strong academic achievements and success experiences
• Secure attachments and supportive family relationships
• Emotional intelligence, problem-solving skills, and humour
• Faith, spirituality, and resilience

Risk Factors:

• Academic failure, communication difficulties, SEND (Special Educational Needs and Disabilities)
• Family issues such as parental conflict, abuse, or mental illness
• Peer bullying, discrimination, or social exclusion
• Negative school environments or lack of support

Appendix 2 - Conversation Checklist

When having sensitive conversations about mental health, it is important to ensure the environment is supportive and non-judgmental:

• Dos: Maintain eye contact, listen actively, show empathy, and be patient.
• Don’ts: Avoid interrupting, judgmental responses, or making assumptions.
• Suggested Questions:

• “How are you doing right now?”
• “Is there anything I can do to help?”
• “What support do you think might help?”

Appendix 3 - What Makes a Good Quality Referral

A quality referral should include detailed information on the following:

• The Problem: What it is, who is affected, and its impact (e.g., sleep, nutrition, academic performance).
• Duration and Severity: How long the issue has been present and its impact, based on feedback from the child and others.
• Previous Efforts: What has been tried so far, and whether it has been effective.
• Risk Assessment: Identifying any risks to safety, such as self-harm or abuse.

Appendix 4 - Resources

Here are several organisations and resources that provide essential mental health support for children, young people, and families:

• Mind.org.uk: Offers information and support for mental health during various life stages, including during the pandemic.
• Kooth.com: An online mental health service offering support to children and young people.
• YoungMinds.org.uk: Provides mental health support and advice for young people.
• Samaritans.org: 24/7 emotional support for anyone in need.
• Reading Well Books on Prescription: A selection of books aimed at improving mental health and wellbeing, available in libraries.

This policy reflects the importance of a holistic approach, integrating protective factors, sensitive conversation techniques, and referral processes, supported by expert resources and literature. By using these references and guidelines, we ensure that the mental health of all students is supported with care and appropriate interventions.

Appendix 5 – Flow Chart for Responding to a Mental Health Concern