Introduction to the Sandwell Whole School Approach to Wellbeing EPS logo   Introduction to the Sandwell Whole School Approach to Wellbeing Oxfordshire Educational Psychology Service With Sandwell EPS [IL0: UNCLASSIFIED]

What is it? The Sandwell ‘Whole School Approach’ to wellbeing is a response to current developments and challenges in the field of children and young peoples’ mental health and wellbeing There are 3 elements : The EPS will work with schools using whole school approaches based on theory and evidence to create an action plan The Healthy Mind Happy Me curriculum is provided for the school to use The Well Being survey tool is given to the school so that schools are able to monitor the health and well-being of their children and young people [IL0: UNCLASSIFIED]

Promoting Mental Health in Schools Whole School Approaches This model focuses on the factors that support health and wellbeing rather than the factors that cause mental illness. It fits well with the role schools have in promoting good mental health and emotional wellbeing Pathogenic View - Within person model (medical) - Mental Health is the absence of mental illness - Mental illness can be defined and cured - Focus on categorisation and classification Salutogenic View: - Holistic perspective of inter-relating systems (Social) - Acknowledges the role of human, Social and Cultural factors in Mental Health. - At some time all people will experience health needs - Focus on what contributes to successful health [IL0: UNCLASSIFIED]

Environmental Quality Macro - Policy & decision makers Meso - Communities & organisations Micro - Individuals & families Environmental Quality Environmental Deprivation Self Esteem Emotional Abuse Emotional Processing Emotional Negligence Stress Management Skills Social Exclusion Social Participation Promoting factors Ten Elements of Mental Heath Demoting factors

Curriculum, Teaching & Learning Identifying needs, monitoring impact 8 principles Leadership Curriculum, Teaching & Learning Pupil Voice Staff Development Identifying needs, monitoring impact Working with parents Targeted Support Ethos and Environment “Promoting children and young people’s emotional health and wellbeing: A whole school and college approach”. Public Health England, 2015. 8 principles that have been identified as being key emotional, health and well being in schools [IL0: UNCLASSIFIED]

Data is collected in the 8 areas School collates evidence of what is already working well Data is collected by the research psychologists in the 8 key areas. They use multiple methods: Hard data, questionnaire, focus groups. Data is mapped against the areas and the reports are presented to the SLT An action plan action plan is devised with SLT then reviewed prior to the charter mark award 3 yearly follow up [IL0: UNCLASSIFIED]

Summary of The Charter Mark Process 1: Expression of interest from school Identify Lead professional Arrange initial meeting 2: Communicate to staff Begin to develop Charter Mark evidence portfolio around the 8 key areas 3: Research Psychologists undertake audit using multiple methods 4: Feedback and joint action planning 5: Actions undertaken based on action plan. Opportunity to access the social, emotional learning curriculum and well being screening tool 6: Review of progress on action plan Charter Mark awarding Decision 7: Continue to embed social emotional learning programme and seek further support if required A visual over view of the Charter Mark process for reference. [IL0: UNCLASSIFIED]

Charter Mark Awarded! School will embed the progress made and reflect on how to continue to promote the wellbeing of students and staff The EPS returns to support a review after 3 years