1. Introduction to the Sandwell Whole School Approach to Wellbeing
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Introduction to the Sandwell Whole School Approach to Wellbeing
Oxfordshire Educational Psychology Service
With Sandwell EPS
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2. 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
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3. 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
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4. 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

5. 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
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6. 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
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7. 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.
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8. 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