At Fitzwaryn School we are committed to supporting the mental health and well-being of our staff, pupils and the wider school community.
We understand that everyone experiences life challenges that can, at times, make us vulnerable and additional emotional support may be required during these periods.
We all have a role to play in promoting and supporting positive mental health and recognise that developing resilience and using coping strategies early on is vital to ensure good mental health can be retained/ restored quickly.
At Fitzwaryn we support all pupils by:
- helping them to understand their emotions and feelings better
- helping them feel comfortable sharing any concerns or worries
- supporting them with communication and social skills to interact, form and build relationships
- promoting self-esteem and ensuring they know that they count and their views/ opinions matter
- encouraging them to be confident, embrace their differences and celebrate who they are
- working with them to develop emotional resilience and develop coping strategies to manage setbacks
We have dedicated members of staff in place to support the mental health and well-being needs of our school community.
We have a full safeguarding team, led by Chris Slatter, Deputy Headteacher
Jane Pierce (HLTA), is an accredited mental health first aider, supporting our staff team and is also a key part of our behaviour support team.
Clair Taylor (OSLO), has a Level 2 qualification in Understanding Children and Young People’s Mental Health, alongside a number of other mental health certificates and has been attending the local Youth in Mind Conference in recent years.
Tammy Bunce and Gosia Zaprawa (Teaching Assistants), have both carried out training to be an ELSA (Emotional Literacy Support Assistant) and deliver targeted support to pupils across the school.
In addition to this we have also invested in whole school staff training on supporting the mental health needs of our pupils and many of our teaching assistants have carried out additional training in specific interventions, such as Drawing and Talking.
Support is structured according to the needs of the individual child and can include:
- Universal Support - To meet the needs of all our pupils, as outlined above, through our overall ethos and our wider curriculum offer.
- Additional support - For those who may have short term needs and those who may have been made vulnerable by life experiences such as bereavement.
- Targeted support - For pupils who need more differentiated/ ongoing support and resources or specific targeted interventions such as wellbeing groups or personal mentor time.
Useful Website Links
Mental Health and Well-being Apps
Headspace- meditation and mindfulness
5 Ways to Wellbeing
Couch to 5K
SAM- Self-help for Anxiety Management