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WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELLBEING?

  • As a school we understand that good relationships are vital to support wellbeing. Relationships are a focus at every September staff training and time and effort is taken to develop staff child relationships ensuring that all children in Warren Dell feel safe and have adult in school they can trust.
  • Every September after the summer break we have a week long ‘soft start’ with a focus on developing relationships
  • Every child in KS1/2 will make a personalised protective behaviours hand. These hands will have the names of adults in school that children feel they can trust and talk to if needed.
  • The whole school teach PSHE using a scheme called ‘Jigsaw’ which encourages mindfulness and emotional literacy. Lessons from the following themes are taught age appropriately to our children; being me in my world, changing me, dreams and goals, relationships, healthy me and celebrating differences. As it is a whole school approach PSHE is focussed on in assemblies and during the school day - not just during the discrete lessons.
  • In September 2021 we introduced all children to the Zones of Regulation and this was shared with parents during a workshop and email.  Please follow the link for more information.
  • Every class has a zones of regulation display
  • Every class has a regulation station that children can use to manage emotions
  • We have a sensory room and sensory garden
  • We teach children about the 6 ways to wellbeing; eat healthily, be active, take notice, give, connect and learn
  • Each child has half termly 1:1 ‘mentoring’ meetings with their class teacher to discuss academic and social progress.
  • A worry box is in place so children can ask to talk to staff discretely.
  • Friendship benches are in place on every playground and children are aware that if they want someone to play with/talk to, they can sit there and someone will come to them.
  • We have a young carers group to support children that have been identified as either young carers or children of carers.
  • We run a number of social interventions to encourage character development.
  • We offer a number of free after school clubs.
  • All children have access to free fruit during break time.
  • Staff and children are regularly trained in First Aid.
  • We work with parents to ensure that those children with additional medical needs have the appropriate care and the least disruption to their learning.
  • We operate a highly positive system of behaviour management.  Children earn ‘Smileys’ for positive behaviour / learning which in turn earn them certificates.
  • We send home postcards and give achievement certificates to children in assemblies.
  • We reward excellent attendance with certificates and prizes.
  • We hold the Anti-Bullying mark.
  • Pupils on the SEND register have a termly target review meetings and pupil voice is obtained weekly ensuring their views are heard.
  • We are a Thrive school and our pastoral lead is a trained "Thrive Practitioner"
  • All children have a Thrive assessment to gauge social and emotional wellbeing and if needed an action plan is made to support progress
  • Individual children may have Thrive intervention to support their emotional wellbeing. 
  • A Music Therapist visits the school once a week to support identified children
  • A Play Therapist will be visiting the school once a week to support identified children this year
  • We run lego therapy groups to support children with communication and interaction difficulties
  • Positive books are in use for some children to boost self-esteem
  • A Trainee Educational Mental Health Practitioner (EMHP), called Shela, is in school every Wednesday and is working with the Watford Mental Health Support Team to help improve young people’s mental health and wellbeing. She can provide 1:1 parent support sessions, group work and workshops to support children with anxiety and challenging behaviour.

Some children, who are unable to access a mainstream class, are part of our transition Cherry Tree Class to support their wellbeing. These classes provide support for a small number of children where allowing them to access highly supported and differentiated work in order to meet social and academic needs in a way that is not possible in a class of 30. Children in these classes are either transitioning back to class with support or on to specialist provision. The Cherry Tree classes have been developed using advice from and are supported by speech and language therapists, EYFS SEND advisors, Eps and Communication and Autism advisory teachers.

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