A child’s wellbeing could be the key to their future happiness. Research suggest that primary school staff can have an effect on the emotional wellbeing of their pupils that can last five years or more (Clark et al, 2018).
Whole School Intent Build self-awareness Have a tool kit to manage emotions Develop understanding of how to keep themselves and others safe. Improve understanding of the world around them. Develop self-advocacy skills.
| Emotional Regulation and Well-Being at a glance | Whole School Implementation |
| Across the Pathways |
Nurture and Willow | Elm | Cherry and Chestnut |
Intent Developing self-awareness Develop recognition of emotions Develop acceptance of co-regulation
Implementation | Intent Developing self-awareness and awareness of others Develop recognition of emotions in self and others Develop acceptance of co and self-regulation tools.
Implementation Oakey Boost Sensory experiences Tac pac mindfulness Learning powers: Explore, Connect and Persevere, feel. Zones of regulation: recognising emotions, naming emotions in self and others. Managing emotions developing co-regulation tools and asking for help Play interaction: developing positive relationships and turn taking
| Intent Developing self-awareness and awareness of others Develop recognition of emotions in self and others Develop acceptance of co and self-regulation tools. Keeping selves and others around safe.
Implementation Oakey Boost mindfulness Learning powers: Explore, Connect and Persevere, reflect Zones of regulation: recognising emotions, naming emotions in self and others. Managing emotions developing self-regulation tools and asking for help across all areas of school and home life. Play interaction: following rules of the game and accepting change/loss as a part of life.
|
Curriculum Content Zones of Regulation: This programmed is planned to be available across all pathways as either discrete lessons or support in building emotional language and awareness into daily classroom life. Mindfulness and sensory stimulation work: students have several opportunities throughout the school day to explore/experience different sensory inputs e.g. tac pac, story massage, light sensory as well as regulation tools e.g. weighted blankets and mindfulness activities. Students are supported to share their opinion if they like or dislike the sensory inputs, supporting them to build a ‘go to’ tool kit Oakey Boost: A welcome session held each morning where students can acclimatise to the school environment, develop relationships with staff and peers through play, show preferences to their likes and dislikes. This time is also used for emotional check-ins and regulation time after journeys to school. Students are encouraged to label their feeling and select activities that will support them to be in the ‘green zone’. So Safe: This is designed for use with SEND learners and is a very clear rules-based approach to social safety. It uses a standardised framework of symbols, visual teaching tools and concepts to teach strategies for moving into intimate relationships in a safe and measured manner, and provides visual communication tools for reporting physical or sexual abuse.
Curriculum overviews and planning have been developed as appropriate for each pathway. The typical time budget for each pathway, including embedded practice and ‘teachable moments’ is as follows: |
| Nurture and Willow | Elm, Cherry and Chestnut |
ER 5 hours per week (2.5 hours for Oakey boost, 2.5 hours on tac pac/sensory exploration). SoSafe! is interwoven into other areas of the curriculum | ER 5 hours per week (2.5 hours for Oakey boost, 2.5 hours on discrete teaching of zones, sensory exploration, mindfulness activities). 1 hour per week of SoSafe! (3x 20 minute sessions) |
Strengths Staff have a strong understanding of the needs of their students Staff teams are able to create engaging and purposeful curriculum for their pathways. Daily use of ER language and modelling by staff of labelling emotions and self-regulation. Students are making progress in their OPAL ladders.
|
Areas for Development Developing Zones curriculum for discrete teaching in Cherry. Develop Zones approach for ER accessible school wide. Develop sensory strategies/areas around the school for better co/self-regulation opportunities. Setting up a SIT team so that teams can improve their depth of knowledge and share this with the whole school
|
Resources, Training and CPD https://www.mentallyhealthyschools.org.uk/ https://www.annafreud.org/ https://www.zonesofregulation.com/index.html https://sensory-processing.middletownautism.com/ https://traumainformedschools.co.uk/ Staff CPD: Behaviour Induction for all new staff (Aug 21) Supporting behaviour in school updates for all staff (Aug 21) Team Teach Training for new staff (Sept 21) Positive Behaviour Support in Cherry Pathway – TAs roles / non-negotiables (Oct 21) Zones of Regulation - all Willow & Cherry Pathway (Feb 22) Restorative Approaches ~ 3 staff leading the project, see below (Feb/March 22) Team Teach Trainers – Refresher (March 22)
Parental workshops: |
At Oaklands we adopt a range of whole school approaches which develop and support children’s mental health and wellbeing.