The wellbeing of our pupils, parents and school personnel is paramount and cover all areas such as:
- Physical well-being
- Economic well-being
- Social well-being
- Development and activity
- Emotional well-being
- Psychological well-being
- Life satisfaction
- Domain specific satisfaction.
At St George's we promote an inclusive environment in which each pupil is valued and respected. We have an ethos of high expectations but recognise that all our pupils need a solid foundation of positive mental health in order to succeed. We recognise the indicators of social, emotional and mental health barriers and will respond quickly in order to put in place targeted SEMH interventions to support our pupils. Below is some information about our SEMH provision.
Mindfulness is a gentle technique which focuses on simple breathing exercises. It involves us directing our attention to our experience as it unfolds, moment by moment, with open-minded curiosity and acceptance.
Rather than worrying about what has happened or what might happen, it trains us to respond skilfully to whatever is happening right now, be that good or bad. It provides children with the tool to strengthen and protect themselves from anxieties or difficult emotions. Mindfulness training has been proven time and time again to improve health and wellbeing. It also helps people of all ages to learn more effectively, think more clearly, perform better and to feel calmer, less anxious and depressed.
Mindfulness is recommended by the National Institute of Clinical Excellence and it is now increasingly being used in business and schools to improve concentration, well-being and satisfaction. It is used in sports training to improve performance. Recent research has shown using it with young children in schools enhances learning. In years 5 and 6 we use an app called the “Smiling Mind” after lunch each day. This is free to download and some children have gone home and used it before bed or when they have felt they needed some quiet time.
ELSA (Emotional Literacy Support)
The majority of ELSA work is delivered on an individual basis, but sometimes small group work is more appropriate, especially in the areas of social and friendship skills. Sessions are fun, we use a range of activities such as: games, role-play with puppets or arts and craft. The sessions provide support for a wide range of emotional needs: self-esteem, social skills, friendship skills, anger management loss and bereavement.
The teaching timetable is quite comprehensive and does not always enable teachers to find time to discuss these sorts of worries with pupils. The ‘Listening Ear’ service gives children an opportunity to discuss their concerns with a sympathetic and supportive adult on an informal basis.
Kick London – Mentoring Service in School
Emerging research studies also suggest that yoga can help children with attention deficit hyperactivity disorder (ADHD) by improving the core symptoms of ADHD, including inattentiveness, hyperactivity, and impulsivity. Yoga is really effective because it’s so tangible. Learning physical postures builds confidence and strength as well as the mind-body connection. The effects of yoga go beyond physical fitness and also allow children to build confidence and awareness beyond the classroom. Through yoga, children start to realise that they are strong and then are able to take that strength, confidence, acceptance, and compassion out into the world.
Mental Health First Aiders (MHFA)
The role of the Youth MHFA Champion is to act as a point of contact for the young person who is experiencing a mental health issue or emotional distress. This interaction could range from having an initial conversation through to guiding a young person to get appropriate support. − Youth MHFA Champions are invaluable in providing early intervention to help a young person who may be developing a mental health issue − Youth MHFA Champions are not trained to be therapists or psychiatrists but they can offer initial support through non-judgemental listening, reassurance and guidance.