High Park Social Emotional and Mental Health Provision for Pupils
Social, emotional and mental health and wellbeing is at the heart of everything we do.
Responding to the social, emotional and mental health needs of all our pupils is everyone’s responsibility.
Every pupil is made to feel welcome, greeted by adults using their preferred greeting to show that they are valued.
Positive and trusting relationships are built between pupils and adults through Intensive Interaction, the promotion of pupil choice and the in-depth knowledge we have of pupils and their likes and needs.
Autism specific and responsive learning environment (SPELL Framework and Environmental Checklist)
All pupils have access to a quiet space inside or outside. There are more quiet spaces available across classes and Bases as pupils get older
Structure and Routine
Pupils know and understand the structure and routine of the school day
Pupils have the opportunity for repetition to repeat, practice and consolidate skills within our spiral curriculum
This enables pupils to anticipate what is happening next, reduces anxiety and increases engagement and independence
Visual support linked to pupils' communication stages is available within the learning environment e.g., Visual timetable, Now and Next board
Transitions and change
Personalised approach for pupils moving to our school and onto other schools taking the lead from parents (or pupil where appropriate). Key core strategies shared with new school when pupils move.
A wide variety of visual support strategies are used to prepare pupils for an activity ending and support their transition to the next activity e.g., visual timetable, sand timer, Now Next boards, ‘wait’ board, core vocabulary ‘finished’ etc.
Class transitions are carefully planned e.g., teacher transitions meetings, class visits, transition photo books etc.
Carefully considered curriculum planning at Post 16 to provide extensive and bespoke Post 19 transitions
Increasing opportunities for pupils to access a wide range of meaningful community activities within the school day and in the holidays.
This is supported by close working with families and carers
The Core Strategies of the Therapeutic and Positive Behaviour Support Team underpin all learning and development at High Park. They form the foundation and ‘core’ of the curriculum for all our pupils.
These core strategies support emotional regulation and physical wellbeing, social communication and interaction and a readiness for learning.
Please follow the links below for further information on mental health and wellbeing from www.mentallyhealthyschools.org.uk.
Childline.org.uk also have lots of useful information and self-help tools specifically for Under 12s. Here you will find a mood tracker, people you can speak to, advice, videos, games and fun things to do.
Additional wellbeing support can be found on the websites listed below:
PHSE at High Park
I'To effectively meet the learning needs of our pupils within the area of Relationships and Sex Education (RSE), there are four cornerstones of development that must be embedded into everyday practice and provision.
Below are examples of differentiated outcomes for each Cornerstone from the PSHE SEND Planning Framework (2018) these are:-
Positive Physical Touch – through support from our curriculum intervention partners; Aroma therapist; Occupational Therapists; Massage in Schools program which help promote pupil self-advocacy.
Emotional Regulation – mutual and self-regulation supported through the SCERTS framework linked to pupil EHCP targets for Social, Emotional and Mental Health.
On a daily basis practitioners will teach core skills and knowledge as necessary through planned activities and general interactions and engagements.
The PHSE planning framework is organised into six sections:
1.Self-Awareness (Me, who I am, my likes, dislikes, strengths and interests)
2.Self-care, Support and Safety (Looking after myself and keeping safe; aspects of Relationships and Sex Education.)
3.Managing Feelings (Understanding feelings, and that how I feel and how others feel affects choices and behaviour; aspects of Relationships and Sex Education)
4.Changing and Growing (How I and others are changing; new opportunities and responsibilities; aspects of Relationships and Sex Education)
5.Healthy Lifestyles (Being and keeping healthy, physically and mentally)
6.The World I Live In (Living confidently in the wider world)
This is how the topics in the PSHE Planning Framework fit into our 3 year curriculum plan
The PSHE Association have differentiated the intended learning outcomes for each topic in progressive stages, starting with the first stage ‘Encountering’, through to the final stage ‘Enhancement’. Each stage builds on the one before and assumes that the learner has met the previous stage’s outcomes; introducing new or additional learning.
Public and Private
‘Public’ and ‘Private’ symbols form part of our toolkit alongside our Core Vocabulary
These symbols are used to teach pupils that everywhere in school and in their wider community is public.
The one private place for pupils is at home, in their bedroom with the door shut and curtains closed, on their own.
Please speak to your child's class teacher or our PHSE Curriculum Leads for visual support to use at home and for more support in using the Public / Private concept at home.
Meet the team
If you would like more information about our Personal, Health and Social Education Curriculum or how we develop our pupils skills, knowledge and understanding to enable them to be happy, fulfilled and independent individuals in adult life, please contact us.
Wendy leads our Developmental PHSE Curriculum
Scott leads our Formal PHSE Curriculum
As a school we recognise the importance of maintaining good mental health to facilitate learning. We have two Mental Health Champions support the implementation and development of a whole school approach to mental health and wellbeing.
Paige is the Mental Health Champion for Early Years and Primary.
Hannah is the Mental Health Champion for Secondary and Post-16.