Pupil Wellbeing

Strategies we use to support pupil wellbeing

CORE uses key strategies from across our Therapeutic and Positive Behaviour Support offer to enable pupils to be well regulated and available for learning. 

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:-


Public and Private - through learning about ‘keeping ourselves safe’, protecting dignity and making choices.

Click here to see the differentiated outcomes


Positive Physical Touch – through support from our curriculum intervention partners; Aroma therapist; Occupational Therapists; Massage in Schools program which help promote pupil self-advocacy.

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Body Awareness

Self and Body Awareness – through access to our sensory curriculum

Click here to see the differentiated outcomes


Emotional Regulation – mutual and self-regulation supported through the SCERTS framework linked to pupil EHCP targets for Social, Emotional and Mental Health.

Click here to see the differentiated outcomes

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.

Strategies for improving wellbeing

Try our Mindfulness Challenge as a family.

Our first Challenge uses our sense of smell

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.

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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. 

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Hannah is the Mental Health Champion for Secondary and Post-16.