relationships, family, etc Form tutor time Opportunity to discuss specific topics as a form and for 1:1 time with form tutor as required Everyone Every student accesses form tutors and form time Students are informed of tutor groups at the start of each new year. Heads of Key Stage Pastoral support leads for specific year groups. Keeps oversight of the wellbeing of students in College day and can offer 1:1 support when needed Everyone in the key stage The Heads of Key Stage are available around school Heads of Key Stage are an integral part of induction and students are introduced to them when they start at College or move Key Stage The Hub A support base for students across the curriculum groups, where they can receive 1:1 support for access to study. Everyone Identification on assessment, feedback from student reviews, recommendation from teaching staff On an individual basis on joining NCW, following on from a recommendation support needs are discussed 1:1 with the students. College nurse and Surgery College nurse is available during school day until 5pm Everyone Every student can access the College nurse during the day, Monday to Friday Students are told about surgery and the College nurse as part of their induction on
for medical and emotional and wellbeing issues that students may want to raise. Students can also take time out in surgery after discussion with the nurse and teaching staff arrival. Information is reiterated by keyworkers, form tutors and other staff Mentoring Where a student needs some additional 1:1 input they may be assigned a mentor from outside their usual College network Those who need a little extra support Keyworker or form tutor would call a meeting around the child of College professionals to discuss and decide on a mentor This is discussed with students in induction, in keyworker meetings, with form tutors and other key staff Counselling The counselling approach used at NCW is a person centred approach with the College employed counsellor. This service is voluntary and no student can be compelled to attend. Those who are wanting to make sense of something in their lives or want some dedicated counselling space to explore an issue which is causing them distress Any member of staff, student or parent can contact the College nurse in the first instance to discuss. Referrals are discussed between the College nurse and the Mental Health Lead and then made to the College counsellor. This is discussed with students in induction, in keyworker meetings, with form tutors and other key staff Social Skills group Those who need to build social This decision is made by the This is discussed with
A group for students who experience specific difficulties with their social skills and understanding confidence and / or are identified as needing additional social skills College network, in conjunction with the SENCO students in induction, in keyworker meetings, with form tutors and other key staff Access to activities, clubs and exercise There are numerous opportunities to access internal and external activities, such as sports clubs, cycling, climbing, larger active trips. There is also a well resources multi-gym on site Everyone The Activities team and PE department circulate the activities and club lists to all students, Care staff and parents. Once inducted to the multi-gym students can access this with staff. The Activities team and PE department circulate the activities and club lists to all students, Care staff and parents. This list is not exclusive and there may be further resources available. Local Support Sight Concern Worcestershire – Reach for Wellbeing (Worcestershire Health and Care NHS Trust) – promoting and supporting wellbeing for 5 – 19 year olds by providing group support programs for those experiencing anxiety, low mood and self-harm (for moderate to severe mental health concerns referrals should be made to the GP): Referral information found at
comes later. For now your role is simply one of supportive listener. So make sure you’re listening! Don’t pretend to understand “I think that all teachers got taught on some course somewhere to say ‘I understand how that must feel’ the moment you open up. YOU DON’T – don’t even pretend to, it’s not helpful, it’s insulting.” The concept of a mental health difficulty such as an eating disorder or obsessive compulsive disorder (OCD) can seem completely alien if you’ve never experienced these difficulties first hand. You may find yourself wondering why on earth someone would do these things to themselves, but don’t explore those feelings with the sufferer. Instead listen hard to what they’re saying and encourage them to talk and you’ll slowly start to understand what steps they might be ready to take in order to start making some changes. Don’t be afraid to make eye contact “She was so disgusted by what I told her that she couldn’t bear to look at me.” It’s important to try to maintain a natural level of eye contact (even if you have to think very hard about doing so and it doesn’t feel natural to you at all). If you make too much eye contact, the student may interpret this as you staring at them. They may think that you are horrified about what they are saying or think they are a ‘freak’. On the other hand, if you do not make eye contact at all then a student may interpret this as you being disgusted by them – to the extent that you cannot bring yourself to look at them. Making an effort to maintain natural eye contact will convey a very positive message to the student. Offer support “I was worried how she’d react, but my Mum just listened then said ‘How can I support you?’ – No one had asked me that before and it made me realise that she cared. Between us we thought of some really practical things she could do to help me stop self-harming.”