Well-Being and Safety

Rooted in Christian values, our approach to well-being and safety nurtures the whole person, spiritually, emotionally, physically, and mentally.

 

Our school vision, “I can do all things through Christ who gives me strength” (Philippians 4:13), inspires every aspect of our well-being provision. It reminds us that through faith, love, and support, every member of our community can overcome challenges, grow in confidence, and shine brightly in all we do.

We are proud to have achieved the Sandwell Well-Being Charter Mark, recognising our commitment to a whole-school approach that places compassion, inclusion, and resilience at the heart of our community.

 

 

 

 

Our children are taught how to stay safe through our well-designed program of PSHE and personal development. They know who they can speak to if they are concerned or worried about something (all staff have trusted adult training). In each classroom we have Worry Boxes, where children can pop a worry or a concern about themselves or others. 

Dedicated staff for pastoral support are given training and time to support children who are struggling with their well-being and mental health through a range of therapies. We also refer for external support if required.

We have a Well-being Warrior pupil group, who add pupil voice and perspective into whole school initiatives and planning . 

 

  • Pupil Well-Being Warriors: Empowering pupil voices across our school to shape a caring and inclusive culture.

  • Safeguarding Champions: Trained pupils who are aware of safeguarding concerns and how to report them.

  • Half-Termly Mental Health & Well-Being Focus Days: Supporting emotional literacy, mindfulness and self-care.

  • Pastoral Support Team: Offering nurturing guidance rooted in empathy and Christian compassion, this is delivered in small groups or on a 1:1 basis to meet need.

  • Staff Training: Our staff team are trained to understand ACEs and Trauma-Informed Practice, ensuring a supportive culture for all. Staff use Emotion Coaching and CPI strategies to de-escalate and support children in distress.

  • Named Well-Being Governor: Providing strategic oversight and advocacy for well-being across the school, including parents.

At our school, we believe that children thrive when they feel safe, valued, supported and understood. Promoting positive mental health and emotional wellbeing is at the heart of everything we do, helping our pupils develop the confidence, resilience and self-awareness they need to succeed both in school and beyond.

Our Personal, Social, Health and Economic (PSHE) education is delivered through the Kapow Primary scheme, which provides a comprehensive and progressive curriculum. Through engaging lessons, pupils develop essential life skills, learn how to build positive relationships, understand their emotions, and make informed choices about their health and well-being.

Alongside our PSHE curriculum, we place a strong emphasis on mental health through our dedicated half-termly Wellbeing and Mental Health Days. These themed days provide children with valuable opportunities to explore different aspects of emotional wellbeing in greater depth.

Day 1 – Exploring Wellbeing and Wellbeing Strategies

Children are introduced to the concept of wellbeing and what it means to feel mentally and emotionally healthy. They explore a range of practical strategies that support positive mental health, helping them to build a personal toolkit for maintaining their wellbeing throughout the year.


Day 2 – Grounding Techniques and Regulation Strategies

Children learn a variety of grounding techniques and self-regulation strategies to help them manage difficult emotions, worries and stress. Through activities such as mindful breathing, sensory awareness and calming exercises, pupils develop skills that help them feel safe, focused and ready to learn.


Day 3– Understanding Feelings and Emotions

Pupils explore a range of emotions and develop their emotional vocabulary. Through discussion and reflection, they learn that all feelings are valid and discover healthy ways to express and manage their emotions.


Day 4 – Zones of Regulation

Children develop their understanding of the Zones of Regulation framework, learning to identify, understand and communicate their emotions. They explore practical strategies that help them recognise when they need support and how they can regulate their feelings effectively.


Day 5– Physical Activity and Wellbeing

This day focuses on the strong connection between physical health and mental wellbeing. Pupils explore how movement and exercise can improve mood, build resilience, reduce stress and support a healthy lifestyle through a range of engaging activities.


Day 6 – Reflection, Transition and Preparation

Children reflect on their personal growth, celebrate achievements and prepare for upcoming changes and transitions. They are encouraged to identify strengths, discuss any concerns and develop confidence as they move forward to the next stage of their learning journey.

Our approach to mental health and wellbeing extends beyond designated lessons and wellbeing days. We strive to create a nurturing environment where every child feels listened to, respected and supported. Through strong relationships, a positive school culture and opportunities for children to develop self-awareness and resilience, we aim to equip all pupils with the skills they need to maintain positive mental health throughout their lives.

By placing wellbeing at the centre of school life, we help our children become happy, healthy and confident learners who are ready to embrace the opportunities and challenges of the future.

 

We care deeply about our staff and provide:

Workload Management: 

  • Aim for workloads to be manageable, and that staff are not overloaded with tasks that could compromise their well-being.

    Senior leaders will listen to feedback and Governors offer their support also. Use of DfE resources support this.

  • School has adopted a live marking policy to limit teacher marking books out of lesson time -see Teaching and Learning policy and Marking policy

  • Scheduled regular planning and preparation(PPA) time for teaching staff, which can betaken at home, subject to agreement from the Headteacher, including allocated time for  collaborative planning and reflective practice.

  • Avoid excessive demands outside of contracted hours, ensuring that meetings, events, and activities are necessary and purposeful. This is in line with teachers, pay and conditions document.

  • Teachers are given additional time for administrative tasks such as: data input, time for moderation of work and data and report writing

Access to Counselling Services: 

  • All staff have access to the employee assistance scheme to access for support if and when necessary

  • Provide stress/ mental health awareness training or support for all staff, including identifying signs of stress, burnout, and how to seek help.

  • Appoint a wellbeing Governor who is responsible for ensuring that the good health and wellbeing of all staff members is supported, promoted and valued by the school.

  • Encourage an environment of openness where mental health concerns can be discussed without fear of stigma or discrimination.

  • The staffroom environment is a positive environment where staff can relax and socialise. This includes a noticeboard that promotes awareness or support. 

  • The head teacher or a trusted SLT adult will conduct stress risk assessments for work related stress in consultation with staff, make individual suggestions/adaptations and referrals to occupational health when necessary.

  • Specific staff are trained as Mental Health First Aiders, offering a listening ear and guidance.

Physical Health 

  • Ensure that staff have access to comfortable and ergonomic workspaces.

  • Staff using continuous display screen equipment (DSE) for a number of hours a day, will complete a workstation assessment annually.

Flexible Working

  • Where possible, support flexible working arrangements, including part-time hours, job sharing, and working from home (for administrative roles, where appropriate or for teachers’ PPA).

  • Allow for flexibility where possible to accommodate personal needs, family responsibilities, or external commitments.

Recognition and Appreciation

  • Celebrate staff achievements through formal and informal recognition through acknowledgment during staff meetings/emails/training.

  • Ensure that staff are thanked and appreciated for their hard work, particularly during challenging times (e.g., after major events, working towards an award, or during periods of heavy workload).

Positive working relationships

  • Foster a collaborative and supportive culture where staff work together as a team and feel comfortable seeking help from one another.

  • Promote inclusivity and diversity within the staff body and ensure that all staff are treated with dignity and respect.

  • Weekly diary sent out well in advance, so everyone feels included. 

Support for Specific Staff:

  • New Staff - Provide induction programs for new staff members that include an introduction to support within the school.
  • Staff with Long-Term Illness or Disability - Support staff who are managing long-term health conditions by offering reasonable adjustments to their workload or working conditions where possible.
  • Returning to Work after Absence - Provide a structured and supportive reintegration plan for staff returning from extended leave, including sick leave or maternity/paternity leave.
Staff Involvement and Feedback
  • Encourage staff to actively participate in decisions affecting their well-being by providing feedback through surveys, informal check-ins or one-to-one meetings, where action can be taken on areas for improvement.
  • Ensure a well-being governor can talk to staff members across the school to ensure a broad perspective on staff well-being issues.

 

 

Our PSHE and RSE curriculum supports pupils’ personal development and prepares them for life in modern Britain. It is rooted in our Christian ethos and delivered with sensitivity, respect, and age-appropriate guidance.

Pupils learn:

  • How to manage emotions, build resilience, and develop a positive self-image

  • About healthy relationships, consent, and respect for others

  • How to stay safe online and offline, including recognising risks and seeking help

  • About diversity, equality, and the importance of inclusion

  • Basic economic understanding, including money management and decision-making

Our RSE provision is aligned with statutory guidance and reflects our values of love, dignity, and mutual respect. Parents are engaged in the process, and we ensure that all teaching is inclusive and faith-sensitive.

Safety Education and Partnerships

We deliver a comprehensive safety education programme through our curriculum and our trusted partnerships:

Sandwell School Nurses: Teaching age-appropriate sessions on:

  • Personal hygiene

  • Safety via PANTS workshops

  • Healthy eating

  • Healthy relationships (including sex education)

  • Puberty

  • Emotional well-being

PCSOs (Police Community Support Officers): Delivering age-appropriate sessions on:

  • Online safety and cyberbullying

  • Stranger danger and personal safety

  • Anti-social behaviour and respect in the community

  • Gangs and peer pressure awareness

  • Knife crime prevention, helping pupils understand the risks, consequences, and how to seek help.

Sandwell DECCA education: Delivering sessions on

  • Alcohol and Cannabis

  • Medicines and safety

  • Tobacco and its dangers

  • ENDS (Vapes)

Sandwell Road Safety Education: Working closely with our school to deliver:

  • Child Pedestrian Safety Training in Year 1

  • Year 6 Transition Safety Workshops

  • Whole-School Road Safety Assemblies

Other Partners:

Railway Safety (Network Rail) : Educating pupils on safe behaviour near railways. We are proud to have earned the Rail Safe Friendly Silver Award, recognising our commitment to rail safety education and awareness.

Water Safety (Tipton Swimming Baths) - educating children about safety around water and what to do if you or someone you are with gets into trouble. 

Remedi - Step Up: Beat Hate - Promoting kindness, respect and understanding, and how we can all help make our school and community a safer place. Pupils learned what a hate crime is, the impact hate crimes can have on individuals and communities, and how to support others and take positive action when someone may be in need.

First Aid Workshops: Equipping children with life-saving skills – led by Dudley First Responders.

Online Safety Sessions: Delivered to both pupils and parents to promote responsible digital behaviour by lead staff and PSCOs.

Speak out to Stay Safe: Staff use NSPCC resources to ensure children know how to report concerns about abuse to a trusted adult.

Anti-Bullying Week: Staff deliver Anti-Bullying Alliance sessions on types of bullying and how to report it. Sandwell SHAPE teem support this.

Learn to Ride and Bikeability Sessions: Helping pupils develop essential cycling skills, road awareness, and confidence for safe travel.

Modeshift STARS Good Travel Plan: Promoting safe, sustainable travel to and from school, encouraging active lifestyles and reducing environmental impact.

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