Mental Health and Wellbeing
Mental Health and Wellbeing
Hello, my name is Mrs Jeffery, I am the Mental Health and Wellbeing Lead for Frogmore Junior School. I am the designated member of staff responsible for coordinating our school's provision to support mental wellbeing in our school. In my role, I work with Senior Leadership to oversee our school's ELSA provision, wellbeing curriculum (including our Relationship and Sex Education programme) and organise mental health initiatives that take place at Frogmore to develop a whole school approach to support mental wellbeing. I have developing links with specialist mental health services in the local area and know which local and national help and support services are available in order to signpost pupils and families to access help and support.
At Frogmore Junior School, we recognise and believe that the welfare, emotional wellbeing and mental health of our pupils, staff and parents is as important in our daily lives as physical health is. We are committed to supporting a positive culture of mental health and wellbeing of our whole school community (children, staff, parents and carers).
By working together, we can ensure that children are able to manage the times of change and stress that they will encounter in their daily lives. Our aim is to ensure that they can recognise when they need support and be able to access help when they need it to reach their full potential. Our curriculum and nurturing approach ensure that children learn about: to recognise their emotions using the Zones of Regulation; what they can do to maintain positive mental health; what affects their mental health; how they can help reduce the stigma surrounding mental health issues and where they can go if they need help or support.
At Frogmore we take a whole school approach to promoting positive mental health, aiming to help children become more resilient, happy and successful and to work in a pro-active way to avoid problems arising. We do this by:
Creating and applying consistent ethos, policies and behaviours that support mental health and resilience, and which everyone understands.
A whole school approach to identification of emotions using ‘‘Zones of regulation’.
Helping children to develop social relationships, support each other and seek help when they need it.
Promoting self-esteem and ensuring children understand their importance in the world.
Helping children to be resilient learners and to manage setbacks.
Teaching children social and emotional skills and an awareness of mental health.
Identifying children who have mental health challenges and planning support to meet their needs, including working with specialist services, parents and carers.
Supporting and training staff to develop their skills and their own resilience.
Developing an open culture where it’s normal to talk about mental health.
Parents or carers should approach their child/children’s class teacher if they have any mental health concerns. Alternatively, they can contact the Mental Health Lead. In addition to offering universal support within school, we may also discuss with you, additional support mechanisms available to you from the following agencies:
Mental Health Support Team
CAMHS (Child and Adolescent Mental Health Service)
Online resources to support Mental Health and Wellbeing can be found on the following websites:
CAMHS https://hampshirecamhs.nhs.uk/
Hampshire’s Family Information Service: https://fish.hants.gov.uk/kb5/hampshire/directory/family.page?familychannel=2-2
A quick guide to ADHD | Resources | YoungMinds
How to support a child with depression or anxiety | NSPCC
Home - Cruse Bereavement Support
Treatment and support for anger issues - Mind
We hope you will find this helpful.
Tracy Jeffery
Mental Health Lead
