Epsom Downs Primary School & Childrens Centre

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 Promoting Positive Mental Health at Epsom Downs Primary School

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Wave 1 Provision for all

Promoting positive mental health runs through the core of our school ethos. 

Provision

Delivery

PSHE (Personal Social and Health Education)

PSHE is taught throughout the school discretely via circle time, discussions, whole class lessons and whole school assemblies. It is also embedded throughout other subjects and in all that we do. It promotes fundamental British values, social, moral, spiritual and cultural understanding and prepares children and young people for the next stage in their lives.

Positive Behaviour Management

We promote a nurturing ethos and believe children learn best when they feel happy and secure. The school strives to develop an ordered, trusting, supportive and caring school that bases its practice upon a shared understanding of others.

Growth Mindset

We recognise the importance of creating classrooms and teaching experiences that enable pupils to develop growth mindsets. When students have a growth mindset, they take on challenges and learn from them, therefore increasing their motivation, abilities and life-long love of learning. 

A person with a Growth Mindset: 

· is open to constructive criticism; 

· takes on new challenges; 

· (crucially) believes they can get more intelligent by working hard; 

· shows resilience and perseverance; 

· and learns from their mistakes. 

Assertive Mentoring

Teachers from Year 1 to Year 6 meet their children half termly and discuss targets and successes.  Within this, we provide the children opportunity to self assess a range of growth mindset and resilience questions, which are tracked over the year.

Mindfulness

All the children in KS2 receive the Mindfulness in Schools 12 weeks of lessons. All teaching staff have received the mindfulness training so they are able to provide daily mindfulness slots in their timetables. We use a range of resources such as 60 mindful minutes, Growing Mindful, Sitting Still like a Frog and Go noodle.  The children in RU and Key Stage One are inrotiduce to mindful principles and receive short mindful sessions at least once a week. There is also a mindfulness lunchtime club once a week.

 

 

Lunchtime Provision

We offer a range of indoor and outdoor provision for children who struggle to cope with the lack of structure at lunchtimes and who need support in developing positive peer relationships.

 

Safety Survey

Every year, children from Year 1 to Year 6 complete a survey which captures pupil voice about bullying and how safe they feel around the school.  Embedded within this is a HIFAMS (How I Feel About my School) questionnaire, which measures the happiness and subjective wellbeing of children in school.  Any children who identify as being sad in any of the areas are identified and supported accordingly.

Healthy Mind Healthy Body Enrichment

Led by a trained ELSA (Emotional Literacy Support Assistant), small groups of children from Year 1 to Year 4 take part in a range of activities incuding, worry circles, building positive self image, tackling bullying and understanding positive friendships.  They explore how healthy eating and exercise positively affects our mental health, take mindfulness breaks and work on recognising emotions and feelings. 

Farm enrichment and lunchtime club

We encourage the children to take part in caring for the animals at our small farm.  Animals, and caring for them, can develop empathy and emotional regulation in children.  Observing, caring for and enjoying time spent with an animal can instil a sense of responsibility and respect for life.  Animals can increase sensitivity and awareness of the feelings and needs of others—both animals and humans. Pupils experience directly how their behaviour and actions affect others in a very physical way, if a child is noisy and pushy the animals will retreat but once quieter, calmer children are immediately rewarded with the animals immediate attention.  There are very few tensions during the farm enrichment and club, children cooperate very well in the area.

 

Gardening enrichment and lunchtime club

As an area where creativity is encouraged, students can feel real achievement in a practical way. Communication and thinking skills can be developed as well as encouraging children to mix socially through shared experiences in a secure area. Gardening improves physical health which in turn improves mental health.

 

 


Wave 2 Additional Interventions

Our Wave 2 provision includes targeted small-group intervention for pupils who can be expected to catch up with their peers.   This type of intervention is designed for children for whom a well-structured short-term programme, delivered by either a teaching assistant, teacher or ELSA (Emotional Literacy Support Assistant), is all that is needed to enable them to make accelerated progress.

Provision

Delivery

Expected Outcomes

Entry and Exit Level Data / monitoring

Year Groups

Nurture

Small group provision delivered by trained, qualified and experienced ELSAs (Emotional Literacy Support Assistants) to help children cope with a range of social and emotional difficulties. 

Improvement in the area of emotional literacy being targeted, with a positive impact on learning progress as a result.  Fewer incidents resulting in Warnings.

HIFAMS (How I Feel About my School)

Reception to Year 6

Social Skills Groups

Small group provision delivered by TAs, designed and monitored by ELSAs to help children cope with a range of social and emotional difficulties. 

Improvement in the area of emotional literacy being targeted, with a positive impact on learning progress as a result.  Fewer incidents resulting in Warnings.

HIFAMS (How I Feel About my School)

Reception and KS1

Therapy Dog (Stanley)

 

Research has shown that petting a dog can raise the levels of hormones that make us feel better, such as oxytocin and seratonin. Other research has shown that it can lower blood pressure and decrease the level of cortisol, the stress hormone.  However,  you only have to look at the smiles on the faces of  the children who come in to contact with Stanley to know that he has a positive impact on their wellbeing.

On  the days that Stanley is in the room the children are generally calmer and more able to settle to their work than on days that he is not in. Spending time with the dog gives children the opportunity to be more mindful, to be in the present moment.

Stanley is great company and when children get upset, 5 – 10 minutes cuddle time with him can really help.  Several children throughout the school choose to come and spend time with him in their lunchtimes.    When children are struggling, having an interaction with Stanley can really help because his company is totally non-judgemental and of great comfort.

Pupil voice

Observation

Case studies  

Reception to Year 6

 

 

 


 

Wave 3 Highly Personalised Interventions

Our Wave 3 provision is for children for whom Quality First teaching and Wave 2 catch-up programmes are not enough. It may need to be a more intensive programme, involving more individual support or specialist expertise.

Provision

Delivery

Expected Outcomes

Entry and Exit Level Data / monitoring

Year Groups

Lunchtime Support

Individual or small group provision by a TA to facilitate positive play in Fun Club or the playground.

Improved behaviour at lunchtime from targeted children. Fewer incidents resulting in Warnings.

HIFAMS (How I Feel About my School)

Reception to Year 6

Home School Link Worker

Individual children or siblings are supported alongside their families.

Improved access to the curriculum through homework and increased parental engagement.  Improved emotional wellbeing.

HIFAMS (How I Feel About my School)

Nursery to Year 6

ELSA Support

Tailored support programmes are run to support individual children with a range of social and emotional difficulties, including peer relationships, transition and self-esteem. 

Improvement in the area of emotional literacy being targeted, with a positive impact on learning progress as a result. Fewer incidents resulting in warnings or yellow / red cards.

HIFAMS (How I Feel About my School)

Year 1 to Year 6

Mentoring

Kick London mentors support individual children who would benefit from positive role models and a listening ear on a weekly basis.

Improved sense of self and a positive attitude to learning.  Fewer incidents resulting in warnings or yellow / red cards.

HIFAMS (How I Feel About my School)

Year 1 to Year 6

NEST

A small, early-intervention group for a maximum of 7 children run by a specialist nurture teacher and an assistant for four mornings per week.

For children to avoid learning problems later at school, to behave appropriately, improve self-esteem and develop confidence. 

Boxall Profile &

SDQ at entry and exit

Reception and Key Stage 1

Family Support Worker

Individual children and siblings supported alongside their families.

Improved access to the curriculum through homework and increased parental engagement.  Improved emotional wellbeing.

HIFAMS (How I Feel About my School)

0 to 5 years