Mental Health and Wellbeing
Our Whole-School Approach to Mental Health and Wellbeing
At Eaves, Everyone Belongs
At Eaves Primary School, we recognise that positive mental health and emotional wellbeing are fundamental to children's happiness, development and success. We believe that every child deserves to feel safe, valued, listened to and supported, and that promoting positive mental health is everyone's responsibility.
Our approach is rooted in our belief that wellbeing is not something we address only when difficulties arise. It is woven into the everyday life of our school, through our relationships, curriculum, learning environments, expectations and the opportunities we provide for children to develop confidence, resilience and a strong sense of belonging.
We are committed to creating a nurturing and inclusive school community in which children, families and staff feel respected, supported and able to thrive.
Our School Values and the Eaves Way
Our five school values underpin everything we do:
Exploration – Encouraging curiosity, new experiences and the confidence to try.
Authenticity – Celebrating individuality and helping children feel comfortable being themselves.
Vision – Inspiring children to believe in themselves and their futures.
Encouragement – Supporting one another, recognising effort and celebrating achievement.
Synergy – Working together and recognising the strength of our school community.
These values are complemented by our Eaves Way expectations:
Ready, Responsible, Resilient and Respectful.
Our four Rs provide a consistent and positive framework for school life. They help children understand how to care for themselves, treat others with kindness, manage challenges and develop the resilience needed to navigate everyday experiences.
Through clear routines, positive relationships, encouragement and recognition, we create an environment where children understand expectations and feel secure.
We recognise that positive behaviour, emotional wellbeing and a sense of belonging are closely connected. Our approach is therefore built around teaching, modelling and reinforcing positive behaviours, rather than simply responding when things go wrong.
A Positive and Supportive School Culture
At Eaves, we place great importance on creating a calm, welcoming and inclusive learning environment.
From the moment children arrive at school, our established routines, positive interactions and consistent expectations help them feel secure and ready to learn.
Our staff take time to build meaningful relationships with pupils, recognising that knowing each child as an individual is central to identifying their strengths, understanding their needs and supporting their wellbeing.
We promote a culture in which:
Every child feels valued and included.
Children know that their feelings matter and their voices will be heard.
Positive relationships and friendships are encouraged.
Differences are recognised, understood and celebrated.
Mistakes are viewed as opportunities for learning and growth.
Children are encouraged to develop independence, confidence and resilience.
Adults model kindness, respect and positive communication.
We regularly reflect on and evaluate our school culture, including the experiences of children during lessons, assemblies, playtimes, lunchtimes and extracurricular activities. This helps us maintain a consistent and positive environment throughout the school day.
Mental Health and Wellbeing Through Our Curriculum
Promoting positive mental health is an important part of our curriculum and wider personal development offer.
Personal, Social, Health and Economic Education (PSHE)
Our Jigsaw PSHE curriculum provides planned opportunities for children to explore their emotions, relationships, personal identity, healthy lifestyles and strategies for managing challenges.
Through age-appropriate learning, children develop their understanding of:
Recognising and expressing feelings.
Building and maintaining healthy friendships.
Developing self-esteem and confidence.
Understanding and respecting differences.
Managing worries and challenges.
Developing healthy habits and making positive choices.
Recognising when they may need support and knowing how to seek help.
No Outsiders
Our No Outsiders approach promotes equality, diversity, inclusion and respect. Children learn that everyone is different, everyone is welcome and everyone deserves to feel that they belong.
This supports positive mental health by encouraging acceptance, celebrating individuality and helping children understand the importance of treating others with kindness and respect.
Assemblies and Collective Experiences
Our assembly programme provides regular opportunities to explore wellbeing, relationships, values and personal development.
Through our Values Assemblies, Picture News, No Outsiders, Singing Assemblies and Friday Celebration Assemblies, children are encouraged to reflect on themselves, their relationships and the wider world.
Our Friday Celebration Assemblies recognise children who go over and above our expectations, demonstrate our values and make positive contributions to school life.
We also use music, singing and shared experiences to promote enjoyment, connection and a sense of community.
Developing Resilience, Confidence and Independence
At Eaves, we understand that positive mental health is supported by helping children develop the confidence and skills to approach challenges.
Our GROWTH Lesson Framework and ROOTS Learning Principles promote positive attitudes towards learning, independence, reflection and perseverance.
Children are encouraged to understand that learning can be challenging, that mistakes are part of progress and that effort, support and determination can help them succeed.
Through carefully planned teaching, adaptive approaches and appropriate scaffolding, we aim to ensure that all pupils experience success and develop confidence in their abilities.
We celebrate effort, progress and personal achievements, recognising that success looks different for every child.
Pupil Voice, Leadership and Belonging
We believe that children should have meaningful opportunities to contribute to school life and feel that their opinions matter.
Our pupil leadership opportunities include:
Junior Leadership Team.
Arts, Reading, Science and Maths Ambassadors.
Sports Ambassadors.
Safety and Environment Officers.
B's Buddies.
These roles encourage children to take responsibility, develop confidence, support others and make a positive contribution to their school community.
We also seek pupils' views through questionnaires, conversations and wider pupil voice activities. Listening to children helps us understand their experiences and identify opportunities to strengthen school life.
We recognise that having a voice, developing friendships and feeling part of a community are important protective factors for children's emotional wellbeing.
Supporting Children's Individual Needs
We recognise that every child is unique and that some children may need additional emotional, social or pastoral support at different points in their school journey.
Our approach begins with positive relationships and the everyday support provided by familiar, trusted adults.
Where additional needs are identified, we work collaboratively with children, families, class teachers, our SENDCo and safeguarding and pastoral staff to consider appropriate support.
Depending on individual needs, this may include:
Regular emotional check-ins with a trusted adult.
Support with emotional understanding and regulation.
Nurture-based approaches and positive relationship building.
Structured opportunities to develop friendships and social skills.
Adaptations to routines, learning environments and transitions.
Sensory and movement-based regulation strategies.
Individualised support plans and reasonable adjustments.
Collaboration with external professionals and specialist services where appropriate.
We recognise that children's behaviour can sometimes communicate an underlying need. Our aim is to understand the individual child, identify barriers and respond in a supportive, consistent and appropriate way.
Our safeguarding and SEND systems help us identify concerns, coordinate support and review the impact of the strategies put in place.
Inclusion and Supporting Children with SEND
Inclusion is central to our approach to mental health and wellbeing.
We recognise that children with special educational needs and disabilities may experience additional challenges relating to communication, friendships, emotional regulation, sensory processing or accessing aspects of school life.
We are committed to understanding individual needs and providing appropriate support so that children can participate, develop independence and experience a genuine sense of belonging.
Our SENDCo works alongside staff, families and external professionals to support children and ensure that their individual needs are considered.
We understand that effective inclusion is not simply about being present in the classroom; it is about feeling accepted, supported and able to succeed.
Friendships, Play and Positive Relationships
We recognise the important contribution that friendships, play and positive social experiences make to children's wellbeing.
Our school expectations are consistently promoted across classrooms, corridors, playgrounds, the MUGA and wider school activities.
Children are supported to understand positive friendships, kindness, respect, fairness and the importance of resolving disagreements appropriately.
Our pupil leadership opportunities, including B's Buddies, also contribute to our culture of friendship, inclusion and peer support.
We regularly monitor and evaluate children's experiences throughout the school day, including less structured times such as breaktimes and lunchtimes, to ensure that our positive school culture extends beyond the classroom.
Enrichment, Creativity and Physical Wellbeing
We believe that children's wellbeing is strengthened through a broad range of opportunities to discover interests, develop talents, build friendships and experience success beyond academic learning.
Our wider school offer includes sporting opportunities, creative activities, music, educational visits, visitors, clubs and experiences linked to our curriculum.
Activities such as art, choir, guitar, mindful colouring, sports, fitness and other extracurricular opportunities help children develop confidence, enjoyment, teamwork and a sense of achievement.
We recognise the close relationship between physical activity and mental wellbeing and encourage children to develop healthy, active lifestyles.
Through our wider curriculum and enrichment offer, we aim to ensure that every child has opportunities to discover something they enjoy and feel proud of.
Wellbeing Events and Awareness
Throughout the school year, we provide opportunities for children to explore the importance of mental health and emotional wellbeing.
Events such as World Mental Health Day and Children's Mental Health Week help children develop emotional awareness, understand the importance of kindness and recognise that talking about feelings is positive.
Our Eaves Wellbeing Tree is one example of how we bring our school community together to celebrate the things that make us happy and contribute to our wellbeing.
By creating shared experiences and opportunities for reflection, we aim to make conversations about mental health a natural and positive part of school life.
Working in Partnership with Parents and Carers
We recognise that strong partnerships between home and school are essential in supporting children's wellbeing.
Parents and carers know their children best, and we value open, respectful communication that enables us to work together.
We encourage families to share any concerns about their child's emotional wellbeing, friendships, behaviour or experiences at school so that we can consider appropriate support at the earliest opportunity.
Through regular communication, parent consultations, questionnaires, workshops and individual meetings, we aim to build trusting relationships with families.
Where additional support is needed, we work collaboratively with parents and carers and, where appropriate, external professionals.
Our Mental Health and Wellbeing webpage also provides access to useful information, practical resources and organisations that can offer further advice and support.
Supporting Staff Wellbeing
We recognise that staff wellbeing is an essential part of creating a positive and supportive school environment.
Our staff play a vital role in supporting children's emotional development, building relationships and helping pupils feel safe and valued.
We are committed to promoting a professional culture built on mutual respect, teamwork, communication and support.
We recognise the importance of staff feeling listened to, valued and supported in their roles and the contribution this makes to the wider wellbeing of our school community.
Safeguarding and Early Identification
Keeping children safe and promoting their welfare are central to everything we do.
We recognise that mental health concerns can sometimes be an indicator that a child requires additional help or support.
Our safeguarding arrangements, staff training and established recording and reporting procedures support the early identification of concerns.
Staff understand the importance of listening to children, recognising changes in presentation or behaviour, sharing concerns appropriately and working with our Designated Safeguarding Lead and safeguarding team.
Where necessary, we work with families, external agencies and specialist services to ensure children receive appropriate support.
Mental health and safeguarding are closely connected, and our approach ensures that children's emotional wellbeing is considered as part of our wider responsibility to keep them safe.
Listening, Reviewing and Continually Improving
Our approach to mental health and wellbeing is not static. We continually reflect on our provision, listen to our school community and identify opportunities to strengthen our practice.
We draw on pupil voice, parental feedback, staff discussions, safeguarding information, SEND reviews and our ongoing monitoring of school culture to inform our next steps.
We recognise that promoting positive mental health is an ongoing commitment requiring consistency, collaboration and a willingness to learn and improve.
Our Commitment
At Eaves Primary School, we want every child to leave us not only with the knowledge and skills needed for the next stage of their education, but also with the confidence, resilience, positive relationships and emotional understanding that will support them throughout life.
Through our values, our Eaves Way and the relationships that underpin our school community, we strive to create an environment where everyone feels safe, everyone is valued and everyone has the opportunity to thrive.
At Eaves, mental health and wellbeing are not an addition to school life. They are part of everything we do.