At St Anne's we are committed to all aspects of children's development.Some of the strategies we use to support children's health and well-being are...

  • The Lodge - mental health and well-being space used at breaks and lunchtimes
  • Maple Love - our school dog
  • TA interventions tailored to support well being and mental health
  • Break out spaces around school
  • Toolboxes to support children in regulating their emotions
  • Calm corners in classrooms
  • Fidgets and ear defenders 
  • The Daily Mile: All classes from Y1-Y6 walk or jog a mile each day, getting lots of Vitamin D and regular daily exercise
  • All after school sports are free - they change every term to ensure enrichment and variety
  • Music - every child learns an instrument in Key Stage 2
  • Gimme 5: Every child can name 5 adults that they feel happy to talk to and share any worries with
  • Worry Boxes: Every classroom has a ‘Worry Box’ where children leave any written worries that can be followed up 1:1 by the class teacher and teaching assistant.
  • Peer Mediators- these children are on the playground every lunch to promote friendship and support their peers and look at how everyone can make sure they get along together.
  • Nature Led interventions and support:  Forest School and outdoor learning
  • Daily Go Noodle / well-being and mindfulness videos
  • Art Led interventions and lessons: Art Club, Artist Residence Workshops, Sewing and Knitting Clubs
  • Themed days/weeks planned in throughout the year
  • Well-being workshops for both children and parents
  • In house Family-pupil support worker
  • Targeted interventions including Drawing and Talking and Sand Play
  • Weekly Occupational Therapist employed
  • Weekly Play Therapist employed
  • Strong links forged with external agencies including CAMHs, Healthy Schools and MThrive
  • Restorative embedded positive relationship policy and procedures in place

We believe in teaching the science and then embedding habits around mental well-being in a fun and positive way. Rather than focusing on the ‘issues’ or challenges overtly we take a preventative approach by giving children the understanding and tools to cope when times get hard.
 Research shows that preventative approaches are both more accessible for children and are more likely to lead to lasting change

 

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