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Emotional well-being

What support will there be for my child’s overall wellbeing?

What is the pastoral, medical and social support available in the school?

What steps are taken to prevent disabled pupils from being treated less favourably than other pupils? (Paragraph 3 of schedule 10 Equality Act 2010)

 

• Shakespeare Infant school is an outstanding school where children thrive socially emotionally and academically. We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children who feel safe, happy and valued as individuals.

 

• The class teacher has overall responsibility for the pastoral, medical and social care of children in their class, therefore this would be the parents’ first point of contact. If further support is required, the class teacher liaises with the INCo for further advice and support. This may involve working alongside outside agencies for example: Health and Social Services, the Behaviour Support Team and Educational Psychologists.

 

• The school also has an ELSA (Emotional Literacy Support Assistant) who at Shakespeare Infant school is also the INCo, she works with vulnerable children and parents during the school day.

 

All children should be nurtured in accordance with their individual needs. There will always be children and young people in schools facing life challenges that detract from their ability to engage with learning, and some will require greater support to increase their emotional literacy than others.

 

Our ELSA has received six days of additional training from educational psychologists on aspects of emotional literacy including emotional awareness, self-esteem, anger management, social and friendship skills, social communication difficulties, loss, bereavement and family break-up. She receives supervision from educational psychologists once every half term in a local group. We may also ask an educational psychologist to advise the ELSA on how to support a pupil for whom there is particular concern.

 

Our INCo and Senior Leadership Team will endeavor to support families with domestic and personal problems that affect their children. We can sign post parents to support groups and make referrals to agencies when needed and assist in ways that will help pupils and their families to achieve positive outcomes. For example: Simons

 

Our INCo has been on 2 days training with the Family Links Nurturing Programme and can advise parents around managing and understanding feelings and behaviour and become more positive and nurturing in their relationships with children and each other.

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•Our INCo will ensure she liaises with appropriate medical teams and formulates alongside families a Health Care Plan with that fully meets any medical needs.

At Shakespeare Infant School we will encourage work about gender and different families from early years foundation stage upwards creating an inclusive school environment for all young people and their families.

 

•Shakespeare Infant school is committed to an inclusive education for all that promotes equality and embraces diversity by supporting lesbian, gay, bisexual and transgender (LGBT+) pupils, parents and staff. We will ensure early and open communication with families that would promote early identification and support for all pupils in relation to positive mental health.

Our designated mental health lead is Mrs Kesterson (Assistant Headteacher) who will be kept up to date with recent guidance and good practice.

 

• Shakespeare Infant School is a safe place for children to attend. It has a caring ethos and prioritises the safeguarding of all children at all times. The safety and safeguarding of our children is of utmost importance. Please refer to safeguarding policy.

 

•We ensure that pupils learn in a supportive, caring and safe environment. We have in place the appropriate policies and procedures to ensure this is maintained.

 

 

How does the school manage the administration of medicines?

 

• The school has a policy regarding the administration and managing of prescription medicines on the school site. Please refer to our medicines in school policy.

 

• Parents need to personally contact the admin team and complete the appropriate paper work for prescribed medication to be administered.

 

• Staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations. All staff are trained to administer Epipens for anaphylaxis and in the use of a defibrillator which is located in our school reception.

A member of staff will be identified and trained to meet the needs of more specific medical needs under the supervision of the INCo and identified on a Health care plan. For example, to administer insulin injections for diabetes.

 

•Asthma inhalers are kept in class for children to be able to access when needed. Parents will need to complete the appropriate paper work at the school office if their child uses an inhaler. It is the responsibility of the parent to ensure the inhaler is in date and make replacements.

 

How will my child be able to contribute their views?

 

At Shakespeare Infant School we highly value our children’s thoughts and ideas. We value and celebrate each child being able to express their views on all aspects of school life.

 

Each year a group of 6 children (3 from Year 1 and 3 from Year 2 ) are chosen by their class mates and make up our Children’s Voice group. They meet each half term with Mrs. Skinner and sometimes Governors to talk about ways to improve the school.

 

• Children discuss their targets for learning on a regular basis with their class teacher.

 

• Children are encouraged to share their views in a range of ways for example collaborative talk, working with a talk partner, circle times and questionnaires.

 

• At Shakespeare Infant school we regularly have circle times. Each member is valued and valuable to the group and each child gets a chance to speak and more importantly a chance to be listened to. Circle time provides an opportunity for children to learn about the effects of their thoughts and feelings on others by having an opportunity to express ‘how it is’ for them rather than believing answers to be either right or wrong.

 

• If a member of staff becomes aware of how a child might be feeling they would encourage all children to tell a grownup they trust if they are unhappy about anything.

 

 

• If your child has an IPA (Inclusion Partnership Agreement) / Education Health Care Plan (EHC) their views will be sought before any review meetings. Usually through the presentation of a photo book which they will share at the meeting.

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