A graduated response  

At Castle Hill, will respond to support for mental health using a graduated response:

Stage 1:  Universal Support

This is what school offers all pupils to promote positive mental health. 

Support is embedded in all classrooms and is part of the whole school approach. 

For example, Zones of Regulation, Concerns box, Reward credits, Celebration assemblies

Stage 2:  Selected Support

This is where we put specific interventions into place. 

These are delivered in school, by school staff via the Intervention team, which are led by

Miss Rosie Sanderson (ELSA/Interventions Lead).

Sometimes our Interventions are in consultation with other agencies.

Examples include: ELSA (Emotional Literacy Support Assistant) sessions,

Self-esteem work, Friendship groups, Anger management, 

Anxiety support, LEGO therapy and a range of targeted workshops.

Stage 3:  Targeted Support

This is where specific interventions are delivered in school

or externally by external agencies. School remains involved. 

For example: Sex and Relationships Education (SRE) 1:1 sessions,

Child and Adolescent Mental Health Services (CAMHS) consultations and direct sessions, 

Mental Health Support Team, School nurse, Speech and Language Therapy (SaLT)

and Occupational Therapy (OT) assessments, Mental Resilience Workshops. 

Children may move around within the different stages depending on their need/improvement.

At Castle Hill, we have clear systems and processes in place to ensure early identification and intervention. 

We aim to identify mental health difficulties in our pupils as early as possible in order to prevent the difficulty from worsening.

We do this in the following ways:

Safeguarding processes

Concerns, disclosures, observations or comments are logged using Notes of concern and Body maps-CPOMS.

These concerns may arise through:

• Observations noting changes in behaviour, presentation or attention
• Conversations with parents/carers
• Conversations with pupils

Raising concerns

When a concern has been raised, we will:

• Discuss this with parents/carers – parents/carers will always be involved unless any safeguarding issues are identified
• Signpost parents/carers to other sources of support
• Be available for meetings or for conversations to take place over the phone
• Record all meetings, conversations and referrals on Notes of concern/body maps - CPOMS
• Support parents with making any necessary referrals or make referrals as a school
• Liaise with other agencies
• Ensure that parents/carers are kept fully informed of any decisions made regarding referrals or intervention

Prevention

Our school’s arrangements for consulting with, listening and responding to pupils are that we make sure our pupils know that members of staff are always prepared to listen to them.  Pupils are made aware that they can report any concerns verbally to any member of staff, and we will act upon this. 

There are a range of ways and opportunities for pupils to report to staff including:

• Form time – pupils have 15 minutes with their form tutors in the morning and 15 minutes with form tutors in the afternoons.
• Pupil Concern box – located outside the Head teachers office.
• Most pupils have a trusted adult that they can talk to within school.
• We have the Oasis (Pastoral) Wellbeing rooms that pupils can access during the day, for a range of different reasons and this is a safe, calm and quiet space to encourage positive emotional wellbeing and mental health and can support pupils with strategies to cope when they are struggling.
• We have a Family and Multi Agency Link officer, Julie Stonier, based in school who offers pastoral support to all students - Julie Stonier also liaises with parent/carers on a range of issues.
• We have a Therapy room where pupils can receive any medical or personal care support, as well as support with physiotherapy and their general wellbeing needs.
• We have a Pupil Support team who support pupils throughout the day for a wide range of reasons.
• We have clear systems for making referrals for interventions where needed, including referrals to the Interventions Lead and Pupil Support team.
• School council – if students feel that they cannot speak to an adult they can speak to a representative from their year group or they will be encouraged to talk to a friend.
• We have a School Buddy system where older pupils act as role models and support younger pupils during lunch time sessions.
• Our school website has information signposted for our students about bullying and useful websites for support.  
• We complete an bi-annual wellbeing survey with all pupils to get their views and opinions about school.
• We have annual ‘Pupil voice’ group sessions where we target particular groups within school i.e. Vulnerable, KS3, KS4, girls, boys etc.
• We are supported by the Sensory Support Service in school who support our deaf and blind pupils to be able to communicate effectively.
• The Annual Education Review process allows students the opportunity to express their views about their education and time in school.