St George’s Church of England Foundation School

Review the need for Emotional Health and Wellbeing enhancement, what gaps are there? What outcomes do you hope to achieve?

Need for supporting children who do not meet a safeguarding threshold and vulnerability.

In the WMF survey – it was identified that peer support was an area for development and some disadvantaged students felt that they need more support. Our aims was for there to be an increase in school support by peer mentors and therefore increase the number of resilient pupils.

Give an example of one of your gaps and how you addressed it

  • KS3 pupils were identified as having a need for peer support
  • 12 pupils participated in the peer support training by Jamie (participation worker) and one member off staff who was trained to enable us to further train others in the future.
  • The peer mentors are being used to support pupils in school, especially at KS3.
  • We also undertook resilience conversation training with our pastoral support staff, conducted resilient conversations and this has led to seeking support if needed, or provide own mentoring or referred to the school Peer mentors

What impact did the approach have? Where parents’ /carers involved? How did you use the voice of the young people to steer this work?

Peer mentors:

  • Mentors are keen to support the students in school.
  • Some of the Year 9 students want to become senior peer mentors who would support the mentors in school.
  • Those referred to a peer mentor support have responded positively in school.
  • Following an assembly by the peer mentors a number of pupils have requested support and asked if they could be one.
  • All parents / carer are informed regarding their child being put forward for the peer mentor training. And when they have done the training.
  • All parent/carers are informed of the day/dates of when we hold the exam stress and anxiety talks.
  • Aiming to see impact in next WMF survey.

Resilience conversations:

  • 3 pupils currently being supported by SALUS
  • 4 on the waiting list
  • 50 students on our resilience conversation list since staring the scheme.
  • It is clear the impact this is having is moving forward.

How do you plan to sustain your new approach to mental health and wellbeing past the HeadStart project? What motivates you to do this?

Our school has a distinctive vision which has an emphasis on students flourishing emotionally and academically. We do this in order that they become resilient individuals in the community.

  • Continue to train peers mentor and staff
  • Continue with resilience conversation
  • In house adult mentoring
  • To develop the school safe space and link this to peer mentoring and promoting resilience

About the school

LOCAL CONTEXT:
St George’s Church of England Foundation is a larger than average all through mixed non-selective school, with a 6th Form and a new Primary Phase, located in a geographical area that presents the following challenges:

  • High level of deprivation – some of the poorest wards in the Country (Margate Central, Dane Valley and Cliftonville West).
  • Living wage black spot, over 35% of Thanet residents are paid less than the living wage of £9.00. This is the highest proportion of any area in Kent.
  • 10.6% 18 – 24 youth unemployment
  • Gang/Drug culture moving in from London increasing over last 3 years and drug running across county lines.
  • Increased number of pupils who are subjected to child sexual exploitation and child trafficking, which is a concern locally.
  • Largest number of CICS (in Kent), and LACS, many from out of County.

SCHOOL CONTEXT:

  • 5th Most deprived school by intake in the LA.
  • Selective area with 30% + going to Grammar Schools
  • Increase in Grammar intake in 2017 and 2018 by 80 places.
  • 1447 on roll across the whole school.
  • The number of pupils with ECHPs is increasing rapidly – 30 pupils have them as of April 2018 (Year R – 1, Year 1 – 1, Year 3 – 1, Year 7 – 5, Year 8 – 2, Year 9 – 7, Year 10 – 8, Year 11 – 2, Year 12 – 2, Year 14 – 1.
  • Ability on entry at the Secondary is well below the National Average, low percentages of high attaining pupils. There is an increasing number of High Attainers in the lower years.