Social, Emotional and Mental Health
Social Emotional and Mental Health (SEMH)
What is SEMH?
Social, Emotional and Mental Health (SEMH) is a broad term used to define a range of different needs children may have at any given time. This term has gained more and more attention as teachers and parents have become aware of the increased awareness of mental health in children and the impact that this can have on their wellbeing and ability to learn. We offer a wealth of opportunities to support the Well-being of your children. Please read below to find out more.
Reflexions (Mental Health Support Teams)
The Mental Health Support Team (MHST) for some schools (Reflexions) is an early identification and intervention service which provides mental health support in educational settings to children and young people who are of an appropriate age to attend reception through to Year 13. Reflexions has three core functions: to deliver evidence-based interventions for mild-to-moderate mental health issues such as low mood and anxiety; support each school or college to introduce or develop whole school or college approach; give timely advice to school and college staff and liaise with external specialist service to help children and young people to get the right support and stay in education. The service also supports parents and carers to manage their children’s mental health as well as with teaching staff within the education settings. Referrals can be received from a professional, parent or child themselves however the Senior Mental Health Lead for the school in which they attend must be aware.
Counselling
Counselling is available at Perryfields Primary School as part of our pastoral support to pupils to help promote well-being, relieve any tensions and enable a greater capacity for coping and enjoying life which ultimately impacts on the ability to learn successfully. Our counsellor is called Francesca and she works once a day every two weeks.
Counselling is a way of helping through a process of talking, listening and empowerment. Thus allowing pupils to work through feelings of inner conflict and gain understanding and their situation.
Pupils are provided with a safe place in which to express their feelings and thoughts in a safe and homely environment.
Pupils may have issues relating to bereavement, loss, family breakdown, relationship difficulties, anxiety etc. Without support these issues could lead to deterioration in behaviour, attitude and mental health and impact negatively on the ability to learn.
All pupils are entitled to confidentiality but whilst acknowledging that confidentiality is crucial it cannot be absolute in any counselling relationship. Due to pupils being at risk of significant harm, this would result in the counsellor initiating the school’s safeguarding policy.
If you think your child would benefit from seeing a counsellor, please fill in the referral form below and have a discussion with Mrs Bryan our Family Link.
Referral Form Download
CAMHS
CAMHS supports children and young people aged 0 – 18 with a wide range of mental health difficulties in Dudley, Sandwell, Walsall and Wolverhampton.
Mental health is something we all have and, just like physical health, at some times in our lives we struggle with it. Sometimes we develop mental health problems, such as feeling very sad or worrying a lot. When this happens, these difficulties can stop us living our life in the way we want to.
The CAMHS team are a group of trained Children’s Mental Health Professionals that work, every day towards recovery, with young people who are experiencing mental health difficulties such as psychosis, eating disorders and anxiety/depression. The focus is on helping the young person understand their mental health issues, build coping skills and find change through a range of therapeutic interventions.
CAMHS want to help the young person to recover from the mental health issues sufficiently to reach their potential. To achieve this all of the adults around a child play a part in building their confidence and supporting the young person and their families/carers.
If you would like your child referred to CAMHS please speak to Mrs Holtham or your GP.
Link to Website:
Nurture
As a Nurturing School, Perryfields uses the Nurture Principles to enable children to develop socially and emotionally throughout all learning. Our Nurture Groups, offered to children in Year 1 – Year 6, build on these principles in a more relaxed setting with a smaller group of children.
Our Nurture Groups support children throughout the school with their social, emotional and mental wellbeing. Nurture principles are based on Attachment Theory – the idea that developing positive relationships with family, peers and other adults from an early age facilitates healthy development. Nurture practices aim to give children the social and emotional skills to do well at school and with peers and develop their resilience.
Our Nurture Groups are smaller than a usual class size and children visit for one or two afternoons a week, remaining with their class for the rest of their learning. There is plenty of time for speaking and listening as communication and development of language is key to Nurture practices.
Nurture Principles:
1. Children’s learning is understood developmentally.
2. The classroom offers a safe base.
3. Nurture is important for development of self-esteem.
4. Language is understood as a vital means of communication.
5. All behaviour is communication.
6. Transitions are significant in the lives of children.
If you are interested in finding out more about Nurture, please visit www.nurtureuk.org.
Zones of Regulation
What are the Zones of Regulation?
Learning to identify and regulate emotions is a big job, especially for young children! The children Perryfields Primary School are learning about the ‘Zones of Regulation’ which is a model to help children identify their feelings, identify which ‘zone’ they belong to and allow them to regulate their own feelings and behaviours.
We describe these zones using the colours blue, green, yellow and red.
We teach our children how to read their body’s signals, detect triggers, read social context, and consider how their behaviours impact those around them. We teach our children that there are no bad zones to be in and that it is ok to be in any one zone.
Below is a link to a video to help you understand the different zones.
Every class has a visual display of the ‘Zones of Regulation’ that is used daily and referred to during lessons and used as points for discussion. The teachers also use this model to explain how they are feeling and which strategies they can use to help them during challenging times.
How we track children’s Social Emotional and Mental Health?
We use two tracking tools to assess SEMH.
Boxhall – Boxhall Leaflet 2019
SDQ – SDQ Info