Our Vision

At Cradley CE, we believe that every child should believe, belong and be happy; every child, every chance, every day.

Mental health and wellbeing sit at the heart of this vision. We recognise that children flourish academically when they feel safe, valued and understood. Rooted in our Christian values of respect, belonging, perseverance, forgiveness, courage and trust, we are committed to nurturing the whole child.

Wellbeing is everyone’s responsibility.

Our Aims

We aim to:

• Create a culture where mental health is openly discussed and never stigmatised
• Ensure every child feels known, valued and that they belong
• Identify needs early and respond swiftly
• Equip children with the resilience and emotional literacy to manage life’s ups and downs
• Support staff wellbeing so that adults can model healthy coping strategies
• Work in partnership with parents, carers and external agencies

Our Approach

1. A Whole School Culture of Belonging

Children thrive when they feel they belong.

• Warm, relational classrooms where every child is greeted daily
• Visible school values woven into language, behaviour systems and worship
• Celebration of effort as well as achievement
• Restorative conversations rooted in forgiveness and reflection
• Pupil voice opportunities to strengthen agency and confidence

2. Early Identification and Graduated Support

We recognise that not all needs are visible.

• Staff trained to notice changes in behaviour, mood or engagement
• Clear internal referral pathways
• Use of CPOMS to log and monitor concerns systematically
• Regular wellbeing check-ins
• Termly safeguarding and pastoral review meetings

3. Targeted Provision

Some children need additional support beyond universal provision.

• Nurture groups led by trained staff
• Bespoke individual nurture sessions
• Soft starts to ease children into the school day
• Lunchtime club offering an alternative safe space
• Access to drawing and talking therapy
• Time-limited intervention plans with review points

We recognise that some needs require specialist intervention beyond school capacity. In such cases, we work closely with families and agencies to secure appropriate support (e.g. counselling charities, CAMHS, Bedazzle, Phase Trust or other local services).

4. Curriculum for Resilience

Mental health education is preventative, not reactive.

• A progressive PSHE & RSE curriculum teaching emotional literacy, coping strategies and healthy relationships
• Mental Health Champions programme embedded in KS2
• Collective worship themes addressing hope, perseverance and forgiveness
• Outdoor learning and Forest School approaches to build confidence and resilience
• Teaching children practical regulation strategies (breathing, grounding, movement breaks)
• Age-appropriate discussions around digital wellbeing

5. Staff Wellbeing

Children benefit from calm, emotionally regulated adults.

• A culture of professional trust and open communication
• Manageable workload systems aligned with statutory requirements
• Staff wellbeing check-ins and phase meetings
• Access to supervision for pastoral staff
• Encouraging healthy boundaries and work-life balance

6. Partnership with Parents and Community

Parents are partners in wellbeing.

• Parent workshops on anxiety, resilience and online safety
• Clear communication about available support
• Signposting to local services
• Regular feedback opportunities
• Open-door culture for early conversations

Measuring Impact

We will monitor the effectiveness of our strategy through:

• Pupil voice surveys
• Behaviour and attendance data
• Pastoral records and intervention reviews
• Parent feedback
• Staff wellbeing surveys
• Governor oversight

Impact is seen not just in data, but in children who feel confident, connected and hopeful.

Our Commitment

We understand that mental health is not a quick fix; it is an ongoing commitment. Some seasons are harder than others. We will persevere.

By embedding wellbeing into daily practice, not treating it as an add-on, we create a school where children feel safe enough to try, brave enough to fail and supported enough to grow.

Because when children believe in themselves, know they belong and feel happy and secure, they are ready to learn.