Imagine a place where school is ‘ready’ for children
At Nanstallon, this means teaching and environments that are relational, inclusive, sensory aware, movement rich, and designed to help children regulate, belong, and succeed.
Positive mental health cannot be summed up in a few catch phrases, nor can it be achieved with short term interventions. There are many things that we consciously do to promote wellbeing and positive mental health.
Whole School Approach
At Nanstallon, wellbeing is not separate from learning. It is built through strong relationships, adaptive teaching, secure routines, movement rich and sensory aware environments, and a curriculum that helps children build confidence, independence and a sense of belonging.
We are committed to creating classrooms and learning environments that are inclusive, nurturing and ambitious. We understand that children may need different kinds of support at different times, and we work hard to ensure that support is responsive, practical and rooted in strong partnership with families.
Our approach to wellbeing works closely alongside our:
so that every child feels safe, understood and ready to learn. These principles begin in Early Years and continue through the school.
Central to this philosophy is:
- pupil agency and autonomy
- personal development of the 7 QI skills
- curiosity, playfulness and sociability – learning ‘what’ and ‘how’
- the circle of courage
Wellbeing and Learning
At Nanstallon, wellbeing and learning go hand in hand. Children are more likely to engage, persevere and succeed when they feel safe and confident. Our curriculum is designed to build secure foundations so that children can experience success, develop independence and see themselves as capable learners.
Through our curriculum, children learn how to recognise emotions, manage relationships, keep themselves healthy and ask for help when needed. They also develop confidence, resilience, self awareness and a growing understanding of themselves and others. These important aspects of development are taught explicitly through the QI skills, our Personal and Physical curriculum and are strengthened across all areas of school life.
Wellbeing, SEND and Inclusion
Our wellbeing approach works closely alongside our SEND and inclusion practice. We recognise that some children may need additional support with emotional regulation, communication, sensory needs, anxiety, attention or social interaction. We are committed to understanding individual needs and responding with care, consistency and high expectations.
This may include adaptive teaching, visual support, predictable routines, calm spaces, movement breaks, sensory aware practice, additional adult support and close work with families and outside professionals where needed. Our aim is always to help children feel understood, included and successful as part of the full life of the school.
Wellbeing in Early Years
Our approach begins in the Early Years, where we place a strong emphasis on relationships, communication, play, physical development and emotional security. We create a sensory aware, language rich and nurturing environment where children learn how to express themselves, build confidence, form relationships and develop the foundations for future learning.
These principles continue throughout the school so that wellbeing is seen as a developmental journey, built over time through secure relationships, inclusive practice and rich learning experiences.
What this looks like in daily school life
- movement and outdoor learning,
- emotionally available adults,
- classroom routines that support regulation,
- pupil voice and collaborative decision making,
- explicit teaching of emotions and relationships,
- environments that help children feel safe and ready to learn.
This is lived out and reflected in:
Mental Health Leadership and Support
In addition to our coordinated and evidence-informed approach to mental health in school, the Department for Education has recommended that all schools and colleges in England appoint a senior mental health lead by 2025.
Our Senior Mental Health Lead, Mr Arran Langdon is responsible for a more strategic implementation and planning role.
With a strong focus on health, wellbeing and sport, our lead practitioner is responsible for strategy, intent and implementation.
NHS Mental Health Support Teams (MHST) are also working within schools to provide an additional source of support to families and schools.