Wellbeing and Behaviour

As a one form entry we are lucky enough to get to know our children really well. All adults are committed to supporting wellbeing and meeting need. Children not meeting expectations need support to develop skills to manage in school and the wider world, just as with any other barrier to learning.

We believe children who feel better, do better and use both the Empowerment Approach and Therapeutic Thinking to provide positive, empathetic and supportive experiences for all. This in turn enables them to develop the skills to feel empathy and show respect for others. Relationships are key.

In order to change behaviour, children need to be able to recognise the impact of their actions (educational consequences). While they are developing these skills, measures are put in place to prevent the behaviour reoccurring (protective consequences).

Understanding that everyone has “mental health” just as we have “physical health” is key to our ethos. Challenge is a natural part of life, and is usually healthy (performances, learning new skills, interviews, exams e.g.). Recognition of challenge as growth is embedded in our curriculum, assemblies and approach to supporting wellbeing and behaviour.

Please see our Behaviour Policy, Empowerment Approach Handbook and SEND Policy for greater detail. Workshops are available for further information during the academic year.

Anti-Bullying

At Chantry we use the Anti-Bullying Alliance (ABA) definition of bullying.

The four key elements to this are hurtful, repetition, intentional and power imbalance. We use this to explore whether the behaviour can be defined as “bullying”.

Both friendship difficulties and bullying behaviour can be hurtful for children. With friendship difficulties all children are likely to be upset. Intent and power imbalance are key to behaviour being classed as “bullying”.

Children are not always aware of the impact of words and actions. We therefore make this the focus of our support initially, and escalate the level of support if required.

Prevention of and support for Bullying Behaviour:

Anti-bullying Week is given high focus in term 2. Learning about positive relationships is embedded in our RSHE, Empowerment Approach and Therapeutic Thinking curriculum.
Parent/Carer workshops and coffee mornings take place throughout the year, teachers are available at the beginning and end of every day and by email or phone, and skilled members of staff including SLT are on the gates each morning to support difficulties.
We have a nurture teacher who supports a wide range of need to develop skills in this area. Our school funded Level 2 Key Worker provides broader support for families. We also access external support such as ESBAS, CLASS and an Educational Mental Health practitioner. If you feel that your child would benefit from any of these please approach your child’s class teacher.

We politely request that these avenues are followed prior to posting on social media so an accurate picture is available to all and we can work together to support difficulties.

Information and support for children and parents/carers

https://anti-bullyingalliance.org.uk/

https://www.nspcc.org.uk/what-is-child-abuse/types-of-abuse/bullying-and-cyberbullying/

https://www.nationalbullyinghelpline.co.uk/kids.html

https://www.familylives.org.uk/advice/bullying/advice-for-parents

https://www.youngminds.org.uk/parent/parents-a-z-mental-health-guide/bullying/

https://www.thinkuknow.co.uk/ - specifically for online bullying and abuse

Empowerment Approach Handbook

Anti-bullying Policy 2023

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