National Educational Leaders in Mental Health Gloucestershire February 2022 (2)

A version of the Advanced Mental Health Lead training especially for Heads and senior leaders in education

Leading to a Level 4 Certificate in Mental Health Aware Leadership (Educational Leader) in addition to accreditation as a National Educational Leader in Mental Health.

Venue: The Pavilion, Hatherley Lane, Cheltenham, GL51 6PN (Free Parking onsite)

Times: 9.00am to 4.30pm

Dates: 10th Feb 2022, 31st Mar & 26th May

DfE Course title: Advanced Designated Mental Health Lead

DfE Course Code: SMHL008

Course preparation
All course materials are delivered digitally. This means you will need to bring a device or download the materials before coming on the course.
Before the course you are required to complete a personal skills audit and also a setting audit. These are both available online through If a colleague is also completing a course with us, then complete the setting audit in tandem.

Course Instructors

Melanie Turner Melanie Turner Trainer

I have been a teacher and PSHE lead for over 17 years. I have led the school’s successful application for the GHLL Healthy Schools Award and trained all staff on how to use the Boxall Profile, which we are now using successfully to support our children with their development and wellbeing. I have achieved my Mental Health First Aid qualification and as a “middle manager” I work with my school’s SLT to support the pupils’ and staffs’ wellbeing. I regularly lead training in my own school, for example I recently led a whole school Trauma session on our Inset. I am passionate about teaching children about mental health and I have been instrumental in making it a whole school focus for my school. During the Covid lockdown, I introduced the 5 Ways to Wellbeing. This was very well received by my fellow teachers, the pupils and parents and we received a plethora of supportive emails from parents expressing their gratitude as this was exactly the kind of support their children needed during the pandemic. Following on from this success, I started a by-weekly wellbeing newsletter for parents and pupils. Once the lockdown period was over, I led training for all school staff on how we can support pupils on their return to school, and arranged for a “return to school” wellbeing survey to be sent to all pupils before their return, so we could ensure we were ready to support all pupils and their individual needs. Since “normal school life” has resumed, we have continued to have a whole school approach to wellbeing, and my school’s SLT are now making wellbeing a key developmental area on our SDP this year, and I will be supporting this. Alongside my school role, I am also a GHLL Lead Teacher. My thirty-eight GHLL Schools are located around the whole of Gloucestershire, from the Cotswolds to the centre of Gloucester, which means I work with a diverse range of settings. All of my schools face different challenges with regards to their pupils’ backgrounds and wellbeing, and I support them to tailor their wellbeing provision to meet these needs. When needed, I also support schools with their RSHE curriculum and parent consultations. For example, one of my schools has a high number of Traveller Community pupils and the new RSHE curriculum was met with some resistance. Therefore, I supported the school and the families through the parent consultation process. When working with all schools, I work with a variety of staff including PSHE leads, deputy heads and head teachers. Part of my GHLL role is to deliver training to school staff (including TAs, Teachers, and members of SLT). This training includes mental health training and RSHE training. I have also supported the Educational Psychologist team to deliver the WER webinars. I am trained to deliver Boxall Profile Training and support schools to use this system to support their pupils with their development and wellbeing.

Lucy Lucy Trainer

I have been a teacher for over 20 years and have always had an interest in children’s mental health, particularly in understanding the impact of ACEs and how the brain links to emotions. Since 2015 I have been working as SENDCo as well as PSHE Subject Lead. I have been instrumental in achieving for the school our GHLL Mental Health Champion Award and being part of the Senior Leadership Team has enabled me to shape the mental health provision within school. I have achieved my Mental Health First Aid qualification and, more recently, the Diploma in Trauma and Mental Health Informed Schools and Communities (Practitioner Status). Alongside my school role, I have also been working as a GHLL Lead Teacher. Having responsibility for over 30 schools has given me the opportunity to work with a diverse range of settings helping them shape and develop their PSHE and Wellbeing curriculum. I have also worked closely with other organisations such as the Educational Psychology Service, Active Gloucestershire and other Lead Teachers to write resources for schools to use to enhance their mental health provision. In my own school I have worked with the other Senior Leaders to put together a Mental Health policy and bespoke provision that matches the needs of the school. In addition to this, I have implemented the whole school use of the Boxall Profile to assess children’s emotional and social development. This has involved training staff in the use of the Profile as well as analysing and setting targets both for year groups and individual children. This has helped shape the future provision that is in place within the school and is an important part of the School Development Plan. Within my GHLL schools I have worked with both Senior Leaders and PSHE Leads to encourage the use of this as a tool for facilitating better understanding and development of mental health provision. The introduction of this initiative has been part of the cultural change that I have been integral in, advocating a preventative early intervention approach rather than a reactive approach. Helping staff recognise through assessments and observations has improved the resulting support and interventions put in place for these children which has led to children and their families receiving the support they need at an early stage and thereby improving wellbeing. During the time of school closures one of the initiatives that I put in place was the production of a weekly wellbeing newsletter which contained activities linked to the Five Ways to Wellbeing that the whole family could take part in. This was an effective way of keeping in touch with families and maintaining wellbeing provision. These were very well received and praised by my school, my GHLL schools and Performance Advisers within the County Council. I am very passionate about mental health and working within educational settings to help facilitate cultural and organisational change to build on and develop their wellbeing provision.

Santina Santina Trainer

I trained to become a teacher in a single sex Grammar school in Gloucestershire, this developed my knowledge and understanding of working with young men, before I spent twelve years working in a mixed 11-16 comprehensive in Hampshire. This school served an area with high economic deprivation and I had numerous roles, including, Gifted and talented coordinator and Curriculum lead for RE. Whilst in Hampshire I was seconded to Hampshire County council as an inspector for PSHE and Citizenship. This involved working across all phases from Early years to Post 16. In 2010 I became a senior teacher at the Cheltenham and Tewkesbury Pupil referral unit, with responsibility for personal development. My main role was to assess and prepare students for readmission to mainstream settings, this inevitable lead to working with numerous outside agencies to support young people’s reintegration. This is included working with a number of alternative provision providers. As of 2012, I have worked at Pittville school, my role within the school as evolved over time and currently I am the Personal Development coordinator. In addition, I have completed a Post graduate diploma (University of Gloucestershire) in Inclusive Education, this has meant working with other professionals across all phases, in some cases outside of education. Within school, I have engaged with senior educational staff, that have differing roles, different backgrounds, skills and experience and who have differing views of mental health. In 2018, I was asked to speak at the Gloucestershire schools Pastoral conference on the importance of PSHE in managing and changing behaviour. Here I addressed a number of HT and DH, with responsibility for behaviour and welfare and asked them to consider the use of PSHE as a tool for challenging behaviour. Within my current post, I work closely with both the SENCO/AH for behaviour and Welfare, we have a common goal, but all approach this from a differing angle. This has included my working with the mental health practitioners to create small group sessions to meet specific needs of students as they arise. I have been instrumental within my own setting and schools that I work with through Gloucestershire Healthy Living and Learning, in advocating the importance of staff training in mental health first aid, self-harm and more bespoke training. In addition to this, I have undertaken extensive training to help facilitate this shift, this has included Mental Health First aid qualification, Self-harm and Winston wish Bereavement. Through-out all my roles, I have had the responsibility of developing and fostering cultural and organisational change. The best example is within my own setting, where I lead RSHE, here I have developed a robust PSHE programme (noted by OFSTED in 2019 as a strength of the school). Through focused training (external agencies) support (drop-in sessions), monitoring (SLT buy-in) and evaluation (Staff and student voice and quality assurance). The school has adopted a more positive attitude towards RSHE, and this has led to a shift in how students perceive the sessions and how they engage.

Rachel Rachel Trainer

In my work as a Child Educational and Community Psychologist in a local authority, I work with a range of educational settings to help support children and young people from ages 0-25 with any barriers to their learning, including communication/interaction difficulties, learning needs, social, emotional, mental health and physical/sensory needs. The schools I work with range from rural primary schools with small numbers of pupils on roll to large secondary schools and academies. I also currently work with an alternative provision which I visit weekly to support pupils via direct and indirect work to help support their needs and often their transition back to mainstream schools. I undertake regular discussions with the school SENCO to ascertain key priorities and support with staff (with varying levels of experience/knowledge) understanding of mental health and well-being. In order to support children and young people, I work with a range of people: school staff (senior leadership, school Sencos, teaching/support staff), young people, their families, advisory teaching service, social workers and virtual schools. I work with anyone involved with supporting pupils to think about what is going on for each particular child, what are their strengths and needs and use a range of psychological approaches to do so. I undertake systemic work with schools – multi-disciplinary meetings, training, group work and individual work. Training that I undertake includes working to support pupil’s SEMH such as emotion coaching, understanding behaviour/behaviour as communication, anxiety, self-harm etc. I also undertake supervision with a range of school staff, family support workers, inclusion managers and teaching assistants. Prior to working as an Educational Psychologist, I worked as a child support worker in a Tier 4 mental health clinic for CYP (ages 4-13), where we worked in a multi-disciplinary team with family therapists, teachers, psychiatrists, clinical psychologists and mental health nurses to support a range of child mental heath needs. My doctoral thesis explored what makes a good model for supporting mental health in secondary school via a grounded theory approach. Here I gathered the views of school staff in a secondary school that was considered to support mental health well and explored the factors that are key to promoting positive mental health in their pupils. Developing a trusting relationship with the senior leadership team was essential to this being a successful piece of work. I work with senior leaders in schools to think about and plan for how to best support the needs of their pupils, whether this is learning or SEMH based. Positive relationships with schools are central to all of the work I do. Working with a range of professionals, with differing backgrounds and knowledge is an advantage of my work and we can all learn from each other and question the evidence/knowledge offered. It is important for me to understand the context of each individual educational setting, and to understand their priorities and key challenges when working together, as this in turn enables me to support the settings to make systemic and organisational changes.

Course Registration


You will be invoiced £800 plus VAT only if we have confirmation of DfE funding (we have applied for this course fee to be paid for by the DfE Mental Health Lead Training Grant).