Mental Health Setting Audit Form

Ethos and Environment<\/h2>

The Mental Health Lead\u2019s role, includes supporting the mental wellbeing of pupils, embedding respect and diversity.<\/p>

[147]<\/em><\/p>

Comments [148]<\/em><\/p>

Whilst there may be a Mental Health Lead, all staff understand their role in supporting the needs of other staff and young people.<\/p>

[149]<\/em><\/p>

Comments [150]<\/em><\/p>

Staff feel secure and confident enough to address immediate behaviour, social, emotional and mental health (SEMH) needs.<\/p>

[151]<\/em><\/p>

Comments [152]<\/em><\/p>

Staff feel supported and are able to discuss their own mental health needs.<\/p>

[154]<\/em><\/p>

Comments [153]<\/em><\/p>

Staff feel supported and are able to discuss their own mental health needs.<\/p>

[155]<\/em><\/p>

Comments [156]<\/em><\/p>

There is an ethos that values diversity and acts against bullying.<\/p>

[158]<\/em><\/p>

Comments [157]<\/em><\/p>

All teaching staff meet their obligations under appropriate equal opportunities legislation, such as differentiated expectations for young people with behavioural difficulties.<\/p>

[160]<\/em><\/p>

Comments\u00a0[159]<\/em><\/p>

The setting plays an active part in supporting the wellbeing of the local community.<\/p>

[233]<\/em><\/p>

Comments [234]<\/em><\/p>

Leadership and Management<\/h2>

There is a \u2018Mental Health Lead\u2019 and this role is seen as separate to the role of SENDCO, who they work with to meet the needs of those with complex difficulties.<\/p>

[162]<\/em><\/p>

Comments [161]<\/em><\/p>

The Mental Health Lead feeds directly into the School Management Team.<\/p>

[173]<\/em><\/p>

Comments [172]<\/em><\/p>

There is a whole-school Mental Health and Wellbeing Policy and Action Plan, including ensuring the wellbeing of staff and pupils.<\/p>

[167]<\/em><\/p>

Comments [166]<\/em><\/p>

The policy reflects any DfE, Public Health, CAMHS or other relevant strategies.<\/p>

[169]<\/em><\/p>

Comments [168]<\/em><\/p>

The policy has been influenced by the local community, in addition to coproduction with parents\/carers\/pupils, to reflect the cultural community they are based in.<\/p>

[170]<\/em><\/p>

Comments [171]<\/em><\/p>

The Governing Body know their role in monitoring the social, emotional and mental health of pupils and staff.<\/p>

[174]<\/em><\/p>

Comments [175]<\/em><\/p>

There is a procedure in place for staff, including temporary personnel, parents and pupils to raise concerns relating to social, emotional and mental health.<\/p>

[176]<\/em><\/p>

Comments [177]<\/em><\/p>

Concerns raised by staff, parents or pupils are recorded and dealt with accordingly.<\/p>

[179]<\/em><\/p>

Comments [178]<\/em><\/p>

Exclusions, where given, are used to increase the effectiveness of any individual plans, for example, an individual plan is reviewed to avoid or reduce the likelihood of the exclusion happening again.<\/p>

[180]<\/em><\/p>

Comments [181]<\/em><\/p>

Student Voice<\/h2>

Pupils are able to talk about the Mental Health and Wellbeing, and the Behaviour Policies.<\/p>

[183]<\/em><\/p>

Comments [182]<\/em><\/p>

Pupils are involved in the formulation and implementation of the Mental Health and Wellbeing Policy and provision.<\/p>

[185]<\/em><\/p>

Comments [186]<\/em><\/p>

Pupils who receive sanctions are able to reflect on why they received the sanction.<\/p>

[188]<\/em><\/p>

Comments [187]<\/em><\/p>

Working with Parents, Carers and Families<\/h2>

Parents and carers are able to talk about the Mental Health and Wellbeing, and the Behaviour Policies.<\/p>

[195]<\/em><\/p>

Comments [194]<\/em><\/p>

Parents and carers are involved in the formulation and implementation of the Mental Health and Wellbeing Policy and provision.<\/p>

[190]<\/em><\/p>

Comments [189]<\/em><\/p>

Provision is in place to support parenting skills, promote resilience and mental wellbeing in the home environment.<\/p>

[192]<\/em><\/p>

Comments [193]<\/em><\/p>

Staff Development<\/h2>

The Mental Health Lead has had appropriate training to help them (a) have a good understanding of the risk factors associated with mental health difficulties; (b) to know the signs and symptoms of various mental health conditions; (c) to understand how to identify mental health needs earlier; and (d) apply their knowledge to support pupils.<\/p>

[197]<\/em><\/p>

Comments [196]<\/em><\/p>

There is regular staff training for all teaching and non-teaching staff on social, emotional and mental health topics, such as: (a) Disabilities and Medical Conditions (b) Social and Emotional Conditions (c) Mental Health Difficulties (d) Attachment (e) Mental Wellbeing (f) Multi-disciplinary Working.<\/p>

[199]<\/em><\/p>

Comments [200]<\/em><\/p>

Staff in high-risk roles receive clinical supervision from someone independent of their line-management.<\/p>

[225]<\/em><\/p>

Comments [226]<\/em><\/p>

There is regular training for the Governing Body on their responsibilities for supporting staff and pupils in social, emotional and mental health.<\/p>

[202]<\/em><\/p>

Comments [201]<\/em><\/p>

Advice, support and guidance is in place for staff not commonly included in training, for example supply teachers, administrative staff or catering\/lunch staff.<\/p>

[203]<\/em><\/p>

Comments [204]<\/em><\/p>

Identifying Needs and Monitoring Impact<\/h2>

There is a clear policy(ies) for the identification and development of plans to address social, emotional and mental health difficulties, including SEN processes as relevant.<\/p>

[205]<\/em><\/p>

Comments [206]<\/em><\/p>

Social, emotional and mental health problems are identified at an early stage and procedures work to intervene promptly.<\/p>

[211]<\/em><\/p>

Comments [210]<\/em><\/p>

Response to behaviour promotes a speedy identification of the underlying needs and appropriate strategies are put in place.<\/p>

[212]<\/em><\/p>

Comments [213]<\/em><\/p>

Packages of support for young people experiencing mental health difficulties include opportunities to develop skills for life and meet the expectations of the world around them.<\/p>

[209]<\/em><\/p>

Comments [208]<\/em><\/p>

The setting has identified appropriate local mental health services, including voluntary and private offers.<\/p>

[214]<\/em><\/p>

Comments [215]<\/em><\/p>

This map has enabled the school to identify \u2018gaps\u2019 in local provision and put plans in place.<\/p>

[216]<\/em><\/p>

Comments [217]<\/em><\/p>

Behaviour records, attendance data and social and emotional measures, are used to monitor the non-academic progress of pupils with social and emotional problems, and those with relevant mental health difficulties.<\/p>

[218]<\/em><\/p>

Comments [219]<\/em><\/p>

Alternatives to exclusion, including any off-site provision, are reviewed against the progress of the young person.<\/p>

[221]<\/em><\/p>

Comments [220]<\/em><\/p>

Targeted Support<\/h2>

There is a clear procedure for the commissioning\/referral\/involvement of external mental health professionals, such as psychologists, therapists or counsellors.<\/p>

[223]<\/em><\/p>

Comments [222]<\/em><\/p>

There is a working strategy for supporting the mental health and wellbeing of staff, including appropriate signposting and support for those experiencing difficulties.<\/p>

[227]<\/em><\/p>

Comments [228]<\/em><\/p>

Mental health services are engaged\/commissioned appropriately, according to the needs.<\/p>

[229]<\/em><\/p>

Comments [230]<\/em><\/p>

Partnerships and relationships with local services, such as Mental Health Support Teams, exist and have a positive impact on pupils.<\/p>

[231]<\/em><\/p>

Comments [232]<\/em><\/p>

Curriculum, Teaching and Learning<\/h2>

The PSHE Curriculum includes regular opportunities to discuss differences between expectations for different young people.<\/p>

[235]<\/em><\/p>

Comments [236]<\/em><\/p>

Lesson plans and individual support plans reflect an approach to help young people with SEMH difficulties to have skills for life and meet the expectations of the world around them.<\/p>

[238]<\/em><\/p>

Comments [239]<\/em><\/p>

Resources, such as the guidance on Teaching about Wellbeing (https:\/\/www.gov.uk\/guidance\/teaching-about-mental-wellbeing) are used by the PSHE and other subject leads to inform planning.<\/p>

[242]<\/em><\/p>

Comments [243]<\/em><\/p>

Other subject areas integrate opportunities to develop social, emotional and mental health skills.<\/p>

[241]<\/em><\/p>

Comments [240]<\/em><\/p>

Pupils with social, emotional or mental health difficulties are able to access the curriculum and extra-curricula activities.<\/p>

[244]<\/em><\/p>

Comments [245]<\/em><\/p>

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