Mental Health Setting Audit Review.

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Username: [111]<\/p>

Setting name: [261]<\/p>

Email: [262]<\/p>

If you are attending a course, please select your course level: [112]<\/p>

Phases covered as Mental Health Lead (select all that apply): [250]<\/p>

Type of setting (select all that apply): [253]<\/p>

Ethos and Environment<\/h3><\/div><\/div>“},{“box”:3,”content”:”

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

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Comments [148]<\/p>“},{“box”:6,”content”:”

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

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Comments: [150]<\/p>“},{“box”:9,”content”:”

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

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Comments: [152]<\/p>“},{“box”:12,”content”:”

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

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Comments: [153]<\/p>“},{“box”:15,”content”:”

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

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Comments: [156]<\/p>“},{“box”:18,”content”:”

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

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Comments: [157]<\/p>“},{“box”:21,”content”:”

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

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Comments: [159]<\/p>“},{“box”:24,”content”:”

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

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Comments: [234]<\/p>“},{“box”:27,”content”:”

Leadership and Management<\/h3>“},{“box”:29,”content”:”

9 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>

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Comments: [161]<\/p>“},{“box”:32,”content”:”

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

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Comments: [172]<\/p>“},{“box”:35,”content”:”

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

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Comments: [166]<\/p>“},{“box”:38,”content”:”

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

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Comments: [168]<\/p>“},{“box”:41,”content”:”

13 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>

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Comments: [171]<\/p>“},{“box”:44,”content”:”

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

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Comments: [175]<\/p>“},{“box”:47,”content”:”

15 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>

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Comments: [177]<\/p>“},{“box”:50,”content”:”

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

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Comments: [178]<\/p>“},{“box”:53,”content”:”

17 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>

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Comments: [181]<\/p>“},{“box”:56,”content”:”

Student Voice<\/h3>“},{“box”:58,”content”:”

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

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Comments: [182]<\/p>“},{“box”:61,”content”:”

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

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Comments: [186]<\/p>“},{“box”:64,”content”:”

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

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Comments: [187]<\/p>“},{“box”:67,”content”:”

Working with Parents, Carers and Families<\/h3>“},{“box”:69,”content”:”

21 Parents and carers are able to talk about the Mental Health and Wellbeing, and the Behaviour Policies.\u00a0<\/p>

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Comments: [194]<\/p>“},{“box”:72,”content”:”

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

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Comments: [189]<\/p>“},{“box”:75,”content”:”

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

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Comments: [193]<\/p>“},{“box”:78,”content”:”

Staff Development<\/h3>“},{“box”:90,”content”:”

24 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>

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Comments: [196]<\/p>“},{“box”:93,”content”:”

25 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>

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Comments: [200]<\/p>“},{“box”:96,”content”:”

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

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Comments: [226]<\/p>“},{“box”:99,”content”:”

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

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Comments: [201]<\/p>“},{“box”:104,”content”:”

28 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>

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Comments: [204]<\/p>“},{“box”:102,”content”:”

Identifying Needs and Monitoring Impact<\/h3>“},{“box”:107,”content”:”

29 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>

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Comments: [206]<\/p>“},{“box”:110,”content”:”

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

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

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Comments: [213]<\/p>“},{“box”:116,”content”:”

32 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>

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

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

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Comments: [217]<\/p>“},{“box”:125,”content”:”

35 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>

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Comments: [219]<\/p>“},{“box”:130,”content”:”

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

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Comments: [220]<\/p>“},{“box”:128,”content”:”

Targeted Support<\/h3>“},{“box”:133,”content”:”

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

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Comments: [222]<\/p>“},{“box”:136,”content”:”

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

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

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Comments: [230]<\/p>“},{“box”:154,”content”:”

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

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Comments: [232]<\/p>“},{“box”:142,”content”:”

Curriculum, Teaching and Learning<\/h3>“},{“box”:157,”content”:”

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

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Comments: [236]<\/p>“},{“box”:160,”content”:”

42 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>

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Comments: [239]<\/p>“},{“box”:163,”content”:”

43 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>

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Comments: [243]<\/p>“},{“box”:168,”content”:”

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

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

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Comments: [245]<\/p>“},{“box”:166,”content”:”<\/div><\/div>“}]

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