Setting Mental Health Provision Audit – National Network of Mental Health Leads

This audit tool is designed to help schools and colleges reflect on their mental health leadership. It is based on the eight principles identified by Public Health England (2015). You can save this and come back to add to it at any time.

Please complete this form prior to the course if you are attending training. Text boxes are optional and this audit can be submitted as part of your course portfolio.

We use anonymised data from this form to help our quality assurance processes and inform future development.

If you have previously completed your audit, then you can view and edit your existing one here.

Setting Audit

Mental Health Setting Audit

This audit is being archived, we recommend completing the 2nd Edition available at https://audit.mentalhealthlead.com

Please do not complete this form if you have previously completed an entry, instead go to: https://mentalhealthlead.com/view-and-edit-setting-audit/

Setting name

Local education authority

Your Email

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Please select your advanced course location and date

Please select your National Educational Leader course location and date

Phases covered as Mental Health Lead (select all that apply)

Type of setting (select all that apply)

Ethos and Environment

1 The Mental Health Lead’s role, includes supporting the mental wellbeing of pupils, embedding respect and diversity.

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Developing

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

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

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4 Staff feel supported and are able to discuss their own mental health needs.

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5 There is an ethos that values diversity and acts against bullying.

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6 All teaching staff meet their obligations under appropriate equal opportunities legislation, such as differentiated expectations for young people with behavioural difficulties.

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7 The setting plays an active part in supporting the wellbeing of the local community.

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Leadership and Management

8 There is a ‘Mental Health Lead’ 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.

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9 The Mental Health Lead feeds directly into the School Management Team.

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10 There is a whole-school Mental Health and Wellbeing Policy and Action Plan, including ensuring the wellbeing of staff and pupils.

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11 The policy reflects any DfE, Public Health, CAMHS or other relevant strategies.

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12 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.

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13 The Governing Body know their role in monitoring the social, emotional and mental health of pupils and staff.

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

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15 Concerns raised by staff, parents or pupils are recorded and dealt with accordingly.

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16 Exclusions, where given, can be used to increase effectiveness, for example, staff response or individual plans, are reviewed to avoid or reduce the likelihood of the incident or exclusion happening again.

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Student Voice

17 Pupils are able to talk about the Mental Health and Wellbeing, and the Behaviour Policies.

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18 Pupils are involved in the formulation and implementation of the Mental Health and Wellbeing Policy and provision.

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19 Pupils who receive sanctions are able to reflect on why they received the sanction.

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Working with Parents, Carers and Families

20 Parents and carers are able to talk about the Mental Health and Wellbeing, and the Behaviour Policies.

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21 Parents and carers are involved in the formulation and implementation of the Mental Health and Wellbeing Policy and provision.

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22 Provision is in place to support parenting skills, promote resilience and mental wellbeing in the home environment.

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Staff Development

23 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.

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24 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.

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25 Staff in high-risk roles receive clinical supervision from someone independent of their line-management.

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26 There is regular training for the Governing Body on their responsibilities for supporting staff and pupils in social, emotional and mental health.

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

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Identifying Needs and Monitoring Impact

28 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.

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29 Social, emotional and mental health problems are identified at an early stage and procedures work to intervene promptly.

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30 Response to behaviour promotes a speedy identification of the underlying needs and appropriate strategies are put in place.

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31 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.

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32 The setting has identified appropriate local mental health services, including voluntary and private offers.

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33 This map has enabled the school to identify ‘gaps’ in local provision and put plans in place.

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34 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.

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35 Alternatives to exclusion, including any off-site provision, are reviewed against the progress of the young person.

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Targeted Support

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

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37 There is a working strategy for supporting the mental health and wellbeing of staff, including appropriate signposting and support for those experiencing difficulties.

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38 Mental health services are engaged/commissioned appropriately, according to the needs.

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39 Partnerships and relationships with local services, such as Mental Health Support Teams, exist and have a positive impact on pupils.

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Curriculum, Teaching and Learning

40 The PSHE Curriculum includes regular opportunities to discuss differences between expectations for different young people.

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41 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.

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42 The PSHE Curriculum includes opportunities for pupils to discuss their social, emotional and mental health needs.

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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.

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44 Other subject areas integrate opportunities to develop social, emotional and mental health skills.

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

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Download an action plan template to plan your next steps.

Mental-Health-Action-Plan Download

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