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Skills Self-audit

As the Mental Health Lead you often need to spin many plates at the same time and it can be hard to stop and reflect on your own personal development needs.

This audit allows leads to reflect on their own skills compared to the Department for Education requirements for the role.

For those attending a course through the network, then we ask leads to complete the digital version of this form before and after the training course to help us monitor and improve the training we offer. You can download a paper copy here or complete the digital one below:

Designated Mental Health Lead Skills Audit Download

Personal Skills Audit

View your previously completed audit

Complete the audit for the first time:

Mental Health Lead Skills Audit (precourse)

Name *

Name

First

First

Last

Last

Email

If completing our training, please select your course level *

Please select your course

Please select your intermediate course

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) *

Early Years

Key Stage 1

Key Stage 2

Key Stage 3

Key Stage 4

Key Stage 5

Type of setting (select all that apply)

Mainstream

Special

Alternative

Trust Staff (or equivalent)

Local Authority Staff

About your skills

This relates to your skill level in each and ranks from 1 (lowest) to 10 (highest).

Developing a whole setting plan for mental health and wellbeing. *

1

2

3

4

5

6

7

8

9

10

Engaging with key stakeholders and identify strategies to understand and overcome resistance. *

1

2

3

4

5

6

7

8

9

10

With the support of colleagues and support networks, sustaining and improving a whole setting approach. *

1

2

3

4

5

6

7

8

9

10

Developing stronger links with local services. *

1

2

3

4

5

6

7

8

9

10

Monitoring the impact of a whole setting approach. *

1

2

3

4

5

6

7

8

9

10

Assessing need and monitoring progress. *

1

2

3

4

5

6

7

8

9

10

Implementing a process to identify those who may need additional support, including the use of existing records. *

1

2

3

4

5

6

7

8

9

10

Making decisions about whether health or education intervention is more appropriate. *

1

2

3

4

5

6

7

8

9

10

Receiving and giving feedback to staff, pupils and parents to support the needs of pupils experiencing poor mental health in engaging in all aspects of school/college life. *

1

2

3

4

5

6

7

8

9

10

Working with others to understand mental health and well-being issues that may impact behaviour and attendance, and ensure policies reflect this. *

1

2

3

4

5

6

7

8

9

10

Monitoring the impact of individual or small group interventions and adapt approaches as necessary. *

1

2

3

4

5

6

7

8

9

10

Working with local mental health provision to ensure the needs of pupils and relevant adults are known, understood and reflected in the local support offer. *

1

2

3

4

5

6

7

8

9

10

Knowing how to identify and access the most appropriate mental health service. *

1

2

3

4

5

6

7

8

9

10

Being able to make or support referrals to mental health services. *

1

2

3

4

5

6

7

8

9

10

Using strategies, tools and resources to support own mental health. *

1

2

3

4

5

6

7

8

9

10

Promoting strategies, tools and resources to staff to support their mental health. *

1

2

3

4

5

6

7

8

9

10

Sharing simple evidence-based strategies and exercises with staff and pupils. *

1

2

3

4

5

6

7

8

9

10

Identifying and facilitating appropriate training for staff. *

1

2

3

4

5

6

7

8

9

10

Promoting resources that will support staff. *

1

2

3

4

5

6

7

8

9

10

Communicating a positive values-based approach, promoting openness and understanding to the fluctuations of mental health. *

1

2

3

4

5

6

7

8

9

10

Using local services and resources to enhance the whole-setting message and develop partners in the community. *

1

2

3

4

5

6

7

8

9

10

Connecting policies and processes to ensure they work together to support well-being. *

1

2

3

4

5

6

7

8

9

10

Involving all pupils in the coproduction and embedding of the whole setting approach. *

1

2

3

4

5

6

7

8

9

10

Identifying opportunities for peer led wellbeing support. *

1

2

3

4

5

6

7

8

9

10

Engaging with parents, families, carers, virtual school heads and local community to promote a well-being culture within and outside school hours. *

1

2

3

4

5

6

7

8

9

10

Developing positive relationships and working jointly with parents, families and carers. *

1

2

3

4

5

6

7

8

9

10

Signposting or supporting access to evidence-based resources for parents, families and carers. *

1

2

3

4

5

6

7

8

9

10

With subject leads, developing a cross curricular approach to mental health and wellbeing. *

1

2

3

4

5

6

7

8

9

10

Working across the school/college to promote the links between physical mental health. *

1

2

3

4

5

6

7

8

9

10

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