Wellbeing Leaders

Wellbeing Leaders

Your Challenges

  • Pupils wanting to be more active at playtimes but not having activities available
  • Pupils presenting poor behaviour because they are in a low mood
  • Only adults available to support those in a low mood
  • Play leaders already in place but only know how to boost physical activity
  • A lack of emotional literacy – pupils trying to explain how they feel
  • Pupils thinking they know how to support their peers but who are actually saying the wrong things
  • Your playtimes are dominated by football and other traditional games

Benefits We Bring

  • You’ll have fully trained pupils who with confidence can support the physical and mental needs of their peers
  • You’ll get a wider range of activities open to pupils at playtimes ran by the leaders
  • The leaders will have practised conversation starters based on Samaritans practice that will enable them to start conversations with their peers experiencing low mood
  • Every pupils’ will have the chance to check in with their mood through the WBL or even before they leave their classroom – dependent on what the WBL decide
  • This then sets up a monitored intervention over the next 6 to 12 months
  • This impact evidence can be used as evidence for any local area health awards (E.g. healthy Schools Status)
Andy with Mentor at Chalk Board
Swing
Positive Playtime Practice
St John's on the Hill

Training – What You Get

Positive Playtime Practice

During the morning, pupils will discuss the role of the well-being leader, learn a bank of physical activities they can offer their peers and understand in more detail how they can support them when they are presenting low mood – using the ‘5 ways to well-being’ and some of the Samaritans Small Talk resources to do this. They will also discuss playtime leadership scenarios to get an understanding of how to manage challenge and poor behaviour. This is a very practical session.

 

During the afternoon, the pupils will undertake an assessment which includes planning, delivering and evaluating an activity within a team of 6. They will also in pairs, roleplay how you would support a peer who is feeling low – sharing their new ‘5 ways’ knowledge and coming up with ideas that will help them move their peers’ mood.

 

End of Day Celebration: To finish the day off, the group, alongside Andy, will present their work to the whole school, and receive certificates, during an end of day assembly. Here Andy will also talk about his experiences of times in his life where he has felt low and how others have helped him, similar to the ways in which the children in your school, will now be able to support their peers.

He will also share the important message that it is ok to feel low, but it’s what you do to move your mood that’s important!

We are also always looking to go above and beyond to help you to get the best pupil outcomes you can. So, during the day, Andy would also have some time to fit in some targeted meetings with students who might benefit from some 1-1 time to discuss their SEND conditions or problems with behaviour.

Ofsted Banner

Our practices have been brought in line to provide impact evidence against the Behaviour and attitudes, and Personal Development sections of the updated Education Inspection Framework 2019.

 

Behaviour and attitudes

  • Learners have high attendance and are punctual
  • Relationships among learners and staff reflect a positive and respectful culture.

 

Personal Development

  • The curriculum extends beyond the academic, technical or vocational. It provides for learners’ broader development, enabling them to develop and discover their interests and talents
  • The curriculum and the provider’s wider work support learners to develop their character – including their resilience, confidence and independence – and help them know how to keep physically and mentally healthy
  • The provider prepares learners for life in modern Britain by:
    • Equipping them to be responsible, respectful, active citizens who contribute positively to society
    • Developing their understanding of fundamental British values
    • Developing their understanding and appreciation of diversity
    • Celebrating what we have in common and promoting respect for the different protected characteristics as defined in law.

Case Study

Eastington Primary School

Eastington Primary School

Intervention used as evidence to achieve Mental Health Champion Status in Gloucestershire – 2019

Increase in no of children and young people who wanted to feel more confident that the way they supported their peers to move their moods was the right one.

Working in partnership with Gloucestershire Healthy Living and Learning

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