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National Healthy Schools Criteria for Emotional Health and Wellbeing


• Emotional health and well-being contributes significantly to all five national outcomes for children/young people: being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being
• Emotional Health and Well-Being promotes positive emotional health and well-being to help children/young people to understand and express their feelings, and build their confidence and emotional resilience and therefore their capacity to learn

A Healthy School…

4.1 Identifies vulnerable individuals and groups and establishes appropriate strategies to support them and their families
• Drawing on relevant DfES guidance, schools are able to identify children/young people experiencing or at risk of experiencing behavioural, emotional and social difficulties.
• Vulnerable children/young people have individual support plans.
• The school has examples of planned and structured intervention work to address the issues of identified children/young people. 
• The school has plans and protocols in place for working with other agencies to support individuals and their families.
• Vulnerable children/young people report feeling supported.
• Children/young people with specific behavioural, emotional or social difficulties have planned and structured interventions matched to their needs.

Ofsted self evaluation  4b, 4f, 5b, 5c


4.2 Provides clear leadership to create and manage a positive environment which enhances emotional health and well-being in school – including the management of the behaviour and rewards policies.
• The school has a behaviour policy that strikes a healthy balance between rewards and sanctions and clearly explains how positive behaviour is promoted.
• The Vision/Mission Statement, Aims and Prospectus refer to the emotional health and well-being of the children/young people.
• The Senior Management Team demonstrate an effective leadership role in emotional health and well-being.

Ofsted self evaluation 6a


4.3 Has clear, planned curriculum opportunities for children/young people to understand and explore feelings using appropriate learning and teaching styles.
• The school can demonstrate that teaching social and emotional skills is an integral part of its curriculum for PSHE.
• The school ensures that there is a planned and comprehensive programme for teaching social and emotional skills and either uses, is planning to use or has considered using the DfES recommended SEAL programme.
• The school has a Teaching and Learning policy which  considers the effect of teaching on emotional well being and the promotion of social and emotional skills.
• Children/young people can describe how they learn to explore, express and manage their feelings and are able to empathise with others.

Ofsted self evaluation 4a, 4b, 4c, 4f, 5a, 5b


4.4 Has a confidential pastoral support system in place for children/young people and staff to access advice – especially at times of bereavement and other major life changes – and that this system actively works to combat stigma and discrimination.
• Children/young people say they understand the pastoral system and are able to easily access it.
• The school has identified routes of referral for children/young people and staff.
• Children/young people and staff report they know how to seek help if they are upset or troubled.
• Children/young people and staff are aware of and can identify how the school is actively combating stigma and discrimination.

Ofsted self evaluation 4b, 4f, 5c


4.5 Has explicit values underpinning positive emotional health which are reflected in practice and work to combat stigma and discrimination.
• The school has clear values in its prospectus or in another appropriate public place that can clearly be linked to the promotion of positive emotional health and the development of social and emotional skills.
• Children/young people and staff can identify practice and activities, which actively combat stigma and discrimination
• The school has clear policies setting out its position on stigma and discrimination.

Ofsted self evaluation 5b, 6a


4.6 Has a clear  policy on bullying, which is owned, understood and implemented by the whole school community.
• The school signs the Anti-Bullying Charter and uses it to draw up an effective Anti-Bullying Policy.
• Staff know and understand the policy on bullying including their role within it.
• Staff feel supported and are able to identify and manage bullying.
• Children/young people and parents/carers know and understand the policy on bullying and feel that they have the opportunity to regularly discuss its implementation. 
• The school has a system that ensures prompt reporting back to parents/carers on any concerns raised.
• The school has a system for recording bullying incidents and a follow up process to monitor children and young.

Ofsted self evaluation  2a, 2b, 4b, 6a


4.7 Provides appropriate professional training for those in a pastoral role.
• The school has a planned CPD programme for all staff linked to personal and social development and to support the teaching of social and emotional skills.
• Staff are aware of their role in responding to emotional issues e.g. children/young people and bereavement.

Ofsted self evaluation 6a


4.8 Provides opportunities for children/young people to participate in school activities and responsibilities to build their confidence and self-esteem.
• Children/young people can specify opportunities they have to participate in e.g. year, class and school councils; PSHE lessons / SEAL lessons; circle time; focus groups and questionnaires.
• The school has regular celebration activities and displays reflecting achievement.

Ofsted self evaluation 4d, 5b


4.9 Has a clear confidentiality policy.
• The school has a Confidentiality Policy which may be discrete or included in other policies.
• The policy specifies who is bound by it e.g. school staff and who is not.
• All staff are aware of the policy and understand their role within it.
• Children/young people and staff are consulted on the development and the renewal of the Confidentiality Policy.
• Children/young people and parents/carers are aware of the Confidentiality Policy and understand what it means for them.

Ofsted self evaluation 4b, 4d, 6a


Find out more at the National Healthy Schools Programme Website www.healthyschools.gov.uk/Themes/Default.aspx?theme=4

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