Skip to content ↓
Logo

Ribbleton Avenue Methodist Junior School

Social, Emotional and Mental Health Difficulties

Our Offer

At Ribbleton Avenue Methodist Junior School, we recognise that children’s emotional wellbeing and mental health are fundamental to their ability to learn, build relationships and feel safe within school.

We understand that some children may experience social, emotional or mental health difficulties at different points in their lives and that these needs can present in many different ways. At RAMJS, we aim to identify concerns early and provide a nurturing, relational and supportive environment where children feel listened to, valued and understood.

Our restorative and relational approach is embedded across school and focuses strongly on building positive relationships, emotional regulation, inclusion and wellbeing.

Support is personalised and may include:

  • Emotional wellbeing check-ins
  • Restorative conversations and support
  • Social skills and nurture groups
  • Friendship groups
  • Emotional regulation support
  • Movement and sensory breaks
  • Calm spaces and quiet zones
  • Team Around the Child approaches
  • One-to-one pastoral support
  • Counselling and play therapy
  • Mindfulness and self-regulation activities
  • Flexible approaches to learning and transitions
  • Positive behaviour support and personalised strategies

Support is delivered through close collaboration between:

  • Class teachers
  • The SENDCo
  • The Heart Room team
  • Teaching assistants
  • Families
  • Outside agencies and professionals

The Heart Room

The Heart Room is a nurturing SEMH provision within school which provides emotional, social and wellbeing support for children across all year groups.

The Heart Room is led by:

  • Mrs Helen Tugwell (Pastoral Support)
  • Mrs Louise Leeming (Family Support Worker)

Children may access the Heart Room for:

  • Emotional regulation support
  • Friendship and social difficulties
  • Anxiety or worries
  • Restorative conversations
  • Nurture support
  • Bereavement support
  • Self-esteem and confidence work
  • Behaviour support linked to underlying SEMH needs

Support may be delivered through:

  • One-to-one sessions
  • Nurture groups
  • Friendship groups
  • Social skills groups
  • Play-based activities
  • Mindfulness activities
  • Restorative sessions

The Heart Room is available throughout the school day and provides a calm, safe and trusted environment where children feel supported and listened to.

Possible Indicators of SEMH Needs

Children with SEMH needs may experience:

  • Emotional distress linked to trauma or adverse experiences
  • Difficulty managing change or transitions
  • Anxiety or worries
  • Becoming withdrawn or isolated
  • Frustration, anger or aggression
  • Dysregulation within school
  • Difficulties forming or maintaining friendships
  • Challenges linked to ASD or ADHD
  • Behaviour changes affecting learning or wellbeing
  • Difficulties communicating feelings or needs
  • Emotionally-based school avoidance (EBSA)
  • Selective mutism or being unable/unwilling to speak in certain situations

These difficulties can sometimes be temporary or linked to life events, while for other children they may require longer-term support.

Support and Referral Pathways

If concerns arise regarding a child’s emotional wellbeing or behaviour:

  • Parents should initially speak to the class teacher
  • Concerns may then be discussed with the SENDCo and pastoral team
  • Observations and assessments may be completed
  • Support strategies and interventions may be introduced

Children may receive:

  • Emotional wellbeing support
  • Pastoral intervention
  • Nurture support
  • Social groups
  • Counselling or play therapy (with parental consent)
  • Individual Education Plans (IEPs) where appropriate

Where SEMH needs significantly impact education and learning, children may be placed on the SEND register and supported through the graduated approach.

If additional support is required, referrals may be made to outside agencies including:

  • CAMHS/CYPPS
  • Key Emotional Support Service
  • Children and Family Wellbeing Service
  • Educational Psychology
  • Right to Choose pathways via the GP
  • Clinical Partners or neurodevelopmental pathways where appropriate

Parents are fully involved throughout the process and support is reviewed regularly.

Counselling and Therapeutic Support

RAMJS employs a school counsellor who works within school to support children experiencing emotional or mental health difficulties.

We also provide:

  • Play therapy approaches
  • Therapeutic interventions
  • Restorative practice
  • Emotional literacy support
  • Strengths-based and trauma-informed approaches

Staff across school receive training in:

  • Restorative and relational practice
  • Trauma-informed approaches
  • Adaptive teaching for SEMH needs
  • Emotional regulation strategies
  • Supporting neurodiversity and wellbeing

Emotional Literacy Support

Children may also access Emotional Literacy Support approaches and interventions focusing on:

  • Social skills
  • Emotional understanding
  • Self-esteem
  • Bereavement support
  • Anger management
  • Confidence building
  • Friendship skills

Useful resources and information can also be found through the ELSA Support website:
https://www.elsa-support.co.uk/

At RAMJS, we believe that children thrive when they feel safe, understood, regulated and emotionally supported, and we are committed to ensuring every child feels included, valued and able to succeed.

 

Cookie Policy