Wellbeing and Nurture
Wellbeing and Nurture at Hildenborough CE Primary School
This year the school was awarded a 'Highly Commended Status' at the Kent Mental Wellbeing Awards.
Hildenborough Church of England Primary is a school deeply committed to the wellbeing and development of all in its care.
Wellbeing means how we think about ourselves, our feelings and our lives.
At Hildenborough CE Primary School we are aware of the importance of emotional wellbeing for all of our pupils and staff. We consider wellbeing to be central to positive learning outcomes and a healthy and happy school experience. Therefore, we embed emotional and behavioural wellbeing and positive relationships throughout school life. This is achieved through various experiences and opportunities such as PSHE, assemblies, ‘time to talk’ and our participation in Children's Mental Health Week. We also regularly share the Action for Happiness calendar and promote the ‘six ways to wellbeing’: Connect, Be Active, Take Notice, Give, Keep Learning and Care for the Planet.
The school is grounded in genuine love and kindness for each other. The carefully tailored and thoughtful pastoral support for pupils ensures all are nurtured. There is a tangible sense of safety and hope, allowing all to flourish.
We know that for a child to achieve and learn, they must first feel safe and well in their environment. Children at our school are nurtured, and their needs are met by a team of professionals who genuinely care. This year, we have been working with Nurture UK on achieving the National Nurturing Schools Award in recognition of all we do to make Hildenborough School a nurturing environment. As part of this process, we have introduced the Six Principles of Nurture and are committed to embedding these in the whole-school and classroom environment. As a staff, we have rewritten these in child speak.
Principle 1: My learning is personalised to me
We recognise that all children are at different stages of development – socially, emotionally, physically and intellectually – and need to be responded to at their developmental level in each of these areas. Our curriculum focuses on teaching the children at their own developmental levels, stage not age, and providing them with the skills, knowledge and resources required to become confident learners.
Principle 2: Our school is a safe space to be
We want our school to feel a safe place for all. A place where the children feel happy, valued and secure so that they can explore, learn and grow with confidence. This doesn't just refer to the physical environment but also emotional security and well-being. This principle is underpinned by our school values and 'Positive Relationships and Behaviour for Learning' policy, which highlights the importance of nurture through positive relationships and positive environments that are conducive to learning. This also places an emphasis on adults being reliable and routines being consistent throughout the school which, in turn, offers a sense of security for all children.
Principle 3: My wellbeing matters
We care about all members of our school community and place wellbeing at the heart of everything we do. We know that nurturing relationships are key to emotional wellbeing and prioritise creating positive connections between children, staff and parents to promote a sense of belonging and happiness. We listen and respond to individual needs and recognise the importance of everyone feeling valued. In order to achieve this, we ensure sufficient time is given to notice and celebrate achievements, and to give support where it is needed.
Principle 4: My voice is valued
We know that effective communication is essential for learning and relationships, and so we place a big emphasis on the development of language skills to help children express themselves clearly and confidently. We also recognise the importance of ‘feeling heard’ in order to feel valued so we regularly seek feedback from those within our school community.
Principle 5: My behaviour shows how I am feeling
Our 'Positive Relationships and Behaviour for Learning' policy recognises that people communicate their feelings through their behaviour. We understand that it is the adult’s role to help children to understand their feelings, express their needs appropriately, and use non-threatening and supportive language to resolve situations. Our first responsibility in dealing with difficult or challenging behaviour, after safety, is to try to understand what the child is trying to tell us. We use the Zones of Regulation to support the children to reflect on their behaviour, and understand how to express their emotions appropriately.
Principle 6: I can cope with changes in my life
We know that children experience many transitions throughout their lives, and on a daily basis. For example, transitions from home to school, from breaktime to lessons, or moving from nursery to primary to secondary school. We know that transitions can be challenging but we ensure we provide guidance and support to help children navigate these changes (no matter how big or small) smoothly.
You can find out more about Nurture UK here: https://www.nurtureuk.org/what-is-nurture/ or take a look at our Nurture UK Parent Information PPT.
For further information regarding wellbeing resources/support, please take a look at the below links:
https://www.kentcht.nhs.uk/service/school-health/
https://www.nelft.nhs.uk/services-kent-children-young-peoples-mental-health
https://kentresiliencehub.org.uk/
https://youngminds.org.uk
https://www.childline.org.uk/