Emotional Health and Well

Being
Informing good choices and
decisions
The Healthy Schools Programme (NHSP) is a
joint initiative between DCSF and Department
of Health (DH) - which promotes a whole school
/ whole child approach to health.
The Programme has existed since 1999.
It is recognised as a key delivery mechanism in
the Children’s Plan (DCSF 2007) and in Healthy
Weight, healthy Lives (DH 2008) – 21st Century
White Paper reference.
 Practice
• A healthy school:
• Identifies, develops and communicates a positive message and appropriate values in relation to
the health and well-being of the whole school community
• Actively values and promotes the self-esteem of all members of the school community, develops
good relationships in the daily life of the school and is welcoming and open to parents and the
wider community
• Is successful in helping pupils and staff do their best and celebrates their achievements
• Offers all pupils the opportunity to benefit from a broad, balanced, creative and stimulating
education that challenges and promotes brain-friendly learning
• Promotes good communication within the whole school community ensuring that pupils and staff
are given an effective voice in whole school decision making
• Provides an accessible and relevant PSHE / Citizenship programme which enables pupils to
develop their skills and attitudes in order to make informed choices about their health and to
develop their social, moral, spiritual and cultural awareness
• Invests in the physical and emotional health of staff and pupils to help improve standards and
raise achievement
• Provides a range of opportunities beyond the curriculum which promote the development of skills
• Takes every opportunity to provide a safe, happy and reflective learning environment which
promotes inclusion
• Develops partnerships with appropriate outside agencies and individuals, for advice and active
support within the context of health education and health promotion in the school
 Local Priorities
National Indicators for Children in Manchester

– Emotional Health of Children

– Teenage Conception rates

– Obesity in yr 6

– Substance misuse

– Aspiration and well-being (LAA)

 Healthy Schools
Engagement = Decision Making Environment
Whole
School Ethos
Key Physical
Curriculum
EHWB Partners Activity

Pupil Needs
Voice Analysis
Healthy
Positive
Healthy
PSHE Decisions Eating
Staff Targeted
Modelling Universal

Sustainable Context Systematic Participation

Development Measured
Balanced
 Emotional health context
‘A state of well-being in which the individual realises his or her own abilities, can cope with the normal
stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her
community.’ World Health Organisation, 2000

‘Being able to ‘develop psychologically, emotionally, intellectually and spiritually; initiate, develop and sustain
mutually satisfying personal relationships; use and enjoy solitude; become aware of others and empathise
with them; play and learn; develop a sense of right and wrong; resolve (face) problems and setbacks and
learn from them’. Mental Health Foundation, 1999
• NI 50 Promoting the emotional health of children and young people
• NI 50 is a specific indicator of a very broad concept of emotional health
• NI 51 Effectiveness of child and adolescent mental health (CAMHs) services
• This concept is at the heart of Every Child Matters, and at the heart of many current
developments within children’s services
• New Ofsted Framework– well being indicators and health aspects of self evaluation
• NICE Guidelines for Primary and Secondary schools
• A duty to promote pupils’ wellbeing’ (Education & Inspections Act, 2006)
• Healthy Child Programme 2009
• Statutory Guidance on PSHE
• National Curriculum overarching aims:
– to provide opportunities for all pupils to learn and achieve    
– to promote pupils' spiritual, moral, social and cultural development and
prepare all pupils for the opportunities, responsibilities and experiences of life
 The focus on emotional and mental health has never
been greater…
• PSA 12 and National Indicator 50.

• Children and Young People in Mind – report of the independent

CAMHS Review. Good work going on to promote and support children’s
emotional health but some weaknesses in provision

• National Advisory Council for Children’s Psychological Wellbeing and

Mental Health set up

• New Horizons programme – highlighting the economic case for mental

health promotion and early intervention in childhood

• Keeping Children and Young People in Mind – Government’s full

response to the CAMHS Review. Targeted help, intervention where
needed

• New Statutory Role of Children’s Trusts – formalising partnership

arrangements between PCTs and LAs
 In Manchester…
• Emotional Health and Wellbeing strategy
• CAMHS Partnership and EHWB Structures
• Universal, tier 2 commissioning arrangements
with Healthy Schools / TaMHS
• EHWB Scrutiny committee
• School EHWB Strategy
• Healthy Schools enhancement model
• Mental Health in schools programme
• TaMHS programme
 DELIVERING
• CAMHS Specialist Training:
• Participants reported an average 18% rise in awareness of issues
• Participants reported an average 41% increased likelihood of making a change in
their work as a result of training
• 81% of delegates reported an improvement in perception of children / young people
with a mental health problem.
• 93% of participants reported an improvement of confidence as a result of training.
• 79.2 % of participants reporting greater confidence in making referrals
• Staff EHWB/mental health training in non NHSS schools
• 100 % of school staff attending inset training that report greater awareness as result
of input (evaluation form)
• 100% of respondents reported an increase in knowledge, understanding and skills
within emotional health and well being
• Nine out of the ten schools targeted for EHWB support achieved NHSS by Dec 09
• TaMHS/MHS – Targeting schools
• 100% of school staff attending training that report a change in their attitudes as
result of input (evaluation form)
• An additional 3 high schools and10 feeder primary schools have been recruited to
be a part of the TaMHS programme this year. 37.5% (n9) high schools are now part
of the TaMHS/MHS Programme.
 DOING
• D ECISIONS
• O PPORTUNITY
• I NSIGHT
• N UTURING
• G ROUNDING
 Example Staff Twilight
Steps to Develop Staff Well Being and Role Models
"Wellbeing is a state of being with others, where human needs are met, where one can act meaningfully to
pursue one's goals, and where one enjoys a satisfactory quality of life.” - ESRC Research Group

Steps to Modelling Practice within Teaching and School

“The true measure of a nation’s standing is how well it attends to its children – their health and safety, their
material security, their education and socialisation, and their sense of being loved, valued, and included
in the families and societies into which they are born” UNICEF Innocenti Report

• Aims:
• To understand what we mean by emotional intelligence
• To learn strategies for managing our own emotional health and well being
• To build relationships and structures to support colleagues in their emotional health and well
being
• To continue to best model emotional health and positive behaviour to our children and young
people
• To consider our school curriculum and how it engages with the emotional development of all.
• To develop whole school strategies to develop an emotionally intelligent school community.
• Emotional health and Well Being along side the other themes of the healthy schools programme
actively contributes to all five areas of the Every Child Matters Agenda.

Stay safe Healthy Enjoying & Achieving Economically active Positive contribution

If we do not model what we teach then we are teaching something else!

 Healthy Schools
Engagement = Decision Making Environment
Whole
School Ethos
Key Physical
Curriculum
EHWB Partners Activity

Pupil Needs
Voice Analysis
Healthy
Positive
Healthy
PSHE Decisions Eating
Staff Targeted
Modelling Universal

Sustainable Context Systematic Participation

Development Measured
Balanced
 Foundations
• Resources need to be matched with skills
• Learning to be grounded within context
• Informed choice
• Role modelling
• Policy supported by theory
• Taught and Caught
• Whole school and holistic
• Regeneration, Reduction, Risk and Resiliency
• Now Decide…