Keeping Children Healthy and Safe

 Wellbeing & Involvement

At South Street Primary it is our vision that all children are entitled to develop to their fullest potential academically, socially, emotionally and into healthy young people enabling each child to grow in confidence and be able to fully participate in everything that goes on in the wider community with confidence. It is widely recognised that a child’s emotional health and wellbeing influences their cognitive development and learning, as well as their physical and social health and their mental wellbeing in adulthood. The department for Education recognises that, in order to help their pupils succeed: schools have a role to play in supporting them to be resilient and mentally healthy.

We have a supportive and caring ethos and our approach is respectful and kind, where each individual and contribution is valued. We value our ‘Home from Home’ philosophy.

At our school, we know that everyone experiences life challenges that can make us vulnerable and at times; anyone may need additional emotional support. We take the view that positive mental health is everybody’s business and that we all have a role to play.

At our school we aim to:

  • help children to recognise and understand their emotions/ feelings better.
  • help children feel comfortable sharing any concerns or worries.
  • help children socially to form and maintain relationships.
  • promote self-esteem and ensure children know that they count.
  • encourage children to be confident and ‘true’ to themselves.
  • help children to develop emotional resilience and to manage setbacks.

We promote a mentally healthy environment through:

  • Promoting our school values and encouraging a sense of belonging.
  • Promoting pupil voice and opportunities to participate in decision-making.
  • Celebrating academic and non-academic achievements.
  • Providing opportunities to develop a sense of worth through taking responsibility for themselves and others.
  • Providing opportunities to reflect.
  • Access to appropriate support that meets their needs.

We pursue our aims through:

  • Universal, whole school approaches.
  • Support for pupils going through recent difficulties including bereavement.
  • Support for our ‘Young Carers’ helping them to find balance, give them space and opportunities to enjoy being young.
  • Specialised, targeted approaches aimed at pupils with more complex or long-term difficulties such as attachment disorder.

 The Wellbeing and Involvement curriculum drives our whole school and we understand the importance of wellbeing for everyone at school to reach their potential. Mrs Saxby is our mental health lead in school. She is trained in a range of support strategies and runs ELSA sessions in school. We have a weekly Chat and Chill club and ‘The Hub’ runs daily for any children who just want to spend some time with a familiar adult completing mindful activities.

 We assess Wellbeing

We will also use the Leuven scales in school on a half termly basis to assess children’s level of emotional wellbeing and involvement. The rationale underlying the focus on these two process dimensions is that high levels of well-being and involvement lead in the end to high levels of child development and deep level learning. This latter concept is centred around the notion that learning should result in significant changes in a pupil’s capacity leading to better outcomes in the way that he or she approaches work, relationships and life in general. This will help the school to identify children who are vulnerable and provide them with additional support and opportunities to develop these areas.

Emotional Wellbeing

Well-being focuses on the extent to which pupils feel at ease, act spontaneously, show vitality and self-confidence. It is a crucial component of emotional intelligence and good mental health. 

The Leuven Scale for Well-being





Extremely low

The child clearly shows signs of discomfort such as crying or screaming.  They may look dejected, sad, frightened or angry.  The child does not respond to the environment, avoids contact and is withdrawn.  The child may behave aggressively, hurting him/ herself or others.



The posture, facial expression and actions indicate that the child does not feel at ease.  However, the signals are less explicit than under level 1 or the sense of discomfort is not expressed the whole time.



The child has a neutral posture.  Facial expression and posture show little or no emotion.  There are no signs indicating sadness or pleasure, comfort or discomfort.



The child shows obvious signs of satisfaction (as listed under level 5).  However, these signals are not constantly present with the same intensity.


Extremely high

The child looks happy and cheerful, smiles, cries out with pleasure.  They may be lively and full of energy.  Actions can be spontaneous and expressive.  The child may talk to him/herself, play with sounds, hum, sing.  The child appears relaxed and does not show any signs of stress or tension.  He/she is open and accessible to the environment.  The child expressed self-confidence and self-assurance.


If you are a parent or carer, we hope you will also find the web links below useful.

Road Safety

Advice for Parents and Families

Zebras Brake

ROSPA Guide for Parents

In addition, we offer children in Year 4 the opportunity to complete a Bikeability Level 1 course which teaches them to control their cycle in a traffic free environment.  Then, in Year 5, the opportunity to complete a Level 2 Bikeability course which teaches children the skills when cycling on single-lane roads and using junctions.

 Health and Wellbeing

Everyone wants the best for their children, but it can be hard to know what to do as a parent as they grow up. That’s where HENRY comes in.

The Healthy Families: Growing Up programme is free to join and helps your family develop a healthier lifestyle that works for you.  Click on the link below for more information:

HENRY HFGU leaflet

Parents Hub

Class Pages


Online Safety