There are limited identified The curriculum clearly There are well developed Emotional literacy and opportunities within the identifies opportunities for curriculum opportunities for competence is a central curriculum to talk about and pupils to understand and pupils to understand and feature both through PSHE explore feelings and develop explore feelings, build explore feelings, build education and across the emotional competence. and resilience and and resilience and curriculum develop emotional develop emotional competence e.g. through circle competence in PSHE education time and PSHE education. and across the curriculum. Strategies used to promote the A range of appropriate Strategies such as circle time, Strategies are used very EHWB of pupils are limited strategies and resources e.g. class councils, peer support, effectively to work with pupils, Health for Life, SEBS or SEAL, are used effectively to promote staff, parents/carers and other pupils’ literature etc are used the EHWB of all pupils and members of the school to promote the EHWB of meet specific needs. community to promote the pupils. EHWB of all pupils and to meet specific needs. There is a limited range of There is a range of emotional A variety of wellbeing topics There is a planned programme emotional wellbeing topics wellbeing topics delivered in e.g. conflict resolution, anxiety, of emotional wellbeing topics delivered within the curriculum the curriculum which meet the positive relationships are included in the curriculum needs of the pupils. included within the curriculum which are monitored and and evaluated for impact evaluated for impact. The school has no planned There is a named person The named person responsible Strategies for targeting approach for identifying pupils responsible for coordinating for coordinating support for vulnerable pupils are at the at risk of experiencing support for vulnerable pupils. vulnerable pupils ensures other heart of the school’s equalities challenging circumstances. Vulnerable pupils have relevant staff are informed. work and its aspirations are individual support plans. understood and acted on consistently at all levels.
There are limited identified opportunities within the curriculum to talk about and explore feelings and develop emotional competence. The curriculum clearly identifies opportunities for pupils to understand and explore feelings, build and resilience and develop emotional competence e.g. through circle time and PSHE education. There are well developed curriculum opportunities for pupils to understand and explore feelings, build and resilience and develop emotional competence in PSHE education and across the curriculum. Emotional literacy and competence is a central feature both through PSHE education and across the curriculum Strategies used to promote the EHWB of pupils are limited A range of appropriate strategies and resources e.g. Health for Life, SEBS or SEAL, pupils’ literature etc are used to promote the EHWB of pupils. Strategies such as circle time, class councils, peer support, are used effectively to promote the EHWB of all pupils and meet specific needs. Strategies are used very effectively to work with pupils, staff, parents/carers and other members of the school community to promote the EHWB of all pupils and to meet specific needs. There is a limited range of emotional wellbeing topics delivered within the curriculum There is a range of emotional wellbeing topics delivered in the curriculum which meet the needs of the pupils. A variety of wellbeing topics e.g. conflict resolution, anxiety, positive relationships are included within the curriculum and evaluated for impact There is a planned programme of emotional wellbeing topics included in the curriculum which are monitored and evaluated for impact. The school has no planned approach for identifying pupils at risk of experiencing challenging circumstances. There is a named person responsible for coordinating support for vulnerable pupils. Vulnerable pupils have individual support plans. The named person responsible for coordinating support for vulnerable pupils ensures other relevant staff are informed. Strategies for targeting vulnerable pupils are at the heart of the school’s equalities work and its aspirations are understood and acted on consistently at all levels.