Pastoral Support

Cliffe Woods Primary School recognises that emotional health and well-being have an impact not only on physical health but also on cognitive development and learning. We are proud of our work to support the mental health and emotional well-being of all our children and families. We understand that early intervention is key in helping our children develop their independence and resilience. Therefore, we adopt a whole school approach to mental health and wellbeing, ensuring that every child has access to pastoral care and support through a clearly tiered support system.

We are also proud to be a Trauma Informed School. This means staff are trained to support children who have or are suffering trauma or mental health problems that may lead to behaviour that can be a barrier to learning.

Our team is made up of two experienced and trained members of staff, Mrs Tinkler and Miss Clear. They work alongside our SENDCo, SLT and class teachers to support the wellbeing of our pupils and families.

Mrs Tinkler, Pastoral Lead, has over 8 years of experience working within this role. She is trained in ELSA, running play therapy interventions, is a Senior Mental Health Lead, a Mental Health First Aider, Deputy Safeguarding Lead, works as part of our Trust Mental Health and Wellbeing groups and the Staff Voice group.

Miss Clear has worked in various roles within the school for several years before joining the pastoral team. Miss Clear is also a Mental Health First Aider, a Deputy Designated Safeguarding Lead and has trained in Talk Time interventions and Drawing and Talking Therapy. She also participates in the Trust Mental Health and Wellbeing group.

• Universal support to meet the needs of all pupils through our overall ethos, school values, High-quality inclusive teaching, PSHE curriculum, and wider curriculum.
• Additional support for those who may need some targeted short-term support along with those who may have been made vulnerable by life experiences such as separation or bereavement.
• Specialist support for pupils who need a higher level of support and resources. These children may need specific targeted interventions through counselling and may need referrals to external professionals.

Our school has an open-door policy, and we pride ourselves on being a caring and supportive environment for both children and their families. Our ethos is to promote a mentally healthy school, a community where every child is supported and inspired.

Barney, the dog, visits us weekly with his owner, Hazel, through the charity Canine Concern. Our pupils love spending time reading to Barney; numerous research studies have shown the benefits of dogs in schools. The evidence indicates that areas of potential benefit include:

• Cognitive development – companionship with a dog stimulates memory, problem-solving, and game-playing and can improve reading skills.
• Emotional development – a school dog improves self-esteem and acceptance from others and lifts mood, often provoking laughter and fun. Dogs can also teach compassion and respect for other living things, as well as relieving anxiety.
• Physical development – interaction with a pet reduces blood pressure, provides tactile stimulation, assists with pain management, gives motivation to move/walk and stimulates the senses.
• Environmental benefits – a dog in a school contributes towards the creation of a home-style environment, with all of the above benefits continuing long after the school day is over.
• Social benefits – a dog provides a positive mutual topic for discussion, encourages responsibility and wellbeing, develops social skills, and allows focused interaction with others.

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