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Honeywell Junior School

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Mental Health & Wellbeing


We believe it’s ok not to be ok and that caring for the mind is as important and crucial as caring for the body.  In fact, one cannot be healthy without the other.  It is so important to us in current times we have made it a stand alone subject, even though it is still a part of our PSHCE curriculum.  We realise that effective pastoral support is now more important than ever, and we acknowledge the positive impact this can have on the child and the family as a whole. As a diverse and inclusive community, we care not only about the child's academic achievements but also about their happiness and their wellbeing.  With our close link with Place2Be, we are committed to supporting the emotional health and wellbeing of our pupils and staff. 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.  We have even invested in quality training and have a qualified mental health first aider.  As a school we aim to help our pupils:

  • to understand their emotions and feelings better                             
  • to feel comfortable sharing any concerns or worries
  • socially to form and maintain relationships


We do this by dedicating half an hour of teaching time every day to deliver a planned but flexible programme that models self-help skills and activities promoting self-esteem and ensuring our pupils know that they count and we encourage them to be confident and ‘dare to be different’.  We help them to develop emotional resilience and to manage setbacks and support them through our vision and ethos.  We encourage them to think about what positively and negatively affects their physical, mental and emotional health (including the media) and to recognise how images in the media do not always reflect reality and can affect how people feel about themselves while reflecting on and celebrating their achievements, identifying their strengths, areas for improvement, setting high aspirations and goals. We seek to deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others whilst recognising that they may experience conflicting emotions and when they might need to listen to their emotions or overcome them.  We talk about change, including transitions (between phases and schools), loss, separation, divorce and bereavement.  Most importantly to recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious or that they believe to be wrong  and about people who are responsible for helping them stay healthy and safe and ways that they can help these people.