Pupil Well-Being

Introduction

At Saintfield High School we earnestly endeavour to provide all of our pupils with a holistic educational experience. A central aspect of this provision is ensuring high levels of pastoral care for every child in our school community.

Pupils' Emotional Well-being

Within our school community we acknowledge and appreciate the importance of pupils’ emotional well-being, especially for the current generation and during these unprecedented times.

“Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood.” (mentalhealth.gov)

We seek to equip our pupils with skills, coping mechanisms and the ability to manage their emotional and mental well-being in a positive manner, even when the challenges of life are all too apparent. During each academic year, pupils are encouraged, and given the opportunity, to discuss, reflect upon and consider their personal mental/emotional well-being, as well as the implications upon families and communities.
Please see below an overview of the pastoral experiences that each child will experience during their time at Saintfield High School, all with the aspiration that ‘Children Will Thrive, Not Just Survive’.

Pastoral Support System

Pastoral diagnostic testing is a common feature within our school community. Pupils in Years 9 and Year 11 complete the ‘PASS’ survey which considers pupil feelings regarding key school issues such as attendance, work ethic, relationships with peers/teachers and general levels of happiness in school.

Such diagnostic testing enables the Leadership Team and Pupil Well-being Team to implement systems that are most needed, as stated by pupils. Pastoral diagnostic testing provides specific information relating to pupils and allows individual needs to be met, adopting a personalised approach.

Pupils who, according to the findings, are highlighted as expressing a ‘low satisfaction’ are placed on ‘Pupil Support’. Prefect Mentors (Junior School) or a trusted adult (Senior School) meet with identified pupils each Friday and discuss their personal feelings and emotions, as well as how the individual pupil is coping with the demands of school life.

Pupils placed on the ‘Pupil Support’ system are tracked throughout the academic year. Each term a teacher from the Pupil Well-being Team meets with the individual child to discuss their personal progress and emotional well-being. Such monitoring and evaluation provides quality assurance and ensures the effectiveness of the programme, as well as the well-being of the pupils identified.

The ‘Pupil Support’ system works collaboratively with parents/carers. Throughout the school year parents/carers are regularly informed of pupil progress and asked on a weekly basis to contribute.