This initiative was created during lockdown to provide a support and information network between our school and home, for student and parents of Abbeyfield School. We feel this wrap around provision enables parents and students to access support and guidance from the initial point of contact
The gateway is monitored by the Heads of Year and Pastoral Leaders throughout the school day and term time. However, an automated response will be generated beyond these times to ensure some form of signpost to external support is available.
If you feel your child would benefit from a 1:1 session with a member of the Time2Talk Team or if you would like to talk to a member of our team about your child’s welfare, well-being or mental health, please contact us on Time2Talk@abbeyfield.wilts.sch.uk. Meetings with students will take place face-to-face at an allocated time during the school day.
At Abbeyfield the mental wellbeing of our students is crucial and we recognise that students need support at different levels now more than ever.
This year a group of Key stage 4 and 5 students have taken part in a Peer Mentoring Training Programme (Kidscape) and are now working with younger students to support them with a range of issues that they may want to talk about like; friendships; worrying about doing well; homework; feeling isolated; worrying about how they look; confidence. The peer mentors will work with younger students for 6-8 sessions. If more serious issues are shared, the peer mentors are trained to refer mentees on to more appropriate support.
Interested in Peer Mentor Training or accessing a Peer Mentor?
Mrs Wildman cxw@abbeyfield.wilts.sch.uk
KS4 & 5 Pastoral Lead
RELATE Counsellor
My name is Jane, and I’m a qualified and experienced young people’s counsellor, working for Relate.
If you are feeling anxious, depressed, unhappy or worried, it can help to talk through your concerns with an independent adult who will listen without being judgemental. I will aim to help you make sense of things and perhaps see things from a different perspective. Feeling heard and understood can help people to develop their resilience and to feel able to cope in spite of the difficulties life may throw at them.
It’s often useful to look at depression and anxiety as understandable reactions to life events. They don’t have to be seen as ‘illnesses’, which you either have or don’t have – they occur on a sliding scale from mild to severe, but even mild forms can be very distressing. Understanding the experiences or thought patterns which make the feelings worse can give people more control over how they feel. Talking things over really can help, and you don’t have to wait until you are feeling desperate – if a problem is bothering you, and friends or family haven’t been able to help, it may be worth considering counselling. It often takes courage to face up to problems, but it may be easier to do with the help of an independent and sympathetic professional.
Counselling sessions are 50 minutes long, once a week, and people usually come for 6 – 8 sessions, but you can decide at any point that you don’t want to continue – it’s your choice.
If you would like an appointment, speak to your Pastoral Lead
Mrs Smith or Mrs Evans for KS3
Mrs Caulfield-Smith or Mrs Wildman for KS4 & 5
Alternatively, you can put a request slip in the blue box on the desk at Reception. There may be a waiting list, but I will try to respond to you as soon as I can.
My name is Lynette and I am the RISE Mentor at Abbeyfield school. On a Tuesday and Wednesday I support pupils at school to have a one to one check in and discussion to review the week and provide some time out for you to discuss, reflect, and support you with everyday matters which are important to you.
Just because we are in the school setting doesn’t mean we can only talk about school. We can talk about family, friend’s, relationships and everything else in between whilst also exploring emotions and feelings too.
The sessions are guided by you and the more you put in then the more you can get out! Feel free to come along and give mentoring a try in a friendly supportive environment.
If you would like an appointment, speak to your Pastoral Lead
Mrs Smith or Mrs Evans for KS3
Mrs Caulfield-Smith or Mrs Wildman for KS4 & 5
Lynette Averies
Outreach Worker The RISE Trust
What is the School Nursing Service?
- Each school within Wiltshire has a named Specialist Community Public Health Nurse and School Staff Nurse – you will more than likely know them as School Nurses
- Each School Nurse is responsible for providing support and advice to children/young people, their families and the local community
- One way in which we can support you during secondary school, is through providing a weekly drop-in
- Students in all year groups can come to the drop-in
- You do not need to ask your parents/carers or member of school staff for permission to attend…just drop-in
Amy Phillips is your School Nurse for Abbeyfield and offers a weekly drop-in session where you can get support and advice about
What is the School Nursing Service drop-in?
- Emotional Health – self-esteem, low mood, self-harm, anxiety
- Physical Health – diet, personal hygiene, weight, puberty
- Sex & Relationships – LGBTQ+, friendships, bullying, including cyber-bullying, sexual health
- Stress & Worries – exam stress, homework, home life, family relationships
- Healthy Lifestyles – diet, exercise, weight
- Drugs & Alcohol – smoking, drugs, alcohol
- And much more….
When is the School Nursing Service Drop-in?
Day – Monday
Time – Lunchtime
Where – Extended Services
Remember, an appointment is not required.
I look forward to seeing you!
Consent and Confidentiality
When you attend drop-in, your School Nurse will discuss consent and confidentiality with you.
- Definition of consent – this is your agreement to do something or for something to happen. To give approval – this is you saying “yes” It is important that you attend drop-in because you want to and not because you feel you have to
- Definition of confidentiality – this is about respecting your privacy and not sharing what you discuss with anyone else, unless you provide your consent to do so. The School Nurse will explain to you that, what you discuss is confidential – school staff, your parents/carers or your friends will not be told that you have attended the drop-in or what you have talked about, unless you have requested/consented to this
- Confidentiality will be kept at all times – this is unless you tell the School Nurse something that puts you or someone else at risk of harm. If this happens, the School Nurse will discuss with you of what happens next
Chat Health
The School Nursing Service also offers a free confidential text service called ‘Chat Health’.
07480 635513 – 9am – 4pm
.
The ELSA (Emotional Literacy Support Assistant) project was developed in 2002 by Shelia Burton to build the capacity of schools to support the emotional needs of their pupils and recognised that children learn better when they are happy.
What does an ELSA do?
ELSA’s are specialist Teaching Assistants who have received special training from Educational Psychologists to support the emotional development of children and young people in school. ELSA work is not therapy. An ELSA’s role is to help children and young people learn to understand their emotions and respect the feelings of those around them and to provide the time and space for pupils to think about their personal circumstances and how they manage them. It is based on the view that all children are different and they should be nurtured according to their needs. Sessions are planned in advance and tailor-made to suit the needs of the student and to work on a wide variety of emotional or social difficulties such as:
- Emotional literacy
- Resilience
- Attachment
- Active Listening/Communication Skills
- Social/Friendship Skills Interventions
- Self-esteem
- Loss and Bereavement
- Family Separation
- Cognitive Behavioural Approaches
- Growth Mindset
Elsa at Abbeyfield
Students are usually referred for ELSA intervention via our SENCo, Mrs Nicola Hathway. They will meet with our ELSA, Mrs Lorraine Thorburn, in a 1:1 session or as part of a small group. The programme usually takes place over 6 weeks, with each weekly session lasting approximately 45 minutes. The sessions take place in a designated area where children can feel relaxed and comfortable. Outcomes are carefully planned and monitored to develop skills and coping strategies that will help young people in managing social and emotional demands more positively and effectively.
Contacts
Mrs Nicola Hathway SENCo njh@abbeyfield.wilts.sch.uk
Mrs Lorraine Thorburn ELSA Practitioner lmt@abbeyfield.wilts.sch.uk
THRIVE supports children with their emotional health, well-being and social skills, all of which are needed to enable learning to take place. Children cannot always put their needs into words, but the way children behave can tell us a lot about how they are feeling. For some children there may be an obvious reason why they need extra support. This might be due to bereavement, family break down or an identified medical condition such as ADHD. For others, there may not be any obvious trigger as to why they are finding some aspects of school and/or home life difficult.
The THRIVE approach is based on growing evidence that the brain develops through personal and social interaction. The relationships that we have with significant adults is fundamental to who we grow up to be. Our brain is built through trillions of brain-cell connections made by sight, sound, smell, touch and movement. Positive experiences enhance brain connections, and sustained negative experiences can restrict them. Through simple, repeated activities over time, within a safe and caring environment, THRIVE aims to compensate for interruptions in emotional development, when they affect a child’s ability to enjoy life and learn.
A THRIVE assessment helps us to identify emotional developmental needs as early as possible, in order to support and meet those needs on an individual basis. As well as offering new ways of dealing with challenging behaviour, THRIVE also offers both teaching staff and parents useful approaches to working with and helping any child who is experiencing emotional upheaval, whether short or long term. This is not a quick-fix; it takes time and commitment to see results. However, from research it is clear that early intervention to support children’s needs is the most effective approach to preventing issues becoming more problematic in later life.
A THRIVE Action Plan is a plan of activities tailored to support a child’s identified social and emotional learning targets. The activities are one-to-one and small group play and arts-based activities designed to help the child feel better about themselves; become more resilient and resourceful; form trusting, rewarding relationships; be compassionate and empathetic; and/or be able to overcome difficulties and setbacks.
If you would like further information on The THRIVE Approach, please go to: www.thethriveapproach.co.uk
Alternatively, you can speak to our schools THRIVE practitioners, Mrs N Ehlinger nce@abbeyfield.wilts.sch.uk or Mrs J Smith jvs@abbeyfield.wilts.sch.uk
This programme is aimed at parents who feel they would like to understand how their teenager thinks and why they behave in certain ways. When a child reaches adolescence many changes are taking place for them both physically and mentally. Often their behaviour and attitude become difficult to understand, where we once had a cooperative happy child we may find an argumentative defiant young person living with us. It can be a baffling time for families and parents often ask themselves “Where am I going wrong?” or “When is my child ever going to change and behave themselves?”
The Abbeyfield ‘STOP’ Programme aims to explain these changes and find ways to deal with challenging behaviour in a positive way that means your relationship with your teenager can improve and grow.
If you would like to know more please contact
Mrs Evans
KS3 Pastoral Lead/ESA Co-ordinator bje@abbeyfield.wilts.sch.uk