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Health and Wellbeing Policy


Health and Wellbeing should encourage pupils to explore and clarify their beliefs, attitudes and values; develop personal and interpersonal skills and increase their knowledge and understanding of a range of health issues.

Health and Wellbeing is not the responsibility of any one teacher or subject, but is best addressed through contributions from a range of teachers in a number of curricular areas.

Health and Wellbeing is concerned with the development of life skills and life-long learning in the name of Christ. Through these life skills pupils should learn to make formal choices taking account of the outcomes and experiences covered in the following areas:


Mental, Emotional, Social and Physical wellbeing

Planning for Choices and Changes

Physical Education, Physical Activity and Sport

Food and Health

Substance Misuse

Relationships, Sexual Health and Parenthood


This school is committed to the health and wellbeing of everyone here and we will work together with parents and the local community to enable pupils to make healthy informed choices.


Our schools aims to enable our children, staff, parents, parish and everyone working in partnership with the school to develop the knowledge and understanding, skills, capabilities and attributes necessary for mental, emotional, social and physical wellbeing, now and in the future.

We aim to:

  • Plan and deliver a coherent and curriculum based Health and

Wellbeing Education programme in line with the new Learning


  • Provide a supportive and encouraging atmosphere for children,

staff and parents/carers.

  • Develop our relationships with pupils, parents/carers and the wider

Community, particularly the parish.

  • Work closely with outside agencies to encourage a wide range of

health related activities.

  • Further develop school policies and procedures to promote health.

  • Ensure all members of staff are aware of their professional roles

in health related issues and are involved in developments to

promote healthy living.



Curriculum organisation


Emotional health and well-being cover the spectrum of activities in school and the range of educational and health/ welfare agencies who support our children. Our school is proactive in its approach and welcomes opportunities to promote emotional

health and well-being through the formal and informal curriculum. Staff use a variety of methods for ensuring sound emotional health and well-being for children. These complement and reflect the overall aims and philosophy of the

school. Our approach includes:


• Class teaching and reinforcement of our school values

• Clearly identified rewards and sanctions, understood by all

• Rewarding positive behaviour and achievement

• Setting appropriately challenging tasks

• Providing a forum for listening and talking, e.g. using circle time as a tool for

personal, social and health education and citizenship

• Encouraging co-operation and collaboration

• Developing social competence

• Encouraging and developing coping strategies and resilience


The school places emphasis on problem-solving, positive self-assessment, time for reflection, quality feedback and encouragement to participate in school and community events.

The delivery of personal, social and health education and citizenship is fundamental to our promotion of emotional health. Through the planned programmes and informal curriculum, opportunities exist to explore issues appropriate to children’s ages and stages of development. Staff deal sensitively with these issues and differentiate according to the varying needs of the children in their care.

We see parental involvement as a vital part of emotional well-being.

Regular opportunities exist to promote partnership with parents, including:


• Parents’ Evenings twice a year

• Staff availability on the school playground each morning for parent queries

• Weekly homework opportunities

• Regular parent workshops and coffee mornings

• Annual parental questionnaires, to help us build on what we do best and identify areas for improvement


Pastoral organisation for pupils


We pride ourselves on the great care that is given to all pupils in our school. Our

methods include:

• Recognising and responding positively to a child’s emotional and/ or behavioural


• Communicating with parents positively and realistically to create a partnership

approach to children’s emotional health and well-being

• Liaising with appropriate agencies to enlist advice and/or support

• Highly effective Teaching Assistant Support


Alongside the high quality in class pastoral support, we have skilled and committed specialist Teaching Assistants who work together to support individuals and groups throughout the school. These teaching assistants are led by our Learning Mentor who oversees the social and emotional support within the school. Our Learning Mentor and trained teaching assistants lead interventions and nurture groups in close consultation with class teachers and SENCo.


Whole school approaches to pastoral care are contained in our Behaviour Policy.

Clear policies for Child Protection, Anti-Bullying and Attendance are promoted in school. Together, they provide the foundations for emotional health and well-being.


Alongside our policies are a range of practices to promote well health:

• Clear transition arrangements

• School Council with elected membership from all year groups

• Reward systems

• A highly effective behaviour policy

• Our Learning Mentor supports children through a whole school referral system.

This provides a structure for the range of pastoral interventions available in

school, including:

• Weekly 1-1 time

• Pastoral groups on specific issues


We actively promote the support that can be provided by a range of agencies. Where appropriate, our behaviour team may become involved to support a child experiencing emotional and behavioural difficulties; we recognise the effectiveness of our early intervention approach and our commitment to pastoral care for all.


At St John’s we are committed to supporting pupils at risk. This includes the exploitation of vulnerable young people, aiming to involve them in terrorism or to be active in supporting terrorism. Please see section 11.8 in the Safeguarding and CP policy, and follow the guidance there should you have any concerns about a pupil


Assessment and Recording


Assessment is done on a regular basis using AFL strategies. We assess knowledge, understanding and skills on a regular basis, continually meeting the needs of the individual child.

It is recognised that certain issues within the health curriculum will require to be approached with sensitivity, confidentiality and flexibility.


Healthy Eating

The school will actively encourage a healthy approach to eating. Staff will observe and encourage healthy playtime snacks. Staff in the dining room will encourage pupils to try new foods and to eat a healthy lunch. When cooking or baking in school a balance must be struck between sweet and savoury dishes.


Pupils wishing to give a treat to their classmates must give them out at the end of the day when parents can decide if they are eaten. Pupils are encouraged when on packed lunch to bring a combination of healthy foods. Chocolate, sweets, crisps are not allowed.Celebration food for religious or cultural events is allowed in moderation and with due diligence to allergies etc.