FAQ’s

What is a Wellbeing Service?
Why should I have a Wellbeing Service in school?
What does a Wellbeing Practitioner do?
What qualifications do you have to do this work?
What range of interventions do you offer?
How do you measure impact and outcomes?
Who am I?

What is a Wellbeing Service?

A Wellbeing Service attends to and enhances the emotional, social and mental wellbeing of young people, parents and staff using a whole-school approach through interventions and training.  The service offered depends upon the needs of the school, taking into consideration activities already in place and building on improving the social, emotional and mental health of the whole school community in a creative and relational way through universal, targeted and individual support.  It provides a base from which preventative and early intervention work can happen as well as crisis management support.
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Why should I have a Wellbeing Service in school?

In line with Public Health England guidance and Department of Education, I take a whole school approach to wellbeing becoming a trusted part of the school through which seeking help is destigmatised.  There is increasing evidence to support having a Wellbeing Service in school (Manning, 2015; Nemec, 2013 and Weare, 2002).    After the family, school is the second most influential place in a young person’s life and therefore the second most likely place to have a chance to positively impact upon them.

It is also clear that educational reform has put increasing pressure on teachers and many suffer with stress which negatively impacts students and budgets (Manning, 2015). The Wellbeing Service can serve as a hub in a school as well as sending a clear message of commitment to the community that wellbeing is important to the overall health of either a primary or secondary school.
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What does a Wellbeing Practitioner do?

The therapeutic activities are child-led and can include initial assessments, delivering interventions, measuring and monitoring wellbeing across the school, training and supporting staff and working with a multi-agency approach for onward referrals and providing input or leading TAF or Child Protection meetings as well as designing and delivering the tailored programmes to the school.  A Wellbeing Practitioner would be in the school for between 3 and 5 days and can be flexible in approach and delivery to students, provide training and support for staff and create a nurturing and supportive space for parents.
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 What qualifications do you have to do this work?

I have trained as a Wellbeing Practitioner in London is association with Centre for Child Mental Health and London Metropolitan University for the past 3 years and am soon to receive a distinction for this Diploma.  I have applied this knowledge in a variety of school contexts both primary and secondary to run groups, deliver 1:1 work with individuals, provide a mentoring role as well as establishing a successful therapeutic service in a secondary school.
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What range of interventions do you offer?

I offer a range of interventions on short (0-12 weeks), medium (12-24 weeks) and long term (24+ weeks) ranging from work with young people to staff and parents.

For young people, I have experience of running small group targeted support (exploring belonging, identity, gender, race and self-esteem).  I also have considerable experience of providing a mentoring role or drop-in service as well as break time and lunch time drop-ins/groups. The majority of referrals come from the school with the opportunity of children self-referring to the service.

For the staff, I can offer a confidential listening space on a drop-in basis as well as training in trauma, attachment based teaching and therapeutic thinking applied to the classroom.  I have experience in crisis management and can offer advice and support during these times.

Similarly, for parents I offer engagement work, establishing parental groups and support circles.
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How do you measure impact and outcomes?

I use a myriad of evaluation tools from standardised questionnaires through to feedback from teachers and parents, alongside academic attainment and behaviour data.  This produces an all-round picture of progress made by the young people and can demonstrate that this service is an effective use of Pupil Premium funding.  Data is collated on a termly basis and reviewed regularly with the key contact and school management team.
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Who am I?

I am an enthusiastic, empathic and honest human being with a background in education, therapy and business.   I use my knowledge of all these worlds to provide creative and relational well-being solutions for a wide range of stakeholders in education.

My own wellbeing is paramount in order to offer the service to others.  I use dance and time in nature to keep myself balanced as well as expressing myself through the arts.  My creativity in the arts encourages creative and thoughtful solutions in the world of work as well as allowing time to switch off and enjoy the world beyond the school gates.
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