Co-op Academy Stoke-on-Trent

Emotional Health and Wellbeing Policy

February 2022

Mental Health:

‘A state of mind in which an individual is able to realise his or her own abilities, can cope with the normal stresses of life, can work productively, and is able to make a contribution to his or her community.’

(The World Health Organisation 2010)

Key Staff Members 

1 Coop Academy Stoke on Trent Emotional Health and Wellbeing Policy

Kayleigh Bailey PSHE lead

Diane Drew SENDCO Senior Leader Anna fraud

David Spall Governor for Mental Health and Safeguarding

Contents 

School Governor

Safeguarding Statement Page 2

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Safeguarding Statement 

The Co-op Academy Stoke on Trent on Trent is committed to safeguarding every student. We acknowledge that safeguarding is everyone’s responsibility and ensure all of our staff are trained to be vigilant and aware of the signs and indicators of abuse and understand and follow safe working practices.

The viewpoints and voice of students is of paramount importance to our academy and we will always listen to their wishes, thoughts and feelings, as well as identifying and supporting their needs. We will work alongside students to develop trusting, consistent and professional relationships, and show we care by advocating the early help processes where possible.

We will identify any difficulties or concerns early in order to act preventatively. We will always provide support and advice for families and parents/carers, whilst acting in the best interests of the student at all times and doing what matters most. Safeguarding also includes ensuring we work in an open and honest way, enabling our children to feel safe by providing a secure learning environment, are equally protected regardless of any barriers they may face and are able to grow and develop in the same way as their peers.

The Co-op Academy Stoke on Trent safeguards students by:

● Maintaining a secure site and ensuring that all visitors to the academy are recorded, monitored and clear about how to raise a safeguarding concern should one arise.

● Ensuring that safer recruitment practices are followed to prevent those who pose a risk to children gaining access to our students.

● Filtering and monitoring all internet traffic into the academy to ensure that children cannot be exposed to harmful material and/or communication. ● Ensuring that all staff employed by the academy have received all necessary pre-employment checks which are recorded in the single central record (SCR) ● Providing regular child protection training and briefings for all staff and volunteers, and ensuring that all staff, volunteers and visitors know who our designated safeguarding officers and designated senior lead are.

● Ensuring that admission and attendance procedures are robust to protect children, ensure that they are safe and prevent children from going missing from education.

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● Empowering young people to identify risks both within the academy and in their community; ensuring that they have the skills and confidence to help and protect themselves and others.

● Making sure that all children understand the importance of reporting concerns about themselves and their peers and giving them the confidence to discuss sensitive issues.

● Providing pastoral and inclusion support to ensure that all children have access to guidance and advice, and when needed referrals for additional agency support to meet their needs.

● Sharing information when appropriate with other agencies and services to ensure that children and their families have support to meet their needs and prevent students from harm or further harm.

● Taking immediate action and contacting the appropriate agencies when we believe that a child is in danger or is at risk of harm.

Background 

Our Emotional Health and Wellbeing Policy is about how we put in place the best conditions at the Coop Academy Stoke on Trent for students, staff, governors and parents to live fulfilling lives using current research and statistics.

According to Young Minds:

● One in six children aged five to 16 were identified as having a probable mental health problem in July 2021, a huge increase from one in nine in 2017. That’s five children in every classroom

● The number of A&E attendances by young people aged 18 or under with a recorded diagnosis of a psychiatric condition more than tripled between 2010 and 2018-19

● 83% of young people with mental health needs agreed that the coronavirus pandemic had made their mental health worse

● In 2018-19, 24% of 17-year-olds reported having self-harmed in the previous year, and seven per cent reported having self-harmed with suicidal intent at some point in their lives. 16% reported high levels of psychological distress.

● Suicide was the leading cause of death for males and females aged between five to 34 in 2019.

● Nearly half of 17-19 year-olds with a diagnosable mental health disorder has self-harmed or attempted suicide at some point, rising to 52.7% for young women.

We aim to be a healthy academy with high quality services and support by understanding the current mental health crisis. This strategy is our blueprint for how

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we will achieve such support. It is led by all stakeholders and it belongs to everyone at the Coop Academy Stoke on Trent.

Public Health England in March 2015 comment on the influence that a child’s emotional health & wellbeing has on their cognitive development & learning, as well as their physical and social health and their mental wellbeing in adulthood.

Children with learning disabilities are over 6 times more likely to have a diagnosable psychiatric disorder than their peers who do not have learning disabilities (BOND 2014). It is estimated that 1 in 4 children and young people will be affected by a mental health problem each year with 1 in 10 children in UK aged between 5 years and 16 years have a diagnosable mental health condition.

A whole academy emotional wellbeing approach that moves beyond teaching & learning to cover all aspects of academy life has been found to be effective in bringing about sustained health benefits. However, a solid foundation in the understanding of emotional and mental health is essential for all stakeholders so that people learn to thrive and not just survive. It is important to know, recognise and affirm that it is ‘ok not to be ok’ and thereby destigmatising mental health people will more likely to seek support.

There are government expectations that schools should support students to be resilient and mentally healthy. The academy should provide a safe environment that fosters trust and belonging and create a culture that supports mental health. In relation to children and young people, safeguarding and promoting their welfare is defined in ‘Working together to safeguard children’ as:

❖ protecting children from maltreatment

❖ preventing impairment of children’s mental health or development ❖ ensuring that children grow up in circumstances consistent with the provision of safe and effective care

❖ taking action to enable all children to have the best outcomes AIMS 

● To develop a whole school approach for staff, students, parents and visitors. ● To make wellbeing a key feature of the culture at the Coop Academy Stoke on Trent.

● To create an approach that is based on the 6 main principles taken from the ‘Mental Health Standards’ (2014) and 8 key outcomes identified in ‘Promoting Children & Young People Emotional Health & Wellbeing’ (2021).

● To work restoratively together with students and families.

● To provide a holistic & multi-agency approach.

● To support a robust curriculum that support good mental health and emotional wellbeing.

Our Co-op Values 

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● Self-help: We do not expect to be spoon fed – we will do things for ourselves in the right way and at the right time.

● Self-responsibility: Everyone will act in a responsible way around the academy site and in the local community. We take responsibility for our own learning; we are independent learners.

● Equality: We are proud to be part of a very multicultural academy, with students from all over the world. It is important that we treat each other with respect and accept that others may be different from ourselves. We should all have equal chances to succeed.

● Equity: We want to look for the best in each other. Rewarding others fairly to encourage all types of achievement.

● Democracy: We will contribute our ideas to make the academy a success. ● Solidarity: We can achieve more by working together, rather than as individuals. These are the values of co-operatives all over the world; whatever we do, they are the way that we do it.

Ways of Being Co-op 

As a part of a Co-op Academy Trust, we all feel responsible, valued, empowered and trusted to do the right thing for each other.

The four Ways of Being guide our future.

Common disorders among children 

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Mental health disorders in children — or developmental disorders that are addressed by mental health professionals — may include the following:

• Anxiety disorders. Anxiety disorders in children are persistent fears, worries or anxiety that disrupt their ability to participate in play, school or typical age-appropriate social situations. Diagnoses include social anxiety, generalized anxiety and obsessive-compulsive disorders.

• Attention-deficit/hyperactivity disorder (ADHD). Compared with most children of the same age, children with ADHD have difficulty with attention, impulsive behaviours, hyperactivity or some combination of these problems.

• Autism spectrum disorder (ASD). Autism spectrum disorder is a neurological condition that appears in early childhood — usually before age 3. Although the severity of ASD varies, a child with this disorder has difficulty communicating and interacting with others.

• Eating disorders. Eating disorders are defined as a preoccupation with an ideal body type, disordered thinking about weight and weight loss, and unsafe eating and dieting habits. Eating disorders — such as anorexia nervosa, bulimia nervosa and binge-eating disorder — can result in emotional and social dysfunction and life-threatening physical

complications.

• Depression and other mood disorders. Depression is persistent feelings of sadness and loss of interest that disrupt a child's ability to function in school and interact with others. Bipolar disorder results in extreme mood swings between depression and extreme emotional or behavioural highs that may be unguarded, risky or unsafe.

• Post-traumatic stress disorder (PTSD). PTSD is prolonged emotional distress, anxiety, distressing memories, nightmares and disruptive behaviours in response to violence, abuse, injury or other traumatic events.

• Schizophrenia. Schizophrenia is a disorder in perceptions and thoughts that cause a person to lose touch with reality (psychosis). Most often appearing in the late teens through the 20s, schizophrenia results in hallucinations, delusions, and disordered thinking and behaviours.

What are the warning signs of mental illness in children? Warning signs that your child may have a mental health disorder include:

• Persistent sadness — two or more weeks

• Withdrawing from or avoiding social interactions

• Hurting oneself or talking about hurting oneself

• Talking about death or suicide

• Outbursts or extreme irritability

• Out-of-control behaviour that can be harmful

• Drastic changes in mood, behaviour or personality

• Changes in eating habits

• Loss of weight

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• Difficulty sleeping

• Frequent headaches or stomach aches

• Difficulty concentrating

• Changes in academic performance

• Avoiding or missing school

For further signs and symptom refer to Appendix 5.

The eight identified Emotional Health and Wellbeing principles (Refer to Figure 1) will underpin the approaches used to support the development and integration of wellbeing and mental health strategies within the academy. Academy policy and curriculum delivery will be tailored to promote the key aspects of improving wellbeing. It will focus on creating a physically, emotionally and socially rich environment where key relationships can thrive and pupils can feel secure in their learning.

Academy based programmes which are linked to the curriculum will promote student voice through developing independence and choice making.

Staff will have access to training sessions and signposting to approaches and resources that will support their own emotional health and wellbeing with an aim to foster teamwork and create solidarity.

Clear identification, impact and outcomes measures will feed into the academy based programmes and the targeted interventions that will be offered to students.

Figure 1. 8 Coop Academy Stoke on Trent Emotional Health and Wellbeing Policy

Student Identification 

Regular student wellbeing survey’s take place in order to assess the levels of risk and vulnerability. This is a powerful tool as it is a direct representative of the voice of the child. This identification tool has been created to enable the academy to address the on-going challenge of providing meaningful support to the most vulnerable students at the right time. This wellbeing data is RAG rated (Red, Amber, Green) on an accessible system so that the pastoral team and all form tutors know who is struggling with their wellbeing. This rag rated system also helps the pastoral team to ensure that the most appropriate level of support can be organised and prioritised. Actions and the person responsible for the actions are also documented. Wellbeing database is therefore regularly reviewed.

Staff observations focusing on any changes in behaviour, attention and presentation will feed into the identification process as well as any communications from the pupils regarding their emotions & feelings through Inclusions meetings, Head of Year Meetings, Form Tutor cpoms concerns and general mentoring referrals.

Raising the issue, disclosures and confidentiality talking to children 

Whilst poor mental health is a sensitive and personal issue, shying away from the subject can perpetuate the fear of stigma and increase feelings of anxiety. Children and young people may not have the confidence to speak up, so a member of staff making the first move to open the dialogue will be key. Questions should be simple, open and non-judgemental to give the child or young person ample opportunity to explain the situation in their own words. Mental ill health should be treated in the same way as someone with a physical health condition. There are also a number of excellent resources available from your Mental health lead – Refer to appendix 3. Tips to help open the conversation are included in Appendix 1.

If poor mental health is suspected or disclosed, it is crucial that someone facilitates an early conversation about this with the child or young person, to identify and implement appropriate support or adjustments. Staff need to ensure that they are seen as approachable and listen when children and young people ask for help. Staff will make it clear to children that the concern may be shared with the Mental Health Lead or the Safeguarding Lead and recorded, in order to provide appropriate support to the pupil. Refer to Appendix 4 Flow chart for responding to a mental health concern

All reports are recorded and held on the academy’s electronic safeguarding system (cpoms) and include action taken.

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Student Wellbeing Interventions 

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The Delivery of PSHCE - a whole academy approach 

Through PSHE we teach the knowledge and social and emotional skills that will help children and young people to be more resilient, understand about mental health and be less affected by the stigma of mental health problems.

We will follow the guidance issued by PSHE association to prepare us to teach about mental health and emotional health safely and sensitively.

Incorporating this into our curriculum at all stages is a good opportunity to promote children and young people's wellbeing through the development of healthy coping strategies and an understanding of students' own emotions as well as those of others people. Additionally, we will use such lessons as a vehicle for providing children and young people who do develop difficulties with strategies to keep themselves healthy and safe as well as supporting children and young people to support any of their friends who are facing challenges.

A robust PSHCE curriculum that teaches young people to recognise and understand their emotions is essential for an emotionally healthy academy.

There is a whole academy culture/ethos of honest discussions in regards to behaviours and emotional wellbeing that highlight any gaps that may affect a student’s optimum emotional health. Such students will then be identified for targeted support ranging from tier 4 (high level) to tier 1(low level).

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Targeted Student Wellbeing Interventions 

Identified students will receive a raft of bespoke intervention packages delivered by a trained mentors, mental health first aiders, year managers and a MIND counsellor who also signpost to outside services for children and young people in crisis and who are in needed of additional support. The quality of the referral to paramount as submitting a good quality referral will often result in families and young people receiving the right service, first time – refer to Appendix 2

The development of resilience through the provision of a secure identity, enhancing self-esteem and self-responsibility underpins and influences all interventions.

Special Educational Needs support through the SENCO and in the Bridge provides a safe space for those students with additional learning and emotional needs.

Targets and strategies will be set to address the emotional wellbeing needs of targeted students and new skills will be taught in order to gain optimum emotional health and wellbeing.

Individual targets will aim to address these gaps and will focus on developing a skill set to support three key areas; growing and developing; future planning plus strategies to meet student needs.

Each set of interventions will be bespoke and provide a meaningful approach for each individual.

MIND Counsellor 

Gloria Barard is our MIND counsellor. Her practice is person-centred. She has been a counsellor in schools for over 10 years, offering 1-2-1 sessions, small targeted group work, crisis counselling and a drop-in service.

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Gloria can refer parents and carers to external organisations. As part of her assessments of young people she may refer children to outside agencies.

Staff wellbeing and emotional Health 

This policy aims to:

● Support the wellbeing of all staff to avoid negative impacts on their mental and physical health

● Provide a supportive work environment for all staff

● Acknowledge the needs of staff, and how these change over time ● Allow staff to balance their working lives with their personal needs and responsibilities

● Help staff with any specific wellbeing issues they experience

● Ensure that staff understand their role in working towards the above aims Role of all staff 

All staff are expected to:

● Treat each other with empathy and respect

● Keep in mind the workload and wellbeing of other members of staff ● Support other members of staff if they become stressed, such as by providing practical assistance or emotional reassurance

● Report honestly about their wellbeing and let other members of staff know when they need support

● Contribute positively towards morale and team spirit

● Use shared areas respectfully, such as the staff room or offices ● Take part in training opportunities that promote their wellbeing

Role of line managers 

Line managers are expected to:

● Maintain positive relationships with their staff and value them for their skills, not their working pattern

● Provide a non-judgemental and confidential support system to their staff ● Take any complaints or concerns seriously and deal with them appropriately using the school’s policies

● Monitor workloads and be alert to signs of stress, and regularly talk to staff about their work/life balance

● Make sure new staff are properly and thoroughly inducted and feel able to ask for help

● Understand that personal issues and pressures at work may have a temporary effect on work performance, and take that into account during any appraisal or capability procedures

● Promote information about and access to external support services ● Help to arrange personal and professional development training where appropriate

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● Keep in touch with staff if they’re absent for long periods

● Monitor staff sickness absence and complete back to work interviews organising support meetings with them if any patterns emerge ● Conduct return to work interviews to support staff back into work ● Conduct exit interviews with resigning staff to help identify any wellbeing issues that lead to their resignation

Role of senior staff 

Senior staff are expected to:

● Lead in setting standards for conduct, including how they treat other members of staff and adhering to agreed working hours

● Manage a non-judgemental and confidential support system for staff ● Monitor the wellbeing of staff through regular surveys and structured conversations

● Make sure accountability systems are based on trust and professional dialogue, with proportionate amounts of direct monitoring

● Regularly review the demands on staff, such as the time spent on paperwork, and seek alternative solutions wherever possible

● Make sure job descriptions are kept up-to-date, with clearly identified responsibilities and staff being consulted before any changes ● Listen to the views of staff and involve them in decision-making processes, including allowing them to consider any workload implications of new initiatives

● Communicate new initiatives effectively with all members of staff to ensure they feel included and aware of any changes occurring at the school ● Make sure that the efforts and successes of staff are recognised and celebrated

● Produce calendars of meetings, deadlines and events so that staff can plan ahead and manage their workload

● Provide resources to promote staff wellbeing, such as training opportunities

● Promote information about and access to external support services ● Organise extra support during times of stress, such as Ofsted inspections

Role of the governing board 

The mental health governor lead is David Spall

● The governing board is expected to:

● Make sure the school is fulfilling its duty of care as an employer, such as by giving staff a reasonable workload and creating a supportive work environment

● Monitor and support the wellbeing of the headteacher

● Ensure that resources and support services are in place to promote staff wellbeing

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● Make decisions and review policies with staff wellbeing in mind, particularly in regards to workload

● Be reasonable about the format and quantity of information asked for from staff as part of monitoring work

● Ensure that staff are clear about the purpose of any monitoring visits and what information will be required from them

Managing specific staff wellbeing issues 

● The academy will support and discuss options with any staff that raise wellbeing issues, such as if they are experiencing significant stress at school or in their personal lives.

Where possible, support will be given by line managers or senior staff. This could be through:

● Giving staff time off to deal with a personal crisis

● Arranging external support, such as counselling or occupational health services

● Completing a risk assessment and following through with any actions identified

● Reassessing their workload and deciding what tasks to prioritise ● At all times, the confidentiality and dignity of staff will be maintained.

Staff wellbeing questionnaires will be sent out annually and the analysis of this will help to improve and inform whole school wellbeing approaches.

Staff wellbeing Interventions 

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Monitoring and assessment 

● Pupil Premium data outcomes will be monitored mid-year and end of the year. Any recommendation for wellbeing interventions will take place at the same time. ● Information in relation to children’s mental health and wellbeing will be stored on cpoms.

● Assessment of attainment, behaviour, attendance & engagement data. ● Staff questionnaires and surveys provide an opportunity throughout the year to enable whole school wellbeing assessments to take place to improve practice and monitor outcomes.

Links with Other Policies/ Documentation 

Child Protection and Safeguarding Policy

Children Looked After Policy

SEND Policy

Behaviours, Rewards and Sanctions Policy

Anti-Bullying Policy

Relationship and Sex Education Policy

Staff Appraisal policy

Staff Code of Conduct policy

Staff Capability procedure

References 

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● BOND (2014) ‘Children and Young People with Disabilities –

Understanding their Mental Health’

● Department of Health & Public Health England ‘Promoting emotional wellbeing and positive mental health of children and young people’ – Sept 21

● DFE ‘Mental health and behaviour in schools’ – March 2016

● Public Health England (2014) ‘The link between pupil health and wellbeing and attainment’

● Unicef (2002) ‘For Every Child’

● Using Mental Health Standards (2014)

● World Health Organisation (2010) ‘Mental Health: strengthening our responses’

● Keeping Children Safe in Education Sept 2021

● Best start in life and beyond improving public health outcomes for children, young people and families

● Working Together to Safeguard Children 2020.

● Counselling in school. DFE, 2016

Appendix 1

Mental Health Crib Sheets for the Safeguarding Team

Conversation checklist

o Avoid interruptions – switch off phones and ensure private confidential space o Ask simple, open, non-judgemental questions

o Avoid judgemental or patronising responses

o Speak calmly

o Maintain eye contact

o Listen actively and carefully rather than advise

o Encourage the child or young person to talk

o Show empathy and understanding

o Be prepared for some silences and be patient but do not push the issue o Focus on the child, not the problem

o Avoid making assumptions or being prescriptive

o Follow up any concerns with the Designated safeguarding Lead. o Never promise confidentiality and tell the child or young person who the information will be shared with

o All disclosures are recorded and held on the students confidential cpom file, including date, name of pupil and member of staff to whom they disclosed, summary of the disclosure and next steps.

Questions that could be asked

✔ How are you doing at the moment?

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✔ You seem to be a bit down/upset/under pressure/frustrated/angry. Is everything okay?

✔ I’ve noticed you’ve been arriving late recently and I wondered if you are okay? ✔ I’ve noticed your homework is late when they usually are not. Is everything okay?

✔ Is there anything I can do to help?

✔ What would you like to happen? How?

✔ What support do you think might help?

✔ Have you spoken to anyone or looked for help anywhere else?

Questions to avoid

o You’re clearly struggling. What’s up?

o Why can’t you get your act together?

o What do you expect me to do about it?

o Your academic performance is really unacceptable right now – what’s going on?

o Everyone else is in the same boat and they’re okay. Why aren’t you? o How do you expect to pass your exams or get a job?

Tips for coping right now

✔ Try not to think about the future – just focus on getting through today • Stay away from drugs and alcohol

✔ Get yourself to a safe place, like a friend's house

✔ Be around other people.

✔ Do something you usually enjoy, such as spending time with a pet, or a sport or hobby.

✔ Last but not least: TALK TO SOMEONE. People who care won’t judge, in fact they will appreciate you reaching out as it shows they mean a lot to you and will likely admire your bravery for opening up.

Appendix 2

What makes a good quality mental health referral?

✔ Submitting a good quality referral will often result in families and young people receiving the right service, first time. To do this well a good referral should try to understand as much of the following as possible:

✔ What’s the problem; who does it affect and how (sleep, hygiene, nutrition, relationships, home, education, employment)?

✔ What’s the duration?

✔ What’s the severity; according to Child/Young Person and parent/carer and referrer?

✔ What’s been done so far and by whom? Was it helpful?

✔ What other plans, if any, have been made? Who else is involved? 18 Coop Academy Stoke on Trent Emotional Health and Wellbeing Policy

✔ What, if any, other problems are there within the Child/Young Person’s home or school/work environment?

✔ What, if any, findings (history/examination/symptoms and signs) might be of relevance e.g. drugs, alcohol, risky behaviour, weight and height, evidence of cutting?

✔ What risks to the Child/Young Person’s safety are there? E.g. Abuse, significant self-harm, unaccompanied minor etc.

Appendix 3

Resources

Gov.uk Press release on Extra mental health support for pupils and staff 

Academy and curriculum

Action for Happiness 

Anna Freud Centre 

Association for Young People’s Health (AYPH) 

Barnardo’s 

Charlie Waller Memorial Trust cwmt.org.uk 

Early Intervention Foundation eif.org.uk 

Heads Together headstogether.org.uk 

Hub of Hope hubofhope.co.uk 

DfE Mental Health and Behaviour in Schools 

Mental Health Foundation mentalhealth.org.uk 

MHFA England 

Mind.org.uk 

myhappymind.org 

Place2Be 

Reading Well Books on Prescription 

Rethink Mental Illness rethink.org 

Rise Above for Schools 

Royal College of Psychiatrists rcpsych.ac.uk 

Time to Change time-to-change.org.uk 

Winston’s Wish 

YoungMinds 

Books 

Huge bag of worries by Virginia Ironside 

Feelings by Aliki Branderberg 

The Illustrated Mum By Jaqueline Wilson 

Support for children, young people and parents and carers

Childline.org.uk 

Familylinks.org.uk 

Kooth.com 

Papyrus 

The mix.org.uk 

Samaritans.org 

Studentminds.org.uk 

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Switchboard.lgbt 

Youngminds.org.uk 

Specific to COVID 19

Childrens Commissioner - Children's Guide to Coronavirus 

Inter-Agency Standing Committee My Hero Is You - how kids can fight COVID 19 Free download book Coronavirus A book for children Illustrated by Axel Scheffler Gov.uk Guidance for Parents and Carers In Supporting children and young people’s mental health and wellbeing during the Coronavirus (COVID 19) pandemic Mind.org Managing feelings Information and support for children and YP during lockdown 

Mind.org Getting help Information for children and young people Mind. org Useful contact for children and young people 

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If yes - Actions for the Safeguarding Team:

o Speak to the student and ask direct questions e.g. Do you self-harm? If so where and how? Do they require first aid?

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o Ask if they feel suicidal, if so do they have a plan to end their life (Identifies level of risk).

Next steps:

o Parents are always contacted.

o Parents to contact the GP to make an doctor’s appointment. Designated staff can support in organising an appointment if consent is given e.g. due to a language barrier.

o If immediate risk of harm ring 999 and ask for an ambulance / support to AE and the police.

o The mental health Stoke on Trent crisis line can also be phoned. Parental consent is needed before a formal mental health assessment can take place.

o The Academy can complete a CAMHS referral.

The Academy must chase the CAMHS referral and update such document with additional relevant information.

o Sign post student and parents to the sources of support found on the academy website. Offer an Early Help if required and develop a risk assessment and support plan for the student. Contact CHAD Children’s Services if the child is in crisis and the family fails to act.

o Advising parents on how best to support their child will be an important part of the whole process. Parents themselves may be experiencing poor mental health and not know how best they can help their child. We should always

highlight further sources of information and give them leaflets to take away where possible as they will often find it hard to take much in whilst coming to terms with the news that you are sharing. Sharing sources of further support aimed specifically at parents can be helpful e.g. parent helplines and forums.

We should always provide clear means of contacting us with further questions and consider booking in a follow-up meeting or phone call right away as parents often have many questions as they process the information. Finish each meeting with agreed next steps and always keep a clear record of the meeting on the child’s confidential cpom record.

Confidentiality must never be promised to a child however we must make it clear to children and young people that particular members of staff may well need to know this information about them. We will tell them:

• Who we are going to tell

• What we are going to tell them

• Why we need to tell them

• When we are going to tell them.

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• How the information will be stored and who has access to the information.

Appendix 5: Signs and symptoms

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Appendix 6:

COOPAcademy Stoke on Trent Risk Assessment REASON FOR RISK ASSESSENT 

.

STUDENT NAME and YEAR

Risk Assessment completed by: 

School:

Coop Academy Stoke on Trent 

Contact Number: 01782 882300

Contact Name: Position: Email Address: Date:

INITIAL RISK ASSESSMENT

(Low, Medium, High – for medium and high risk, comments and action planning to be completed) 

POTENTIAL HAZARD LOW / MEDIUM / HIGH

Risk to themselves

Risk to others

Travel

Boarding / disembarking.

Seatbelts not fastened,

horse play during

transport

Off Site

Wandering away from

group

Violence and aggression

Vandalism

Health

Medical conditions

Existing Injuries

Family

Is it safe to invite family to

relevant sessions related

to education?

Is it safe to visit the family

home?

Is it safe to transport the

family to and from

educational visits?

COMMENT ACTION / PLANNING .

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Anything else that may

cause concern?

CONTRACT:

Date CHILD PARENT SCHOOL 2nd February 2022

Date shared with staff:

Review of Risk Assessment:

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Coop Academy Stoke on Trent Emotional Health and Wellbeing Policy