MENTAL HEALTH AND WELL BEING

At Oakfield we recognise the importance of promoting positive mental health. This supports learners:

  • being able to form and maintain relationships with others
  • being adaptable to change and other people’s expectations
  • being able to have fun
  • being open to learning
  • being able to develop a sense of right and wrong
  • being able to develop the resilience to manage ordinary setbacks

All children and young people need the foundation of positive mental health to benefit fully from all of the opportunities available to them.

All children and young people need to:

  • be able to Connect with others by participating in groups and teams
  • know they are Capable and able to achieve
  • know they Count in their world and can contribute to their community
  • know they have Courage and can manage risks appropriate

Learners who need intensive support for their mental health and wellbeing are referred into our nurture team or identified using the development profile tool which follows Nurture International six nurture principles for learning:

  • Learning and achievement is enhanced through meeting social, emotional, and cognitive needs.
  • How we communicate impacts on mental health, learning and achievement.
  • Nurture cultures promote reflective practices.
  • Self-esteem and a sense of identity are key to positive mental health and wellbeing.
  • Feeling emotionally safe is essential for mental health, learning and achievement.
  • Celebration of diversity enriches the community and enhances learning

At Oakfield we are part of Bell Well initiative which annually surveys the wellbeing of pupils in secondary schools across Greater Manchester. The first survey was delivered in Autumn 2021, and is continuing this academic year.

Oakfield Beewell survey results

Oakfield learners show higher than average levels of self-esteem and can evaluate themselves more positively than other learners. Learners from Oakfield have shown a level of autonomy that shows they feel in control of their lives. In terms of their emotions, Oakfield learners show they experience more positive emotions than other learners from the other schools. Learners have shown higher than average levels of self-esteem, suggesting that they evaluate themselves more positively than other learners. Learners show higher than average levels of positive affect, suggesting that they experience more positive emotions than other learners. Learners show higher than average levels of school support, suggesting that they feel more supported by adults at school than other learners.

 

Wellbeing team

Oakfield recognise and understand the importance of learners having a voice when it comes to their wellbeing. Learners have been part of a democratic process to be the leaders on this team. Learners voted for on this team, will take part in training to recognise the impact they can have on all learner’s wellbeing across the school. The learner wellbeing team is made up of representatives from all the key stages, who advocate on behalf of other learners. They aim to facilitate wellness activities, increase awareness and to promote long-term healthy behaviours. The wellbeing team plans to form key relationships with national organisations and build links with our local community. The wellbeing team also get the opportunity to attend external health promotional events.

 

 

Physical Development and regulation

Learners start the day right by accessing ‘Start Well Feel Well’ in form time. Learners access a sensory circuit composed by our Occupational Therapist. This allows learners to regulate their arousal levels to optimal level in order to become prepared for their learning. Other benefits from this are:

  • Development of physical skills
  • Body awareness and motor control
  • Development of functional skills
  • Improvements in self-esteem
  • Expanding focus and attention

The fitness and healthy life styles of the learners at Oakfield has always been a high priority. All learners engage in two lessons of physical activity each week. During these sessions’ learners acquire and refine skills whilst gaining an understanding of movement. They understand the need to participate safely and the contribution physical activity makes to a healthy balanced lifestyle. Learners also access weekly extra-curricular activities such as Get Active and Dance.

Rebound Therapy

Technical physiotherapy techniques on the trampoline, provides many therapeutic and physiological benefits.

PSHE

Across all Key stages PSHE promotes responsible attitudes towards the maintenance of good physical and mental health, supported by a safe and healthy lifestyle. Extra PSHE lessons added to KS3 and KS4 timetable to develop character building skills.

Health and Social care

This BTEC course enables learners to develop their skills and knowledge needed when working in health and social care settings. The course builds upon skills in communication, problem solving, team working and time management. One unit solely covers health needs.

Food and Nutrition

In our large well-equipped food technology room learners cook healthy food but also recognise festivals and times of the year by preparing celebration foods. In year 7 learners cover healthy Eating – 5 a day message, the EatWell Plate. In year 8 learners cover basic nutrition, design and make healthy bread product. In year 9 learners make healthy choices. They design and make a healthy snack. At Key Stage 4 home economics is an option. Learners also study a food hygiene certificate

Mental Health Support Team

Oakfield works with the Wigan CAMHS Mental Health Support Team (MHST) to provide 3 core functions:

  • To deliver evidence-based interventions for mild-to-moderate mental health issues
  • Support the senior mental health lead (where established) in each school or college to introduce or develop their whole school or college approach
  • Give timely advice to school and college staff, and liaise with external specialist services to help children and young people to get the right support and stay in education.

The MHST aims to provide ‘early intervention’ to children with emerging mental health needs, so that their difficulties aren’t left to worsen, and lead to a core CAMHS referral in the future. Core CAMHS generally support children who have more complex and longstanding mental health difficulties, or who pose a serious risk to themselves or others.

Our curriculum provides learners with the opportunity to access world mental health day, anti-bullying week and Neuro diversity week to provide learners with opportunities to recognise mental health conditions and provide learners with support to combat this.