Ribbon Academy works with Place2Be, the UK’s leading children’s mental health charity providing in-school support and expert training to help improve the emotional wellbeing of pupils, families, teachers and school staff.
How Place2Be helps pupils
Pupils can find help with friendship issues and other worries by choosing to visit Place2Talk. Children can book to see a counsellor on their lunch or break time and attend on their own or in a group.
Place2Be also works with children individually and in small groups, offering regular time-tabled support for those who will benefit most, working closely with parents and school staff.
There is a dedicated Place2Be room inside the school where children can go to express and think about their worries, through talking, creative work and play. This helps children to find new ways of coping with difficulties so they don’t get in the way of friendships or learning.
Other support from Place2Be
Place2Be also offers support and advice for parents and carers, as well as teachers and school staff. Please do get in touch with our School Project Manager, Sue Hardy, to find out more.
Our Place2Be School Project Manager is Sue Hardy, who works on Monday to Friday. You can contact her via email, telephone or face-to-face:
“Oh she has definitely changed…in the way she feels about her school life, her home life, and just the way she is in herself – she is a lot happier.” – Parent
“Place2Be helps you feel less angry, make friends, get more confident, sort out your problems, make you feel special, make everything better.” – Year 5 pupil
HRH The Duchess of Cambridge visits Ribbon – (albeit virtually!)
On Tuesday 2nd February 2021, HRH The Duchess of Cambridge, Patron of Place2Be, spoke one-on-one with teachers from Ribbon.
The Duchess of Cambridge, Patron of Place2Be, spoke one-on-one with teachers from Ribbon Academy in County Durham about the important work they have been doing during the pandemic to support children and their families, and thanked them for their efforts.
‘Communication systems between classroom and
additional support staff are good and mean that these pupils have access to the
full range of the curriculum suited to their needs.’
‘Ribbon are doing a fantastic job.’
‘The governing body knows the school and the local community very well.’
‘Pupils are taking more responsibility for their own learning as they move through Key Stage 1.’
‘Children settle well when they enter Ribbon Early Years, communication between home and school is good.’
‘The quality of teaching across all subjects continues to improve.’
‘My son loves the interaction with his teachers. Thank you all so very much for your hard work and dedication.’
‘There is clear evidence that you and your staff’s ongoing work to improve the depth of pupils’ mathematical understanding across the school is working.’
‘Ribbon monitor the progress and well-being of pupils who have special educational needs and/or disabilities carefully. Expectations for these pupils are high. As a result, they make generally good progress from their starting points.’
‘We are so grateful to all the effort the teachers are putting in.’
‘School are there when needed whether it’s for support or a chat. They are constantly checking how kids are getting on.’
‘The teaching of phonics is a strength.’
‘School and staff should be commended for their quick shift and quality of what’s being communicated with the children.’
‘Staff and the governing body take safeguarding responsibilities very seriously. There is a culture of safeguarding at the school.’
‘School have done a fantastic job in all areas.’
‘Children get off to a flying start at school. They are happy and safe and increasingly independent, and
yet aware of others.’
‘All support and communication is brilliant’
‘The learning environment, both inside and out, is stimulating and attractive. Staff are skilled in ensuring that children develop their independence as learners who enjoy exploring the world.’
confident that their children are happy, safe and well taught.’
‘Early Years leaders and staff are expert in using their knowledge of what children can and cannot yet do to sharpen their planning and focus their teaching.’
‘Disadvantaged and most-able children are making particularly good