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Support for Emotional & Social Development
All of our pupils, regardless of their learning needs are given a high level of pastoral and social support from the moment they enter school right through to when they leave. We recognise that pupils with SEND may well have emotional and social development needs, which will require support in school. The emotional health and wellbeing of all our pupils is very important to us. We have a robust Child Protection Policy in place, reviewed annually. We have a robust Behaviour Policy in place with regular reviews and amendments made, often with consultation with pupils and parents/carers.
The Head Teacher, Deputy Head Teacher and all staff continually monitor the emotional health and wellbeing of all our pupils through discussions and pupil voice surveys. Ribbon Academy is fortunate enough to offer a wide variety of support for all pupils, particularly those who are encountering emotional, social and behavioural difficulties.
These include:
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- Place to Be (P2B), Place to Talk (P2T), Educational Psychology Service (EPS), Child and Adolescent Mental Health Service (CAMHS) and other agencies.
- Social skills, self-esteem, emotional wellbeing and anger management group work can be run by experienced teaching assistants. For some children individual programmes of support for social skills are more appropriate.
- Pupils who find lunchtimes a struggle are able to join a Lunchtime Club. Fun games and activities are made available to help provide the pupils with social skills to enable them to form friendships.
- Within classrooms class teachers develop very close relationships with each child to ensure that they are happy, secure and ready to learn on a daily basis.
- As a Rights Respecting School, we place the UNCRC (United Conventions of the Rights of a Child) at the heart of its planning, policies and practice. The school has a Rights Respecting Ethos, where children are empowered to become active citizens and learners.
We have dedicated spaces in school where children can work in a confidential environment and all members of our school community understand that access to these spaces is timetabled. We see support for emotional and social development as a key focus of our work.
Place2Be provides a dedicated mental health professional, who is an integral part of the school team. Sue Hardy, School Project Manager, helps our school community to cope with challenges by supporting pupils, families and school staff through a variety of ways:
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- Place2Talk – pupils book appointments with a Place2Be counsellor to talk about problems and worries
- One-to-one counselling – weekly counselling using talking, creative work and play to support pupils who are struggling
- Group work – therapeutic groups exploring issues like friendship, self-esteem, transition and bullying
- Parent counselling – weekly therapeutic support from Parent Counsellors to help families cope with challenges
- Guidance, training and safeguarding advice for staff – our mental health professionals share their expertise on issues such as managing and understanding Special Educational Needs and Disabilities (SEND).
‘Early Years Provision: The provision for early years is rated “Outstanding”. The staff provide an exceptional range of carefully planned learning activities that encourage curiosity, independence, and the development of spoken language from day one.’
‘Inclusivity and Nurturing Environment: The school is described as inclusive and nurturing, with high expectations for pupils’ behaviour and achievements. Celebratory displays showcase pupils’ accomplishments, creating a positive and inspiring learning environment.’
‘Personal development is “Outstanding”, offering a wide range of experiences that prepare pupils for success beyond the school.’
‘Behaviour and Attitudes: Behaviour and attitudes at the school are rated “Good”. Pupils exhibit positive attitudes towards learning and demonstrate a strong understanding of the school’s values.’
‘Early years provision is rated “Outstanding”, with staff providing a magical learning journey that encourages curiosity and independence.’
‘Safety and Well-being: Pupils feel safe at the school, describing it as a “safe spot”. There is a strong culture of safeguarding, with effective systems in place to report and follow up on concerns. The pastoral team works tirelessly to ensure the welfare of all pupils.’
‘Leadership and Management: Leadership and management are rated “Good”. Leaders have high ambitions for every pupil, and there is a strong culture of mutual support and teamwork among the staff. The governing body and trustees are knowledgeable and committed to the success of the pupils.’
‘The quality of education at the school is “Good”, with a broad and inspiring curriculum that builds knowledge progressively.’
‘Pupils thrive in an inclusive, nurturing environment where their accomplishments are celebrated.’
‘The school provides rich extracurricular opportunities, such as “Ribbon Radio” and the “Poets’ Podium”, which help develop pupils’ confidence.’
‘Behaviour and attitudes are rated “Good”, with pupils showing positive behaviour both in and out of lessons.’
‘Pupils feel safe and have positive attitudes towards learning, understanding and demonstrating the school’s values.’
‘Parents are highly supportive of the school, agreeing that their children are happy and well-supported.’
‘Personal Development: Personal development at the school is rated “Outstanding”. The curriculum provides a wide range of experiences that prepare pupils for success beyond the school gates, including educational visits and active citizenship opportunities.’
‘Leadership and management are “Good”, demonstrating high ambitions for all pupils and a strong culture of mutual support among staff.’
‘Community and Extracurricular Activities: Pupils engage in activities like ‘Ribbon Radio’ and the ‘Poets’ Podium’, developing confidence and showcasing their talents. The school also runs breakfast clubs, after-school activities, and a community café, enhancing the sense of community and belonging.’
‘The Ribbon Academy is rated as “Good” overall, reflecting high standards in various aspects of school performance.’
‘Reading and Literacy: Reading is prioritised, with an effective phonics program starting in the early years. Pupils’ love for reading is nurtured through various competitions and a well-stocked library.’
‘The school has a strong safeguarding culture, with effective systems in place to ensure the welfare and safety of all pupils.’
‘Reading is a priority, with an effective phonics program starting in early years, fostering a love for reading among pupils.’
‘Quality of Education: The quality of education provided is considered “Good”. The curriculum is broad, inspiring, and well-thought-out, enabling pupils to build on their knowledge progressively.’