Mental Health and Wellbeing

A Mental health and Wellbeing Offer.

Our Values of Aspiration, Integrity and Identity underpin all that do here at The James Oglethorpe Primary School.
We want all members of our school community to be happy, confident in their own skin and feel comfortable to express themselves. Determination and resilience are crucial in today’s world and a positive sense of wellbeing can allow you to overcome hurdles and achieve what you want out of life. Well-being is about how we are doing and how we feel about our lives.

School Offer:
Teacher referrals to ELSA
Parent referrals
Whole school offer
Group session
1:1 sessions
Support in class
Support for parents

Layers of support

There are layers of support offered depending upon the need of the child:

Whole school – Stage 1
It starts in the classroom with the relationships the children build up with their peers and staff. It is essential that staff create an environment in which all children feel that they belong and feel safe: an environment that allows all children to thrive as individuals and as learners. This requires establishing appropriate focused relationships where expectations are set high and where everyone knows the routines and boundaries.

During Personal Social Health Economic (PSHE) Jigsaw lessons we learn about healthy relationships and maintaining good mental health. Please click on the image below to see the curriculum plan for more information on coverage.

At lunchtime we use the Outdoor Play and Learning (OPAL) approach. Research shows that children’s mental and physical health is getting worse and that great play can make it better. During seven years at primary school, children spend 1.4 years at play.
Our long term aim is to ensure that every child has at least one hour’s outstanding outdoor play every school day. See the attached link and please visit our OPAL page on the website for more information.

Worry Boxes
These are positioned in the school for children to put notes in and the ELSA to monitor. At times it is difficult for children to find quiet moments with staff to talk about something which is on their mind, so this is another way they can draw attention if they want to talk to someone.

Child line
In all toilets child line signs are displayed to show there is someone they can contact to talk to outside of school.

Reaching out for help
In the child’s reading records we have a sticker stating how they can contact us by email or phone or they could contact Childline.




















Restorative Approach
Restorative conversations are used to resolve conflicts within our community and follow this process.

Let the person know that you will listen to them and their perspectives, then do just that. This is not the time for advice, lectures or judgment.

Say: “How’s it going? I wanted to talk with you about ______________ .”


Try to see the situation from their point of view. Remember that people may often feel very differently about the same event.
Say: “What happened?” “Can you tell me more about __________ .” “What were you thinking at the time?” “What were you feeling?” “Actively listen and then summarise what you have heard. “So what you are telling me is…………………….’”


Help the person gain a greater understanding of the situation by asking about what happened before or what else may have affected their behaviour.

Say: “It sounds like you felt __________ . What made you feel that way?” “What happened before it started?” “What else do you think was going on with _________ ?” “Has this happened before?”


Help the person see how their behaviour affected those around them. They may need help understanding consequences they can’t see, such as hurt feelings.

Say: “What happened to you? To your friend? To your family? “ “What have you thought about since?” “Who else do you think has been affected/upset/ harmed by your actions? How?” “When I heard/saw __________, I felt __________because I __________.”

“What role do you think you played in this situation?” “How do you feel now?”


Help the person decide how to make things better or solve the problem. Lead them to a resolution they can feel good about, even if it is a consequence.

Say: “What can you do to make things better?” “If you were ______, what do you think you would need?” “What do you need to help you do that?” “What would you like to see happen?” “What could you do differently next time?”


This may be a verbal agreement, a checklist or even a written letter or contract. Remember to follow through on your own promises.

Say: “Based on our talk, I heard that you will __________. I will also __________.” “Can we agree on this plan?” “I’m going to check on you in a while to see how things are going.” “Thank you for sharing with me! I’m so happy we can work together to make things better!”

Memory Maker
Memory Maker Days are where the children come off timetable to take part in a memorable experience as they return to school from a school holiday. We found that there was an increase in children’s anxieties when coming back to school post covid and so this scheme is a planned set of experiences from R – Y6 which we offer our children before they leave us for their life beyond. For more information go to our Memory Maker page of the website.

Stage 2 – Group Support
From a referral from staff or parents about a child then group support maybe offered. This may take the form of interventions with the ELSA focused on:
Managing emotions
Self esteem
Resolving conflict

Stage 3 – 1:1 Support
What is an ELSA?

The ELSA (Emotional Literacy Support Assistant) intervention was originally developed by an Educational Psychologist. It was designed to build the capacity of schools to support the emotional needs of their pupils from within their own resources. Trained ELSAs deliver individualised support programmes to meet the emotional needs of children in their care. It recognises that children learn better and are happier in school if their emotional needs are also addressed. Mrs Stokes is our trained ELSA in school.

Stage 4 – Outside Agencies
Havering Family Information Services Directory
The Havering Family Information Services Directory – the directory provides information for all local services and offers for families. The website can be translated into additional languages using the ‘Google Select Language’ drop down at the top of the page and the NHS choices box to the bottom of the page will identify the nearest NHS services to a family home.

Children’s Centres
Children’s Centres are for all families with children under 12 years old, parents to be and their communities. They provide a range of support services for you and your children during their childhood. Children’s Centres can provide advice, support and information on your child’s health, development, education and care. They offer free groups, activities and services for families. Our Family Support Workers and Family Intervention Workers can provide you and your family with one-to-one support within your family home and the community.

Early Help Parenting Service
Havering run a range of sessions for parents to help them in a variety of ways to help with different challenges they may face with their children. Please click on the link to see what is available.

Holiday Activities and Food HAF program
The HAF program allows access to holiday clubs for pupils in receipt of pupil premium and vulnerable pupils selected by the school. Click on the link below for more information.

School Nurse Team

Although we do not have a school counsellor, we are sometimes able to access funded counselling sessions. If these are not available, we can signpost parents to counselling agencies.
Add links:
You and Me Counselling

Family Learning
Havering Adult College offer family learning courses. Family Learning courses are funded by the Education and Skills Funding Agency

Havering CAMHS
Havering CAMHS (Child and Adolescent Mental Health Services) offers help to children and young people who are experiencing emotional, behavioural or mental health difficulties. The services are available to families with children & young people from birth to their 18th birthday. The multi-disciplinary team are based in a local clinic and offer support in a variety of areas such as assessment of development problems, autism, hyperactivity, depression, and early onset psychosis. During a child or young person’s development, there may be periods when they or their family’s ability to cope with difficult emotions or behaviour can put extreme pressures on relationships. CAMHS want to work with children and young people as early on as possible during these difficulties in order to turn the situation around. Here is a link to Havering CAMHS resources for ages 5-11:

CAHMS Parents drop in sessions
This service is for children that are not already under the CAHMS service. Our school is provided with a date for the service (one date per month), and we can arrange to refer a parent to this service. CAHMS will then provide us with a timeslot for a 15 minute consultation, via a TEAMS link.

What should I do if I am concerned about a child mental health and wellbeing?
Please feel free to contact any member of staff that you feel comfortable talking to.
Your child’s class teacher is normally your first contact, however you can also speak to the phase leader or any member of the senior leadership team.

Phase Leaders
Reception and Year 1 – Mrs Smith
Year 2 & 3 – Mrs Moon
Year 4 & 5 – Miss Hume
Year 6 – Miss Northwood

Senior leadership Team
Mrs Durrant
Mrs Wagstaff
Mrs Bourne
Miss Northwood

Mrs Stokes is the school ELSA and is also on hand to listen to your concerns.

Please contact the school office and a member of staff will get back to you.