How does this support our pupils’ mental and physical and well-being?

Vision, Values & Ethos

Our strong and shared ACE values and particles underpin all that we do, supporting our pupils’ personal development, behaviour and attitudes and enabling our children to be successful learners.

For more information, visit our Vision and Values Page. 

Curriculum

Our three curriculum drivers of 'health and happiness, our world and diversity;’ PSHE/RSE curriculum; Real PE curriculum; E-safety curriculum; varied programme of enrichment activities; outdoor learning and forest schools provision; investment in our school environments; our Christian values, daily collective worship and close links with our local churches and our ‘real life’ curriculum all make a significant contribution to promoting and supporting our pupils' mental and physical health and well-being.

For more information visit our curriculum pages. 

Our Thrive Practitioners are:

TBC soon (Bramford)

Mrs Aveling (Somersham)

The Thrive Approach

Thrive is a specific way of working with all children that helps to develop their social and emotional well-being, enabling them to engage with life and learning. It supports them in becoming more self- assured, capable and adaptable. It can also address any troubled, or troubling, behaviours providing a firm foundation for academic attainment.

Positive relationships are at the heart of Thrive. We use these relationships, together with play and creative activities, to give children key experiences at each different stage of their development. Repetition of these activities supports their continued development.

For more information, download our 'Embracing Thrive: A Parent's Guide' at the bottom of this page. 

Special Educational Needs and Disabilities

Our Federation is committed to a policy of inclusion: one in which the teaching, learning, achievements, attitudes and well-being of all children matter, including those identified as having additional needs or disabilities.

Mrs Sizer-James is our Federation Special Needs Co-ordinator (SENDCO)

Mrs Sizer-James is usually available on Tuesdays, Wednesdays and Thursdays. If you would like to contact her with any concerns, then you can either email her at esizerjames@bramsomfederation.net or contact either school office and they will forward your email or phone call message to her.

For more information, visit our Special Educational Needs and Disabilities  page.

Family Support Workers

Our Family Support Workers (FSWs) are:

TBC soon (Bramford)

Miss Robinson (Somersham)

How do our FSWs support our pupils’ mental health and well-being?

Our Family Support Workers work with both children in school and their families to support with their social and emotional health and wellbeing.

They are both very experienced and trained in a variety of approaches such as drawing and talking therapy and domestic abuse training which they can use to support and help children and families. They are also Thrive Practitioners (see Thrive).

They use their skills and experience to support families who may be experiencing difficulties, for example separation, bereavement or struggling with the stresses of everyday life.

They work with children in school on a 1-1 or small group nurture basis.

They can also help families to access support from outside agencies such as Young Carers, School Nursing and parenting programmes, either directly or through the CAF (Common Assessment Framework) or other referral processes.

For more information, visit our Supporting Families and Our Early Help Page. 

ELSAs (Emotional Literacy Support Assistants)

Our Emotional Literacy Support Assistants are:

Mrs Race-Whitton (Somersham)

Miss Robinson (Bramford)

How do our ELSAs support out pupils?

Our ELSAs are trained to support young people through 1-1 or small group interventions covering emotional literacy and awareness, self-esteem, active listening and communication skills, understanding and managing anger, social skills, friendship skills and therapeutic stories. They also run a morning Hub which supports pupils finding the morning transition into school difficult.

Behaviour

The Zones of Regulation is a programme that aims to help children notice the emotion they are feeling and then regulate themselves if they are feeling uncomfortable.

 The programme starts by helping children to identify which zone an emotion or feeling is in. The children explore these zones and learn to be able to identify which zone they are in.

Once children understand the concept of the zones they will they explore ways to help regulate themselves with the support of sensory devices, strategies, mindfulness and calming techniques.

Safeguarding

Our federation recognises our moral and statutory responsibility to safeguard and promote the welfare of pupils.

We endeavour to provide a safe and welcoming environment and culture where children are respected and valued. We are aware and alert to the signs of abuse and neglect and will follow our procedures to ensure that children receive effective support, protection and justice.

If you are concerned about the safety or welfare or your child, or a child you know, you should act without delay. Safeguarding is everyone’s responsibility. Please contact the school if you ever have concern or need advice.

For more information, visit our Safeguarding page.