The Mental Health Setting Audit
Curriculum, Teaching and Learning
40 There is a robust and well planned and orchestrated PSHE and RSE curriculum that supports young people to recognise their wellbeing journey, cope and be resilient at a developmentally appropriate level.
Examples:
Social skills appropriate for each learner’s level of development.
Coping and help-seeking.
Aspirations, self-perception and motivation to achieve.
How to manage feelings and have self-awareness.
An understanding of mental health needs e.g. anxiety, low mood, depression, self-harm and eating disorders.
41 There are mechanisms and support in place to allow pupils with special educational needs including SEMH difficulties to access teaching and learning as well as extracurricular opportunities.
Examples:
Individual support plans.
Communication aids such as PECS, Visual aids, signing.
Reasonable adjustments.
Safe spaces.
Bespoke curriculum.
42 There is an emphasis across school/college life on the importance of social interactions and confidence building.
Examples:
Different parts of the school/college day are utilised in the promotion and teaching of mental health and wellbeing e.g. assemblies, tutor groups time, lunchtime clubs.
Pupils know and use support mechanisms when required.
Peers are able to raise concerns about a friend’s wellbeing.
43 Clear focus is given across the curriculum to social and emotional learning and promoting personal resilience. There are systems in place to assess and monitor this learning.
Examples:
Resources, such as the guidance on Teaching about Wellbeing (https://www.gov.uk/guidance/teaching-about-mental-wellbeing) are used by the PSHE and other subject leads to inform planning.
Young people are taught coping strategies and methods of self-help (individual to each setting and to specific needs).
Data/feedback is used in the curriculum development cycle.
44 Explicit links are made across the curriculum to mental health and wellbeing.
Examples:
Subject plans reference natural wellbeing links.
Curriculum drivers or drop-down days that promote healthy eating or exercise are utilised.
Subject teachers use carefully selected texts allow for the exploration of difficult topics.
45 There is a broad and balanced curriculum offer for all pupils. This includes access for pupils to their full entitlement of physical education and creative activities.
Examples:
The link between ‘food and mood’ is promoted throughout the setting.
The links between physical wellbeing and mental wellbeing are reflected in practice, such as timetabling, lesson plans or drop-down days.
Emphasis is put on creative opportunities in the curriculum or extracurricular offer.