Newstart: A resilient response to emotional wellbeing in Birmingham Broad and balanced – June 2018

Newstart: Story so far New Start is BEP’s CCG-funded, asset-focused approach to: Make schools more emotionally supportive environments improving pupil wellbeing and building resilience enabling early identification of vulnerable pupils and early intervention of need Enable schools to take an asset focused approach to intervention Links to school improvement – closing the gap working with 39 schools across all 10 Birmingham districts

50% of all people with mental illness had symptoms by 14 Know that 50% of lifelong mental illness appears before 14. ACEs research is compelling in terms of lifelong outcomes for individuals – increased exclusion and health issues/use of healthcare facilities

Ofsted Making the link: Table showing how the evidence fits with the key judgement areas The link between pupil health and wellbeing and attainment. (A briefing for head teachers, governors and staff in education settings). Public Health England. 2014 Glowing reports…. “Inspectors found the school to have developed a wide range of provision aimed at promoting positive mental health and overall pupil well-being.” “Ensuring the highest levels of care and welfare to promote the well-being of all pupils, regardless of their background, is at the heart of everything you and your staff do.”

Pupils’ Health, Wellbeing and Attainment Pupils with better health and wellbeing are likely to achieve better academically: Social and emotional competencies are a more significant determinant of academic attainment than IQ Pupils who are confident about learning and have a ‘growth mindset’ persist when faced with challenges Pupils who can set goals, manage stress and organise their school work achieve higher grades The link between pupil health and wellbeing and attainment (A briefing for Headteachers, governors and staff in education settings) PHE, 2014

Newstart – building resilience Based on the premise that it is changes in the environment that mean more to a child’s resilience when risk is high. Or in other words…

Newstart – building resilience When we shape environments for our most vulnerable children, we make them much more likely to overcome adversity and continue his/her normal development and in turn, help all children. Ungar, 2014.

Newstart – building resilience Not just something internal – involves our environment and those around us It’s our capacity to navigate to the psychological, social support we need AND to do so in culturally meaningful ways

Where do you feel safe?

Doing better than circumstances might have predicted

NewStart: Strands All schools access the same strands: Support of a BEP Strategic Lead Senior Lead Audit and action planning Method for identifying vulnerability Staff training Student Leadership/pupil engagement Communities of Practice and CPD

Understand academic resilience and what it would look like in your school School Lead trained 1 day Identify who is at risk if you do not ‘step up’ your support vulnerability screening and stepped up school support ARA Framework-led Audit (sept/Oct) Pupils – 1-2hrs Leadership – 1-2hrs Undertaken by SWBL Access to additional NS resources/offers Termly Community of Practice Review Plan Do Regular minuted meetings with BEP SWBL Whole school community 1 x half term Yr 9 young wellbeing Leads 3 x sessions at Pause Staff training: Whole School Pastoral team CYP Parents Regular minuted meetings with BEP SWBL – 1 per ½ term

Thank you anna.robinson@bep.education mandy.mccrohon@bep.education anna@halcyon.education