Wellbeing at Longlands

Happy children. Healthy minds. Strong relationships.

Our wellbeing promise

We will notice, listen and act. We will work with children and families respectfully, recognise strengths and help people find the right support at the right time.

At Longlands Primary School and Nursery, children’s wellbeing is at the heart of school life. We want every child to feel safe, valued, understood and that they belong. Children learn best when they feel secure, have positive relationships and know that trusted adults will listen and help.

Wellbeing is not something we consider only when a child is finding things difficult. We support children’s emotional, social and physical wellbeing every day through our curriculum, relationships, routines, pastoral support and wider opportunities.

Our values of Excellence, Empathy, Creativity, Integrity and Equality help children understand themselves, care for others, build positive relationships and become confident, responsible members of our community.

Our approach to wellbeing

At Longlands, wellbeing begins with knowing our children well. We understand that wellbeing may be affected by friendships, change, bereavement, family circumstances, health, SEND, anxiety, attendance, online experiences or events outside school.

• Belonging: every child should feel an important part of Longlands.
• Relationships: children have trusted adults who know them and listen to them.
• Early help: we aim to notice difficulties early and offer support before they become harder to manage.
• Inclusion: support is shaped around each child’s strengths, needs and barriers.
• Family partnership: parents and carers know their children best and are important partners.
• Pupil voice: children are encouraged to share their views and say what helps them.
• Working together: where appropriate, we work with health, SEND, family help and community services.

Wellbeing through everyday school life

Children develop the knowledge, language and strategies they need to understand emotions, build healthy relationships, manage challenges and ask for help. This is supported through:

• PSHE and Relationships and Health Education;
• assemblies, values education and pupil voice;
• positive relationships, clear routines and consistent expectations;
• physical education, active play and enrichment;
• outdoor learning through our woodland, allotment, school farm and animals;
• carefully planned support for transitions and significant changes; and
• opportunities to participate, lead, create and contribute to school and community life.

When a child needs extra help

Sometimes a child may need additional support for a short period or for longer. Asking for help is a positive step. Families do not need to wait until a difficulty becomes serious before speaking to us.

Support may include:

• a conversation with the class teacher or another trusted adult;
• pastoral check-ins or planned individual or small-group support;
• support with friendships, relationships, emotional regulation or behaviour;
• reasonable adjustments and SEND advice;
• support with attendance, routines or transitions;
• a family meeting and an agreed support plan;
• signposting or help to access local services; and
• coordinated work with other professionals where appropriate.

This five-stage approach is set out in the Longlands Early Help Offer. We listen to the child and family, recognise strengths, agree proportionate support, coordinate with other services when needed and review whether the support is helping.

Supporting the whole family

A child’s wellbeing does not begin and end at the school gate. Families may experience bereavement, separation, housing or financial pressures, employment changes, health concerns, caring responsibilities or difficulties accessing services.

We will listen without judgement, focus on strengths, explain choices clearly and help families connect with suitable support. Where needs cross more than one area, we may help to coordinate a family plan with relevant services.