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Wellbeing and Mental Health for Pupils

1. Introduction

At Turning Point Leeds (TPL), we recognise that pupils’ mental health and wellbeing are central to their ability to engage, achieve, and thrive both in education and in life. This policy sets out our commitment to promoting positive mental health, reducing stigma, providing early intervention, and ensuring that every pupil has access to appropriate support when needed.

We are committed to fostering a safe, inclusive, and nurturing environment where wellbeing is prioritised alongside academic progress.

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2. Objectives

  • Promotion: Actively promote positive mental health and wellbeing across the curriculum and wider school life.

  • Prevention: Implement strategies to reduce risk factors for poor mental health, including stress, anxiety, and social isolation.

  • Support: Provide accessible, confidential, and effective support for pupils experiencing mental health challenges.

  • Collaboration: Work in partnership with parents, carers, host schools, and external services to ensure a joined-up approach to pupil wellbeing.

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3. Responsibilities

  • Directors and Leadership: Ensure mental health and wellbeing are embedded within policy, practice, and culture; allocate resources; and monitor impact.

  • Designated Safeguarding Lead (DSL): Ensure mental health concerns are addressed within safeguarding processes and liaise with external agencies where required.

  • Staff: Foster positive relationships, model healthy behaviours, notice early signs of distress, and refer concerns promptly using agreed procedures.

  • Pupils: Engage in wellbeing activities, support peers in positive ways, and seek help when needed.

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4. Wellbeing Promotion and Education

  • Curriculum Integration: Embed mental health education into PSHCE and vocational learning, covering emotional literacy, resilience, coping strategies, and healthy lifestyles.

  • Awareness Campaigns: Run regular themed activities (e.g. Mental Health Awareness Week, Anti-Bullying Week) to encourage open conversations and reduce stigma.

  • Skill Building: Encourage self-regulation, problem-solving, and emotional expression through restorative practices, mentoring, and enrichment activities.

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5. Support Services

  • Counselling: Provide access to confidential counselling or therapeutic support for pupils experiencing emotional or mental health difficulties.

  • Wellbeing Workshops: Deliver workshops on stress management, mindfulness, healthy relationships, and building resilience.

  • Designated Spaces: Offer safe, quiet areas within the provision for reflection and regulation when pupils feel overwhelmed.

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6. Early Intervention and Support

  • Referral System: Establish clear pathways for staff or pupils to raise concerns, with referrals triaged by the DSL or pastoral lead.

  • Peer Support: Encourage peer mentoring and group activities to reduce isolation and promote belonging.

  • Individual Plans: Where needed, create personalised Wellbeing Support Plans, aligned with Positive Behaviour Support Plans (PBSPs), in consultation with host schools and families.

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7. Creating a Supportive Environment

  • Positive Culture: Promote kindness, respect, and inclusion in all aspects of school life.

  • Trauma-Informed Practice: Use trauma-informed approaches to help pupils feel safe and supported, recognising the impact of past experiences on behaviour and wellbeing.

  • Physical Environment: Provide safe, welcoming spaces, with opportunities for physical activity, creativity, and relaxation to support wellbeing.

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8. Partnership and Collaboration

  • External Partnerships: Work with CAMHS, educational psychologists, local health services, and voluntary sector organisations to provide specialist support.

  • Parental Engagement: Support parents/carers with advice, signposting, and opportunities to be involved in wellbeing initiatives.

  • Host School Collaboration: Share information and strategies with host schools to ensure consistency and continuity of care.

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9. Monitoring and Evaluation

  • Feedback: Seek regular feedback from pupils, parents/carers, and staff about the effectiveness of wellbeing provision.

  • Tracking: Monitor attendance, engagement, and progress as indicators of pupil wellbeing.

  • Review: Evaluate wellbeing initiatives termly and update the policy annually to reflect best practice, legislation, and stakeholder feedback.

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10. Policy Dissemination

  • Accessibility: Share this policy with staff, parents/carers, and pupils via induction packs, meetings, and the school website.

  • Awareness: Ensure staff receive training on policy implementation and pupils are informed about available support and their rights.

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Conclusion

TPL is dedicated to nurturing the wellbeing and mental health of pupils, empowering them to develop resilience, achieve their potential, and lead healthy, fulfilling lives. Through proactive promotion, early intervention, and collaborative support, we will create a culture where every pupil feels safe, valued, and supported.

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Date of Policy: August 2025
Review Date: August 2026

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