Windmill Hill Academy is committed to developing a Trauma and Mental Health Informed Approach which will protect our academy community members – staff, children and parents.
There is a growing body of research on the impact childhood adversity has on long-term mental and physical health. To ensure every child develops positive mental health and resilience, our aim is to:
Windmill Hill's behaviour policy and the Trust's relationship policy reflect a trauma-informed approach and our rewards and sanctions are both developmentally and trauma-informed.
We do not operate a ‘zero tolerance’ or ‘one size fits all’ approach to distressed behaviour. We have high expectations of behaviour for all, however rigorous support is offered to those having difficulty meeting those expectations.
Trauma Informed Schools is an organisation committed to improving the health and wellbeing and ability to learn of the most vulnerable schoolchildren in the UK, namely those who have suffered trauma, abuse, neglect and/or have mental health problems or attachment issues. It aims to provide appropriate training for schools, communities and organisations so that they become trauma informed and mentally healthy places for all.
Windmill Hill Academy is committed to training, provided by Trauma Informed Schools UK. We currently have two fully trained Practitioners: Mrs Mason and Miss Osborne.
We have specially trained Trauma and Mental Health Informed Practitioners across the Trust. These trusted, emotionally available adults support children who are identified as requiring additional support. This support may be offered in a 1:1 session, in class or in small groups.
Children do not always present through their outward behaviour when life is becoming difficult for them, our universal screening program Motional ensures that no child is ever missed.
Motional is an easy-to-use online tool for identifying, assessing, and improving the emotional health and wellbeing of children and young people. This assesses key executive functions and skills, emotional literacy and self-regulation and records ACE and Protective Factor scores, giving staff a whole-brain picture of childrens' mental health and wellbeing.
Children may also be highlighted through a significant change in their behaviour in schools or through a parental concern when behaviour changes at home or in response to a significant life event that impacts the whole family.
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