Dear Parents and Carers,
It is a pleasure to welcome a new cohort of children to Reception this year and to see all of our pupils settling into their new classrooms and year groups. The beginning of a new academic year is always an exciting and important time and I would like to take this opportunity to introduce my role as Well-being Lead to new families, whilst also reminding existing parents and carers of the well-being support available at Warden Hill.
First and foremost, it is important to emphasise that I am part of a highly committed and collaborative team dedicated to ensuring that every child has the opportunity to flourish during their time with us. Our experience continually reminds us of the remarkable resilience displayed by children, approaching new experiences with enthusiasm, determination and positivity, while developing a wide range of social, emotional and personal skills.
Throughout their primary years, children learn how to be positive members of a community whilst growing as confident individuals. They learn to listen to others, express their own views, build friendships, share fairly, take risks in their learning and develop the resilience to persevere when things do not go according to plan. Whilst many children navigate these challenges successfully, some may require additional support at certain times. Like adults, children can experience feelings of anxiety or become overwhelmed by situations that others may find manageable.
At Warden Hill, we recognise the importance of kindness, belonging and positive relationships. Our staff work hard to build strong and trusting relationships with every child, understanding that children who feel valued, heard and supported are more likely to be happy, confident and ready to learn. When school and home work together in partnership, we provide children with the strongest possible foundation for success, both academically and socially.
As parents and carers, it is natural to want to help when something is troubling your child. One of the most valuable things we can do is take the time to listen carefully and without judgement. Acknowledging children’s feelings, helping them identify and name their emotions and supporting them in understanding what may be causing those feelings can be enormously beneficial. Encouraging children to develop strategies for managing challenges is an important part of building resilience and emotional well-being.
Should you feel that your child is experiencing difficulties at school, I would ask you firstly to encourage them to speak with their class teacher or teaching assistant. These members of staff know your child well, interact with them daily, see them in the classroom and on the playground and are best placed to offer support in the first instance. Reassure your child that their teachers care about their well-being and will work with them to address any concerns they may have.
If you feel you would like to discuss a concern directly with your child’s teacher, please then contact the school office at admin@wardenhill.gloucs.co.uk, and they will arrange an appropriate time to speak with you when they are not teaching, welcoming the whole class in or dismissing them. As necessary, teachers will implement support strategies within the classroom and monitor their effectiveness. If they feel that additional well-being support may be beneficial, they will consult with me. Together, we will consider the support already in place, strategies that have been tried at home or school and the most appropriate next steps for helping your child.
In the same way that academic support is provided when a child finds aspects of learning challenging, well-being support may include:
- Information packs to help families access relevant support and guidance.
- Recommended book lists to support conversations around sensitive topics.
- Signposting to local services and resources available to families within Gloucestershire.
- One off Individual sessions to gain an understanding of a child’s perspective and explore helpful strategies.
- Small group sessions focusing on common concerns shared by peers.
- A short series of one-to-one sessions to support a child with a specific well-being need.
As part of our duty of care, we undertake well-being check-ins with children as and when we feel it is appropriate and beneficial to do so. If longer-term well-being support is needed, we work with you to ensure the best outcome for your child. If external support is deemed necessary, we consult with you and seek your consent as appropriate.
I would like to wish all our children and families a happy, successful and rewarding year ahead.
Yours sincerely,
Belinda Chavasse
Well-being Lead