Pupil Wellbeing and Pastoral Support
At Norbury Manor Primary School, wellbeing is everybody's responsibility.
We want every child to feel safe, valued, included and ready to learn. Our approach to wellbeing combines strong relationships, early identification of need, nurturing practice, emotional and mental health support, positive behaviour, pupil voice and partnership with families and external professionals.
We recognise that children may need different levels of support at different points in their lives. Our staff work together to identify concerns early and provide the right support, from everyday classroom strategies and universal wellbeing provision to targeted interventions and specialist external services.
Our Wellbeing Offer
| Area | What families can find here |
| Our Approach to Wellbeing |
How we identify needs, our whole-school approach, pupil voice and how children access help |
| Nurture and the Boxall Profile |
Our NurtureUK approach, Six Principles of Nurture and use of Boxall Profiles |
| Mental Health Support |
MHST, school-based support, referrals and external mental-health services |
| Mentoring and Pastoral Support |
Learning Mentor, 1:1 work, group work, emotional regulation, social skills and support with barriers to learning |
| Support for Families |
Pupil and Parent Support Officer, early help, signposting, family support and multi-agency working |
| Young Carers |
How we identify and support pupils with caring responsibilities |
| Relationships, Behaviour and Conflict Resolution |
Restorative approaches, RESPECT values, RE:SET, behaviour support and resolving peer difficulties |
| Celebrating Success |
ClassDojo, Rainbow Child, certificates and the ways we recognise pupils' achievements |
| Healthy Lifestyles |
Physical activity, healthy eating, Healthy Schools and other health and wellbeing work |
| Getting Help |
Who pupils and parents can speak to in school and local/national sources of urgent support |
Our Approach to Wellbeing
Supporting Every Child
At Norbury Manor Primary School, we understand that children's wellbeing and their ability to learn are closely connected. We therefore take a whole-school approach to supporting pupils' social, emotional and mental health.
Our first priority is to create classrooms and wider school environments in which children feel safe, known and included. Staff build positive relationships with pupils, teach children how to understand and manage their emotions and notice changes in behaviour, engagement, friendships or wellbeing that may indicate that additional support is needed.
Support is matched to the individual child and may include classroom strategies, check-ins with a trusted adult, mentoring, nurture approaches, social or emotional interventions, support for families or involvement from external professionals.
Children do not have to wait until a difficulty becomes a crisis before receiving help.
Celebrating Success
Positive recognition is an important part of life at Norbury Manor. We want pupils to understand that success includes achievement, effort, kindness, resilience, positive relationships, contribution to the community and demonstrating our RESPECT values.
Rainbow Child
Rainbow Child recognises consistency over time rather than expecting children to be perfect every day. Pupils are recognised for consistently demonstrating positive attitudes, behaviour and our school values. Rainbow Children are celebrated with their families and as part of our whole-school celebration.
Gold Certificates
Each week, teachers recognise pupils for a notable achievement, effort or contribution. Certificates celebrate both academic and personal development and are linked wherever possible to our RESPECT values and essential skills.
ClassDojo and RESPECT Skills
Our ClassDojo system helps pupils recognise the behaviours and skills that enable them to learn successfully, build positive relationships and contribute to their community. Positive recognition is linked to our RESPECT values and Skills Builder essential skills, helping pupils understand why their behaviour or learning choice is being recognised.
Class Dojo
ClassDojo also supports our behaviour system. Where poor choices are made, staff use restorative conversations to help pupils reflect on what happened, understand the impact of their actions and consider what they could do differently next time.
This consistent approach helps pupils develop responsibility, positive relationships and the skills they need for learning and life.
Nurture at Norbury Manor Primary School
Norbury Manor Primary School is proud to have achieved the NurtureUK Nurturing Schools Award.
Our nurturing approach is not limited to a particular intervention or group of pupils. The principles of nurture influence relationships, classrooms, behaviour, transitions, emotional regulation and the way in which adults understand and respond to children's needs across the school.
The Six Principles of Nurture
Our nurturing approach is guided by the Six Principles of Nurture, which help us create a safe, supportive and inclusive environment for every child:
- Children’s learning is understood developmentally – we support children according to their individual needs and stage of development.
- The classroom offers a safe base – children feel safe, secure and valued at school.
- Nurture is important for wellbeing – positive relationships help children develop confidence, resilience and emotional wellbeing.
- Language is a vital means of communication – we help children express their feelings, needs and experiences.
- All behaviour is communication – we look beyond behaviour to understand what a child may be trying to communicate.
- Transitions are important in children’s lives – we carefully support children through changes, both big and small.
Boxall Profile
Where appropriate, we use the Boxall Profile to help us understand pupils' social, emotional and developmental needs and to plan appropriate support. It helps staff look beyond the behaviour that can be seen and consider the underlying developmental needs that may be affecting a child's ability to learn, build relationships or regulate their emotions.
Mentoring and Pastoral Support
Our pastoral team provides additional support for pupils who may be experiencing social, emotional or behavioural difficulties, changes in their lives or other barriers to learning. Support is tailored to the individual needs of each child.
1. Learning Mentor Support
Our Learning Mentor works with pupils individually and in small groups to help them overcome barriers to learning, build confidence and develop positive relationships.
2. Emotional Wellbeing and Regulation
Pupils may receive support to understand and express their emotions, develop resilience, manage worries and learn strategies to help them regulate their feelings and behaviour.
3. Friendship, Social Skills and Conflict Resolution
We help pupils develop positive friendships, communication and social skills. When difficulties arise, restorative conversations help children understand different perspectives, repair relationships and move forward positively.
4. Nurture and Targeted Support
Some pupils benefit from additional nurture or targeted interventions. Support is matched to individual needs and may include 1:1 work, small-group activities and strategies that can also be used in the classroom.
5. Supporting Pupils Through Change
We provide additional support when children experience significant changes or difficult circumstances, including joining the school, family changes, bereavement or other events that may affect their wellbeing.
6. Working With Families and Other Professionals
We work closely with parents and carers and, where appropriate, other professionals and agencies. Our Pupil and Parent Support Officer can also help families access advice, services and practical support.
Supporting Our Families
Children's wellbeing is closely connected to what is happening around them. Our Pupil and Parent Support Officer works alongside families who may benefit from additional advice, practical help or access to other services.
This can include support with routines, parenting, attendance, housing or financial concerns, accessing community services and activities, and helping families communicate with other agencies.
Where a family would benefit from additional help, we work collaboratively with parents and other professionals to identify the most appropriate support.
Mental Health Support
Mental Health and Emotional Wellbeing
Children can experience worries, anxiety, low mood, difficulties with friendships, changes within their family or other experiences that affect their emotional wellbeing. Our aim is to identify concerns early and help children and families access appropriate support.
Support may be provided within school or, where appropriate, with external professionals and services.
Mental Health Support Team (MHST)
Norbury Manor works with the Mental Health Support Team to strengthen early intervention for children experiencing emotional wellbeing or mental health difficulties.
The team works alongside schools and families and can provide advice, consultation and evidence-based support for appropriate needs.
CAMHS
Child and Adolescent Mental Health Services (CAMHS) provide specialist NHS assessment and treatment for children and young people with mental health needs. Where specialist support may be required, school staff can work with families and relevant professionals to help identify the appropriate pathway.
Young Carers
A young carer is a child or young person who helps to care for someone because of illness, disability, mental health difficulties or substance misuse.
Caring responsibilities can take many forms and are not always obvious. Some children may provide practical help at home, emotional support, help with younger siblings or assistance with everyday tasks.
At Norbury Manor, we want young carers to feel recognised, supported and able to participate fully in school life. Families are encouraged to speak to us if their child has caring responsibilities so that we can consider what support may be helpful.
RE:SET and Healthy Relationships
Healthy and Respectful Relationships
Norbury Manor Primary School is proud to have achieved the RE:SET Award.
Through our curriculum and wider school culture, pupils learn about healthy friendships, respectful relationships, equality, boundaries, communication and how to seek help when something does not feel right.
This work complements our RESPECT values, PSHE and Relationships Education and helps pupils develop the knowledge and confidence they need to build safe and positive relationships.
Healthy Schools
We are proud to have achieved the Healthy Schools London Gold Award.
Promoting children's physical and emotional health is embedded across school life through our curriculum, physical activity, healthy lifestyles, relationships education, emotional wellbeing provision and opportunities for pupils to develop confidence, independence and resilience.
Pupil Voice and Getting Help
Who Can I Talk To?
We teach children that they should never feel that they have to manage a worry on their own.
Pupils can speak to their class teacher, Additional Educator, Learning Mentor or another trusted adult in school. Staff will listen, take children's concerns seriously and help them identify what should happen next.
We regularly listen to pupils' views about their experiences in school and use pupil voice to help us understand how safe, supported and included children feel.
Belonging, Leadership and Enrichment
Wellbeing is also about belonging, friendship, achievement and having opportunities to discover what you enjoy and what you are good at.
Our curriculum and wider enrichment opportunities give pupils opportunities to develop interests and talents, take responsibility, work with others, contribute to school life and develop the essential skills they will need for the future.