Emotional Health & Wellbeing

At Nook Lane, the emotional health and wellbeing of our pupils is a priority. There are several strategies that have been taking place in school since the summer term that we would like to share with you.

  • Mindful minutes - we have been practising mindfulness through weekly activities to support being calm and considered and aware of our breathing. We try a new activity every Friday as a starter to our social and emotional wellbeing lesson.
  • We have now introduced motivational minutes which support how we feel about ourselves, to promote positive self- esteem and a growth mindset.
  • We continue to work on our 'green thoughts' - positive thinking which makes us go forward, like a green traffic light would, and we are trying to reduce our 'red thoughts' which, like traffic lights, stop us moving on.
  • We have just started on our newest focus, 'Stand Up For Mondays'. We are working hard to promote what can often be the least popular day of the week. We are encouraging our children to think positively about Mondays and find 'green thoughts' to help with this.
  • Our Lunch Supervisors are always on the lookout for children demonstrating random acts of kindness and they award RAK tokens to children caught performing caring and supportive acts in and around school.

Healthy Minds School Ambassadors

As part of our Healthy Minds project, we have chosen a group of Year 5 pupils who we feel would be fabulous role models and ambassadors in school. Their role will be promoting and supporting emotional health and well-being from a pupil perspective and developing new ideas and strategies in helping children understand and manage their emotional health.

The ambassadors will be working closely with Mrs Wilkinson and Dr Robert John from CAMHs over the next year.

How we support children's Emotional Health

Thank you for the very positive and useful responses to the Healthy Minds Project questionnaires completed by families, staff and pupils.

We are now working closely with our support practitioner Dr Rob John in developing an action plan from the responses. We will share this with you in the very near future.

There will be an Emotional Health & Well-Being after school information session for parents in June, but for now please see the Emotional Health & Well-Being infographic regarding how we support children's emotional health.

You can find out more by going to: www.learnsheffield.co.uk/Partnerships/Healthy-Minds

Additional information for parents

Transforming Children and Young People's Mental Health Provision - Department for Education - a green paper and next steps (includes Government response).

Mindedforfamilies.org.uk - advice and information from trusted experts to help understand what problems may occur and what to do to support your family.

Youngminds.org.uk - leading UK charity supporting children and young people's mental health.

Covid 19 - Emotional Health & Well-Being Resources and Information

Please see below for Emotional Health & Well-Being Resources and Information that may help during the Covid 19 - Coronavirus situation:

SEAL questionnaires

All pupils complete a SEAL (Social, Emotional Aspects of Learning) baseline questionnaire every year. It is really good to see how well our children understand themselves and how to support their own emotional well-being, mental health and behaviour.

We use the information to monitor and support individual children and groups of pupils and work with families if appropriate.

Please see the school's ECM/Safeguarding flowchart to see how Nook Lane support the emotional well-being of its children and families.

SEAL questionnaire results - 2019

All pupils completed the SEAL (Social, Emotional Aspects of Learning) questionnaire in April 2019. Results have been sorted into whole school data. Individual pupils have been highlighted and information will be shared via:

  • Termly Safeguarding meetings
  • With individual teachers
  • With SENCO/Inclusion Manager
  • With Lunch Supervisors as appropriate
  • Shared with parents as appropriate

Main Findings - 2019

  • The vast majority of pupils are happy being them - 94%
  • The vast majority of pupils get on well with their teachers - 98%
  • The vast majority of pupils like their class - 96%
  • The vast majority of pupils can describe how they are feeling most of the time - 94%
  • The vast majority of pupils like coming to school - 97%
  • The vast majority of pupils understand their feelings and manage them - 94%


  • A minority of pupils lose their temper - 11%
  • A minority of pupils find it difficult to make friends - 8%
  • A minority of pupils are not happy being them - 5%
  • A minority of pupils do not like coming to school - 4%
  • A minority of pupils say they can't tell a teacher if they are upset/ about any problems - 6%
  • A minority of pupils don't like lunchtimes - 3%

Actions to take

  • Issues can be addressed as a whole class approach through SEAL/Circle time - staff will be made aware of difficulties pertinent to their class.
  • Understanding anger and anger management is an aspect of the school's Emotional Health & Well-Being focus and can be a class focus with 5 point anger scale/traffic light system or the daily scaling in the register.
  • Friendship - through SEAL assemblies, class sessions and SEAL celebration assemblies. Social Skills group/Circle of Friends could be used to focus on pupils from questionnaire who would like additional support.
  • Pupils not happy being them - class teachers to talk to pupils, monitor weekly scale sheets and discuss at early help meetings with possible 1:1 sessions with Diane Wilkinson or refer to MAST for additional support.
  • Staff to make it explicit to pupils about approaching them for help and appropriate times to do this. Remind pupils that when scaling their feelings at registration there will be an opportunity to talk during the day - bubble time. Look at pupil poster for being happy at school. Regular assemblies to remind children how to get help - refer to Pupil Voice Poster advising children what to do if they need help.
  • Diane Wilkinson (Inclusion Manager) to meet with Lunchtime Supervisors to monitor specific children who are not happy at lunchtime, children to have named Lunch Supervisors to report to when upset.
  • Diane Wilkinson to discuss general difficulties with Emotional Health & Well-Being Council.