Wellbeing

Ensuring the mental health and wellbeing of our pupils is paramount at Danesfield. We recognise that a positive and supportive emotional state is foundational for effective learning and overall development. By prioritising mental health, we create an environment where pupils feel safe, valued, and motivated to explore their full potential. This approach not only enhances academic performance but also fosters resilience, empathy and social skills. We believe that nurturing well-rounded individuals goes beyond academics, and a focus on mental health contributes to the holistic growth of our pupils, preparing them for their exciting future.

At Danesfield, the strategies we use to support pupils’ mental health and wellbeing include: the Feelings Box (pupils can write a secret note to a teacher for support); daily/weekly pupil check-ins with their peers and class teacher; pupils are encouraged to discuss their feelings using the whole school ‘Zones of Regulation’ approach whereby pupils can associate their feelings with a colour and be reminded that ‘it is ok to not feel ok; pupils are invited to join the Oasis Club where quiet activities are undertaken at lunchtime whilst open conversations are encouraged with a Teaching Assistant who is ELSA trained to support pupils’ emotional literacy; and, pupils are constantly encouraged to live by the Danesfield values that are not only displayed in every room throughout the school but are also reminded to staff and pupils in various lessons and weekly assemblies.

Pastoral Care and Pupil Voice

Every class at our school is represented on the School Council which meets half-termly to discuss development and new initiatives. In addition to addressing school-based issues the School Council annually chooses and supports a charity, leading on fund-raising events and communicating projects to the wider school community.

The children are encouraged to listen to each other and decide together on the choices to be made. The children follow a Personal, Social, Health and Economic Education (PSHE) which enables them to develop speaking and listening skills and the capacity to make reasoned judgements. Speakers are invited into school to enhance this programme.

We are very aware of the special needs of both gifted and talented and those with varying degrees of learning difficulty.

We have systems in place to monitor pupil progress enabling us to quickly identify a child who may be experiencing some difficulties or may need extra challenges within a subject. We offer extension and support teaching within our school setting, liaising with parents and specialist teachers to ensure continued development.

Monitoring and Management of Learning

Pupils' attainment and progress is closely monitored using GL Assessments, Headstart (English) assessments and White Rose (Maths) assessments. Teacher assessment, (which is backed up by pupil testing) enables the School to monitor every pupil in their English, Science and Maths thoroughly. The information we obtain from each pupil is recorded, reviewed and monitored regularly to enable the teachers to identify and address the individual needs of each child and support them accordingly. The data we obtain on every pupil enables the School to support and guide the individual families in choosing the right senior school for their child. All pupils have a talent, we help our pupils find their talents and gently encourage and support them to achieve their full potential, e.g. some of our pupils who are particularly strong in maths have been chosen to take part in external maths challenges against other local schools of which they have thoroughly enjoyed.

Supporting Children with Additional Needs

For most children, this may be a simple ‘catch up’ session in a small group with a member of our 'Supporting Success Team' alongside their classmates or a little support in lessons to fill any gaps they may have in their understanding or address any misconceptions they may have.

For those with more complex learning needs, we have a number of support systems in place. If you are concerned about your child’s learning, we would suggest meeting with the class teacher to discuss your worries. The class teacher or SENCo may observe your child over several sessions and, where needed, an Individual Support Programme (ISP) may be required. Our SENCo is happy to recommend strategies and programmes to work with your child, both in school and at home.

Find out more about our specialist teacher, Mrs Cresswell, using the dropdown below.

Specialist Teacher

Mrs Cresswell is our one-to-one literacy support teacher offering individualised programmes to address learning difficulties such as literacy acquisition (reading, writing and spelling), motor skills and Speech and Language. Mrs Cresswell is an experienced Reading Recovery practitioner and has a Dyslexia Diploma, enabling her to offer specialist dyslexia tuition.

Our goal is to develop self-awareness, independence and a growth mindset for all children. This is achieved by teaching in a multi-sensory, structured and cumulative way – targeting your child’s individual needs and encouraging them to play a conscious role in their learning using metacognitive strategies.

If you are concerned about your child’s learning needs or feel your child will benefit from specialist support please contact us. We are always happy to discuss informally without obligation.