Glasshoughton Infant Academy

The mental wellbeing of our children at Glasshoughton Infant Academy is equally as important as the physical wellbeing, and through our curriculum and extensive wellbeing offer, we promote the importance of a healthy mind alongside the support we offer children.

Our RSHE curriculum is carefully planned throughout the year, where children from Nursery to Year 2 take part in a RSHE learning linked to mental wellbeing, as well as first aid, families, healthy relationships and friendships.

	Building Relationships	Managing Self	Self-Regulation
Birth – Three	• Engage with others through gestures, gaze and talk. • Use that engagement to achieve a goal. For example, gesture towards their cup to say they want a drink. • Look back as they crawl or walk away from their key person. Look for clues about how to respond to something interesting. • Notice and ask questions about differences, such as skin colour, types of hair, gender, special needs and disabilities, and so on. • Develop friendships with other children.	• Express preferences and decisions. They also try new things and start establishing their autonomy. • Find ways of managing transitions, for example from their parent to their key person. • Play with increasing confidence on their own and with other children, because they know their key person is nearby and available. • Thrive as they develop self assurance. • Feel confident when taken out around the local neighbourhood, and enjoy exploring new places with their key person. • Feel strong enough to express a range of emotions. • Grow in independence, rejecting help (“me do it”). Sometimes this leads to feelings of frustration and tantrums.	• Find ways to calm themselves, through being calmed and comforted by their key person. • Establish their sense of self. • Begin to show ‘effortful control’. For example, waiting for a turn and resisting the strong impulse to grab what they want or push their way to the front. • Be increasingly able to talk about and manage their emotions. • Safely explore emotions beyond their normal range through play and stories. • Are talking about their feelings in more elaborated ways: “I’m sad because…” or “I love it when …”.
Three & Four Years	• Help to find solutions to conflicts and rivalries. For example, accepting that not everyone can be Spider-Man in the game, and suggesting other ideas. • Develop appropriate ways of being assertive. • Talk with others to solve conflicts. • Play with one or more other children, extending and elaborating play ideas.	• Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen, or one which is suggested to them. • Develop their sense of responsibility and membership of a community. • Become more outgoing with unfamiliar people, in the safe context of their setting. • Show more confidence in new social situations. • Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.	• Increasingly follow rules, understanding why they are important. • Do not always need an adult to remind them of a rule. • Begin to understand how others might be feeling.
Reception	• Build constructive and respectful relationships. • Think about the perspectives of others.	• See themselves as a valuable individual. • Show resilience and perseverance in the face of challenge. • Manage their own needs.	• Express their feelings and consider the feelings of others. • Identify and moderate their own feelings socially and emotionally.
ELGs	• Express their feelings and consider the feelings of others. • Identify and moderate their own feelings socially and emotionally.	• Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. • Explain the reasons for rules, know right from wrong and try to behave accordingly. • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices	• Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly. • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Opportunities for RSHE learning and development are provided and supported in a multitude of ways. This is through planned adult led activities as well as independent learning opportunities in the areas of provision. Social and emotional development is embedded into everyday practice. RSHE is a prime area of learning which underpins the building blocks that enable our learners to become independent, successful and resilient.

The current KS1 RSHE curriculum includes the following topics and themes:

RSHE Key Stage 1 overview Download

On arrival to school each day children begin by identifying how they are feeling linked to a whole school text, The Colour Monster. Children who identify as being sad, angry or scared are given time to speak about their emotions and work together to try to resolve their emotions. All children are greeted by a member of staff each day, choosing how they would like to be greeted followed by entering the classroom to music. The pastoral team in school, of Mrs Walker and Mrs Lane, our family mentor, are available to support children and families throughout the day.

GIA RSHE WELLBEING OFFER Download

GIA Wellbeing Team

At Glasshoughton Infant Academy we have created a wellbeing team comprising of parents from each year group, Mrs Harley (Senior Mental Health Leader), Mrs Howson (Mental Health First Aider), Mrs Thornton (Mental Health First Aider), Mrs Lane (Mental Health First Aider and Family mentor) and Miss Swain (Computing Leader).

The team meet once per half term to agree on how to improve wellbeing of our children and families.

Wellbeing Team Poster 2022 2023 Download

Daily Wellbeing Opportunities

Every day after lunch all children have the opportunity to reflect. This wellbeing session often includes opportunities for circle time, discussions and questions.

Motivational Monday – Motivational Monday! (office.com)

Time Out Tuesday – Time out Tuesday! (office.com)

Wellbeing Wednesday – Wellbeing Wednesday! (office.com)

Thankful Thursday – Thankful Thursday! (office.com)

Fitness Friday – Fitness Friday! (office.com)