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Our Wellbeing Policy

"The school creates a caring and nurturing environment for my very shy/anxious child"


"Whenever my child has had anxiety or nervous issues with in school (particularly in the period after lock down) there was a programme in place and he thrived.  No issues since."


"When we got divorced, the school helped **** deal with her emotions and were good in supporting her through this."


"The school motto of a caring gamily school could not be more fitting.  An absolutely wonderful school and staff who care so much about our children"



Through our curriculum, ethos and positive behaviour management policy  our children believe strongly that they have a voice and that their opinions will be listened and responded to. They feel part of our ‘Gawber family’ and therefore want to make a positive contribution to the life of the school.  Through a focus in PSHE and RSHE lessons on developing self-awareness and interpersonal skills pupils behave with integrity and are increasingly more mature, sensible and supportive to each other.


We continually develop pupils who are resilient, self-aware, have self-confidence and contribute positively to their community.


An important part of personal development is supporting children to become active citizens who make a positive impact in the world. We do this by tackling local and global issues and debating different points of view.


Mrs Bradshaw is our Senior Mental Health Lead and, with support from Miss Hanson, she co-ordinates support for children in school. This ranges from a block of Cognitive Behavioural Therapy (CBT) sessions for children to wellbeing sessions led by our wellbeing ambassadors to our 'big brother and sister' programme to support younger children. We use a range of ways to identify children who may require extra support. This may be the parents/ carers who request it, the class teacher or teaching assistant (often through the use of the 'Three Houses' diagnostic sheet) or the children themselves. Children who have accessed wellbeing support often go on to becoming wellbeing ambassadors, which enables them to share the strategies they have learnt.


Wellbeing ambassadors and our ‘school big brothers and sisters’ have been introduced with the intention of establishing peer on peer pastoral support, especially for those children with more social and emotional needs. They lead assemblies, run wellbeing sessions and generally support all our children with their wellbeing.

As a result ,of the wide, rich set of experiences on offer, our children are able to learn the lifelong importance of managing their wellbeing.

In September 2022, after considerable research, we moved over to using the 1decision scheme to support the teaching of RSHE at Gawber. We made this decision because the scheme ensures year on year progression on the wide range of areas covered in the RSHE curriculum (both statutory and non- statutory). In addition, we supplement this scheme with bespoke opportunities and activities to reflect and support the needs of the children in our school.


In FS2 the areas taught feed into our whole school progression. These are taught using story books provided by 1decision and are used to promote discussion and the use of appropriate language to enable the children to access this programme in KS 1.


In key stages 1 and 2 these areas are:

  • Keeping/staying safe
  • Keeping/staying healthy
  • Relationships (years 1-3)
  • Growing and changing (years 4-6)
  • Being responsible
  • Feelings and emotions
  • Computer safety
  • Our world (years 1 -3)
  • The working world (years 4-6)
  • Hazard watch (years1-3)
  • A world without judgement (years 4-6)
  • First aid (years 4-6)
  • Fire safety

Units of work KS1 

Units of work KS2


Identifying those who need support



How are you feeling?

PSHE/Wellbeing School Overview

Knowledge Organiser Example

Challenging gender stereotypes

Feelings and Emotions - Jealousy