Bradford Mental Health Senior Leads Training; Quality Assured and Accredited by the DfE

Bradford Mental Health Senior Leads Training; Quality Assured and Accredited by the DfE

My name is Dr Kay Tasker-Smith and I am the Specialist Senior Educational Psychologist leading on the Bradford Mental Health Leads Training, the national initiative to provide support in building a sustainable, whole school approach to emotional wellbeing and good mental health.

Each suite of seven courses will be delivered to up to 30 delegates, to strengthen your school or college’s offer on mental health and wellbeing, as well as providing a valuable space for peer support and reflection.  They will be delivered in a supportive and practical way so that delegates feel at ease and can build up their skills and knowledge one step at a time. The course has a strong emphasis on the management of the process of change, alongside providing information on evidence based whole school approaches that can be used as a foundation to your whole school approach.

Primary, Secondary, Specialist schools and FE Colleges are invited to take part.


Training Content and Dates

The suite of seven courses, each section lasting up 6 hours long, will cover;

  1. Leadership and management
  2. Ethos and environment
  3. Staff development
  4. Curriculum, teaching and learning
  5. Coordinated support
  6. Parents and carers
  7. Student Voice

Plus there will be signposting for Audit and monitoring, but no formal course


Course 1

Leadership & Management

Course 2

Ethos & Environment


Course 3

Staff development and training


Course 4

Curriculum teaching and learning

Course 5

Coordinated support

Course 6

Working with parents and carers

Course 7

Student / pupil voice


Lead understands expectations of the role, how this fits with existing statutory roles and policies in an education setting, including the role of NHS, Local Authority and Voluntary Sector


Lead understands the benefits of a whole school/college approach, can advocate for this, influence others and deal with any resistance from colleagues and other senior leaders, governors, or the wider school community.


Lead has identified self-development to fulfil this role, including their own bias and how this can affect their approach to developing a whole school approach.


Lead can access available local/national support to implement a whole school/college approach.


Lead mutually supports other settings, accessing/sharing practical tools and support


Lead effectively plans for implementation of a whole school/college approach (Bradford Chartermark)


Lead improves wellbeing and mental health through whole school an evidence based program which is developed, embedded and sustained


Lead understands how culture might impact on wellbeing and mental health in a setting, and how relationship between staff and young people are critical in promoting a sense of wellbeing and a sense of belonging to and liking of school


Lead is aware of wider interventions that some children might access such as the justice system or social services


Lead is able to effectively communicate a positive values-based approach and to promote openness and understanding to normalise mental health and its fluctuations through life


Lead knows how to use local services/resources to enhance their school knowledge and messaging, and develop social emotional and mental health partners in the community


Lead is confident to work with staff to raise mental health awareness, and able to promote and support a positive culture of staff wellbeing and mental health


Lead is equipped to support staff understand their own mental health and resilience, including signposting / arranging appropriate supervision for staff dealing with mental health issues and incidents in the school/college


Lead has a plan and is able to support staff to develop a wider understanding of the use of different evidence based approaches for promoting their own, and pupils and students, wellbeing and mental health, appropriate to the needs of their school/college


Lead is able to facilitate development of school staff, ensuring any critical training offered on mental health and wellbeing is attended, and that all staff understand the process for managing mental health concerns 


You will have considered how the curriculum and teaching and learning in your setting promotes resilience and supports social and emotional learning


You will be aware of the mental wellbeing content in the statutory health education curriculum


You will have considered ways of working with the PSHE/RSHE Lead in your setting to ensure that the curriculum features appropriately in the setting’s whole school/college approach to wellbeing and mental health  


Be aware of the statutory and independent mental health service provision in your area


Know how to make best use of the provision available


Have a plan in place for working in partnership with local services and mental health professionals (including Mental Health Support Teams where applicable) to provide the right support to CYP


Understand the threshold for making referrals to CYPMHS (formerly CAMHS) and know how to work with CYP and families to make appropriate contact with the service

  1. Know what support is available for CYP who do not meet thresholds but who still have significant needs


SLT Lead is able to engage and include parents, carers, families, virtual school heads and the outside community in promoting a culture of which the college is trying to create within and outside school hours


Have considered how to involve the whole student body in the co-production and embedding of your whole school approach


Have considered how you could involve your pupils in peer-led wellbeing support





PLUS, signposting

 for identifying need and monitoring impact

Each suite of seven training sessions will be held on line virtually. Unfortunately, we are unable to offer the courses separately at this moment in time and we are also unable to offer a combination of the dates across the two suites offered this year.

Delegates will be signposted to other websites for self-directed learning of clinical aspects of the course as part of their homework offer; we are hoping that time within the 6-hour training day will be available for your additional homework tasks. We recommend that your cover works the full day so that you can use the day for training, homework tasks, planning and liaison.


In addition, we offer;

  • Half termly Support Webinar / Meeting lasting 1 hour for primary 5 – 11 (not available to Bradford Chartermark schools as they already receive additional support)
  • Half termly support Webinar / Meeting lasting one hour for secondary 11 – 18 (not available to Bradford Chartermark schools as they already receive additional support)
  • Initial support for schools to begin working together using a peer support system
  • Time will be made available for all Leads who are NOT undertaking the Bradford Chartermark, for individualised support and QA of the plan they produce.


Accessing the DfE Grant

The DfE will publish its list of approved courses in September, along with further details on their opt-in DfE digital service to access a grant to pay for quality assured senior mental health lead training. The grant also offers additional financial resources to pay for cover.

We are presently clarifying how the grant is going to work for Bradford schools. Watch this virtual space for further information! 

Contact Email:


Suite A Dates







Session 1 Leadership and management




Session 2 Ethos and Environment




Session 3 Staff development (and wellbeing)

EDPHY- 1121-T008



Session 4 Curriculum Teaching and Learning

EDPHY- 1221-T003



Session 5 Coordinated Support

EDPHY- 0122-T013



Session 6 Working with parents and carers

EDPHY- 0122-T014



Session 7 Enabling Student Voice (& 8; signposting identifying need and monitoring impact)

EDPHY- 0222-T008


Suite B Dates







Session 1 Leadership and management

EDPHY- 0222-T009



Session 2 Ethos and Environment

EDPHY- 0322-T006



Session 3 Staff development (and wellbeing)

EDPHY- 0322-T007



Session 4 Curriculum Teaching and Learning

EDPHY- 0422-T005



Session 5 Coordinated Support

EDPHY- 0522-T006



Session 6 Working with parents and carers

EDPHY- 0522-T007



Session 7 Enabling Student Voice (& 8; signposting identifying need and monitoring impact)

EDPHY- 0622-T003




Page owned by Ruth Dennis, last updated on 17/09/2021. This page has been viewed 64 times.