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

LEARNING OUTCOMES

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. https://www.gov.uk/guidance/senior-mental-health-lead-training

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

Contact Email: BradfordSeniorMentalHealthLeads@bradford.gov.uk

 

Suite A Dates

DATE

DFE MENTAL HEALTH LEADS COURSE TITLE

REFERENCE

URL

 

02-Nov

Session 1 Leadership and management

EDPHY-1121-T006

https://skills4bradford.co.uk/T147708

 
 

16-Nov

Session 2 Ethos and Environment

EDPHY-1121-T007

https://skills4bradford.co.uk/T147831

 
 

30-Nov

Session 3 Staff development (and wellbeing)

EDPHY- 1121-T008

https://skills4bradford.co.uk/T147832

 
 

14-Dec

Session 4 Curriculum Teaching and Learning

EDPHY- 1221-T003

https://skills4bradford.co.uk/T147833

 
 

11-Jan

Session 5 Coordinated Support

EDPHY- 0122-T013

https://skills4bradford.co.uk/T147836

 
 

25-Jan

Session 6 Working with parents and carers

EDPHY- 0122-T014

https://skills4bradford.co.uk/T147837

 
 

08-Feb

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

EDPHY- 0222-T008

https://skills4bradford.co.uk/T147838

 
 

Suite B Dates

DATE

COURSE TITLE

REFERENCE

URL

 

01-Mar

Session 1 Leadership and management

EDPHY- 0222-T009

https://skills4bradford.co.uk/T147839

 
 

08-Mar

Session 2 Ethos and Environment

EDPHY- 0322-T006

https://skills4bradford.co.uk/T147841

 
 

22-Mar

Session 3 Staff development (and wellbeing)

EDPHY- 0322-T007

https://skills4bradford.co.uk/T147842

 
 

05-Apr

Session 4 Curriculum Teaching and Learning

EDPHY- 0422-T005

https://skills4bradford.co.uk/T147843

 
 

26-Apr

Session 5 Coordinated Support

EDPHY- 0522-T006

https://skills4bradford.co.uk/T147845

 
 

10-May

Session 6 Working with parents and carers

EDPHY- 0522-T007

https://skills4bradford.co.uk/T147846

 
 

24-May

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

EDPHY- 0622-T003

https://skills4bradford.co.uk/T147849

 
 

 

 


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