Bradford Mental Health Senior Leads Training; Grant Funded and Accredited by the DfE

Bradford Mental Health Senior Leads Training; Grant Funded and Accredited by the DfE

Overview of Senior Mental Health Lead Training - The Bradford Course

My name is Dr Kay Tasker-Smith and I am the Specialist Senior Educational Psychologist leading on the Bradford Mental Health Leads Training. In this Bradford based training, 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.  This introductory course 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 psychological theories and models and the practical aspects of managing 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. The booking link is

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

For in depth information on this national initiative please look here; 

This course is one of a number delivered nationally as an initiative to provide support in building a sustainable, whole school approach to emotional wellbeing and good mental health: 


Conditions of Admission & Accessing the DfE Grant

The criteria for admission on to the course, in order to be able to access the grant funding from the DfE, is that (a) you are a state funded schools (b) you have an identified Senior Lead (c) you are committed to the development of a whole school approach. The DfE has published its list of approved courses, along with further details on their opt-in DfE digital service to access a grant worth £1200 to pay for quality assured senior mental health lead training plus financial resources to pay for cover; . The DfE grant application service is available for schools and colleges to apply for a senior mental health lead training grant. You have until 25 October, to claim one of the grants DfE guaranteed to reserve for eligible schools and colleges booking a course early. 

The DfE have informed us that a digital tool has been provided to assist senior leads consider their specific learning needs and preferences, enabling them to implement and sustain an effective whole school or college approach in their setting which can be found here;      


Booking with Bradford

Once you have made the decision to train with Bradford, please can you contact us on the email below. This will trigger a conversation including how to book the training (booking process is under construction and is initially available here and you will automatically receive an invoice. The DfE states the following explaining the booking/grant process;

To avoid delays in schools and colleges receiving training, eligible settings, that meet the terms set out in the grant funding conditions, you can book a place on a quality assured training course from 21 September 2021, ahead of applying for the grant. The department will guarantee to reserve the grant amount for these settings until the application form becomes available in the 2021 autumn term.You’ll need to sign up to be notified when the application form is available, and agree to submit an application within 2 weeks from the date you are notified that the online form is available. Once the online application form is available to schools and colleges, eligible settings must complete the online application form first, to ensure they have secured a training grant before they proceed to book a quality assured course. We’ll issue grants in 2021 to 2022 until our financial allocation is used, the amount is enough to provide a grant to around a third of all schools and colleges this financial year.

Contact Email:


Bradford Training Content and Dates

Delegates will be signposted to 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, on the afternoon. We recommend that your supply cover works the full day so that you can use the day for training, homework tasks, planning and liaison. There is a lot of content in the course, both at a management level but also at a clinical level. It is designed to support the Healthy Minds Chartermark. 

The key idea of the homework tasks is to help you create an implementation plan to develop a whole school approach to mental health. This is why doing the Chartermark at the same time will be helpful. The self-directed clinical aspects of the course include on six evidence based whole school approaches you might wish to consider to act as a foundation to the whole school approach. You may choose to use two or three of them once you have considered the training:

1. Resilience Whole Schools Approach to Mental Health and Academic Resilience (Currently Primary Focused)

2. Nurturing Schools (Currently Secondary Focused)

3. Trauma Informed Whole School approach 

4. Emotional Regulation Approaches (two approaches are embedded in here)

5. Restorative Practice

The virtual training, in the morning session, is targetted at delegates as 'managers' and reflects the 8 public health recommendations to build an effective whole school approach to mental health. You will receive a lot of documentation to read through for each session, as a support mechanism, plus a pdf of each of the courses.

  1. Leadership and management
  2. Ethos and environment
  3. Staff development
  4. Curriculum, teaching and learning
  5. Coordinated support (including signoposting to identiying need and monitoring impact which is no.8)
  6. Parents and carers
  7. Student Voice

The course will be as interactive as we can manage, and most importantly, it is very thorough so you will cover all the learning objectives required at beginner level. A lot of evidence based psychology is built into the courses, so they are theoretical as well as being practical.



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

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.


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)

  • Tuesday 23rd November, from 3.30 - 5.00pm
  • Monday 13th December from 3.30 - 5.00pm
  • Tuesday 1st February from 3.30 - 5.00pm
  • Tuesday 15th March from 3.30 - 5.00pm
  • Tuesday 3rd May from 3.30 - 5.00pm
  • Tuesday 14th June from 3.30 - 5.00pm


Half termly support Webinar / Meeting lasting one hour for secondary 11 – 18 (not available to Bradford Chartermark schools as they already receive additional support)

  • Tuesday 23rd November, from 2.00 - 3.30pm
  • Monday 13th December from 2.00 - 3.30pm
  • Tuesday 1st February from 2.00 - 3.30pm
  • Tuesday 15th March from 2.00 - 3.30pm
  • Tuesday 3rd May from 2.00 - 3.30pm
  • Tuesday 14th June from 2.00 - 3.30pm


  • Initial EP support for schools to begin working together using a peer support system dates TBC
  • 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. They will be invited to a Teams meeting once every half term


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


Furher information on social emotional developments from the Educational Psychology Service can be found here 


Page owned by Ruth Dennis, last updated on 21/10/2021. This page has been viewed 729 times.