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

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

Overview of Senior Mental Health Lead Training - The Bradford Course - Code SMHL003 - NEW DATES FOR 2022-23 BELOW


Finding the course on the DfE website:

1. Go onto website 

2. Choose the BEGINNER selection

3. Go to the FILTER RESULTS 

4. Tick 20+ hours, and, £401-£600 price range

5. Press 'Apply filters'

3. The Bradford Course will come up! It is the only one under these two filters currently


Feedback from course delegates:

"This training was both informative and interesting, I usually find training sessions to be uninteresting and struggle to maintain my concentration on its content! This training held my attention throughout! Well done, what an achievement!"       Kirsty Ratcliffe - Head Teacher - Park PRU (Bradford) 

"I have found this course to be extremely useful and feel that I am ready to implement a whole school strategy to promote the wellbeing and mental health of the children and staff. There was a good mix of theory and of practical advice. The trainer has been extremely helpful as have the conversations with other people in the course about approaches and strategies. I appreciated how the trainer adjusted her approach in order to support colleagues with the workload following the feedback that she had requested"   

Richard O'Sullivan, Byron Primary School, SMH Lead & Head Teacher

"I found this course very information and inspiring. The delivery of it was excellent. Kay ensured it was engaging through a mixture of listening to her, guest speakers, you tube videos and break out rooms. I valued the time to discuss things with peers and share good practice. The support from the EP to implement it across my school has also been incredibly grateful. I personally think every Head Teacher should be made to do this training so they fully understand it"  Sadie Cordingley, Deputy Head Teacher, SMH Lead




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 25 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.There are four 'suites' of courses currently available and the booking links are here:   





Core Aim of the Course

The expectation of this government funded course is that schools develop a whole school approach, and to achieve that, schools must develop an action / implementation plan. Therefore, we expect that schools undertaking this course are doing one of the following Bradford projects, which automatically incorporates undertaking an audit that supports action planning;

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 delegate attending MUST be a member of the school SLT, as required by the DfE.

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. 

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

In your correspondence with the DFE, you may be asked to produce a code for this course. it is SMHL003

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 health lead training plus financial resources to pay for cover.


Getting your DfE Grant Funding 2022-23

The website  (please copy and paste) gives you everything you need to know about eligibility for the grant and also how to apply for the grant within the academic year 2022-23. Please read carefully!


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 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

Live virtual training will take place in the morning of the dates stated. We recommend, if possible, that your supply cover works the full day so that you can use the rest of the day for planning. 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 but can also support other Chartermarks available nationally. We will be touching on the following frameworks to support your whole school approach, amongst other ideas:

1. Principles underpinning trauma informed practices includeing resilience

2. Principles underpinning Emotional Regulation Approaches; Emotion Coaching and Zones of Regulation

3. Principles underpinning Restorative Practice

4. Principles underpinning Mindfulness (linked to point 2.)


The virtual training, in the morning session, is targeted 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
  6. Identifying need and monitoring impact
  7. Parents and carers
  8. 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;

1. Half termly Support Webinar / Meeting lasting 1 hour for primary 5 – 11 (not available to Bradford Chartermark schools as they already receive additional support) DATES TO BE CONFIRMED

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

3. Initial EP support for schools to begin working together using a peer support system dates TBC

4. Individualised tutor support will be offered throughout the course, on a time convenient to you. For colleagues undertaking the Healthy Minds Chartermark you wil be receiving EP support as part of that program, so it is unlikely you will need additional 1:1 time from the tutor. 


Page owned by Ruth Dennis, last updated on 07/02/2023. This page has been viewed 4,127 times.