Bradford Mental Health Senior Leads Training; Grant Funded and Assured by the DfE (worth £1200)

Bradford Mental Health Senior Leads Training; Grant Funded and Assured by the DfE (worth £1200)

Overview of Senior Mental Health Lead Training - The Bradford Course coded SMHL003

This course has been quality assured for the DfE senior mental health lead training grant.

A flyer for the course is downloadable here


Essential Information and Documents

The DfE have confirmed that their digital application forms will be updated on Monday 3rd April to allow senior mental health leads to continue to apply for a training grant and book courses commencing up to 31 March 2024; please see below for the Bradford SMHL course new dates for 23-24. The guidance page and conditions will also be updated.

Bradford SMHL003 Quality Assurance Policy Guidance 

Bradford SMHL003 Learner Handbook 


Finding the Course on the Web

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'

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 introductory 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:   


AUTUMN TERM 2023 - booking facility available from 15th March 2023 on skills4bradford

  1. Week 1 12/09/23 9-12 am
  2. Week 2 26/09/23 9-12 am
  3. Week 3 10/10/23 9-12 am
  4. Week 4 31/10/23 9-12 am
  5. Week 5 14/11/23 9-12 am
  6. Week 6 28/11/23 9-12 am
  7. Week 7 12/12/23 9.12 am FINAL SESSION

SPRING TERM 2024 - booking facility available from March 2023 on skills4bradford

  1. Week 1 09/01/24 9-12 am
  2. Week 2 23/01/24 9-12 am
  3. Week 3 06/02/24 9-12 am
  4. Week 4 20/02/24 9-12 am
  5. Week 5 05/03/24 9-12 am
  6. Week 6 19/03/24 9-12 am
  7. Week 7 19/04/24 9-12 am FINAL SESSION

SUMMER TERM 2024 - booking facility available from March 2023 on skills4bradford

  1. Week 1 16/04/24 9-12 am
  2. Week 2 30/04/24 9-12 am
  3. Week 3 14/05/24 9-12 am
  4. Week 4 21/05/24 9-12 am
  5. Week 5 11/06/24 9-12 am
  6. Week 6 25/06/24 9-12 am
  7. Week 7 09/07/24 9-12 am FINAL SESSION


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: 


Support to SMHLs and Schools from DfE

The Anna Freud Centre are developing two online tools that will be housed on  

1. One will be an online resource hub that will provide SMHLs with a dedicated area to access high-quality mental health resources from across the sector. The resources will be filterable by specific user-identified categories and mapped against the eight core principles of the whole-school approach. 

2. The other is a pastoral support toolkit that will allow relevant education staff to develop their targeted offer for social, emotional and mental health needs within their setting. The toolkit will share information about mental health interventions, such as the evidence for efficacy, to help staff make an informed decision on the most suitable approach for their setting.  


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!

Contact Email:


The virtual training, in the morning session, is targeted at delegates as 'managers' and reflects the 8 public health recommendations (included in the 7 morning courses) 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  


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


Lead knows how to make best use of the provision available
Lead has 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


Lead understands 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


Lead knows what support is available for CYP who do not meet thresholds but who still have significant needs


Lead can use (and be able to adapt as required) relevant tools to assess need, and monitor interventions to support pupil and student progress.


Implement a process to identify those who may need additional support, working with other staff across the school to use pre-existing documents, such as Education Health Care Plans, where appropriate.


Lead can make a decision about whether a health or education intervention is more appropriate and access this support with reference to the Local Offer.


Lead can seek feedback from and give feedback to staff, pupils and parents, to ensure those experiencing poor mental health get the support they need to be able to engage in all aspects of school/college life and participate in lessons and extra-curricular activities.


Lead can work with staff, families and local services to understand the mental health and wellbeing issues that could be impacting on behaviour and attendance to improve outcomes for pupils/students, and ensure that all school policies reflect this.


Lead can Monitor the impact of interventions provided to individuals or small groups and adapt the approach as needed.

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






 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. 

Contact Email:



Page owned by Ruth Dennis, last updated on 10/08/2023. This page has been viewed 6,445 times.