Secondary schools

Crickhowell High School (Powys) - Supporting Service children mental health and wellbeing needs

Crickhowell High School (Powys) - Supporting Service children mental health and wellbeing needs

Crickhowell High School is located near Armed Forces bases at Cwrt Y Gollen – an RAF outdoor education, Army Recruiting Team, Powys and Gwent Cadets, home of 160th (Welsh) Brigade and Headquarters of Wales, Infantry Battle School and the Sennybridge Training area. Some of the children live in the catchment area and their parents commute during the week, this provides stability for them and their siblings with their education.

Crickhowell High School have developed a mental health and wellbeing department at their school, that supports all children and recently through the MODs Education Support Fund, we have appointed a Learning Support Assistant (LSA), who is specifically there to support Service children across the school with their emotional needs. It enables the school to work on behalf of the Service Children, in partnership with external bodies

Case study completed by: Karen Martin, Forces Family Support Officer (FFS0)

Number of Service children at Crickhowell High School: 54 (6%)

Estyn 2018

The strong support and care provided by a highly committed and effective pastoral team enable most pupils to feel valued and to progress well in their learning. The school works very effectively with outside agencies, including the community police officer, mental health services and bereavement services.

What positive experiences do Service children bring to Crickhowell High School?

  • They have a common understanding of a Service life
  • They have different experiences from living in other countries and places around the United Kingdom, appreciating and learning about different cultures
  • They have the ability to develop new friendships easily
  • They have opportunities access sporting activities that may not be possible in civilian life through Armed Forces activities and events
  • They embrace the Armed Forces lifestyle by talking about and sharing their experiences with peers and teachers; they share experiences, challenges and barriers that they may face.

What challenges do Service children face at Crickhowell High School?

  • Separation from the serving parent, when they commute to their work for longer periods of time
  • Periods of re-adjustment for the Service child when a parent is deployed, which re-occurs when parents return home. This can cause issues for the student and the stability of school becomes their safe place. The Service child can experience worry and anxiety throughout the parent’s deployment and this can affect their wellbeing and general behaviour.
  • Many Service children speak of knowing individuals that have been injured as a result of being in a conflict zone and this causes them to worry
  • Some students mention the effects deployment has on their parents and their sense of sadness for them
  • Welsh lessons are compulsory and some children find the new learning difficult, as they may not have any prior knowledge or experience with speaking Welsh
  • Making new friendship groups can be an issue for some Service children, exposing them to risky behaviours to ‘fit in’ with groups of peers
  • There can be gaps in education with the different curriculums after a move
  • There can be an added pressure of catching up or redoing work that has been covered in a previous school
  • If information is not received from a previous school in a timely manner, it can effect Service child’s enrolment into the school and the prompt support for additional needs
  • Ensuring that the information from a previous school is disseminated across staff effectively
  • Gaining prompt access to services such as Child Adolescent Mental Health Services (CAMHS), and transferring the sufficient support through different systems/protocols
  • Gaining information and accessing activities relevant to a Service child’s hobbies and interests when they have arrived in the area.

How does Crickhowell High School support Service children with mental health and wellbeing needs?

  1. Identifying children’s needs
  2. Self-referral for support
  3. Strategies available
  4. School staff and training
  5. Engagement with external agencies

1.    How does Crickhowell High School identify Service children’s needs?

  • We start with a one to one personal meeting with each Service child to develop a relationship so they feel at ease to discuss any concerns they may have
  • We liaise with parents, who express a concern or who identify previous support that has been given, which then leads to monitoring that child and accessing the appropriate support within school
  • We have had school friends of a Service child approach us to discuss concerns for their friend
  • Progress Leaders and Form Tutors play a very important role within identifying any challenges that the child may be facing, they will approach and discuss any concerns with the FFSO, and we work together with the child and family on a solution
  • We complete Case Studies on each child with relevant information to support identification of needs.

What is in place since the my FFSO role started…

  • I identify the Service children on role in the first instance, through informal meetings with the child and their family
  • I work with the Transition Manager at the High School and link with feeder schools, to identify Year Six Service children transitioning to the school
  • We have developed collaborative working with the Army Welfare Service (AWS), to develop a club for Armed Forces and civilian students. We would like to encourage the pupils to get involved and integrate, enabling us to identify their needs, including siblings from Primary schools
  • We have nominated students from each year group, to be a spokesperson using ‘Pupil voice’ activities.  This will enable us to identify their needs and design what they want from their club and school events
  • Parents have opportunities to approach and discuss their child’s needs with me and any issues at home
  • We are using a system, Go for Schools, to monitor school data –in behaviour, performance and progress
  • I regularly liaise with form tutors and teaching staff across the school regarding any concerns with Service children
  • At the school we provide a wide variety of opportunities for the Service children, extending their knowledge and experiences e.g. Educational day trips, inspirational speakers, Science Technology Engineering Mathematics (STEM) Workshops provided by Armed Forces personnel and veterans (ex-Service personnel).

Estyn 2018

Strong relationships enable pupils to approach a wide range of staff confidently, especially members of the wellbeing team should they need support. As a result, as pupils progress through the school, they grow in maturity and confidence.

2. How do Service children at Crickhowell High School self-refer?

  • The school has an open-door policy for all students at the Pastoral Office where the Forces Families Service Officer, Wellbeing Officer and Progress Leader are available
  • They can send a message to a dedicated email for wellbeing support
  • They can access a safe post box in the school, where they can post notes asking for support and advice
  • The children can discuss matters that concern them with staff and sixth form mentors, who have had specific training in mental health and wellbeing support
  • There is independent, confidential access for all children to a School Councillor for advice and support.

Estyn 2018

The carefully planned personal and social education programme is very effective in supporting pupils’ wellbeing and in developing their personal and social skills.

3.    What strategies and support are available at Crickhowell High School once a need is recognised?

  • During admission to the school, support is discussed, including a tour of the school and meeting key members of staff
  • Drop in facility are available daily at the Pastoral Office to speak to a member of staff
  • As the FFSO, I explain my role to new Service families; my knowledge of Service life is appreciated and they are therefore more open with their unique challenges
  • We have an open-door policy; this is well advertised to all children and they do take advantage of this service
  • We have an informal social group/club, where Service children engage with other who have a similar lifestyle. It provides opportunities for them to exchange their views of their lifestyles, enabling ideas and even support if needed. This is open to non-Service students who want to support their peers and understand the barriers they face
  • Staff use the training they have had to decide on the best approach to use with the child, depending on their need
  • We establish a relationship with the Service child to help identify and signpost them to activities and hobbies that are available in the area and that the school provide.  We also promote local community groups and Armed Forces services available.

Estyn 2018

Many members of staff work regionally and nationally with a focus on sharing effective school improvement strategies. This has been beneficial in improving the school’s own provision, as well as supporting the work of other schools. For example, the school’s involvement in a national mental health support programme contributes well to the outstanding care, support and guidance provision.

4.    What training does Crickhowell High School have in place for staff?

  • The school is a ‘Welsh Assembly Government - Mental Health and Wellbeing’ pilot school
  • All staff are aware of Adverse Childhood Experiences and we are a trauma aware school
  • The school is a ‘Pioneer school’ for the new Welsh Curriculum, ensuring we incorporate mental health and wellbeing learning across the curriculum
  • Several staff are trained in ‘Restorative Practices’ and support the healing of relationships between adults and children or children and children. Progress leaders in each year group are involved; ensuring they are aware of situations as they arise
  • All staff have had mindfulness training
  • Some staff are trained to support Victims of Domestic abuse
  • Some staff are Mental Health first aid trained
  • We encourage students to complete a ‘mile walk’ during morning registration regularly; this supports mental health and wellbeing for all children and staff
  • We use current research and resources for strategies to support and respond to self-harm and suicidal thoughts.

5. Who does Crickhowell High School engage with externally to support pupil’s mental health and wellbeing?

  • We engage with the Police School’s Liaison Officer for substance mis-use training and interactive talks and assemblies with the children
  • We signpost children and parents to relevant support agencies e.g. The Youth Service, Youth Intervention Service, Xenzone, Calon DVS, Cais, Careers Wales, AWS and the Army Cadet Force
  • We are preparing a case study of our work in relation our support of pupil mental health and wellbeing, for dissemination on Estyn’s website
  • We attend and organise multi agency meetings to identify needs and support.

Examples of impact…

  • The FFSO was approached by a parent to discuss the issues her son has, who is being treated for Secondary Post Traumatic Stress Disorder (PTSD). The FFSO is in direct contact with parent, to oversee his wellbeing. She has also been in contact with teachers to ensure that when this child is not attending school, due to his illness, that he is being supported with any learning that he is missing. This support has been put into place to ensure that he is not put under any undue pressure from missing learning. The FFSO is also providing extra support for any examinations that the child will have and has arranged appropriate assessments to be carried out, so that the correct support is put into place. External counselling is also provided.
  • Through a one to one discussion, it was highlighted that a Service child will be moving to another school and was showing signs of anxiety because of this. The FFSO contacted the parent and has offered support by contacting the receiving school and working with them to develop a transition plan.

Date produced: January 2020 

Service children’s quotes

"Being a military child is hard, but it also gets you a lot of new experiences that I wouldn't have experienced otherwise".

Esme-Jane

"For military children they [Mount Street Junior School] do a club called Little Troopers, they've done a Remembrance service, purple up day. We celebrate Holi and Dawali".

Arushi

"My Mum is my parent that is in the Armed Forces. She is a reservist. So when I was younger it was a lot worse, she travelled around a lot. I've lived in the same house my whole life, but she has moved around me. I was in a constant cycle of saying goodbye".

Emma

"My Dad, he's in the Army and he works in the Engineers and he goes away on week days and comes back on weekends"

Emily

"Dad often goes away. It is a bit worrying not knowing where your Dad is going. It does worry me and my sister. Yeah, you just never know when he's coming home". 

Joe

"In June or July, my Dad is going away quite far. He's in the Army, he's a chef. Having your Dad gone is so sad."

Josie

"I've lived in many places. So, I was born in Cyprus, after that I've been to Germany, then I went to this place called Stafford. Then another place which is Wales."

Dominic

"I've moved seven times in fourteen years." 

Lilia

"Now we've got a forever home. I never have to worry about leaving or how long until I am leaving. I feel like I belong here a lot more, that's always great."

Oliver

"As soon as we get used to a house, you get moved - I’ve been to four schools and moved six times."

Aiden

"I lived in Nepal, then we went to Brunei, then Malaysia."

Ashim

"In my eyes, you have hundreds of friends in different places."

Chloe

"I’m used to moving now and mixing with the children... I’ve done it so many times, it’s just a normal thing now."

Chloe

"It's ok talking over skype and that, but sometimes you just want a hug when Dad is away."

Georgia

"He signed off last week, so he will be done by the end of this year. He’s done 24 years. I find that better because he will be around a lot. He likes watching us playing rugby, so he will get to see us more."

Lewis

"I’ve enjoyed going around to lots of places around the world, it's adventurous and exciting."

Harry

"In my eyes, you have hundreds of friends in different places."

Ieuan

"My mum got a chalk board and it says how many sleeps on it with chalk, every minute it’s getting closer for him coming home."

Mia

"I don’t want him to get promoted... I want him to get promoted but I don’t want to leave."

Oliver

"I might be going to boarding school so that I don’t change schools every few years."

Ryan

"I've been to seven different schools; I’ve not stayed put in one school long enough."

Shana

"He has been away for six months and he is back for two weeks, then he goes away again."

Sianed

"My parents were in the Army. My mum is a like a nurse and my dad went to the war in Afghanistan. I actually didn’t really know what he was doing so I was like, ‘Cool Dad, go there,’ but then I found out and thought, 'Thank God he came back alive.'"

Sanjog

"I’m going to a new place entirely. They don’t know anything about me and that’s a big restart and that’s really good for me."

Piaras

"I moved to Wales because my dad was posted in the Army. I thought I would get bullied and I was shy when you meet new people, but I made some friends."

Dan

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