St PetersCE Primary School

St. Peter’s Mental Health Strategy

2026–2029
Evidence-informed • Graduated • Evaluated

Strategic Vision

At St. Peter's, positive mental health is recognised as a prerequisite for successful learning, attendance, behaviour, inclusion and personal development. We adopt a preventative, whole-school approach in which every adult contributes to creating an emotionally safe environment, barriers are identified early, and support is matched to need. The effectiveness of this strategy is judged by improved outcomes for pupils rather than the volume of provision delivered. At St. Peter’s, we understand the impact of poor parental mental health and ensure a robust system of identification and support for parents, ensuring timely intervention for the whole family.

School Context

St. Peter's CE Primary Academy is a growing two-form entry primary school serving a diverse and ever-expanding community. Since opening in 2018, the school has grown rapidly to almost full capacity, with over a quarter of pupils joining through in-year admissions. Leaders recognise that children arrive with a broad range of experiences, strengths and needs, including increasing levels of SEND, social, emotional and mental health needs, and varying levels of family support. We understand that these factors can present barriers to attendance, engagement and learning. Our whole-school approach prioritises belonging, positive relationships and early intervention, ensuring that every child is known, valued and supported to flourish academically, socially and emotionally.

Leaders review attendance, behaviour, safeguarding, SEND, pupil premium, in-year admissions, pupil voice and family engagement to understand emerging needs. This strategy is reviewed annually in response to school data and local context rather than remaining a static policy.

Strategic Principles

• Prevention before intervention.
• Early identification.
• Graduated response.
• Inclusive classrooms first – high quality universal provision lies at the heart of all we do.
• Evidence-informed decision-making.
• Partnership with families.
• Continuous evaluation and improvement.

Universal offer

Every child at St. Peter’s benefits from:

• High-quality relationships with trusted adults.
• A broad PSHE curriculum.
• Collective worship and opportunities for reflection.
• Physical activity and outdoor learning.
• Positive behaviour support.
• Highly inclusive classroom practice
• Emotional literacy and self-regulation strategies.
• Reasonable adjustments where appropriate.

 

Targeted School-Based Support

Where additional support is required, pupils may access:

Provision	Purpose
Pastoral support	Daily emotional check-ins and trusted adult support
Individual regulation plans and visuals	Personalised strategies to improve emotional regulation
Social skills groups- Lego intervention	Developing confidence, friendships and communication
ELSA small group or individual emotional wellbeing interventions	Building resilience, self-esteem and coping strategies
Sensory or regulation provision (where appropriate)	A space in which to regulate, re centre and be ready once more for learning.
Attendance support	Addressing anxiety and barriers affecting attendance
Play therapist- one hour weekly per child	Trauma informed therapist for children who have experienced ACEs . This play therapist also works with parents alongside their children.