№ files_lp_4_process_2_44907
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This policy provides a framework for supporting pupils with social, emotional, and mental health difficulties at Scargill Church of England Primary School.
Year:
2026
Region / city:
United Kingdom
Topic:
Social, Emotional and Mental Health (SEMH)
Document type:
Policy
Organization / institution:
Scargill Church of England Primary School
Author:
Not specified
Target audience:
Teachers, school staff, parents, pupils
Period of validity:
Ongoing
Approval date:
Not specified
Date of changes:
Not specified
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Year:
2022
Region / City:
Derbyshire
Theme:
School Admissions
Document Type:
Policy
Organization / Institution:
Scargill CE Primary School
Author:
Not specified
Target Audience:
Prospective parents, Local Governing Body, Local Authority
Effective Period:
From September 2024
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2020
Region / City:
Scargill, England
Subject:
Governance, School Visits
Document Type:
Policy
Organization / Institution:
Scargill Church of England Primary School
Author:
Scargill Church of England Primary School Governing Board
Target Audience:
Governors, School Staff
Effective Period:
Ongoing (reviewed annually)
Approval Date:
20 November 2020
Date of Amendments:
N/A
Legal Framework:
The School Governance (Roles, Procedures and Allowances) (England) Regulations 2013
Roles and Responsibilities:
School Governors, Head of School
Document Purpose:
Establishing procedures for governor visits and monitoring
Visit Frequency:
At least once per academic year
Confidentiality:
Governors must adhere to confidentiality agreements
Feedback Process:
Governor Visit Proforma to be completed post-visit
Review Period:
Annually
End of document:
N/A
Year:
2024
Institution:
Scargill Church of England Primary School
Region:
England, United Kingdom
Document type:
Policy document
Subject:
Administration and management of medication for pupils
Author:
School governing body
Responsible person:
Sarah Hallsworth
Target audience:
School staff, healthcare professionals, parents
Legal framework:
Children and Families Act 2014; Department for Education statutory guidance (2014)
Scope:
All pupils with medical conditions, including school trips and physical education
Date of approval:
January 2024
References:
Supporting Pupils with Medical Conditions (DfE, 2014)
Training requirements:
Staff training in medication administration and individual healthcare plan implementation
Emergency procedures:
Established and communicated to all staff
Note:
Year
Organization / institution:
Scargill Church of England Primary School
Institution:
Scargill Primary School
Country:
England
Subject:
Physical Education
Document type:
Curriculum framework and skills progression guide
Curriculum reference:
National Curriculum
Education levels:
Reception to Year 6
Key stages:
Early Years Foundation Stage, Key Stage 1, Key Stage 2
Focus areas:
Physical development, movement skills, games, dance, gymnastics, swimming, health and wellbeing
Skills covered:
Agility, balance, coordination, strength, teamwork, tactics, motor skills
Activities included:
Dance, gymnastics, locomotion, ball skills, team games, outdoor activities, swimming
Purpose:
Outline of essential curriculum requirements and guided skill progression in physical education
Assessment elements:
Performance comparison, personal improvement, skill development
Physical development context:
Gross motor skills, fine motor skills, coordination and control
Single-sentence description:
Curriculum framework outlining statutory requirements and progressive development of physical education skills across primary school stages in England
Year:
2024
Region / city:
Scargill
Topic:
Collective Worship
Document type:
Policy
Institution:
Scargill Church of England Primary School
Author:
Headteacher
Target audience:
School staff, pupils, parents
Period of validity:
2024
Approval date:
November 2024
Date of last revision:
November 2024
Legal framework:
The School Standards and Framework Act 1998, The Education Reform Act 1988, The Education Act 1993, DfE (1994) ‘Religious Education and Collective Worship’, DfE (2010) Religious education in English schools: Non‑statutory guidance, DfE (2012) ‘Religious education (RE) and collective worship in academies and free schools’
Related policies:
RE Policy, Guest Speaker Policy, SEND Policy, SMSC Education Policy
Year:
2023
Region / City:
Scargill, United Kingdom
Type of document:
School policy
Institution:
Scargill Church of England Primary School
Audience:
Parents and guardians of pupils
Related policies:
Complaints Procedures Policy, Social Media Policy, Child Protection and Safeguarding Policy
Legal framework:
Education Act 1996, Education Act 2011, Children Act 2004, DfE Keeping Children Safe in Education 2023, DfE Controlling Access to School Premises 2018
Implementation date:
2023
Review schedule:
Annual
Responsibilities:
Parents expected to follow code of conduct, ensure pupil safety, and cooperate with school staff
Behavior restrictions:
Prohibition of violence, abusive language, harassment, trespassing, and unsafe driving
Context:
School policy document establishing expectations for parental behavior on school premises, detailing prohibited actions and procedures for managing misconduct.
Year:
2022
Region / City:
Newcastle
Topic:
Social, Emotional & Mental Health (SEMH)
Document Type:
Guidance
Institution:
Local Authority
Author:
Not specified
Target Audience:
School staff, mental health professionals, families
Period of Validity:
Ongoing
Approval Date:
September 2022
Date of Changes:
None specified
Context:
This document provides guidance for identifying and supporting children and young people with social, emotional, and mental health needs in educational settings.
Organisation:
Lewisham CAMHS Mental Health Support Team (MHST)
Region:
England
Country:
United Kingdom
Type of document:
Educational guidance toolkit
Subject:
Social, emotional and mental health needs in schools
Target audience:
Schools and educational settings
Thematic focus:
Whole school approach to mental health and wellbeing
Referenced guidance:
Public Health England; National Institute for Health and Care Excellence (NICE); Department of Health and Education
Evidence base:
Anna Freud National Centre for Children and Families; Education Endowment Foundation; Early Intervention Foundation; Katherine Weare framework; Babcock LDP toolkit
Population focus:
Children and young people aged 5–25
Key framework:
Assess, Plan, Do, Review cycle
Statistical reference year:
2020 (Mental Health of Children and Young People in England Survey)
Year:
2017
Region / City:
Leeds
Theme:
Social Emotional and Mental Health (SEMH)
Document Type:
Handbook
Organization:
Children’s Services
Author:
Co–produced by Children’s Services, AIP chairs, schools and academy trusts
Target Audience:
Schools, academies, Area Inclusion Partnerships (AIP), Children and Families Services (CF), partner agencies
Period of Validity:
2022/2023
Approval Date:
December 2022
Review Date:
July 2023
Changes Date:
N/A
Context:
This handbook provides guidance on referrals to the SEMH Pathways Panel in Leeds, detailing the process for handling exceptional SEMH cases and permanent exclusions.
Note:
Year
Topic:
Social, Emotional, and Mental Health
Document Type:
Guidance
Target Audience:
Educational professionals, support staff, and others working with children with SEMH difficulties
Year:
2020-2021
Region / City:
Not specified
Subject:
Social, Emotional, and Mental Health (SEMH) Support
Document Type:
Case Study
Organization:
SEND Outreach Service
Author:
Not specified
Target Audience:
Educational professionals, foster carers, support staff
Action Period:
August 2020 - September 2021
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2022
Region / city:
Newcastle, UK
Topic:
Social, Emotional & Mental Health (SEMH) Needs in Children
Document type:
Guidance document
Institution / organization:
Newcastle Local Authority
Author:
Newcastle SEND Team
Target audience:
Educators, school staff, mental health professionals, families
Period covered:
School years
Approval date:
September 2022
Review date:
Not specified
Related resources:
The Rise Project, 5 Rs Training, Early Help, Educational Psychology, CAMHS
Title:
SEMH Scale Assessment for Children with Social, Emotional and Behavioural Difficulties
Language:
English
Document Type:
Educational assessment scale
Assessment Focus:
Social, emotional and behavioural development
Target Group:
Pupils with social, emotional and behavioural difficulties
Educational Setting:
Mainstream school environment
Scoring System:
1–4 rating scale per criterion
Maximum Overall Score:
312
Threshold Indicator:
Below 218 (70%) indicates significant difficulty engaging in mainstream environment
Main Areas Assessed:
Self-Control and Management of Behaviour; Social Skills; Self-Awareness and Confidence; Skills for Learning; Approach to Learning
Purpose:
Screening for suitability for inclusion and developmental profiling
Use Over Time:
Progress tracking and target setting for IEP and person-centred planning
Year:
2024–2025
Region:
Rochdale, United Kingdom
Subject:
SEMH (Social, Emotional and Mental Health) and Behavioural Needs
Document Type:
Project Overview / Training Program
Organization:
Rochdale & Bury Youth Justice Service, Brownhill Learning Community
Author:
Jemma Flowitt, Highly Specialist Speech and Language Therapist
Target Audience:
Secondary school staff, Inclusion & SEND Teams, HOYs, SLTs
Period of Implementation:
2024–2025
Training Modules:
Adapting Communication, Screening and Behaviour Plans, Supporting Students with ADHD
Curriculum Components:
STEPS to Self-Regulation, STEPS to Healthy Behaviours, STEPS to Healthy Relationships
Contributors:
Lee Hooley (former YJS & CAMHs Mental Health Nurse), Chris Manley (Counsellor)
Delivery Mode:
On-site staff training sessions in schools
Cost:
Free of charge
Contact:
[email protected]
Project Objective:
Reduce school exclusions and offending among young people by improving support and intervention for SEMH and behavioural needs
Institution:
University of Louisiana Monroe
Departments:
Self-Development, Counseling, and Special Accommodations Center; Residential Life
Document type:
Policy and procedure
Subject:
Emotional support animals on campus
Region/State:
Louisiana
Target audience:
Students requesting accommodations
Application deadlines:
Fall semester July 1; Spring semester November 1
Medical documentation requirement:
Licensed mental health provider qualified to diagnose a disability
Provider licensing requirement:
Louisiana or student’s state of legal residence
Residential Life requirements:
Veterinary records, ESA responsibility acknowledgement, roommate consent forms, animal photograph
Review authority:
Health and safety committee (as applicable)
Contact email:
[email protected]
Contact fax:
318-342-5228
Year:
N/A
Region / City:
Maine
Topic:
Standards for assessing the physical, emotional, and mental competence of individuals to operate motor vehicles
Document Type:
Regulatory guidelines
Agency:
Bureau of Motor Vehicles
Author:
Department of Secretary of State
Target Audience:
Individuals seeking to determine or report physical, emotional, and mental competence to drive
Period of Validity:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Note:
Year
Theme:
Mental Health
Document Type:
Information Sheet
Organization / Institution:
Gloucestershire Health & Care NHS Foundation Trust
Target Audience:
Children and Young People (CYP), parents, carers, and professionals
Description:
This document provides crisis intervention contacts and resources for children and young people experiencing mental health crises in Gloucestershire.