Overall Assessor comments:

The EMWiE Team is pleased to award Southfield School ‘Advanced’ practice for the Emotional and Mental Wellbeing in Schools Mark. Southfield demonstrated a commitment and dedication to a wide range of activities to support mental health, emotional wellbeing, resilience, with an ethos which encompasses a comprehensive ‘whole school approach’.

Driven by the leadership and management of the Head Teacher, Angela O’Rourke and the Mental Health Lead and Operations Director, Sarah Lettis it is evident that “each pupil is treated as an individual” to allow them to flourish and achieve the best outcomes possible during their time at Southfield school.  This ethos was also reflected by the many the staff who the EMWiE Team met on the visit to the school.  Angela spoke about the journey that Southfield school has been on over the last 4 years, including prioritising supporting the emotional wellbeing and mental health of pupils and their families as well as staff.

Everything around Southfield school was held to very high standards including displays in corridors and classrooms, reception and breakout rooms. The school felt cared for, and spaciousness and pupils’ achievements were celebrated. The ethos and environment created through a combination of high standards, nurture, thought and care was reflected throughout.  There is a range of beliefs and religions taught and celebrated through the curriculum and additional activities. Throughout our visit, we learnt about the number of external charities, faith leaders and local organisations who are invited into Southfield School to enhance their pupil experiences.  For example, it was decided that the best way for pupils to enjoy a Christmas panto, was to invite the panto into school to perform!

The leadership team and PTA work hard to raise funds and apply for grants to supplement their pupils’ experiences – recently securing a deal with Brocket Hall to provide a mini crazy golf course behind the main playground over the summer break.

The importance of Staff development health and wellbeing was emphasised in our conversations.  This started from the onboarding process, with regular reviews and external supervision given so staff  have the opportunity to give constructive feedback and allow them to build self-esteem and confidence in their roles.   It is understood by SLT that working with children with a variety of additional needs both SEND and SEMH can be challenging so staff must be supported to do so.   There is a range of CPD taught to staff twice a week, other staff support available included benefits such as 24/7 access to a “wellbeing pack” and policies in place such as career break policies. Staff absence is very low at Southfield School.

It was great to see that pupil voice was so strongly nurtured and recognised at Southfield in a number of ways such as the student leadership team and pupil behaviour leads. During our visit, we were introduced to the student leadership team, Angela made a note of saying to one of the pupils that his complaint about and then suggestion of new books for the library had been actioned and the order had been placed that morning.  He looked suitable happy that his request had been carried through. Pupil achievements and birthdays are celebrated each week in their “WOW” assemblies and any notices put in the pupil suggestions or complaints boxes are also addressed as a whole school.

The importance of positive and regular relationships with Parents and carers is clearly another priority of Southfield School.  Care and time are taken to build levels of trust and relationships with the families of the pupils with many examples of how this was achieved was shared during our visit.  Pupil attendance is rated highly, and expectations such as this forms part of the home-school agreement signed by each parent/carer.  It was noted that this agreement was also co-produced with parents and carers, giving the ownership of the task.  Families are regularly invited into school to talk about, and see their children’s progress and achievements, as well as to enjoy extra-curricular activities such as music productions.

Each pupil at Southfield has an individualised timetable and schedule to address their personal and educational needs.  Pupil needs are regularly assessed, both with parents/carers and the pupils themselves.  Fortnightly internal “professionals” meeting also triangulates any concerns on progress, attendance, behaviour and safeguarding. Additional therapeutic support is available on site including sensory rooms and spaces for “time out”. Due to the needs of pupils, they were accompanied in these spaces to help them learn to self-regulate and keep safe.  Relationships with external support such as Educational Psychologists, Mental Health Support Team, speech and language therapists are fostered so that this support is delivered in school, avoiding unnecessary travel and disruption to the pupil’s day.  It was good to hear that workshops were being provided for parents and carers on subjects like school transitions.

Good to see Southfield have a comprehensive action plan in place to continue the great work on their WSCA and ensure that they evolve to the ever-developing needs of their staff, pupils and community.

Theme

Criteria and assessed level

Leadership and management

1.1

Advanced

1.2

Advanced

1.3

Advanced

Environment and ethos

2.1

Advanced

2.2

Advanced

2.3

Advanced

2.4

Advanced

Curriculum, teaching and learning

3.1

Advanced

3.2

Advanced

Pupil voice

4.1

Advanced

4.2

Advanced

4.3

Advanced

Staff development, health and wellbeing

5.1

Advanced

5.2

Effective

5.3

Advanced

Identifying need, impact and monitoring

6.1

Advanced

6.2

Advanced

Working with parents, families, and carers

7.1

Advanced

7.2

Advanced

Targeted support and appropriate referrals

8.1

Advanced

8.2

Advanced

Overall score

62/63

Overall level

Advanced

Date

16th June 2025