SEMH and wellbeing
SEMH stands for social, emotional and mental health. This includes how children understand feelings, build relationships, manage change, cope with worries, develop confidence and learn how to regulate their emotions.
At Woodlands Infant School, we know that children learn best when they feel safe, happy, understood and connected. Supporting children’s social, emotional and mental health is an important part of our nurture and inclusion work.
Young children are still learning how to make sense of the world around them. They may not always have the words to explain how they feel or what they need. At Woodlands, we understand that all behaviour is a form of communication. We work hard to look beyond the behaviour and think carefully about what a child may be trying to tell us.
How we support wellbeing in school
Wellbeing support is part of everyday life at Woodlands. Our staff take time to build warm, trusting relationships with children so that they feel known and valued.
Across school, children may be supported through:
- Warm daily greetings
- Clear and predictable routines
- Visual timetables
- Emotion check-ins
- Mood Monsters and feelings language
- Calm spaces within classrooms
- Movement breaks
- Sensory resources
- Time with a trusted adult
- Social stories
- Support with friendships and play
- Nurture-based activities
- Access to quiet or sensory spaces when needed
- Support during times of change or transition
These approaches help children to feel secure, understand what is happening, express how they feel and develop the skills they need to manage different situations.
Helping children understand feelings
We help children to recognise and name different emotions. This gives them the language they need to talk about how they feel and begin to understand what may help.
Children are taught that all feelings are normal. It is okay to feel angry, worried, sad, excited or frustrated. What matters is learning what to do with those feelings and how to ask for help when needed.
Adults support children to develop simple regulation strategies, such as:
- Taking deep breaths
- Using a calm space
- Having a movement break
- Talking to a trusted adult
- Using sensory resources
- Asking for help
- Having time to pause and reset
- Mindfulness activities
These skills take time to develop, and children will need adult support, modelling and practice.
When a child is finding things difficult
There may be times when a child finds it hard to manage emotions, friendships, separation, transitions or changes in routine. When this happens, we aim to respond with kindness, consistency and curiosity.
We try to:
- Notice when a child may be struggling
- Listen to what the child is communicating
- Help the child feel safe and regulated
- Understand what may be causing the difficulty
- Work with parents and carers
- Put support or reasonable adjustments in place where needed
- Review what is helping
We also maintain clear boundaries and expectations so that all children feel safe. Our approach is relational, supportive and consistent.
Working with families
Parents and carers know their children best. If your child is finding something difficult, or if there has been a change at home that may affect how they are feeling, please let us know.
This might include:
- Separation anxiety
- Bereavement or loss
- Family illness
- Changes in family circumstances
- Friendship difficulties
- Sleep difficulties
- Worries or anxiety
- Changes in behaviour
- Difficulties coming into school
- Sensory needs
- Emotional outbursts or withdrawal
Sharing information helps us to support your child sensitively and consistently. Sometimes small adjustments can make a big difference.
If you are worried about your child’s wellbeing, please speak to your child’s class teacher in the first instance. You can also contact the school office and ask to speak to our SENDCo, or a member of the senior leadership team.
Support for parents and carers
There are many helpful services and resources available for families. Some provide information and advice, while others offer more direct support.
You may find the following useful:
Solihull Local Offer
Information about services and support for children and young people with special educational needs and disabilities in Solihull.
Solar
Emotional wellbeing and mental health support for children and young people in Solihull.
Family Hubs / Early Help
Support for families who may need advice, guidance or help at an early stage.
BEAM
Support and advice around emotional wellbeing and mental health.
NHS mental health and wellbeing advice
Information for parents and carers about children’s mental health, anxiety, sleep, behaviour and emotional wellbeing.
YoungMinds
Parent advice and information about children’s mental health, anxiety, behaviour and emotional wellbeing.
Anna Freud Centre
Resources for families and schools to support children’s mental health and wellbeing.
Place2Be
Advice for parents and carers about supporting children’s emotional wellbeing.
NSPCC
Guidance for families on keeping children safe, supporting emotional wellbeing and talking about worries.
Action for Happiness
Simple ideas and calendars to support wellbeing, kindness, gratitude and positive mental health.
When to seek urgent help
If you are seriously worried about your child’s safety or wellbeing, it is important to seek help straight away.
You can contact your GP, NHS 111 or emergency services if you believe your child is at immediate risk. If you are worried that a child is being harmed or is at risk of harm, you should contact children’s services or the police.
School staff are also here to listen. If you are unsure where to go for help, please speak to us and we will do our best to guide you towards the right support.
Our commitment
At Woodlands, wellbeing is everyone’s responsibility. We want children to feel safe enough to be themselves, confident enough to try and supported enough to keep going when things feel difficult.
By working together with families, we can help children develop the emotional skills, relationships and confidence they need to flourish.
