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St. Thomas of Canterbury Primary School, Walsall

St Thomas Canterbury Catholic School

In God's Love We Flourish
In Amore Dei Floremus

Life at St. Thomas of Canterbury Primary School, Walsall Life at St. Thomas of Canterbury Primary School, Walsall Life at St. Thomas of Canterbury Primary School, Walsall Life at St. Thomas of Canterbury Primary School, Walsall Life at St. Thomas of Canterbury Primary School, Walsall Life at St. Thomas of Canterbury Primary School, Walsall

Our Catholic Mission is to enable every child to have an active mind, a sense of empathy and compassion, aspiration and ambition so that they become what God calls them to be.

Wellbeing in School

Support Programmes in the Curriculum

 

 

The PATHS® Programme for Schools (UK Version) provides teachers and educators with a systematic developmental procedure for enhancing social competence and understanding in children. It addresses the following goals:

  • Increased self-control, i.e., the ability to stop and think before acting when upset or confronted with a conflict situation. Lessons in this area also teach identification of problem situations through recognition of “upset” feelings.
  • Attributional processes that lead to an appropriate sense of self-responsibility.
  • Increased understanding and use of the vocabulary of logical reasoning and problem-solving, e.g., “if…then” and “why…because.”
  • Increased understanding and use of the vocabulary of emotions and emotional states; e.g., excited, disappointed, confused, guilty, etc. Increased use of verbal mediation.
  • Increased ability to recognise and interpret similarities and differences in the feelings, reactions and points of view of self and others.
  • Increased understanding of how one’s behaviour affects others.
  • Increased knowledge of, and skill in, the steps of social problem-solving: stopping and thinking; identifying problems and feelings; setting goals; generating alternative solutions; anticipating and evaluating consequences; planning, executing and evaluating a course of action; trying again if the first solution fails.
  • Increased ability to apply social problem-solving skills to prevent and/or resolve problems and conflicts in social interactions.

Through the PATH’s programme children also have the opportunity to become the class VIP, which is drawn out of a box each day so that all the children get a chance to have a turn. Children get to wear a VIP badge and have a compliments list to take home at the end of the day. These compliments are from their friends and teachers but more importantly they get to compliment themselves.

 

Fun FRIENDS is a social group for children aged 4-7years. The group activities where children learn new skills are crucial to the success of the Fun FRIENDS program. We are very fortune to have our community health visitors come in and deliver these sessions, on request, to small groups of children who need them. These evidence-based, play-focused activities equip children with a these foundational resilience skills in a way that can be easily grasped, understood and used in everyday life:

  • Helping other people including family, peers, and teachers
  • Self-awareness of body clues (e.g. tense means stressed, butterflies means nervous)
  • Relaxation techniques for the body and mind during stressful situations
  • Engaging and relate to peers and making friends

Curriculum Overview

As a minimum expectation, Wellbeing and Mental Health is taught as part of our PSHE Curriculum.

EYFS
  • All about me
  • Emotions
  • Friendships
YEAR 1
  • How do we keep safe? Keeping safe in familiar and unfamiliar situations;
  • What helps keep us healthy? How do we feel? Different kinds of feelings; strategies to manage feelings; change and loss
  • How do I feel? Different emotions, how to recognise different emotions
YEAR 2
  • How do we change? belonging to different groups
  • How can we be healthy? ​Things that keep bodies and minds healthy
  • Who cares for me? recognising features of positive relationships, how to recognise if relationships make us feel unsafe
YEAR 3
  • What can we do about bullying?
  • ​Recognising bullying; how to respond and ask for help; people who help them stay healthy and safe
  • How can we eat well? What makes a balanced lifestyle; balanced diet; making choices; what influences choices
  • How do we feel? Describing feelings; conflicting feelings and how to manage feelings 
YEAR 4
  • How can we be a good friend? ​Recognise wider range of feelings in others; responding to feelings;
  • What are good choices for our health? What makes a balanced lifestyle and making choices;
  • Why is it bad for us? the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking
YEAR 5
  • What does discrimination mean? Actions can affect self and others; discrimination, teasing and bullying;
  • How do we grow and change? different types of relationships; what makes a healthy relationship (friendship); maintaining positive relationships; who is responsible for their health and wellbeing; to ask for advice 
  • How can we be safe online and using social media? Keeping safe and well using a mobile phone; strategies for managing personal safety online
YEAR 6
  • Am I ready? Know what affects positive mental health
  • What makes a healthy and happy relationship? ​Different relationships; what makes positive; healthy relationships; recognise when relationships are unhealthy; committed; loving relationships
  • How can I look after myself? The characteristics of mental and emotional health and strategies for managing it; to manage growth and change as normal parts of growing up

 Children’s Mental Health Week

 

This week (4th-10th February) was children’s mental health week and the theme was Healthy: Inside and Out. All classes promoted mental health by ensuring they had a class discussion on the importance of mental health, and completed at least one activity with the whole class. Resources including powerpoints, videos and activities were used throughout the week and the children participated in role-play activities, created posters and had in class debates on the subject on mental health and wellbeing.

         

KS2 Wellbeing Assembly

This week (4th-8th March), CAMHS came into our school to deliver a series of wellbeing assemblies to our KS2 children. Many things were discussed such as, how physical and mental health need each other, the importance of mental health and talking to others when feelings of worry surface. The children were given a series of activities to do which highlighted the ‘five ways to wellbeing’ and talked about how they can help each other to look after mental health. The children found it very informative and have begun to use these strategies throughout their school day.

Wellbeing CAMHS Coffee Morning

 We would like to thank all the parents who came to our CAMHS coffee morning this week (Thursday 4th April). The CAMHS staff who delivered the presentation were very complimentary and informed us that it was the best turn out they have had. Parents that attended, commented that they found it very helpful and felt it was a brilliant insight into children’s anxieties and the strategies and support systems that are available. We were very fortunate to welcome the Mayor and Mayoress to our coffee morning; with Madam Mayoress providing us with homemade cakes and Mr Mayor giving us an insight as to why mental health is so important. Parents had the opportunity to talk to Mr Mayor and Madam Mayoress and some of the children had the pleasure of having their photo taken with them. All in all it was an inspiring morning.