Wellbeing

At Parkstone we believe that students should be aware that good health and wellbeing is central to effective learning and preparation for a successful independent life.

Subjective wellbeing (or personal wellbeing) asks people directly how they think and feel about their own wellbeing, and includes aspects such as life satisfaction, positive emotions and whether their life is meaningful.

Objective wellbeing is based on assumptions about basic human needs and rights, including aspects such as adequate food, physical health, education, safety etc.

Higher levels of wellbeing are associated with a lower likelihood of having engaged in health risk. Girls between 11 and 15 who engage in multiple risk behaviour’s are more likely to have low levels of wellbeing.

Our wellbeing programme incorporates the following elements:-

Body- be active – PE and Sport

Physical Education is a vital component to our students’ physical development and wellbeing. Our PE curriculum is both broad and balanced providing access to team and individual sports as well as activities such as Dance and Yoga, allowing students to develop both mental and physical wellbeing. Students are encouraged to manage themselves acting as referees and judges for various events leading to increasing self-confidence in their ability to manage themselves.

Progressive learning objectives, combined with varied teaching approaches, provide stimulating, enjoyable, satisfying and appropriately challenging learning experiences for all pupils. The selection and range of activities helps pupils to enjoy success and be motivated to further develop their individual potential and take part in lifelong physical activity. This is clearly visible in the large number of Parkstone students who take part in after-school and lunchtime clubs/activities.

In addition to the wide variety of competitive and non-competitive sports activities we also offer opportunities for students to engage in mindfulness sessions as a standalone topic and as part of the Tutor time events and stress busting activities within time to talk sessions

Spirit – give –

This element is developed through our Spiritual, Moral, Social and Cultural curriculum. There is a separate website link on this. However our SMSC curriculum is developed in a wide variety of ways.

Tutor Period and our Thought for the Week
Assemblies at both Key Stage and Year Group level including assemblies remembering specific events such as The Holocaust and Remembrance Day.
Wellbeing and Citizenship lessons
Citizenship Day
RE and RP lessons
Lessons in a wide range of other subjects such as Geography and History looking at our place in the world.

Charitable events such as Key Stage charity weeks and our Christmas Party for Senior Citizens.

Place – take notice, Planet- care and People – connect

These 3 cores themes are explored within our timetabled wellbeing programme. Year 7 and 10 have explicit wellbeing lessons once a fortnight with a specific teacher over the course of a year.

Years 8,9,11 and Sixth-form will have wellbeing lessons on a Thursday morning week B, with their tutor.

All year groups will also have a specific tutor programme which will also link to the 3 core themes.

The Wellbeing taught sessions will incorporate the statutory sex and relationships education, elements from the traditional PSHE programme, citizenship links, life skills, finance and an increased focus on mental health. Full details of the complete programme can be found in the curriculum booklets.

People – connect – Time to Talk sessions

This is a new and exciting element of the wellbeing programme.

The aim

Research by a variety of organisations such as MIND, NHS, Heads Together, suggest that a 10-minute conversation either in a group or one to one can make a significant impact upon a young person’s mental health and wellbeing.

The Sessions

Take place on a Thursday morning Week B within the tutor group and with the tutor.

What do we talk about?

These sessions are not about academic intervention – there are still calendared slots for this.

These sessions are a chance for tutors to get to know their tutees, talk about their interests, concerns, friendship issues, to support them through choices and change, to make them think. To help coach students and most importantly listen.

Mind – keep learning.

Parkstone Grammar is a high achieving academic school, however alongside this we are developing strategies to make classroom learning more mental health aware. Staff will provide support and guidance on how to help students in their subject areas with the following: