Our children’s happiness and wellbeing is paramount and it’s a high priority for Coleham to invest in key staff to support our children and families. Pastoral support always begins in the classroom and the Class Teacher and Teaching Assistants pay a key role in supporting children with behaviour, personal development, emotions, self esteem, resilience and any worries they may have. Sometimes extra support is needed and class teachers will recommend children for short term, specific pastoral interventions. Parents will always be informed of these.
Meet our Pastoral Leader
Mrs Nash is a Designated Safeguarding Lead in school leading on Safeguarding issues and Early Help Intervention required for families. She also runs ELSA (Emotional Literacy Support Assistant) Interventions for children and delivers a range of targeted interventions throughout school, which can include: building self-esteem and resilience; helping children build positive relationships and overcome barriers to learning; supporting families through changes such as bereavement or family break up; anxiety; supporting children’s transition to new classes/schools; supporting children at break and lunchtimes with friendship issues; and other social and emotional needs.
Mrs Nash is trained in Early Help Support and can signpost families to the right support when it is needed.
Looking after the staff and children matters to us at Coleham and Mrs Nash is a key member of our Staff Wellbeing Committee. Mrs Nash is an accredited Mental Health First Aider and is certified to teach Mindful Resilience. She is championing this throughout school, supporting staff to deliver a range of mindful activities including guided meditation, mindful movement and journaling.
Our Nurture Provision
Our historic Coach House has been refurbished for nurture provision for small groups of children that may need additional support in a smaller setting. This provides a calming space for a tailored curriculum and home from home environment. We are lucky to have lots of staff who are experienced in supporting children’s social/emotional needs and understanding their unique barriers to learning.