Hello, my name is Polly Long and I am the Wellbeing Leader for the school and nursery.

I help children, families and the whole school community with their emotional well-being and mental health.

My role is to provide support to our children around their well-being and mental health to ensure that we break down any barriers to learning and work in partnership with families, carers and children in a school context.

We recognise that children learn better and are happier in school if their emotional needs are also addressed.

Whole School Intervention

Zones of Regulation

Regulation​ is something everyone continually works on whether we are aware of it or not. Children and adults can be in situations where our limits are tested and therefore become less regulated with our emotions. The programme organises, feelings, emotions, states of alertness and energy levels into 4 different colours which are classed as zones. We use displays of the zones for each child in class to use and this allows them to identify their zone which alerts a staff member who can then offer an opportunity to discuss and support. We also offer a set of sessions with a child to work on strategies to help with emotional regulation.  A parent/carer can join the session for the last part to support a collaborative approach.

I am able to offer a range of evidence based interventions such as:

ELSA

ELSAs are Emotional Literacy Support Assistants. They are teaching assistants who have received specific additional training from educational psychologists from whom they receive on going supervision following training. Their role is to support children and young people in school to understand and regulate their own emotions whilst also respecting the feelings of those around them.

Mrs Nicola Smith is also a trained ELSA.

Drawing and Talking

Drawing and Talking Therapy is the number one alternative to CBT and direct talking therapies, that can often be confronting or limiting in the processing of pain or trauma. As an attachment-based therapeutic intervention, Drawing and Talking Therapy is designed to complement CAMHS and other specialist therapies. The sessions are weekly and follow a 12 week framework.

Mrs Natasha Hoult is also a trained practitioner

Drawing and Talking - Sandplay

Sandplay is an intervention which makes use of a sandbox, toy figures, and sometimes water, to create scenes of miniature worlds that reflect a child’s inner thoughts, struggles and concerns. 

Trauma Informed Practice

Trauma results from an event, series of events, or set of circumstances that is experienced by an individual as harmful or life threatening. While unique to the individual, generally the experience of trauma can cause lasting adverse effects, limiting the ability to function and achieve mental, physical, social, emotional or spiritual well-being.

Trauma-informed practice acknowledges the need to see beyond an individual’s presenting behaviours and to ask, ‘What does this person need?’ rather than ‘What is wrong with this person?’.

The approach enables myself as the practitioner to understand that any trauma exposure may impact an individual’s neurological, biological, psychological and social development. The relationship built allows the individual to feel safe and develop trusting relationships with others who may be required to support such as external professionals.

The practice seeks to avoid re-traumatisation which is the re-experiencing of thoughts, feelings or sensations experienced at the time of a traumatic event or circumstance in a person’s past. Re-traumatisation is generally triggered by reminders of previous trauma which may or may not be potentially traumatic in themselves.

The purpose of trauma-informed practice is not to treat trauma-related difficulties, which is the role of trauma-specialist services and practitioners. Instead, it seeks to address the barriers that people affected by trauma can experience when accessing health and care services. The sessions are weekly with the child and together we spend the time addressing behaviours, strategising how to address them and offering different ways to process the trauma with big empathy drawings, sand play, therapeutic stories and anything the child may feel safe to access. 

Therapeutic active listening conversations

Sometimes a child might just need a chat, an outlet or ask for some advice. We will offer a safe and secure place for them to feel heard and acknowledged.

If you would like more information on the provision we offer, please email polly.long@bapchild.kent.sch.uk or call the school office on 01795 424143

We have two beautiful guinea pigs, Hazel and Willow, for the children to receive comfort with their cuddles. The children can in return help nurture and look after them.