The Mental Health Setting Audit

A free tool from the Association of Mental Health in Education

National Data

Each item is scored on a scale of 0 “not yet in place” to 3 “well established”. The percentage score represents the percentage compared to scoring 3 on all items.

Overview

AreaAverage total scoreAverage percentage score
Ethos and Environment (7 items)12.459.3%
Leadership and Management (9 items)14.955.1%
Student Voice (3 items)4.853.7%
Parents, Carers and Families (3 items)3.639.7%
Staff Development (5 items)7.247.8%
Identifying Need and Monitoring Impact (8 items)15.363.8%
Targeted Support (4 items)7.865.3%
Curriculum, Teaching and Learning (6 items)12.871.1%
Total (45 items)78.958.4%

Ethos and Environment

ItemAverage score (out of 3)Average percentage
1 The Mental Health Lead’s role, includes supporting the mental wellbeing of pupils, embedding respect and diversity.1.653.3%
2 Whilst there may be a Mental Health Lead, all staff understand their role in supporting the needs of other staff and young people.1.756.7%
3 Staff feel secure and confident enough to address immediate behaviour, social, emotional and mental health (SEMH) needs.1.756.7%
4 Staff feel supported and are able to discuss their own mental health needs.1.653.3%
5 There is an ethos that values diversity and acts against bullying.2.480.0%
6 All teaching staff meet their obligations under appropriate equal opportunities legislation, such as differentiated expectations for young people with behavioural difficulties.2.273.3%
7 The setting plays an active part in supporting the wellbeing of the local community.1.343.3%
Total12.459.3%

Leadership and Management

ItemAverage score (out of 3)Average percentage
8 There is a ‘Mental Health Lead’ and this role is seen as separate to the role of SENDCO, who they work with to meet the needs of those with complex difficulties.1.653.3%
9 The Mental Health Lead feeds directly into the School Management Team.266.7%
10 There is a whole-school Mental Health and Wellbeing Policy and Action Plan, including ensuring the wellbeing of staff and pupils.1.240.0%
11 The policy reflects any Department for Education (or equivalent), Public Health, Child and Adolescent Mental Health Services or other relevant strategies.1.240.0%
12 The policy has been influenced by the local community, in addition to coproduction with parents/carers/pupils, to reflect the cultural community they are based in.0.930.0%
13 The Governing Body know their role in monitoring the social, emotional and mental health of pupils and staff.1.550.0%
14 There is a procedure in place for staff, including temporary personnel, parents and pupils to raise concerns relating to social, emotional and mental health.266.7%
15 Concerns raised by staff, parents or pupils are recorded and dealt with accordingly.2.480.0%
16 Exclusions, where given, can be used to increase effectiveness, for example, staff response or individual plans, are reviewed to avoid or reduce the likelihood of the incident or exclusion happening again.2.170.0%
Total14.955.1%

Student Voice

ItemAverage score (out of 3)Average percentage
17 Pupils are able to talk about the Mental Health and Wellbeing, and the Behaviour Policies.1.756.7%
18 Pupils are involved in the formulation and implementation of the Mental Health and Wellbeing Policy and provision.0.930.0%
19 Pupils who receive sanctions are able to reflect on why they received the sanction.2.376.7%
Total4.853.7

Parents, Carers and Families

ItemAverage score (out of 3)Average percentage
20 Parents and carers are able to talk about the Mental Health and Wellbeing, and the Behaviour Policies.1.240.0%
21 Parents and carers are involved in the formulation and implementation of the Mental Health and Wellbeing Policy and provision.0.723.3%
22 Provision is in place to support parenting skills, promote resilience and mental wellbeing in the home environment.1.653.3%
Total3.639.7

Staff Development

ItemAverage score (out of 3)Average percentage
23 The Mental Health Lead has had appropriate training to help them (a) have a good understanding of the risk factors associated with mental health difficulties; (b) to know the signs and symptoms of various mental health conditions; (c) to understand how to identify mental health needs earlier; and (d) apply their knowledge to support pupils.1.860.0%
24 There is regular staff training for all teaching and non-teaching staff on social, emotional and mental health topics, such as: (a) Disabilities and Medical Conditions (b) Social and Emotional Conditions (c) Mental Health Difficulties (d) Attachment (e) Mental Wellbeing (f) Multi-disciplinary Working.1.653.3%
25 Staff in high-risk roles receive clinical supervision from someone independent of their line-management.1.343.3%
26 There is regular training for the Governing Body on their responsibilities for supporting staff and pupils in social, emotional and mental health.1.136.7%
27 Advice, support and guidance is in place for staff not commonly included in training, for example supply teachers, administrative staff or catering/lunch staff.1.446.7%
Total7.247.8

Identifying Need and Monitoring Impact

ItemAverage score (out of 3)Average percentage
28 There is a clear policy(ies) for the identification and development of plans to address social, emotional and mental health difficulties, including SEN processes as relevant.266.7%
29 Social, emotional and mental health problems are identified at an early stage and procedures work to intervene promptly.2.170.0%
30 Response to behaviour promotes a speedy identification of the underlying needs and appropriate strategies are put in place.2.273.3%
31 Packages of support for young people experiencing mental health difficulties include opportunities to develop skills for life and meet the expectations of the world around them.1.860.0%
32 The setting has identified appropriate local mental health services, including voluntary and private offers.1.963.3%
33 This map has enabled the school to identify ‘gaps’ in local provision and put plans in place.1.343.3%
34 Behaviour records, attendance data and social and emotional measures, are used to monitor the non-academic progress of pupils with social and emotional problems, and those with relevant mental health difficulties.266.7%
35 Alternatives to exclusion, including any off-site provision, are reviewed against the progress of the young person.2.170.0%
Total15.363.8

Targeted Support

ItemAverage score (out of 3)Average percentage
36 There is a clear procedure for the commissioning/referral/involvement of external mental health professionals, such as psychologists, therapists or counsellors.2.273.3%
37 There is a working strategy for supporting the mental health and wellbeing of staff, including appropriate signposting and support for those experiencing difficulties.1.860.0%
38 Mental health services are engaged/commissioned appropriately, according to the needs.266.7%
39 Partnerships and relationships with local services, such as Mental Health Support Teams, exist and have a positive impact on pupils.1.860.0%
Total7.865.3

Curriculum, Teaching and Learning

ItemAverage score (out of 3)Average percentage
40 The PSHE Curriculum includes regular opportunities to discuss differences between expectations for different young people.2.376.7%
41 Lesson plans and individual support plans reflect an approach to help young people with SEMH difficulties to have skills for life and meet the expectations of the world around them.2.170.0%
42 The PSHE Curriculum includes opportunities for pupils to discuss their social, emotional and mental health needs.2.480.0%
43 Resources, such as the guidance on Teaching about Wellbeing (https://www.gov.uk/guidance/teaching-about-mental-wellbeing) are used by the PSHE and other subject leads to inform planning.1.860.0%
44 Other subject areas integrate opportunities to develop social, emotional and mental health skills.1.860.0%
45 Pupils with social, emotional or mental health difficulties are able to access the curriculum and extra-curricula activities.2.480.0%
Total12.871.1
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