What do we do?

At Walton Hall Academy, the wellbeing provision is designed to be inclusive, supportive, and purposeful, ensuring all learners can access strategies that promote emotional resilience and personal growth. The intent is to nurture positive relationships, provide a safe environment for students to grow in confidence, and enable them to flourish socially, emotionally, and academically. Through targeted interventions, structured routines, and collaborative approaches, students develop self-regulation, independence, and a sense of belonging, preparing them for adulthood and lifelong wellbeing.

How do we do it?

The wellbeing provision is delivered through a trauma-informed approach, with staff trained in PACE and emotion coaching techniques to support emotional regulation and positive relationships. Our Inclusion Team works closely with students to overcome barriers to learning through targeted small-group and 1:1 sessions addressing both academic and SEMH needs, ensuring interventions are aligned with EHCP targets.

Therapeutic support is embedded within the provision and includes:

  • Youth Mental Health First Aid
  • Decider Skills (a low-level CBT/DBT programme)
  • Drawing and Talking Therapy
  • Sessions for sexually problematic behaviour
  • Person-Centred Talking Therapy
  • Indirect Therapeutic Play
  • Child Accelerated Trauma Therapy
  • Therapeutic life journey work
  • School counsellor through MIND charity
  • Music & farm individualised 1:1 sessions

We collaborate with external agencies such as the Mental Health Support Team (MHST) and make referrals to specialist services when appropriate, ensuring students receive comprehensive care beyond the school setting.

Students are active partners in shaping wellbeing support through our trained Student Wellbeing Ambassadors, who assist peers, promote positive mental health, and contribute to the development of provision across the school.

Why do we do it?

The wellbeing provision’s impact is seen through improved emotional regulation, resilience, and confidence, enabling students to engage in learning and social opportunities. Trauma-informed practices and targeted therapies equip students with coping strategies and self-awareness, while student ambassadors ensure support reflects pupil voice. Progress against EHCP outcomes demonstrates personalised growth, allowing students to nurture wellbeing, grow through challenges, and flourish as they prepare for adulthood.