Safeguarding

Beaconside Primary and Nursery School recognise our moral and statutory responsibility to safeguard and promote the welfare of all pupils. We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection and justice.

There are 4 main elements to our approach to safeguarding:

• Prevention (positive whole-school safeguarding culture, curriculum that has safeguarding at the core of it, safer recruitment procedures)
• Protection (robust agreed procedures, ensuring that staff are trained and supported to identify and respond appropriately and sensitively to safeguarding concerns)
• Support (for pupils and staff)
• Working with parents/carers and external agencies

The Designated Safeguarding Lead for child protection is Mrs Lorraine Hadley.

The Deputy Designated Leads for safeguarding are Mrs Carolynn Jinks and Mrs Suzanne Williams (EYFS).

The Governor with responsibility for safeguarding is Mrs Carly Field.

Our Safeguarding policy applies to all staff, governors and volunteers working in the school.

We will review our policy and procedures on an annual basis or sooner if required.

Well Being

There has been a great deal of attention paid to the physical and mental well-being of children in the media, over recent times, linked to worrying statistics about the rise of illnesses related to poor diet and lack of exercise and the increasing numbers of young children suffering from mental health issues.

Our aim is to create a mentally wealthy school, where our pupils have the tools and the resilience to deal with life and flourish academically and emotionally.

In order that we achieve our aim, we have a three tiered plan (see below) to support all of our pupils in this area, offering more specialised provision for those that require it.  

Arts and Happiness Project 

The purpose of this project was to explore the arts, beyond the national curriculum, with a focus on the benefits of art upon well-being and mental health. The approach to this week was research led and part delivered by external partners who specialise in both art and well-being. The theme of ‘Continuous Line’ appeared throughout all art based projects. The continuous line is symbolic of our lives, well-being and the emotions we feel on a continuum; it has highs and lows and twists and turns, and as it crosses paths with other lines, pictures of beauty are formed.  The performing arts element focused upon developing confidence, the therapeutic benefits of singing and exploring well-being issues (age appropriate). There was also several whole school collaborations to not only produce visual memories of the event but to allow the school to work as a community for one outcome.