Personal Development & Wellbeing
Our Intent
At Our Lady’s RC Primary School, we are committed to nurturing the whole child - spiritually, emotionally, socially and academically.
Rooted in our Catholic mission to “live life to the full” (John 10:10), we believe every child is created with dignity, purpose and potential. Personal development and wellbeing are embedded within our curriculum and daily practice.
We aim to:
- Develop confident, resilient and compassionate individuals
- Support strong emotional literacy and self-regulation
- Foster moral courage, empathy and respect
- Provide rich experiences that broaden horizons
- Ensure every child feels safe, valued and heard
Wellbeing is not an “add-on” — it underpins learning, behaviour, relationships and personal growth.
Emotional Wellbeing and Regulation
We explicitly teach children how to understand and manage their emotions across the school day.
Our whole-school provision includes:
- The Zones of Regulation approach
- Emotion Coaching language
- Daily meditation and calm reflection
- Regular brain breaks within lessons
- Calm spaces for reflection and regulation inside and outside classrooms
- Direct access to outdoor areas for supported regulation breaks
- Daily check-ins and trusted adult support
Each classroom has access to outdoor space, enabling children to take short, supported regulation breaks when needed.
Children learn that all feelings are valid, but not all behaviours are. Adults support pupils to recognise emotions, reflect on choices and develop healthy strategies for self-regulation.
Our approach is proactive rather than reactive. We understand that children regulate at different speeds and require different levels of support.
Therapeutic Thinking and Reflective Practice
Our approach is informed by therapeutic thinking principles. We recognise that behaviour is a form of communication and that children require calm, regulated adults in order to develop self-regulation themselves.
Staff are trained to:
- Use emotion coaching consistently
- De-escalate safely and calmly
- Focus on restoration rather than punishment
- Identify underlying need before applying consequence
- Maintain high expectations alongside high support
We believe that connection comes before correction.
To ensure consistency and high-quality support, staff engage in reflective supervision and professional dialogue. This enables adults to:
- Reflect on behavioural patterns
- Consider emotional or developmental needs
- Adapt provision proactively
- Maintain professional resilience
- Ensure responses remain proportionate, consistent and child-centred
This reflective culture strengthens safeguarding and ensures our approach remains thoughtful, consistent and evidence-informed.
Targeted Pastoral Support
For pupils who require additional support, we provide structured interventions including:
- ELSA (Emotional Literacy Support Assistant)
- Lego Therapy to develop communication and collaboration
- Art-based therapeutic approaches
- Snack & Chat sessions to build connection and confidence
- Social Stories to support understanding of routines and expectations
- Individual check-in/check-out systems
- Doodle books or art journals for emotional expression
- Adapted seating arrangements
- Daily sensory circuits
Provision is adapted according to individual need and reviewed regularly to ensure impact.
Safe and Reflective Spaces
We believe environment plays a key role in emotional wellbeing.
Prayer and Reflection Space
Our dedicated prayer space enables children to:
- Access quiet reflection
- Listen to calm music
- Engage in spontaneous prayer
- Participate in organised prayer times
- Spend time independently when needed
This space supports both spiritual and emotional wellbeing and reflects our Catholic ethos.
Sensory Room (In Development)
We are developing a dedicated Sensory Room to support children who experience sensory overload or require structured regulation input. This supervised space is designed to:
- Reduce anxiety
- Promote calm
- Support emotional balance
- Enable successful reintegration into learning
Flexible and Individualised Support
We recognise that some children require adapted routines to feel secure and ready to learn.
We provide:
- Individual meet and greet at the start of the day
- Adapted drop-off arrangements (time and location where appropriate)
- Staff-supported collection for vulnerable pupils
- Key adult relationships
- Structured morning transitions
We adapt to children’s needs rather than expecting all children to fit one structure.
Relationships, Character and Catholic Life
Personal development at Our Lady’s extends beyond emotional wellbeing. Through our Catholic ethos and curriculum, children grow as responsible, compassionate members of our school family.
Leadership and Pupil Voice
We promote belonging, responsibility and leadership through meaningful opportunities including:
- A buddy system (Year 6 supporting Reception pupils)
- School Council, enabling pupils to contribute to school improvement
- House Captains, who lead their houses and model positive behaviour
- Wider leadership roles and responsibilities
- Peer modelling of positive behaviour
These roles develop confidence, accountability and a strong sense of contribution.
Service and Catholic Life
Our faith calls us to serve others. Children live out Gospel values through:
- Mini Vinnies, promoting service and social justice
- Charity fundraising and community outreach
- Collective worship and reflection
- Acts of kindness within our school family
These experiences nurture empathy, moral awareness and responsibility.
Enrichment and Personal Growth
We provide wider opportunities that nurture curiosity and social development, including:
- Book Club, promoting reading for pleasure and discussion
- Educational visits and enrichment experiences
- Clubs and activities that build teamwork and resilience
These opportunities broaden horizons and build confidence.
Mental Health Awareness
We actively promote mental health awareness and reduce stigma around seeking help.
Pupils are supported to:
- Talk openly about feelings
- Identify trusted adults
- Develop coping strategies
- Understand the importance of asking for help
Parents are signposted to external support where appropriate.
Safeguarding and Safety
Wellbeing and safeguarding are closely linked.
We ensure:
- Staff are trained to recognise signs of vulnerability
- Early intervention where concerns arise
- Clear reporting procedures
- Strong communication with families
Children are taught how to keep themselves safe, both in school and online.
Where necessary, we work in partnership with external agencies to ensure appropriate support.
Our Impact
Through our comprehensive personal development and wellbeing provision, we aim to see:
- Pupils who can recognise and regulate emotions
- Increased resilience and confidence
- Improved readiness to learn
- Children who demonstrate empathy and respect
- Strong, respectful peer relationships
- A deep sense of belonging
- Children who flourish spiritually, morally and emotionally
We are proud of our nurturing and inclusive school community, where every child is supported to thrive.
Linked to Behaviour & Relationships
Our Personal Development and Wellbeing provision works alongside our Behaviour approach. Together, they ensure pupils experience clear expectations, strong relationships and consistent support - enabling every child to feel safe, valued and ready to learn.