Ymagwedd Ysgol Gyfan tuag at Iechyd Meddwl a Lles Emosiynol

Arolwg i Rieni

Mae cysylltiad agos rhwng addysg a lles meddyliol a gall hybu iechyd a lles dysgwyr mewn ysgolion gael effaith gadarnhaol ar gydweithrediad, ymrwymiad, dysgu ac ymgysylltu â dysgwyr (Public Health England, 2014). Mae hyn yn golygu y gall cael diwylliant, ethos ac amgylchedd ysgol sy’n meithrin iechyd a lles dysgwyr wella eu canlyniadau addysgol.

Pedwar pwrpas y cwricwlwm newydd i Gymru yw y bydd pob plentyn a pherson ifanc yn ddysgwyr uchelgeisiol, galluog; cyfranwyr mentrus, creadigol; dinasyddion moesegol, gwybodus; ac unigolion iach, hyderus. Bydd ysgolion yn cynllunio eu cwricwlwm eu hunain, sy’n galluogi dysgwyr i symud ymlaen at y dibenion hyn. Mae’r dull ysgol gyfan yn cefnogi’r nodau hyn ac mae’r dystiolaeth yn awgrymu bod cysylltiad cynhenid ​​rhwng datblygiad academaidd a chymdeithasol. O fewn y cwricwlwm newydd, y Maes Dysgu a Phrofiad Iechyd a Lles yw’r angor y bydd dull yr ysgol gyfan o ymdrin â lles emosiynol a meddyliol yn cael ei adeiladu o’i gwmpas. Bydd yn sicrhau bod iechyd meddwl yn cael cydraddoldeb ag iechyd corfforol a lles a chyrhaeddiad emosiynol (Llywodraeth Cymru – Canllawiau fframwaith ar ymgorffori dull ysgol gyfan, 2021).

Mae dull ysgol gyfan yn cydnabod y gall pob agwedd ar fywyd yr ysgol effeithio ar ein hiechyd a’n lles a phawb yng nghymuned yr ysgol; cefnogaeth i fyfyrwyr, athrawon a staff cymorth. Mae dull ysgol gyfan yn cydnabod bod amgylchedd ac ethos ysgol yr un mor bwysig â’r cwricwlwm a pholisïau. Mae’n cynnwys gweithio ar draws y cwricwlwm a gweithgareddau allgyrsiol. Dylai gynnwys dysgwyr, rhieni a gofalwyr, staff a llywodraethwyr i gyd yn gweithio gyda’i gilydd fel cymuned ysgol i wella llesiant ar sail dealltwriaeth dda o anghenion cymuned yr ysgol a defnyddio offer perthnasol i fynd i’r afael ag anghenion a nodwyd.

Mae’n ystyried pob agwedd ar angen o ddulliau cyffredinol i hyrwyddo iechyd da ac atal afiechyd i ddulliau wedi’u targedu’n fwy ar gyfer yr unigolion hynny sydd â mwy o risg a chefnogaeth benodol i’r unigolion hynny ag anghenion a nodwyd, gan ganolbwyntio ar ymyrraeth gynnar. Bydd dull ysgol gyfan a ddarperir yn llwyddiannus yn cynnwys datblygu partneriaethau gweithio effeithiol rhwng yr ysgol a phob un o’r asiantaethau yn y system ehangach a all ddarparu cyngor a chefnogaeth arbenigol.

Ar hyn o bryd rydym yn ysgol beilot sy’n cynnal asesiad ysgol gyfan o iechyd meddwl a lles emosiynol a byddem yn ddiolchgar pe gallech sbario 10 munud i gwblhau arolwg. Bydd y canlyniadau’n caniatáu gweithredu hunan arfarnu a chynlluniau gweithredu. Mae’r ddolen i’r arolwg isod a bydd yn cau ddydd Gwener 3ydd Rhagfyr 2021.

https://forms.office.com/Pages/ResponsePage.aspx?id=CNQATG5LIkmHgxNTR4mcDlvqZCW03ERLjWNd-NeOElVUQTg5WUQ1UTZNNlpWMFNVRTFHSFZKNzZIMC4u

Os oes gennych unrhyw gwestiwn am y peilot hwn neu am agwedd yr ysgol gyfan at iechyd meddwl a lles emosiynol, peidiwch ag oedi cyn cysylltu â mi.

Diolch yn fawr

Jenna Graham (Pennaeth Cynorthwyol Dros Dro)


Whole School Approach to Mental Health and Emotional Well-being

Survey for Parents

Education and mental well-being are closely linked and promoting the health and well-being of learners within schools can positively impact learner cooperation, commitment, learning and engagement (Public Health England, 2014). This means having a school culture, ethos and environment that nurtures learners’ health and well-being can improve their educational outcomes.

The four purposes of the new curriculum for Wales are that all children and young people will be ambitious, capable learners; enterprising, creative contributors; ethical, informed citizens; and healthy, confident individuals. Schools will design their own curriculum, which enables learners to make progress to these purposes. The whole-school approach supports these aims and the evidence points to academic and social development as being intrinsically linked. Within the new curriculum, the Health and Well-being Area of Learning and Experience is the anchor around which the whole-school approach to emotional and mental well-being will be built. It will ensure mental health is given parity with physical health and emotional well-being and attainment (Welsh Government- Framework guidance on embedding a whole-school approach, 2021).

A whole school approach recognises that every aspect of the life of the school can impact on our health and wellbeing and all of those within the school community; support for students, teachers and support staff. A whole school approach acknowledges that the environment and ethos of a school is just as important as the curriculum and policies. It involves working across the curriculum and extra-curricular activities.  It should involve learners, parents and carers, staff and governors all working together as a school community to improve well-being based on a good understanding of the needs of the school community and using relevant tools to tackle identified needs. 

It considers all aspects of need from universal approaches to promoting good health and preventing ill health to more targeted approaches for those individuals at greater risk and specific support for those individuals with identified needs, with a focus on early intervention.  A whole school approach successfully delivered will involve developing effective working partnerships between the school and all of the agencies in the wider system that can provide specialist advice and support.

We are currently a pilot school undertaking a whole school assessment of mental health and emotional wellbeing and we would be grateful if you could spare 10 minute to complete a survey. The results will allow for self-evaluation and action plans to be implemented. The link to the survey is below and will close on Friday 3rd December 2021.

http://forms.office.com/Pages/ResponsePage.aspx?id=CNQATG5LIkmHgxNTR4mcDlvqZCW03ERLjWNd-NeOElVUQTg5WUQ1UTZNNlpWMFNVRTFHSFZKNzZIMC4u

If you have any question about this pilot or about the whole school approach to mental health and emotional wellbeing please do not hesitate to contact me.

Many Thanks

Jenna Graham (Acting Assistant Head teacher)