Social, Emotional, Mental Health (SEMH) 

At Samares School, we take a proactive and whole‑school approach to supporting pupils’ social, emotional and mental health. We recognise that children’s emotional wellbeing underpins their ability to learn, build positive relationships and thrive within school life. Our SEMH provision is rooted in early identification, strong relationships and evidence‑based interventions. 

Social, emotional, mental health support at Samares follows a clear Assess, Plan, Do, Review model. Concerns are identified through teacher observation, behaviour and engagement data, Boxall profiling and staff or parental concerns. Individual SEMH plans are created with tailored strategies which focus on protection, connection, understanding and care. Progress is regularly reviewed through reassessment, behaviour logs, class feedback and pupil voice, ensuring that the provision we are providing are making a positive difference. 

Targeted Interventions and support: 

Collaboration Club 

Collaboration Club offers small‑group outdoor learning opportunities through forest, gardening and beach school experiences. Children from different ages and work together, building confidence, communication and social skills in a low‑threat environment.  

Sportsbug 

We are very lucky to have Sportsbug Coaches the at support us at Samares. Pupils are supported by using physical activity as a positive outlet to improve emotional regulation, confidence and social skills. Through structured, supportive sessions, pupils learn to manage emotions, develop resilience and experience success in a non‑academic context, which helps to build self‑esteem and motivation.  

ELSA (Emotional Literacy Support) 

The ELSA provision at Samares School provides nurturing support for pupil s who require additional help to develop their emotional literacy and regulation. ELSA interventions take place through individual or small‑group sessions, focusing on areas such as emotional understanding, self‑esteem, friendships, loss and bereavement, neurodivergence and social communication. Sessions are carefully planned and themed using Oracy strategies and the shared language of the Zones of Regulation, enabling pupils to better recognise, name and manage their feeling. pupils are offered opportunities to access sensory‑based activities and cooking sessions, providing an engaging and therapeutic way to support their needs. 

Everyday Speech – A social, emotional skills programme: 

The Everyday Speech social programme supports pupils by explicitly teaching social communication, emotional understanding and flexible thinking through structured, age‑appropriate lessons. Using video modelling, discussion and guided practice, pupils learn to recognise social cues, understand others’ perspectives, manage emotions and respond appropriately in everyday situations. The programme helps pupils develop skills such as turn‑taking, problem‑solving, friendship building and self‑regulation, which are then reinforced in real‑life contexts across the school day. 

Success Sessions  

For some pupils, weekly Success Sessions celebrate positive choices and achievements. Pupils work towards meaningful rewards that cannot be removed, reinforcing motivation, resilience and self‑belief. Sessions focus on collaboration, social skills and relationship‑building, while strengthening positive adult–child connections.