The Wellbeing Pathway

Reducing barriers to learning.

Promote...a universal whole school ethos and environment that supports the emotional and mental health of every pupil.
Assess...a pupil’s specific needs in order to provide the most appropriate intervention.
Provide...evidence-based quality interventions, both universal and targeted, matched to pupil’s specific needs. the provision is meeting the pupil’s needs, and identify the next steps.
Celebrate...effort and success: reflect on and value the positives.

These questions included under the headings of the ‘Wellbeing Pathway’, provide an opportunity to reflect on the provision provided for children and young people.


  • How does the school environment and ethos support the pupil’s emotional wellbeing and mental health?
  • What day to day systems are in place for this pupil?
  • What universal services/interventions has this pupil been accessing?


  • How has the school identified that this pupil needs extra support/interventions? (e.g. observation, disclosure, behaviour, grades, attendance, family situation, etc.).
  • Have you spoken to the pupil/parent/carer to find out their views?
  • Have you spoken to other services or agencies? (e.g. Social Care, MAT, Virtual School, Educational Psychologist, Behaviour Support, SSSEN, Nurture, etc.) Does a referral need to be made
  • Does the school require training to meet the needs of the pupil? (e.g. e-learning or external provider/cpd.)


  • What information has been used to provide an holistic view of the pupil’s needs? (Academic attainment, teacher assessment, observations, friendships, other agencies, parents/carers, pupil voice, family situation, medical history, etc.)
  • Has there been a personalised approach to find out what the pupil needs?
  • Is it suitable to use an evidence based tool to assess the pupil’s needs? (e.g. Boxall Profile, PASS survey, Strengths and Difficulties Questionnaire)


  • What are you trying to achieve? What are your goals? Have they been set with the pupil/parent/carer? Are they realistic?
  • Who is delivering the intervention/support? Are they trained/the right person? Do they feel confident/ equipped? Have you set a review date?
  • How are some of the principles/strategies transferred consistently to the learning environment? How do you know?


  • Have the goals set been achieved? How do you know? (e.g. revisit the assessment tool).
  • What is/are the pupil’s/parent/carer’s view/ views of the provision provided?
  • What was effective, what could be improved?
  • What are the pupil’s needs now?
  • What are the next steps? (Referral to more specialist services e.g. CAMHS, Educational Psychologist, First Steps, Derbyshire Friend, application for GRIP, Staff training/CPD)


  • Think about what has been achieved? Focus even on the little things. Every success is positive. Use activities, work, friendships, kindness, attendance, hobbies as examples. Collect visual evidence to share.
  • Congratulate yourself and colleagues for the provision and reflect on the positives before you decide what to do next.