At Shefford Lower School, the emotional well-being of our pupils is our top priority. All staff members are trained as first responders to ensure every child receives the support they need. We understand that children and families may face challenges that can affect both school and home life.
Our Family Support team, comprising of Julia Parry and Amber Cooper, provide assistance to children and families who may be experiencing difficulties.
At Shefford Lower School, we work in partnership with parents, carers, pupils, and staff to support families in a wide range of ways. We are here to listen, offer guidance, and help families access the support they need.
We provide practical advice on areas such as behaviour and routines, school attendance, online safety, healthy lifestyles, and emotional wellbeing. We also support young carers, families with English as an Additional Language (EAL), children who are adopted or previously adopted, and those who may need help completing forms or accessing services. In addition, we offer parent and carer workshops to share advice, strategies, and support on a range of topics.
We offer extra support during key times of change, including starting school and moving on to secondary education, and can signpost families to other services within Central Bedfordshire where appropriate.
In partnership with parents and carers, children may also be offered individual or small-group support to help with managing emotions, friendships, confidence, bullying, or family changes.
Class teachers are always available to listen, and our family support team is happy to offer confidential support if a more private conversation is needed.
As a community school, we know how difficult some of our families find the pinch points of the year such as Christmas and the summer holidays. In response to this, we have designed a family support programme which enables families and children to be supported during the holidays as well as term time. Our family support team is available in the holidays on certain days for a coffee and a chat and there are workshops running for the children through the holidays on certain dates. We also routinely check our family support e mail during the holidays so that we can design support and work with our families. The aim of this programme is to work closely with our families throughout the year, to maintain strong community connections and positive relationships throughout the year and to be visible and available at times of need.
Mental Health
Supporting Mental Health and Wellbeing
Mental health is an important part of overall wellbeing and affects how children think, feel, and cope with everyday experiences. Everyone experiences changes in their mental health from time to time, and this is a normal part of life. However, when worries, low mood, or emotional difficulties begin to affect a child’s daily life, learning, or relationships, additional support may be helpful.
We can supporyt the mental health and wellbeing of both children and their families. We recognise that mental health needs can look different for every child and may change over time.
If you are concerned about a child’s mental health then please call 111 or CAMHS Crisis Team
You can self-refer to CAMHS – 01234 893300
Mind BLMK Young person’s wellbeing navigator – 03003300648 orhq@mind-blmk.org.uk
Family Lives Online advice and information on all aspects of family life with support groups/workshops. Free 24-hour confidential helpline: (08088) 002222 Website:www.familylives.org.uk
Relate for parents and families Useful information and advice for parents, or anymore in a family to help with the most important relationships – the ones you have with your family. Website:www.relateforparents.org.uk
Marie Collins The Marie Collins Foundation is the UK charity enabling children who suffer sexual abuse and exploitation via internet and mobile technologies to recover and live safe, fulfilling lives. Website:www.mariecollinsfoundation.org.uk
Families United Network/Family Voice Offers support to Bedfordshire families who have a child with a disability, special need or additional needs. Website:www.familiesunitednetwork.co.uk
Shelf Help Reading Well The Reading Well books have been chosen by young people and health experts to help you with difficult feelings and experiences that can affect your wellbeing. The books have information and advice as well as personal stories about dealing with anxiety, depression or stress and experiences such as bullying.Shelf Help list
School Nursing Service The 0-19 School Nursing Service works in partnership with children, young people and their families in Bedfordshire to ensure that children’s health and wellbeing needs are supported within their school and their community. They lead on the delivery of the 5-19 Healthy Child Programme and play a key role in addressing public health issues such as emotional health and wellbeing, sexual health, obesity and other health related issues. Website:https://www.bedslutonchildrenshealth.nhs.uk/services/bedfordshire-and-luton-0-to-19-health-visiting-and-school-nursing-service/
Grief & Loss
Supporting Children Through Bereavement
The death of someone close is one of the most difficult experiences anyone can face. Supporting a child through grief can feel especially hard when you are managing your own feelings at the same time. While it isn’t possible to protect a child from the pain that follows a bereavement, there are ways to help them understand and cope with their loss.
We are committed to supporting both you and your child during this time. We recognise that grief is a very personal process. It cannot be predicted, planned, or confined to a set timeframe, and the need for comfort or to talk about feelings may arise at unexpected moments. Support therefore needs to be available when it is most needed.
We also understand that every child grieves differently. Even children within the same family may need different types of support. There is no single “right” way to grieve.
Please see the attached resources pack for further information and support.
Many families are led by a single parent, whether through separation, bereavement, or changes in family circumstances. While single-parent families can be strong and resilient, there may be times when balancing work, parenting, and emotional wellbeing feels especially challenging. Supporting a child’s needs while managing your own responsibilities and feelings can be demanding.
We are committed to supporting both you and your child. We recognise that every family’s situation is unique and that single-parent families may face different pressures at different times.
We believe that support should be responsive and led by the needs of the child and family. There is no set way to manage challenges, no fixed timeframe, and no single “right” approach. Children may need reassurance, understanding, or opportunities to talk at unexpected moments, and support needs to be available at the point of need.
The Zones of Regulation is a framework designed to help children understand and manage their emotions, energy levels, and behaviour. It teaches children to recognise how they are feeling and supports them to develop strategies to help them feel calm, focused, and ready to learn.
The Zones are usually shown using four colours, each describing a different state of alertness or emotion. All Zones are normal, and children will move between them throughout the day. The aim is not to avoid any Zone, but to help children recognise when they may need support or strategies to help them regulate their emotions.
At Shefford Lower School, we use the Zones of Regulation to support children in developing emotional awareness, self-control, and positive coping skills. We recognise that every child is different, and the strategies that work for one child may not work for another.
Please see the attachedresources packfor further information and support.
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Anxiety
Supporting Children With Anxiety
Anxiety is a normal and natural emotion that can help keep us safe and, at times, improve focus and performance. However, anxiety can become a concern when it feels very intense, happens frequently, or begins to interfere with a child’s everyday life. This may include avoiding activities, struggling with learning, or feeling unable to try new things.
We are here to support both children and their families in understanding and managing anxiety. We recognise that anxiety can present in different ways for different children and that each child’s experience is unique.
Anxiety is made up of three connected parts:
Anxious thoughts – worries or fears about what might happen
Physical feelings – sensations such as a fast heartbeat, tummy aches, or feeling shaky
Anxious behaviours – actions taken to cope with anxiety, such as avoidance or seeking reassurance
We believe that support for anxiety should be led by the child. It cannot be predicted, planned, or limited to a set timeframe, and the need for reassurance or opportunities to talk may arise at unexpected moments. Support therefore needs to be available at the point of need.
Digital therapy game for childhood anxiety
Lumi Nova is a therapeutic game that helps children aged 7-12 years self manage worries and build resilience. Download here.
Please see the attached resources pack for further information and support.
Divorce & Separation
Supporting Children Through Separation and Divorce
Many families face the challenge of separation or divorce, and whatever the circumstances, it can be a difficult time for everyone involved. Supporting a child with their feelings can feel especially challenging while you are managing your own emotions. Although it isn’t possible to protect a child from the hurt or uncertainty that may follow, there are things you can do to help them understand and adjust to the changes separation can bring.
We are able to support both you and your child during this time. We recognise that separation and divorce can give rise to a wide range of emotions, and that every child’s experience will be different.
We believe that this process should be led by the child. It cannot be predicted, planned, or limited to a specific timeframe, and the need for comfort or to talk may arise at unexpected moments. Support therefore needs to be available at the point of need. We also acknowledge that children from the same family may require very different types of support. There is no single “right” way to feel.
Please see the attached resources pack for further information and support.
Supporting Behaviour
All behaviour is a form of communication. Children may use behaviour to express their feelings, needs, or worries, especially when they find it difficult to put these into words. While some behaviours are part of normal development, behaviours can become a concern when they are frequent, intense, or begin to affect a child’s learning, relationships, or wellbeing.
We are able to support children to understand and manage their behaviour in a positive and respectful way. We recognise that behaviour is influenced by many factors, including emotions, experiences, and changes in a child’s life, and that every child’s needs are different.
We also recognise the importance of working closely with families. By sharing strategies, offering guidance, and maintaining open communication, we aim to provide consistent support between home and school. Supporting families with practical strategies can help children feel understood, secure, and better able to manage their behaviour across different settings.
Please see the attached resources below for further information and support.
At Shefford Lower School, we understand that children may come to school carrying experiences that affect how they feel, behave, and learn. Our aim is to provide a safe, nurturing environment where every child feels secure, valued, and supported so they can thrive both emotionally and academically.
Self-esteem plays an important role in how children behave, learn and interact with others. When children feel valued, listened to and capable, they are more likely to manage their emotions and cope with everyday challenges. Sometimesbehaviour can be a sign that a child is struggling with their self-esteem or finding it difficult to express how they feel.
Children with lower self-esteem may feel worried, frustrated or unsure of themselves, and this can sometimes show through their behaviour. Positive relationships with trusted adults, encouragement, clear boundaries and opportunities to succeed can help children build confidence and develop a healthy sense of self-worth.
At school and at home, supporting children to feel safe, understood and proud of who they are helps them develop resilience and the confidence they need to thrive.
Gender identity is a person’s sense of who they are in relation to gender. For many children this aligns with the sex they were assigned at birth, while for others it may feel different or develop over time. As children grow and learn more about themselves and the world around them, they may explore how they express their identity, including their interests, clothing, or how they describe themselves.
Sometimes children who are questioning or exploring their gender identity may experience confusion, worry or feel unsure about how to express themselves. These feelings can occasionally show through behaviour if a child is struggling to communicate how they feel or if they are worried about how others might respond.
Supportive relationships with trusted adults at home and school can help children feel safe, respected and valued. Listening to children, showing understanding and creating an inclusive environment helps them build confidence and a positive sense of self. More Information
School Anxiety & Refusal
Some children experience anxiety about attending school. This can happen for many different reasons and may lead to what is sometimes called school refusal, where a child finds it very difficult to attend or stay in school. This is often not about being unwilling to learn, but about feeling overwhelmed, worried or unable to cope with certain situations.
Children may feel anxious about things such as friendships, academic pressure, changes in routine, bullying, or being away from their parents or carers. These worries can sometimes show through physical symptoms like stomach aches or headaches, emotional distress, or challenging behaviour when it is time to come to school.
Support from both school and home is important in helping children feel safe and confident about attending. Listening to children’s concerns, working together to understand the causes of their anxiety, and putting supportive strategies in place can help them gradually rebuild their confidence and feel more comfortable in the school environment.
Parenting can be incredibly rewarding, but it can also be demanding and sometimes overwhelming. When supporting children through challenges, it is important for parents and carers to remember to look after their own wellbeing too. Taking care of yourself helps you stay patient, calm and better able to support your child.
Finding small moments to rest, talk with friends or family, or do something you enjoy can make a big difference. It is also important to remember that you do not have to manage everything on your own. Reaching out for support from school staff, family members or community services can help you feel more supported and less isolated.
When parents take care of their own wellbeing, they are better able to create a positive, supportive environment where children can feel safe, understood and encouraged to thrive.
We are committed to creating a safe, respectful and supportive environment for all pupils. Everyone in our school has the right to feel valued, included and protected.
Bullying in any form – whether verbal, physical, online or social – is not acceptable and will always be taken seriously. We work proactively to prevent bullying through education, clear expectations of behaviour, and by promoting kindness, respect and empathy.
If bullying does occur, we respond quickly and fairly. Pupils are encouraged to speak to a trusted adult if they are worried about themselves or someone else. All concerns are listened to carefully and dealt with in line with the school’s behaviour and safeguarding procedures.
By working together with pupils, staff and families, we aim to ensure our school remains a place where everyone feels safe, respected and able to learn.
This page provides guidance on how to recognise bullying, how to get help, and what support is available for pupils who may be affected. If you or someone you know is experiencing bullying, please remember that you are not alone and support is always available.
We encourage pupils, parents, carers and staff to work together to ensure that everyone feels safe, respected and valued within our school community.
Many children experience sleep difficulties, including nightmares and night terrors. In most cases, these issues are temporary, and children eventually grow out of them without any long-term harm.
Often there is no clear reason why a child may have trouble sleeping. However, sleep disturbances, nightmares, and night terrors can sometimes become more common after significant life events. These may include the loss of a loved one, parental separation, bullying, moving home or changing schools, or experiencing something traumatic. They can also occur more frequently in children who are dealing with emotional challenges such as anxiety or low mood.
