Vision & Aims

At Walworth School, our vision is clear: “Supporting everyone’s emotional wellbeing and mental health, so that they can be listened to, are happy together, and are ready to learn.” We believe that every child is entitled to develop to their fullest potential—not only academically but also socially, emotionally, and in terms of their overall wellbeing. Our aim is to nurture confident, resilient individuals who can fully participate in the wider community with pride and assurance.

Embedding this vision into the fabric of our school, we are committed to creating a safe, nurturing environment where each child feels valued and supported. We believe that emotional wellbeing is fundamental to learning; a calm and positive environment enables children to thrive, grow in confidence, and reach their aspirations. At Walworth, we work tirelessly to build a community where children are listened to, understood, and supported to develop resilience and self-regulation through a range of interventions, including Relax Kids, play therapy, CAMHS support, Roots Occupational Therapy, and nurture-focused programmes.

Our dedicated staff team is enthusiastic and highly professional, always placing the progress and development of children at the heart of everything we do. We believe that learning should be engaging, fun, and relevant, inspiring a genuine desire to learn and explore. We are proud to foster an environment where pupils’ aspirations are encouraged, and their knowledge, skills, and experiences are built upon to help them achieve their goals.

We are fortunate to work alongside supportive parents and carers; whose partnership is vital to each child's success. We see this home-school partnership as a cornerstone of positive and effective learning, working together to ensure every child can flourish.

Recognising that each child learns at their own pace, we understand that factors such as ability, emotional wellbeing, age, and maturity influence achievement. We are committed to providing a calm, nurturing, and safe environment, where children feel ready and able to learn. We acknowledge that some pupils may face challenges at different times in their school journey, and we are prepared to support them through tailored interventions and a positive, inclusive ethos.

As the only primary specialist provision in County Durham, we are proud of our role in supporting children with diverse needs, including those with Education, Health and Care Plans. We strive to reduce barriers to learning and work collaboratively with other schools and professionals to promote positive behaviour and relational approaches. Our ongoing commitment is to empower each child to reach their full potential and to support their holistic development—academically, socially, emotionally, and in their overall health and wellbeing.

School Aims

To embed our VISION we have devised a set of AIMS that we consistently review. 

1. Learning, Progress and Achievements

Our main intention is for our pupils to be fully prepared for the next stages in education and for future life by having:

• An awareness of how to be a successful learner.
• The appropriate knowledge and skills to develop independence.
• A good understanding of being a responsible citizen.

  We aim to create a school which will:

Learning

• Foster a nurturing environment where pupils feel safe, listened to, and valued, promoting emotional wellbeing and mental health.
• Develop pupils’ awareness of the qualities of successful learners, including resilience, motivation, and self-awareness.
• Integrate social and emotional learning into the curriculum to enhance understanding of mental health and emotional regulation.
• Equip pupils with the knowledge and skills to develop independence in their learning and personal growth.
• Promote respectful and responsible citizenship through discussions, activities, and community involvement.

Progress

• Monitor and support pupils’ emotional wellbeing, ensuring early identification and intervention for mental health needs.
• Track pupils’ development in understanding what it means to be a successful learner and a responsible citizen.
• Support pupils in making progress towards independence by encouraging self-assessment, goal setting, and reflective practices.
• Ensure that emotional and social development progresses alongside academic achievement.
• Foster a positive attitude towards learning, encouraging perseverance and resilience in the face of challenges.

Achievements

• Celebrate pupils’ success in developing emotional resilience, self-awareness, and social skills.
• Recognise and reward responsible citizenship and positive contributions to the school and wider community.
• Ensure pupils are equipped with the knowledge and skills to succeed in future educational stages and in life beyond school.
• Demonstrate improvements in mental health and emotional wellbeing as evidenced by pupil and staff feedback, assessments, and wellbeing indicators.
• Prepare pupils to be confident, independent learners who are happy, respectful, and ready for the next steps in their educational journey and future life.

2. Resource Management – Quality of Provision

We aim to create a school which will:

Provide Inclusive Support for All Children’s Needs

• Ensure that the provision and resources are tailored to support every child's emotional and mental health needs, fostering an environment where they feel safe, valued, and understood.

 Create a Welcoming and Inviting Environment

• Maintain a colourful, clean, spacious, and well-organised school environment that promotes comfort, relaxation, and a sense of belonging for children, staff, and visitors.

Integrate Technology to Enhance Pupil Progress and Wellbeing and Learning

• Embrace and develop technological skills across the school to support innovative approaches to academic learning, mental health and emotional wellbeing, including digital resources, communication tools, and online support networks.

Foster Community Partnerships

• Collaborate with local community organisations and partners to enrich learning opportunities related to emotional wellbeing, mental health, and social inclusion.

Promote Continuous Professional Development

• Support staff in ongoing professional development focused on mental health, emotional wellbeing, and inclusive practices, encouraging them to share their knowledge and skills with colleagues and external providers.

 Support Achievement and Personal Development

• Use targeted resources and interventions to help children achieve value-added outcomes, particularly in areas related to social-emotional learning and mental health resilience.

Model Positive Behaviour and Attitude

• Ensure all staff demonstrate positive role modelling in their interactions, fostering a school culture that values kindness, respect, and emotional openness.

Provide Parental Support and Engagement

• Offer access to a dedicated parent support advisor to assist families in supporting their children’s emotional wellbeing and mental health, creating a strong home-school partnership.

3. Leadership and Management

We aim to create a school which will:

Promote a Whole-School Approach to Emotional Wellbeing and Mental Health

• Develop and implement policies that prioritise emotional health as a core aspect of school life.
• Ensure leadership actively champions mental health initiatives and creates a supportive culture.
• We place safeguarding at the heart of our aims, ensuring it acts as the umbrella for all aspects of school life and supports pupil’s, staff and families wellbeing and mental health.

Provide Professional Development for Staff

• Offer training for teachers and staff on mental health awareness, pastoral care, and effective listening skills.
• Equip staff with strategies to support pupils’ emotional wellbeing and to foster a positive learning environment.

Establish Clear Leadership Structures and Responsibilities

• Designate mental health and wellbeing leaders / first aiders to oversee initiatives and liaise with staff, pupils, and parents.
• Ensure accountability for embedding wellbeing practices across all areas of the curriculum and school activities.

Create a Supportive and Inclusive School Environment

• Lead efforts to promote respect, responsibility, and citizenship within the school community.
• Foster an atmosphere where pupils feel listened to, valued, and happy together.

Implement Systems for Monitoring and Evaluation

• Regularly assess the effectiveness of wellbeing strategies and make data-driven improvements.
• Use pupil voice and feedback to shape initiatives that support their emotional and mental health.

Encourage Parental and Community Engagement

• Lead initiatives to involve parents and carers in supporting pupils’ emotional wellbeing.
• Build partnerships with external agencies to provide additional support and resources.

 Pupils are Fully Prepared for Future Life

• Embed learning about being a successful learner, developing independence, and responsible citizenship into school leadership priorities.
• Promote opportunities for pupils to develop these skills through targeted activities, roles of responsibility, and real-world experiences.

4. What Makes Walworth School the X Factor?

We aim to create a school which will:

Foster Positive and Meaningful Relationships

• Prioritise building trusting, respectful, and caring relationships among students, staff, and the wider school community.
• Promote a culture where everyone feels listened to, valued, and supported.

Promote Enjoyment and Fun in Learning 

• Create a joyful school environment where learning is engaging and enjoyable.
• Incorporate fun activities that inspire curiosity and a love for learning.

Emphasize Physical Activity, Outdoor Learning, and Enrichment

• Provide extensive sport, outdoor learning opportunities, and an enriched curriculum to support holistic development.
• Encourage exploration, creativity, and physical well-being through diverse experiences.

 Ensure Small Teaching Groups with High Adult Support

• Offer learners access to small class sizes and tailored support to meet individual needs.
• Provide a nurturing environment where every child can thrive academically and emotionally.

Support for Vulnerable Learners through Residential and Social/Educare Programs

• Deliver targeted social and Educare support, including residential schooling when necessary, to meet specific emotional needs.
• Create safe spaces for vulnerable learners to develop confidence and resilience.

Provide Extended Day Opportunities for New Experiences

• Offer extended day after-school activities that enable children to explore new interests and develop new skills outside the standard curriculum.

Access to Specific Interventions

• Implement tailored interventions to support learners facing emotional, social, or learning challenges, ensuring they receive the help they need.

Nurture Group Provision 

• Establish Nurture Groups to support vulnerable learners in developing secure attachments, building relationships, and becoming ready to learn.

Encourage Pupil Voice and Individual Support Plans 

• Involve learners in creating their own support plans and give them opportunities to express their preferences and needs.
• Empower pupils to take ownership of their emotional wellbeing and learning journey.

Promote Collaborative Decision-Making through Pupil Voice and School Council

• Involve pupils in shaping school policies, activities, and development plans through pupil voice initiatives and school councils.
• Foster a sense of community, responsibility, and shared ownership of the school environment.

Updated – RWC – December 2025