The Centre for Alternative Learning and Mentoring (C.A.L.M.) consists of Learning and Wellbeing Mentors who provide support and guidance to students who appear to be struggling. The key objective of a Learning and Wellbeing Mentor is to assist the student to overcome any barriers to learning they may face such as self-management or social and emotional difficulties. The C.A.L.M. team support students both inside and outside of the classroom, developing a relationship with the student to help them access the curriculum.

Every student that comes our way will have a tailored support plan around their individual needs. These can include: 1:1 mentoring sessions, attendance support, mindfulness workshops, resilience groups, personalised learning support, Ralph walk and talk, KS4 study groups, G.C.S.E revision workshops, anxiety strategies, individual and group therapeutic support for bereavement, self- managing behaviour tips, early morning drop-in and calm start to the day.  We run an after school drop-in session for students most Tuesdays at 3pm. We also support students to access after school extra-curricular activities such as the Eco and table tennis clubs and to attend lunch clubs such as our student LGBTU group. We can provide resources and also signpost students to services that we consider would be more suitable.

These services are provided through our school panel referral system. The overall outcome hopes to engage and motivate pupils, promoting and reinforcing self-esteem, welfare and academic success.

  • Early morning drop-in Tuesday to Friday 8 am to 8:30 am
  • C.A.L.M. start to the day with Ralph
  • After school Student drop-in
  • After school staff drop-in
  • 1-1 mentoring initiatives
  • KS3 girls, boys and mixed resilience groups
  • KS3 Attendance support group
  • KS4 learning to cope with exam stress
  • KS4 academic study group
  • Homework advise/support
  • Mindfulness
  • Initiatives to support Peer mentoring
  • DEAR initiatives
  • table talk: tutor time
  • All Sorts and LGBTU allies
  • Initiatives with The Bridge
  • Initiatives with our primary mental health worker
  • Triage initiatives with the panel referral team
  • Self-management workshops
  • Ralph walk ‘n’ talk
  • Access to our resources and literature
  • Bereavement  support (individual and group)
  • Access to our Wellbeing and Multi-Faith prayer room
  • Grit ‘n’ Green allotment initiatives

C.A.L.M. pupil development plan ONE TEAM, ONE DREAM

Working Together: we will support each pupil to navigate and identify the barriers to their learning. We will encourage them to take pride. We will help pupils to be curious about the world they live in and passionate about where their education can take them.

Working skilfully: We will help pupils to explore and better understand their emotions so that they; reflect, feel safe, overcome obstacles, be creative, playful, persevere, and productive. We will help pupils to build positive relationships, communicate and appreciate. We will help pupils to be mindful, healthy, compassionate, honest, kind, and courageous and to be respectful and feel respected.

Working with high expectations. We will help pupils to make progress; we want our young people to thrive and be ready to adapt to the challenges that they may face.  We believe that the key to their success lies within them. Their education is in our hands – Our future is in theirs. ONE TEAM ONE DREAM

LGBTU Staff Allies

Patcham High School LGBTU Allies are proud to support and respect young people’s diversity. The C.A.L.M. department are spearheading the LGBTU Allies initiative. We are working in conjunction with ALL SORTS to provide a service for our young people and raise awareness of fair and equal rights for all. This includes a lunch club for our student LGBTU allies. We also support the work in school to receive the Rainbow Flag Award. This is a quality assurance framework for schools. Click here and learn more- LGBTU page

Mental Health and Wellbeing

Statistics tell us that one in ten children and young people experience mental health difficulties every year across the UK but we know that only 25% of those in need of effective mental health support are currently accessing it.

Our aim is to provide a range of support that can be put in place to help young people understand and identify possible mental health problems. Social anxiety, exam stress, choosing career options, bereavement, and parental separation, transitions such as moving house or school, and traumatic events such as violence or accidents can have a profound impact on a young person’s ability to settle and learn.

As Learning & Wellbeing Mentors we work closely with other internal and external agencies. In 2017 Patcham High was one of the first schools in England to host and train staff as Mental Health First Aid Champions Youth Mental Health First Aid (MHFA) Champions are skilled in understanding how to spot the signs and symptoms of mental health issues in young people and have the confidence to guide the young person to a place of support.

If you have any questions about your child’s mental health and wellbeing but don’t know where to look for answers? Then you can go to Find Get Give which is a mental health services directory for young people created by YMCA’s Right Here project in partnership with other local groups in Brighton & Hove. This site allows users to search for support, share stories about their own mental health and give feedback on services they have used for others to read. The site also includes resources for parents and carers. #IAMWHOLE  is a partnership between YMCA and NHS, born at YMCA’s Right Here project in Brighton. It is fronted by music star Jordan Stephens (Rizzle Kicks) and aims to tackle the problem of stigma in a series of ways.

Click here: SCHOOL INFORMTATION EMOTIONAL WELLBEING to access our wellbeing page where you can learn about our school support services such as our counselling provision, school nurse and community CAMHS worker. There are also a number of other useful national websites. We would also recommend that you seek advice and support from your doctor.

Relationships Matter: We recognise that some young students who are traumatised or experience mental health problems are unable to learn. As teaching and support staff we believe that it is important to relate effectively. In order to do this we look at the leading research available and seek to advance our knowledge and share good practice with each other. Children with insecure attachments tend to underachieve in school and are often punished and even excluded. They can appear unfocussed; disruptive; controlling; withdrawn; destructive. They can have poor peer relationships; too talkative; appear overly affectionate with strangers; unable to keep eye contact; clingy or superficial. These were once useful strategies to enable them to survive. Using attachment sensitive approaches to teaching and learning may help change the architecture of the brain. ‘Neurons that fire together wire together’ (Dan Siegel).

The Teenage Brain: Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. Executive function and self-regulation skills depend on three types of brain function. Working memory: Governs our ability to retain and manipulate distinct pieces of information over short periods of time. Mental flexibility: Helps us to sustain or shift attention in response to different demands or to apply different rules in different settings. Self-control (inhibitory): Enables us to set priorities and resist impulsive actions or responses.

These skills are crucial for learning and development. They also enable positive behaviour and allow us to make healthy choices for ourselves and our families. An important key to promoting young people’s mental health is also in understanding the protective factors that enable pupils to be resilient when they encounter problems and challenges… (Department of Education Mental Health and Behaviours in schools 2016). The Learning and Wellbeing Mentors help to create pathways for academic success; working in line with the whole school approach to develop students GRIT and resilience.

Ralph our school dog

Ralph has specific time-tabled sessions in school. Having time with Ralph tends to help students de-stress and feel more able to settle and return to their studies. cited the benefits of having therapy dogs in the classroom include:

Physical benefits. Interaction with therapy dogs has been shown to reduce blood pressure, provide physical stimulation and assist with pain management.

Social benefits. A visiting therapy dog promotes greater self-esteem and focused interaction with other students and teachers.

Cognitive benefits. It has been empirically proven that therapy dogs stimulate memory and problem-solving skills.

Emotional and mental health benefits. A recent national survey of adolescent mental health found that about 8 to 10 percent of teens ages 13 to 18 have an anxiety disorder. A therapy dog can lift moods in the classroom, often provoking laughter. The therapy dog is also there to offer friendship and a shoulder to lean on for students.

Wellbeing and Multi-Faith Prayer room:

WELCOME to your multi-faith prayer and wellbeing room

The C.A.L.M. department offer a space for prayer and quiet reflection. We encourage young people to develop awareness of and respect for diversity in relation to religion and to understand and appreciate the range of different cultures within school. Click here and learn more LEARNING –BRITISH VALUES STATEMENT