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Healthy Mind, Happy Me

Healthy Minds, Happy Me

Hello, we are Mrs Smith and Mrs Hawkes and look after the well-being of Grace Mary Primary School. We are proud that Grace Mary have achieved ‘The Well-being Charter Mark’ from our local authority-Sandwell.

Mental health and emotional well-being is now a key part of the education agenda, which schools increasingly realise the importance of positive mental health as contributing to educational and life outcomes. We are also aware of the increase in pressures on our young children and how exposed many of them are to factors that may compromise their emotional well-being as they develop. Our aim at Grace Mary, is that the activities within the ‘Healthy Minds, Happy Me’ curriculum will enable children to learn the skills that they need to develop their emotional well-being, build their resilience and manage life's challenges. It is hoped that through embedding these elements of practice, we can provide a high-quality comprehensive and universal support for our school.


Please see below for details of modules and the themes surrounding these. 


Modules covered

Themes of the module

All About Me

To enable children to reflect on their own uniqueness and overtime, help children to think about emotions and how they express and control their feelings.


To help children consider how important friendships can be, the characteristics that make a good friend and how to manage situations that go wrong.

Resilience and Coping

Overtime, children are introduced to a range of approaches that may help themselves or others in times of stress and change.


Children are encouraged to think about how they belong to a number of communities and how they might be able to develop links that may enhance their well-being. They are also encouraged to consider how other people’s lives may be different to their own and that this is ok.

Being The Best I Can Be

The children are expected to think about the people who inspire them and the characteristics that make them special, again identifying that everyone is different and unique. Overtime, children are asked to set personal goals to work towards and guide them as they grow up.

My Wider World

To allow children to think about not only how they can help others in their community, but also allows them to reflect on the support network that they have around them.


British Values 

The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year.

Grace Mary is actively promoting the values that challenge opinions or behaviours in our school that are contrary to fundamental British values and these are reinforced regularly and in the following ways.


Internet Safety

Grace Mary believes that online safety (e-Safety) is an essential element of safeguarding children and adults in the digital world, when using technology such as computers, mobile phones or games consoles. Internet and information communication technologies are an important part of everyday life so children must be supported to be able to learn how to develop strategies to manage and respond to risk so they can be empowered to build resilience online. At Grace Mary, we identify that with this there is a clear duty to ensure that children are protected from potential harm online.


Anti- Bullying 

At Grace Mary, we believe that everyone has the same rights of freedom from all forms of harassment. We start from the principle that bullying is absolutely unacceptable. 

Aims: Children are encouraged to treat others as they would wish to be treated themselves. We wish to assure victims of bullying that there a clear procedure at Grace Mary that addresses issues immediately, whilst helping the bully to see the error of their ways. The strategy is positive rather than corrective; it seeks to raise awareness of issues involved in harassment, and is based on trust between staff and pupils.