Health and Wellbeing At Newbridge Learning Community
Newbridge Learning Community takes the health and wellbeing of our pupils and staff very seriously. The following Interventions are on offer:
Nurture with Cath at Newbridge
At Newbridge Learning Community, we recognise that emotional wellbeing is the foundation for learning, relationships, and personal growth. That’s why we offer dedicated Nurture Group sessions, led by Cath Bessell, our Emotional Health & Wellbeing Coordinator.
These sessions provide a calm, inclusive, and supportive environment where pupils can feel safe, valued, and understood.
What Happens in Nurture?
Our Nurture sessions focus on building confidence, emotional literacy, and social connection through a range of structured activities and informal support, including:
- Developing friendships across year groups
- Learning conflict resolution and anger management strategies
- Creative tasks and crafts to support expression, focus, and teamwork
- ️ Nurture lunch – a quiet, homely space for pupils who prefer a calmer dining experience
- Play-based learning and structured activities to promote turn-taking and cooperation
- Targeted emotional interventions to boost self-esteem and resilience
- Zones of Regulation to support emotional awareness and self-regulation
- Celebrating strengths associated with ASC, ADHD, dyslexia, and other neurodiverse profiles
Our Core Value: Community
Nurture with Cath is rooted in our school’s value of Community — helping pupils:
- Build positive relationships
- Feel a sense of belonging
- Learn how to work together, listen to others, and be heard
- Celebrate inclusivity and individual strengths
Why It Matters
In a calm, nurturing environment, pupils are supported to:
- Thrive socially and emotionally
- Develop confidence and independence
- Learn essential life skills that extend beyond the classroom
We believe every pupil deserves a space where they feel safe, accepted, and empowered to be themselves.
1:1 Programmes at Newbridge Learning Community
At Newbridge, we understand that every young person’s journey is different. Our 1:1 programmes are designed to meet pupils where they are — supporting emotional regulation, personal growth, and long-term wellbeing.
We offer a range of targeted, individualised interventions, tailored to the needs of our students with SEMH profiles.
What We Offer
Our 1:1 provision includes:
- Thrive Approach sessions – to support emotional development and relational security
- Anger management support – helping pupils understand and manage strong emotions
- Nature walks and outdoor regulation – promoting calm, reflection, and mental health
- Personal development & wellbeing courses
- Pearson Level 1 & 2 qualifications
- ASDAN Personal Development Awards – Level 1 & 2
- ️ Access to counselling – with trained professionals offering safe, confidential space
- Reflective communication – building emotional literacy, empathy, and perspective-taking
- ️ Restorative practices – resolving conflict, repairing relationships, and restoring trust
- Rebuild & Reset sessions – personalised plans to help pupils re-engage with learning after emotional incidents or time away from school
Focused on the Whole Child
Our 1:1 programmes aim to:
- Build resilience and self-awareness
- Support behaviour regulation and reduce barriers to learning
- Promote positive relationships with self and others
- Help pupils feel heard, understood, and capable of moving forward
Flexible. Personalised. Empowering.
Whether supporting pupils through challenges or helping them achieve accredited personal development goals, our 1:1 interventions are part of our wider commitment to nurturing every learner’s potential — academically, emotionally, and socially.
Counselling
Supporting Every Pupil’s Well‑Being
At Newbridge, we know that learning depends not only on curriculum and teaching, but also on emotional health. That’s why we are proud to offer dedicated counselling services to support our SEMH (Social, Emotional & Mental Health) pupils on their journey toward resilience, self‑understanding and personal growth.
Meet Vickie – Our School Counsellor
Vickie is our experienced and compassionate in‑school counsellor, specialising in SEMH. She works within our values‑based framework — building relationships rooted in community, compassion, courage and competence — helping pupils feel understood, supported, and empowered to take steps forward.
What the Counselling Sessions Offer
- Safe, confidential space – Pupils can bring thoughts, worries or challenges and explore them without judgment.
- Emotional regulation & coping skills – Techniques for managing anxiety, anger, stress or intense feelings.
- Self‑exploration & identity – Helping young people understand themselves, their experiences, and their strengths.
- Resilience & confidence building – Encouraging safe risk-taking, growth mindset, and self‑belief.
- Support with relationships – Navigating friendships, family dynamics, conflict and social challenges.
- Trauma‑informed care – Understanding the impact of past experiences and providing sensitive support.
- Tailored to SEMH needs – Sessions adapt to emotional, developmental, and individual needs, with flexibility in format, pacing, and approach.
How It Works
- Referral & Introduction
- Pupils may be referred by teachers, support staff, or parents/carers.
- Vickie meets briefly with the pupil to explain the purpose, confidentiality limits, and how sessions work.
- Regular Sessions
- Sessions are scheduled at consistent intervals (e.g. weekly or fortnightly), with flexibility depending on need.
- They may be individual or (rarely) small group, depending on what the pupil finds helpful.
- Goal Setting & Review
- Together, pupil and counsellor set goals (emotional, behavioral or relational).
- Progress is reviewed periodically, and plans adjusted.
- Integration & Follow‑Up
- Insights and coping strategies are integrated into school life, classwork and relationships.
- When sessions conclude, there can be a sign‑posting plan to other supports (mentors, external agencies, peer groups).
Privacy & Respect
Confidentiality is fundamental. What pupils share in counselling stays between them and Vickie, except in rare cases where safeguarding concerns or legal requirements apply. Pupils always know that they are heard, and we aim to preserve their dignity and safety at every step.
Getting Involved / Accessing Support
- Teachers, support staff, or parents can refer a pupil by contacting the school office or speaking to the pupil’s key Pupil and Family Partnership worker.
- Pupils themselves can approach a trusted adult or directly speak to Vickie to express interest in counselling support.
Meet Roxy – Our Beloved School Dog
At Newbridge Learning Community, we’re proud to introduce one of our most popular members of staff — Roxy, our gentle and loyal school dog.
Roxy is a beautiful black Labrador who brings calm, comfort and joy to pupils and staff alike. She’s more than just a friendly face — she’s an important part of our school’s therapeutic support for pupils with Social, Emotional and Mental Health (SEMH) needs.
Why a School Dog?
Research and experience show that therapy dogs can have a powerful impact on emotional well-being — especially for young people experiencing anxiety, distress, or dysregulation. Roxy’s presence provides:
- Emotional Regulation Support
Stroking or sitting with Roxy can help reduce anxiety and promote calm during times of stress or crisis. - A Safe, Non-Judgemental Listener
Pupils often find it easier to open up when Roxy is nearby, providing quiet reassurance and a grounding presence. - Check-Ins and ‘Time Out’ Support
Roxy helps during wellbeing check-ins, offering company for pupils who may need a quiet moment or sensory break. - Nature-Based and Outdoor Time
Walks with Roxy offer gentle exercise, connection to nature, and a change of scenery — perfect for reflection or calming down. - A Sense of Belonging
Roxy brings warmth and comfort to the school, creating a shared sense of community and care. She helps pupils reconnect, regulate and re-engage with learning.
A True Member of the Team
Roxy has quickly become one of the most loved members of our school family. She joins pupils in the sensory gardens around school, welcomes visitors with a wag of her tail and makes regular rounds around school to say hello.
She even has a growing fanbase in food technology — with some saying she’s a little too popular, especially when she gets a better breakfast than the Headteacher (we’re still investigating)!
Therapeutic, Safe, and Structured
Roxy’s involvement in school life is carefully planned to ensure the safety, comfort and preferences of all pupils. Interactions with her are always supervised, voluntary, and follow clear guidelines to make sure every experience is positive for both pupils and Roxy.
Whether it’s a walk in the fresh air, a quiet cuddle during a tough day, or just her reassuring presence nearby, Roxy is a calm companion who reminds us that we’re never alone.
Roxy is more than a school dog — she’s a symbol of the care, connection and compassion that sit at the heart of Newbridge.
Multisensory Spaces in Every Classroom
At Newbridge Learning Community, we understand that emotional regulation is essential for learning — especially for pupils with Social, Emotional and Mental Health (SEMH) needs. That’s why every classroom is equipped with its own dedicated multisensory area — a calm, welcoming space designed to help pupils reset, refocus, and return to learning when they’re ready.
What is a Classroom Multisensory Space?
Each classroom’s multisensory zone is a purpose-built area within the room, designed to offer a safe and soothing environment when pupils feel overwhelmed, dysregulated, or overstimulated.
Key features include:
- Calming coloured sensory lighting – Soft, adjustable lights help create a peaceful atmosphere that reduces visual stress and supports emotional calm.
- Comfortable, soft furnishings – Beanbags, cushions, and soft seating provide physical comfort and a sense of safety.
- A range of sensory tools – Pupils can choose from fidgets, weighted items, tactile objects, and visual aids to support both under- and over-stimulation.
- Quiet and low-demand – These spaces are low-pressure, judgement-free zones where pupils can take a moment to breathe and recover.
- In-room presence – Located within the classroom, pupils can remain connected to the learning space while taking a short break — making transitions smoother and re-engagement quicker.
Why It Matters
For pupils with SEMH needs, emotional regulation challenges can affect focus, behaviour and readiness to learn. The in-class multisensory space helps by:
- Providing immediate support when signs of distress or dysregulation appear.
- Reducing the need for pupils to leave the classroom completely, maintaining connection with peers and staff.
- Supporting self-regulation and independence, as pupils learn to recognise their needs and choose appropriate tools or strategies.
- Helping staff respond proactively and compassionately to emotional needs, in line with our trauma-informed approach.
“Reset, then return.”
Whether it’s five minutes with a fidget, some time under calming lights, or just a quiet place to sit and breathe, these spaces allow pupils to reset without shame — and return to the lesson feeling calm, grounded, and ready to learn.
At Newbridge, we see regulation as a right, not a reward. Our classroom multisensory spaces reflect our belief that emotional needs and learning needs go hand in hand — and we’re proud to provide both, side by side.