At Thames View Primary School, we recognise that children need to feel safe, secure and ready to learn before they can achieve their best. Our Wellbeing Hub provides targeted support for pupils who may need additional help with their emotional wellbeing, relationships, behaviour, communication, regulation or confidence.

The Hub is an important part of our wider approach to inclusion. Its purpose is not simply to respond when things go wrong, but to identify barriers early, provide the right support and help children develop the skills they need to become increasingly confident and independent.

What does the Wellbeing Hub do?

The support provided by the Hub is carefully matched to individual needs. This can include:

• Trusted adult check-ins – regular opportunities for children to talk, reflect, seek reassurance and develop a positive relationship with a trusted adult.

• Nurture support – structured support to develop confidence, emotional understanding, relationships and readiness to learn.

• Emotional regulation support – helping children recognise their emotions, understand what happens when they become overwhelmed and develop strategies to regulate themselves.

• Sensory circuits – movement-based activities designed to help some children regulate and prepare for learning.

• Social skills groups – opportunities to practise communication, cooperation, friendship and positive interaction with others.

• Transition support – additional preparation and reassurance for children experiencing anxiety or difficulty with changes in class, year group, adults or routines.

• Lunchtime support – targeted support to help children manage less structured parts of the school day and develop positive relationships and routines.

• Individualised support – where appropriate, the Hub works alongside class staff, the SENCO, senior leaders and families to put specific strategies in place for individual children.

The provision changes according to the needs of our pupils. Support may be delivered individually, in small groups or through planned strategies within the classroom and wider school environment.

Why do we have a Wellbeing Hub?

We believe that behaviour, attendance, relationships and emotional wellbeing are closely connected to children's ability to learn.

When a child is finding something difficult, we want to understand what is getting in the way rather than simply focusing on the behaviour we can see. Our approach is based on identifying needs early, putting appropriate support in place and checking whether that support is making a difference.

This is reflected in our Thames View Inclusion Framework, which provides a consistent approach to identifying need, providing support and reviewing impact. It encourages staff to start with strong universal provision, identify emerging concerns early and increase support when this is necessary.

The Hub therefore works closely with classroom staff. Support is most effective when the strategies used by the Hub are understood and reinforced throughout the school day. Our aim is always to help children transfer the skills they develop through intervention into their classroom, playground and wider school life.

What difference can the Hub make?

The impact of the Hub is not measured simply by whether a child attends a session. We look for changes in the things that matter to the child.

This might include a child becoming more confident, managing a transition more successfully, developing friendships, recognising their emotions, using regulation strategies, responding more positively to adults or becoming increasingly independent.

Provision is reviewed regularly. Where a child has made sustained progress, support can be reduced or brought to an end. Where a child's needs become more complex, support can be increased or adapted.

This means that children are not given a fixed label or simply placed on a programme. The level of support reflects what they need at that point in time.

Working together

The Wellbeing Hub does not work in isolation. Effective support depends on strong communication between children, families, class staff and the wider inclusion team.

We work together to understand each child's strengths and needs, agree appropriate strategies and review their impact. Where school-based support is not enough, we can also work with families and relevant external professionals to seek further advice or support.

Our ultimate aim is simple: to help every child feel safe, included, valued and able to succeed.