Milefield Primary School, Milefield Lane, Grimethorpe, Barnsley, S72 7BH

01226 710 329


Milefield Primary School

Engage, Inspire, Empower, Learn

Well-Being Team



Welcome to the Well-Being Team at Milefield Primary School. The goal of our well-being team is:

  • To recognise the uniqueness and wellbeing of the individual by promoting and supporting each child and their families.

  • Striving to nurture children’s wellbeing and promote independence and individuality.

  • To raise self-esteem of children and families in order that they will develop positive attitudes, a good self-image, value others and form a set of acceptable moral values.

As a community the wellbeing team is committed to the common good of the child/family and community to respect and recognise the individual need and respond appropriately.


Who is on the Well-Being Team?



   Leyan Jones

Attendance Officer/Parent support


Roles and Responsibilities:

  • To support parents and children using strategies to develop links with therapeutic multi-agency working and working in partnership with parents and children on a day to day basis.

  • To identify children with additional needs and to promote the child’s health and educational needs.

  • To ensure that intervention and referrals are complete.

  • To work in partnership with parents promoting individual attendance and tracking consistent absences.


The range of special, educational needs and disability (SEND) is diverse and includes physical, emotional, sensory and learning needs. For children with SEND the setting will develop additional relationships with other professional. It is vital that communication between all professionals and the child’s parent is strong so that a clear picture is gained of the child’s learning and development.

Where a child’s learning and development does not yet meet the description of the level expected, the outcome will be recorded as ‘emerging’. All staff will record details of any specific assessment and provision in place for the child, and use this record as a basis for discussion with parents and to support planning for future learning. This will ensure that parents have a clear, rounded picture of their child’s development and are informed about additional support and future activities.



  • The Early Help Assessment is shared assessment and planning framework for use across all children’s services and all local areas in England. It is used to help identify the child or young person’s needs.

  • It provides a structure for recording information.

  • It helps to identify what actions need to be taken to address the identified needs.

  • It can be shared with consent.

  • It can support requests to other services, as information will be evidence based.

  • Provides a common form of assessment which will be familiar across children and young people’s services.

  • It reduces duplication for practitioners.

  • The EHA is aimed at children and young people with additional needs that are not being met by their current service provision.

The EHA can be used for unborn children and children and young people up to the age of 18, but its use can be extended beyond 18 where appropriate to enable the young person to have a smooth transition to adult services. In the case of youth support, the EHA can be used with young people up to the age of 19, and up to the age of 24 where a young person has a learning difficulty or a disability. When a EHA is completed a team around meeting is convened to discuss actions and identify next steps.


Educational Psychologist

Educational Psychology is concerned with the psychological and educational development of children and young people within the context of homes, school and the community. Educational Psychologists (EPs) bring a specialised perspective to working with children. They are concerned with children’s learning and development and they aim to bring about positive change for children. They have skills in a range of psychological and educational assessment techniques and in different methods of helping children and young people who are experiencing difficulties in learning, behaviour or social adjustment.


Inclusion services

Together, the central and regional teams work with education, health, social care, the voluntary and private sectors across all regions to help them plan together for the strategic development and effective use of Early support and its resources. Their aim is to increase the chances that disabled children, young people and their families are able to live ‘ordinary’ lives.


Social Care

Social workers work with people to support them through difficult times and ensure that vulnerable people, including children and adults are safeguarded from harm. Their role is to provide support to enable service users to help themselves. They maintain professional relationships with service users, acting as guides and advocates. They sometimes need to use their professional judgement to make tough decisions that might not always be well received by service users.


Social workers work in a variety of settings within a framework of relevant legislation and procedures, supporting individuals, families and groups within the community. Settings may include the service user’s home or schools, hospitals or the premises of other public sector and voluntary organisations. Social workers tend to specialise on supporting either children and families or vulnerable adults.


School Nurse

School nurses provide a variety of services such as providing health and sex education within schools, carrying out developmental screening, undertaking health interviews and administering immunisation programmes. School nurses can be employed by the Local Authority, community NHS providers or by school directly.

Support Plans

At Milefield we now have a new format for support plans. Every child in school with SEND are placed on an Individual Support Plan. Within this plan it outlines important information linked to the children such as personal information, attendance, targets to achieve and parent and pupil contribution. At various point throughout the year the child’s class teacher will set curricular targets in Numeracy, Reading and Writing. All parents are given the chance to come to a Parent Target Setting day to discuss your child’s targets and see how you can be helping them achieve at home. The children will also be working on these targets in school on a daily basis.

Cin Meetings

Within the different key stages PIN meetings are held. These are Children in Need meetings. These meetings are held for any children who are finding it difficult to access their learning. This may be for a variety of reasons such as bereavement, emotional and behavioural difficulties. All staff working within a particular setting/key stage will arrange meetings where necessary and it gives them a chance to discuss any issues/ behaviour with particular children that they feel needs addressing. This makes all staff aware of this and actions are put in place to try and support the individual and overcome these barriers to learning.

Parent Support

Parent support advisors work with parents and children to:

  • Help improve behaviour and attendance

  • Overcome barriers to learning to help parents support their children’s learning

  • Work with parents to increase their involvement in their child’s education, both at school and at home

  • The work of PSAs can vary depending on need. It can include one-to-one support for parents to engage them with their children’s learning, working with groups of parents and promoting the parents self-esteem.

  • Arranginig and running evening classes for parents

  • Promoting attendance at parents evenings

  • Giving one to one assistance to parents

  • Contacting parents of absent students

  • Arranging access to education welfare services or other relevant specialist services for parents who may not have access

  • Arranging and conducting home visits


Pupil Interventions

We offer a broad range of pupil intervention groups:

  • Personalised learning

  • Race/background

  • Culture

  • Numeracy Sets

  • Literacy Sets

  • Disco Dough

  • Funky Fingers

  • Read, Write, Inc

  • Reading Target Groups

  • Writing Target Groups