To support children with medical conditions, whether physical or mental and with or without a formal diagnosis.
‘Supporting pupils at school with medical conditions’ statutory guidance for governing bodies of maintained schools and proprietors of academies in England – December 2015
Persistent mental health difficulties may lead to pupils experiencing greater difficulties in learning than the majority of others of the same age
Schools should identify a clear means to support such children
Everyone who comes into contact with children has a role to play in safeguarding children.
All schools (including independents) and colleges must have regard to it when carrying out their duties to safeguard and promote the welfare of children
Duty on staff to identify children who may need help, and to be aware of safeguarding processes
Edsential work alongside nationally acclaimed experts to ensure the services we provide have a real and genuine impact. These links enable us to support schools, focussing on innovative, evidence-based strategies and solutions. We are proud to be working in partnership with Carnegie School of Education at Leeds Beckett University and the University’s ‘Carnegie Centre of Excellence for Mental Health in Schools’ – the ?rst centre of its kind in the UK. Leeds Beckett have established the ?rst Masters degree for Mental Health and a Mental Health Award for Primary and Secondary schools.
We are proud to be working in partnership with Carnegie School of Education at Leeds Beckett University and the University’s ‘Carnegie Centre of Excellence for Mental Health in Schools’ – the first centre of its kind in the UK. Leeds Beckett have established the first Masters degree for Mental Health and a Mental Health Award for Primary and Secondary schools.
Having worked in all types of schools as a senior leader and in Local Authorities for 20 years in a variety of roles, Gaby has been responsible for high quality teaching and leadership and both challenging and supporting schools.
In addition to her work across all curriculum areas in schools, she has been fortunate enough to work across the field of Social, Emotional, Mental and Physical Health as a Teacher, Senior Leader and Advisor.
Gaby has engaged with schools as partners in her role and has strategically led on a number of themes such as Children and Young People’s learning and Emotional, Mental and Physical development and has established programmes on increasing Physical Activity, Emotional Resilience, Positive Behaviour and a range of learning programmes for children and their families.
Gaby is Ofsted trained and provides advice on national education policies to a range of organisations and is a speaker at local, regional and national conferences. Gaby is Chair of Merseyside Health, Wellbeing and Physical Activity Strategy Group, is on the Advisory Board for both the UK‘s first Mental Health Centre of Excellence and for the board leading National practice on Obesity at Leeds Beckett University. She has worked as a consultant for and written publications for Youth Sport Trust for Assessment in primary and Every Child Matters and is a National Validator for AfPE for Quality Mark in Physical Education. She has been trained to approved practitioner status in health and safety. In 2012 Gaby was awarded Wirral council Employee of the year. She worked as a Press Officer at London 2012 closely working with the Italian and French athletes and is trilingual in English, French and Italian. Gaby is passionate about helping schools to integrate health and wellbeing within the ethos, routine life and core business of the school. She holds a Bed Honours degree and a Masters in Psychology.
Edsential are providing the following Mental Health training to schools on behalf of Leeds Beckett University in the following local authorities:
If you would like further details about these courses or how to access them in your locality, please email Gaby Crolla on firstname.lastname@example.org.
“An outstanding course…I feel so prepared to help my pupils more”
“An emotionally secure environment for us to learn with such challenging topics. Thank you so much.”
Edsential want to use the power of data collection and evaluation to improve young people’s experiences in the classroom and across the school environment. We firmly believe that using data is the next step to improving learning outcomes for all pupils as we are able to shift the analytical focus to what a young person is saying and action accordingly.