About the Emotionally Friendly Settings accreditation

By now, you will have been through at least one cycle of audit and action planning, and the whole setting approach to well-being will be embedded in your setting.

We want to recognise the commitment to emotional and mental health in your setting and so we developed the EFS accreditation to celebrate your setting’s continuing development and improvement.

The accreditation is available at three levels: Bronze, Silver and Gold.  At each level , your setting will be challenged to evidence how you provide for emotional and mental well-being of your staff and the children and young people in your setting.

The accreditation is based on the four modules in EFS, but also incorporates the eight principles from the Public Health England (2015) publication ‘Promoting children and young people’s emotional health and well-being’ as follows

EFS modules and the 'Promoting children and young people’s emotional health and well-being' principles
EFS module ‘Promoting children and young people’s emotional health and well-being’ (2015) principles
Staff well-being Staff development: to support their own well-being and that of students
Whole Setting and practice Leadership and management: that supports and champions efforts to promote emotional health and well-being
Ethos and Environment: that promotes respect and values diversity
Curriculum, teaching and learning: to promote resilience and support social and emotional learning
Working with Parents and carers
Assessing Children and Young People’s needs Enabling student voice to make decisions
Identifying need and monitoring impact of interventions
Supporting individual children and young people Targeted support and appropriate referral

Within each of these areas, there are a number of criteria you are required to evidence.  To help you, we’ve given you examples of the types of evidence you could provide to meet each of the criteria.  For example:

Examples of the types of evidence you could provide
Award aims Criterion reference What this looks like at Bronze level? Example evidences
There is a clear shared vision across the setting community of the importance of promoting positive emotional health and wellbeing EE3 EFS whole setting training has taken and place and all staff  have solid understanding of resilience, the role it plays and how it can be developed within an education setting. Setting have and display their Whole Setting Training EFS certificate Evidence of well attended Whole setting training- evaluation forms, staff CPD logs, example of case study or pen portrait where you have identified the risk and protective factors for that child

Each criterion develops in theme across each of the three award levels.  For example:

Example criterion across the award levels
Award aim Criterion reference Bronze Silver Gold
There is a clear shared vision across the setting community of the importance of promoting positive emotional health and wellbeing EE3 EFS whole setting training has taken and place and all staff have solid understanding of resilience, the role it plays and how it can be developed within an education setting. All staff apply EFS principles in their problem solving with staff and pupils e.g. mediation, focus on resilience factors, nurture.  New staff are updated and trained on the EFS approach. EFS principles are applied by all staff across the curriculum and in all interactions with pupils

We currently accredit settings three times a year. You can find full details of the requirements and criteria for the accreditation and how to register in the member’s area.

What schools have said about the accreditation:

Out of all the awards we have, this has had the biggest impact on our school

All Hallows RC High School, Salford

The accreditation has made emotionally friendly school status become sustainable…something we are continuing to do…it has helped emotional health remain a focus for the school.

Light Oaks Junior School

Find out more

If you've got any questions about Emotionally Friendly Settings please get in touch.