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Targeted Mental Health in Schools (TaMHS)

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TaMHS accreditation

Your school can apply for the Targeted Mental Health in Schools programme award if:

  • your school has developed provisions in the school to enhance children's mental health
  • your school has a whole-school approach to meeting the mental health needs of children
  • there are actions written into the current school development plan that focus on meeting children's mental health needs
  • accreditation has been discussed with senior management in the school, with an agreement to proceed and a named member of staff identified to prepare and submit an application
  • all groups (staff, governors, pupils, parents or carers and support agencies) have been made aware of the school's commitment to the TaMHS programme
  • a bronze, silver or gold template in the application form has been completed with accompanying evidence and is ready to be sent in

Please note:

  • bronze and silver accreditation can be applied for at the same time
  • the earliest that gold accreditation can be applied for is in the term following the award of silver
  • if photographic or anonymised case-study evidence is provided, please ensure that permission is sought from staff and parents of children involved as information may be used in overall TaMHS evaluation reports and publicity
  • accreditation status lasts for 3 years from the date of the certificate issued

TaMHS accreditation award

If your school is ready to apply for a TaMHS Accreditation award you may complete the application form.

Apply now

If you have any queries about the accreditation process, please email us at [email protected].

Levels of accreditation and evidence requirements

CriteriaExamples of experience
Named member of staff is responsible for implementation of TaMHS related strategies identified.Named member of staff and contact details.
A minimum of 4 Foundation level TaMHS Building Blocks are being currently used in school.Summary of how each of 4 Foundation Blocks of provision is being used in school with intended outcomes.
Evidence of pupil engagement in at least 4 aspects of TaMHS being currently used.Examples of work, display or surveys in 4 aspects of TaMHS.
The whole staff are aware of the TaMHS Programme and their role in providing mental health support.Copy of group and school action plan and evidence of whole staff awareness of TaMHS Building Blocks and their role in providing mental health support.

CriteriaExamples of experience
We have achieved the TaMHS Programme Bronze awardSchool Bronze award certificate.
A range of TaMHS Building Blocks across different levels of intervention is being routinely used in school.Written description of the range of TaMHS Building Blocks being used including one in depth.
Two case studies summarising outcomes of two different TaMHS Building Blocks that have been implemented over time (6 months plus).Case studies up to 500 words to focus on outcomes for children and families including evidence of impact of intervention for 2 different TaMHS Building Blocks. 
Ways to track or evaluate mental health of children are in place throughout school.Identification of evaluative tools being routinely used to track or evaluate mental health of children e.g. wellbeing tracker, Emotional Literacy Assessment, Boxhall, PASS or PSHE evaluation tool.
Active involvement in the county Mental Health Awareness Day (or clear plans for doing so in up-coming day).

Evidence of 3 of the following:

  1. Delivering mental health focussed assemblies
  2. Undertaking activities within the school to raise awareness of the day e.g. mufti day, wristbands, themed day
  3. Joining other schools and organisations by participating in Mental Health Awareness day initiatives (which may differ from year to year)
  4. Undertaking any other activities to engage the school community
  5. Planning and undertaking activities to engage the local community

CriteriaExamples of experience
We have achieved the TaMHS Programme Bronze and Silver awards.School Bronze and Silver award certificates.
A majority of TaMHS Building Blocks across all the levels of intervention are embedded in the work of the school with positive impact on mental health of the school community - showing qualitative evidence and quantitative evidence regarding actual or improved overall school attendance and exclusions.

Up to a 1000 word description of how the majority of TaMHS Building Blocks across all the levels of intervention are being implemented and evidencing impact on the school community especially vulnerable families.

Evaluation tools identifying improvements in children’s mental health at the level of the whole school or of key vulnerable groups.

Attendance and exclusion data over a period of time.

Could include attainment data over time, where there is a demonstrable or hypothesised impact of mental health improvements on attainment.

SMT, parents, pupils, staff and governors are engaged in aspects of TaMHS provision.Evidence of engagement from SMT, parents, pupils, staff and governors in aspects of TaMHS. This can be included in the 1000 words or be evidenced separately
Sustained active involvement in the county Mental Health Awareness Day - over a period of 3 or more years.

Evidence of 3 of the following:

  1. Delivering mental health focussed assemblies
  2. Undertaking activities within the school to raise awareness of the day e.g. mufti day, wristbands, themed day
  3. Joining other schools and organisations by participating in Mental Health Awareness day initiatives
    (which may differ from year to year)
  4. Undertaking any other activities to engage the school community
  5. Planning and undertaking activities to engage the local community

Last updated 22 August 2025

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