Pastoral Care Policy

Introduction

At Loydence Academy we treat each and every child as a unique and special individual and do all in our power to bring each one to their fullest potential. A climate which fosters effective learning is at the heart of the education process. Such a climate, or ethos, is best promoted through focusing on the creation and maintenance of good relationships: among the staff themselves; between staff and pupils; among pupils and their peers; between parents/carers and the school; and between the school and the community it serves.

All members of staff of Loydence Academy are aware that a positive ethos does not come about by chance; it is achieved by the Headteacher, the Senior Leadership Team and all the staff, promoting and facilitating an atmosphere of care and respect within the informal and formal life of the school community.

Where the ethos is right, the pupils take pride in their achievements and recognise the importance of high standards in their work and in their behaviour.

We as a school recognise the central role of the pastoral dimension as it maintains a healthy balance between the child as a learner and person. Clearly the pastoral and academic aspects of school life have a distinctive but interdependent contribution to make. Throughout the year a variety of activities are arranged to enhance the daily ongoing work of pastoral care and extend the pupils’ personal experiences and social skills.

School visits, outdoor education, involvement in the community, membership of school clubs and activities, playing for a school team and being involved in social and fundraising events help all to develop a sense of responsibility and worthwhile participation. Such activities outside the classroom provide pupils with valued and worthwhile experiences in education.

When pupils have a range of opportunities to contribute to, and participate in, the framework of school life, they are more likely to show self-confidence, consideration for others, interest in what they are doing and pride in themselves and their school. This policy supports the school in promoting a caring, supportive environment in which the staff and pupils can work in an atmosphere of mutual respect. As such pastoral care permeates all aspects of the curriculum.

(a) Rationale

This policy is set in the context of a changing society where children are surrounded by unhealthy influences (emotional, physical and spiritual). To counterbalance the effects of these we at Loydence Academy believe that a Pastoral Care System which promotes a healthy lifestyle and positive attitudes is essential. This system encompasses the development of strategies to enable the children to make reasoned and rational decisions about situations. It also includes the provision of an environment where the children feel safe, secure and valued and where their concerns are listened to and acted upon when necessary. The Pastoral Care Policy at Loydence Academy should ensure that children reach their full potential in every area of life.

(b) Definitions Pastoral Care

‘Pastoral Care has been defined as concerning the personal relationships which influence the ethos and tone of the whole school. It is of crucial importance in creating an atmosphere in which young people feel secure, knowing they are valued as individuals and are encouraged in their learning, growth and social development in a healthy and safe environment.’ T.J. Shaw, Chief Inspector, Evaluating Pastoral Care. DENI 1999

(c) Aims to incorporate

To develop and sustain a caring and happy learning environment which promotes respect and co-operation within the school community and where children are socially at ease and educationally thriving with a sense of personal worth and intellectual, moral and spiritual development
To make all staff aware of children’s needs i.e. to notice unhappy, preoccupied, irritable, depressed children and to investigate unobtrusively.
To foster relationships between school, parents and external agencies. To Provide a safe, secure and caring learning environment in which the pupils and staff can feel supported, valued and members of the school community.
To encourage the pupils to have a sense of personal accountability for their own actions and learning.
To empower pupils in building and monitoring good relationships with pupils and staff.
To promote an appreciation of life and respect for the world in which we live
To help pupils to realise that Loydence Academy is a community in itself and also part of the larger community so that they develop positive attitudes and behaviours towards themselves as well as in their social relationships with others.

Specific Issues

Ethos

The ethos of Loydence Academy is achieved by the Headteacher, Senior Leadership Team and staff promoting and facilitating an atmosphere of care and respect within the formal and informal life of the school community through incorporating the SHANARRI wheel objectives. Importance placed on the pastoral aspect of school life alongside learning. We aim to:

Have good relationships in the school
Have a strong ethos of Caring
Promote pupils’ self-esteem and confidence
Utilise positive approaches, where possible, to promoting and maintaining good standards of discipline
Inform parents of our pastoral care arrangements

Relationships

The ethos of Loydence Academy aims to promote a positive climate within the school community through fostering warm, positive, caring relationships among pupils and staff. Ensuring that everyone feels valued and cared for at all times.

Values

Teachers will not only teach knowledge but impart values to enable pupils to cope with life in the outside world.

Self-Esteem

We aim to promote pupils’ positive self-esteem in order that each child feels valued.

Personal Safety (UNCRC, 27- Every child has the right to a standard of living that is good enough to meet their physical, social and mental needs.)

We aim to promote each child’s awareness of their responsibility for their own safety by;

Saying no to people when they are afraid or unhappy
Knowing where to get help
Recognising dangerous situations
Knowing that not all adults secrets and touch are good
Safety in the playground, on the road, in water, in the sun and online.

Roles and Responsibilities

The pastoral care coordinator is responsible for coordinating pastoral care throughout the school. In conjunction with the Principal and staff, this includes;

As the class teacher has the opportunity to get to know each member of his/her class very well over the course of the academic year, he/she does have a central role in the pastoral dimension. In some instances it may be necessary to inform the Headteacher/Pastoral Care coordinator of aspects of a pupil’s welfare, academic, personal or otherwise which may be causing particular concerns. The Headteacher will also keep a pupil’s class teacher aware of any concerns he is aware of with respect to the pupil’s pastoral care.

All staff, both teaching and non-teaching have a responsibility to make sure the policy is implemented by:

Helping pupils to make informed decisions about issues in terms of “right” and “wrong”
Building up pupils’ self-esteem
Encouraging pupils to be assertive (This will help them to resist peer pressure)
Avoiding use of sarcasm, belittling, humiliation etc.
Celebrating individual successes and encouraging sensitivity and thoughtfulness in the school community.

The S.L.T. identify issues and if appropriate include them on the agenda for whole staff meetings or as part of the School Development Plan. The Pastoral Care Co-ordinator has the responsibility to monitor the implementation of the policy, to ensure there are adequate up to date resources available (subject to finances).

Scope of Pastoral Care

The development of a safe, secure and caring environment is at the centre of our school ethos and is the responsibility of everyone who works there. It begins with the induction of new pupils and parents to school procedures through information booklets, Parent Handbooks, Open Days and Induction Days. The early establishment of procedures for the younger children is an essential first step in the development of their confidence and self-esteem and one which is constantly reinforced and built upon as the children progress through the school. Maintaining high standards of behaviour and self-discipline is central to the overall care system, as is the show of consideration for other children’s feelings and well-being. A House System is in place to promote good behaviour and application to work. The welfare of all the children in our care is of paramount importance. Teachers and children promote and encourage healthy breaks at school, (see Healthy Eating Policy). Our Rights Respecting School ethos guides good daily practice. Article 3 UNCRC “The best interests of the child must be a top priority in all actions concerning children”. Children will have the opportunity to attend Extra Curricular Activities to promote self-confidence, teamwork and positive relationships.

Supervision

Children are supervised by teaching and non-teaching staff before school (7:00-7:15), at break time, EYFS: 09:30-10:30 KS1: 09:30-10:15 KS2: 09:30-10:15.

At the end of the school day children are handed over to parents/guardians/childminders/drivers. Parents are requested to inform the school in writing of any changes to their children’s collection arrangements. After school activities and educational visits are carefully planned with a view to providing maximum safety and supervision. Parental consent for any out of school activity is always sought.

Liaison with Parents

Parents are always welcome and are encouraged to contact the Loydence Academy team. Parent Interviews are held each term. Each term and a written report is sent home. Parents or teachers may initiate a meeting at any time to discuss their child’s progress or well-being. An appointment to talk to a child’s teacher, the Pastoral Care Lead or Headteacher may be made by contacting the school.

Monitoring and Evaluating (UNCRC, 28- Children have the right to learn.)

Both policy and practice are reviewed regularly as an on-going process during staff meetings. Daily observation by all staff and the communication of incidents keep teachers aware of the effectiveness of the pastoral care provision. It will be necessary to hear the views of pupils, teachers and parents. This may be done through questionnaires and on a person/person basis. The outcomes of any self-evaluation may then result in updating the current school policy.

Staff Training

Teaching and Support staff should be offered an opportunity to attend inservice training on topics relating to pastoral care.

Resources

The Pastoral Lead will ensure that there is an up to date range of resources which will be reviewed and updated regularly and kept in a central position. Deficiencies in the school building (cloakroom facilities, broken tiles etc.) should be brought to the attention of the Headteacher.

Conclusion

The evaluation of the school’s system of Pastoral Care is effective when the school policy and planning for pastoral care are fully implemented and reflected in the quality of provision within and beyond the classroom and the effectiveness of the support arrangements for individual pupils. At all levels of the caring process, all staff and pupils should feel valued, safe and secure.

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ADMISSION FORM

Pastoral Care Policy

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