Parkfields Middle School. Policy 7

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1 Parkfields Middle School Policy 7 PASTORAL CARE POLICY Introduction The governors believe that a key factor in the success of the school is a comprehensive pastoral care system which recognises the needs of individuals and responds to them in a flexible and positive manner. Children cannot learn well or enjoy school if: they do not attend school regularly, are distracted by poor behaviour (including their own), are concerned about bullying, have unsupported special needs or disabilities or have unresolved concerns about their school or home life. In order for pupils to flourish, learn and grow the school must therefore seek to identify such issues and put in place effective support mechanisms to remove these barriers to learning and enjoyment. Almost all pupils will require support at some point in their school career; some will require significant, intensive support for some or all of their time at Parkfields. Parkfields therefore seeks to offer comprehensive pastoral care arrangements which identify and provide the appropriate level of support to all pupils. Policies on attendance, behaviour, individual support and special needs set out key elements of the Parkfields approach. This pastoral care policy sets out the elements of support available at Parkfields within which these policies operate. Expectations High standards of work and behaviour are expected at Parkfields as stated in the school behaviour policy. These expectations are supported by a series of rewards. Hard work, manners and behaviour are rewarded with praise, as is effort in a particular area. Sanctions are used sparingly when effort or behaviour falls below the standards expected. Pastoral responsibilities Parents/carers are a vital resource in helping the school to provide appropriate support for their child. Parents are encouraged to communicate any concerns or

2 significant changes in their child s situation to their child s form teacher via the planner, by letter or by calling or visiting the school. The form teacher is responsible for the pastoral welfare of each child in their class. Form teachers are recognised as the keystone of the pastoral system and their role as form teacher is the single most important role in the school of any member of staff. The form teacher should be the first point of contact for pupils with pastoral problems. The form teacher will also be the first point of contact for parents and will aim to contact parents by phone or letter as soon as a problem is identified. This will help to identify any underlying issues or concerns from home and will enable the school to work constructively with families to tackle problems. The Year Leader oversees the whole year group, co-ordinating the team of staff and giving advice and help in certain areas. The head of year will ensure that Parents/carers will always be informed if their child has been involved in a major incident of poor behaviour or where a detention has been awarded. The Deputy Headteacher is responsible for the whole pastoral structure and initiates individual behaviour plans and pastoral support programmes with small groups of children and is the appointed Child Protection Officer. The school nurse provides support to those with medical needs at school. Children with greater medical needs that are not able to attend school are supported by the school along with the medical needs service according to the Medical Needs Policy. Many other professionals including: physiotherapy, education psychologist, PCSO etc. may be called in as required. Other pupils also set high expectations of their peers and often provide support. Specifically a group of Year 7 and 8 pupils are trained to act as mentors for our Year 5 children and support each form in pastoral time. Identification of Needs Pupils with particular needs that cannot be fully met in the classroom or mainstream curriculum can often be identified before arrival at Parkfields. Staff will work closely with the feeder lower schools, other schools from which pupils transfer, social services and other agencies in order to ensure that needs are identified and appropriate provision put in place for new entrants. Identification of needs continues throughout the school and all staff will take responsibility for informing form teachers of pupils in apparent difficulties. In addition, the following aspects are recorded and monitored across the school: Effort and behaviour through the termly Pupil Profiles. Merits and commendations. Minor and major incidents of poor behaviour. Attendance and reasons for absence. Academic progress and attainment in all subjects are also studied to identify learning difficulties and underperformance so that the reasons for this can be investigated.

3 Responding to needs In many cases form or subject teachers can support a pupil with their difficulties within form or lesson time. Where this is not possible, Parkfields aims to offer a comprehensive approach to identifying and supporting pupils with a need for additional care and support. This support is set out in the Individual Support Policy.

4 INDIVIDUAL SUPPORT POLICY Overall Objective The objective of this policy is to raise wellbeing, enjoyment and attainment for all by providing intensive, focussed, individual support for those pupils with particular needs including: Behavioural problems Emotional difficulties Social difficulties and development A wide range of learning and other disabilities Attendance problems. Who is it for? All children could benefit from individual, focussed support and the school works to provide an individual approach to education for all its pupils. However, this policy relates to children whose needs are such that they cannot be met adequately within the classroom or mainstream curriculum. These needs may be of many kinds and may relate to the child s life within school or more broadly. They may be short-term or may extend the full length of a child s time at Parkfields. The Hub This policy will be delivered through a dedicated unit at the heart of the school the Hub - with appropriately trained staff working to offer appropriate personal support to each child. What are its specific aims? To provide a safe, nurturing and welcoming environment for those in need of support. To encourage respect both for self and others. To develop self belief and improve self esteem To motivate and encourage pupils To set high expectations and challenges To minimise poor behaviour and exclusions To enable maximum effective integration. To tackle poor attendance To help to eradicate bullying To challenge students to learn how to learn. To seek to identify and overcome barriers to learning. How will it work? The Hub will work by: Identifying individuals in need of intensive support at the earliest possible stage. Assessing and identifying the individual needs of each child without delay, using all available information, liaising with staff within the school and involving external agencies as necessary. This assessment should be recorded and repeated at appropriate intervals determined at the time of the initial assessment.

5 Providing a programme of appropriate, individual, focussed support based on this assessment. The content of this programme should be recorded and should include appropriate objectives and success criteria which should be reported against termly. Creating a safe, nurturing and welcoming environment which values individuals and provides positive messages about self and mutual respect, self-esteem and self-image, motivation and achievement. Within this environment; providing the student with high expectation and high challenge. Responding flexibly and evolving provision as needs change. Avoiding the risk of developing a dependence culture. Provision may include: o Ensuring that barriers to learning are identified and attempting to overcome them. o Ensuring access to a broad and balanced and relevant curriculum for all pupils. o Support for specific disabilities. o Specific learning support. o Reassurance and emotional support, o Challenging poor behaviour, o Improving behaviour management skills and strategies. o Tackling Bullying o Motivation, o A sanctuary in a crisis. o Child protection o Forging strong continuing links with parent/carers o Liaison with external agencies, o Liaison cross phase o Help to prepare pupils for future economic activity o Increasing the students responsibility through target setting, self reflection, monitoring and evaluation. The Hub will also work with school staff to develop effective practice and to support subject teachers to secure the successful reintegration of individual pupils back into regular classes. Peer Support Pupils may also receive support from directed peer groups which may be set up as needed, such as: Rainbows The Rainbows Support Programme offers bereavement support groups for children who have experienced 'loss' either through death, divorce or separation. The children form a support group and work through a programme lasting 12 weeks. Circle of friends Ad hoc groups set up around individual children which mobilise the young person s peers to provide support and engage in problem solving with the person in difficulty.

6 BEHAVIOUR STATEMENT Our Objective At Parkfields we have one overriding objective, We will all work to the very highest possible standard to create an environment that enables us to flourish, learn and grow. We are all striving to achieve that goal! We therefore have one school expectation, which is: Consideration for all. It is our belief that everyone will learn most effectively in a positive and secure environment where they are valued as individuals and where they are encouraged and stimulated to fulfil their potential. This demands that we actively encourage good attitudes. We aim to reward and praise so that we all give our best. How we achieve this THE PROCESS For the school to operate successfully the positive ethos relating to behaviour must be owned and supported by the whole school community; governors, staff, parents/carers and pupils. The Governors To achieve an effective approach to behaviour and discipline the governing body is required to set out a statement of general principles to guide the head teacher in determining measures to promote good behaviour and discipline amongst pupils and to notify the head and give related guidance if the governing body wants the school s behaviour policy to include particular measures or address particular issues. In particular, in line with Government guidance, governors advise the headteacher to use powers to Screen and search pupils Use reasonable force or other physical contact Discipline pupils for misbehaviour outside school. thoughtfully and appropriately in accordance with specific Government guidelines and as set out in the school s behaviour policy. Governors will not seek to hinder the headteacher s powers by including no searching or no contact policies, nor to restrict the power to discipline pupils for misbehaviour outside of school. The headteacher should also set out in his policy when a multi-agency assessment should be considered for pupils who display continuous disruptive behaviour. Pastoral care for school staff In line with government guidance governors require the headteacher to draw on the advice in the Dealing with Allegations of Abuse against Teachers and Other Staff guidance when setting out the pastoral support school staff can expect to receive if they are accused of misusing their powers. A member of staff who has been accused of misconduct will not automatically be suspended, pending an investigation. See Safeguarding Policy

7 Before making their statement of principles the governing body must consult the head teacher, staff, parents and pupils. The governors will review these principles regularly and will consult on any changes. The governors will also give full and fair consideration to any complaints relating to the behaviour policy. The Headteacher The Headteacher must set out measures in the behaviour policy which aim to: promote good behaviour, promote self discipline and respect, prevent bullying, ensure that pupils complete assigned work regulate the conduct of pupils. In deciding what these measures should be, the head teacher must take account of the governing body s statement of behaviour principles. The Headteacher must also take account of any guidance or notification provided by the governing body, including in relation to screening and searching pupils, the power to use reasonable force, other physical contact, the power to discipline beyond the school gate and pastoral care for school staff. The head teacher must decide the standard of behaviour expected of pupils at the school. He or she must also determine the school rules and any disciplinary penalties for breaking the rules. Teachers powers to discipline include the power to discipline pupils even when they are not at school or in the charge of a member of staff. In such cases it will be for the headteacher to consider whether it is appropriate to notify the police or antisocial behaviour coordinator in their local authority of the actions taken against a pupil. If the behaviour is criminal or poses a serious threat to a member of the public, the police should always be informed. In addition, school staff should consider whether the misbehaviour may be linked to the child suffering, or being likely to suffer, significant harm. In this case the school staff should follow its safeguarding policy. The head teacher must publicise the school behaviour policy, in writing, to staff, parents and pupils at least once a year. The Staff The Headteacher and the staff will be responsible for making decisions on the operation of these measures. In making these decisions they will always seek to act fairly and in accordance with the statement of principles, taking appropriate account of the needs of vulnerable people. Parents/Carers The support of parents/carers is vital if the school is to achieve its objectives for behaviour. We rely on parents/carers to: Work with the school to support their child s good behaviour. Keep the school informed about special needs or personal matters which may affect their child s behaviour

8 Respect and support the behaviour policy and disciplinary authority of the school. It is a statutory requirement that parents/carers are asked to sign a home-school agreement at the beginning of each year which sets out these responsibilities in more detail. In return the school will keep parents/carers informed of their child s behaviour, good as well as bad and work closely with them to support improvements if necessary. The school will also deal fairly, thoroughly and promptly with any concerns or complaints relating to bullying or other aspects of behaviour. It will also deal with allegations against teachers and other school staff quickly, fairly and consistently in a way that protects the pupil and at the same time supports the person who is the subject of the allegation. Pupils Pupils have a right to be taught in environments that are safe and conducive to learning. Incidents of violence, threatening behaviour, abuse, discrimination or harassment will not be tolerated. Pupils should: Show respect to themselves, others and their environment. Never bully or denigrate others. Follow reasonable instructions by school staff. Meet the school expectation. Accept sanctions in an appropriate way. Each year pupils are asked to sign a home-school agreement which sets out these responsibilities in more detail.

9 OUR PRINCIPLES The Governors at Parkfields School have decided that our principles of behaviour will emphasise our positive approach to behaviour. They will also aim to ensure that all children find our school a safe place, where they are able to enjoy their education, to learn and to fulfil their potential. We believe that in relation to behaviour the school will therefore: Set high expectations for behaviour. Provide positive role models. Staff should treat one another and pupils with the same level of courtesy, patience and respect that they demand from pupils. Promote good behaviour and attitudes by providing positive support, encouragement, praise and appropriate rewards. Promote respect for others and the environment. Promote self-discipline and self-respect. Promote equality of opportunity, the welfare of pupils and good relations across the whole school community. Value pupils as individuals and take account of the needs of vulnerable children, including those with special educational needs, physical or emotional health needs looked-after children, and offer support as appropriate. Secure an acceptable standard of behaviour so that the school environment is safe, conducive to learning and free from disruption. Take a positive approach to behaviour by supporting, encouraging, praising and rewarding good behaviour. Apply a fair, reasonable and consistent approach to tackling behaviour which is not in line with the expectations in this agreement, including the use of appropriate sanctions, whether pupils are on school premises or o taking part in any school-organised or school-related activity, o travelling to or from school, o wearing school uniform, o in some other way identifiable as a pupil at the school, or o in other circumstances where their behaviour could have repercussions for the orderly running of the school or poses a threat to another pupil or member of the public or could adversely affect the reputation of the school. Avoid discrimination against any person including on grounds of race, gender, disability or sexual orientation and promote good relations between different communities. Prevent bullying and tackle any incidents of violence, threatening behaviour, abuse, discrimination or harassment. Make use of fair, reasonable, consistent and proportionate sanctions that do not discriminate, humiliate or denigrate pupils. Involve parents/carers and other appropriate agencies fully in supporting pupils in promoting positive behaviour and tackling any difficulties Use exclusion (whether fixed-term or permanent), restraint or other physical intervention and the power to search and screen pupils appropriately in accordance with Government guidelines and as set out in the school s behaviour policy.

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