Pastoral Care Policy Tréad Chúram Our Lady s Bower An Grianán Mhuire

Transcription

1 aims to provide an education which is firmly Christian. Within this caring community we endeavour to develop the spiritual, intellectual, artistic, moral and social capacity of all our students. The Pastoral Care Team was established within the school in August Team Members include the Principal, Deputy Principal, The Guidance Counsellor, members of the Religious Education Department, members of the SEN team and other interested teaching staff members free at the scheduled time (Wednesdays during Sixth period) The team undertakes to follow Department guidelines to formulate its own policy. We also develop our Pastoral Care Policy in line with legislative requirements - The Education Act (1998,) - The Education Welfare Act (2000,) - The Equal Status Act (2000) and - Dignity at Work Charter (2007.) The aims of our pastoral care policy relate to the whole School Community. It requires the development of basic attitudes among all members of the community. It promotes the respect and nurturing of all relationships within the school community. Our policy allows access to relevant pastoral structures and procedures; every member of the community is also invited to play their part in contributing to the ethos of the school. The school motto, "Each for all and all for God" is the framework within which everyday life at our school is lived. This motto is underpinned through cross curricular links established especially within the subject areas of SPHE, CSPE and Religious Education. We seek to nurture positive relationships as the core resource in developing a pastoral approach. A caring school fosters a more disciplined and happy environment. We acknowledge that this is a working document which will be reviewed and updated as and when necessary. Policy Development and Evolution During the pastoral planning process a number of key questions were highlighted and investigated prior to policy implementation. These include: When will the definitions of Class Tutor, Year Head be agreed? When will consequent and ongoing professional development of these roles occur?

2 Who will be members of the Pastoral Care team, when will they meet, to what purpose, will there be a pastoral care co-ordinator? How will the parents, Board, students, staff be involved in drawing up and reviewing this policy? What monitoring and evaluation procedures will be put in place? When are the new procedures coming into practice? What is the communication strategy around the various items of the policy? What resources are required in each area? Pastoral Goals for our School Personal attention to value and develop every student. Acknowledgement of, and support for, each person s role in the school community. Promoting an environment which meets students needs. Priority given to the nurturing of teaching and learning relationships. Recognition of talents and abilities. Clear values that animate the school. Strong collaborative leadership. Clarity of policies, roles, responsibilities and tasks. Support for an engaging curriculum - content & methodologies. On-going monitoring of progress at every level for the student. Accountability, support and evaluation at every level. Involving all concerned in the life of the school. Pastoral Roles: Definitions and Responsibilities The Pastoral Care Team has responsibility for reviewing students with particular difficulties. The members of the team will attend a timetabled meeting every week and will advise relevant groups within the school community on pastoral issues. While it is recognised that all members of our school community have a role in the area of pastoral care, there are a number of personnel who have a specific roles to play. The policy will address the pastoral roles of the personnel who form our school community. It will set out clear leadership roles for some of these personnel to ensure the delivery of pastoral care at all levels within the school community.

3 1. Principal and Deputy Principal On behalf of the Board of Management the Principal and Deputy Principal have overall responsibility for ensuring that the pastoral care needs of the school community is met. Ensure that the programmes and curriculum on offer is responsive to the needs of students which will then allow students to develop to their full potential. Ensure that the structures are put in place to support the students pastoral needs. Create and foster a climate and culture of respect among all members of the school community that allows students to develop to their full potential. Support the continuous professional development of staff to manage the needs of our students Support staff in responding to the needs of students. Coordinate a whole school approach to pastoral care. Proactively engage with the pastoral care of all students including responding to the needs of students who may need extra supports. Provide a wide range of opportunities for students to develop all aspects and facets of their character. Support parents in the holistic development of their children. Proactively facilitate the contribution of external agencies to the development of the students in our care 2. Assistant Principal Year head Have responsibility of students in a particular year group and oversee the welfare of a year group so that the pastoral care of students is supported, while keeping The Principal/Deputy Principal informed Hold Responsibility for the general behaviour of his/her group, dealing with disciplinary matters referred to them by management or teachers, to include monitoring of attendance, punctuality and uniform Organises and hold three assemblies a week at which the year head requests notes of explanation for absences, signs notes for students wishing to leave school early on that day and distributes and collects report cards if applicable Monitors academic progress of the pupils in the group and keeps records as required Responsible for the recording and investigation of bullying behaviour, and to report same at weekly year head meeting Attends weekly scheduled meeting with school management and other yearheads

4 Responsible for implementing policy decided at staff meetings as it applies to the year group Responsible for the preparation of end of term reports for yeargroup Responsible for PT meeting of yeargroup notification, preparation & follow up Liaises with student council reps/prefects and specific yeargroup students with regard to clean up - Year group specific additional duties: 1 st year liaise with school management in relation to responsibilities re open night and induction night 3 rd year liaise with school management and transition year co-ordinator re students choosing transition year or going directly into fifth year 5 th year facilitate a system whereby staff and fifth year students have the opportunity to nominate suitable students for selection as prefects 6 th year head liaise with school management in relation to the mentoring of prefects and the preparation for the school grad mass and graduation ball 3. The Guidance Counsellor Students who are identified as having experienced personal difficulties are brought to the attention of the Guidance Counsellor who liaises with members of the Pastoral Care Team. The privacy of the individual student must always be respected. The guidance counsellor reports to the DLP/DDLP on a confidential basis in issues of child protection or where there is a duty of care. Incoming first years complete the CAT4 with results being provided to school management and the SEN Team. Students who are academically challenged are provided with learning support. The Guidance Counsellor works closely with Year Heads to identify students who need support around personal issues. For counselling appointments a standard referral form is used. Students who attend for counselling appointments present a standard permission slip to their teacher prior to leaving class.

5 4. SEN Representative The SEN Team has a role in responding to the needs of young people in our care who may have general or specific learning difficulties to facilitate their holistic education. These needs are often complex and may extend beyond the academic to comprise a wide range of interlinked social, emotional, behavioural, and psychological needs. The team coordinates the provision of supports for students with SEN and liaises with all staff relating to SEN students in their care. The Team also liaises with parents of students with SEN to address all of their needs including those of a pastoral nature. 5. Religious Education Representatives The RE Team regard pastoral care as an intrinsic part of the subject. This is expressed through our school communities conscience effort to live out our motto Each for all and all for God. Students can access this through the Junior Certificate Religion programme and the senior cycle Religion programme, through liturgical celebrations in class and whole school. As well as visits to places of religious significance e.g. Knock. 6. Class Teacher and Subject Teacher Class Teacher The class teacher is a key connector and facilitator of the schools concern for the wellbeing of every student All class teachers are welcome to attend the weekly pastoral care meeting (Wednesday sixth period) The class teacher has access to relevant information on the students in their class (confidentiality is always respected) The class teacher has an important role in interpreting the rules of our school to their claas group and ensuring that the school Code of Behaviour has been signed by both student and parent/ guardian Class teachers are given opportunities for CPD in the area of pastoral care. - Subject Teacher Has a key role in pastoral provision in our school Is in daily contact with students and is therefore very well placed to identify any pastoral needs that emerge.

6 Has an important role in modelling appropriate behaviours, in creating a climate of mutual respect and fostering positive relationships. Plays an invaluable role in promoting self-esteem and fostering confidence and assertiveness. Plays an important role in instilling key values and in communicating expectations of students with regard to behaviour, work ethic and progress. Promotes positive discipline through positive comments praise and encouragement of the student. 7. Non-teaching Staff Our non-teaching staff plays an important role in the pastoral care of our students. They are well placed to observe any developments that might have an impact on the wellbeing of our students. We acknowledge the role played by our SNAs in meeting the pastoral needs of our students and particularly those students with extra educational needs. Our SNAs: - Manage the complex variety of needs that some of our SEN students will present to school. - Cooperate with teaching staff to ensure that they are informed of any emerging needs. - Work collaboratively with teachers to ensure that the needs of the students are being met. - Support students in response to any emerging or on-going needs. - Promote the wellbeing of the students in their care. 8. Students Our students have an important role to play in their own pastoral development. This role takes a number of different forms: Respecting all other members of the school community Cooperating with staff, who seek to help address their pastoral needs. Engaging in all aspects of school life. Seeking out opportunities for their own development within the school. Taking responsibility for their learning and for their development as young individuals. Acknowledging the rights of all other students to learn in a positive climate which value and nurtures learning and acting on this by behaving responsibly.

7 Communicating any needs that they may have to the appropriate member of staff. Supporting other students who may have particular needs. Reporting any behaviours that are damaging to themselves or other students - Prefects Prefects have an important role to play from within the student body. They Work with school management and staff Undertake break time and lunchtime responsibilities Represent the school at functions and events Lead by example through their punctuality, attendance, uniform & behaviour and model attitudes and values which empowers other students to develop similarly Pastoral Programmes and linking with Social, Personal and Health Education There are a number of Programmes with a strong link to the Pastoral Care Programme of the school. The Social, Personal and Health Education (SPHE) programme forms an important part of the Pastoral Care structure within the school. This programme addresses many of the issues related to students development. Personal and social development is essential for successful learning: a student who has a high degree of self-worth, a sense of security and a positive self-image will be more predisposed to school life and to the variety of learning situations it offers. Therefore SPHE is a core area of school life and is included as a key element in the school curriculum. All junior students receive a class of SPHE each week. This subject directly addresses the pastoral needs of students through modules such as personal development, RSE and Staying Healthy. Through the programme students receive induction to the school and its ethos, class and year group spirit, school procedures and approaches to study skills Through its aims, SPHE supports the personal development, health and well-being of students and helps them create and maintain supportive relationships. SPHE aims to: enable the students to develop skills for self-fulfilment and living in communities promote self-esteem and self-confidence enable the students to develop a framework for responsible decision-making provide opportunities for reflection and discussion promote physical, mental and emotional health and well-being

8 There are ten modules which include: Self-management: a sense of purpose Communication skills Physical health Friendship Relationship and sexuality Emotional health Influences and decisions Substance use Personal safety Senior students receive pastoral provision through a combination of Religious Education, Guidance and Health Education. Extra Curricular Pastoral Programmes The activities below are designed and delivered to contribute to the well- being of the greater student body. This is not an exhaustive list and is added to by members of the school community; Big Sister Little Sister Choir Orchestra Alpha de Beta Gaisce Sporting activities John Paul II Awards Pamoja Charity fund raising. Professional Development The Pastoral Care Team is aware of the ongoing need for CPD in this area for those on the team and all school staff who are a point of contact with students. Whole school CPD on Anti Bullying was completed by staff members on three occasions between A member of the Pastoral Care Team has completed an Applied Suicide Intervention Skills Training, provided by the HSE the title of which is; A Homophobic and Transgender Anti - bullying course provided by BelongTo.

9 Implementation Procedures This is a working document. An agenda sheet is posted weekly on the staff notice board. All staff members are invited to write the initials and class of a student they have concerns over. They will then forward this concern to a member of the Pastoral Care Team, listed on the agenda sheet. The agenda is then brought to the meeting. The minutes of the last meeting are read by the rotating chair and matters arising are discussed. Next, the agenda sheet is discussed and actions taken and recorded (minutes taken. An agreed statement is formulated and made available in the Pastoral Care folder on the restricted server. Policy Monitoring and Evaluation Effective policy requires constant monitoring and evaluation to ensure successful implementation and to review what adjustments may be necessary from time to time. - Monitoring: Class Teachers, Year Heads and the Guidance Counsellor will meet with class groups and year groups regularly to monitor the Pastoral Care Programme. Year Head meeting with Principal and Deputy Principal will monitor Pastoral Care on a regular basis. Teachers will discuss academic and pastoral development of each student at Parent/Teacher Meetings. The Pastoral Care Team will meet regularly to monitor the Policy. A representative from the Pastoral Care team will prepare a short written report for the Board of Management and staff on the implementation of the policy at key stages. The report will examine the meeting of specific targets and timelines. The Board and in its turn the staff will discuss any reactions, concerns, suggestions that may arise during the course of implementation. The Pastoral Care Team with school management will set time aside to discuss the feedback and propose any adjustments required. - Evaluation: An evaluation of the effectiveness of the Pastoral Care Policy will take place. The Pastoral Care Team with lead the evaluation of the Pastoral Care Policy. The team will review the monitoring reports that were gathered during the life of the policy. They will carry out the Surveying of staff, students and parents as to its effectiveness in meeting its stated aims. They will collate these responses and present, following consultations with school management, a report to Board and staff with recommendations for further phases of the Pastoral Care policy. They will lead a process to articulate and implement new developments in the pastoral care area with particular reference to the Pastoral Care policy.