Pastoral Inclusion Policy There has been a change to this policy and this was reviewed in October 2015 Approved by Pupil Welfare Committee: 14 October 2015 Signed by Chair of Committee: Ratified by the Full Board of Governors on: 14 October 2015 Signed Chair of Governors: Review Date: C Turner Within 4 Years of above date
Policies and British Values In line with our mission statement, The Highcrest Academy believes in equal opportunities for all. A fully rounded education will equip our pupils properly for the challenges of Twenty First Century life. We acknowledge the expectation that the key British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs, will be routinely emphasised as part of academy life, both inside and outside the classroom. It is the expectation that all our pupils will leave the academy prepared to serve the community positively, fully imbued with a balanced view of society and its differences. This encompasses the UNCRCs rights for the child. Inclusion Poilcy October 2015 (V2).doc 2
Pastoral Inclusion Policy Philosophy: We believe in the fundamental need to support the individual s learning within a safe and secure environment in order to become valued members of society. We believe that all members of staff are constantly and actively involved in the support of each pupil s learning and progress. The school s inclusive pastoral system forms the foundation upon which the whole school philosophy is based. It aims to provide the equal opportunity for each individual to achieve their full potential in a safe and caring environment. This system of inclusive pastoral care will endeavour to enhance pupil self-esteem by promoting an atmosphere of mutual respect and tolerance. Purposes: To ensure that each pupil feels worthwhile and valued and that their achievement is recognised. To create a caring and stimulating environment which will encourage pupils to achieve their maximum potential. To ensure that the values of respect, self-esteem, care and consideration are integral to the life and work of the school. To establish a fruitful partnership between pupils, school, parents and the local community so that every member of the school feels happy, safe and secure. To provide the highest standards in personal care and support for each individual pupil. To contribute to the effective monitoring of individual pupil s academic and social progress and mental well-being to aid them to actively and fully participate within the wider community. To encourage each pupil to take responsibility for their own learning, environment and school community. Inclusion Poilcy October 2015 (V2).doc 3
THE PASTORAL CARE OF THE PUPILS We Shall Be Succeeding When: The Pastoral Inclusion team meet to discuss Pastoral Care every ½ term Liaison and Transition Pupils express positive preferences about being a member of our school and are confident in their pastoral carer(s). All parents have confidence that a safe and stimulating environment will be provided for their child. Pupils become quickly able to manage themselves within the school s routines. We maximise the positive continuity of pupils learning. Year 6 pupils have the opportunity to discuss their transfer with the secondary Learning Mentor and Inclusion team. The NC records are stored in an easily accessible location and are available to departments and personal tutors. That the personal profiles of the pupils are shared with the Form Tutor, Head of Learning, Learning Mentor, members of the Inclusion team and teaching staff where appropriate. Monitoring Pupil Progress The Form Tutor s role is central to the monitoring of pupil progress and is initially responsible for regularly receiving, and acting upon, information. Communication with parents and carers is seen as an integral part of our pastoral system. There is an effective reporting/recording system. Each pupil has the opportunity to discuss his/her progress with their tutor and Head of Learning, if necessary. Inclusion Poilcy October 2015 (V2).doc 4
Record Keeping The Form Tutor updates pupil records and information on a regular (halftermly) basis and liaises with the Head of Learning regarding any matter of concern. Contacts with parents/carers and internal and external agencies are all recorded. Records are manageable, accessible and relevant. WE SHALL BE SUCCEEDING WHEN: Collective Worship We believe that collective worship is an integral part of a broad and balanced curriculum. Collective worship will be delivered at The Highcrest Academy through morning assemblies organised on a year group basis, so that each student has one assembly a week in the School Hall or Canteen during the exam period. Links with the Community There are frequent contacts between school and community. There is a generally positive view of the school in the community. Registration/Attendance/Illness All Tutors are aware of procedures for monitoring and recording pupils attendance. Form Tutors accurately complete the electronic register following up absences, recognising clearly authorised and unauthorised absences and liaising with the Head of Learning to utilise the services of the EWO. In cases of protracted illness, Tutors and Head of Learning collate appropriate work to be sent home, and support the pupil on his/her return. Internal Links and Links with Other Agencies Sound communication is established maintained and developed between school and other agencies. We constructively use the skills and services provided by outside agencies. Inclusion Poilcy October 2015 (V2).doc 5
Personal, Social, Cultural and Health Education The PSHE programme is valued by pupils as relevant and meaningful to their lives including awareness of difficult issues such as Female Genital Mutilation, Child Sexual Exploitation and Extremism and Radicalisation PSHE is instrumental in promoting moral and spiritual values. The PSHE programme meets the statutory requirements. WE SHALL BE SUCCEEDING WHEN: Extra-Curricular Activities Access to extra curricular activities is open to all pupils We offer a variety of activities which cater for a range of interests to which pupils are committed and involved. Behaviour Staff and Pupils recognise that there is a behaviour policy, which outlines acceptable behaviour and appropriate referrals, both inside and outside the classroom. There are few inappropriate referrals and staff and pupils are aware of the referral route. There is a code of conduct that is understood and accepted by staff, pupils and parents. There is an effective system for informing parents of their child s behaviour and engaging their support. There is consistency in the application of procedures outlined in the behaviour policy. Work of the Pastoral/Inclusion Team All staff identify themselves as members of a particular team, accept their role within it and contribute to, and support the development of policy and practice. Inclusion Poilcy October 2015 (V2).doc 6
There are regular team meetings. Role of the Tutor The student feels confident enough to approach the Form Tutor for help and advice. The Tutor knows every student in their form as an individual. WE SHALL BE SUCCEEDING WHEN: Pastoral and Academic Links All staff accept that they have a pastoral role. All teaching staff see themselves as part of a team which is responsible for each pupil s academic, personal and social development. Professional Development A programme of training is identified and available to staff in support of the school development plan. Communicating with Parents Communication includes all aspects of a pupil s development, both academic and social. Parents are confident in approaching the school. Communication with parents is clear, regularly available and appropriate. Evaluation This Policy will be regularly evaluated and reviewed during team meetings. The Pastoral Inclusion team will carry out an review of the Policy every four years. Inclusion Poilcy October 2015 (V2).doc 7