Prospectus design SEP2018 - Page 15



Well-being
15
Teacher and parental support
The role of parents and carers
Students’ well-being is at the heart of what we
do. Every student has a pastoral tutor. Tutor
groups are arranged in years, in a horizontal
structure. All year groups have a Head of Year
and an Assistant Head of Year who will oversee
their progress, attainment and well-being.
We ask parents and carers to support our aims
in offering our children and young people the
best possible educational experience. In today’s
internet age, we also ask that teachers and
leaders can be given the time and space to
undertake their tasks during the school
day. Teachers and supporting staff are not
available for comment during the school day,
but are willing to get in touch with parents/
carers, if there is a need, after the close of
business (2.25pm). They are not available for
comment after 5pm each night, or during
weekends.
The school’s Behaviour Code sets out the
importance
of
good
behaviour
for
learning. When there are difficulties, our aim is
to ensure that others’ learning is not
disrupted. We have an on-call system which
means that individuals who have difficulty
complying with this rule are removed from the
classroom. They have “time out” in a separate
room where they can reflect on what has
happened and make amends while continuing
with their individual learning.
It is worth bearing in mind that after teaching
stops, the business of marking and preparation
for the next lesson begins.
Like most
businesses, the school runs a series of
management meetings. These take place after
lessons finish, each week. We are also
committed to a significant Professional
Development and Training programme in our
role as a National Support School. A dedicated
team of receptionists will take parent/carer
telephone and email enquiries. These will be
forwarded to the most appropriate person
available. In emergencies, of course, we
understand that it will be important to
communicate quickly and effectively. Serious
emergency information and/or concerns will be
shared with tutors and Heads of Year
immediately.
From time to time, as young people mature, they
can find elements of social or academic life
demanding. There are opportunities available,
either by self-identification or by teacher
referral, when students who are identified as
struggling can receive Emotional Literacy
Support Assistance (ELSA) or they can be
referred to a trained counsellor. If matters
become complex, the school will make a referral
to the Child and Adolescent Mental Health
Service (CAMHS). Quite often, the Head of Year
will discretely inform the student’s teachers, so
that there is an awareness of individuals’ needs
during difficult times.
15

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