CASTLEDAWSON PRIMARYSCHOOL

Pastoral Care Policy

‘Planting Seeds for Success: Grow and Blossom Together’

May 2019

This document is based on Every School a Good school (DE 2009) and sets out our school’s policy and practice in relation to the care of pupils and the promotion of an environment where pupils and staff feel valued and respected in a happy, supportive and secure setting.

Together with the development of competence in the basic skills, the enhancement and support in the promotion of our school values (fairness, self-discipline, respect, responsibility, honesty, kindness, acceptance, and tolerance) is considered a priority by the whole school community.

The aims of this policy are outlined below:

Provide a happy and nurturing environment in which each child feels safe and secure as they develop.

Encourage positive relationships at all levels within the school community ensuring everyone feels valued and respected in an environment of openness and trust

Nurture and celebrate children’s success and achievements to build self confidence and self-esteem by realising their potential and providing support to overcome any barriers to learning

Encourage pupils to contribute positively to school life, take responsibility for roles within our school and through active participation in councils and decision making

Develop a strong sense of identity within our school family with high levels of engagement

Set high standards for behaviour, attendance, punctuality and to enforce these consistently for the good of all

Maintaining, nurturing and valuing partnership with parents and the wider community (schools, outside agencies etc)

Child Centred Provision

At Castledawson Primary School we aim to meet the needs and aspirations of the pupils within the school.

‘Staff are committed to continuous personal self-development, improvement and providing a broad and balanced curriculum in a stimulating setting. Through effective, high quality teaching and learning, our goal is to develop independent, motivated and lifelong learners. Children are supported and challenged accordingly as they are encouraged to reach their full potential. We seek high standards of achievement and behaviour as we inspire every member of the school community to be the best they can be in all areas and succeed in fulfilling their own personal goals.’

- We promote equality of opportunity, high quality learning, a concern for individual pupils and a respect for diversity.

We ensure that each and every child has equal access to a broad and balanced curriculum and any extracurricular/ after school activities that are on offer. Please refer to our Equal Opportunities Policy, SEN and Inclusion Policy and Teaching & Learning Policy. We also participate in Shared Education with New Row Primary School as our partner school.

- We seek to meet the additional education and other needs of pupils and to help them overcome barriers to learning.

We implement the approaches within our extensive and thorough Special Needs and Inclusion Policy through early identification of needs and by providing appropriate support and intervention. Additional support comes in many forms in CPS with adult support, withdrawal, booster groups etc being common place.

We have a Nurture Room (Rainbow Room) which is aimed at supporting children with SEWB needs. While facility is available one day per week during school, all staff has undergone training on adopting nurturing strategies whole school so that nurture in an integral part of our ethos as well as our pastoral provision. as well as ensuring we have a welcoming and nurturing environment with staff dedicated to meeting the needs of ALL our children, there are opportunities for sensory provision, movement breaks, calming exercises/ spaces in every room as well as in the playground. Activities to help develop confidence, build self-esteem as well as promoting a positive self-image are provided and vital skills such as team work and turn taking are explored through social stories. Feelings and behaviours are also explored with opportunities for talking about feelings/ anxieties and strategies in place to help children self-regulate and overcome barriers to learning. Support for parents is also provided with effective communication in place to foster a positive and effective partnership.

Promotion of good attendance and punctuality is also an aspect of our pastoral care and parents are informed of such through our Pupil Attendance Policy.

Our Positive Behaviour Policy helps the children to become aware of the need for acceptable behaviour and to have a respectful regard for others.

- We believe in and support pupil participation and involvement in decisions about school life.

We have a very active and responsive School Council representatives from each class from P1 – P7. School Council Booklets are provided to each class so any pupil has access to raise an issue within the half termly meetings which are organised by the Pastoral Care Co-ordinator. The Class representatives report matters from each year group. These concerns are discussed and recorded at the meetings and are also often reported at Staff Meetings and to Support Staff. Appropriate action is taken to address children’s concerns and feedback given at next School Council Meeting. Our school council have been instrumental in making decisions about playground games, equipment and behaviour. Our school council were also involved in creating a leaflet about Nurture and our eco council play a huge part in Active Travel/ Fairtrade initiatives. Consultations about various areas of school life often take place with the principal and feedback is listened to and respected.

We also have a team of playground pals who help in the playgrounds. They are trained alongside our supervisors to look out for others in the playground, to encourage positive relationships and playing games as well as helping anyone who feels sad or lonely and bringing them to a member of staff.

Buddies are P7 children who are teamed up with P1 children at induction to encourage a healthy and positive transition to primary school life for new P1 children. This relationship continues throughout the year as the buddies meet weekly and take part in various activities.

Pupils are encouraged to become leaders and training is available for various roles e.g.

playground pals, anti-bullying ambassadors, digital leaders etc. Through our Christian ethos and values pupils are taught to care about each other and mediate, resolve differences and respect the whole school community.

Weekly Assemblies are another opportunity for pupil participation. On a regular basis, their views are considered; achievements are shared and celebrated, forthcoming events are outlined and community news is revealed. We also have local clergy leading assemblies on a weekly basis.

Regular Self and Peer Evaluation; plenary sessions and pupil/teacher feedback and sharing of good practice all form part of our Assessment For Learning (AfL) approach to Teaching and Learning and demonstrate our commitment to pupil participation.

Other participatory practices include Circle Time, suggestion boxes, questionnaires and opportunities for voting to express choices are routine features within classes.

We have been awarded our third Eco Schools Award and pupils from P1 to P7 form part of The Eco Council. Parents help in our school garden on a voluntary basis when required.

- The school follows child protection guidelines fully by….

Ensuring the children know about keeping safe through specific PDMU Assemblies which include Anti-Bullying; Peer Mediation; Road Safety, Online Safety, Outdoor Safety; Healthy Eating; Personal Hygiene and Keeping Fit. Parents are informed through policies on keeping safe and information evenings e.g. Safe Use of Internet conducted by PSNI. An organised programme of work is carried out in every year group highlighting the risks of online use. Children are educated on keeping personal information safe and how to be smart online as well as recognizing inappropriate content, contact and conduct. We celebrate Safer Internet Day and Anti-Bullying week to raise awareness as well as carrying out a series of assemblies to raise awareness among pupils and parents. Our Digital Leaders and Anti-Bullying Ambassadors are instrumental in promoting important safety messages amongst their peers.

Within class, the PDMU programme is approached through specific lessons as well as cross curricular work in World Around Us and other subject areas where appropriate.

Our Safeguarding/Child Protection Policy and Health and Safety Policy are reviewed and amended accordingly.

All adult staff and Board of Governors personnel are informed and involved in related training and updates.

Rigorous vetting procedures are in place with police checks (Access NI Enhanced Disclosure Certificates) of staff, coaches, volunteers and members of the PTA are carried out when required. Visitors all sign in and wear badges. Unvetted personnel to the school are never left unattended and this includes parents.

Pupils are informed of Designated Teacher/ Deputy Designated Teacher for Child Protection so they are aware of whom to approach if they have an issue that is worrying them. Posters are displayed in every classroom of Child Protection Officers and Online Safety Officer. Children are often reminded in assembly.

Parents are kept informed of Child Protection concerns and latest legislation through newsletters, the school web-site and policies available to view on-line. Information

leaflets on Online Safety, Anti-Bulling etc are also distributed accordingly. Volunteers, coaches and visitors to school e.g. substitute teachers and students are made aware of Safeguarding practices within our school through the pastoral packs issued and also at our sign in desk. Being vigilant is a whole school responsibility and keeping our children safe in our utmost priority. The ETI safeguarding proforma is reviewed annually with a report given to the Board of Governors. Safeguarding is on the agenda at every meeting.

- We support children in making healthy choices and through the provision of a healthy environment.

In line with Public Health Agency advice; the Department of Education guidance (Healthy Food for Healthy Outcomes) and our, Food in Schools/ Healthy Break and Health & Well-Being Policies, we implement the Healthy Breaks scheme and support provision of nutritious School Meals. We have excellent working relationships with the kitchen staff who co-operate with the demands of the school day and needs of the pupils. We provide milk and bread based refreshments to purchase and encourage fruit/vegetable snacks for early morning break. School dinners are prepared in accordance with guidance in the ‘Food in Schools Policy’. Children also have access to fresh, chilled drinking water throughout the day and also breakfast club (Early bird Club) where a choice of cereals, toast and fruit juice is on offer. Events are held throughout the year – eg Feet First Families to encourage active travel to school and to encourage eating breakfast as the most important meal of the day. This event was sponsored by local businesses.

As well as promoting healthy lifestyles in our PDMU classwork activities further support is given through:-- Assemblies based on ‘Healthy Eating’ and ‘Personal Hygiene’ - Annual Residential Trip to Shannaghmore Education

Centre- Weekly swimming lessons for P4 – 7- PE lessons twice per week

Visits, talks, activities from:- NI Water- Community Police (Firework Safety; Internet Safety, Stranger Danger) - Fire Safety (Fire Service)- Road Safety- Cycling Proficiency- Home Safety, Bee Safe (Mid-Ulster

Council) - Health Officers (Asthma; Diabetes)

Dietician- Dentist/ Nurse

A healthy environment is provided to ensure children have opportunities for keeping physically active through our Outdoor Learning & Play Facilities. Large outdoor play items are available – scooters, tricycles, skipping ropes, twirling cones, balancing pedal bikes, small play equipment and ‘horizontal’ circular bikes. Our playground also has games graphics to encourage play as well as a selection of equipment in the senior playground. Outdoor learning also takes places regularly using our newly developed outdoor learning area - sand pit and water systems; mud kitchen; tables and benches, construction area, fairy garden as well as planting areas. Outdoor learning is a regular occurrence throughout the school as we realize the benefit of getting our children outdoor and experience learning in real-life situations.

Our school is also an Active Travel School with Sustrans NI and activities are carried out regularly eg Walking Bus, Cycling Training (National Standards) as well as participation in Walk to School Week and The Big Pedal. Every member of the school is encouraged to walk, scoot or cycle to school and also takes part in the Daily Mile initiative.

Children are also encouraged to make healthy choices through the provision of a wide range of after school clubs that promote healthy and active lifestyles.

We encourage children to make healthy choices through our STAR initiative – STOP, THINK, ACT, REVIEW. This promotes making positive choices in our words and actions and considering consequences.

We adhere closely to the ‘Health and Safety’ and ‘First Aid’ arrangements.

High Quality Teaching and Learning

- We provide a broad and relevant curriculum.

Our ‘Teaching and Learning’ Policy encompasses a comprehensive and appropriate curriculum whichtakes account of, not only the child as an individual but also as a child of the 21st century. Teachers’ planners are prepared in detail and take account of the children, their interests and their abilities. Planner evaluations encourage reflection both in content and progress achieved and they are used to inform future planning.

We strive to provide a wide ranging curriculum both within school and through links with various industries, businesses, Government bodies, health officials and class visits ( from Primary 1 to Primary 7) to a broad range of venues.Collaborative timetabling ensures each class has access to regular use of facilities such as Hall, Outdoor Learning Areas.

Within our school, we endeavour to deliver an effective PDMU curriculum using Living, Learning Together resources as well as specific programmes related to Health and Well Being eg – NSPCC, Dental and Health Officers, Road Safety, HeartStart, Fire Safety, Cycling Proficiency, NI Water personnel in relation to Water & Health and ‘Saving Water’, Personal Hygiene/ Health Officers, Peer Mediation, STEM, Primary Life Sciences Programme, Mid-Ulster Council for Environmental issues such as Litter-Pick and Home Safety, BeeSafe initiative, Community Police as regards Internet Safety and Firework Safety and Financial Capability through Magherafelt Credit Union - to promote saving.

- We promote positive relationships between teachers and their pupils and with other school-based staff.

The school community – teachers, supervisory staff, classroom assistants, secretary, cooks and support staff consult and work together to promote positive relationships within the school, playground, dining room and general school environment. Each class discusses and agrees upon a class contract/ rules, discusses and understands Choice and Consequence. Everyone is encouraged to Stop, Think, Act and Review and this is displayed in every classroom. Growth and Mindset activities as well as Conflict Resolution are also explored and promoted as we encourage our young people to be respectful, be positive about themselves and others and be independent and willing to work out difference and reach amicable conclusions and resolutions. Rewards and Sanctions - as outlined in the Positive Behaviour Policy – are explained (with respect to age-group and needs) – and the school community implements these accordingly. Lunchtime and playground rules on display were drawn up with the children in class and school council. Rewards at playtimes are also awarded by trained supervisors with the winning class receiving a Class of the Week trophy. Playground Buddies have been trained on how to mediate effectively during conflict situations in the playground as well as forming a bond with younger children in the Foundation Stage when they have the opportunity to read with them and carry out other activities to foster friendships and help younger children feel safe and secure.

Bucket Filling In school we follow the ‘Bucket Fillosophy’ where every individual is encouraged to fill each

other’s buckets.

We all carry an invisible bucket. This bucket contains our feelings. When our bucket is full, we feel great; when it’s empty, we feel empty. A bucket filler is someone who says or does nice things for other people. By doing this, they are filling other people’s buckets and filling their own bucket at the same time. On the other hand, a bucket dipper says or does things to cause other people to feel bad. This simple but profound philosophy applies to every aspect of life.

Every child and adult has a bucket in the classroom on display. Everyone writes notes of encouragement to each other and these notes are taken home. The concept encourages everyone to consider their actions and care about other’s feelings.

Rights Respecting

We are a Right’s Respecting School and have currently achieved our silver award. Throughout the year we focus on various articles from the UN Convention on the Rights of the Child (UNCRC). We endeavor as a school to create safe and inspiring places to learn, where children are respected, their talents are nurtured and they are able to thrive. Our Rights Respecting Schools Award embeds these values in daily school life and gives children the best chance to lead happy, healthy lives and to be responsible, active citizens.

A Code of Conduct for Staff, Volunteers and Visitors is provided and explained to current and new staff. Leaflets outlining the ethos of the school and Safeguarding matters are also made available to volunteers, students and substitute teachers. Staff are trained in pastoral matters such as Anti-Bullying, Online Safety and approaches we use as a school, Safeguarding, Positive Behaviour and are supported with outside training e.g. EA advisors. Pupils also adhere to a code of conduct and this is shared with parents annually.

- Teachers use a range of teaching strategies that respond to the diversity within the classroom.

Development of Personal Capabilities by encouraging self-management of learning and collaborative learning through group/ paired work is a valued aspect of our teaching and learning approach.The acknowledgement of Learning Styles and provision for Assessment for Learning respects diversity within the class. Circle Time provides a forum for discussion of issues arising in class.

- Teachers reflect on their own work and the outcomes of individual pupils through..

The use of regular planning and evaluating, weekly staff meetings; termly progress meetings, monitoring arrangements, data analysis to inform teaching; IEPs and reviews; target setting at school, class and individual level; TS&PC Progression Grids; Internal Moderation for both Numeracy and Literacy; aided reflection on teacher work and consideration of the outcomes of individual pupils. Teachers are also sensitive to pastoral issues which may have an impact on pupil performance, attendance and behaviour.

Effective leadership

- Governors understand their responsibility for the pastoral care of pupils.

Governors monitor and evaluate the strategies in place for promoting Pastoral Care, health,

well-being and attendance as contained in the School Development Plan. The Designated Governor undergoes training specific to his/ her role and the remaining governors also ensure Child Protection Training is in place and updated as they are aware of their legal safeguarding duty of care. Governors also monitor reports of negative behaviour, suspension and expulsion. BOG have opportunity to attend termly progress meetings to stay informed on progress of pupils in all areas of school life.

- In relation to pastoral care we support the professional development of staff and sharing and learning from best practice.

Pastoral matters as regards training are supported through INSET, Exceptional Closure Days, Staff Development Days and weekly meetings. We share good practice through hosting or visiting other schools and develop this with our partner school, New Row as we participate in the DSC Shared Education Project. We received training with some of our pupils on becoming Anti-Bullying Ambassadors.

- We provide the resources needed to support pastoral care through:

Effective staff deployment – a pastoral care leader was appointed within the school that has undergone training in this area.

Effective use of external agencies is another support system used in the school for pastoral care needs. These include Clergy, Barnardos Support, Helping Hands, ASD and RISE team.

Other support groups can be accessed as the need arises e.g. pupil counselling, trauma and bereavement team.

Other resources are used to support pastoral care e.g. use of 1:1 programmes in school using social stories to explore areas such as anxiety, worry, building confidence etc.

PDMU lessons and circletime with a selection of resources from Living, Learning Together and pastoral stories are used in every class with a Calm Corner/ Worry Monster used in some of the younger classes. Feelings diaries are also used and comfort toys recommended where appropriate.

- We monitor and evaluate our pastoral care practices in a number of ways.

The school’s performance is checked regularly in the preparation of the School Development Plan. School data is monitored and SIMS modules are used for attendance, punctuality, school meals and behaviour management incidents.

The School Council is involved in providing feedback from all classes and making suggestions for general concerns that the pupils have. Feedback is given to the Council on action taken as regards such matters.The use of pupil, staff and parent questionnaires have been successfully used to gather general information about school life.

We also monitor through monitoring and evaluative duties of staff with responsibilities such as Curriculum leaders and Pastoral Care Coordinator.

A School Connected to its Local Community

- Good relationships and communication between the school and its parents and the wider community are crucial to our pupils’ health and well-being, learning and achievement.

The children’s parents, relatives, friends and wider school community are made welcome through Open Assemblies where parents are invited to watch their children take part in assembly, annual Christmas concerts and Carol Service, Spring Show, STEM Building Buddy Challenge, Coffee Mornings, Playground Morning for Mums, Sports Day, Prize Day, Feet First Families and our Fairtrade Tea afternoon aswell as many other occasions for celebrating work, effort and achievement.

Each week, at Friday Assembly, we celebrate and share the day to day positive contributions the pupils have made in each class throughout that week through ‘Special Mention’. We also celebrate Supervisor Stars and weekly Bucket Fillers as well as awarding various curriculum area certificates weekly. We recognise the children’s positive efforts in class through ‘Star of the Day, Star of the Week. We have bucket filling display boards in every classroom and also in the hall.

Parents are also supported as learners and partners in their child’s education through information evenings/ workshops and an open day of learning. They also help as volunteers on school trips and with some of our after school clubs. More recently parents were very involved in developing our Outdoor Learning environment in providing materials and expertise.

We provide copies of school documents such as newsletters, policies, curriculum information and guides - both on the website and in print form. A topic note is sent out termly informing parents of what is being covered that term in class. All classes have established the use of Seesaw to share class news and pupil learning with parents.

The Parent Teacher Association meet regularly and host fund raising activities throughout the year.

Reporting to Parents about their child’s academic progress and personal development occurs in the first and second terms in the form of Parent Teacher Meetings. Parents receive oral feedback and any relevant test results.

Written reports are sent out at the end of the Summer term.

IEP meetings with parents take place in first term (October) and are reviewed again in the second term (February).

Parents are supported in contacting school to meet with the class teacher if they have any concerns or require an appointment.

The Complaints Procedure is followed as outlined within the Child Protection/ Safeguarding Policy.

We encourage and host cross community initiatives through an annual community event e.g. Barn Dance, Fireworks Display. Other opportunities arise as children participate in programmes such as Speedwell and the Shared Education Signature Project with our neighbouring partner school. We also host evenings which promote well-being e.g. Women’s’ Health Clinic and also our SEBD/ Well-Being afternoon led by staff, in conjunction

with Empower, inviting all members of the community to learn about strategies to help children with anxiety, anger etc.

- We have good relationships and communication between the school and the education agencies that support pupils’ health and wellbeing, learning and achievement.

We have strong links with Education Authority services such as Autism ASD and Behaviour Support & Primary Referral Unit, Educational Welfare Officer, Psychologist, the RISE team, our local clergy, the School Nurse and Pediatrician, Mid-Ulster Council as well as our local pre-school/ post primary schools to ensure effective and positive transitions.

- We have good links with other relevant statutory and voluntary agencies that support pupils’ health and well-being, learning and achievement. These are:

We avail of Health Agency support through School Nurse, Physiotherapy, Speech Therapy, Dental Services, Social Services and PSNI as regards Child Protection. Personnel from the Fire Service, Northern Ireland Water, Fit for Life programme, Helping Hands Project, Women’s Aid, NSPCC, Diabetes/ Asthma/ First Aid specialists and demonstrations from the Dairy Council.

Links with industry and businesses is another feature of our school – such as Ditty’s Bakery, Farm and Forest visits, shop and Post Office visits, and Moyola Precision Engineering. Trips to Ulster Museum, Ulster Folk and Transport Museum, American Folk Park, Belfast Zoo and areas of local interest such as Moyola River, Moyola Estate, STEM where children work alongside specialised scientists and academics and carry out related investigative projects. These are then shared with other cross community schools at venues such as Stormont, Queen’s University, W5, UUJ and local secondary schools.

- The school is involved in specific programmes that meet the needs of the community and nearby schools.

Pupils are supported in their transition to local Secondary Schools through special programmes throughout their final year as well as link days during the Primary 6/ 7 years. Our 6 and 7 children have enjoyed working collaboratively with Rainey Endowed School through music workshops and Sperrin College through drama sessions.

We have fostered positive links with our local preschools – Kiddies Castle attend our Christmas Concert and enjoy playing on our site with a Teddy Bear’s Picnic/ Play date in the summer term. The Pre-school to Primary 1 transition is supported during the summer term by planned familiarisation mornings spent in Primary One classroom. The P1 teacher and SENCo also visit the pre-schools to discuss needs of any children and to ensure transition is smooth. Primary One teachers also host Induction Talks for new parents in the Summer term.

Pupils can also avail of a very varied range of After Schools activities, some in connection with other schools and culminate in participation of local tournaments.

We also support many charities such as Poppy Appeal, Autism NI, ADD NI, Wings Appeal, Children in Need, Save the Children Fund, Charis, Magherafelt Food Bank and other local fund-raising projects.

Appendix 1

Pastoral Care Policies

Policy Last reviewed

Next Review

Copy to Parents

Circulars

Safeguarding/ Child Protection

June 2018 June 2019 Hard copy sent homeWebsite

2003/132006/082017/04All mentioned in policy

Summary of CPLeafletGuide to students

Website

Anti-bullying

Anti- bullying Leaflet

Dec 2017 December 2018

Hard copy sent homeWebsite

2015/13

Parents’ Guide to Pastoral Care (overview)

May 2018 May 2019 Website and return form (retained)

2014/14

Pastoral Care Policy

May 2018 May 2019 Website

School Rules/ Class Charter with Code of Conduct

Reviewed annually with class Hard copy sent home for signing

RSE Policy(Mrs N)

June 2018 June 2019 Website 2010/012013/162015/222016/05

Positive Behaviour

April 2019 April 2020 Website

Health and Safety

April 2019 April 2020 Website 2016/11

Drugs(BOG)

April 2018 April 2019 Website 2004/092015/23

Administration of Medication

April 2019 April 2020 Website

Online Safety & Risk Register(Mrs N)

May 2018 May 2019 Website 2007/012011/ 222013/152016/ 262016/27

Acceptable Use of Internet(Mrs N)

May 2018 May 2019 Hard copy sent home(agreement signed and retained)Website

Mobile Phone and Digital Devices(Mrs N)

January 2018 January 2019 Website

Photographic & footage/ collection of data permission(Mrs N)

June 2018(compliance with GDPR)

June 2019 Reply from parents and retained

Intimate CareMrs E

April 2018 April 2019 WebsiteHard Copy Home for FS (consent and retained)

Collection Policy May 2019 May 2020 Website

Student Running Away Policy

February 2018 February 2019 Website

Data Protection Policy

May 2018 May 2019 Website

Privacy Notices May 2018 May 2019 Website

Pupil Attendance/Punctuality Policy

May 2019 May 2020 Website 2010/07

Health & Well-Being Policy

January 2018 January 2020 Website

Food in Schools/ Healthy Breaks

April 2019 April 2020 Website

First Aid Policy May 2019 May 2020 Website

Educational Visits

May 2019 May 2021 Website 2014/24

Equal Opportunities

September 2017 September 2018

Website

Safehandling/ Use of

November 2017 November 2018

Website 2014/27

Reasonable ForceStaff, Volunteers & Visitors Code of Conduct

May 2019 May 2020 Hard copy and signed

Staff Attendance Policy - Teaching

May 2019 May 2021 Hard Copy

Staff Attendance Policy –Non -Teaching

May 2019 May 2021 Hard Copy

Confidentiality May 2019 May 2020 Hard Copy and signed

Volunteer Policy May 2019 May 2020 Website Vetting staff 2006/ 092008/032008/10

Complaints June 2018 June 2019 Website

Parental License Policy

April 2017 April 2018 Website

Social Media Policy

May 2018 May 2019 Website

Critical Incident Policy/ Management Plan

May 2019 May 2020 Website

Staff Handbook August 2017 August 2018 Hard Copy

Whistleblowing May 2018 May 2020 Website

Student Placement Policy

May 2019 May 2020 Website

Security Policy March 2019 March 2020

Key Holder Policy

March 2019 March 2020

Exceptional Closure Policy

September 2018 September 2019

Appendix 2Related pastoral roles (2018 - 2019)Name Role/Responsible for

Mrs McCusker

Mrs Evans

Designated Teacher for Child Protection

Pastoral Care Leader

Deputy Designated Teacher for Child Protection

Mrs Evans SENCO

Mrs Nelson School Council Link

Online Safety Officer

Appendix 3: Pupil PastoralPromises

Our promisesto you

1. All the adults at school make these promises – the Governors, teachers and other adults who work in school.

2. We will ask you what you want and need and try to provide these things.

3. We will help you with any problems you have with your learning.4. We will tell how you are getting on with your work and how to make it better.5. We will make sure your parents know how to help you with your work

and tell them how you are getting on at school.

6. We will get other people to help you, if you need special help.

7. We will have good resources to help you learn, relax and play.

8. We will be fair to you all and treat you all with respect.

9. We will involve you in decisions and pay attention to what you say.

10. We will keep you safe and make school a healthy place.11. We will make it enjoyable learning how to be safe, happy and healthy.12. We will make sure that adults and pupils try to get on well with each other.