Pastoral care

Pastoral care is at the very heart of our school. We provide a safe, happy environment where each pupil can thrive and develop into the person they are. We ensure this through close working relationships between our pupils and teachers, close monitoring of our pupils’ academic, personal and social progress and through the high quality and dedication of our teachers. At the Hospital Education Service, we understand the impact that ill-health can have on physical/mental wellbeing, confidence and self-esteem. Being unable to access school due to injury or ill-health can lead to feelings of social isolation and a sense of hopelessness. The Hospital Education Service’s Pastoral Framework is designed to address and overcome social and emotional barriers to learning by working with every individual in response to their unique set of circumstances.

We are committed to promoting the safety and wellbeing of students and we work very closely with partners across the city in order to make this happen. If anyone within the school community has concerns about a student, school policy requires them to share them with our designated safeguarding member of staff. They can do this through a variety of means including our ‘Report a Concern’ function on the school website or QR Code. 

We believe effective Pastoral Care is central to rebuilding the confidence and resilience of our young people. Through our Curriculum Conversation Programme, therapeutic interventions and pastoral curriculum, students are supported and encouraged to embrace opportunities to develop confidence, independence and resilience to setbacks. Our shared goal is for every student to leave our service equipped with the knowledge, skills and understanding they need to succeed in life.

Attendance

Did you know that we track attendance by sessions? One session is either a morning or an afternoon. If you miss one day of school, then you have actually missed two sessions.

There is a very clear link between a child’s attendance record and their success in learning. Research shows that the equivalent of 14 days absence from school can equate to achieving a grade lower at GCSE, meaning a 4 would become a 3. 90% attendance means one half day per week, four weeks per year, and half a year off over five years in secondary school. We are proud of the high standards we set for attendance and are keen to encourage all our students to achieve the best possible attendance records. We understand the barriers our students face when coming to school and will work with families

Lead Tutors

Our lead tutors are the main point of contact between school and home. They will be a key point throughout your child’s time at our school. Alongside being a subject teacher, they will support your child to keep informed on key messages and events happening in school. As your child continues to make progress, our tutors will work with learners to make the transition to their next setting. Once a month they will deliver a tutorial programme that will cover topics on keeping your child safe and healthy.

For parents/carers the tutor will be the first point of contact in the school for educational or pastoral issues.

Transition Support

We know that some pupils find it difficult to adjust to the demands of school particularly after a prolonged period of absence, so we ensure that all of our learners receive plenty of support when they join or leave us. Pupils joining us will be invited to an induction programme that will help them to understand the school procedures including safeguarding and an opportunity to meet with key staff.

Pupils leaving us will be supported with transition support as they move into their next setting. Pupils in year 11 will be invited to take part in a transition programme after their last exam. This will cover the challenges they face for post 16 and adapting to life as young adult.

Parents/carers are introduced to their son/daughter’s tutor at the start of the academic year and regular communications between home and school facilitate this process.