Pastoral care - Print version

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.

DNA-v program

What is the DNA-v programme?

We will use the DNA-v approach to help young people develop psychological flexibility, which is the ability to do what they care about even if they have difficult thoughts and feelings. DNA-v stands for Discoverer, Noticer, Advisor and Values. The program is based on research in the area of Acceptance & Commitment Therapy (ACT) which has a very strong evidence support that is recommended for treatment of anxiety, depression and other psychological health issues.

Further information and reading about the DNA-v approach [https://dnav.international/].

How is DNA-v run?

The program will run:

• Weekly with a blend of group and 1:1 sessions; student 1:1 sessions being timetabled a specific time slot
• The first initial sessions will take place over the Autumn Term
• 1:1 slots will be timetabled to avoid core subject areas
• By our school SEMH lead with support from the Senco

Who is DNA-v for?

Students based at Whitmore Park Annexe to develop their inner resilience, expand their communication language and support them on their journey to feeling more confident both in and outside of the classroom.

Referrals are based on student engagement and willingness participation.

What is taught in the programme?

DNA-v will teach the following key concepts:

Noticing thoughts, feelings and physiological changes in the body (e.g. anxiety/stress symptoms)

• Flexible perspective taking and gratitude
• Problem-solving, discussion and exploration of common teenage issues
• Paying attention and self-awareness
• Emotion regulation
• Mentoring and decision making
• Discovering one’s values and goal setting

If you have any further questions, please do not hesitate to contact the school senior mental health lead via the main office.

Goals-based outcomes

What are goals-based outcomes?

Goals-based outcomes (GBOs) are a way for us to measure how students are progressing and the effectiveness of our support. They are used in lots of different types of settings, and they are particularly useful in settings that are change-focused and goal-orientated, just like our service here at the Hospital Education Service. We want to explore the changes that are most important to students and how far they have moved towards reaching a goal that has been set.

How are GBOs run?

• Weekly on a 1:1 basis – you will have a timetabled specific slot
• In your first session you will complete a questionnaire and then use your answers to identify a target for that half term.
• Meetings take place with our school SEMH Lead and SEMH Coach

Who decides my goals?

Students do, with support from a member of our school SEMH team. By completing a short questionnaire, students are able to talk about their hopes for the future and discuss what is important – we want to know how we can help students to achieve their goals. Targets will be based on what you they would like to change or be different. 

Sometimes students might find it quite easy to set goals and sometimes they might need a bit of help shaping a goal to make sure it’s doable. Each goal should be something that can be agreed on (this might take a bit of discussion) but the goal should always feel like it's achievable!

Once a goal is agreed, we will make a note of it on the progress chart.

How many goals will be set?

Students will set and work towards one goal each half term. Too many goals at once can be distracting; trying to do everything might mean you struggle to focus on what you want to achieve.

How will I know I have achieved my goal?  

Once we understand the goals that have been set, the next step is to explore some of the ways students might get there. There will be a choice of things that might help and the SEMH team will work with you to support. 

It can help to rate how close or how far away from a goal you are. Each week, you will score the progress you feel you have made towards your goal. We use a scale of 1-10 and make a note of this on your progress chart.

The important thing to remember is that reaching a goal can be hard and lots of people won’t get there straight away – don’t put yourself under pressure to get 10 /10 straight away! Keeping a record can help in tricky times to remind you what you have already achieved. And, if things don’t work out the first time, we will find another way to work towards that goal.

More information [https://www.corc.uk.net/outcome-experience-measures/goal-based-outcomes-gbo/].