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Pastoral Care

Pastoral Care Policy

At Castlewellan Primary School we have a responsibility for the care, welfare, safety and therefore the learning environment of all our pupils.  The school’s ethos provides the basis for this policy.  The promotion of our agreed values and beliefs means a pupil centred approach.

Definition

Teachers, non-teaching staff, welfare-staff and other adults all are part of a team.  This team wants to ensure pupils are happy and secure in whatever activity they are taking part in, whether social, spiritual, mental, emotional or physical.  We have a caring commitment to guide and advise our pupils, equipping them with the skills needed to face the outside world.  Teachers and non-teaching staff are encouraged to approach the care of our children in a positive way.

Aims

Through our pastoral care policy we aim

  • To create and maintain an atmosphere where pupils feel they are well known, safe, valued, respected and happy
  • To promote the spiritual, cultural, intellectual and physical development of the pupils at the school
  • To promote the aims of our school
  • To implement our code and practice for positive behaviour
  • To maintain the highest standards of teaching and learning
  • To respond in a sympathetic way to the concerns, fears and worries of our pupils
  • To build an atmosphere of trust where there is clear demonstration of respect and the respect for others.
  • To make children aware of potential dangers through the teaching of PDMU and other subjects  e.g.  road and water safety  –  care in the sun
  • To prepare the pupils for the opportunities, responsibilities and experiences of adult life.

Specific Issues

Ethos

The ethos of the school will be reflected in the moral, intellectual, personal and social development of our pupils.  It does not come about by chance.  It is achieved by the principal, governors and staff promoting and facilitating an atmosphere of care and respect within the formal and informal life of the school community.

Relationships

A good relationship between pupils and staff is paramount to generating a positive climate within the school community where every individual feels valued and cared for at all times.  Good relationships will be nurtured between:

  • Staff and pupils
  • Pupils and their peers
  • Members of staff
  • Governors and principal
  • School and surrounding community

Values

The teacher should share his/her values and beliefs with the children and not only his/her knowledge.  Life skills are central to the ethos of the school.

Self Esteem

We believe that self-esteem and respect are central to the development of the whole child and promotes learning.

Personal Safety

We will encourage children to be responsible for their own personal safety and help them to acquire skills to be able to do this so that they will be able to make the correct decisions and know where to get help if or when they are confronted with danger.  The whole school community will be aware of the designated teacher who will be responsible for dealing with cases of child protection issues which come to light.

In our school it has been decided that the SENCO (Mrs C Green) should act as designated teacher.  The principal is the deputy-designated teacher.  They will also be aware of the staff responsible for first aid (Miss J McCaughey and Mrs J Spence) and what the procedures are for dealing with children who need first aid.

Children will be able to speak to their class teacher if they need help or are concerned.

Implementation

1. Roles and Responsibilities

Our Board of Governors will have overall responsibility for the implementation of the curriculum including monitoring the safety of each child in the school.  The principal will ensure that pastoral care is given a high profile in the school development plan.  The co-ordinator (Principal) will monitor and evaluate the implementation of the pastoral care policy.  He will work with all staff and ensure teaching resources are kept up to date and that staff are properly trained.  He will make sure that the non teaching staff are familiar with the pastoral care policy and give help when needed.  Each member of staff will work to build up pupils self esteem and encourage them to be assertive and to resist negative peer pressure.  They will help them to celebrate success and develop the ability to make moral decisions and to know the difference between right and wrong.

2. Monitoring and Evaluation

Parents are always welcome and are encouraged to contact their child’s teacher or the Principal if they have any concerns and worries.  To do this they will have to use the appropriate interviews procedure.  Urgent concerns will be given immediate attention.  We will encourage parents to share concerns about home circumstances or medical matters which may affect their child’s work or behaviour in school.  Any information disclosed will be treated as confidential.  Staff will meet regularly to discuss and review the pastoral care policy.  The opinions of parents and children will be valued and where appropriate action will be taken.

A staff, governors, parents and pupils SETAQ audit was last conducted in April 2008, the purpose of which was to highlight strengths and areas for improvement. Conclusive evidence supported the school’s belief that our practice fully supports our policy.

3. Training

Training of both teaching and non-teaching staff will be led by the co-ordinator.

Both Mrs Green and the Principal attended Child Protection training in 2007-2008 with the focus on UNOCINI. New procedures were disseminated to all staff.

4. Resources

Resources required to maintain and update the pastoral care policy will be updated as necessary.

5. Range of Pastoral Activities

Children will be supervised from 8.45 a.m.  Full supervision also continues during all extra curricular activities such as:  football, badminton, hockey, Scripture etc.  No child may remain in the classrooms, cloakroom/toilet areas or other areas of the building during playtimes or lunch times without adult supervision.  Children may not enter the building at break times or lunch times without the permission of the teachers, supervisory assistants or classroom assistants.

Conclusion

The evaluation of the schools system of pastoral care is effective when the school policy and planning for pastoral care are fully implemented and reflected in the quality of provision within and beyond the classroom and the effectiveness of the support arrangements for individual pupils.

At all levels of the caring process all staff and pupils need to feel valued, safe and secure.

Other relevant Policies:

  • Child Protection
  • Anti-Bullying
  • Administration of Medicine
  • Critical Incidents in School
  • Code of Conduct
  • Road Safety Policy
  • Smoke Free Policy
  • Acceptable use of the Internet Policy