Welcome from the Pastoral team
“Pupils feel safe in school. The school makes every effort to look after them well and to support them emotionally as well as in their learning”. (Ofsted, March 2015).
At Christ Church Academy we have an ethos and philosophy that ensures all children get the support that is required to maximise their potential for success.We invest in the children’s social, emotional and academic development to ensure we harvest balanced children who can go on to contribute positively into society.
We have an approach that is multi systemic and supports all ages and abilities. Children can access the support that is needed when it is needed. We don’t not have a systematic process or hierarchy to pupils accessing support.
The various approaches named above have a detailed policy attached that is evidenced in either the SEN, inclusion or behaviour policy.
- Learning Hub
To maximise the success of the current inclusion support team, promote inclusion in school, and develop an early intervention ethos matched to student need. Use a whole staff team approach (one voice) to ensure that the clarity of purpose and direction of inclusion is supportive, challenging and keeps the balance of academic, social and emotional progress.
By supporting all children and ensuring that we are not focusing solely on negative behaviour we will improve the teaching and learning outcomes in the school for all children.
- Nurture Hub
Children attend nurture groups but remain an active part of their main class group while spending appropriate times within the nurture group according to their need and typically return full time to their own class within two to four terms. Nurture groups assess learning and social and emotional needs and give whatever help is needed to remove the barriers to learning. There is great emphasis on language development and communication.
- Class based support/curriculum
To work under the direct instruction of the teacher, usually in the classroom with the teacher, to support access to learning for pupils and provide general support to the teacher in the management of pupils and the classroom. To take a lead in delivering allocated sessions.
We run lunch time activities each day. Additional coaching staff are brought in to ensure our children have access to quality specialist support that can develop them not only physically but also socially. The sessions are designed to reinforce the key messages from in class. Also the TA’s supervise at lunch to ensure that consistency of approach is key and deliver engaging activities both inside and out.
The Primary PE funding is used to deliver physical activities after school this can range from dance, gymnastics, multi sports, bush craft and orienteering and covers all areas of the PE curriculum as well as having a focus on health and well-being. This enables us to offer most sessions for free to pupils.
- The Ark
The Ark is designed to meet the needs of children displaying extreme social, emotional and behavioural difficulties and to cater for a responsive and or/crisis need when required. This is designed to complement the other interventions as part of the provision map and to ensure that children have access to on house acute support services and external assessment.
All children at Christ Church have access to the art psychotherapist and speech and language therapist if this is identified as appropriate. This will be time limited and measured on outcomes for the targeted young people.
- Parent/Family Support
Various multi agencies access school and the school community and we now have a dedicated Families First worker based at the school one day a week. Through targeted identification and joint agency working we are now able to assess and track the most vulnerable pupils and families and provide targeted support and interventions. This support and is bridging the gap between education and social acre and responding to an ever changing need.
- Referral System
The referral process to enable pupils to access the different supports is managed by the SENCO and the pastoral lead. It is anticipated that the deputy head may have some involvement as named safeguarding person.
A standard form will be completed by the class teacher and discussed at the Friday PM inclusion meeting. From this a support plan will be put in place by the inclusion team and the referral directed to the most appropriate and agreed upon intervention. Assessment will then take place and a programme identified with action points.
The support will be monitored, assessed and reviewed weekly, half termly and termly. The above provision map works in tandem with the behaviour, safeguarding and curriculum policies as well as other relevant school policies. The role of the SENCO is paramount in this process and in ensuring that the provision map is developed to meet the needs of the pupils on an ongoing basis.
All of the above are intended to tie in with wider school improvement policies and reinforce expectations of both behaviour and learning.
Policy and procedure to be reviewed: 1st January 2017
If you would like to know more about the work of our pastoral team please do not hesitate to contact me.