Staff from each Key Stage will monitor that the needs of all our students are being met by:
- Ensuring EHCP provisions are in place;
- Holding Annual Reviews and ensuring that actions are followed up
- Effective daily pastoral support;
- Providing specific support for Looked After Children;
- Supporting transitions into and out of school
The Head of the Wellbeing and Self-Regulation Faculty has an important role in linking the Personal Development curriculum content with the needs of the children.
The E-Safety Co-ordinator and E-Safety Consultant link in to tutor teams as well as with the PD curriculum.
Tutor teams at Baycroft support every child in their group. Families are welcome to contact the Tutor team with questions, information or concerns about home or school. It is important that school staff are aware when changes happen in a child’s life. This could include moving home, death of an important person, new siblings, or changes to who lives at home.
RISE is the name of our pastoral service at Baycroft. It stands for Rapport, Intervention, Support, Encouragement. Staff have many years of experience in working with children who have additional needs. This is not a counselling service. We take a solution focussed approach, we help and support children (and their parents/carers) by using a variety of approaches to problem-solve challenging situations. This includes managing major life events, accessing the classroom, mentoring, rehearsal, mediation. Joint working with professionals outside of school takes place.
Any member of staff can make a RISE referral. Parents/carers will always be consulted about this. Parents/carers can also make a RISE referral through their child’s tutor team.
Our pastoral support structure is predicated on the following 7 key principles:
1) High quality, daily pastoral care is pivotal to good learning and positive wellbeing. The role of tutor time needs to be the most important function of the day.
2) A student’s pastoral/wellbeing needs are met, when their learning needs and entitlements are met within the curriculum. Each tutor is a SENCO to their own group of students.
3) Having a smaller number of students in each tutor team enables them to be known very well and for their needs to be met.
4) Good safeguarding and pastoral practice are the result of high quality professional focus and supervision.
5) PD is taught by tutor teams – who are the people that know the students well and they use their expertise to tailor the PD curriculum to meet the needs of each child.
6) Tutor teams learn about their students over time by tracking their social and emotional progress. This is equally as important as their academic progress.
7) Good contingency within the system ensures:
- Clear lines of accountability;
- Management oversight
- Overlap and flexibility;
- Diversity of expertise;
- Tutor support;
- Quality assurance