CLIFTONVILLE INTEGRATED
PRIMARY SCHOOL
PASTORAL CARE POLICY
INTRODUCTION
Cliftonville Integrated Primary School places emphasis on the care and well-being of its
pupils. There is a close liaison with the Education Welfare Officer and with other agencies
concerned with health, drug education and general welfare. Parents can be assured that
personal matters will be dealt with in a sympathetic and confidential way and are
encouraged to discuss with the Principal or the child’s teacher matters arising outside
school which may affect a child’s work or behaviour.
AIMS OF PASTORAL CARE
The School Aims to:
1.
provide a safe, secure and caring learning environment in which children and
teachers can feel supported and valued;
2.
help pupils to realise that Cliftonville Integrated Primary School is a community in
itself and also part of the larger community so that they develop positive attitudes
and behaviours towards themselves as well as in their social relationships with
others;
3.
promote a positive discipline policy which respects the rights and
responsibilities of staff, pupils and parents;
4.
provide pupils with the personal, social and life skills necessary for a
successful fulfilling and happy future;
5.
anticipate and deal with problems which individual pupils might experience in
School;
6.
ensure that teaching assists pupils to reach their full potential in curricular
or extra curricular activities;
7.
provide the necessary support for pupils who experience difficulty
(behavioural or learning) drawing on the support of external agencies where
Appropriate;
8.
develop effective school-home liaison in order to maintain parental support
and co-operation.
ROLES
It is necessary for all the partners in the education of children (pupils, parents, teaching
and ancillary staff) to work closely together. Parents and teachers in particular will need to
keep in regular contact and co-operate in providing support for all pupils, not just those
who experience learning or behavioural difficulties. Parents will be encouraged to let the
school know of any factors at home which may affect the children in school.
Arrangements will be made for any parent with a concern to speak to their child’s class
teacher, the Pastoral Care Co-ordinator or the Principal.
PUPILS
At Cliftonville Integrated Primary School we should encourage pupils to develop:
1.
independence of mind and to take responsibility for their own actions;
2.
self respect and self discipline;
3.
an understanding of their own strengths and limitations, their personal
qualities, values and attitudes;
4.
personal, social and academic targets through a planned programme;
5.
a respect for other people and their way of life;
6.
tolerance and an understanding of differences;
7.
an understanding of the world in which we live.
CLASS TEACHERS
The class teacher should become aware of situations early and, where appropriate,
intervene positively and modify behaviour.
The class teacher should have “detailed knowledge of the needs, aspirations, interests
and academic progress of each pupil in the class. With this knowledge the teacher can
integrate the work of the school, parent and others to support the learning and
development of each pupil.” (NICC 1990)
Relationships with their teachers and other pupils influence pupils’ personal, social and
academic development. Consequently, class teachers should:
1.
Ensure that learning takes place in a happy atmosphere within the classroom;
2.
Treat each pupil as an individual;
3.
Encourage pupil motivation and commitment to tasks in hand;
4.
Employ a range of teaching strategies in response to pupils’ perceived needs;
5.
Give pupils responsibility for some of their own learning;
6.
Provide pupils with appropriate tasks which challenge and stretch them;
7.
Reassure children - help to build confidence;
8.
As far as possible integrate pupils with special needs;
9.
Through praise, recognition and displays of pupils’ work, promote a sense of
2
Achievement;
10.
Accept responsibility for standards of behaviour in own classroom, enforcing
school rules in accordance with the School Discipline Policy;
11.
Ensure that knowledge of particular home circumstances and other relevant
information is passed on to the Pastoral Care Co-ordinator and other relevant
teachers including the teacher who inherits the class;
12.
Liaise with parents, Principal, Vice-Principal, Pastoral Care Co-ordinator,
Special Needs Co-ordinator, Designated Teacher for Child Protection, as
appropriate;
13.
Ensure that attitudes, expectations and actions are influenced by knowledge
of particular family situations and/or home circumstances;
14.
Be responsible for standards of attainment, dress, punctuality and attendance
within own class.
PASTORAL CARE CO-ORDINATOR
The Co-ordinator is responsible for co-ordinating pastoral care throughout the school. In
conjunction with the Principal and staff, this includes inter alia:
1.
Liaison with teachers, parents and the external support agencies;
2.
Attending relevant INSET;
3.
Co-ordinating the provision of school-based INSET;
4.
Acting as the Designated Teacher for the investigation of allegations of child
Abuse;
5.
Monitor and evaluate the effectiveness of the Pastoral Care Policy.
SENIOR MANAGEMENT TEAM
1.
Members of the Senior Management Team will support class teachers in their
efforts to achieve the aims of the Pastoral Care Policy.
2.
They will assist the Pastoral Care Co-ordinator in the monitoring, evaluation
and review of the effectiveness of the Pastoral Care Policy.
LUNCHTIME SUPERVISORS
Lunchtime supervisors form part of our Pastoral Care Team so they should display a
positive, caring attitude to children. Together with teachers they should expect children to
adhere to the school’s discipline policy.
Lunchtime supervisors should:
1.
Ensure that pupils spend lunchtime in a happy atmosphere;
2.
Treat each pupil as an important individual;
3
3.
Make every reasonable effort to ensure the safety of pupils. This will include
informing the Principal, or Vice-Principal of the presence in the grounds or
building of any unauthorised person. It will also involve reporting to the
Principal, or Vice-Principal any item in the building or grounds which could be a
health or safety hazard to pupils or staff;
4.
Keep pupils under close observation, watching for signs of physical and/or
emotional intimidation and for pupils who appear isolated and/or unhappy;
5.
Place an emphasis on the reinforcement of positive behaviour, while carrying
out consistently and fairly the school’s discipline policy;
6.
Encourage pupils to become increasingly responsible for their own behaviour
(e.g. pupils to become increasingly independent in dealing with minor problems
by taking advice rather then handing over control to adults);
7.
Provide friendly support and reassurance to build pupils’ confidence;
8.
Build up a working knowledge of the pupils, both as individuals and collectively;
9.
Liaise with the other supervisory assistants, class teacher, Pastoral Care Coordinator, Vice Principal, Principal and Designated Teacher for Child
Protection, as appropriate.
GOVERNORS
Governors will:
1.
Be kept informed about proposed changes to the pastoral care policy;
2.
Be invited to participate in training arranged by the BELB and relevant school
based training;
3.
Carry out their responsibilities in relation to implementation of the policy in
accordance with BELB and DENI regulations.
PARENTS
1.
To be involved in their child’s education by support and encouragement of the
child’s learning at school and at home.
2.
To ensure that their child attends school regularly and punctually.
3.
To ensure that their child is prepared for school both physically and
emotionally; that he/she is adequately slept, nourished and equipped.
4.
To inform the school of any factors which may affect their child’s progress
and well-being.
5.
To support school policies in relation to pastoral care.
6.
To play their part in implementing agreements made with the school in respect
of their child.
4
OTHER ADULTS
For all other adults associated with the school, it is vital that they:
1.
Have an understanding of, and empathy with, the ethos and aims of the school.
2.
Act as partners with teachers in providing a caring attitude and approach.
3.
Understand and use the systems of communication in the school.
LINKS WITH EXTERNAL AGENCIES
Education Welfare Service
The Principal will liaise with the Education Welfare Service and the Health and Social
Services ( details in the policy for suspected child abuse). Teachers, who have any
concern(s) about a pupil’s welfare, should refer their concern(s) to the Principal.
Criteria For Referral To The Education Welfare Service:
1.
Social/Emotional/Medical/Education Problems.
Where difficulties are considered to be the result of social, emotional, medical
or educational problems affecting the pupil and/ or family.
2.
Behaviour Difficulties
Where behaviour problems are linked to absence and difficult or unusual
behaviour in school, which may lead to suspension or expulsion.
3.
Persistent Absenteeism
If the problem persists despite initial investigation and follow-up by the
school.
4.
Re-Referral
Where there is a recurrence of problems concerning a pupil whose case has
previously been closed.
OTHER LINKS
The school continues to work in partnership with other outside agencies including:
 Social Services
 Educational Psychologists
 School Nurse/Doctor
 Board of Governors
 Belfast Education and Library Board (BELB)
 Department of Education for Northern Ireland (DENI)
 Peripatetic Teachers
 Local Nurseries, Primary and Secondary Schools
 Regional Training Unit
 Northern Ireland Council for the Curriculum, Examinations and Assessment (CCEA)
 Local Ministers of Religion
 Police Service of Northern Ireland (PSNI)
 Harberton Outreach
5
 NSPCC Schools’ Counsellor
The Principal/Secretary will liaise with the school nurse, doctor and dentist.
When a pupil is enrolled at Cliftonville Integrated Primary School, parents are required to
complete a personal information sheet on which they give information concerning the
pupil’s medical history. Parents are asked to update this information on an annual basis.
From this data children with special needs of a medical nature (e.g. asthma, epilepsy,
diabetes, eyesight, hearing, speech problems) are identified. The Principal then passes
this information to the Special Educational Needs Co-ordinator, Mr Lawson and to relevant
class teachers at the start of each school year or as considered necessary in the case of
the enrolment of a new pupil.
Mrs Hewitt will liaise with support teachers and the Education Psychologist.
File:Wp1/Policies/PastoralCarePolicy
Public/Policies/non-curr/PastoralCarePolicy
Revised October’03
Amended March’04
Amended June ‘09
6