Pupil Welfare

Our Pastoral Team

PT1
  • Family Support
  • Early Help Coordination
  • Parental Engagement
  • Safeguarding Support
  • Deputy Designated Safeguarding Lead (DSL)
PT2
  • Attendance Management
  • Safe and Well Checks
  • Exclusions
  • Parent Pay Lunch Attendance
  • Safeguarding Support
  • Deputy Designated Safeguarding Lead (DSL)
PT3
  • Designated Mental Health Lead
  • Forward Thinking Birmingham (FTB) Admin
  • Early Help Admin
  • First Aid Coordination
  • Media Use Consent
  • Safeguarding Support
  • Deputy Designated Safeguarding Lead (DSL)

Masuma Rajwani

Simone Studley

Amanda Terry

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Response team
DSL with Pastoral Team
Support System to prevent crisis
Pastoral Team, middle leaders, teaching staff
Academy Values delivered through our curriculum:
Whole staff involvement

Pastoral Care Strategy

Overarching

Pastoral care will positively impact on the learning and wellbeing of all students to the extent that it is:

  • Integrated into all activities of the school and is intrinsic to the life of the school
  • Facilitated by distributed leadership that is committed to care and encourages initiative in all staff and students

School ethos and environment

Pastoral care will positively impact on the learning and wellbeing of all students to the extent that it:

  • Adopts inclusive practices
  • Values school as a ‘people place’ in which positive, constructive relationships are nurtured
  • Upholds the rights of all students and staff
  • Is strengths-based, and seeks to build capacity

Curriculum, teaching and learning

Pastoral care will positively impact on the learning and wellbeing of all students to the extent that it:

  • Is embedded in a relevant, engaging, and challenging curriculum
  • Is responsive to the physical, social, emotional, moral, spiritual and cognitive needs of all students
  • Supports each student to engage with learning and the life of the school

Partnerships and services

Pastoral care will positively impact on the learning and wellbeing of all students to the extent that it:

  • Respects students and parents as partners
  • Is characterised by collaborative decision-making processes
  • Incorporates consistent and sustainable internal and external support structures and networks

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