Pastoral – Health and Emotional Wellbeing

Overview

Underpinning every facet of our school community is a carefully designed and effective system of pastoral care and guidance which complements our aim to bring out the best in everyone. We hope to:

  • Enable each pupil to fulfil their own potential both academically and socially
  • Ensure that each pupil has access to personal, vocational and academic guidance and support where necessary
  • Provide opportunities for and encourage pupils to exercise social responsibility
  • Promote in pupils the self-awareness and self-confidence that they need to face the tough challenges, both academic and personal, that are placed on them
  • Provide opportunities for moral, spiritual, social and cultural development
  • Establish and maintain an appropriate relationship with every parent, so that together we can help to prepare the pupils for the opportunities, responsibilities and experiences of adult life
  • Help to prevent problems both personal and academic from arising - Good Pastoral Care acts as a fence at the top of the cliff rather than simply providing the ambulance at the bottom
  • Create a caring and loyal environment where pupils are valued for who they are, not just for what they can do

PSHCE Days

Throughout Key Stage 3, 4 and 5, a programme of study has been devised with five broad bands of study under the following headings:

  •  Understanding Yourself
  • Health and Sex Education
  • Developing Relationships
  • Developing as a Citizen

Careers 

Throughout the school year half days are devoted to the delivery of PSHCE when the whole school is off timetable and able to focus on specific issues. Outside speakers are frequently invited to facilitate these days and enhance the teaching and learning.  

Heads of Year and Support

Hull Collegiate Senior School consists of Year 7,  Middle School (Years 8 and 9), Upper School (Years 10 and 11) and Sixth Form (Years 12 and 13) in order to facilitate the continuity of Form Tutor, Mentor, Head and Deputy Head of School over these crucial stages. This structure enables staff to get to know pupils and their families particularly well and allows for ease of communication as the need arises. 

We have been impressed by the positive effect the mentoring programme has had on both pupils’ attitude to academic work and results in external examinations.  In addition, a longer term relationship provides the continuity of pastoral support and guidance that pupils need.

Mentoring 

Year 12 pupils who volunteer to mentor Year 7 pupils undergo specific training in order to carry out the role. They play an important part in settling Year 7 pupils into the school and helping them with any queries or problems by offering support and guidance.  Every pupil throughout the school receives further academic mentoring by the teaching staff and they meet several times during the year to focus upon academic performance and target setting

Rewards and Merits

Pupils receive rewards in the form of ‘Merit’ stickers which can be awarded across a wide range of activities with a particular emphasis on school work. Pupils are given merits for efforts and achievements, for example: consistently high standard of work / effort over a number of weeks; an exceptional piece of work; an exceptional contribution to a House or School event / activity; evidence of exceptional care and consideration for others;  great initiative. The numbers of Merits accumulated are recorded and pupils are awarded Certificates which are presented by the Headmaster in school assemblies.

Sanctions 

The school aims to bring out the best in everyone and positive reinforcement is used as a general guide. However, the school does not condone bad behaviour and appropriate steps will be taken according to the circumstances.  Specific codes of behaviour can be found on the Pupil’s intranet section and our Code of Conduct policies are sent out to parents before entry to the school.

Restorative Practice

Restorative Practice is widely used in schools, particularly when dealing with emotional and disciplinary issues which occur in everyday school life. Working restoratively helps situations which are a result of particular behaviour such as poor attitude to work, friendship problems and bullying. Dealing restoratively with such situations helps pupils to understand how their behaviour affects others and what should be done to put right the harm. It allows pupils to take responsibility for their actions and understand the consequences of their behaviour. At Hull Collegiate School, we regard Restorative Practice as the tool in which we build and maintain healthy relationships, particularly in the following areas:

  • Pupil to pupil relationship
  • Pupil to Teacher relationship
  • Teacher to pupil relationship. 

Our key aims of Restorative Practice are to:    

  • Encourage and promote awareness of other people's needs and situations
  • Discourage scolding or lecturing
  • Involve offenders actively
  • Separate deed from doer
  • See every instance of wrong-doing or conflict as an opportunity for learning.

Pupils are held accountable for their actions and the primary purpose of restorative practice is to show pupils that their actions can have a profound impact on others. The aim is to change behaviour by removing ignorance and therefore the incident is not repeated. Restorative practice is not blame-free; wrongdoers are sanctioned accordingly.