Mill Strand Integrated School - The Pastoral Dimension...
Creating the optimum environment for children & young people to flourish & thrive...
We believe that the pastoral dimension of the school is critical in enabling and facilitating the growth, development and well-being of children and strive to create and maintain the best possible environment, conducive for effective learning to take place. It lies at the heart of the school, underpinning all that we do.
Pastoral care is one of the four ‘cornerstones’ of the Mill Strand Integrated School & Nursery and its importance and centrality is reflected at senior management level, all aspects of school development planning and fully integrated into the school’s daily routines, its curriculum, and its extra-curricular activities. This is further reinforced by effective management arrangements and the head of pastoral care & child protection/designated teacher is a member of the school’s senior management team.
The head of pastoral care & child protection/designated teacher, supported by the principal, other members of senior management and the Board of Governors ensures through a process of on-going monitoring, evaluation, and review that the resources available to the school, both human and material, are used efficiently and for the benefit of the pupils, with priority areas for improvement identified and addressed in the school’s annual development plan. While the outcomes of pastoral care are not always assessed formally and important elements of it are not measured easily in quantifiable terms the monitoring and evaluating the effectiveness of provision for pastoral care and PSE is an important aspect of our school development planning. The principal and senior management also try to ensure that the contributions of individual members of staff are valued, that relationships among staff are harmonious and that morale is high.
To plan for an effective system of pastoral care at Mill Strand Integrated School & Nursery, it is important that:-
As a school, we appreciate that an ideal learning environment does not come about by chance; it is achieved by the principal, members of senior management and staff promoting and facilitating an atmosphere of care and respect within the formal and informal life of the school community. In achieving this, the following aspects of school life are constantly monitored and reviewed:-
To help achieve this we strive to ensure that:-
The head of pastoral care & child protection/designated teacher, supported by the principal, other members of senior management and the Board of Governors ensures through a process of on-going monitoring, evaluation, and review that the resources available to the school, both human and material, are used efficiently and for the benefit of the pupils, with priority areas for improvement identified and addressed in the school’s annual development plan. While the outcomes of pastoral care are not always assessed formally and important elements of it are not measured easily in quantifiable terms the monitoring and evaluating the effectiveness of provision for pastoral care and PSE is an important aspect of our school development planning. The principal and senior management also try to ensure that the contributions of individual members of staff are valued, that relationships among staff are harmonious and that morale is high.
To plan for an effective system of pastoral care at Mill Strand Integrated School & Nursery, it is important that:-
- Policy and practice receive strong support from staff, pupils, and parents.
- The school’s provision for pastoral care is monitored on a regular basis by the head of pastoral care & child protection/designated teacher and/or the principal. Such monitoring may include classroom visits, discussions, and a scrutiny of written work to ascertain the pupils’ levels of awareness and capabilities, along with ways of finding out the attitudes and concerns of parents; the outcomes of monitoring provide evidence for subsequent development of, or modification to, existing provision.
- The school policy and planning for pastoral care are fully implemented and reflected in the quality of provision within and beyond the classroom and the effectiveness of the support arrangements for individual pupils.
- Planning for the pastoral dimension of the school reflects the core values of the school, its aims and objectives and is arrived at through a process of consultation involving all the staff, the Board of Governors, parents and appropriate external support agencies.
- It takes due account of the requirements and recommendations of relevant DENI circulars, including those relating to child protection and drug education and prevention.
- It strongly advocates effective liaison with parents or guardians as an important contribution to the pastoral welfare of children and young people.
- It takes due account of the uniqueness of children and young people and of their need for individualised support and guidance.
- It integrates the pastoral dimension with the taught curriculum through its co-ordinated provision for PSE.
As a school, we appreciate that an ideal learning environment does not come about by chance; it is achieved by the principal, members of senior management and staff promoting and facilitating an atmosphere of care and respect within the formal and informal life of the school community. In achieving this, the following aspects of school life are constantly monitored and reviewed:-
- Relationships among the staff are good. They feel valued, work well together, are an effective team, and keep the pupils’ interests and welfare as their main focus.
- There are good relationships between teachers and pupils and among the pupils within and outside the classroom.
- Parents know and have confidence in the pastoral care arrangements of the school.
- The school has clear lines of communication and good, flexible relationships with relevant external support agencies, including the social services.
- Pupils feel secure and are free from emotional and physical harm. Their opinions are valued, and their concerns are dealt with sympathetically and appropriately.
- The self-confidence and self-esteem of the pupils are promoted; they have opportunities to develop independence of thought and expression.
- Pupils are taught to work with their peers; they grow to value and respect the contributions and views of others.
- The principal and staff use positive approaches to establish and maintain good standards of behaviour; the disciplinary procedures are regarded by the pupils as fair and reflect an appropriate balance between rewards and sanctions and are implemented consistently by the staff.
To help achieve this we strive to ensure that:-
- All members of staff are fully committed to creating an environment of care and trust, to ensuring the emotional and physical welfare of the pupils as well as their academic progress.
- Staff are well informed about the potential dangers to children and young people arising from issues such as child abuse, drug and substance abuse and bullying; they are implementing the requirements and recommendations of relevant DENI circulars.
- Pupils feel secure and free from emotional and physical harm and can express their views and their concerns, in the knowledge that any concerns will be received sympathetically, and that appropriate action will be taken.
- Pupils gain insights into a range of important areas, including aspects of health education, and, in the post-primary sector, careers education and study skills. Pupils are also developing useful personal and social skills to help them cope with existing challenges, and to prepare them for the next stage of their education or for adult and working life.
- High standards of behaviour are expected and are evident; the teachers are fair, firm, consistent and compassionate in their approach to keeping good order in the school.
- There is frequent and effective liaison with parents and appropriate external support agencies; indiscipline and other related problems are tackled by the school in partnership with parents and representatives of these agencies.
- The achievements of all the pupils, whether within or outside the classroom, are recognised, valued and celebrated by the school, and in this way, the pupils’ self-esteem is enhanced.
- The information from formal and informal assessment is used to improve the quality of teaching and learning and, where necessary, to modify the lesson content and teaching strategies.
- Teachers provide oral and written feedback to parents on the well-being and progress of their children; they listen to the feedback from parents and, where appropriate, relevant agencies; they commend pupils for their achievements and encourage them to even greater effort by agreeing realistic targets.
