Mr Deighton, our lower site pastoral TA works in ‘The Nest’ and Mr Kidd, our upper site pastoral TA works in ‘The Hive’. Their role is to provide support and guidance to children, to help identify any barriers to a child’s learning and then work with the child to remove the barrier so that the child can effectively participate in school life.
Class teachers can refer a child for pastoral support when they identify a behavioural or emotional need which requires additional support from that already provided within the classroom. Mr Deighton or Mr Kidd will then work with the child.
If you have any concerns about your child’s behavioural or emotional needs you can discuss these with Mr Deighton or Mr Kidd and together agree if additional support would be appropriate.
The needs of a child are individual but some of the common issues supported by our pastoral TA’s include:
- Friendship issues
- Low self-esteem
- Low levels of resilience
- Anxiety / worries
- Problems managing anger
- Developing social skills
- Organisational skills
- Illness and Bereavement
- Divorce and Separation
- Parent on Deployment
ELSA support – An intervention to support children in the development of their emotional literacy. Emotional literacy is:
- Understanding and coping with feelings about ourselves and others
- Developing self-esteem and positive interactions with others
- Being emotionally literate helps children focus better on their learning.
Lunch Time Lounge (LTL) – Mr Deighton and Mr Kidd run the Lunch Time Lounge. This is a quiet alternative for children, a space for them to read, draw or colour in away from the playground. Children who have attended the Lunch Time Lounge have really enjoyed the opportunity to spend time in a smaller group.
The Worry Box – A Worry Box has been placed outside ‘The Hive’ and ‘The Nest’. These are available to all children. They provide a forum through which they can share their individual worries. Mr Deighton and Mr Kidd read the worries and then discuss the worry with the child. If the worry relates to a matter outside of school, then consent is sought to share that information with the child’s parent / caregiver.
Children are a part of and influenced by a number of ‘systems’ including the self, family, school, community and the wider world. The ‘barrier’ to learning may lie within one or more of these systems and may present in school as a ‘behavioural need’ such as difficult, aggressive or challenging behaviour, or as an ’emotional need’ such as low self-esteem, anxiety or signs of depression. A member of the pastoral team may contact the child’s parent to discuss their individual needs and to agree a plan of action to best ensure that those needs are met. This may include completing an Early Help Assessment or seeking consent to engage in a Team Around the Child.