Pastoral care
A practitioner in a pastoral role, along with well-trained school staff, can significantly influence learners through providing emotional, psychological, and physical health assistance to students to promote positive outcomes in the wider areas of personal and social development. They can determine whether a child attends school or not, and whether a family engages with their child's education. Their involvement is crucial in ensuring that a child and their family receive necessary interventions, whether at the school level or through multi-agency support.
When a concern about a child or young person goes beyond the universal school offer, it is important to raise this via the Camden Safeguarding Children Partnership. This may lead to multi agency support.
If you are worried about a child or young person, contact the Children & Families Contact Service. The Children & Families Contact Service is a single access point providing advice, information and support for Children and young people who may need extra help or who are vulnerable and at risk. The team provides access to the right help at the right time, as well as supporting professionals to work in an integrated way with children, young people, and their families. This includes MASH and First Stop Early Help.
| Expectations of All Settings | Whole Setting Approaches | How well implemented? | When and how? | ||
|---|---|---|---|---|---|
| Always | Sometimes | Not yet | |||
| The setting recognises, and responds to, the need for pastoral support for CYP with SEND |
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| The school/setting are confident in their understanding of and ability to meet the social and emotional needs and contextual factors of CYP with SEND and additional needs. |
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| CYP feel safe and valued in their setting and know who they can go to for help and support. |
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- The school/setting is aware that CYP with SEND and those who have protected characteristics are vulnerable to bullying. Schools/settings put in an appropriate level of support and monitoring is in place.
- School/setting councils or equivalent, are established where possible – the impact of this is reviewed and documented in terms of whole school development.
- Peer awareness and sensitivity towards different groups are raised at a whole school/setting level, through assemblies and activities in PSHCEE lessons, for example.
- Staff actively reflect on the emotional environment to ensure CYP feel they can share their feelings with a trusted adult and feel safe and valued.
- Pastoral support arrangements aim to enhance self-esteem, build confidence, anxiety management, providing opportunities to use specific approaches, such as buddying, rewards, responsibilities.
- The PSHE curriculum has a focus on developing wellbeing and resilience.
- A named adult/key person provides a stable point of reference when required.
- Negative attitudes, beliefs and perceptions towards individuals and groups are challenged.
Resources
- Download table as an active PDF file
- Safeguarding Babies and children Under 2 Years of Age — Camden Safeguarding Children Partnership CSCP
- Safeguarding Children & Thresholds — Camden Safeguarding Children Partnership CSCP
- Schools and Nurseries Safeguarding Policies — Camden Safeguarding Children Partnership CSCP
Find out about the terms we use
