EDUCATION
headteacher Amanda Gibbard. “Our approach is to be in close communication with children and their families to work through any issues in partnership.” Similarly, great emphasis is placed on fostering these personal connections at MPW Cambridge, where small class sizes enable a model of one-to-one pastoral care. This allows each student to meet with their dedicated personal tutor at least once a week. REACTIVE AND REFLECTIVE Educational institutions share a common ethos in what makes a successful approach to pastoral care – one that is centred on inclusivity, kindness and listening while simultaneously giving pupils a voice. At CIS, this falls within the ‘right to be Pastoral care is no longer a sideline to the academic side
HOLISTIC SUPPORT Small class sizes at MPW (inset) allow regular one-to-one time for students and staff
heard’, one of the four key factors in their Golden Charter of Rights. “Pastoral care can never just be reactive,” adds Gresham’s. “Schools must look and listen on all levels first to understand where help is needed.” In identifying those needs, a student-led approach can be extremely effective. Not only does this get to the heart of the support that is required, but it can also empower pupils and provide them with a sense of purpose. One such example at Gresham’s is the Mental Health First Aid programme, whereby year 12 students are trained in the skills that equip them to both look after their own mental health as well as identify struggling peers and signpost them to the appropriate support. Many schools, such as St Faith’s, offer ‘buddy systems’ to ensure that a sense of community is established between older and younger age groups. Elsewhere, at MPW, the Student Council are the ‘eyes, ears and voice’ of the student body and are instrumental in community development. “We are lucky to have such an altruistic student body helping to drive our student care from the bottom up,” adds principal Tom Caston. At The Leys, the school encourages students to take
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