EDUCATION
Effective and regular training for all staff empowers everyone
a proactive stance. “When pupils want to try out an idea or explore a theme, we help them,” says director of pastoral care, Helen Hynd. “Six years ago, two pupils asked for a greater focus on mental health support, so we worked with them to draft a five-year plan on how to educate both students and staff.” Furthermore, the school’s anti-racism training was developed from students who wanted to not only be aware of the issue, but also how to stand up and challenge it in a manner appropriate to a school setting. Combining this reactivity and reflectiveness – along with regular reviews and check-ins with students – creates a powerful approach. This is evident in the use of regular wellbeing surveys in many schools and the ample opportunities that encourage students to voice their opinions. PASTORAL CARE IN PRACTICE When choosing a school for your child, it is crucial to explore the initiatives that they have in place which demonstrate a dedication to pastoral care. At Sancton Wood, Supporters’ Club stands out as a recent example which is run in partnership with Cambridge United. The programme focuses particularly on the wellbeing of young boys as they navigate the complications of being a male teenager in the modern world with a range of talks, resources and events designed to be enjoyed by parents and their sons. Also identifying this as a particularly vulnerable demographic, Gresham’s has implemented ‘enrichment sessions’ for male sixth form pupils to share
vulnerabilities and seek support. “We hope this has reached a section of our community who we feel are the least likely to ask for help,” says Lizzie. For young girls, both Sancton Wood and St Faith’s follow the Girls on Board initiative aimed at years four to eight, which provides support in dealing with female friendships. Outside of such schemes, we see how pastoral care is embedded in a school’s day-to-day running, as with the pupil monitoring system used at St Faith’s. Here, each student is given a profile where pastoral staff record key information within its electronic safeguarding system MyConcern. Elsewhere, in boarding schools such as The Leys, housemasters and housemistresses provide reliable touchpoints for student communication, with good insight into day-to-day habits and behaviours. For CIS, something as simple as a noticeboard with clear information directing pupils to where they can access the support they need is an effective tool that doesn’t require the initial outreach from a student that many might find daunting. The school also uses a system called the Zones of Regulation, which encourages pupils to stop and think about how they are feeling. It provides strategies such as breathing techniques to cope with different emotions. MINDFUL MOVEMENT An increasing number of educational institutions leverage the expertise of medical staff trained to deal with mental health. At Sancton Wood, a dedicated psychotherapist visits the school twice a week, while Gresham’s offers students a
TALK ABOUT IT Students at The Leys (top left) and MPW (right) have a direct line with staff for support
58 JANUARY 2024 CAMBSEDITION.CO.UK
Powered by FlippingBook