Pastoral Care and Support

At Clarendon Academy, pastoral care sits alongside our academic provision to help ensure that our pupils receive a balanced education in a supportive and nurturing environment. 

At Clarendon Academy, we structure our pastoral support around year groups (each with a dedicated Head of Year) and tutor groups. In tutor time, students receive a variety of support covering a reading programme to support literacy, PSHE topics,  assemblies, attendance and rewards. Heads of Year meet daily with SLT Leads to address pastoral issues quickly and consistently. Parents and Carers are encouraged to use the tutor as first point of contact, and concerns can then be escalated to the Head of Year or a member of the Senior Team if necessary.

In addition to the tutor and year group system, we offer a range of specific supportive interventions through our Inclusion Hub:

• Behaviour Hub: Students who display Tier 2 incidents and above in the classroom are removed to support disruption free learning. They will then enter our Refocus room where students are able to reflect on their choices and continue with work from their lessons until they have served a short detention. They will then return to classroom learning.

• The Link works specifically with the most vulnerable students whose profiles result in significant behaviour challenges. The aim is that more bespoke pastoral/Thrive provision and a smaller, more intensively supported learning space will enable those students to build the skills and confidence to be successful in mainstream learning. Students offered access to the Link will be identified through our fortnightly Harbour Panel meetings and will be limitied in number to ensure a workable capactiy.

• Springboard is an additional provision within the Inclusion Hub, and is aimed at vulnerable students who are currently not accessing education, or whose attendance is very low.   Springboard has the potential to do much to improve overall attendance for Clarendon, as well as the life chances of those participating in it. Students offered access to Springboard will be identified through our fortnightly Harbour Panel meetings and will be limitied in number to ensure a workable capactiy.

• The Reading Hub offers daily intervention for students with below-chronological reading age. Students are identified through annual reading and spelling tests and remain in this provision until they are assessed to have reached their fuctional reading age.

• The Thrive Hub is designed to support students who struggle to self-regulate and who need short-term support with managing their emotions. Students can be brought to the Thrive Hub by a member of staff through the duty call system.  Students are encouraged to reflect on their emotions, where appropriate they can spend time in the sensory room or movement room. Our Thrive Practitioner can offer 1:1 and small group sessions to students idenitified through Harbour Panel meetings to build their resilience skills.

• School Nurse: the nurse holds a weekly drop-in clinic at a lunch time that students do not have to book into.  If there is a further need identified, she will then book subsequent appointments for individual students during the afternoon.

• ESA: Where appropriate we offer Early Support Assessments.  These are cases that are referred to us through the Integrated Front Door (IFD formally MASH) – either because of a concern we have raised with them or from something outside of school.  These meetings can include outside agencies such as CAMHS or the Education Welfare Service.  We will also signpost parents to other avenues of support where appropriate.