Student Services and Pastoral Support

Accessing Student Services

How can you access Student Services?

Student

We hope that all our students feel that there is an adult in school that they feel they could speak to if they needed support and guidance. Where a student feels that they need help, they can speak with their trusted adult who will make a referral on their behalf. In many cases this will be the student’s tutor who, not only do they see daily, but can be accessed during the designated welfare window.

‘Say Something’

Our ‘Say Something’ button can be accessed through the website. It is designed to give students a platform to approach the Senior Mental Health Lead and Safeguarding team in the most discrete manner whilst still receiving support and guidance in a timely manner.

Postbox

Our postbox operates in the same way as the ‘Say Something’ button, allowing for discrete communication whilst not requiring access to a device. The postbox is checked twice a day by the Safeguarding team.​

Parent

We value the relationships that we have with parents and understand that the most effective support is when school and home work well together. Communication is key. The need for support may become apparent following an email exchange; informal conversations; observations of behaviours; or following an incident. If, following this communication with the Head of Year, Pastoral Leadership or direct to Student Services, it is felt that support would be beneficial to the student then a referral form will be completed to ensure equity of experience for all students.

Class teacher

Students can talk to any trusted member of staff to seek support and guidance. If it is felt that further support is needed, or if a student requests it, staff should speak with the student’s relevant Head of Year. This will allow for a ‘pre-triage’ that may result in suggested strategies being implemented outside of Student Services. Should the Head of Year feel that additional support is required, they will complete the referral form on behalf of that member of staff, detailing the need and any further context.​

Form teacher

Tutors are integral to the pastoral system and are often the first port of call for students and parents to raise concerns with. Any concerns should be logged in the usual way and requests for support raised with the relevant Head of Year or directly with the Senior Mental Health Lead.​

Head of Year

Heads of Year are responsible for the overall pastoral care of their cohort: both their students and their tutors. Heads of Year uphold our vision that no student in a year group is invisible and promote a sense of belonging. This will be evident in their conversations with students, conversations that may lead to concerns being raised or additional context coming to light. Heads of Year can request access to Student Services by making a referral through the Senior Mental Health Lead.​

Pastoral Leadership

The Pastoral Leadership Team (which the Senior Mental Health Lead is a member of) meet regularly to discuss both strategic and operational approaches to the school’s pastoral system. These meetings include discussions regarding key students and relevant issues and incidents, all of which may lead to the identification of students who require support.​

Data

Data never defines a student, but rather helps us to take a holistic view of the student – using key data from primary school, data collection sheets and in school assessments and platforms, we have developed the Pastoral Information Tool to collate information, make data meaningful and adopt the approach of intersectionality.

Incidents or Investigations

Whereby incidents arise (either inside and outside of school), our robust systems allow us to react quickly to ensure that all students can return to school feeling happy and safe. Investigations into incidents may, in some cases, result in sanctions; however, our response is always with a restorative focus rather than punitive – Student Services offers the support for this restoration.

External Agency

External agencies contact school for a variety of reasons. Communication is often through the Safeguarding team or SEND department who can then access appropriate support through Student Services. The support accessed will follow the advice of external professionals as well as apply local context.

In-House Provision

Pastoral System

We are incredibly proud of our pastoral system: our dedicated team of tutors who are led by their Heads of Year; and a Pastoral Leadership Team who are committed to supporting all key stages and are focused on improving the experiences of all our students.

• We believe that when our Pastoral Vision is implemented, all our students have the chance to flourish:
• Every student should feel seen, supported and safe.
• The relationship between staff and students should be a low threat but high challenge one.
• Students should be capable of self-regulation (character virtues) when away from staff gaze.
• Our systems should be so robust that they create equity of experience.

All students have access to their tutors daily through a varied and engaging form time programme. In addition, tutors are available three mornings a week in their Welfare Window. Our ‘care-first’ approach is consistent across the tutor groups and cohorts, and we prefer to keep tutors with their groups throughout their school journey. Whereby there is a change of tutors, careful consideration is given to assigning them to appropriate tutees.

Tutors relay local context and knowledge through CPOMS and take a role in delivering PSHE to the form groups to further foster relationships.

Available to: All Five Ways students.

​Frequency:

Every day, imbedded into our school community.

Referral:

None required.

After Care:

All local context and knowledge logs are triaged and those requiring follow-up are done so efficiently.

Five Ways Coaching Programme

We are incredibly lucky to have a breadth of skills and passion amongst our staff and students that we can draw upon to help those in need of wellbeing, personal and academic support. We appreciate that sometimes students simply require a reset in direction or guidance from someone that they feel is a likeminded individual.

The Five Ways Coaching Programme upskills those students who are keen to support the school community and help their peers to succeed. Students in Key Stages 4 and 5 who feel they can commit to helping, are encouraged sign up to the programme, undertaking safeguarding and coaching training before being paired with an appropriate fellow student and adopting the role of Coach.

Careful consideration is given to the pairing process so that students receive the most suitable support is provided. Our coaches follow a structured programme, working through a booklet that offers opportunity for reflection and aims to log student’s progress through their sessions.

Available to: All KEFW students following a Student Services referral.​

Frequency:

Weekly in 6-week blocks.

Referral:

Through Student Services.​

After Care:

Students exiting the Coaching Programme will have a meeting with their tutor to discuss pact.

Counselling and Therapies

Managing Minds

Managing Minds is a therapy service that we use to support our students who are most in crisis. The service offers a range of therapies and approaches to counselling that are tailored towards individuals’ needs with a focus on the provision of strategies.

The therapies include Cognitive Behaviour Therapy (CBT); Mindfulness; Eye Movement Desensitisation; and Thought Field Therapy (TFT). Our trained counsellor also offers Clinical Hypnotherapy.

The intention of Managing Minds is to empower students with strategies that they can apply to their everyday life that will address the obstacles that they are facing.

Available to: Priority is given to students in crisis, though appointments are available for short term referrals.

​Frequency:

Every Monday, typically for 6-week blocks.

Referral:

Through Student Services; often in consultation with the DSL team.

After Care:

Students exiting Managing Minds will have a series of Open Door sessions or be allocated a Coach.

Open Door Counselling

Open Door Counselling is a talking therapy that is suitable for students who would benefit from an opportunity to talk discretely with a trained professional. The focus of discussion will be anything that is causing the student concern or worry.

Unlike Managing Minds, Open Door sessions are student led with the intent being that students feel heard and can continue or face their day having shared some of their burden.

Sessions are typically in 6-week blocks, though further sessions are available as needed. Sessions are also used as ‘check ins’ for previously seen students as a safe-and-well measure.

Available to:

All KEFW students following a Student Services referral.

Frequency:

Every Thursday, typically for 6-week blocks.

Referral:

Through Student Services.

After Care:

Students exiting Open Door Counselling will have a meeting with their Head of Year to discuss impact; Open Door will also carry out a safe-and-well session within 8 weeks.

Transition Support

Thinking for the Future (TFTF)

TFTF is an external service that specialises in behaviour and resilience mentoring. We have an assigned mentor who works with small groups on a particular focus, using discussion and tasks to build student confidence.

Parents of Year 7 are contacted in the first week of the school year to sign up to the programme. Choosing from one of the four focus categories, parents consent to their child receiving group support to assist with the transition to secondary school. The available foci are:

• Building confidence, resilience and self esteem
• Developing communication and social skills
• Coping with the social environment
• Dealing with emotions

Available to: Year 7 students

​Frequency:

Every Monday, typically for 6-week blocks.​

Referral:

Parents request support following contact from Student Services in the first week of the Autumn term.​

After Care:

Students exiting the TFTF Programme will have a meeting with their tutor to discuss impact.

SEND Support

Educational Psychologist

The Special Educational Needs and Disabilities team supports 6% of the student roll at KEFW. Student needs vary greatly, and the specialist support of our Educational Psychologist offers opportunity for all needs to be supported. Our dedicated professional has worked with the school for ten years and understands the context and pressures that our students face.

Our Educational Psychologist can see students one-on-one, offer family advice and carry our assessments.

Available to: Priority is given to SEND students, though access may be available if there is capacity.

Frequency:

Half termly.​

Referral:

Referral is made through the SEND department to Student Services.

CAT worker

The Communication and Autism Team are made available to students to support with embracing their diagnosis of Autism, and teaching strategies to ensure that they thrive both personally and academically. Students undertaking a diagnosis or in receipt of a diagnosis are added to the CAT caseload at Multi Agency meetings, attended by the SENDCo.

Similar to the Educational Psychologist, our CAT worker offers both one-on-one support and observational feedback.

Available to: Students with a diagnosis of (or in the process of assessment for) ASC.

Frequency: Half termly minimum.

Referral: Referral is made

The Five Ways Coaching Programme benefits students in need of various support. This may include (but is not limited to):

• ​Friendships/Relationships
• Organisation
• Academic/Skills
• Resilience

Students accessing the programme:

Following the initial referral process, those that are deemed suitable for the Coaching Programme will be assigned a Coach. Coaches are selected from a distinct pool of students who have expressed an interest in committing their time to supporting members of the school community.

Coaching sessions take place during a designated form time slot. Held on a weekly basis, sessions follow a framework to provide consistency, structure and support for both student and Coach. Students are involved in setting their own targets; reflecting on where they are now versus where they would like to be; and taking a leading role in how they plan to achieve their targets.

All students will be entitled to a minimum of a half term’s access, at which point there will be a review of the suitability of the service.

Students will be asked to complete a feedback exit form upon completion to ensure that the standards of the programme are maintained and to allow for any issues to be addressed efficiently.

Student Coaches

The recruitment and training process is essential to ensure equity of experience for those accessing the programme as well as ensuring that the integrity and professionalism of the programme is maintained.

​

• All students in Key Stage 4 and 5 will receive an assembly detailing Student Service Provision and a request for coaches.
• Students express initial interest via Microsoft form.
• All registered students are invited to follow up assembly with delivery of expectations.
• Application to the role is made via Microsoft form.
• Successful applicants receive training (inc. safeguarding training) delivered by an external professional to support with the role of mentor.

Staff Coaches

In addition to the pastoral care given in their role as tutors, staff will be able to become coaches following completion of the training. Interest is expressed through the completion of a Microsoft Form. Staff coaching sessions will take place during lunchtime and will follow the same structure as student coach sessions.​

Recruitment

All students in Key Stage 4 and 5 will receive an annual assembly outlining Student Services and the Five Ways Coaching Programme. Students will then be asked to register their interest via a Microsoft Form; the form will ask five questions, the responses of which will suggest suitability of the applicant and inform whether a follow up interview is held:​

• Why would you like to become a coach?
• What characteristics/qualities do you possess that you believe make you suitable to become a coach?
• What would you do to ensure that your assigned student felt part of the Five Ways community?
• In which aspect of support do you feel you would be more successful? This may be a subject area; friendships; resilience; overcoming barriers; settling in; organisation etc.
• How would you know that you are a successful coach?

Following a review of the written application, successful students would be invited to an interview with the Senior Mental Health Lead before receiving training to ensure equity of experience for all and support coaches in their delivery of the programme.

Consultations and Allocation of Provision

Following the identification or referral of a student, courtesy emails will be sent out to key individuals to ensure that support is well communicated.

​Students are invited to attend a consultation with our Senior Mental Health Lead to discuss the referral and suitability of the proposed service. Once a provision has been allocated, the next available appointment will be assigned. In some cases, there may be a waiting list, though students will be provided with increased pastoral support in the interim. All communication regarding the allocation of provisions will be made at this time to ensure consistency.

Entry and Exit Metrics

The consultation will serve as an entry measure for the assigned service. Standardisation of the initial consultation with the student will provide the entry point metric by which the success of the programme can be measured against.

Depending upon the service that is accessed, qualitative feedback will be the primary metric to determine success; though other quantitative data such as student ranking feedback; ClassCharts data; attendance figures etc. may be appropriate.

Entry and Exit metrics are used to ensure that the assigned provision is suitable for the student but also to monitor the effectiveness of the service in relation to our aim of ensuring all students feel seen, supported, and safe.