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Pastoral Information

Pastoral care permeates all aspects of school life and has, as its core priority, the total well being of each student. We achieve this in an atmosphere of respect, trust and open communication among students, staff, parents and the wider community. We work to promote a caring and orderly environment which meets pupils’ needs and recognises their unique gifts and talents.

The general aims of pastoral care are :

1.

to support the promotion of a school community where each individual feels respected and valued,

2.

to support the delivery of a relevant, balanced and enjoyable experience for each pupil,

3.

to support the promotion of a sense of achievement within the academic and non-academic experience of each pupil, both inside and outside the school,

4.

to support the development of attitudes through which individuals may become responsible members of society,

5.

to support the spiritual and moral, emotional and intellectual development of each pupil,

6.

to support the development of links with parents, recognising our mutual responsibilities.

 

Positive Behaviour Management

On admission, each girl is given a copy of the school's Positive Behaviour Management Policy. School rules are clearly stated in this, and also in the Day Book. It is our policy to seek to create an ordered atmosphere in which education in its broadest sense can happen. Pastoral Care places emphasis on developing a sense of responsibility to others while promoting personal growth. Most breaches of discipline are dealt with by referral within the Pastoral System. Where a serious breach of discipline occurs, a sanction such as detention, community service or suspension will be put in place. Should this occur, parents will be automatically contacted. In very serious instances the School reserves the right to exclude pupils.

 Parents may contact the school, by phone or in writing, to obtain copies of the school’s Anti-Bullying, Child Protection and Special Educational Needs policies. Concerns about a child’s safety should be reported directly to the designated teacher.
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Pastoral Care Policies

To assist and advise staff in the implementation of pastoral care within the school and to support the well-being of each pupil, there are a number of detailed, written policies that deal with issues falling under the pastoral care umbrella. These include policies on:

  • Special Educational Needs

  • Child Protection

  • Sex Education

  • Drugs Education

  • Anti-Bullying

  • Positive Behaviour Management

Through these policies and our comprehensive and evolving pastoral care programme we hope to reassure the parents of our pupils that their children are being educated in a safe and caring environment with a climate characterised by good relationships and mutual respect.

Special Educational Needs (SEN)

The approach to education in Thornhill College is holistic. We endeavour to ensure that all our pupils achieve and reach their full and true potential. Thornhill College embraces Inclusion, striving to ensure that all students are fully included in the life of the school and have full access to the curriculum and all facilities.

Pupils’ progress is monitored and difficulties identified so that, as far as possible, each pupil has the necessary support to achieve her full potential.

While problems relating to work or study will be dealt with through extra guidance from the class teacher concerned, it is recognised that some pupils need extra support. Additional support is provided by specialist teachers to allow remediation in areas where pupils are experiencing difficulties.

Educationally gifted children are encouraged to go beyond the demands of the school curriculum.

In keeping with the Code of Practice for Northern Ireland, a policy for Special Educational Needs (SEN) is in place. The SEN Co-ordinator, working closely with her team and with Form Teachers, is responsible for the day-to-day operation of the policy. The team is presently made up of the Learning Support Leader, Heads of School, Heads of Year and Learning Support Teachers.

Assessments are put in place to identify pupils with special Educational needs. Information and concern from parents are also central to the process. Where a pupil has a statement of special educational needs, this information and arrangements to address her needs are communicated to all staff, teaching and ancillary, with whom that pupil has contact. Pupils with specific learning difficulties are supported by the Learning Support Teacher, while those experiencing general difficulty are assisted by the Head of School and Head of Department, working with class teachers to develop strategies and materials to meet their needs. Departments continue to develop learning approaches to take account of the range of pupils’ ability within each class.

In operating the Special Needs Policy, the SEN Co-ordinator calls on the expertise and support of WELB personnel. Support at all stages can only be effective when it builds upon parental involvement. Parents are involved at all stages of the implementation of the Code of Practice.
 

 

  

 

Organisation of Pastoral Care

The structure of the pastoral system within the school is clearly identifiable and involves every member of staff. Special responsibilities are held by one of the Vice Principals, the Heads of School, Year Heads and Form Teachers. A key feature of the system is the Personal Development Programme which addresses issues specific to the Year group and includes Induction procedures, Health Education, Alcohol and Drug Awareness, Enterprise Skills and Building Self-esteem. The programmes promote healthy behaviours by encouraging students to be resilient, to develop their strengths and capacity to cope with pressure and deal with difficulties. We are particularly fortunate in the comprehensive range of outside agencies that assist us in the delivery of these programmes and in our counselling provision.

The Form Teacher is the key figure in our system. Form Teachers are encouraged to have a detailed knowledge of the needs, development, progress and attainment of each pupil in their class. They keep records, meet regularly with Year Teachers and liaise with parents and other members of staff as and when necessary. They deal with day to day problems as they arise.

In Form Class each student is supported in setting and maintaining attendance and academic targets which will encourage and challenge her to reach her true potential and develop the skills necessary for life-long learning. A key feature of the target setting and mentoring process is “knowing myself as a learner”. Students now work on Progress Files. The materials include:

Getting started
Moving on
Widening Horizons

This process involves close collaboration between each student and her form teacher and encourages the student to take greater responsibility for her own learning.

Year Teachers support, advise and communicate information to Form Teachers in all aspects of their pastoral work. They are available to Form Teachers for consultation regarding any individual pupil and in deciding on an appropriate course of action.

The Heads of Year have overall responsibility for the Pastoral Programmes at Key Stage 3, Key Stage 4 and Post-16 (see below).

The Pastoral Vice Principal co-ordinates the whole network of pastoral care within the school

Form Classes

In Years 8 to 14, all pupils belong to a Form Class of approximately 23 individuals. The Form Classes are unchanged from Years 8 to 10. In Year 11,  new Form Classes are established and these continue into Year 12.  Again, new Form Classes are set up in Year 13 and these continue into Year 14. The Form Class gives the pupils stability and allows them to form significant and lasting relationships with their peers and their Form Teacher. Each year contains nine or ten Form Classes which are under the guidance of a Year Head. The Head of each year stays with the pupils throughout their time at Thornhill College.

Pastoral Programmes

The Pastoral Programmes are mainly delivered through weekly pastoral lessons delivered by the Form Teacher. The programmes are essentially practical and are based largely on the developmental group approach. Certain threads are common to all years - relationships, self-image, self-respect, responsibility, study skills, drug and substance awareness - as well as topics and themes which teachers consider particularly appropriate for certain years. The programmes are design to reassure and motivate the pupils and they are sufficiently flexible to respond to the needs expressed by our pupils. We try to address the issues that are pertinent to the pupils as they arise.

The pastoral programmes often provide situations in which pupils can call on their own experience and that of others to foster a growing awareness of the issues that they will meet as they mature. A good example of this is from the Year 10 programme where pupils examine the issue of conflict. The specific aim here is for each pupil to develop skills which will help them handle conflict in a positive manner - listening, negotiating, mediation and problem solving skills.

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