Pupil Pastoral Support
The school has high expectations for pupils’ behaviour. Pupils and staff follow the school’s approach to behaviour known as the ‘Downland Way.’ As a result, pupils behave well in lessons and in social situations. When pupils struggle with their emotions, staff take effective and supportive action, enabling pupils to re-engage with their learning quickly.
Ofsted Report, 2024
Role of the tutor
When joining Downland School pupils are placed into a tutor group with an allocated teacher as their class tutor. We really value this role; our tutors are key in developing positive attitudes and the aspirations of our pupils, they play a critical role in supporting pupils and parents/carers in navigating the challenges of school life and education. Tutors are the first point of contact for any concerns you may have, their contact information is located on the staff page on this website Staff contact list. Tutors are contactable via phone, email or for face-to-face meetings. Your child’s tutor will contact you regularly with positive news and to discuss your child’s achievements. Additionally, they may also contact you when further discussion is required around meeting the needs of your child. Tutors play a pivotal role in the development of the “whole child”; this includes social, moral, cultural and academic considerations.
Our tutors know the key characteristics, previous school history and SEND profiles for all our pupils. Staff (including the support staff) are all knowledgeable about adaptations and specific support needed to engage our pupils and help them succeed. There is a strong focus placed on developing pupils’ social development. We work closely with parents/carers and partner agencies if and when required.
Tutors and dedicated tutor time are an inherent part of the Personal Development programme; this includes dedicated tutor lessons, regularly scheduled assemblies, thematic ‘drop-down’ days and other key events throughout the calendared year.
Pastoral
At Downland school, we recognise that learning to navigate various social situations is essential for all pupils. To support this, all staff members are trained in trauma-informed practices and de-escalation techniques. We also employ Pastoral team to provide an additional layer of support. Pupils are encouraged to take responsibility for their behaviours and to seek adult support when necessary. Our goal is to reshape pupils' perspectives on education and empower them to engage actively in their lessons and enjoy learning.
Positive improvements made by pupils are consistently promoted and celebrated by staff throughout the school day and in every lesson. We have an established points and rewards system, where pupils earn points for their engagement, recorded through Class Charts. This system is designed to help pupils understand how to succeed and allows them to use their accumulated points for reward trips each term including, cross curricula events and house competitions. Parents can access the Class Charts app to receive daily reports, enabling them to celebrate their child’s progress.
We use the CPOMS system to monitor and document incidents related to disruptive pupil behaviour and interactions. This system aligns with our overarching philosophy, known as The Downland Way, which encompasses 22 principles aimed at strengthening positive social and emotional interactions. A key focus is to provide pupils with a fresh start and to facilitate their return to learning as swiftly as possible.
If any concerning trends emerge, the tutor and pastoral team will assess whether targeted interventions or additional support are necessary.
Behaviour System Focused on British Values
Our three pastoral support staff members provide essential support throughout the school day. They are non-teaching staff available for pupils who may need a brief break from lessons. Pupils are encouraged to reach out to pastoral support if they encounter issues with peers, have concerns on their minds, or are struggling with self-regulation. Mrs. Robinson, Mr. Mauree, and Mrs Steer are dedicated to supporting pupils with their developmental needs, including managing friendships, accessing education, and self-regulation.
Our behaviour system is rooted in key British values, which include:
-Rule of Law
-Mutual Respect and Tolerance
-Individual Liberty
-Democracy
Celebrating pupil success is a regular practice at Downland School. Staff consistently acknowledge and congratulate pupils for their achievements, both academic and socially.
Interventions
We are fortunate to have two school counsellors, a music therapist, and three learning mentors, in addition to an independent living tutor, all dedicated to supporting pupils through various interventions.
Pupil Voice
We believe in all pupils having a say in how their school setting is developed, our pupil voice allows pupils to share ideas and opinions as part of this. In term one pupils elect their tutor group representative and they become part of the school’s committee. Pupils who are nominated attend a pupil voice meeting at least once a term where they are able to bring ideas and concerns from their friends and discuss them with the pupil body. The minutes of the meetings are shared with each tutor group and a formal response to each question raised is supplied by the head teacher or other members of senior leadership team, as necessary.
Our pupils are used to visitors and do like to introduce themselves when we have tours of the school. We engage pupils in all staff appointments, they enjoy this process and willingly participate.
In every classroom, pupils are able to see how they are able to achieve lesson points; this supports their learning and is referred to by the class teachers.