Pastoral Care & Behaviour Standards at Roundwood School
Effective pastoral care is essential to the way we work at Roundwood School and our approach ensures each student has a personal Learning Guide. Learning Guides fulfil a role that goes beyond that of the Form tutor in a mainstream school, by personalising their responses and work with students.
Learning Guides will complete the following with students –
- Engage with the induction programme for new arrivals to Roundwood School. They establish early positive relationships with students, for whom they are to be the Key Worker
- Act as the main contact for parent/carers, students and other professionals
- Actively communicate progress to parents/carers and other agencies
- Work proactively with students to secure best outcomes
- Track progress against key success indicators, including:
Learning Guides will also request additional support as appropriate through our in-house Inclusion Team and/or external agencies. They will meet regularly with students, individually or as a group as appropriate, utilising time made available within the school day .
All students at Roundwood School will be part of a Learning Family, led by a Learning Guide.
Our Learning Families are named after inspirational people, who have shown our School Values throughout their lives.
Our Learning Families are –
- Ade Adepitan
- Malala Yousafzai
- Nelson Mandela
- Rosa Parks
- Marcus Rashford
- Bayard Rustin
- Greta Thunberg
We have the highest expectations for student conduct.
We will always work pro-actively with students to challenge low-level disruption, bullying or disrespect. We do not tolerate it and we ensure that our students understand this behaviour and can begin to break habits.
We know students benefit from a calm and ordered harmonious climate for learning. Our systems, structures and routines ensure that students can learn in a safe and happy learning environment.
Roundwood Merits will be awarded for the following actions. These actions reflect our values. Merits will be added up on a weekly basis and awards given out in whole-school assembly
- I will always offer to hand out resources in lesson
- I will look after a new student to help settle them into the school
- I will regularly support another student with language difficulties
- I will regularly support other students in their class with their work
- I will welcome and help guest teachers / supply teachers
- I will display honesty in my actions
- I will be true to my word – do what I say I will do
- I will regularly greet you politely following good social conventions
- I will regularly be seen holding the door open for people in school
- I will show courtesy in difficult situations instead of answering back
- I will regularly communicate using respectful language
- I will be seen regularly following instructions first time
- I will show improvement in attitude to learning over several lessons
- I will always make an effort in lessons and never give up
- I will make excellent academic progress in a subject over a term
- I will produce an outstanding piece of work or master a skill that requires determination
- I will show evidence of regular amounts of revision/independent work/meeting deadlines
- I will create a piece of homework that goes above and beyond
- I will use my initiative to devise a solution to a problem which is novel and applicable
- I will have a growth mindset about my own ability and my own behaviour.
- I am open to change.
- I am able to articulate my goals in life
- I will be able to articulate my plan to achieve my goals in life
- I will inform a member of staff about an incident involving another student’s wrongdoing (where others may have kept it to themselves)
- I will help to encourage a peer to act with integrity
- I can be relied upon to do the right thing, even when no one is looking
- I will be hopeful and optimistic
- I will view life as it could be, not how it is now
- I will know how to be the change I want to see
- I will regularly participate in extra-curricular activity
- I will be seen voluntarily picking up litter around the school
- A member of the public informs us of an act of good citizenship outside of school
- I will volunteer my own time before, during and/or after school to support school-based programs (e.g. DEAR), activities (e.g. Sports coaching) and or events (e.g. Open evenings)
- I will provide evidence of activities outside of school which demonstrate good leadership
- I will consistently embody school values and sets an example for others
- I will not wait until the new week, new term, new year to make changes. I will make the changes immediately
All Key Stage 3 and 4 students must be dressed appropriately during school hours.
Roundwood School will provide a navy jumper, with our logo on it, to all students. This is currently optional.
Parents/Carers will ensure students are appropriately dressed for school. This means wearing dark tracksuits or dark jogger bottoms and tops. This will support students with their learning as they will complete physical activities every day, including Sport, Art and Drama. There is no tie with our uniform. Please note that large and/or offensive logos are not permitted.
Footwear is either black shoes or black trainers, with no obvious logo. Students will be involved in practical activities most days, so it is acceptable to wear shoes to school and change into black trainers for activities.
Hoodies should not be worn.
Coats should be dark and may be handed in at reception at the start of the day.
Only religious headscarves may be worn and these must be navy blue or black. Other headscarves, caps and du-rags cannot be worn in school. These too must be handed in if the student comes to school with them.
Students may wear a stud in each ear. Other jewelry is not safe because we place an emphasis on practical activities and we do not want students to be injured by wearing chains or large ear-rings.
For some practical activities involving sport, performance or relaxation, students may prefer to bring navy blue or black joggers to school, for use in those activities. These can be kept in their base room and taken home at the end of the week.
Mobile Phones and electronic devices may not be used or worn around the school. There is a lockable, charging safe available to store phones and other devices. All phones and devices will be returned to students at the end of the day. This is for the safety and protection of all students and their equipment.
Structure of the School Day
The schedule below shows a typical day at Roundwood School for a student on a full timetable. It is important to note that students will be on personalised timetables and these will be reflective of their needs. Students are taught in small nurture style groups of no more than seven students.
Great emphasis is placed on meal preparation and eating together during Learning Family Time in order to build the sense of community and trust within the school. This time is also dedicated to the development of PSHE and target setting and review.
We currently have a dedicated member of staff used to nurture environments in order to lead Key Stage 3 learning. This will support the transition between sessions.
Therapeutic work and community centre interaction will take place throughout the day as appropriate to activities.
- 8.00am – 8.45am
Breakfast & Learning Family Time/PSHE (including Target setting and reviews)
- 8.45am – 9.30am
Period 1 – Literacy (KS4 – English GCSE or Functional Skills)
- 9.30am – 10.15am
Period 2 – Numeracy (KS4 – Maths GCSE or Functional Skills)
- 10.15am -10.30am
- 10.30am – 11.15am
Period 3 – Project Work (KS4 – GCSE/Functional Skills ICT related learning)
- 11.15am – 12.00pm
Learning Family Time & PSHE/ Assembly Time (KS4 – PSHE Qualifications)
- 12.00pm – 12.30pm
- 12.30pm – 1.15pm
Period 5 – Project Work (Practical aspects) (KS4 – personalised subject studies)
- 1.15pm – 2.00pm
Period 6 – Project Work (Practical aspects) (KS4 – personalised subject studies)
- 2.00pm – 2.15pm
Learning Family Time Review of the Day
End of the School Day
Student Voice at Roundwood School will be much more than a Student Council.
In such a small, family environment as ours, every student will have the opportunity to speak and discover more about themselves and the community they live in.
We firmly believe in the Voice of the Child. By developing this voice, we are:
- empowering the student
- actively listening to each other
- looking at the impact of our voice on others
- building a student’s competency to make decisions
- building a student’s understanding of their life experiences
- supporting the child in understanding that with their wishes comes responsibility.
Every week, a group of students will meet with the Headteacher and members of staff to discuss Roundwood School. They will learn to create the agenda for the meeting and to eventually lead the discussions.
All students will have a turn in being part of these Student Voice meetings.
It is our intention to extend this voice to the student users of the Community Centre as soon as this is viable.
Unlike a mainstream school, our main success indicators are not solely examination and test results. They are firmly anchored in what happens to a student after they leave us. Examination success and the gaining of qualifications are important to us. We recognise these are crucial and we invest in activities designed to ensure students achieve the best possible qualifications whilst on roll with us.
We believe that good qualifications are only worthwhile if, together with other achievements, they lead to a sustainable and secure future.
So, as well as qualifications, we put great emphasis on the importance of Personal Development and CEIAG (Careers Education Information Advice and Guidance) – and we ultimately rate ourselves as having succeeded only if each student moves on from their time with us to a successful future.
Whilst the above particularly applies to Key Stage 4/Year 11 students, we will also ensure that all students being reintegrated into a mainstream setting in Years 7- 10 will return with the following package of information in order to best support their continued learning and development.
These include –
- an up to date Reading Test
- an up to date Numeracy Test
- an up to date CATS test
- an up to date Boxall profile or similar profile
Students will be assessed on entry, and where they are with us long enough, they will be re-assessed prior to leaving us. Progress will be tracked and fed back to the home school.
Schools will liaise with an appropriate member of staff from our team in order to best support reintegration and to ensure transitions remain smooth.
Careers Information, Guidance and Work Experience
Roundwood School is committed to meeting the statutory requirement for Careers Education Information Advice and Guidance. This includes work related learning and in doing so we are preparing students for working life.
Roundwood School has high quality careers advice and guidance, to support our ambitious students. This is developed throughout a student’s time at the school and is always supportive of their aspirations, strengths and skills.
The exposure to work experience is a crucial step in preparing young people for adult and working life. Roundwood School aims to develop the personal and social skills of students as well as the key skills they will need for the world of work.
All students are entitled to:
- find out about technical education and apprenticeships opportunities, as part of a careers programme which provides the full range of education and training.
- to hear from a variety of local providers
- to access our Roundwood School independent careers advisor for advice
- to be supported and understand how to make the relevant application
- a personalised pathway that includes work placement if suitable at key stage 4
At Roundwood School, we will provide Careers Information, Advice and Guidance to all key stages. The Gatsby Benchmarks are a framework of 8 guidelines that define the best careers provision and will be the cornerstone of our provision. These 8 guidelines are listed below for your reference and we will monitor our provision against these.
We will aim to provide:
- A stable careers programme
- Learning from career and labour market information
- Addressing the needs of each pupil
- A curriculum linking learning to careers
- Encounters with employers and employees
- Experiences of workplaces
- Encounters with further and higher education
- Personal guidance
Work Experience – It is our aim to provide an opportunity for Year 10 students to spend two weeks with an employer.
Work Placement – It is our aim to provide an opportunity for Key Stage 4 students to attend a work placement for a period of time. This time can vary but is reviewed regularly.
Support for Roundwood School students on Work Experience or Work Placements
- Work experience is an integral part of the Careers Education and Guidance Programme. Roundwood School will work with students to identify suitable opportunities and placements
- Students can find their own placement which will then be vetted.
- All students regardless of culture, gender, ability social background or physical ability must have equal access to work experience and to all available placements. However, health considerations and disability may make some placements unsuitable for some students.
- Students will be advised and supported on appropriate behaviour, dress code, punctuality and the importance of observing Health and Safety guidelines appropriate to their particular placement.
- Staff visiting students on their placement are fully informed of procedures for their visits to the workplace.
- All employers complete a standard feedback form which assesses their progress on their work placement/work experience. This happens when staff members from Roundwood School visit the student.
- Employers and parents are kept fully informed of the legal requirements and Health and Safety regulations of the placement by the work related learning co-ordinator.
- Special needs learners, and LAC children are carefully matched to an employer and effectively supported during their placement.
- Employers are given all relevant information about any special needs or medical conditions the student may have and which might impact on the health, safety and welfare of the student in the placement, co-workers and the public.
There is a full student evaluation completed when students return to school and this is shared with all students to reflect on what they have gained from the experience.