Pastoral Support and School Ethos

Vertical Tutoring

Pastoral Care at Haybridge

Every child has the right to a fruitful, positive and enjoyable experience at school. We regard student support as being indivisible from successful teaching in the classroom.

In the Lower School at Haybridge, we use a 'Vertical Tutoring' House system. Students' tutor groups are mixed age and all-ability, with approximately 20 students in each group, within which students are placed in ‘families’ where the older students look after the younger ones and support them. The Form Tutor is responsible for each student’s day to day support and for monitoring student achievement and should be the student’s first contact in times of difficulty. We hope that a student is able to turn to any member of staff for support, help and guidance, however the Form Tutor is especially charged with this role.

Tutor Groups fall into six Houses; each House is led by a Head of House and supported also by Student Support Co-ordinators. The system is overseen by the Assistant Headteacher responsible for Safeguarding in the school, Mr Welsby. Together with the Deputy Headteachers and the Headteacher the team supports students in matters of pastoral care and overall academic progress.

Chiron House
Vertical Tutoring at Haybridge

Head of House: Mr Williams

Griffin House
Vertical Tutoring at Haybridge

Head of House: Mr Martin

Pegasus House
Vertical Tutoring at Haybridge

Head of House: Mr Pritchard

Phoenix House
Vertical Tutoring at Haybridge

Head of House: Mrs Dosanjh

Triton House
Vertical Tutoring at Haybridge

Head of House: Mrs Carrier

Wyvern House
Vertical Tutoring at Haybridge

Head of House: Miss Hancox

Special Educational Needs and Disability (SEND)

Our SEND provision is, as far as possible, based on an individual student’s needs. We aim to keep students in mainstream classes, with appropriate support, withdrawing students only when deemed necessary. In our PAD (Progress and Development Department) we have Achievement Assistants working to support students both in groups and on a one to one basis.

In line with the requirements of the Disability and Equality Act 2010, the school is committed to improving access for young people, parents/carers, or visitors with physical or sensory disabilities. All information in printed form can be made available in large print, on request, for those with visual impairments.

Our curriculum is aimed at developing the knowledge and skills of every child, regardless of ability or disability, and resources, training and staff are deployed to support these efforts. Activities are adapted to meet different students’ needs, and there is full provision of technology and teaching support.

Our SEND policies and reports can be found on our Documents and Policies page.

Ethos and Conduct

We believe that parents/carers share our view that, within a carefully structured framework, students should be treated with courtesy and as individuals, and should be expected to treat others in the same way. We strive to ensure that relationships between staff and students are mutually respectful, warm and positive. Students respond well to praise and encouragement, and these are central to our teaching and dealings with students. Our treatment of students individually and as a group will be positive and sensitive, but within a clearly understood code of behaviour. We intend this to foster tolerance and respect for others, and most importantly, a sense of self-worth and the capacity to work as contributing members of a team or community. We are committed to offering equal opportunities for all.

There are occasions, however, when sanctions are necessary. Basic breaches of classroom discipline are dealt with within departments or by Form Tutors and Student Support Teams. The system of sanctions is designed to be fair and constructive in reminding students of their need for discipline in work and behaviour.

Sanctions to be employed will include detention, a requirement to repeat work, being placed on report and withdrawal from lessons or internal isolation. When students are kept in detention, parents/carers will be given 24 hours notice, and it is their responsibility to organise safe transport home.

Codes of Conduct are issued to all students as an invaluable aid in the smooth and effective running of the school. These rules express our requirements of tolerance for others, good manners, self-discipline, commitment and hard work. Bullying of any kind, including homophobic or racist language, is not tolerated. In disciplinary matters which cause particular anxiety, the school will seek to consult with parents/carers, who are urged to respond positively to any invitation to come into school to discuss problems relating to their children. In cases where the school’s disciplinary system has failed to receive the co-operation of the student or for serious breaches of discipline, the Headteacher may exclude a student from school. Parents/carers will always be fully informed of such a procedure, and made aware of their rights of appeal.

Our Behaviour and Attendance Policies and Home School Agreements can be found on our Documents and Policies page.