Welfare and Pastoral Care

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Our focus on Positive Behaviour Management forms a major element of our child-centred approach to learning.

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Welfare and Pastoral Care

  1. 1. David Musgrove<br />Deputy Headmaster<br />Welfare and Pastoral Care at Tudor House<br />
  2. 2. A Community of Praise and Encouragement – Diary pp 36-40<br /> <br /> It is the aim of the whole school to create a culture of praise and encouragement which encompasses children and staff and becomes intrinsic to the atmosphere of the school.<br /> <br /> It is important for everyone to look for opportunities to praise and encourage. A child's self esteem is enhanced by a timely word of praise. The teacher's knowledge of the child is important so that he/she can seize the moment where a word of encouragement or praise will make all the difference.<br />This has been a feature of Tudor House <br />throughout my time here.<br /> <br />
  3. 3. The New 3R’s<br /> At Tudor House School all discipline protocols have been developed to strive for procedural fairness and to promote positive behaviour. The school rule, and there is only one, is defined as the new 3Rs:<br /> <br />Respect – respect yourself, respect others, respect property<br />Responsibility – take responsibility for your actions and the inappropriate actions of others<br />Relationships – forge friendly social connections with your peers. <br />Diary p4<br />“You don’t have to be friends but you do have to be friendly.”<br />
  4. 4. Care and Being Fair<br />Pastoral care is no more and no less than taking an interest in any matter that may have a bearing on a child's welfare and happiness and ensuring that action is taken, as appropriate, to promote the well-being of a child. We aim to:<br />Know the child<br />Discuss the Child<br />Take Action on the Child's Behalf<br />Keeping Records<br />
  5. 5. Rights and Responsibilities<br />
  6. 6. The Rights of Children<br />To be treated with dignity and respect<br />To feel secure in an environment free from negative actions from others and from harmful substances and objects<br />To study, work and pursue activities in pleasant, well kept surroundings<br />To have belongings treated with care<br />To be communicated with clearly, politely and respectfully<br />To have viewpoints and contributions respected<br />
  7. 7. The Responsibilities of Children<br />To treat staff, students and visitors with consideration and respect.<br />to respect the rights of others to work free of distractions.<br />to move around the School in an appropriate manner.<br />To display behaviours which, at the School and in public, bring credit to oneself and the School.<br />To wear the School uniform correctly and with pride<br />
  8. 8. The Responsibilities of Children<br />Not to bring to School substances which are harmful to health and items which have the potential to cause injury<br />Not to hurt or cause harm to others.<br />To contribute my best efforts.<br />To help keep classrooms tidy.<br />To respect School grounds and property.<br />
  9. 9. The Responsibilities of Children<br />To eat and drink outside classroom blocks, the library building, etc..<br />To remain within the boundaries defined by my Playground Licence.<br />To dispose of litter in the bins provided.<br />To not bring chewing gum to School.<br />
  10. 10. The Responsibilities of Children<br />To respect the belongings of others.<br />To treat School property with respect and care for our resources.<br />to communicate with others clearly, politely and respectfully.<br />To treat the viewpoints of others with respect.<br />To respect the ethos of Tudor House<br />DIARY P 22<br />
  11. 11. ...and<br />The Rights of Teachers<br />Expectations of the School<br />Support of the School<br />Diary pp 24-25<br />
  12. 12. The Teaching Pyramid<br />
  13. 13. Consequences of Unacceptable Behaviour (Doc. 1)<br />Classroom Behaviour<br />Playground Behaviour<br />Boarding Behaviour<br />Dining Room Behaviour<br />
  14. 14. Who do you contact?<br />For academic issues:<br />The Form Master<br />The Specialist Teacher<br />The Deputy Headmaster<br />The Headmaster<br /> <br />For Pastoral Care issues:<br />The Form Master<br />The Colour Family Master<br />The House Master<br />The Boarding Master<br />The Counsellor<br />The Deputy Headmaster<br />The Headmaster<br /> <br />For disciplinary, administrative or organisational issues:<br />The Boarding Master<br />The Deputy Headmaster<br />The Headmaster<br /> <br />
  15. 15. Hierarchy of Levels for Discipline<br />
  16. 16. Behaviour Hierarchy at Levels of Discipline<br />
  17. 17. Tudor House Advocacy Model<br />
  18. 18. Restorative Justice<br /> This involves a carefully regulated process, primarily implemented after significant behaviour incidents, designed to generate understanding with regard to the complexity of the behaviour situation and its impact on the setting. <br />The ultimate aim is to bring resolution, restitution and the restoration of relationships that were damaged by the behaviour.<br />
  19. 19. C.E.E.V.E.C<br /> A teacher’s approach to dealing with poor peer relations<br /> The CEEVEC approach is a humanistic approach involving a six phase conversation led by a member of staff with students individually. This approach is a strategic intervention for gathering information while interrupting the cycle of negative behaviour amongst students. CEEVEC was refined in situ, by Dr Peter Miller (Head of All Saints, Bathurst). It is informed heavily by the combination of literature, focus groups with boys, conversations with parents, professional reflection by staff, questionnaire data and personal reflection in his role when Head of Middle School at Barker College. <br />
  20. 20. Concern Stated<br />Opening statement by teacher: <br />“I am concerned about how X is being treated by his peers.”<br />
  21. 21. Extent Determined (Investigation)<br />What can you tell me about how X is being treated by his peers?<br />How do you treat X?<br />How does X treat his peers?<br />
  22. 22. Empathy Sought<br />How would you feel if you were X?<br />What would you want to happen?<br />Have you ever experienced this sort of treatment?<br />What did you do about it?<br />
  23. 23. Values Reinforced<br />Is this the way you expect people to be treated at this school?<br />Statement: <br />“This is not the way we treat people here.”<br />
  24. 24. Expectations Stated<br />What is a way forward with this situation?<br />Can you help to improve things?<br />Statement: <br />“It is my expectation you will do as you have said.”<br /> <br />
  25. 25. Consequences Outlined<br />Statement: <br /> “This conversation will be documented for reference at a later date, if necessary.”<br />Further interventions or courses of action outlined at this time (i.e. what will happen next: punitive, Shared concern or a restorative approach?)<br />
  26. 26. Supportive School Environment Model<br />
  27. 27. Supportive School Environment Model<br />As the model depicts, the creation of a supportive school (or classroom) environment depends on effective management of three elements:<br />Relationships<br />Organisation<br />Curriculum<br /> This management focus extends throughout all levels of behaviour support, from prevention through to intensive intervention.<br />
  28. 28. Positive Behaviour Management<br /> The Tudor House discipline procedures are based on Behaviour Management principles. We see education as stretching beyond the academic subjects, and believe that teaching tackles the social and emotional domains. As such, managing behaviour is a fundamental element of learning and teaching. <br />Organisation plays a major role in this. <br />
  29. 29. Organisation<br /> The establishment of routines is important to the welfare of the child and, while they may vary from Year to Year, they should be broadly consistent within a year group. <br /> Registration, care of belongings, management of books and equipment, tidiness of lockers and desks, lunchtime and break time routines and behaviour, etc. all fall within the teacher’s role. <br /> What is important is that the routine should be well established and consistently followed, and that the arrangements made should be beneficial to the children.<br />
  30. 30. Rules/Expectations<br />Class Expectations are a pivotal part of our management.<br />Expectations need to be implemented in each classroom. <br />Expectations should be specific and easily understood by students. <br />All classes will use the same process.<br />All expectations are expressed as positives. <br />Process and rule sample following.<br />
  31. 31. Rules/Expectations<br />Expectations set at beginning of the year. Process involves...<br />Individual students write 5 personal expectations. Explain that these are to be realistic for classroom situations. You may need to clarify this. <br />Move into groups of 4-5. From the individual writing session, there may potentially be 20 suggestions brought to the group. Through discussion, these are pared to a “group five”. Discuss prior to this part of the session how groups may do this. <br />Meet as a whole class. Students sit with their group and these groups are clearly defined (visually) within the class room. The aim is to now fine tune the groups’ lists to 10 class expectations. Each group in turn offers one suggestion. Take each suggestion as is it is offered (written on whiteboard or directly onto a document displayed on the Interactive Whiteboard). The only discussion might be to clarify exactly what the group means. <br />When all groups have exhausted their suggestions, work through the document to determine what the 10 expectations of the teacher should be. This can be done by combining suggestions that might be similar, placing suggestions in order of importance. <br />
  32. 32. Teacher introduces his/her expectations<br />Mr Musgrove expects that each boy will:<br /> <br />raise his hand if he wishes to speak.<br />stay seated unless asked otherwise.<br />ask for help if needed.<br />co-operate during group work.<br />arrive to class on time.<br />listen when others speak<br />do the best of which he is capable.<br />take responsibility for his actions.<br />bring the correct materials for each lesson.<br /> respect the rights of others.<br />NOTE – ABSENCE OF THE WORDS DON’T, NO ETC<br />
  33. 33. Sample of students’ expectations<br />6M Expects that Mr Musgrove will:<br /> <br />provide a safe (bully free) environment where we can feel comfortable.<br />assist us when we have difficulties or concerns about our work.<br />teach us well and give us a variety of learning strategies in all subjects.<br />push us academically when appropriate.<br />make learning enjoyable and fun.<br />listen to us and treat us fairly.<br />be a good role model and help us in our life.<br />have realistic expectations of our academic ability.<br />reward us when we work well (eg; stickers, breaks, swim, games).<br />prepare and mark our work.<br />NOTE – ABSENCE OF THE WORDS DON’T, NO ETC<br />
  34. 34. Recognition, Rewards, Sanctions<br />diary comments<br />stickers, stamps<br />white cards<br />colour points<br />plus scores<br />school assembly, Chapel<br />Seniors<br />Monitors <br />‘bad’ diary comments<br />detention (follow up to DHM or HM)<br />colour point deduction<br />parent notification<br />
  35. 35. 11 Expressed Manners - Diary p33<br />In seeking to support the work of parents, the School has put together a list of expectations that apply to manners:<br />All our children are encouraged to follow a simple wisdom: <br />“You don’t have to be friends but you do have to be friendly”<br />1. Greetings and responses are delivered to any adult visiting our school:<br />“Good morning” “Good afternoon” “Well, thank you” “Yes, thank you” “No, thank you”<br />2. Use of title and name, or Sir/Maam.<br />3. Use of “Please”; “Thank you”; “May I?”; “I beg your pardon”; “Excuse me, please”; etc.<br />4. Standing to greet a visitor. Take hands out of pockets when speaking.<br />5. Use of eye-contact; smile; firm handshake, and click of foot in Tudor tradition.<br />6. Taking turns; not pushing to be first; not helping oneself first; not speaking over the top of another; not interrupting a speaker or butting in; not calling out in class; not snatching.<br />7. Keeping to the left on corridors, stairways; looking to the needs and safety of others; standing aside to allow an adult to pass first into a room through a doorway, etc.<br />8. Not running around corners or along walk-ways.<br />9. Not belittling the answers or efforts of others.<br />10. No swearing<br />11. Listening carefully – not waiting to butt in. Understand the saying: There is a difference between listening and waiting to speak.<br />
  36. 36. Responsibilities<br />Parent Responsibilities (encouragement, cooperation, standards of children)<br />Teacher responsibilities (care, programme, communication, sharing)<br />Pupil Responsibilities (active role, responsibility)<br />
  37. 37. Discipline<br />Discipline means ‘to lead’, and has a strong link to our Christian values of endeavouring to be a good disciple.<br />Discipline is proactive<br />Recognition that retroactive measures are also required.<br />We have ‘bad’ diary comments, detention, DHM or HM, colour point deduction…<br />
  38. 38. Curriculum<br />New South Wales Board of Studies (K-6)<br />Tudor House Curriculum<br />Tudor House Scope and Sequence<br />Tudor House Teachers’ Programmes<br />Assessing and Reporting<br />
  39. 39. Plus Scores<br />Every half-term, the boys are awarded Plus Scores.<br />Tudor focuses on reporting effort at regular intervals, emphasising our commitment to learning. <br />Added to effort we have more explicit habits, attitudes and behaviours which we deem important for successful learning.<br />
  40. 40. Curriculum Policies<br />Presentation<br />Neatness<br />Reward and Encouragement<br />Acceptable Work<br />Care and Management of Books<br />Marking<br />
  41. 41. Importance of Resilience<br /> Resilience is all about taking criticism and misfortune and being able to bounce back. The frequency levels for this should distinguish the child who has a POSITIVE and perceptive outlook, and who bounces back quickly - even when they do feel down. They have developed or are developing good strategies. Less resilient boys will be those who become emotional and can display NEGATIVE attitudes and expressions to their own work and self.<br />
  42. 42. The Diary<br />The functions of the diary include:<br />Communication with the Home or the Housemaster. The Staff will record messages and these may be answered and returned by the parent. The parent may also write messages that must be checked by the Staff each morning as noted.<br />Rewards for good behaviour or notes about poor behaviour are noted in the Diary.<br /> This it is used for positive as well as negative comments<br />
  43. 43. The Diary<br /> The diary is most effectively used for putting positive comments of things well done.<br /> Three positive comments will gain a White Card.<br /> Comments outlining negative behaviour are written in the diary using red pen. Students who receive three red diary comments in a half term will be issued a lunch time detention. These detentions are conducted by the Deputy Head Master. During this detention the Deputy Head Master will discuss, with each student the reasons for their detention and suggest strategies to help them avoid future detentions.<br />
  44. 44. The Diary<br />The diary should be seen daily by day boy parents.<br /> The diary should be seen each visit to school by boarder parents.<br />The diary should be taken home at weekends/mid term and end term by boarders.<br />
  45. 45. Playground Licence System<br /> To develop responsibility and reward boys who are doing the right thing, Tudor House promotes a playground licence agreement. This agreement develops an understanding of rules, responsibilities and consequences in our boys. Boys are assigned a ‘Playground Licence’. There are different ‘colours’ or levels of licence. Boys can move up or down the licences, depending on their levels of responsibility:<br />
  46. 46. Playground Licence System<br />Gold Licence –boys have earned the right and trust of the School to move to Outer Bounds areas.<br />Blue Senior Licence – all Year 6 boys will commence on this level. This licence grants access to Hamilton Lawn, Westfield, the area near the gymnasium, and access to the gymnasium.<br />Blue Licence – all Year 5 boys will start on this level of licence. This licence grants access to Hamilton Lawn, Westfield and the area near the practice tennis courts behind the gymnasium and near the Art Room.<br />Green Licence – all Year 4 boys will start on this licence level. This licence grants access to Hamilton Lawn and Westfield. The boys have earned the right and trust of the School to extend their play areas to more unsupervised areas. <br />Orange Licence – this licence is given as a starter to all our Year 3 boys. It limits the boys to the Hamilton Lawn area, which is where most boys play anyway. <br />Red Licence – the boys will be restricted to just the Anderson Courtyard, a teacher will closely supervise and the boys will need to have sessions with the Counsellor. This is for boys who have shown a lack of respect for others, unsafe play and other rather serious inappropriate play. Any parent who has a son placed on this licence will be contacted.<br />
  47. 47. Playground Licence Areas<br />
  48. 48. Leadership<br />Tudor House recognises that all boys have leadership qualities. It is important that these are encouraged and developed by all staff.<br /> The leadership roles can be formal and informal by nature. They can be given by an adult and by fellow pupils. To be a leader is an honour with responsibilities which the boys must value.<br /> All boys in Year Six have responsibilities within the school.<br />
  49. 49. Leadership<br />School Captain and Vice Captain(s) are appointed at Prize Day of the year before. They lead the whole school. They receive a badge as a Monitor. <br />The Captain receives a Gold Badge and<br />The Vice Captain a Silver Badge. <br />The other Monitors receive Bronze Badges.<br />Seniors, Monitors, Colour Captains, Librarians<br />
  50. 50. Blast from the Past – Recent Visits<br />Ed Cowan – Pro Cricketer (Tasmanian Tigers) (‘94)<br />Nicholas Gower – Design (‘95)<br />Robert McLaurin – Commercial Real Estate (‘97)<br />Jeremy Paske – RMC Duntroon (‘98)<br />
  51. 51. Role Modelling – Former Students<br />Developing links with Old Tudorians<br />working in different fields.<br />Ed Cowan ( ‘94)<br />Tasmanian Tigers <br />Sheffield Shield Cricket<br />(April 2011)<br />Lieutenant Tom Musgrove (‘00)<br />(Graduate RMC 2010)<br />Armoured Division Royal Australian Army.<br />(June 2011)<br />

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