Pastoral

Pastoral provision should be designed and implemented thoughtfully so that all CYP, including those with SEND, feel safe, supported and able to engage positively in their setting. A strong pastoral approach is underpinned by inclusive practice, positive relationships and clear, consistent expectations around attendance, behaviour and communication. To achieve this, settings must work proactively with CYP, families and relevant services, ensuring that concerns are identified early and addressed through a collaborative, responsive and holistic approach.

Expectations for all settings

Leaders and wider staff actively work to improve attendance for all CYP in their setting.

What this may include/ look like

Ensure that policies are inclusive and promote high outcomes for all CYP, including those with SEND.
Create a calm, respectful, and supportive environment that encourages CYP to attend regularly and engage positively with activities (learning and wider) in their setting.
Actively seek CYP, family and staff voice around feelings of belonging (e.g. through anonymous surveys).
Monitor attendance carefully, including identifying any patterns of decreasing, persistent absence, severe absence, or non-attendance. Ensure that communication is established with CYP (where appropriate) and their families as early as possible to encourage collaboration.
Actively build positive relationships with CYP and their families to help identify and understand possible reasons for decreasing, persistent absence, severe absence or non-attendance.
Be inquisitive when seeking to understand reasons for CYP being worried about attending school. A suggested tool to support these conversations can be found here.
Consider reasonable adjustments that may support CYP who are struggling with attendance such as:
- Soft starts to the day (e.g. using a different entrance, flexible start time , buddy system or having a special job to come into).
- Consistent morning routines which have been developed with the CYP and their family.
- Scaffolding to support worries about school (e.g. visual timetables, social stories, 'check in' systems, gradual plans for building confidence to attend the setting, use of scaling tools to identify worry triggers, personalised timetables).
- Having a key person to advocate for the CYP's voice.
Work in partnership with relevant colleagues and services to ensure a holistic approach to supporting positive attendance.
Refer to Norfolk County Council's attendance guidance for further advice and support.

Expectations for all settings

The setting develops (and trains staff to deliver) a coherent whole-setting approach to managing behaviour, including any adaptations, with a view to addressing challenging behaviour, disengagement, withdrawal and bullying.

What this may include/ look like

Create a positive and respectful culture in which staff know, support and care about all CYP.
Ensure there are clear policies for behaviour that are applied effectively and proportionately, whilst considering reasonable adjustments that could be applied based on CYP's individual needs.
Apply a graduated approach to promoting positive behaviour, underpinned by evidence-based principles, including consistency, de-escalation, behaviour analysis and differentiated planning. Further information, guidance and training are available through Norfolk Steps.

Expectations for all settings

The setting recognises the importance of developing positive relationships and being conscious of communication to support all CYP, including those with SEND, to feel that they belong, are safe and are valued.

What this may include/ look like

There is a calm and purposeful climate for learning where CYP feel they belong, and their contributions are valued.
Language used in the learning environment promotes positive relationships and unconditional positive regard.
There is a whole setting awareness that CYP with SEND are vulnerable to bullying, and an appropriate level of support and monitoring is in place.
The PSHE curriculum has a focus on developing wellbeing and resilience.
Peer awareness and sensitivity towards difference (including SEND) are fostered at a whole setting level. Work is done with classes and groups regarding specific needs or conditions, as appropriate.
Pastoral support arrangements aim to enhance self-esteem, build confidence and support anxiety management, providing opportunities to use specific approaches, such as buddying, rewards and responsibilities.
Encourage and act on CYP voice (e.g. taking action where CYP identify spaces in the setting that they feel less safe).
CYP can identify an agreed safe space within their learning environment/ setting and know how to access it.
CYP can identify and seek out named and trusted adults/ key workers when required.
Ensure there are opportunities to build social relationships naturally as part of the day (e.g. shared interest clubs or activities).
Adults challenge negative attitudes, beliefs and perceptions towards individuals or groups in the learning environment and wider setting.

The setting works in partnership with others to fulfil their statutory duties and ensure they are meeting the needs of all CYP in their setting, including those with SEND.

Liaise effectively with a range of external partners, including health services, social care (including Early Help and support for children in care), and safeguarding teams, to ensure a coordinated approach to meeting children's needs.
Engage with Local Authority services and multi-agency partners in a timely way to support early identification, assessment, and intervention.
The SENDCo (or named lead) coordinates communication between the setting, families, and professionals, ensuring consistency, clarity and continuity of provision.
Ensure information is shared appropriately, in line with statutory requirements, to support joint working and safeguard children's wellbeing.
Work in partnership with safeguarding partners, including social care and, where appropriate, police and youth justice services, to promote children's safety and welfare.
Engage with voluntary and community organisations to enhance provision, broaden support, and improve access for children and families.
Contribute to and implement advice from multi-agency professionals, adapting provision in response to specialist guidance.
For older CYP, ensure links are developed with post-16 providers and, where appropriate, employers, to support effective preparation for adulthood.
Ensure adults understand referral pathways and processes, ensuring CYP and families can access appropriate support at the right time.