Love

Love

‘I am very impressed with the level of pastoral support shown to the children. This has really helped him to build and maintain his confidence levels’.  Key Stage 3 Parent

Pastoral Care

At Trinity, we provide a comprehensive framework of pastoral care. We do this by building a culture of love where we care for others and take personal responsibility while simultaneously providing opportunities for students to ask for help if they need it. Students are welcomed with a handshake by senior leaders at the beginning of the day and teachers shake their hands as they welcome them into lessons.

All staff are available to offer support and advice with form tutors having a particular responsibility for individual guidance through structured and informal mentoring in their forms. Pastoral arrangements are centred on the four Houses, where the Head of House and tutors are available to pupils at all times. In addition we provide chaplaincy which fulfils a valuable role by offering additional support and guidance, and this is backed up by more formal work led by the school counsellor. Senior leaders including the Headmaster are readily available to all students and are highly visible during lunch, break and before and after school.

 

Restorative Practices

We use Restorative Practice to create a harmonious learning environment where students are able to regulate their own behaviour and learning. Restorative approaches have been found very effective in improving behaviour and promoting a healthy atmosphere for learning. Research shows that schools using a restorative approach to behaviour management have found that they need to exclude less and that incidents of poor behaviour are decreased.

Restorative approaches are based on four key features:

  • Respect – for everyone by listening to other opinions and learning to value them
  • Responsibility – taking responsibility for your own actions
  • Repair – developing the skills within our school community so that its individual members have the necessary skills to identify solutions that repair harm and ensure behaviours are not repeated
  • Re-integration – working through a structured, supportive process that aims to solve the problem and allows young people to remain in mainstream education