SUPPORT, CARE AND GUIDANCE POLICY

Transcription

1 SUPPORT, CARE AND GUIDANCE POLICY PURPOSE Pastoral care is concerned with promoting students' personal and social development and fostering positive attitudes. Through the pastoral care arrangements and provision, the school demonstrates its continuing concern for its students as individuals, actively encouraging them to be secure, successful and fully participating members of the school and its wider community. Pastoral care is also concerned with preparing students for the demands and challenges of adult and working life. The Importance of Pastoral Care in Stroud High School Pastoral care is an integral part of the whole educational experience offered to our students and is not a distinct entity. It underpins every aspect of the students' experience in school, and exists, not for its own sake, but to enable students to achieve their personal best. GUIDELINES The Aim of Pastoral Care The school s Pastoral Care aim is: to offer the best possible care by providing support and guidance for students in an environment which is characterised by good relationships, mutual respect and tolerance. We strive to create an atmosphere in Stroud High School where Students: feel secure and accepted in a safe environment; know that they are valued as individuals; are encouraged in their learning, take pride in their work and develop a positive approach to study; can grow in their self-esteem, confidence and independent thinking; develop self-discipline and a sense of responsibility; have the ability and knowledge to make informed decisions in relation to life choices; develop a positive approach to leisure activities and healthy living; contribute to the life of the school and the wider local community; foster good relationships among their peers and with staff; Staff: know that they are valued as individuals; are treated with respect; use their professional knowledge and judgement to offer the best support and guidance possible to students and parents; use their professional knowledge and expertise to praise and encourage students to fulfil their potential; Parents: are well informed; are reassured that their daughter s are being educated in a safe and caring environment; have opportunities to act in partnership with the school; display a sense of responsibility in terms of the support they provide at home to supplement learning in school.

2 The pastoral care system should provide academic and emotional support and help to promote good discipline and challenge unacceptable behaviour. To ensure we meet the aims of our pastoral care we ensure that care is central in the daily life of the school develop a timetabled programme of study for all students (within the Personal Development Curriculum); ensure a well-developed programme of Careers Education, Information, Advice & Guidance (CEIAG) is offered throughout the school; devise policies and procedures which ensure the physical and emotional security of our students (Safeguarding Policy, Positive Behaviour Policy, SEND (Special Educational Needs and Disabilities) Policy, Anti-Bullying Policy and any others which may be relevant); put in place a pastoral structure which identifies staff with particular specialised roles and responsibilities; monitor student progress and communicate this to parents; offer a wide variety of co-curricular activities; help and guide students through critical transition times by providing advice, support, mentoring and counselling; liaise with parents and other agencies for the benefit of the students; create a caring community which is sensitive to the needs of students, staff and parents and promotes good relationships; insist on high standards of behaviour to provide an environment in which students can achieve their potential; provide support services (i.e. Student services, school nurse drop ins, counselling, pastoral suite, selfesteem workshops) Structure of Pastoral Care at SHS Pastoral Care is provided by a year based structure. On entry to the school each student is allocated to a tutor group with a personal tutor who has daily contact with the students and is responsible for dealing with day to day matters, as well as monitoring overall progress and providing guidance. Tutors are supported by Year Leaders and the Assistant Headteacher who work closely with parents, support services and welfare services. Students remain in the same tutor group with the same tutor as far as is possible. This enables the tutor and the student to develop a good relationship. The Year Leader has responsibility for all students in a year group and works closely with his/her colleagues to maintain coordinated support for students. All tutor groups are part of a House system which also provides opportunity for the wider personal development of students. Communication between Home and School Good communication is essential for effective care and support of students. There are a number of regular events in the school year organised to enable the school to inform and update parents of important school information and provide opportunities for parents to ask any questions they may have of the school.

3 Parents are encouraged to contact the tutor if they have a concern about the welfare of their daughter. Equally, the school will contact home if they have a concern. It may not be possible, however, in some circumstances to inform parents of concerns due to confidentiality requests from the student. If this is the case, we would always encourage the student to give consent to share information. There may also be times confidentiality cannot be kept if, for instance, the student is at risk of harm. This is always explained to the student. Additional Avenues of support for all students Student Services This is a one-stop reception for students dealing with a wide range of issues from first aid, calling home, borrowing lunch money, collecting letters to sharing worries and making appointments to see the counsellor. Counselling Service Counselling is offered to all students who wish to access it. Students are able to self-refer. It is delivered by professional qualified counsellors from Gloucestershire Counselling Service. They offer a confidential service and do not disclose information or details of the nature of the sessions to the school, except where there are safeguarding concerns. School Nurse Drop-Ins The school nurse has regular, weekly drop in sessions. This is a service predominantly focused on health questions or needs. Students are informed of the time and place of the drop in service and can attend if they wish. Again, this is a service between the school nurse and the student and the nature of the sessions is kept confidential, except where there are safeguarding concerns. Educational Psychologist If a student requires additional support, it may be appropriate for the school to engage the services of an educational psychologist. If it is agreed by both the school and parents to explore this avenue of support we will arrange an assessment. Other Agencies The school works in partnership with other agencies as individual needs require. Students with Additional Needs Any student may at some point need additional support, care and guidance above and beyond the normal provision. These needs may be educational (formally SEN), emotional or health related. Additional Education Needs Students with additional educational needs will be supported in accordance with our SEND policy. The SENCO (SEND coordinator) has oversight of all students with additional educational needs and will support the tutor in developing, monitoring and reviewing a Targeted Support Plan for the student.

4 Health Related Needs Students with additional needs due to their physical health will be supported fully. If the needs are short term, the tutor will oversee any additional measures that need to be put in place. If the health needs are more long-term or complex, then the year leader will draw up an Individual Health Care plan in consultation with the family and medical professionals. Emotional Needs Student with additional emotional needs will be supported fully. If the needs are short-term, the tutor will oversee any additional measures that need to be put in place. If the emotional needs are or become more long-term or complex, then the year leader will draw up an Individual Pastoral Support Plan in consultation with the family and any other agencies involved in supporting that young person.

5 Appendix 1 Procedures for supporting and managing incidents of self-harm According to research carried out by Young Minds, between 1 in 12 and 1 in 15 people self-harm. 10% of year olds have self-harmed. Childline has also reported a significant increase in the number of children contacting them about self-harm. School staff can play an important role in recognising potential signs and behaviours linked to self-harm, preventing self-harm and also in supporting students, peers and parents of students currently engaging in self-harm. This policy is intended as guidance for all staff and governors and aims To increase understanding and awareness of self-harm To alert staff to warning signs and risk factors To provide support to staff dealing with students who self-harm To provide support to students who self-harm and their peers and parents/carers Definition of Self-Harm The NICE (National Institute of Health and Care Excellence) definition of self-harm is: The intentional self-poisoning or injury, irrespective of the apparent purpose of the act. Self-harm includes poisoning, asphyxiation, cutting, burning and other self-inflicted injuries. Self-harm is sometimes described as a means in which people find a feeling of release when they are under stress, angry or very upset. Some people use it as a coping mechanism to help them to calm down when they are distressed. Self-harm can take many forms, including: Cutting, scratching, scraping or picking skin Causing bruises Self-poisoning / Taking an overdose of prescription or non-prescription drugs Swallowing objects Burning or scalding Hair-pulling Banging or hitting the head or other parts of the body Scouring or scrubbing the body excessively Over-exercising Control and management of eating habits Self-harm should not be confused with suicide or suicidal acts which are acts undertaken to intentionally end their own life. Reasons for self-harm All individual s experience is different and there are no universal rules or reasons for self-harm. It could be due to problems with relationships at home, within friendship groups, bullying, bereavement, exam stress, times of change and transition or simply because there may be an underlying mental health problem i.e. depression, anxiety or a psychotic illness.

6 People who self-harm can go through periods when they feel more vulnerable and are more prone to selfharm but they also have times when they feel more able to cope with feelings, experiences or circumstances that might otherwise lead to self-harm. It is important to monitor especially vulnerable students. Myths about self-harm There are a number of common myths about self-harm that may cloud a person s view as to the seriousness of the problem. Some peoples preconceptions may be that: It is manipulative, attention seeking behaviour People do it to please People are doing it because it is fashionable It is copycat behaviour It is just a phase It is only carried out by those within a goth sub-culture It is an attempt at suicide that hasn t worked. It is important to remember that self-harm is not the problem; it is a symptom of other problems. The following risk factors, particularly in combination, may make a young person particularly vulnerable to self-harm: Individual Factors: Depression / anxiety Poor communication skills Low self-esteem Poor problem-solving skills Hopelessness Impulsivity Drug or alcohol abuse Drive for perfection Physical, sexual or emotional abuse Family Factors Unreasonable expectations Neglect or physical, sexual or emotional abuse Poor parental relationships and arguments Depression, self-harm or suicide in the family Pressure to be successful Social Factors Difficulty in making relationships / loneliness Being bullied or rejected by peers Competitive peer group Physical, sexual or emotional abuse

7 Signs and indicators of self-harm People who self-harm may often go to great lengths to hide their injuries by choosing to mark parts of the body which may be covered by clothing. This can make it difficult to identify. Although injuries may be hidden, there may be other signs that a student may be at risk of self-harming. They may appear withdrawn or depressed, wear long sleeved clothing when the weather is hot, and make excuses for not wearing PE kit or going swimming. Warning Signs School staff may become aware of warning signs which indicate a student is experiencing difficulties that may lead to thoughts of self-harm or suicide. These warning signs should always be taken seriously and staff observing any of these warning signs should seek further advice from one of the designated teachers for safeguarding children. Possible warning signs include: Changes in eating / sleeping habits (e.g. student may appear overly tired if not sleeping well) Increased isolation from friends or family, becoming socially withdrawn Changes in activity and mood e.g. more aggressive or introverted than usual Lowering of academic achievement Talking or joking about self-harm or suicide Abusing drugs or alcohol Expressing feelings of failure, uselessness or loss of hope Staff Roles in working with students who self-harm Students may choose to confide in a member of school staff if they are concerned about their own welfare, or that of a peer. School staff may experience a range of feelings in response to self-harm in a student such as anger, sadness, shock, disbelief, guilt, helplessness, disgust and rejection. However, in order to offer the best possible help to students it is important to try and maintain a supportive and open attitude a student who has chosen to discuss their concerns with a member of school staff is showing a considerable amount of courage and trust. On receiving information, staff should listen, stay calm and give re-assurance. Students need to be made aware that it may not be possible for staff to offer complete confidentiality. If you consider a student is at serious risk of harming themselves then confidentiality cannot be kept. It is important not to make promises of confidentiality that cannot be kept even if a student puts pressure on you to do so. It is important to encourage students to let you know if one of their friends is in trouble, upset or showing signs of self-harming. Friends can worry about betraying confidences so they need to know that self-harm can be very dangerous and that by seeking help and advice for a friend they are taking responsible action & being a good friend. They should also be aware that their friend will be treated in a caring and supportive manner. The peer group of a young person who self-harms may value the opportunity to talk to a member of staff either individually or in a small group. Any member of staff wishing for further advice on this should consult one of the designated teachers for safeguarding children. Any member of staff who is aware of a student engaging in or suspected to be at risk of engaging in selfharm should consult one of the designated teachers for safeguarding children.

8 Following the report, the designated teacher will decide on the appropriate course of action. This may, but will not necessarily, include some of the following: Contacting parents / carers Arranging professional assistance e.g. doctor, nurse, social services Arranging an appointment with a counsellor In the event of self-harm at school, the immediate safety of the student is paramount and first aid guidelines will be followed as necessary. In an emergency case of overdose, serious bleeding or insertion, emergency services will be called. Parents will be informed. Further Considerations Any meetings with a student, their parents or their peers regarding self-harm should be recorded in writing including: Dates and times An action plan Concerns raised Details of anyone else who has been informed This information should be stored in the student s welfare file. Any minutes of meetings will be shared with all relevant parties to ensure they are an accurate account of the discussion. Role of Pastoral Support Plans Students whose needs are more complex will have a pastoral support plan. This will be agreed in consultation with the student, family and any other agencies involved in the support and care of the young person. Designated teacher for safeguarding children: Nadine Moore DCPO Peter John Deputy DCPO

9 Appendix 2 Guidance for parents/carers If you discover your child is self-harming you may feel shocked, distressed, confused or angry. However you feel, try to stay calm and let them know you are there to help and listen to them. Listen if they want to talk, but don't force or pressure them. Try to avoid jumping to conclusions or solutions, pressurising them by setting unrealistic targets or making them feel guilty that they have caused a 'problem'. If they don t want to talk to you suggest they write you a letter or about their thoughts and feelings, talk to another trusted adult or contact Childline on Don't take it personally or feel that you have failed as a parent. Children often don't talk to their parents about self-harm because they are trying to protect them. Showing understanding may help to develop your child's confidence to discuss this with you at a later time. Removing objects such as scissors or razors will not stop your child from hurting themselves. Learning what the triggers are and how to recognise them will help you. Finding positive activities like listening to music or talking to friends and family can help children and young people channel their feelings and avoid self-harming. Help them build confidence by suggesting activities that could help focus their energy or catch their imagination. Don't force tasks on your child, but things like organising a surprise party for a friend, or learning a new skill can help boost their self-esteem. Although you will be concerned about their well-being, it's important to give your child their own space. It may be hard because you are worried, but find a balance between monitoring them and respecting their privacy. You may need to tell other people about your child's self-harm to get support or keep an eye on them. However, keep it to people who really need to know and let your child know before you speak to them. This will avoid embarrassing or further isolating your child. Discuss the issue with your child's school and doctor. Again, let your child know first and assure them it's to give them the support they need. It may be that self-harm is well understood by the school and they can help address it with a school counsellor or trusted adult that your child can go to during the day if they are thinking of selfharming. Your family doctor can treat injuries, provide further medical advice and refer your child for additional support if required.

10 It can be overwhelming dealing with your child's emotions, especially as there may be setbacks along the way. Make sure you acknowledge your own needs and get support when you need it. Useful links GP - Doctor Harmless.org.uk Selfharm.co.uk Youngminds.org.uk Youthaccess.org.uk NSPCC ChildLine Though self-harm is rarely a failed suicide attempt, it is a sign that the person doing it is coping with very difficult feelings, and probably needs some help. Self-injury can also lead to infection, permanent damage and even accidental death. It is therefore important to seek professional advice if your child is self-harming. Supports people who self-harm and their families. support is available nationally. Website run by young people's charity. Includes lots of useful info for parents and for young people who self-harm. Parent helpline The YoungMinds Parents Helpline offers free confidential online and telephone support, including information and advice, to any adult worried about the emotional problems, behaviour or mental health of a child or young person up to the age of 25 Youth Access provides details of local youth counselling services for young people aged 12-25, throughout the UK. Use their online search option to find your nearest service If you are worried your child is self-harming, contact the helpline on to speak to one of our trained counsellors.

11 Appendix 3 Eating Disorders Guidance for parents/carers Learn as much as possible about eating disorders. It helps you understand what you re dealing with. Emphasise that no matter what, you love them and will always be there for them. Avoid talking about their appearance, even if it is meant as a compliment. Try to build their confidence in other ways, for example by praising them for being thoughtful or congratulating them on an achievement at school. Avoid talking about other people s diets or weight problems. Talk to them about the range of professional help available, and say that you ll support them through it when they re ready. Talk positively about activities they could be involved in that don t involve food, such as hobbies and days out with friends. Try not to feel hurt if they don t open up to you straight away, and don t resent them for being secretive. This is due to their illness, not their relationship with you. Ask them what you can do to help. Try to be honest about your own feelings. This will encourage them to do the same. Remember that the feelings behind the eating disorder may be really difficult for them to express. Try to be patient and listen to what they re trying to say. Be a good role model by eating a balanced diet and taking a healthy amount of exercise. Tips for mealtimes If they are in treatment, ask their treatment team about the most appropriate way to arrange your mealtimes. Consider going shopping together and agreeing on meals that are acceptable to you both. An agreement with the whole family about what and when meals will be can help to set everybody s expectations. Agree that none of you will talk about portion sizes, calories or the fat content of the meal. Avoid eating low-calorie or diet foods in front of them or having them in the house. Try to keep the atmosphere light-hearted and positive throughout the meal, even if you don t feel that way on the inside. If they attempt to get too involved in cooking the meal as a way of controlling it, gently ask them to set the table or wash up instead. Try not to focus too much on them during mealtimes. Enjoy your own meal and try to make conversation. A family activity after the meal, such as a game or watching TV, can help to distract them from wanting to purge themselves or over-exercise. Don t despair if a meal goes badly, just move on.

12 Useful Links GP - Doctor Beat - beat eating disorders (formerly the Eating Disorders Association) Supportline.org.uk National Eating Disorder Association National Institute for Health & Clinical Excellence Young Minds See your GP as soon as possible. Your GP and your child s treatment team will then be able to offer advice Phone helpline on to speak to an advisor about any issue related to coping with eating disorders, including how to find local self-help and support groups. Youthline Includes information and support for suffers & carers Advice & Guidance Toll-free Information and Referral Helpline: Publish guidelines relating to Treatment of Anorexia , - Helpline and other support services for parents concerned about the mental health of a baby, child, or young person. Produces a range of leaflets, reports etc Anorexia and Bulimia Care > Parent Helpline Option 1 > Sufferer Helpline Option 2 > Self Harm Helpline Option 3 National Christian organisation run by Christians for sufferers, families and carers. Support, advice, information and befriending to sufferers and families. Can put parents of sufferers in contract with other parents of sufferers British Nutrition Foundation Provides information and advice on nutrition and related health matters. Produce a wide range of leaflets and books. DABS Mail Order Book Catalogue Books relating to Eating Disorders, Child Abuse, Self Esteem, Assertiveness, Self-Harm etc. Caraline Telephone helpline counselling and support for people experiencing anorexia, bulimia and compulsive overeaters. Monthly self-help group, individual counselling and specialised programmes. Helpline national, other services Bedfordshire Independence Publishes book Coping with Eating Disorders price approx Support Line info@supportline.org.uk , Telephone Helpline providing confidential emotional support to Children, Young Adults and Adults on any issue. Also keep details of other agencies, support groups and counsellors throughout the UK The Only Way is Up Foundation Helpline: Raising awareness of eating disorders: the dangers, the shocking reality, and the belief that recovery is real.

13 Appendix 4 Smoking, Alcohol and Drug Abuse What can be the problems related to using drugs or alcohol? Drugs and alcohol can have different effects on different people. In young people especially the effects can be unpredictable and potentially dangerous. Even medications for sleep or painkillers can be addictive and harmful if not used the way they are prescribed by a doctor. Using drugs can lead to serious mental illnesses such as psychosis and depression. It is very difficult to know when exactly using drugs or alcohol is more than just usual. Drugs or alcohol can become the focus of the young person s life. They ignore their usual work, such as doing their schoolwork, or stop doing their usual hobbies/sports such as dancing or music. How do I know if there is a problem or addiction? Occasional use can be very difficult to detect. If the young person is using on a regular basis, their behaviour often changes. Look for signs such as: unexplained moodiness behaviour that is out of character' loss of interest in school or friends unexplained loss of clothes or money unusual smells and smoking paraphernalia. Remember, the above changes can also mean other problems rather than using drugs, alcohol or smoking. What can parents/carers do to help? As a parent/carer of children and young people, there are several things you can do to assist your child in making the right choices regarding drug and alcohol use. As well as the tips below, be sure to check out the links provided at the end of this page, for more information and advice regarding drug and alcohol use. Create a safe and supportive environment where you can discuss the issue of drugs and alcohol with your child or young person - This will encourage them to raise any questions or concerns they may have and to discuss strategies for overcoming peer pressure Avoid the temptation to exaggerate the dangers of drugs and alcohol - The reality of drug or alcohol use is enough to make a convincing point regarding why it should be avoided. By making unrealistic claims about drug or alcohol use you may run the risk of being discounted Educate yourself on the issue of drug and alcohol use - Children and young people may want to know something specific and it's important to be able to give them this information or at least know where you can find answers Be on the look out for opportunities to educate children and young people on drug and alcohol use - For example, if a well-known athlete is caught using performance-enhancing drugs, talk about why they may have been tempted to use them as well as the potential adverse consequences for the athlete's health and career Talk about the dangers of legally available drugs and alcohol - Inhalants found in spray cans and medications such as pain killers are just as dangerous as illicit drugs, even though they can be legally obtained by children and young people

14 Be a role model to children and young people - In order to provide a good example to children and young people, model the kinds of healthy behaviours you would like them to adopt. This includes drinking alcohol in moderation or quitting smoking Help children and young people become more resilient - Drug and alcohol use often increases during times of difficulty, as a way of dealing with life stresses. Therefore, it can help to teach your child/young person to effectively deal with difficult times. Set clear rules for children and young people so that they know what behaviour you are willing to accept - Be sure to discuss the consequences of not adhering to your rules. Such rules may include: o not bringing drugs/alcohol into the house or misusing any other substances o not inviting any friends who use drugs over to the house o not allowing drugs/alcohol to be brought to functions you are hosting. You can be held legally liable for injuries or damage that occurs as a result of underage drug/alcohol use Help build self-esteem by encouraging young people to do their best at school/work and letting them know when they have done well at something - By helping build up their self-esteem, you reduce the chance that they will use drugs or alcohol to try to feel better about themselves Be aware of what's going on in your child's life, so that you can see early warning signs, such as behaviour changes for no apparent reason - If you notice a change, try asking if they are experiencing any problems or why they seem to be acting differently. If you suspect there may be drug or alcohol use involved, raise this in a supportive manner Keep alcohol, medications and other harmful products that can be found around the home, out of the reach of children and young people - By making them less accessible, it will reduce the potential for engaging in drug or alcohol use Useful links Resources that may be useful Adolescent Substance Abuse Knowledge Base - DrugFree.org's Parent Resource Centre - Drug Guide For Parents - Comprehensive summary of drugs information - Teen Challenge UK Teen Challenge UK is a registered charity and operates nationally to help young people who have developed life controlling problems, especially drug and alcohol addictions, and also to offer preventative help to those who may be in danger of doing so. Family Lives Confidential helpline, live online chat, support service, forums, online parenting classes. The Door Youth Project Based in Stroud Mentors, parenting classes, drop in, family support service This policy should be read in conjunction with the SEND Policy Contact numbers are correct at time of publication. Date of Policy: July 2014 Reviewed: May 2015 Next Review: May 2018 Monitored by: Student Learning Committee