Pastoral Care at Orchard Mead Academy
At Orchard Mead Academy we take the pastoral support that we provide for our young people very seriously. We believe that happy, healthy students will thrive and succeed therefore we have a large dedicated staff who make this goal their priority.
On arrival, each student is allocated to a Form Group, made up of students from within their year group. The Form is led by a Form Tutor who will build up a positive relationship with tutees and their parents.
The form tutor will monitor each student’s commitment to our expectations, particularly those connected to uniform, equipment, punctuality and attendance. They will reward students for doing well and will offer support to those who need it. They will ensure that parents are kept well informed of their child’s progress.
In addition, each Year is supported by a Head of Year and an Assistant Head of Year; they are a strong team and together will deal with any issue that may arise during the school day. They provide valuable support for students and their families before, during and after the school day. They will work together with students and their families to ensure excellent standards of attendance and behaviour in order to improve outcomes for the young people within their Year Group.
You can see an overview of Year Groups and Form Tutors for academic year 2020-21 by clicking here.
Students are also allocated to a House. Our Houses are all named after Greek mythical creatures and are a connection to our original 1950s school logo, the Chimera which is often mistaken for a horse! You can read more about our House System by clicking here.
Some students, at different points in their lives, will need additional care and support. Alongside our dedicated pastoral team we are also very proud to employ our own Psychotherapist for two days each week. Our Psychotherapist provides confidential support for students who may be experiencing bereavement, trauma or anxiety, for example, and will provide a space for students to discuss their feelings and find coping strategies during difficult periods in their life. In addition to our Psychotherapist, students also have access to our School Nurse each week who provides advice and guidance for students who may have a medical or mental health concerns.
Supporting Positive Behaviour for Learning at Orchard Mead.
Excellent behaviour for learning is absolutely vital if students are to make good progress and succeed. The school has a clear set of expectations and routines which all students and staff are expected to follow. These are simple, and focused on ensuring we are all able to work and learn in an environment which is safe and effective for learning. Click here to see a copy of our Behaviour Policy and click here to see the COVID-19 addendum to the Behaviour Policy.
We strongly believe that effective behaviour for learning is achieved through the development and promotion of positive relationships between all members of our school community and our Orchard Oath, which we expect both students and staff to follow to, encapsulates this commitment. Our Orchard Oath, Work Hard, Be Kind, Be Responsible also has its basis in the fundamental British Values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs.
We have the following expectations for our students
- Arrive each morning by 8.20am, and arrive to all lessons on time;
- Wear the correct uniform and follow the expected dress code click here to see our uniform expectations;
- Be SMART – behave in a respectful, polite and courteous manner at all times;
- Be prepared for learning with the correct equipment including, as a minimum:
- a pencil case,
- a Casio Fx83GTX calculator
- reading book
- any specialist equipment, such as PE kit;
- Complete the Do Now task in silence in order to consolidate learning and ensure a strong start to each lesson;
- Follow instructions, first time, every time;
- Adhere to STAR expectations in all lessons;
- Move swiftly, sensibly and quietly around the building, adhering to one way systems;
- Complete all homework, on time;
- Eat at break and lunchtime only and only eat in permitted areas;
- Do not use mobile phones or music devices and headphones on the Academy site;
- Respect any books or equipment which is loaned to you; if this is to take home, students are responsible for ensuring that they are returned to academy on time and in good condition;
- Respect the Academy environment. Do not litter or cause damage to the Academy site.
Our aim is for our students to be both academically and socially successful, in order that they develop the life skills that they need in order to be polite, well-mannered citizens and to make a positive difference to society. We also understand that being socially SMART and displaying good manners is essential in order to get ahead.
Therefore, we expect everyone to be SMART at all times:
We always smile and greet people with eye contact. This is good for our wellbeing and helps us to generate a sense of community and belonging.
We adopt an ‘attitude of gratitude’ every day and in every interaction. We say “Thank you”, “Excuse me”, “Please” and “Pardon.” We expect our students know and understand that manners cost nothing; we are polite and respectful at all times.
Developing the ability to express ourselves accurately and with confidence is a vital life skill. We speak in a calm, polite and respectful manner, using Standard English. Our voice is important so we use it with confidence.
We respect differences of opinion and approach and we question these appropriately in order to learn from them. We respect individuality and we embrace difference.
Titles – Sir or Miss
Students always refer to staff as ‘Sir’ or ‘Miss’; it is a sign of respect, and is polite and courteous. Staff will, likewise, treat all students with respect and be extremely polite. This is a partnership involving mutual respect between staff and students.
Being a STAR!
Within lessons students will follow STAR expectations in order to demonstrate effective behaviours for learning:
Sit up straight
Track the speaker
Answer in full sentences
Respect the speaker
Sit up straight:
Students sit up straight to show that they are attentive to the teaching and learning going on. Good posture may also help to improve concentration and help students to focus.
Track the speaker:
Students track (follow with their eyes) the speaker to show that they are listening carefully and value the input of the speaker.
Answer in full sentences:
The development of academic language and the use of Standard English is vital in order for students to communicate effectively at school and in the wider world, and also for them to reach their academic potential.
Respect the speaker:
We respect the speaker, no matter who the speaker is. This is a life skill and helps to foster positive relationships
Reward and Consequences
At the centre of our Behaviour Management Policy is the use of rewards to recognise the contribution, effort and achievement of students who are committed to our Orchard Oath. The rewards are accessible to all and are aimed at motivating students to try their best during their time at Hamilton. Click here to read more about Rewards at Orchard Mead.
The vast majority of students are well behaved and meet our expectations. When necessary, all staff follow a 3 step ’Consequence’ (C) approach. Consequences are there to remind students that they have made a poor choice by failing to meet our expectations or behaving in an unacceptable way. Our expectations are very clear and we strongly believe that it is our teachers’ right to teach and our students’ right to learn.
If students are in anyway disrupting the learning of themselves or others they will be issued with a consequence in the following manner:
- C1 is always a first verbal warning. Staff must log this in Class Charts at a convenient juncture.
- C2 is always a final verbal warning, coupled with a teacher management technique such as moving seats or speaking to the student outside of the classroom.
- C3 is the removal of the student from the classroom through the use of on-call. Once in the C3 Removal Base, students remain for the day, completing a detention until 4pm. Staff will support students to reflect on their behaviour and ensure that appropriate learning is completed.
Students who are removed to the C3 Removal Base following a C3 will complete a same day detention until 4pm.
Detentions are also given for the following:
- 3 occasions of lateness.
- Repeated uniform infringements not resolved by form tutor.
- Repeated equipment issues not resolved by form tutor.
- Unresolved issues connected to lack of PE Kit.
Detentions are set weekly, on a Friday between 2.45-3.45pm.
Our method of communication to parents in connection with detentions is ClassCharts.
Some students will need further support with their behaviour or attendance. Students who require more support and a greater personalised approach are supported in our REACH Centre. Click here to read more about The Hub and its provision.
We value our relationships with parents, carers and other significant adults involved in our young people’s lives. We strive to ensure that we communicate effectively with parents at all times and we welcome contact from families.
Please address your child’s form tutor, Assistant Head of Year or Head of Year for any support that you may need in the following ways:
Telephone the school’s receptionist on: 0116 2413371
Or by email in the following ways:
|Head of Year||Ms Kirtee Patel||[email protected]|
|Assistant Head of Year||Ms Charlotte Rose||[email protected]|
|Head of Year||Ms Helen O’Hanlon||[email protected]|
|Assistant Head of Year||Mrs Pat Loveday||[email protected]|
|Head of Year||Ms Nicola Roberts||[email protected]|
|Assistant Heads of Year||Ms Leah Reeve||[email protected]|
|Head of Year||Mrs Kerry Mace||[email protected]|
|Assistant Head of Year||Ms Molly Lowe-Spicer|
Ms Eleasha Parmar
|Head of Year||Mrs Gemma Bailey||[email protected]|
|Assistant Head of Year||Mr Billy Blythin||[email protected]|