The role of the Tutor

Adults who work with children and young people have a crucial role to play in shaping their lives. Form Tutors and Learning Support Workers have a unique opportunity to interact with children and young people in ways that are both affirming and aspiring…

Tutors are required to get to know the pupils in their form really well.

Tutor times: Are valuable times when tutors can help their pupils feel welcome and valued and support them to develop a positive attitude before they start their lessons.

Tutors help remind pupils to use their Pupil Diary to record important information, eg homework, reply slips to be returned, things required for PE/cooking etc.

Tutors refer regularly to school’s School Expectations and Positive Engagement Structure to promote positive behaviour.

Progress in school: Tutors are required to understand the specific needs of all their pupils and monitor and record each pupil’s development so they can ensure the needs of the pupil are met. They make/take opportunities to discuss academic/behaviour performance and progress with individuals on a regular basis and ensure each pupil knows their personal targets.

Tutors complete an Education, Health and Care Plan meetings with parents and other interested parties. The school also hold two Parental Conversation meetings during the academic year where tutors and LSWs are available to discuss with parents/carers the progress of their child.

Tutors are able to monitor positive and negative behaviour of pupils through our online behaviour tracking system.

Regular Pastoral Meetings are held where staff can raise awareness and discuss behaviour of pupils when necessary.

Contact with home & other agencies:

Tutors can use the Pupil Diary as two way method to communicate between home and school.

Tutors are encouraged to contact home with ‘Good’ as well as ‘Bad’ news – by phone, letter, email or praise postcard. A brief note when phone calls are made/received is kept in the pupil’s file.

Note: All records are kept in a secure place to prevent any visitors to the classroom being able to access personal, sensitive, information about pupils

Preferred Adults

As well as having a form tutor, who meets with them twice every day, pupils are also invited to choose two adults in school who they feel they relate to particularly well should they feel they would like to go and speak with someone at school, for support, advice or guidance in any way.

We remind pupils that we are all here to listen to them and help at any time, as well as to enjoy spending time chatting with them and sharing good news together.

School and Classroom expectations

Expectation of pupils around school:

    • Be where they are supposed to be
    • Behave in a calm, safe and sensible manner
    • Show consideration for everyone and everything
    • Stay within the agreed boundaries at break and lunch times
    • Promptly respond to bells.

Classroom expectations for pupils:

    • Enter and leave the classroom in a respectful manner
    • Follow instructions promptly
    • Allow learning and teaching to take place
    • Be polite, respectful and considerate of the needs of everyone

Rewards and sanctions

Signifcant day to day behaviour, both positive and negative is recorded on Sleuth. Sleuth is an online behaviour tracking system to help improve how we manage pupil behaviour in school. Teachers and LSWs are the principal users and can quickly track incidents and behaviour through their iPads.

Positive behaviour such as extra effort in academic work, helpfulness to others, good citizenship and politeness are recorded and points are allocated accordingly.

Most negative incidents during lessons are managed by the class teacher. However, from time to time, it’s likely that immediate support will be needed, so staff will involve HLTAs, Key Stage Managers or Senior Leadership Team where appropriate.

Using Sleuth and tracking in this way enables the school to spot trends and initiate ways to improve behaviour for individuals and/or groups and ensure staff are consistent in how they award points. The points system is used to inform the end of term rewards assembly.

Positive Behaviour (Team Teach)

We pride ourselves at Belmont on providing a safe learning environment for our pupils. Sometimes, some of our children may get anxious or agitated – we will do our best to help pupils to calm down using communication skills, distraction techniques and removing triggers where possible.

However, there may be times when children need more help to calm down. This can require physical interventions. At Belmont, we have adopted the Team Teach approach to manage challeging behaviour. All our classroom based staff have been trained in the use of this approach and we have two tutors in school who carry out initial training, ongoing refresher training and advise staff on managing behaviour.

Team Teach promotes the least intrusive postive handling strategy and offers a continuum of gradual and graded techniques, with an emphasis and preference for the use of verbal, non-verbal de-escalation strategies being used and exhausted before positive handling strategies are utilised. It should be stressed that 95% of Team Teach strategies are about diversion and diffusion and only 5% about a physical intervention.

Individualised Behaviour Plans

Pupils with designated behavioural needs have an individualised Positive Handling Plan.

Mental Health and Wellbeing

Our Brain and our Breathing

At Belmont we learn how our brain works, how we react to things we find scary and what we can do to bring the thinking part of our brain back to make wise choices.

One way to remember the parts of the brains and their functions is to use animals to help us understand. These videos will introduce you to the owl, the elephant and the meerkat.

Luckily there is something we can use when things get overwhelming. The good news is – it’s free, we always have it and it  takes less than a minute of our time. It’s our breath!

Watch these videos to learn how to use your belly breathing and then practise at home so that when that stressful situation pops up it’s easier for us to remember what to do.

Perhaps you can come up with your own belly breathing technique – let me know, I’d love to hear!

Please click on the links below:

Setting Intentions

One way to help your children have ownership of what they want to get out of their day or to deal with any stresses is to help them with daily intentions or positive goals. Setting intentions allows children to be mindful about their mental, emotional and physical selves.

We try to set intentions with mindfulness, awareness and acceptance.

  • What is mindfulness? A state of living in the moment with awareness and acceptance.
  • What is awareness? Recognizing the thoughts, feelings, sensations and surroundings that may be experienced in a particular moment.
  • What is acceptance? Not passing judgement or being critical of those thoughts, feelings, sensations and surroundings in that moment and not comparing yourself to others.

Setting intentions at different times of the day at home fits in really well with what we do at school when we have our check ins with the children and they talk about which zone they are in.

There’s more information below, including an intention setting exercise that you might like to do with your children.

Please click on the powerpoint below:
Setting-intentions