Pastoral Care
Our Pastoral Aims at Fulneck are many and varied...
We believe children will achieve more when they are happy and focused on their work. All our staff look to reward pupils whenever possible, promoting a positive learning environment within and beyond the curriculum.
We aim to create a community that recognises each individual as a unique part of God’s creation, nurtures in each a sense of dignity and self-worth, and fosters supportive and caring relationships.
We seek to help our pupils develop their God-given talents and potential and enable each to become a confident, responsible and useful member of society. The pastoral care system operates inside and outside the classroom to support both pupils and staff.
- Our merit system plays a large part in reinforcing positive attitude and conduct amongst our pupils.
- Pupils earn merits for effort and achievement in the classroom and for good manners and courtesy, combined with helpful and co-operative behaviour.
- Every child has a form tutor who has an overview for pastoral development
- Form tutors work closely with an excellent Pastoral team; the Senior Pastoral Tutor, assisted by a girls’ and boys’ Pastoral Tutor.
- The Head of Senior School and the Pastoral Team work closely together to support pupils and communicate with parents if there are any concerns about a pupils’ welfare.
- All new pupils are allocated a ‘buddy’ in the early weeks at school to support and guide them and help them with school routines.
- We believe strongly in ‘Pupil Voice’ and have an active Pupil Council with every form represented.
- Communication between home and School is crucial and we are grateful for information from parents/guardians about any issues outside school that might affect the wellbeing of a pupil.
- In all disciplinary matters we rely on parental support in order to maintain high standards.
- We strive to be consistent and fair in the treatment of all our pupils.
- All pupils are aware of the ‘Code of Conduct’ which is published in their student planners.
