Pastoral Care

The integrated ethos of Malone College permeates all aspects of the curriculum and is integral to the programme of pastoral care. Malone College believes that its pastoral care system is vital in maintaining good discipline by creating a caring environment where children are supported and encouraged to work through their own problems. Discipline, and in particular self-discipline, is crucial to the social and personal development of young people. It is essential in helping them to develop as responsible and independent young adults with self-esteem, who are capable of playing a full role in the community.

CHILD PROTECTION

Malone College seeks to support the childs development in ways which will foster security, confidence and independence. Everything we undertake is regarded as central to the well-being of the individual. Every child in Malone College has the right to respect, physical care, praise, attention, trust and love. There are two designated Child Protection Officers on the staff and one designated member on the Board of Governors. A copy of our school Child Protection Policy is available for inspection on request from parents.

DRUGS EDUCATION

Drugs Education is part of our overall Pastoral Care/Guidance structure within the College. Our Drugs Education programme is delivered in the time-tabled Learning for Life and Work lesson and also in related subjects such as PE, Science, Health-Care, English etc. The programme is based upon protection and prevention. We work closely with parents and professional health agencies to deliver a programme that supports and guides our pupils. We seek to develop in pupils a positive, healthy, informed attitude towards drug-taking. There is a policy and procedure for drug-related incidents which can be viewed on request.

BULLYING

As part of our Child Protection procedure within the College is our policy on Bullying. Throughout the education of our pupils we encourage students to accept, tolerate and respect each other through trust, support and care. It is therefore obvious to state that any form of bullying which contravenes the ethos of the college will not be tolerated. All subject teachers, support staff and key staff who form part of our Pastoral Staff Team (Year Teachers, Pastoral Care Co-ordinator, Child Protection Officers) have responsibility to care and support for our pupils and therefore reserve the right to investigate any reports of bullying.

Our Procedure for dealing with incidents of bullying are outlined in the College's Anti-bullying Policy which is available on request.

RELATIONSHIPS/SEX EDUCATION

The Relationships and Sex Education programme is just one part of the overall Pastoral Care/ Guidance structure within the College. The programme is delivered to all year groups in the time-tabled Learning for Life and Work lesson. We work closely with parents and professional health agencies in establishing an effective programme that meets the practical and spiritual needs of our students. We seek to develop in our pupils a positive, healthy responsible attitude towards the development of relationships and sexuality. The programme and policy is available on request.

COUNSELLING AT MALONE COLLEGE

There will be crucial times in the personal and social development of the pupil such as puberty, family problems, examinations and coping with bereavement. The Pastoral Care team at Malone College are sensitive to these important times and will seek to support pupils by the provision of counselling skills and services. We have a number of Teacher Counsellors available to students for referral. We also have a visiting counsellor from Contact Youth who provides additional support.

PUPIL/PEER SUPPORT SCHEME

As part of the Pastoral programme we have a peer 'Mentoring' scheme. A small group of our Year 13 pupils are selected and trained in the skills of mentoring. They are allocated a Year 8 class and develop a special, supportive bond with the pupils. This scheme is aimed at easing the transition from primary school and improving skills of communication and problem solving.

FORM CLASS/ROLE OF THE FORM TEACHER

We have an intake of approximately 130 pupils to be arranged in mixed religious / gender / ability groupings. The Form Teacher system provides the foundation on which Malone College operates. The Form Teacher provides a support system for his/her class and the individuals in it. The Form Teacher's work falls into 4 areas:

• Administrative Duties
• Supervision
• Pastoral
• Home/School Links

Administrative Duties include registration (am and pm), checking on absences, compiling reports, maintaining records of the pupils within their charge.

Supervisory duties include maintaining a class record book, checking on homeworks/homework diaries, issuing weekly/daily report card (when necessary), fostering self-esteem through the use of achievement certificates (positive reinforcement).

Pastoral work includes support of each child. The Form Teacher knows each child personally. Form class begins with a prayer, and pupils are encouraged to write their own prayers. The Form Teacher encourages their pupils to take part in extra-curricular activities, fund-raising events and to take pride in their school.

Home/School links is vital in the integrated set-up through the establishment of friendly relations with parents. The Form Teacher is the first line of contact between school and home through reporting, Parent-Teacher Evenings and interviews. Parental involvement is keenly advocated in the integrated sector.

DISCIPLINE STATEMENT

We believe in the idea of an educational or learning community. It is important therefore that everyone is connected with the school, pupils, staff, governors, parents, ancillary staff etc. behave in such a way as to help the whole learning process. School rules usually refer only to pupils, school guide-lines include everyone. Malone people are therefore expected:

• To be courteous to each other.
• To show consideration for others.
• To show respect for themselves and others.
• To show respect for their own property as well as that of others.
• To be industrious and punctual.
• To be honest at all times.

JUNIOR SCHOOL RECORD BOOK

In Malone College we use a Junior School Record Book. This book serves as a type of travelling register and tracks pupils attendance and behaviour in class. It allows subject teachers to notify form teachers of overall class work rate and behaviour. It can also be used to highlight individual performance and behaviour. There is a section for homeworks to be noted down – useful to both class and form teachers. Children who produce a high standard of work or show evidence of great effort in whose work is highly original or unique are awarded a merit by recording it in the merit section. A very high standard of behaviour and co-operation by the class will deserve a class merit. Form teachers use the Class Record Book to help them fill in the Individual Reports.

YEAR 8 INDUCTION

The Year 8 induction programme at Malone College plays an integral role in the guidance of pupils through the transition from primary to secondary education.

The induction programme is initiated by the Year 8 Form Teacher and is fully supported by the other Year 8 subject teachers, the Head of Year 8, the Pastoral Vice-Principal and the Principal.

The programme is aimed at improving relationships between pupils and Form Teachers so that the individual pupil's educational and emotional needs can be ascertained at an early stage.

An induction evening is arranged for all new pupils in June of each year when each student has the opportunity to meet their form teacher and new classmates. The programme also pivots upon an information evening held for Year 8 parents at the beginning of the academic year.

The induction process continues throughout the first year and parents are welcome to discuss their child's well being with the form teacher at all times. The homework diary may also be used as a means of communication between home and school.