Pastoral Care Policy

    Pastoral Care Policy-Full School

    Last reviewed: August 2018


    Wayne Davis, Deputy Head (Pastoral) in the Senior School

    Siobhan Bee and Laura Oliver, Assistant Heads in the Prep School

    Claire McGrory and Emma John, Deputy Heads in Pre-Prep School

    1. Introduction

    Pastoral care at Cranleigh Abu Dhabi is an integral part of our school ethos and encompasses the whole school community ensuring a holistic approach for all. We believe that creating systems of care and support for our pupils is essential in developing personal and social qualities which will support them in the next stages of education and into adulthood. Cranleigh Abu Dhabi strives to create an environment in which pupils are happy, safe, confident and valued. We recognise that every pupil is unique and requires a personalised learning journey that may need support and guidance along the way whether that be academically, socially or emotionally. We believe that the development of pupils socially and emotionally is just as integral to academic progress than focusing on intellectual development alone: one cannot happen without the other.   The pastoral systems at Cranleigh Abu Dhabi ensure that pupils fully develop emotional intelligence alongside academic excellence to develop their full potential and prepare them for a successful, healthy and positive adult life.

    1.1 Through the operation of this policy we aim to:

    • Develop and build each pupil’s personal and social development as well as emotional intelligence that is essential for an outstanding and fully rounded educational experience fit for the 21st century. Equipping pupils with the skills to succeed socially, emotionally and intellectually. 
    • Create a positive environment with high and consistent but realistic expectations.
    • Create a welcoming, supportive and caring environment for staff and pupils that is supported through mutual respect and valuing each other.
    • Ensure that every pupil has access to academic and personal guidance/ support by working closely with the SEN, EAL departments and other external agencies if required.
    • Create an atmosphere in our school community where pupils feel safe, trusted and listened to.
    • Design personalised interventions, target setting and have structured conversations that relate to specific pupils and their personal needs so every pupils needs are met.
    • Create a partnership and effective communication with parents that is supportive and that puts the child at the centre of its process.
    • Celebrate national and global citizenship skills that focus on diversity, culture, tolerance, respect, honesty, humility, courtesy and kindness in our community.
    • Create a community with a soul and a spirit that inspires.
    • Develop independence through focusing on promoting self- esteem, self- worth and developing resilience. 

    2. Pastoral Care

    At Cranleigh Abu Dhabi we have three strands to our pastoral framework:

    i) Child Protection (Safeguarding)

    ii) Child in Need

    iii) Safety and Well-being of the child

    2.1 Child Protection (Safeguarding)

    All staff are fully aware of the Safeguarding Policy and the school’s procedures in relation to safeguarding children. Please see the separate Safeguarding Policy that is an integral part of the overall pastoral framework.  Staff have annual safeguarding awareness training as well as pastoral leads participating in external CPD opportunities focusing on Safeguarding and Child Protection. There are Designated Safeguarding Leads in all three sections of the school as well as other pastoral members trained in advanced child protection training. 

    2.2 Child in Need

    Cranleigh Abu Dhabi supports all pupils, especially those pupils who have specific needs. Please see the additional Special Educational Needs Policy for further details.

    Cranleigh Abu Dhabi considers a child in need as one who:

    1. Is recognized for having a special educational need.
    2. Receives support from outside agencies or an independent listener.
    3. Requires personalised interventions or behavioural plans.
    4. Requires structures put in place to support their academic, social or emotional needs.

    Pupils in need are supported through the Special Education Needs Department, EAL Department or work closely with the school counsellor. Pupils who are a cause for concern are highlighted so interventions and strategies can be put in place to support the child in lessons and in the school community. Each case and each child is different therefore the approach and intervention for a child in need can vary and should be context-driven based on the needs of that child specifically. 

    2.3 Safety and Well-being of the Child

    The safety and well-being of every pupil at Cranleigh Abu Dhabi is paramount for effective learning to take place. Every pupil needs to feel safe and happy. This includes being healthy and having opportunities to develop their emotional- wellbeing in and outside of the classroom setting.

    Please see additional policies that link to safety and wellbeing of the child: Anti- Bullying policy and the Anti- Cyber Bullying Policy.

    The medical centre is staffed by nurses during the school hours, not only for medical but for other emergencies. The nurses are also key pastoral support figures in the safety and wellbeing of the Cranleigh community. The medical procedures are outlined in the staff and parental pastoral guides. 

    Additionally, Cranleigh Abu Dhabi makes sure it has a robust Pastoral Structure in place so that our children feel safe and cared for as soon as they start here.

    3. Pastoral Structure

    All staff (both teaching and non-teaching) have responsibility for pastoral care and endeavour to contribute effectively to establishing and maintaining a climate which is characterised by effective relationships and mutual respect.

    3.1 Tutors

    Tutors/ form teachers are the pupil’s first port of call for pastoral issues. Tutors/ form teachers ensure that each individual pupil is valued within the group. Positive relationships between tutor/ form teacher and pupils are built on the foundations of trust, patience, open-mindedness and positivity. Tutors/ form teachers liaise closely with parents throughout their school development, whether it be academic or pastoral. Tutors/ form teachers should also be the parents’ first point of contact for any issues or concern.

    3.2 Heads of Year and Housemasters

    Foundation Stage (FS1 & 2), Years 1-8 have a Head of Year who has academic and pastoral oversight for the children in their year group.

    Years 9-13 have a Housemaster who has academic and pastoral oversight for the children in their House.

    There are four houses in each of the Pre-Prep, Prep and Senior Schools. Each house is staffed by a Housemaster/ Housemistress in the Prep and Senior Schools. Houses have the same expectations and structure, but each house enjoys a separate sense of identity and soul. Houses generate an energy, spirit, teamwork and collaboration through all the pupils in the year groups. Housemasters/ Housemistresses and Head of Years create a sense of spirit amongst the community and help create a ‘family’ atmosphere in the school.

    3.4 Pastoral Structure

    4. Behaviour

    Good behaviour in all aspects of school life is central for effective learning and it is the responsibility of every member of staff. We promote this through the curriculum, support systems and our discipline procedures, including rewards and sanctions. Disruptive behaviour will not be allowed to impact on learning or on safety.

    Cranleigh Abu Dhabi strives to have high quality teaching which challenges and engages pupils at all levels thus minimising low level disruption or behaviour. This increases motivation and promotes outstanding learning experiences. Having strong pastoral relationships, curriculum and practices, promotes positive behaviour, strong inter- personal skills and a sense of responsibility. Success and achievement are celebrated and shared throughout the academic year in events such as assemblies and Speech Day.

    We have a clear and effective system of behavioural management that allows pupils to reflect and make the correct choices which helps to decrease behavioural issues. All academic, positive and pastoral issues are recorded on the MIS system (iSAMS) and are easily disseminated by those that need to know.

    Pupils’ achievements are celebrated at Cranleigh Abu Dhabi and we understand that pupils should be highlighted and praised for their effort and academic successes.

    Please see our behavioural policy for more information.

    5. Parental Support

    Outstanding pastoral care cannot occur without a partnership between the school and home. Cranleigh Abu Dhabi is committed to developing and maintaining strong links with parents. It is essential parents are part of the pastoral process and understand the school’s role in developing both intellectual and emotional intelligence. Parents are encouraged to be active participants in their children’s education.

    Regular formal contact is made through reports and parents evenings. Individual comments are discussed through written, phone or face-to-face contact.

    Parents are always welcome and encouraged to have contact with their child’s tutor in the first instance, following up with the Head of Year (Pre-prep and Prep)/Housemaster (Senior) and the member of SMT responsible for Pastoral Care if they have any further queries or concerns.

    This document is reviewed annually

    Pastoral Care Policy-Pre-Prep School

    Last reviewed: December 2019

    Responsible: Claire McGrory and Emma John, Deputy Heads in Pre-Prep School

    1. The Partnership

    We are fortunate in Pre-Prep that teachers and parents/caregivers have opportunities for daily contact both at drop off and pick-up. The focus is to create a supportive partnership between school and home so that every child in Pre-Prep has the opportunity to excel personally, socially and emotionally.

    Pastoral Partnership Aims: 

    • To generate supportive relationships between teachers and parents.
    • To ensure teachers and parents work together to safeguard and protect children.
    • To educate and engage parents to work with Cranleigh Abu Dhabi Pre-Prep to ensure that emotional and social skills and academic success is embedded. 
    • To establish pastoral expectations that ensures every child can learn effectively in a positive and supportive environment in and outside of school.
    • To work alongside parents to ensure that every child has the opportunity to develop the social and emotional ‘tools and skills’ for a successful and positive life.

    2. In addition to Pastoral Structure

    2.1 Tutors

    Tutors in Pre-Prep spend the majority of the day with their class. Class teachers ensure that each individual pupil is valued within the group. Positive relationships between the class teacher and pupils are built on the foundations of trust, patience, open-mindedness and positivity. Tutors liaise closely with parents and are the parent’s first point of contact for any issues or concerns; academic or pastoral.

    2.2 Heads of Year

    The Heads of Year in Pre-Prep have academic and pastoral oversight for the children in their year groups and will work closely with the Head of Year in the subsequent year level as well as the Deputy Heads and Head of Pre-Prep where necessary.

    2.3 Housemasters

    There are four houses, Gazelles (Yellow), Dolphins (Blue), Falcons (Red) and Turtles (Green).  Through the house system we promote the teaching of the Cranleigh Code values, rewarding children with house points for displaying the values, and encouraging a healthy and friendly competitive spirit during House events, such as Sports Days. Teachers create a sense of spirit amongst the community and help create a ‘family’ atmosphere in Pre-Prep.

    3. The Cranleigh Code

    We want our Pre-Prep Cranleighans to demonstrate, develop and promote attributes and values that are necessary for a positive and successful learning journey. Values that contribute towards Cranleigh's outstanding ethos.

    The Cranleigh Code is referred to throughout the school day in lessons, extra-curricular activities and during Learning for Life lessons. It should be entrenched in everything that we do in and outside of the community including at home.

    It is thoroughly embedded in our House System in Pre-Prep and displaying these attributes is rewarded with house points.

    4. Pupil Notes

    Pastoral and academic notes are to be logged in iSAMS under ‘Pupil Notes’ in Pre Prep.

    Logging pupil notes is vital for learning conversations and it is necessary to inform future teachers. These can be used to inform conversations between parents and staff members and to provide evidence for meetings about pupils and data discussions. These are crucial for the behavioural system to be successful.

    If the tutor needs to record numerous pupil notes for one child then structured conversations need to take place so improvements and targets can be put in place. It is the responsibility of the tutor to inform their Head of Year if they feel a child needs to be closely monitored. If necessary, this can be escalated to the Deputy Heads and then the Head of Pre-Prep.

    Pupil notes can be used to record interventions, meetings, emails, behaviour and academic challenges and successes. It should be used for positive aspects of behaviour and academics also so that a broad picture of a child can be built across their learning journey at Cranleigh.

    5. Medical Procedure

    School Clinic Definition:
    “School Nursing is a specialised practice of professional nursing that advances the well-being, academic success, and life-long achievement of students. To that end, school nurses facilitate positive student responses to normal development; promote health and safety; intervene with potential and actual health problems; provide case management services; and actively collaborate with others to build student and family capacity for adaption, self-management, self-advocacy, and learning.”


    1. In Pre-Prep pupils who feel ill/sick are welcome to go to the clinic with the given conditions: 
      • Children must either be taken by a teacher or teaching assistant or given permission by a teacher and escorted by a friend in less serious cases, dependent on age. 
      • In emergency situations, the pupil is escorted to the clinic right away by the teacher or teaching assistant and the adult will stay with the child. 
      • As per ADEK regulations, both a male and a female nurse are on duty at all times to see to children of the same gender.
    2. The nurse will do an assessment/intervention on the sick child and decide whether the student should stay in the school or leave early.
    3. Every student who visits the clinic shall be given a notification slip to show to his/her teacher when he/she comes back to the class;  this slip will be stapled into the child’s planner.
    4. If medication is given to the child the nurse will inform parents of what was given and at what time. This will be done via a telephone call or email.
    5. For cases of referral or if the child leaves early due to illness, the nurse will call the parent/guardian to collect their child. The nurse is also responsible for passing on necessary information on the situation of the child to the parents. The pupil will then be given another “early leaver” slip as a pass for reception.

    If their condition permits, the child will return to their classroom to pick up their belongings and to let their teacher know they are leaving before returning to reception. The clinic will also inform the child’s tutor of the early leave.