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St Mary's CofE

Primary Academy

'Learning, Achieving, Growing in God's Love'

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Pastoral Provision at St. Mary's

Support for children

We have a dedicated TA (Our Inclusion and Family Worker) who runs a mixture of 1:1 and small group interventions for identified children, focussing on topics such as:

  • Managing anger
  • Managing worry/anxiety
  • Building friendships

We use 'Boxall Online' - an assessment system which helps us to track key aspects of the emotional wellbeing of our pupils. It highlights particular areas of need and allows us to target our interventions more effectively.

We also provide a lunch club for pupils who may require additional support at lunchtime.

We hold a Sensory Circuit club each morning before the start of the school day to help ensure children are well-supported to be ready for learning.

Support for Parents

Our Inclusion and Family Worker (Nikki Browne) also works with parents, signposting parents to a variety of parenting groups/courses, coordinating support through the Early Support Process or meeting with them informally to talk through any worries or concerns.

Peer Mediators and Peer Mentors

Pupils in Van Gogh class are trained and delivering peer mediation and mentoring at lunchtimes. The training with them focussed on how to support their peers in resolving disputes themselves through agreed outcomes and actions, without the need for immediate adult intervention. The peer mediators and mentors are helping their peers to develop skills such as negotiation, independence, conflict resolution and resilience. In turn, the peer mediators and mentors are developing their own skills in supporting others, conflict resolution and empathy.

Buddy Readers

Each class in school is buddied up with another class. Once a week the children from one buddy class go to their partner buddy’s and practise reading together in pairs. This helps to instill a love of reading. It also helps younger children to practise their reading skills with an older child who can support them. And it encourages the older children to secure their own reading skills but supporting others and supports their own self-esteem.

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