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Immanuel College

Pupil Wellbeing

It is known that usually academic success does make children, their parents and their teachers very happy.

It is also recognised that academic success gives children more opportunities, more choices and allows them to pursue their goals and aims.

In a results driven society, academic success has to be a schools’ major goal and that is certainly the case here.

We understand however that this goal needs to be part of an integrated and individualised care package received by each pupil, to ensure that they are all empowered to face their own challenges, and work out how best to overcome them.

Some of the biggest challenges pupils are likely to face are not classroom based and therefore, the importance of expert pastoral care cannot be over-emphasised in the pursuit of a successful and fulfilling school career.

Settling in

“Every child deserves the best possible start in life and the support that enables them to fulfil their potential.”

(Statutory Framework for the Early Years Foundation Stage 2012)

At Immanuel College Preparatory School we recognise that the settling-in process for a child is eased when there is a strong relationship between staff and parents and the child knows that their parents trust us and are happy for us to care for their child each day.  

We aim to follow the same procedures for all children joining our school, regardless of their age, making adjustments if the transfer is mid-year or the child is joining us from abroad. 

During the Shavuot Term prior to starting at Immanuel College Preparatory School

  • All families are sent a welcome pack, containing information about day-to-day school life, uniform and permission forms. Reception children and parents are invited to a tea party in the Reception classroom. Children joining other classes are invited into school to spend the day with their new classmates. If permission for sharing of contact details has been received for all parents, then a contact list is given out at this point, so that families can make contact in advance to arrange play-dates and rotas.
  • Pre-school settings are approached to share their EYFS summary for children for the Academic Year prior to joining Reception,  and for children transferring from other schools a confidential reference is requested. Parents are also given the opportunity to share information about their child. We recognise that the more we know about a child prior to them joining us the smoother their transition/settling–in. If a child has any specialist care, such as an Occupational Therapist or Educational Psychologist, these specialists are approached at this stage in order that consistency of approach is built, for example using key vocabulary.

Succot Term

  • The first day of the academic year is a half day and only the Reception class attend school. . Children joining other classes and the rest of the school begin the following day, the first full day of term.
  • Reception Parents are encouraged to stay whilst their child settles, then say goodbye and leave. 
  • One member of staff greets the children at the door and others are on hand to help the children say goodbye to their parent and then choose an activity to start the day. Parents are welcome to stay whilst children are settling in the morning, but it is recognised that sometimes a child will cry when their parent leaves, however long they stay, and therefore parents are encouraged not to stay for a long period. A member of staff is always on hand to assist as parents prepare to leave and will stay with that child as they settle into the day.
  • A member of staff phones parents to let them know that their child has settled on the first morning and this continues whilst the child is settling. This provides us with an opportunity to    re-assure the parents that their child is now engaged in an activity and to talk about how we can work together to make the drop- off for the next day as smooth as possible.
  • If a parent has left their child in an unsettled state, they are encouraged to phone the School Office and ask for an update on their child rather than to wait outside the classroom, as children sometimes see the waiting parents and this unsettles them once again. We offer parents the opportunity to wait in the foyer.
  • Staff are always available to talk to parents about any concerns they have about their child.
  • Home-School communication is a vital element of the settling-in process, as well as the ongoing positive dynamic between parents and staff. Staff are available at the beginning and end of each day to talk to parents, although depending on the nature of the conversation it may be more appropriate to speak on the phone, be in contact via email or in person. Parents can also call the School Office or email the class teachers directly.
  • Parents Evening is held during the second half of this term, giving parents the opportunity to discuss in more detail the progress that their child is making. The children’s work is available for parents to look through.
  • A “Meet the Teacher Evening”, to which all parents are invited, is held within the first week of the children starting Reception. Parents are given a directory of who to contact in different situations, such as class teacher emails and  booking for after school care. Parents receive year specific information, which is followed with weekly newsletters from the class teachers as well as a Prep school newsletter. 

Pesach Term

  • A second Parents Evening is held during the term.
  • Parents are always welcome to make an appointment with the class teacher to discuss their child’s progress. 

Shavuot Term

  • Parents receive a written report of their child’s progress over the course of the year, reporting on the EYFSP, Characteristics of Effective Learning and general progress in all curriculum areas.
  • Children visit their next class to familiarise themselves with their surroundings for the coming year.
  • Teachers from each year group meet with the class teachers for the following year and hand-over for each child.

Personal Development

PSHE education is a school curriculum subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy, safe and prepared for life and work.  (PSHE Association 2021)

At ICPS we believe that the Personal, Social, Health, Emotional development of each child has a significant role in their ability to learn.

We value the importance of PSHE in preparing children for the opportunities, responsibilities and experiences of adult life. Additionally we believe that a child needs to learn about the many emotional aspects of life and how to manage their own emotions.

We appreciate the way that PSHE supports many of the principles of safeguarding, including the provision of high-quality Relationship and Sex education, promotes British Values and contributes to the Social, Moral, Spiritual, Cultural (SMSC) education that children receive throughout their time at ICPS. These themes are woven through all of our teaching and learning, from children joining Reception until they leave at the end of Year 6.

At ICPS we help children to:

  • recognise their own self-worth
  • develop confidences and responsibilities and make the most of their abilities
  • develop self-confidence and self-esteem
  • make informed choices regarding personal and social issues
  • develop a healthy, safe lifestyle with the ability to make appropriate risk assessments
  • develop good relationships
  • respect the differences between people regardless of race, gender and mental and physical disability
  • understand some basic principles of finances
  • make a positive contribution to the life of the school and wider community
  • develop independence and a willingness to “have-a-go”

All staff at ICPS take an active role in promoting pupil well-being through both the taught and hidden curriculum, acting as positive role-models for the children, and supporting the children in their development into “whole, happy people”.

During the academic year 2017-18 we underwent training in the Action for Happiness programme of Ten Keys to Happier Living which has been introduced to the children across the entire Prep School. G.R.E.A.T. D.R.E.A.M. is regularly reviewed and applied to new and ongoing situations. 

 

 

 

Whilst we have key themes to guide our planning and provision at ICPS we recognise that flexibility is key to maximising the personal development of the children and therefore each teacher adapts the focus and pace of the sessions in accordance with the specific needs of their class.

Anti-Bullying

By effectively preventing and tackling bullying, schools can help to create safe, disciplined environments where pupils are able to learn and fulfil their potential. 
DfE, Preventing & Tackling Bullying, July 2017
At Immanuel College Preparatory School we are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere.

Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is encouraged to tell the staff, through regular reminders about expectations of good behaviour and how they can help to keep our school a “Safe and Secure” environment. As well as ensuring that we have a culture in which everybody has the right to be treated with respect, we also recognise that pupils who are bullying need to learn different ways of behaving. 

Our pupils are taught that bullying is the use of aggression with the intention of hurting another person. Bullying is defined as deliberately hurtful behaviour, repeated over a period of time, where it is difficult for those being bullied to defend themselves. Staff are trained to recognise the variety of forms that bullying can take, such as emotional, physical and verbal as well as how to spot the signs of abuse and what to do if they have any concerns. We have a clear set of procedures to follow should there be any cases of bullying.

Our anti-bullying policy is balanced with a pro-active approach promoting positive behaviour management. Staff use specific verbal praise to re-enforce and extend good behaviour, rewarding good, kind and thoughtful behaviour within classes and around the school, with stickers, notes home and verbal praise. We believe that adults should act as role models to the pupils in their language and behaviour with a zero tolerance of shouting and sarcasm as well as any form of humiliating, threatening or intimidating language towards pupils or other adults within the school community.

We endeavour to prevent bullying through providing a rich curriculum in an effective learning environments in which:

  • the contribution of all pupils is valued
  • all pupils can feel secure and are able to contribute appropriately
  • stereotypical views are challenged, and pupils learn to appreciate and view positively differences in others whether arising from race, culture, gender, sexuality, ability or disability
  • pupils learn to take responsibility for their actions and behaviours both in school and in the wider community
  • all forms of bullying and harassment are challenged
  • pupils are supported to develop their social and emotional skills.

Anti-Bullying Week takes place annually and includes a whole-school assembly as well as class based activities, reinforcing anti-bullying messages throughout the school. 

Bullying Prevention activities may also include at different times:

  • writing a set of school rules
  • signing a behaviour contract
  • writing stories or poems or drawing pictures about bullying
  • reading stories about bullying or having them read to a class or assembly
  • making up role-plays (or using KIDSCAPE role-plays)
  • having discussions about bullying and why it matters

E-Safety

Mobile devices and the internet are part of everyday life.

At ICPS we view ICT and the internet as a valuable learning resource and teach all our pupils to use it responsibly and safely. All children are taught how to stay safe online and learn what to do if they view or read something that makes them feel uncomfortable or unsafe. Children begin their   e-safety education in Reception and this continues throughout the school, both in ICT specific lessons, PSHE sessions and Internet Safety Week.

As a school we hold an accreditation from National Online Safety. An online course is available to parents of our school, which is in line with the training undertaken by our staff.

If you would like some further information about keeping your children safe online, we recommend the following websites:

  • internetmatters.org – Internet Matters is an independent, not-for-profit organisation to help parents keep their children safe online.
  • thinkuknow.co.uk – Think U Know is the nationally acclaimed scheme highlighting the importance of staying safe online. There are videos for children to watch and lots of information for parents.
  • nspcc.org.uk – The National Society for the Prevention of Cruelty to Children (NSPCC) has lots of information about helping to keep children safe, including useful information about helping children be safe online.
  • parentinfo.org – Parent Info is a collaboration between CEOP and Parent Zone. The Parent Info website has a number of articles about children’s wellbeing on digital equipment. They also have a magazine that can be read online, called Digital Parenting.
  • getsafeonline.org – Get Safe Online provides all sorts of advice for people and businesses, including a section on keeping children safe.
  • Mental Health

 

Promoting positive mental health and the wellbeing of the children in our care is central to our school.

In addition to all staff being trained in the G.R.E.A.T D.R.E.A.M. of Action for Happiness, key members of staff are Mental Health First Aiders. Each week the whole Prep School enjoy a         well-being walk and staff are continually monitoring the moods and interactions of individual children. Working closely with parents and outside agencies such as school counsellors, The Priory in Southgate and Art Therapies for Children, as a school we facilitate intervention where necessary, although prevention is aim.