ABOUT THIS COURSE
The course will be interactive and draw on delegates’ ideas, strategies and experience. It will enable you to consider issues relevant to your role, review your role, identify opportunities and threats, share your conclusions with other course members, and finally, create an action plan for the next three years. Re-assess the definition of wellbeing and mental health and apply it to your own school context.
Draw up plans to address the impact of the pandemic on students’ wellbeing and mental health. Review the relationship between student and staff pastoral care. Consider how the role of pastoral lead has changed with the pandemic and re-define it. Set out a detailed action plan for Sept 2021 – Aug 2022. Draw up a broad action plan for Sept 2022 – Aug 2023. Identify key themes for Sept 2023 – Aug 2024. Integrate your action plan with the School Improvement Plan on a rolling three-year programme.
This course can also be brought into your school, and tailored accordingly, if required.
BENEFITS OF ATTENDING
- Agree a working definition of ‘well being’ and ‘mental health’
- Assess the potential impact of the ‘Education Staff Well being Charter’ (11th May 2021) on teachers and students
- Review the role of the pastoral leader
- Identify similarities and differences between the role of pastoral leader and well being lead
- Discuss, “Are student and staff pastoral care two sides of the same coin?”
- Explore and assess the effect of the pandemic on students and staff
- Reflect on the relationship between staff and student well being and mental health.
- Consider how pastoral leaders can respond effectively to changing expectations of their role
- Answer the question, “Who cares for the carer?”
|COURSE DATES||London | Monday 07 February 2022
London | Monday 25 April 2022
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an in-school course|
10.00 – 11.00am
What do we mean by pastoral care?
- What does wellbeing & mental health mean to those of us working in the education sector?
- What does wellbeing and mental health look like for pupils?
- Is pastoral care about supporting pupils’ wellbeing and mental health? Is this your role as pastoral leader? Why?/Why not?
- Before, during and ‘after’ the pandemic: How have pupils been affected?
- Before, during and ‘after’ the pandemic: How have staff been affected?
- ‘The pupils come first’ – What are the implications for pastoral care of this view?
11.00 – 11.15am
Discussion: coffee break
11.15 – 12.30pm
Your role as pastoral leader in your school
- What do you do to perform your role?
- Assessing what is within and outside your control.
- What can you do to support pupils in the aftermath of the pandemic?
- What is the impact of what you are doing now/will do on staff wellbeing and mental health? Why?
- What barriers limit your impact? How many of these barriers can be overcome? How will you overcome them?
12.30 – 1.30pm
Lunch and informal discussion
1.30 – 2.00pm
Responding to a changing educational landscape
- The effect of The ‘Education Staff Wellbeing Charter’ on your role as Pastoral Lead
- Analysis of the charter
2.00 – 2.30pm
- Defining Role conflict and identifying whether or not you experience it
- What is the effect of role conflict on your role and work?
- Recognising situational conflict and how to prepare for this
- Defining for yourself which areas to prioritise and protect from role conflict
- Protecting and sustaining healthy relationships
2.30 – 3.35pm
Taking action and moving forwards!
- What will be different about your role as pastoral leader when you return to school?
- What will you need to do to make it different?
- Creating an action plan that works: Yr 1: 2021-22; Yr 2: 2022-23; Yr 3: 2023-24
- Feedback your action plan to group
Steve Waters has over 45 years’ combined experience in secondary education and as a local authority school improvement consultant, including 30 years as a teacher. He is a First Aid Mental Health Instructor with the Ofqual regulated provider NUCO/ First Aid Awards. He is an online tutor and project assessor for the NPQML and NPQSL, a Founding Fellow of the Chartered College of Teaching and an elected member of council.