Pastoral and Transition

At New Skill Centre, we want to create an outstanding climate for learning.

It is important that our young people feel happy, supported and cared for in order to achieve their best in the classroom. We believe that our Pastoral system provides the support and guidance that students need throughout their time with us.
Not only does effective pastoral care support students in their natural progression but also facilitates the development of their self-esteem, social skills and ability to cope with stress. It’s important that students feel safe and valued in their school environment and pastoral care can help ensure this.

At the New Skill Centre, we understand the importance of keeping a child’s needs at the centre of our focus. This often means ensuring children feel comfortable talking with teachers or specialist pastoral staff about any issues they might be having. This could happen in one-to-one sessions with their teachers, or in regular drop-in sessions with the pastoral lead.

However, we understand that our pupils may not always feel comfortable reaching out when they need help – especially if they don’t understand what help is available to them. This is why it’s important that teachers are able to pick up on subtle cues that might indicate an issue with a child’s wellbeing.
We have worked in close collaboration with our pupils and their families to put in place clear and open channels of communication.

We are committed to promoting the safety and wellbeing of students and New Skill Centre works very closely with the Suffolk Safeguarding Children Board. If anyone within the School community has concerns about a student, school policy requires them to share them with our designated safeguarding member of staff.

Student Transition to the New Skill Centre

Emma Mirams, Pastoral and Transition Lead at the New Skill Centre will start the student transition process once confirmation of the placement has been obtained and all relevant paperwork has been received, initial discussion with parents/carers have taken place and if required, any professionals/agencies have been consulted.

Where possible, the Transition and Pastoral Lead may also visit the home school prior to the placement at the New Skill Centre commencing and will observe and meet the pupil and relevant staff to gain further information and to ensure immediate needs are identified and met.

The Referral and Transition/Induction process (see below) is completed within the first few weeks of the student starting at the New Skill Centre. The Transition phase is co-ordinated by the Transition and Pastoral Lead. The Induction phase is co-ordinated by the Deputy Headteacher/SENCO. The Transition and Induction period is organised to enable the young person to gradually integrate into the setting, become confident with the staff team and get to know other students attending

During the referral, transition and induction process, pupil information is gained from referring home schools, local authority, professional agencies, training providers, social care team, parents/carers.

Emma Mirams

Pastoral and Transition Lead

Referral and Transition Process

The student Referral process is co-ordinated by the Head teacher and enables the New Skill Centre to assess whether it offers the most appropriate provision for the young person. This is completed in collaboration between the New Skill Centre and our LA Commissioners and/or Home schools.

The Transition and Induction process is completed within the first few weeks of the student starting at the New Skill Centre. The Transition phase is co-ordinated by the Transition and Pastoral Lead.  The Induction phase is co-ordinated by the Deputy Head teacher/SENCO. It is during this phase that students will be assessed, to enable target setting and the creation of the IEP. The Transition and Induction period is organised to enable the young person to gradually integrate into the setting, become confident with the staff team and to get to know other pupils.

During the referral, transition and induction process, pupil information is gained from referring home schools, local authority, professional agencies, training providers, social care team, parents/carers and from baselining the skills of the young person.

Referral and Transition/Induction process at the New Skill Centre

Step 1

  • Home School/Suffolk LA identifies NSC as a potential placement for pupil.
  • Headteacher/SENCO/Transition and Pastoral Lead review pupil referral information and suitability of placement.
  • Placement agreed and confirmation received.
  • Parents notified of decision.
  • Home visit by Transition and Pastoral lead to share information and discuss parents and child’s view of placement.
  • School observation/Visit to NSC.
  • Dual placement service level agreement completed (home school only)

Step 2

  • Transition and Pastoral lead to visit previous setting/home school to discuss, complete and gain pupil information. Where relevant, this includes;
  • Registration form(s)
  • School reports
  • EHCP
  • Education/behaviour plan
  • Reasons why the referral has been made
  • Record of Behaviour
  • Risk Assessment(s)
  • External agencies involvement and details
  • Attendance data
  • Current levels of academic progress and baseline information
  • Specific learning needs
  • Subjects taught
  • Agreed/required academic outcomes
  • Previous educational data – EYS/KS2/KS3
  • Safeguarding information
  • Named professionals/agencies

Induction Process

  • Pupil and Parent/Carers to visit the New Skill Centre
  • Pupil registration forms completed
  • NSC School Admissions Register updated
  • Travel arrangements and Term Dates confirmed
  • Induction timetable and process confirmed, including the completion of the following;
    • Likes/Dislikes
    • Family genealogy
    • Where I live/who I live with
    • Understanding rules and expectations
    • Meeting the staff questionnaire
    • Who am I module
  • Strengths and difficulties questionnaire
  • Review information received with NSC staff and plan a transition timetable
  • Transition timetable in place
  • Completion of baseline assessments (BKSB, English and Maths diagnostic testing, CAT4, WRAT4, NGST, NGRT, PASS, B Squared Connecting Steps)
  • Screening for Dyslexia and Dyscalculia
  • Meet other pupils
  • Individual timetable confirmed and attend lessons
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