Children learn best when they feel safe, understood and connected to the people around them.

Our pastoral support helps pupils manage difficulties which may be affecting their wellbeing, relationships, attendance, behaviour or readiness to learn. We aim to notice concerns early, listen carefully and provide calm, purposeful support before difficulties become more serious.

Pastoral support is part of our wider approach to safeguarding, inclusion and education. It is not separate from learning: it helps children participate successfully in school.

A whole-school responsibility

Every adult at Waterloo has a responsibility for pupils’ wellbeing.

Class teachers and Early Years practitioners know their children well and provide the first layer of pastoral care through:

• positive, dependable relationships;
• calm and predictable routines;
• clear expectations and boundaries;
• regular opportunities to talk;
• support with friendships and relationships;
• reasonable adjustments; and
• communication with families.

Children are taught that they can speak to any trusted adult if something is worrying them. Our Helping Hands approach helps children identify the adults they can turn to for support.

Where a child needs something additional, staff can seek support from our pastoral team.

Who leads pastoral support?

Pastoral support across Waterloo is overseen by:

Mrs Sarah Maciver
Deputy Headteacher and Strategic Lead for Pastoral Support

Day-to-day pastoral work is coordinated by:

Mrs Sarah Evison
Pastoral Lead

Mrs Evison works closely with class teachers, school leaders, the SENCO, the safeguarding team, attendance staff, families and external professionals.

Waterloo also has members of staff who are trained as Mental Health First Aiders.

What support may be available?

Pastoral support is matched to the individual child. Depending upon the concern, this may include:

• regular check-ins with a trusted adult;
• short-term individual support;
• planned small-group work;
• support with recognising and managing emotions;
• nurture and regulation activities;
• help with friendships and social situations;
• restorative conversations following conflict;
• support with confidence, self-esteem or resilience;
• help following bereavement, loss or significant family change;
• preparation for transitions or changes in routine;
• support following a period of absence;
• individual plans to support behaviour, engagement or attendance;
• liaison between home and school; and
• referral or signposting to another service.

Support will have a clear purpose and will be reviewed. It should help the child become increasingly confident and independent rather than creating unnecessary long-term dependence upon an adult.

How is support arranged?

A concern may be identified by:

• the child;
• a parent or carer;
• the class teacher or another member of staff;
• the pastoral, attendance or safeguarding team;
• assessment or attendance information; or
• another professional working with the family.

When a concern is raised, we consider:

1. what has happened and what the child may be communicating;
2. the child’s strengths as well as their needs;
3. what support is already available within the classroom;
4. the views of the child and their family;
5. whether there may be an unmet SEND, communication, sensory or learning need;
6. whether any safeguarding action is required; and
7. what response is likely to make the greatest difference.

Not every concern will require individual pastoral sessions. Sometimes the most effective response will be an adjustment within the classroom, support for the family, an attendance plan or advice from another professional.

Emotional wellbeing and mental health

Mental health and emotional wellbeing affect how children feel, behave, build relationships and engage with learning.

Our trained Mental Health First Aiders can:

• notice possible signs of emotional distress;
• listen without judgement;
• provide an appropriate initial response;
• help a child access support from a trusted adult;
• share safeguarding concerns promptly; and
• signpost or support referral to appropriate services.

Mental Health First Aiders are not counsellors or clinicians. They do not diagnose conditions or replace professional mental health treatment.

Where a child may need specialist help, we will discuss this with their family and, where appropriate, work with services such as the child’s GP, school nursing, Sefton services or Child and Adolescent Mental Health Services.

Behaviour as communication

We maintain high expectations for behaviour while recognising that behaviour can communicate an unmet need, difficulty or emotion.

Our approach combines warmth with clear boundaries. Adults use calm language, predictable routines and restorative conversations to help children:

• understand what happened;
• regulate and reflect;
• repair harm;
• practise a more successful response; and
• return positively to learning.

Pastoral support does not remove appropriate boundaries or consequences. It helps children develop the skills they need to meet expectations successfully.

Attendance and pastoral support

Changes in attendance or punctuality can sometimes indicate that a child or family is experiencing difficulty.

Our pastoral and attendance staff work together to:

• listen to children and families;
• identify barriers to regular attendance;
• agree practical support;
• plan a successful return following absence;
• monitor the child’s wellbeing and engagement; and
• involve other services where additional help is needed.

This supportive work sits alongside the school’s clear expectations for regular attendance. Visit our attendance page for more information.

Working with families

Families know their children best. We aim to work in partnership with parents and carers, sharing concerns respectfully and agreeing practical next steps.

Where appropriate, we may:

• arrange a meeting with the child and family;
• agree strategies to use at home and school;
• coordinate support from different members of staff;
• seek consent to involve an external service;
• consider Early Help; or
• signpost the family to additional advice or practical support.

Information is treated sensitively and shared only with those who need it. However, staff cannot promise confidentiality where information suggests that a child or another person may be at risk of harm. In these circumstances, safeguarding procedures will always be followed.

Further information about help for parents and the wider household is available on our Family Support page.

Developing our offer

Waterloo is continuing to strengthen its pastoral provision. As part of the next stage of this work, we plan to recruit dedicated Learning Mentors who will increase our capacity for targeted individual and small-group support.

These posts are not yet part of our current staffing structure. This page will be updated when appointments have been made and the additional support is available.

Asking for pastoral support

If you are concerned about your child, please speak to their class teacher or Early Years key person first. They can discuss the concern with you and involve the pastoral team where appropriate.

You may also contact Mrs Sarah Evison through the school office:

Email: admin@wps.mvlt.co.uk
Telephone: 0151 928 4274

Asking for help will not automatically result in individual sessions. We will consider the information available and agree the most appropriate response with you.

Urgent mental health support

Waterloo’s pastoral team is not an emergency or crisis service.

If a child or adult requires urgent mental health help, contact NHS 111 online or call 111 and select the mental health option.

Alder Hey also provides CAMHS Crisis Care for children and young people.

If someone’s life is at risk, they have seriously harmed themselves or you cannot keep them or another person safe, call 999 or go to Accident and Emergency immediately.