Pastoral support plans are personalised strategies designed to provide emotional, spiritual, and practical assistance to individuals in need. This document has been designed to offer support and guidance to those experiencing personal challenges, crises, or difficult circumstances. Pastoral support plans may encompass counseling, mentorship, prayer, community outreach, and other forms of assistance tailored to the unique needs of each individual. By developing and implementing pastoral support plans, schools and organisations can create a nurturing and empathetic environment where individuals feel valued, supported, and empowered to navigate life’s challenges.

Part-time timetables in schools can offer support to vulnerable pupils, but their use is defined within the UK Education Law. By providing part-time options, schools can accommodate a wider range of students and support their individual needs and circumstances. This document aims to enable a more inclusive and accessible learning environment for all students.

Restraint is unfortunately becoming a common practice in schools. This guide aims to minimise the necessity and potential risks of using restraint in a school environment.

This risk assessment document is designed to help you identify, analyse, and effectively manage potential risks within your organization. With detailed insights and actionable recommendations, this document will empower you to make informed decisions to safeguard the children your work with.

The ‘How and I Feeling Fan’ is a simple way for children to express how they are feeling. The fan contains 14 different faces depicting different emotions along with the matching vocabulary. The fan can be easily made by both staff and child. *requires one paper fastener Age 3+ Symbols Include: Angry, WOW, Thoughtful, Surprised, Silly, Nervous, Unwell, Shocked, Sad, Happy, Cross, Pleased, Upset, Worried.

This document is used within school to support children at home with their morning/evening routines. I have given this resource to many parents who report back that it is very helpful at home. I have found that this document helps with attendance within school. The document is easily customised with colours, names and tasks. The document can be printed and mounted onto card and/or decorated by the child to enable ownership. *Requires counters to be made* I use small plastic counters from school with stickers. Feedback Welcome

A document with the sole purpose of 'challenging' a child with a small S.M.A.R.T target to get them working above and beyond the normal expectations of the classroom. A reward is outlined at the bottom of each card. The card is designed to be kept by the child so the ownership is on them to achieve the 'challenge' and earn the reward. Three examples included: Example 1: Completely blank. Set them a challenge and outline a reward or EVEN BETTER 'challenge' the child to set their own target. Example 2: Suggested challenges. Don't forget to set a reward that the child would like to earn. Example 3: Challenges and rewards already set. Complete time saver with the whole emphasis put onto the child to take, complete and reward their own EPIC behaviour. Feedback appreciated.

A worksheet designed to engage children in talking about themselves. This booklet can be used to reflect on home life and provide a supportive and nurture based intervention with children. The document helps break down the language barriers for children who suffer with social anxieties and behavioural difficulties. The booklet is fun, engaging and thought provoking for key stage 1/2 children. The outcome for the booklet is that children are able to talk about themselves and understand that home life and school life are both a supportive capacity to learning.

This document is used for a child to reflect on their learning attitude, behaviour and emotional wellbeing throughout the school day. This document has proved invaluable in nurturing children with little to no self confidence in school! The child should mark, periodically, where they are on the 'smile scale' throughout the school day enabling supportive reflection 1:1 with a member of staff. I often use a variety of open questions to enable the children to open up and talk about their emotional wellbeing and reinforce the positive aspects of the school day but reminding them, 'It is okay to feel sad'. I welcome any questions and welcome all feedback.

The document provides a single place for providing information to staff, developing strategies, tracking progression and developing targets for children.