Social-Emotional Policy & Procedures

Social emotional skills and habits are explicitly taught in a supportive, safe environment by teachers, tutors, interns and coaches. These are integrated across the curriculum, with the goal to instil these values and to prepare children for the unknown, ensuring they are able to interact with others and to become upstanding members of the community.

 

The Pastoral programme is implemented as follows:

Given that Clifton does not follow a prefect or monitor system, Servant leadership is a fundamental facet of our offering. This is seen to be most active in the day-to-day operation of the school, where all children serve a role in modelling positive behaviours and examples to their peers.

This takes an intentional turn in our termly Buddy mornings (Grade 3 and Grade 6; Grade 4 and Grade 7), where fellowship is the focus.

 

Family Time (boarding only) takes place on a Wednesday evening, where interns interface with a cross-section of boarders, ensuring that the boarding support structure is viable.

Weekly meetings between teachers, our learning support team and pastoral team ensure that the best needs of all children are upheld. 

 

The Social emotional programme unfolds as below:

JP: Psychomotor program

Teachers trained in the Psychomotor programme facilitate and run lessons with each grade on a weekly basis. This process is largely based on free play, allowing children to express themselves physically. All teachable moments are governed by 3 basic rules:

 

SP: Gr 4 & 5: Bibliotherapy in LO lessons

Time is provided weekly for teachers to read a bibliotherapy book to the class and to engage in discussion and debate. Books have varying themes, each aimed at creating opportunity for class interaction and individual growth.

 

Gr 6 & 7:

Tutor sessions take place in 4 half-hourly sessions a week, following the Clifton CEA curriculum (Goal Orientation, Inner Meaning etc.)

In addition, the Grade 7s follow the Bellavista SHARE program, G.R.I.T.

This is a video and discussion-based program focusing on developing resilience and self-growth over the year.

 

Behavioural Incidents

In any behavioural incident, a restorative process is followed with the child/ren involved, using 4 basic questions:

Incident reports are logged, and the school Minor Misdemeanours guidelines followed by class teachers and tutors. Sanctions are applied as and when seen fit. These may include restorative projects, either written or physical.

More serious incidents are referred to the Deputy Head and/or the Headmaster.