Staff And Pastoral Support

Studying at sixth form is not easy, and we recognise that at different times during the year students may need to access different levels of support. The form tutor is generally the first point of contact. They see students on a daily basis and work with subject teachers and other staff to provide the correct support. We are fortunate to have a sixth form progress lead who works with students on independent learning and study skills, and will tailor an individual support package depending on student need. The table below outlines some of the different levels of support available.

Person Responsible	Type of Support
Head of Sixth Form Mr J Linnell	Overall policies and curriculum; students' personal development; well being; attendance; destination including university applications
Sixth Form Enrichment Co-ordinator Ms H Reding	Development of students' cultural capital beyond the curriculum including enrichment activities, external speakers and opportunities
Sixth Form Administrator Ms F Higson	Day to day administrative enquiries and support including: attendance; communication; bursary funding; applications to sixth form
Form Tutors 6A Mr D Timbers 6E Ms K Kinsley 6H Mr J Gerrard/Ms J Webb 6R Ms H Reding 6T Ms M Richardson 6V Mr R Mayet	Day to day monitoring; support, guidance and liaison where necessary including attendance; reference writing; delivery of tutor programme
Careers Advisor Ms A Warwick	General careers advice; apprenticeships; one-to-one appointments

Support, guidance and intervention in the sixth form

Aim

At Taverham Sixth Form we aim for all students to develop the skills, attitudes and personalities that will allow them to flourish in whatever pathway they choose. We expect students to achieve their academic potential, show resilience and independence in their approach to learning, show respect to those around them, and show awareness of their role in the community. We aim to guide students through this process offering challenge and support and encouragement where needed.

Rationale

All students should achieve their potential, and as students progress through sixth form this potential should lead them towards their next goal. If a student is at risk of underachieving this must be addressed urgently and remedies must be proactive and effective. The sixth form will use a system of information which ensures consistency and accuracy, and manages the students’ learning to put them back on track to achieve at the level at which they should.

Formal reporting to parents (at consultation evening or by letter) should never be the first time that concerns are raised and therefore parents must be made aware of any concerns at an early stage.

Identification

Teachers and form tutors should use their professional judgement as to whether incidents may be considered unique, or whether they are part of an emerging pattern. Subject teachers liaise with the form tutor who will have an overview of whether issues are part of a wider picture.