Pastoral and Well-being
At Walberton & Binsted CE Primary, we understand that, fundamentally, if a child is not feeling safe, settled or emotionally secure, they will not be in a position to learn. We therefore attend to children’s wellbeing as a matter of urgency and are both reactive and proactive in supporting children’s emotional, social and mental health needs.
We want every child to feel known, valued and cared for. Pastoral support is not something that sits separately from learning; it is central to it. Children learn best when they have strong relationships with trusted adults, feel a sense of belonging, and know that help is available when they need it.
Pastoral Lead
We employ a Pastoral Lead and Family Link Worker to provide additional support for children and families. This role includes working directly with pupils, supporting emotional regulation, helping children navigate friendships and social situations, supporting attendance and transitions, and working alongside families when things feel difficult. They also help to signpost families to further support where needed.
A Shared Responsibility
However, pastoral care is not the responsibility of one person alone. All staff see and understand that supporting children’s wellbeing is a shared priority. Class teachers, Learning Support Assistants, senior leaders and wider support staff all play an important role in noticing when a child may need help, responding with care, and ensuring that concerns are followed up appropriately.
This means that pastoral support happens through everyday relationships as well as through more targeted support. In our small school setting, adults know children well and are able to notice when something does not seem quite right. We encourage staff to be curious about changes in a child’s behaviour, mood, friendships, confidence or engagement, and to respond with care. A kind word, a calm response, a trusted adult checking in, or a supportive conversation at the right moment can all make a significant difference.
Our Approach
Our approach is both proactive and responsive. We aim to build children’s confidence, resilience and sense of belonging through everyday relationships, clear routines, inclusive classrooms, pupil voice, PSHE, collective worship and opportunities for children to talk about their feelings and experiences. Where children need more targeted support, we put this in place as early as possible.
Support may include:
- time with a trusted adult;
- emotional regulation support;
- friendship and social skills work;
- nurture-based approaches;
- support during periods of change or transition;
- attendance support;
- work with families;
- referrals or signposting to external agencies where appropriate.
We recognise that children may need pastoral support for many different reasons. This might include friendship difficulties, anxiety, bereavement, family change, low confidence, emotional dysregulation, difficulties attending school, or challenges linked to SEND or wider circumstances. Whatever the reason, our starting point is always to listen, understand and respond with compassion.
Working With Families
We also work closely with families. Families know their children best, and strong communication between home and school helps us to provide the right support at the right time. Families are encouraged to speak to their child’s class teacher, the Pastoral Lead and Family Link Worker, or a member of the senior leadership team if they feel their child needs additional support.
Our aim is simple: every child should feel safe, understood and ready to learn. When children feel that they belong, they are more able to flourish academically, socially and emotionally.