The Cheadle Academy

Pastoral Care


The Cheadle Academy seeks to support students as effectively as possible in the pursuit of academic and personal development. The Pastoral Care section of the school prospectus captures both the philosophy and implementation of this policy.

To effect this development we want students to feel:

  • secure and happy
  • self-confident
  • free from bullying and other unwanted pressures
  • valued as individuals
  • that there is breadth of opportunity in both curricular and extra curricular activity. The school is international in outlook as reflected in the range of travel opportunities for various cultural purposes
  • able to realise their potential, both academic and personal
  • positive towards themselves and others in the school

To realise our aims all staff and parents should be involved and in sympathy with our pastoral system.

Pastoral care is an integral part of the school curriculum.

The pastoral care in the school is delivered through:

  • the House System, including the tutorial programme
  • the actions of teachers and peers in the curricular and extra-curricular life of the school
  • the PSHEe and citizenship programme and Healthy School Status
  • admission, induction and careers/UCAS procedures for students
  • The Drop-in-Clinic
  • The Supervisor System, student listeners and the Student Council

Pastoral Care at TCA is regularly discussed and reviewed by staff in:

  • Year Leaders, tutors' and year tutors' meetings
  • key stage and pastoral committees
  • weekly briefings and staff meetings
  • the Leadership Group
  • training days

The place and content of pastoral care is made clear to students by:

  • full and house assemblies and tutorials
  • PSHEe
  • visiting speakers and agencies
  • support for pupils with learning and certain behavioural problems
  • the rules, behaviour and discipline policies of the school
  • the role of supervisors and student listeners

Roles and Responsibilities
The Principal, The Senior Leadership Team and our Designated Safeguarding Lead,  have particular responsibility for pastoral care in the school. 

The Year Leaders have delegated responsibility for the students in the school's 5 year groups. They meet regularly with their tutor teams.

The Key Stage leaders meet regularly with their steering committees to advise on the specific curricular and pastoral activity of the school.

The Principal and the SLT have responsibility for assessment and reporting on all students.

Nearly all teaching staff are tutors and all staff have a responsibility for pastoral care in the widest sense and, specifically, the regular liaising with parents when required.

Monitoring and Evaluation
Regular monitoring is carried out by:

  • regular grading, progress and reports on academic and pastoral matters
  • regular meetings covered by the Principal (Staff Meetings), Senior Assistant Principal,  (Pastoral Committee), Curriculum Committee and Departmental meetings, Year Leaders (tutor meetings), Key Stage managers, Steering Committees, tutors (case conferences) and teachers
  • the review of appropriate policies by the Principal and the Senior Assistant Principal & Wellbeing increased use of e-mails which enables rapid information flow between teachers/tutors and parents
  • the registration at each lesson, and tutor contact  with all pupils within their Year Group on a daily basis
  • the views of parents, pupils and staff are regularly canvassed by questionnaire (every 2 years). In addition further feedback, discussion and review is gained via parents' evenings, school Governors, telephone , e-mail and letter contact, case interviews and other support strategies
  • outside agencies including Ofsted and Social Services regularly inspect and report
  • pastoral care issues invariably form a part of the School Development Plan
  • the Principal reports on pastoral issues to the staff and Student Welfare Committee of the Governors