Pastoral Support
At Glebelands, every student belongs to our House System, with tutor groups drawn from across all year groups. This house system is at the heart of how we build a sense of belonging — older and younger students get to know each other, tutors get to know their students well over time, and every child has a familiar face and a consistent point of contact from day one.
Your child's first port of call: their tutor
Your child's form tutor is always the first person to speak to, whatever the concern — whether it's something small and every day, or something that's been building up. Tutors see their students daily, know them as individuals, and are best placed to help quickly, offer reassurance, and decide if anything further needs to happen.
We know that in primary school, it's often natural to go straight to the headteacher with a concern. At secondary school, we'd encourage a different first step: starting with the tutor means concerns are picked up by the person who knows your child best, and get resolved faster as a result.
If more support is needed
Where a concern needs more attention, the next step is our Heads of Achievement — one for each year group, who oversee the wellbeing and progress of every student in their year. They work closely with tutors, hold a wider view across the year group, and can step in with more targeted support where needed.
Each Head of Achievement is in turn supported by a member of our Senior Leadership Team, ensuring every year group has senior oversight and that support scales up smoothly when it needs to.
In short, the path looks like this:
Tutor → Head of Achievement → Senior Leadership Team link
Support across the whole school
Working alongside tutors and Heads of Achievement, our Pastoral Support Workers support students across every year group, helping them regulate their emotions and stay engaged with school life.
Regulation kits in the classroom
We're currently trialling regulation kits for teachers to use directly in the classroom. The aim is simple: help students manage big feelings in the moment, without needing to leave the lesson. So far, this has proved successful in keeping students learning and in the classroom wherever possible.
Regulation Stations
Where a student needs more dedicated support to regulate, our Regulation Stations (previously known as Check In) provide that extra space, staffed by our Pastoral Support Workers with activities specifically designed to support emotional regulation. These systems have been designed in consultation with local special schools who regularly use these interventions.
The Inclusion Room
For students who need time to reflect, our Inclusion Room offers a quiet, supported working space. Students can continue their learning away from the classroom, with Pastoral Support Workers on hand to help them settle, regulate, and get back on track.