Pastoral

Our College has a well deserved reputation for our pastoral care – the needs of our students as young people and individuals in their own rights are a cornerstone of our work as we believe that happy, successful children will become confident and independent learners. All our students are placed in a tutor group in the immediate care of their tutor. The tutor is a key figure in their wellbeing and is the initial contact for advice and guidance for both students and parents alike. In addition to monitoring the personal development of each student, the tutor also monitors and supports students in maximising their potential.

The House System
The College Crest

The College Crest

All students, staff and governors are in one of the following four Houses. All are depicted on the College Crest:

  • Phoenix / Red
  • Pegasus / Yellow
  • Wyvern / Green
  • Griffin / Blue

These are the original House names used by Carterton Community College. Each House is led and managed by a House Leader who works to ensure a quality experience for students in their House. They also manage the pastoral procedures across the house as well as organising enrichment activities. Parents are always welcome to discuss with us any aspect of our work and address any difficulties or concerns they might have about their child’s school experience.

Vertical tutoring

Vertical tutoring is a way of organising a school community based on mixed age tutor groupings. Tutor Groups meet daily for registration and tutoring, but students still attend lessons in single age groups.This year we have introduced Vertical Tutoring into Years 8 – 13. Year 7 remains for the moment as an individual Year Group.

Behaviour Expectations

We are committed to high standards in College life. In order to achieve these it is vital that all members of our College community understand our positive approach to behaviour. We have set down clear expectations with regards to behaviour to create a creative and stimulating learning environment for our students. The support of our parents in maintaining high standards and expectations is vital in this aspect of our work as is your commitment to positively supporting the behaviour expectations of the College. As staff we believe that the most effective way to maintain high standards of behaviour is through:

  • Good quality teaching
  • Effective learning
  • The development of positive student/teacher relationships that will lead to a culture of success
  • Positive school/home relationships.
Uniform Expectations

Our uniform, designed by our students, also plays an important part in school life as it provides for our young people a sense of equality, fosters pride in our school identity and develops their sense of belonging to our community. As with behaviour we expect and are grateful for the support of our parents in ensuring our standards of uniform are reinforced with our students.

Our Engagement Policy - High Standards, High Expectations

At Carterton Community College we believe that good behaviour and positive engagement is fundamental to success in the classroom and within our community. We understand that good behaviour results from careful and thoughtful lesson-planning and a well-delivered curriculum that stimulates students to learn, ask questions, debate, enquire and challenge themselves. In this way, we understand that learning, teaching and behaviour are inextricably interlinked. Behaviour for Learning is the behaviour that allows for and encourages quality learning to take place. We know that good behaviour needs to be taught, modelled and rewarded and that poor or unacceptable behaviour needs to be sanctioned with clear consequences. Positive learning and social behaviours need to be taught, reinforced and regularly reviewed within the classroom and at whole-school level.

Above all, we never forget that positive relationships with our students are the key to positive behaviour. We understand that students learn best in an ordered environment. This is achieved when expectations of learning and behaviour are high and where inevitable positive and negative consequences of behaviour and engagement are made explicit and applied consistently. We are committed to working together so that our processes for dealing with challenging behaviours are understood and owned by all members of our school community.

In our classrooms, order and engagement are promoted and supported by the skilful use of our positive classroom management techniques. Because we believe that high quality learning and excellent, co-operative behaviour create happy and successful young people, we use a clear structure to join our school together. The structure that we are developing to embed this shared understanding is The Zones of Engagement model.

ZonesOur coloured zones are used to highlight best practice in teaching and levels of engagement and behaviour in the classroom and around the school site. They are the foundations upon which we build excellent progress in learning, establish the most positive climate for learning and ensure that appropriate additional provision is available at the right time for those students who may need support to fulfil their potential. We believe that behaviour change is most effectively sustained by positive reinforcement and the celebration of the behaviours that are crucial for best learning and personal development. As a result of this belief, we strive to ensure that our system for rewards is central to all aspects of school life. In summary, this policy is based on the recognition of the rights and responsibilities of all members of Carterton Community College, the importance of clear and consistent classroom routines which are always adhered to and a culture of rewarding and recognising success for all.