Pastoral support at Swift


Swift believes that, ultimately, the best pastoral care is defined by the quality of relationships, strong partnerships, high expectations and how staff respond to the needs of specific pupils and groups.

By putting pastoral care at the forefront to provide a safe and supportive environment for all, Swift empowers all Learners to feel confident to grow, develop and give their best.

Pastoral care isn’t an ‘add-on’ or complimentary practice. It is integral to our way of working, the core of a focused, policy centred, whole Academy approach to personal development and wellbeing; where happiness and welfare are prioritised, and success is built upon strong inclusive values.

Pastoral care should meet the diverse needs of Learners, support them in achieving their full potential and prepare them for the future.

It is critical to identify, understand, and respond to the challenges unique to individual Learners, whilst providing sound pastoral structures and systems.

Pastoral care sometimes requires expert input from external agencies in relation to the extensive experiences, issues and concerns that can be raised by Learners.


This policy applies to all Swift employees, along with Apprentice Employers, and Learners alike.   


Pastoral care is firmly embedded in the aims, values, beliefs and norms of Swift. It is clearly articulated, with a shared and strong conceptual understanding of the meaning of pastoral care amongst all staff across the organisation.

Pastoral care may involve:

  • Counselling
  • Sustaining
  • Open door guidance
  • Gentle guiding
  • Reconciling
  • Signposting
  • Peer support
  • Mentoring
  • Nurturing

The overall intention of pastoral care is to promote and support:

  • Self-efficacy
  • Healthy risk-taking
  • Goal setting
  • Negotiation
  • Reflection
  • Empowerment
  • A welfare network

Swift ensures pastoral care is embedded into all levels of curriculum, teaching, learning and assessment, organisation, ethos and environment, partnerships and services.

Swift has supportive systems and positive relations between all members of the Academy community and promotes a strong ethos of mutual care and concern, providing timely communications and working together with professionals, parents, carers, Learners.

All staff know the actions they are required to take both proactively and reactively, to ensure a fair, consistent approach, whilst seeking the best outcomes for Learners.

Within the Swift safeguarding Team, the 7 DSO’s have a contextual area of expertise, to support our Learners with low level concerns, pastoral issues and early intervention.

Our DSO team are:

Demi Yeomans: Sexual Health and LGBGTQA+ (07946330387)

Lisa Merricks: Attendance (07964 119220)

Emma Ellis: Bereavement (0121 285 7916)

Amy Langwith: Workplace concerns (0121 594 0453)

Helen Smith: SEND (07875 009333)

Kirsty McDougall: Medical Health and Wellbeing (020 3137 1470)

Rachel Howard: family Relationships (07791 200 259)

Whole-Academy pastoral reviews are carried out annually, to ensure processes remain responsive and current, strengths and weaknesses can be identified, care is never compromised and that vulnerable learners are always accounted for.

Establishing a culture of caring and mutual respect conducive to learning requires staff to be fit and able to do the job.

The SLT are vigilant and pro-active in nurturing and developing self-protecting systems so that staff wellbeing feeds the wellbeing of the Academy.

Staff are aware of local and individual circumstances of their pupils’ and are equipped to support them so they can learn effectively. They provide opportunities for Learners to talk and are aware that this may lead to a disclosure, which may or may not result in a safeguarding report. The indicator for this is whether the disclosure identifies an imminent risk to the Learner, or others.

All Learners who require specific pastoral support will be added to the Pastoral register.

When does Pastoral care become a Safeguarding concern?

Whereas pastoral care is at the centre of how we support, develop and empower our Learners, there are times when a concern may be raised, directly or indirectly, that indicates there is a risk of harm involved.

 That risk is deemed more urgent, maybe even imminent to the individual, and requires a higher level of support.

These Learners will be added to the Safeguarding register.

Safeguarding is defined as:

Safeguarding is the action that is taken to promote the welfare of children and protect them from harm.

Safeguarding means:

protecting children from abuse and maltreatment.

preventing harm to children’s health or development.

ensuring children grow up with the provision of safe and effective care.

taking action to enable all children and young people to have the best outcomes.

NOTE: Please see SG1. Safeguarding policy for further information about Safeguarding.

Special Educational Needs

Swift is also dedicated to supporting young people with additional needs to fully take part and succeed in their apprenticeship journey.

A Learner who has an Education, Health and Care Plan (EHCP), may or may not require pastoral support. If their plan is up to date and accurately reflects the support required, their learning environment will be adapted accordingly and the relevant support will be provided.

 Should the Learner require additional support, for example, due to a mental health difficulty, whether diagnosis related or not, they will be added to the Pastoral register, otherwise will remain on the SEND register.

Version: 1

Board Approval:

Managing Director Name: Gregory Morrall 


Date: 01/03/2023


Reviewed on: 19/09/2023


Review Due: 19/09/2024.


Reviewed by: Jayne Hipkiss


Annexe 1:


Pastoral Care or Safeguarding Concern?

Pastoral Care

Safeguarding Concern

Loss of a parent/loved one



Abusive relationships

Peer relationships (with no risk to harm)


Mental health (with no risk to harm)

Mental health (with risk to harm)

Family relationship difficulties


Caring responsibility

Learner in the care of Social Care (LAC)

Eating disorder (managed/support received)

Eating disorder (with risk to harm)

Depression & anxiety

Severe depression & anxiety (with risk to harm)

Medical conditions requiring support

Life limiting/debilitating medical conditions

Undiagnosed SEND difficulty (ASD)

Emotional, sexual, physical abuse