“No one cares how much you know, until they know how much you care.” Theodore Roosevelt

At Cornwall Hill College we value our Pastoral Care programme as it is the primary aim of our school to create a relational environment where pupils feel cared for, where individuals matter, where each pupil is known and where pupils feel that they can talk to their teachers and where the school sees itself in genuine partnership with parents.

“If students believe that teachers are interested in them and care about them and their learning, they will be more motivated to learn.” The Relational teacher – R Loe. We, therefore, strive to build a caring community, whose values are built on trust and respect for all. We recognise the right of every pupil to be treated with dignity, respect, tolerance and understanding. We look to recognise and reward the contribution and achievements of our pupils and fully understand that young people require encouragement, support and guidance in their own individual learning and in managing their relationships with others.

However good the preventative work at school is, inevitably when dealing with adolescents with all the pressures that they are under internally as well as from home and society at large, problems will still arise, but good quality Pastoral Care will mean that pupils are better prepared to deal with problems when they do arrive.

To achieve this each pupil is placed in a Tutor group of 14-16 pupils with a Tutor teacher. Early morning Tutor periods allow for interaction and reflection on their academic, social and emotional well-being. All issues regarding a particular pupil should, in the first instance, be directed through the Tutor Teacher. The Tutor teacher monitors their pupils and if any specific individual difficulties are identified this is communicated to the Grade tutor, who will inform the parents and suggest an appropriate intervention. A comprehensive support system is in place and the Grade Tutor team and the Tutor Support team work closely with strategies to assist the pupils and guarantee the quality of the Pastoral care provided at Cornwall Hill College.

Pastoral Care Process

Pastoral Care Process

Pastoral Care

Grade Tutor Team

The Grade Tutor Team for each grade is made up of the Grade Tutor, Tutor Teacher and Subject Teachers. This team is responsible for ensuring effective pastoral care of the pupils entrusted to their care. They are also responsible for clear communication and applying the Pastoral support systems in place, to ensure that all members of staff involved with a particular pupil’s pastoral care are kept fully informed of any particular concerns and the action being taken.

Grade Tutor Support Team

The Grade Tutor Support Team is made up of Pastoral, Academic, Positive Behaviour, and Counselling and Career Support. This team supports the Grade Tutor in managing pastoral concerns that require additional or specialised intervention beyond that supplied by the Grade Tutor.

Pastoral Support

Overview

“Where schools are intentional about building relationships; levels of wellbeing are higher, bullying levels and absences are lower and physical health is improved.” The Relational Teacher – R Loe.

The Head of Pastoral Care carries the overall responsibility for the quality of relationships and Pastoral Care within the school. This is achieved by constantly consulting with the Grade Tutors and reviewing processes, ensuring that the Pastoral Policy is clear and correctly implemented, that Pastoral staffing ratios are adequate and that there is sufficient staff development in pastoral matters.

The full Pastoral Care Policy document is available on the D6 Communicator.

Academic Support

The Academic Support Department endeavours to meet and serve the needs of pupils at Cornwall Hill College who require further assistance within the academic realm of our curriculum. We offer the following services:

1. Placement Tests

The Academic Support Department assists the College in assessing new pupils by providing relevant, skills-based assessments in English, Afrikaans, Sepedi and Mathematics. These baseline assessments are designed to give the principal an indication of the pupils’ ability to interact with language and numbers. The assessment process is supported by a “meet-and-greet” whereby a small team of staff interview the pupil in a non-formal environment. The Placement Tests are assessed in conjunction with the pupils’ current academic results and should we feel that the pupil will benefit from additional support, we will make the necessary recommendations.

2. Development Programme

The Academic Support Department endeavours to meet and serve the needs of pupils who require additional support in English and Mathematics in Grades 8 and 9, and operates on an invitational basis. The purpose of the programme is to develop and strengthen existing skills so that pupils can manage the curriculum independently. The Development Programme does not offer remediation or one-on-one lessons. The following policy applies:

The Development Programme operates on an invitational basis only. Pupils who are struggling or under-performing are invited to participate in the programme. The Programme also allows subject teachers and grade tutors to refer pupils. All referrals are investigated by the Head of Academic Support. If merit is warranted and space is available, an invitation will be sent to parents.

The Development Programme is considered specialised education and therefore, carries an additional termly fee. The Finance Department will debit the school accounts with the necessary fees.

English and Maths Development classes are taught separately by the Development teachers during the normal timetabled subject lessons. The classes are taught in small capacities and comprise a maximum of 8 pupils. All the Development classes are created through a combination of classes: C-O, R-N & W-A and therefore, 3 Development classes are offered per grade.

The standard curriculum will be completed under the facilitation of the Development teachers for the duration of the academic year. The Development Programme allows for more contact time and individual assistance.

Pupils are released from the programme if (a) their behaviour is disruptive to the learning process; (b) they have surpassed the baseline requirement for the programme (55%).
Commencement of a Development Programme will only take place once confirmation is received from parents. The Development Programme operates upstairs in the library.

3. Accommodations Programme

We run an extensive accommodations programme that supports pupils who have learning barriers, both academic and emotional. We offer separate venues (tests and exams) to pupils in Grades 8-12 who fulfil the IEB accommodations criteria. Our policy is custom-designed for the College and caters for a large variety of needs. We also manage the application process for immigrant status. 

4. Senior Subject Choice Assistance

The Academic Support Department, in collaboration with the Life Orientation Department, manages all subject changes from Grade 8-12. The Grade 9 pupils engage in a rigorous Life Orientation Programme that focuses on subject selection criteria in preparation for the Grade 10 year. The Head of Academic Support manages all subject changes in collaboration with the Head of Academics and the Grade Tutors. Subject changes will only be considered if written requests are received from parents. The Head of Academics will check if the timetable can accommodate the change. The Head of Academic Support discusses the impact of subject changes with pupils (and parents if necessary) to ensure that there is an understanding of the possible impact of a subject change on future studies. Pupils and parents must complete all the information on the subject change form and collect all the required signatures. Once all the information is received, the Head of Academics will make the change and issue the new timetable.

5. Wings: Parent Support Programme

The WINGS initiative is designed to assist and support College parents who have children with learning barriers and special needs. The purpose is to give parents an opportunity to gather together and share their experiences. The intention is to create a group that will care for each other by offering advice, listening to concerns and making recommendations. The name is inspired by the metaphor of flight: the desire to enable our parents to build their own wings so that they can assist their children in reaching new heights. Parents want to feel valuable and constructive, but often struggle to help their children “soar” because they don’t feel empowered or equipped to deal with the challenges that their children face. Our endeavour is to instil faith in our parents and to give them the tools they need in addressing learning needs and barriers. The acronym WINGS is derived from our desire to create a WELCOMING environment that will INSPIRE parents to NURTURE and GROW their children through our SUPPORT.

The scope of this initiative is to provide an opportunity for parents and educators to voluntarily and collectively contribute, share, and co-construct insights from real life experiences, in a safe, non-judgmental, non-prejudiced forum. The drive for this initiative is to give parents a sound board to share their experiences, fears and frustrations, as parents of children with special learning needs. Parents will have an opportunity to share their personal stories. Participating parents will have access to reading material and resources as well as information regarding contact details for a variety of practitioners and specialists. Local practitioners will also be invited to present short talks to parents regarding various learning barriers and available resources. WINGS is an informal initiative and will not incur membership fees or any other monetary obligations. Regular review of its plausibility and sustainability will be evaluated. Initially, the group will be open to College parents. Should interest increase, we can consider extending the group to the parents in the Preparatory School.

6. Staff

Mrs Kelley Bloemink Head of Academic Support and English Development (Grade 9)
Mrs Bronwyn Bartel Academic Support Assistant and Maths Development (Grade 8 & 9)
Mrs Eugenia Lysandrou English Development (Grade 8)
Ms Kaylee Hanwith-Horden Maths Development (Grade 9)

Wellness Centre

Overview

Our school Wellness Centre is staffed by a full-time professional nurse who manages a wellness programme within a well-equipped facility. The sick bay includes beds for up to six pupils, two consulting rooms and the equipment to deal with major incidents. Our Health Co-ordinator oversees all school vaccinations, blood donations, staff and pupils' wellness, as well as all occupational health and safety issues. A team of pupils with first-aid qualifications is on stand-by during sporting fixtures or in the event of an injury during school, under medical supervision. Our Wellness Centre also governs all emergency and disaster procedures in accordance with national standards, with access to the necessary equipment and expertise. Above all, the centre is a nurturing environment providing a safe haven for a pupil's quick recovery from illness with the benefit of quick medical intervention, if required.

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