Student Support

Looking after and supporting the development of the whole child

Arrangements for student support and care at RSA Academy Arrow Vale have been designed to provide a holistic approach to addressing the personal, social, emotional, intellectual and spiritual needs of every young person. Young people are encouraged to make the most of their time at school and every effort is made to remove obstacles to successful learning and to equip young people with the confidence and skills to be effective learners and responsible citizens.

All members of the school community have a role to play in assisting young people to be safe, nurtured, healthy, achieving, active, respected, responsible and included. It is the responsibility of the Year Team Leaders and Heads of Year to ensure that this is done consistently and professionally thorough out the school; they work with parents, carers, members of the community and outside agencies to ensure that RSA Academy Arrow Vale students receive the care and support needed to be successful.

Support Structures

We have a support structure at Arrow Vale which provides all students with personalised support whenever it is needed.

At every stage of their school career, each pupil has a Form Tutor, Year Team Leader and Head of Year, all of whom have a key role in monitoring and supporting them in every aspect of school life.

Form Tutors, assisted by Year Heads, see all members of their form on a daily basis and write individual reports. They also organise tutor group activities and deliver our Learning for Life programme, designed to teach our students life skills and an understanding of the wider world. Form Tutors are present at all Parents' Evenings and should be the first point of contact for any academic or social concerns.

The Year Team Leader supports the Form Tutor to monitor progress across the year group, ensuring that they are on track to excel in all academic achievements.

In addition, the School Nurse provides invaluable pastoral support, as well as addressing medical issues and participating in the personal, social care of students.

Learning for Life SMSC. 

Underneath the Learning for Life umbrella we are committed to providing high quality learning opportunities for all students regardless of gender, academic ability, social background, religious belief or ethnicity.

Through assemblies, tutor sessions and learning for life lessons we such we are well placed to contribute to students’ Spiritual, Moral, Social and Cultural education. We actively encourage our students to consider each other, their school community, their local community of Redditch and   the wider world.

Through a variety of learning and reflective opportunities our students are encouraged to develop a moral conscience and the ability to consider ethical, economic and spiritual issues.  For example every week there a theme for the week which is encompassed within each assembly and as moral centre point for tutor sessions.

Running concurrently with this we run Learning for Life tutor sessions that look at, through a variety of activities, Team, Reflective, Independent and Creative (TRICS) learning. Also students attend one lesson per week of Learning for Life lessons and are given the opportunity to discuss and debate topics related to morality, discrimination and prejudice, matters relating to  health, sex and relationships, finances and Religious studies.

Learning for Life teachers enthusiastically inspire students to discuss and debate SMSC issues outside the classroom. We ask our students to enquire, consider and question in lessons and beyond so they may become more rounded individuals whose opinions are valued and listened to.


Student Support:

Mr S Crane (Vice Principal)

"I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized."

Haim G. Ginott 

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