Kellett School Tutor Handbook

2023/24 KELLETT SCHOOL

TUTOR HANDBOOK

THE ROLE OF THE TUTOR AT KELLETT

At Kellett every member of staff is involved in supporting the Pastoral care of our students, through their contribution to tutor time in the mornings. This includes the senior leadership team

By working as pairs of co-tutors, taking it in turn to host the whole tutor group, with a support tutor coming in to lead the tutor group once a week, tutors are able to meet 1:1 or with small groups twice a week.

These 1:1 sessions, or small group scenario discussions, are key to developing meaningful relationships whilst offering the student space to discuss their wellbeing, academic progress and Kellett portfolio or University applications.

Tutor time has consistency across the school through the use of the Tutor slides. The tutor slides provide consistency across the school and ensure that the first 20 minutes of the day have real direction and purpose. Tutors are encouraged to be creative once a week in leading team build or fun activities with the whole tutor group to further develop opportunity for connection and positive relationships There is an expectation that all tutors consistently use the tutor slides. Tutors are responsible for communicating with their support tutor what they would like them to do each week.

The bell rings every morning at 7:45am for a prompt 7:50am start. Tutors are expected to greet the students in the morning as they walk into tutor time and should therefore move to the tutor bases when the bell rings at 7:45am.

USE OF DATA

TO MONITOR PROGRESS

iSAMS

iSAMS is the most important space for teachers to input data. Here we input attendance, academic and pastoral data. We also must log all 1:1 and small group meets. The quality of data we put in is critical in supporting our students. Through quality entries we build an effective picture over time of the needs, strengths and weaknesses of every individual student.

Kellett Insights

Now that we have all the data, how can we easily access and interpret it? Kellett Insights has been created uniquely for Kellett School, by Kellett School and is arguably one of the most important tools we have in understanding the bigger picture for every student.

Komodo Wellbeing

Komodo allows students to have ownership of their data, whilst affording us the opportunity to closely monitor how our students are feeling. Once a fortnight tutor will complete this survey with their students. They should take the time to review what the data for their tutor group is telling them Tutors act as triage for students and signpost students to the wellbeing team, in discussion with the HOH

How are tutors supported by Kellett to monitor progress and fulfil their role?

ALLOCATION OF TIME

Advocate

It is the tutors responsibility to advocate for their students. Some weeks may require tutors to meet with teachers, parents, counsellors or specialists. As the tutor, of a small group of students you are best placed to know your tutees well and ensure they receive the support the need and deserve

Monitor

Kellett insights and Komodo, allow you to quickly track and monitor academic progress, wellbeing, behavioural information and attendance weekly. With an overview of no more than 15 students, and powerful platforms to monitor progress and wellbeing, tutors are relied upon to proactively identify concerns and triage students to the right people

Communicate

Email, phone calls, meet the tutor and reports are all very important ways of communicating with parents to ensure we are building supportive and transparent channels of communication. Edukey, iSAMS, meetings with pastoral leads and emails are all ways of communicating with colleagues to ensure we effectively triage and support

Kellett values the role of the tutor so highly that every tutor is afforded two periods of protected time to do the role well.

ALLOCATION OF TIME

The below checklists are designed to show what tasks should be completed each week as part of the allocated time. Whilst the distribution of tasks is at your discretion, the frequency of things such as monitoring attendance or Komodo are non negotiable for all tutors. We suggest you block time in your calendar to remind yourself to do them fortnightly. There will be weeks where your workload will surpass two period of allocated time, which is likely to be offset across the course of the year.

Week A Week B

Review data in KOMODO

Communicate ongoing concerns with parents

Check Kellett Insights for patterns

Ensure 1:1 logs are up to date

Ongoing Tutor Tasks

Kellett Portfolio Validation**

Review Students on Tutor Report

Review Report Data** act accordingly

Send an update email to all parents*

Attendance - Contact home as required

Send a positive email home for a student

Check Kellett Insights for patterns

Explicitly refer to a PK Domain in tutor time

Meet with the HOH every three weeks

Proof Read Co - Tutors Reports**

In practice, every week is different, but as a guideline of how to fulfil the role effectively have you considered the following?

*A single email to all parents at the beginning of the school year to welcome everyone back, and at the end of each term, to summarise the term to date

** In accordance with report cycle/KPV cycle

ADDITIONALLY FOR SIXTH FORM

University Applications

Sixth Form tutors are expected to take an active role in their tutees' university applications and will help compile the first draft of the school reference. This includes providing general guidance in their 1:1 meetings on university life and personal statements Training will be provided for tutors on personal statement writing.

Good Standing

The Sixth Form Good Standing Framework is used to ensure tutors are aware of concerns and that interventions are transparent, consistent and timely Tutors are expected to monitor the weekly Good Standing data, alert students to their status, and make the appropriate interventions.

Graduation

Year 13 tutors are expected to be actively involved in the end of year graduation activities This includes writing individual and personalised leavers' cards for tutees and attending the graduation events and Graduation Ceremony.

Sixth Form tutors are integral to helping prepare students for life beyond Kellett. Sixth form tutors are actively encouraged to frequently come to the sixth form centre to engage with their tutees.

HOUSE SYSTEM

House Assemblies

House assemblies take place each week and follow the schedule on the right. Each Tutor Group is expected to deliver one assembly during the academic year. This is an invaluable opportunity for our students to develop elements of the Kellett Learner Profile, particularly teamwork, creativity and effective communication skills. Tutors should facilitate their tutees with the planning and execution of the assembly.

House Council

Day House

Monday Youde

Tuesday Bowen

Wednesday Clementi

Thursday MacLehose

The House Council is made up of two representatives from each Tutor Group. The House Captain along with the two Deputy House Captains work together to lead the council, creating a sense of belonging for all students in the House. The aim of the House Council is to move the House forward and foster House spirit through House competitions. They use student voice to gather views from students in Tutor Groups, feedback this to the council, and in turn feedback to the Student Council. The House Council meet as a group regularly. Responsibilities of the council include planning and delivering assemblies, delivering a Feel Good Friday, supporting a House charity, and planning a House social event.

House Squared

All Senior School students participate in H2, acting either as a guide or mentee and together undertake a number of differentiated tasks during Tutor Time. Senior School staff are involved in carefully grouping pupils together based upon factors which included personal interests and personality types. Year 13 guide Year 9, Year 12 guide Years 10 and 11, whilst Year 8 guide Year 7.

The tasks are entirely student led and provide opportunities for students to interact with others who are not in their year group. The programme aims to develop friendships, promote teamwork, and further develop the Kellett community. It provides additional leadership opportunities for all students and allows older year groups to share their experiences over a wide range of topics. Previous tasks have looked at career options, killer productivity apps and general getting to know one another activities. Overall feedback gathered from students has been positive, with H2 taking place once a week each term.

Tutor meetings

We have a system in place where each day during morning registration, one tutor is in the classroom with the whole group and the other has the time to orchestrate 1:1 meetings with each of their tutees, whereby a dialogue can happen concerning any part of their overall wellbeing. A student can expect one of these 1:1 meetings once every three weeks, more if required. Once a week a Head of House or SLT members also goes in, so that both tutors are free on those days for 1:1 meets. Sometimes small group meetings happen amongst students in this time also. The Head of House supports this and can be involved in these meetings, should something more pressing arise.

Also we have regular tutor meetings in House groups where the Head of House and Deputy meet and discuss matters arising but also share good practise in terms of tackling issues such as attendance, wellbeing, house spirit and belonging.

HOUSE

POINTS

House Point

House Points at Kellett School are awarded to students for demonstrating positive behaviour and academic achievement. All House Points awarded are linked to the 12 attributes of the Kellett Learner Profile Staff are expected to award House Points for very good work, effort or outstanding contribution As a Tutor, you should regularly review these points using Power BI and celebrate the successes of your Tutees weekly and/or during your one to one conversations.

Postcard Certificate

If a student has achieved particularly well in a particular subject over a series of lessons or has put a great deal of effort into a piece of work, subject teachers will send home a postcard congratulating the student. This is sent electronically and parents are notified of this postcard via email

At the of a unit or term, certificates are awarded for outstanding effort and achievement.

Certificates awarded to students at the End of Term Celebration assembly are worth 10

Tutors are encouraged to review how House Points are awarded across the Year Group using Power BI to establish a consistency across the school

MEANINGFUL CONNECTIONS

Housecharity PlasticFreeSeas

Housecharity

Which house will contribute the most to their house charity this calendar year?

As part of our commitment to be a more sustainable school and community each house commits to advocate for a global goal each Calendar year. The house with the most points at the end of the Christmas term has the greatest proportion of the House Charity fund for their locally based charity.

In addition to this, each house will run a house social, outside of the school day, once an academic year where the focus is to volunteer with and/or support their charity. This could be a beach clean, going on a kindness walk to offer donations to people impacted by homelessness or inviting members of mother choice or Love 21 into our school for a carnival style event after the school day has ended. Now the Pandemic has truly ended in HK, Kellett can bring back the house socials, but with an added layer of purpose

Every student deserves to be seen, heard, valued and feel like they belong

1:1 LISTENING SKILLS

Empathy

We should hold our 1:1 conversations with empathy in mind, We don't know what masks our students are hiding behind and as such we need to approach our students with empathy and without judgement.

Hold the space

It's ok to allow silence. We don't have to fill it as the adult in the conversation We want to create an environment where the student feels safe to talk to us about how they are feeling so that we can truly be supporting them.

Non verbal communication

Our nonverbal communication can be instrumental in our students knowing that we are truly listening. Looking at our student, nodding to show underst

Paraphrase

To ensure students feel heard, paraphrasing back to them what they have said demonstrates we have understood. This is important to ensure there has been no mis understanding and thsat we are clear on what we are logging in isams

Open ended questions

Questions that can’t be answered with a ‘yes’ or ‘no’ response will have a greater chance of developing a. flow of dialogue and forming better relationships overall. They can be phrased as a statement that requires a response or start with phrases such as… Tell me….How did that make you feel?...What do feel/think? Try to avoid starting questions with ‘Why’ – this can come across as judgemental

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1:1 FOCUS

LACK OF ORGANISATION

WHAT DO YOU FIND DIFFICULT/CHALLENGING ABOUT ORGANISING YOUR WORKLOAD/PRIORITIES?

ESTABLISH A PLAN

HOW ARE YOU FEELING ABOUT THE UPCOMINGASSESSMENTS? LETS LOOK THROUGH YOUR REVISION STRATEGY TOGETHER. HAVE YOU ASKED TEACHERS FOR SUPPORT?

I'VE NOTICED YOUR ATTENDANCE HAS SLIPPED RECENTLY? IS EVERYTHING OK? ARE YOU GENERALLY HAPPY IN SCHOOL?

ATTITUDETOLEARNINGHAS BEENPICKEDUPASACONCERN BYTEACHERSWE'VENOTICED YOUAREN'TASPOSITIVELY ENGAGED,HOWCANWEHELP YOUWITHGETTINGBACKON TRACKIN .

YOU'VE SETTLED IN REALLY WELL TO *(SENIOR SCHOOL, LEADERSHIP ROLE, NEW COURSE ETC) WHAT ADVICE WOULD YOU GIVE SOMEONE ELSE ABOUT TO STEP INTO A SIMILAR SITUATION?

YOUR SLEEP* SCORE ON KOMODO HAS BEEN CONSISTENTLY LOW. WHAT'S IMPACTING YOUR SLEEP?

EXPLORE SCREEN TIME, ANXIETY, TUTORING ETC

What didyou do during the holiday? Where you able to travel? See Family? See Friends? What was the highlight? What was the hardest part of the holiday??

WHATAREPASSIONS? WHATBRINGSYOUJOY? HOWWOULDYOUDESCRIBE YOURSELFINTHREEWORDS?

How can we ensure 1:1's have purpose?

RECOGNITION FOR HOUSE POINTS RECEIVED, HOW DO YOU STAY SO MOTIVATED/ORGANISED?

WHAT ADVICE COULD YOU GIVE YOUR PEERS?

Here are some examples of points of discussion with your tutee's. The focus is always getting to know them well, and developing meaningful relationships.

SMALL GROUP SCENARIOS

Your friend is always 'joking' in a racist/ sexist/ homophobic way?

Your best friend shared with you that they are gay?

You feel betrayed by your best friend?

Someone told you a really nasty rumour about you?

You feel worried anxious in a lesson because you feel you don't have any friends?

You are working really hard to study and prepare for assessments but you don't do as well as your friends

One of your friends is tearful after not doing well in a maths test?

What would you do if....

You notice 6th form students vaping in the toilets?

You feel overwhelmed by assessments?

You can't get organised or on top of your homework?

Your friend told a teacher about someone else bullying them?

Your parents really want you to study subject x but you want to study subject y?

You overhear Kellett students on public transport being rude to others/talking loudly?

You notice your friends are intentionally isolating someone?

You notice your friend has BO?

Your best friend moves to boarding school?

a new student has been left on their own and they don't seem to have made friends?

Your friend tells you they have made friends online with someone they have never met?

Your friend is being mocked by others in the year group because they dont want to drink alcohol?

You are constantly exhausted?

You/a friend/someone in your year group is publicly humiliated online?

You are moved down a set in a subject/games group?

Everyone has been invited to a party this weekend and you haven't?

You are constantly arguing with a sibling/close family member?

Use these scenarios to begin a conversation with small groups from your tutees. Try to explore their answers with empathy whilst encouraging them to consider the perspectives of everyone who could potentially be involved in these scenarios, including the bystanders This also includes the perspectives of the family of the victim in the scenario

POSITIVELY KELLETT OVERVIEW

Positively Kellett is our bespoke, explicit curriculum for the teaching of wellbeing to support our students to flourish in life. All students have one timetabled lesson weekly which focuses on the foundations of positive psychology. Based around the PERMA model of Positive Psychology, Positively Kellett is a strengths based approach to positive education and aims to provide students with an opportunity to create a 'toolkit for life' These lessons are taught by a dedicated team and focus on adaptability, problem-solving, learning to fail well, resilience. These lessons are also tailored to the needs of the students with the curriculum reviewed alongside the data we receive from the pastoral team regarding current trends and issues.

The Positively Kellett curriculum provides our students with the opportunity to develop the 12 key attributes of our Kellett Learner Profile.

POSITIVELY KELLETT

DOMAINS

ENGAGEMENT IS VITAL TO INDIVIDUAL WELLBEING AND THIS DOMAIN ENCOURAGES CURIOSITY ABOUT WHAT STIMULATES INTEREST AND PASSION. Positive Accomplishment

CONNECTION AND SUPPORTIVE RELATIONSHIPS PLAY A KEY PART IN A FLOURISHING LIFE, AND THIS DOMAIN HELPS STUDENTS TO NOURISH THEIR RELATIONSHIPS WITH OTHERS.

STUDIES SHOW THAT YOUNG PEOPLE WHO CAN COMMUNICATE HOW THEY FEEL AND REGULATE THEIR EMOTIONS, EXPERIENCE GOOD MENTAL HEALTH. THIS DOMAIN FOCUSES ON DEVELOPING A PLATFORM FOR POSITIVE EMOTIONS TO BUILD AND GROW. Positive Purpose

THIS DOMAIN INVOLVES UNDERSTANDING AND SERVING SOMETHING GREATER THAN THE SELF, AND CONSCIOUSLY ENGAGING IN ACTIVITIES FOR THE BENEFIT OF OTHERS

BY DEVELOPING THE SKILLS, KNOWLEDGE AND MINDSETS FOR ACHIEVING MEANINGFUL OUTCOMES, THIS DOMAIN EQUIPS STUDENTS TO THRIVE IN THEIR STUDIES AND BEYOND.

CENTRAL TO THIS DOMAIN IS THE DEVELOPMENT OF SUSTAINABLE HABITS FOR OPTIMAL PHYSICAL AND PSYCHOLOGICAL HEALTH.

The PK Domains highlight the attributes we want to develop in our students through tutor time. This should be done using the tutor slides, 1:1 and small group dialogue as well as activities designed by the tutor.

FEEL GOOD FRIDAY

Feel Good Fridays were first established in 2017 and was a direct response to two things which we were experiencing at the time:

the increase in the number of students raised in our wellbeing meetings regarding anxiety and stress. the raising number of teen suicides in Hong Kong.

The purpose of Feel Good Fridays is to embed wellbeing and positive education in a fun, meaningful and practical way and to remind students that there is a need to find a healthy balance between academics and wellbeing Feel Good Fridays also allow us to raise awareness of different issues whilst also ending the weekend on a positive note.

Feel Good Friday information can be found ahead of time via the Tutor Slides and House Dashboards. Each event will consist of lead up activities within our Tutor Slides and activities led by students at break and lunchtime Occasionally, there will be dress down days also associated with the day and Tutors should ensure that their Tutees are informed of the expectations and complying with the dress code.

Tutors have a responsibility to ensuring their students understand Feel Good Friday's role in balancing Academic success and their wellbeing. Tutors are also responsible for ensuring their tutees are complying with the dress code. This includes not wearing PE kit for the dress odwn - unless the colour is red as part of the theme.

This academic year, many of the Feel Good Friday events will be student led by our Sixth Form leadership team and prefects.

LEADERSHIP

LEADERSHIP

NEWSTUDENTS WORKFLOW

STEP1.INFORMINGALLSTAFF

AH will email HODs of the new student to gather information on setting. Admin will inform the relevant tutor or HOH of the new student is joining their tutor group.

STEP2.CONTACTINGPARENTS

Admin will contact the family welcoming them to the school via iSAMS DHP, HOH and tutor are copied in Tutor should contact the family within 2 working days of this email to introduce themselves and to a offer a buddy (Regardless of how far ahead their start date is) This is to be followed up by the HOH to introduce themselves

-This email should include information about what to do on the first morning (Where to go, who to meet etc) It should include google form for appropriate buddy matching

STEP3.FIRSTDAYINSCHOOL

New student will be met by Tutor in the Dining Hall. Welcome pack including planner, timetable, house badge, locker and login information will be given to tutor ahead of time by Admin. Tutor will go through school rules. If there are multiple new students, beyond September, an assembly will be given for them by DHP

The form tutor will email the parents to introduce themselves and let them know how the first day went and share information about Kellett Portfolio

STEP4.THEREAFTER

-Tutor contact home by phone to address early concerns and to make an appointment for a faceto-face in the third week of attendance

HOH-will ensure that new students are introduced in assembly

HoH-will meet the new family after 6 weeks to discuss induction and any relevant data

New students will be invited to a pizza lunch with HOH and DHP to share how their transition was/what can be improved

TRANSITIONAFTERNOONS

We will look to implement an annual, calendared transition afternoon in December and June for students who are joining the SS the following term Information for this would go out through admissions Buddy s will have been pre-assigned following tutor emails and timetables for new students will be given to following their buddy DHP will organise this Contact to families does not need to be made home from tutors and HOH for these transition afternoons If possible, tutors and HOH will meet their new students during that transition afternoon

OnceanewstudentofferhasbeenacceptedtheadmissionsteamwillcontactAH.Inmostcases, therewillbe5workingdaystoonboardastudentbeforetheycomeontocampus MARCH2022

STUDENTLEAVERS WORKFLOW

Once a formal Withdrawal notice has been received Admissions will notify the leaver's email address The Below steps are not linear and you do not need to wait until one is complete before actioning the next

REFERENCEREQUEST

-HoH and tutor are notified of a reference request This is to be completed on the Kellett proforma*

-The pastoral team has 10 working days to complete this to ensure quality and time to speak to the student one to one to best reflect them in their reference

*at a schools insistance we may have to support filling out alternative proformas

LETTERTOTHENEWSCHOOL

-Duringtutoronetoone,studentsaregivenalettertemplatetocompletebyhand,thisshould bereturnedtothetutorwithin48hours

-Tutorgivestoadminteamwhoscantheletterandaddtoleaversdrive

-Letterisreturnedtostudentsandtheyareencouragedtoshareitwiththeirparents

-Whenasafeguardingrequestissubmittedfromthenewschool,DHPwillincludetheletter fornewschool'scontextandinformation

ESTABLISHINGAGOODBYETRADITION

-On receiving withdrawal notice, Admin will collate leavers house card, tutor group photo to stick within it, House luggage tag, blank letter template for students to write back to us in HK, and give them to the tutor

-Tutor will have all students/HOH/DHOH sign the card to say goodbye

-Student is presented with Kellett goodbye gifts

IFONLINE

-On receiving withdrawal notice, create a leavers Padlet for the tutor group and all students to sign and contribute to

-Dedicate a zoom, either a morning tutor zoom or break time, as appropriate to saying goodbye

-Admin team to see if Student can be presented with Kellett goodbye luggage tag and letter template via post

CONSIDERATIONOFTHOSELEFTBEHIND

The pastoral team should ensure that the close friends of the leavers (the stayers) are addressed Please talk to them to address how they are feeling and monitor their social interactions If you have concerns please contact wellbeing and let their parents know that you are monitoring the situation

MARCH2022

PASTORAL TEAM

Hayley Wilson

Bhavisha Tank

Ed Pegden

Georgia Price

Isi Hosgood

Steven Fry

Hayley Wilson

Bhavisha Tank

Tom Laxton

Jamie Hardisty