The Blue Coat School is a family that supports and encourages each other and the pastoral care of our students is very important to us.  This has been one of the main reasons our students excel within school, whatever their ability.

The pastoral care of our students at Blue Coat is immensely important. The provision that we provide in this area ensures that they are able to get the most out of their learning and personal development.

At the off-set we want our students to feel part of the Blue Coat Family and we hope to promote this ethos at the very start of a student’s journey here at Blue Coat through the induction process.

Students are placed in one of five Form Houses and each has a Form Tutor who is responsible for the day to day well-being of 30 pupils.

In the Sixth Form, students are placed in appropriate tutor groups headed by Sixth Form Tutors who are similarly responsible for the overall well-being of their students.

Another layer of care is provided by the Key Stage Leaders. There are two leaders for each of the three Key Stages.  These members of staff are responsible for monitoring the general welfare and progress of the students and implementing any appropriate intervention as well as being the liaison between the student, parents/carers and staff.

Mrs S. Yates
Deputy Headteacher
Personal Development, Behaviour and Welfare

Our Key Stage Leader Team 
Led by:
Mr N Barends ( Assistant Headteacher)  Achievement and Progress
Ms C Mackenzie (Assistant Headteacher)  Behaviour and Welfare

Key StageAchievement and ProgressBehaviour and Welfare
Key Stage 3Mrs K BennettMr S Fee
Key Stage 4 Mr M Cain Miss L Hodson
Key Stage 5 Mr D MercerMrs S O'Rourke


    • This Key Stage Leader role takes responsibility for monitoring and evaluating the academic progress of students in Years 7 and 8. Along with monitoring, students are offered support and guidance to help ensure that they reach their target grades across the Key Stage 3 curriculum.
    • In addition, the Key Stage Leader will seek to reward and celebrate the academic and extra-curricular achievements of our talented Key Stage 3 students.
    • If you would like to get in contact with me please do use the email address below.

Mrs Bennett

    • As Key Stage Leader for Behaviour and Welfare in Key Stage 3 my role requires me to work closely with the Form Tutor team to ensure that our students make a smooth transition from Primary to Secondary School in Year 7. The health and well-being of all of our students is paramount and Form Tutors regularly monitor the well-being of our Year 7 students during morning registration and intervene where required. Serious concerns are brought to my attention and, if necessary, I will contact parents to discuss.
    • In Year 8 we focus on reaffirming the expectations and good student habits that have been established. We also prepare our students to make well informed decisions on their GCSE options and ensure that they have the study skills required to make the best possible start to life in Key Stage 4. The process of monitoring well-being continues in exactly the same way as in Year 7.
    If you have any queries or concerns please do not hesitate to contact me by email

Mr S Fee

    • The support of our students in terms of their academic progress is clearly of paramount importance within Key Stage 4.
    • Students are expected to handle the competing demands of 11 or more subjects whilst of course dealing with the many other issues and sometimes problems associated with being a teen.
    • To assist all of our students in making the most of their ability, we actively monitor their individual progress in all subjects, and termly comparison is made with their MEG (Minimum Expected Grade) within the subject to ensure the expected progress is being made. Should a student fall 2 or more grades below their MEG then some form of Intervention would take place, with support coming from both Subject teachers, Form Tutors and in some cases myself, depending on the number of subjects involved and the nature of the underlying concern.
      • In this regard we would request parental support in monitoring your son or daughter’s use of their planner, specifically ensuring that they are aware of their most recent grades within all subjects and have action plans in place where necessary.
    • With regards Achievement, we recognize the ability and industry of our students and try to acknowledge this wherever possible. Fortnightly assemblies recognize small achievements as nominated by the Form Tutor, whilst termly awards assemblies follow the reports and recognize both effort and attainment. Use is made of the ‘Good Student Habits’ as well as students’ Academic attainment to determine which students have worked well or progressed significantly since the previous report.
    • We recognize the importance of co-operation and support from parents and home and this is often key when problems arise. If you have any queries or concerns with regards your son or daughter’s progress within Key Stage 4, please contact me directly at:

Mr M Cain

    • Support for students’ behaviour and welfare comes from a variety of sources. Each student has a form tutor who is responsible for the various day-to-day activities that ensure students feel safe, happy, and comfortable in school. In addition, they are the first point of contact between home and school.
    • Form Tutors work closely with the Key Stage Leader for Behaviour and Welfare who has overall responsibility for the punctuality, attendance, behaviour, and well-being of the students in Key Stage 4. Students can also be referred to our learning support team who provide students who need it with additional support.
    • Should you wish to get in touch with me to discuss a behaviour or welfare issue, please email me on the address below.

Miss L.Hodson

    • Blue Coat Sixth Form provides students with the opportunity to develop their skills and understanding in three or four A Level subjects. Alongside subject tutors, students are supported in their academic studies through the school’s pastoral system, with the Form Tutor playing a central role in ensuring smooth communication between all those involved in the students’ academic progress and achievement, in addition to offering general advice and guidance on a daily basis.
    • Student progress and achievement across Key Stage 5 is closely monitored and overseen by myself, Mr Mercer, in order to ensure that any concerns are dealt with promptly and efficiently. This ensures that individualised intervention strategies can be implemented where necessary in order to support students towards achieving their full potential.


    • Students are encouraged to reflect regularly on their progress throughout Key Stage 5 and set themselves challenging targets for development so that they may leave school with not just a suite of outstanding qualifications, but a readiness for success in life after their time at Blue Coat.

Mr D Mercer

    • A key element of the Sixth Form at The Blue Coat School is the preparation of students for their future plans, whether that be at university or in the world of employment. In order to ensure that students are equipped to become successful adults, Blue Coat maintains a high standard of behaviour and welfare.
    • Daily form periods allow Form tutors to develop a clear understanding of the students in their care and they frequently engage in conversations to ensure that students are happy and motivated. An exemplary standard of behaviour and conduct is expected of students, and any concerns regarding this or their welfare are referred to Mrs O’Rourke, Key Stage Leader responsible for behaviour and welfare on the email address below.

Sarah O’Rourke


Useful information:

Students in school receive regular safeguarding messages via the School computers, some examples of which can be found by clicking here.

If you as a parent/carer have concerns about a safeguarding matter in the School, please contact a member of the Safeguarding Team.

Mrs Yates, Designated Safeguarding
Mrs MacKenzie, Designated Deputy Safeguarding
In addition, you can also contact Mr Boden, e-Safety Officer about e-Safety
You can also contact the School Safeguarding Governor, Mr Martin

The Learning Support Department

For information on how to cope with exam stress and anxiety please click here.

You will find information about our SEND provision and support for students from our SEND Information Report.To view this report please click here.


High quality first teaching and additional interventions are defined through our child-centred planning approach across the school contributing to our provision arrangements. These processes help us to regularly review and record what we offer EVERY child or young person in our care and what we offer additionally. This also serves to embed our high expectations among staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning for SEN students. We make it a point to discuss aspirations with ALL our learners.

All teachers are responsible for every child in their care, including those with special educational needs. The Blue Coat School adopt the following approach: ‘All teachers are teachers of pupils with special educational needs. Teaching such pupils is therefore a whole school responsibility, requiring a whole school response’
[SEND Code of Practice 2014]

SEN Needs:

Children and young people’s SEN are generally thought of in the following four broad areas of need and support:

    1. Communication and interaction
    2. Cognition and learning
    3. Social, emotional and mental health
    4. Sensory and/or physical needs

As of January 2015 the School has 36 young people receiving some sort of SEN support. Support can include IEP [Individual Educational Plan], Health Care Plans, CAF [Common Assessment Framework]/EHAT [Education and Health Assessment Tool], input from Outside Agencies as well as support in School. See below for a comprehensive view of support for all students [including SEN].

Support for SEN students can include Student Profiler (IEPs), Health Care Plans, CAF [Common Assessment Framework]/EHAT [Education and Health Assessment Tool], input from Outside Agencies as well as support in School.

To view our Provision and Access Map please click here.

What has worked well this year

  • Staff training around key SEND issues has improved.
  • Specialised roles within the learning support department have been established to ensure that all students’ needs are supported effectively.
  • Student support plans have been simplified to make them more accessible to staff and to ensure that strategies to support students are easier to find and implement.

Further development

Strategic plans for developing and enhancing SEN provision in our school next year include:

  • Continuing staff training to ensure that all staff members are aware of the needs of SEND students and have effective strategies to support them both within lessons and other areas of the school.
  • Evaluation of the support provided to continually improve the support packages offered to students.
  • Ensure that communication with staff, parents and outside agencies is clear and effective in sharing information and supporting the needs of students.
  • Collect and use feedback from parents and students to inform the evaluation process and shape the future of the intervention and support provided.