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. O’Rouke
Deputy Headteacher
Personal Development, Behaviour and Welfare

Our Key Stage Leader Team 
Led by:
Mr N Barends (Assistant Headteacher)  Achievement and Progress
Mrs E Bakstad (Assistant Headteacher)  Behaviour and Welfare

Key StageAchievement and ProgressBehaviour and Welfare
Key Stage 3Mr S Fee Mrs H Conway
Key Stage 4 Miss L HodsonMrs E Bakstad
Key Stage 5 Mrs K BennettMrs J Rawlins



    • 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.

Mr S Fee

    • 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. We work collaboratively to ensure that our expectations of a high standard of behaviour are consistently maintained across all areas of the school.
    • 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 on-going support of student welfare continues through the tutors and Key Stage Leaders as we seek to promote self-awareness and foster transferrable skills beyond school life.


    • 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 dealing with the many other issues associated with being a teenager.
    • To assist all of our students in achieving their full potential, each term we actively monitor individual progress in all subjects. Should a student fall 2 or more grades below their MEG (Minimum Expected Grade) then some form of intervention will take place, with support coming from both subject teachers and either their Form Tutor, me or the Assistant Head for Progress and Achievement, depending on the number of subjects involved and the nature of the underlying concern.
    • We recognise the contributions of our students and try to acknowledge this wherever possible. Fortnightly assemblies acknowledge small achievements, whilst termly awards assemblies follow the reports and recognise 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 also recognise the importance of co-operation and support from parents and home and this is often key when problems arise. We request parental support in monitoring your son or daughter’s use of their planner, specifically ensuring that students are aware of their most recent grades within all subjects, have action plans in place where necessary, and that they are using them effectively on a daily basis. Planners should be signed weekly for the day designated by each form tutor.
    • If you have any queries or concerns regarding your son or daughter’s progress within Key Stage 4, please contact either your child’s subject teacher or Head of Department (if a specific subject) or myself (if it is cross-curricular) at
    • As Key Stage Leader for Behaviour and Welfare my role requires me to work closely with the Form Tutor team to oversee punctuality, attendance, behaviour, and well-being, ensuring that our students achieve maximum success with their GCSEs.
    • 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.
    • The health and well-being of all of our students is paramount and Form Tutors regularly monitor the well-being of students and intervene when required. Concerns are brought to my attention and, if necessary, I will contact parents/guardians to discuss. Students can also be referred to our learning support team who provide students who need it with additional support.
      As the Key Stage progresses we will ensure our students are well informed about their future options and ensure that they have the study skills required to achieve the best possible outcomes.
    • If you have any queries or concerns please do not hesitate to contact me by email.
  •  Mrs J Baker


    • The Blue Coat School 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. The Form Tutor has a pivotal role in ensuring effective communication between all those involved in our sixth form students’ academic progress and personal development, in addition to offering general advice and guidance on a daily basis.
    • The overall academic progress and achievement of our sixth form students is closely monitored by myself, Mrs. Bennett. When students require additional support in several subject areas, intervention strategies are put into place that recognise the individual needs of the student concerned. Academic and extra-curricular achievement is also celebrated through our whole school rewards’system.
    • Students are expected to take ownership of their learning at Key Stage 5 and develop their skills as responsible, independent learners. Regular reflection is encouraged and students are required to set themselves challenging targets which promote academic progress and personal development. Our overall aim in Key Stage 5 is for all students to leave school with qualifications that reflect their ability and skills that prepare them for either post 18 education or full-time employment

Mrs K Bennett

    • 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 Rawlins, Key Stage Leader responsible for behaviour and welfare on the email address below.

Jacqueline Rawlins


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
You can also contact the School Safeguarding Governor, Mr Martin

The Learning Support Department

The Learning Support Department is a designated department focused around supporting the needs of SEND and other vulnerable students. Staff in the Learning Support Department oversee and implement support strategies, offer advice and guidance as well as maintain a good level of communication with parents, students and other professionals to ensure the best possible outcome for all learners.

The department consists of two members of staff, Mrs Lewis (SENDCo) and Mrs Cobain (Student Welfare), both of which hold relevant qualifications to support the needs of SEND and other vulnerable students. Support is provided to students for a variety of reasons through one to one or small group intervention, which is specifically tailored to suit the student’s individual needs. All of our additional provision (internal or external) is based on an agreed outcomes approach, in liaison with both parents and external professionals, if applicable, therefore external providers are accountable for any support they provide to students attending the school.

SEND students who will be joining the School in September are invited to visit the school with their parents, prior to starting, to discuss their individual needs and ensure that support plans are written and all staff are aware before school commences. In addition, the Learning Support Department actively encourage the sharing of data for a young person’s transition to the next phase of education or employment and see it as a key part in securing a positive new beginning. Any information to be passed on will be shared with parents and students and may involve others being present at review meetings to support this process. Following transition, children and young people’s destination data is monitored.

Additional support is offered where necessary through external services such as the Young Persons Advisory Service (YPAS) and, where an assessment of need is required, the Educational Psychologist or Special Educational Needs Inclusion Support Service (SENISS). All of the external support offered aims to compliment and cement the strategies already employed by the School and enable the young person to succeed and thrive. The school commissions support using an outcomes-based approach and a full list of external partners available can be found in the school’s contribution to the Local Offer or on the SEND Provision Map.

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.


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 2015].

Therefore, high quality first teaching and additional interventions are defined through our child-centred planning approach to our provision arrangements. Provision is regularly reviewed in collaboration with students, parents, staff and outside agencies to ensure that our high expectations about quality first teaching and differentiation offer a personalised approach to teaching and learning for SEND and other vulnerable students.

SEN Needs:

As of September 2019 the School has 58 young people receiving SEND support, who are categorised by four broad areas of need:

1. Communication and interaction
Autistic Spectrum Conditions (ASC), Speech and Language impairments

2. Cognition and learning
Dyslexia, Dyspraxia, Processing difficulties

3. Social, emotional and mental health
ADHD, OCD, depression, eating disorders, self-harm

4. Sensory and/or physical needs
Hearing/visual impairment, Hypermobility, Chronic Fatigue Syndrome (CFS)

The support provided for these students may include in school support plans, Education Health Care Plans [EHCP], Education Health Assessment Tool [EHAT], input from Outside Agencies. Full details can be found on the school’s SEND Provision Map.
Underpinning all of our provision in school is a graduated approach and review cycle:

Our provision map can be accessed here.

To view our SEND graduated approach and review cycle please click here.

Staff development and Deployment

As a school we are committed to the on-going training and support of our staff to meet the current needs of our students. INSET training and regular information sharing sessions are planned and delivered both in house and by external agencies. These sessions aim to ensure that all teaching staff are aware of how to identify students with SEND or additional needs; differentiate support as appropriate and remain up to date with changes to policies directly associated with SEND and other vulnerable learners.

Transitions and Reviews:

This year, the School welcomed 6 children and young people with special educational needs or disabilities and supported 7 children and young people in their transition to the next phase in education or employment.

Involving parents and learners in their learning and support plan is central to our approach and we do this through:

Action/Event Who's involved Frequency
Telephone Calls Learning Support Department/SENCo /parents/outside agencies.As needed
MeetingsLearning Support Department/SENCo /parents/young people/relevant school staff/outside agencies.As needed
Support Plan Review Learning Support Department/parents/young people/relevant professionals [if included].Yearly [parents/relevant professionals] 3 times a year [young people]