Pastoral Interventions

When a tutor recognises there is a problem with a student in their group e.g. attendance dropping, withdrawn, emotional issues - this needs to be discussed with the Head of Year immediately and the student will then be discussed at the Inclusion meetings (Deputy Head teacher - Inclusion, Pastoral Support Manager, Special Educational Needs Co-ordinator, Head of Year, Year Team Assistants, Mentors etc.). 

Any concerns regarding Child Protection must be reported to Ms Cozens, Mr Firth or Ms Dunford - Designated Persons for Child Protection.


Various interventions can then be put in place: 

  • Inclusion Team / Cedar Room - is a specific area where more personalised learning, support and appropriate interventions can be put in place for targeted students.
  • Mentoring - a number of staff have a mentoring role and work on such areas as motivation, self-esteem, and organisation with individual students and groups.
  • School counsellor - we have a counsellor operating in the school - Mrs Lowton - students can self refer or refer via their tutor, Year Team Assistant or Head of Year.
  • Bereavement counsellors - 2 members of staff are trained bereavement counsellors.
  • School nurse - sees students at our request or at the request of other agencies e.g. Children’s Services - this could be to discuss dietary issues for example.
  • Independent Careers Adviser -  Mrs J Ogun who works in J18 (the Careers Room) 3 days a week interviewing and advising students  throughout the year (referral via Mrs Akbulut – Careers Co-ordinator). 

We also access a number of external agencies to support our students:   

  • YOS - Youth Offending Service - offer mentoring service to young people at risk of offending and support for students who have offended.
  • CAMHS - Child and Adolescent Mental Health Service - higher level psychological and psychiatric input - referral via GP only.
  • Young Carers in Harrow - a support service for students who are carers.
  • ‘Kids Can Achieve’ - support service for children with ADHD.
  • Educational Psychologist 
  • ASK - advice and support for young people on drug, alcohol and substance abuse.

When appropriate a Pastoral Support Plan (PSP) is set up by Head of Year and Senior Leadership Team member - this is an action plan detailing support for a student to help overcome specific issues (e.g. behaviour, medical, attendance) - this could include modification of timetable, use of the Cedar Room, use of external agencies, etc. - agreed by school, parents, student and agencies. 

A Common Assessment Form may be completed - this enables us to access other outside agency support for a student and their family eg. Early Intervention Service.

All Children Looked After (CLA) have a Personal Education Plan (PEP) agreed with school, student, carer and Social Worker - set up by Ms Cozens - Designated Teacher CLA (Children Looked After).

Latest News

Posted on: 4/02/2019

The Hidden World of the Atom

Last November, A Level Physics students from Hatch End High went to a lecture at the University College London. There, Dr. Robert Palgrave delivered a mesmerizing lecture on the Hidden World of Atoms. Dr Palgrave started the lecture by introducing the great Michael Faraday’s example of a burning candle flame to explain modern chemistry. That seemingly modest reaction is summarized here: CnH(2n+2) (s) + {(3n+1)/2}O2 (g) → n CO2 (g) + (n+1)H2O (g) Many of the students in the auditorium that evening were wondering, how do we know that atoms are structured and behave in the way we see them in textbooks? The lecture took us on a history tour starting as early as antiquity. Democritus, the ancient Greek philosopher, considered the fundamental question on the nature of matter. He imagined a very large block of gold, which he cut it into half repeatedly. The question he posed was: “Is there ever a point where the block of gold can’t be cut any further?”. The people who thought the block could not be divided were called atomists and thus, they called the smallest unit of matter “the atom” (Greek: a + tomos = not cut). On the other hand, those who disagreed with Democritus could not accept the fact that there were gaps between atoms, which contained nothing. Dr Palgrave then steered us into the 1880s, an era of rampant discovery in chemistry. Joseph Priestly discovered oxygen and nitrous oxide (commonly known as laughing gas). His contemporary and equal, Henry Cavendish would discover hydrogen in this period, calling it “inflammable air”. Astutely, Cavendish realized that no matter the amount of product made, the reactants always reacted in a certain proportion with each other. John Dalton (shown) lay down the foundations for modern atomic theory – his postulates said the states of matter (solids, liquids, and gases) are composed of discrete, indivisible units called atoms. Elements (like Cavendish’s hydrogen) are composed of atoms of the same mass and properties, and chemical reactions simply are the rearrangement of these atoms. Dr Palgrave then entertained us with the story of August Kekule, a German organic chemist, who was the first person to solve the structure of benzene - a problem which had been troubling chemists for decades. The legend goes that whilst Kekule was asleep in front of the fire, he had a dream of a snake devouring its own tail. Upon waking, Kekule had the idea of the circular structure of benzene (shown). As Dr Pelgrave brought his lecture to a close, he arrived at his conclusion. The truth about the hidden world of atoms becomes clear: the accuracy and usefulness of scientific models of atoms have improved over time. Science is the relentless and rigourous pursuit of better and better models to explain the natural world. Written by Monishka Sinha(6HME).
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