PASTORAL CARE

4.1 Pastoral Care
Pastoral Care draws its inspiration from the life of Jesus Christ. In Jesus, we experience God as a caring shepherd who is faithful to the flock, who knows them and cares for them.
At St Robert’s, we receive and educate children with the same care and attention. We need to discover the nature of each individual child, their strengths and weaknesses, their joys and their fears and we endeavour to educate our children with respect and love. Therefore, it is the responsibility of all our teachers to provide a strong sense of well being, belonging and security where every child is given every opportunity to be affirmed in their dignity and worth and helped in growing to their full potential.


Pastoral care at St Robert’s has as its foundation-
1. That each child is special and individually loved for who they are.
2. That each child should acquire habits and attitudes associated with responsible citizenship.
3. That the nature of pastoral care is the belief that each person is created in the image and likeness of God (Genesis 1:27), with the inherent dignity that this implies, and all are created as social beings, with the mutual rights, obligations and needs that this implies.
4. That the school affirms and gives expression to the belief that ‘the person of each individual human being, in his or her material and spiritual needs, is at the heart of Christ’s teaching and the promotion of the human person is the goal of our school.’
5. That the school exercises its pastoral responsibilities under the leadership of the Principal. Parents exercise their responsibility by providing positive support and collaborative engagement with the school in support of student and school community wellbeing.
6. That respectful and cooperative school-family relationships provide an effective channel of pastoral care for students. The school and families share responsibility for developing and maintaining such relationships of trust, characterised by respect for the goodwill of the other and a willingness to engage collaboratively.
7. That student wellbeing is best achieved within a school environment that is safe, supportive, inclusive and empowering, where diversity is respected and valued, where human rights and the common good are honoured, where inter-relationships are positive, where students experience connectedness and engagement, and where those experiencing difficulty or special need receive particular care and support.
8. That enhanced student wellbeing contributes significantly to improved student learning outcomes. Effective pastoral care is therefore recognised as promoting the achievement of learning outcomes and thus contributing to the School Improvement Framework.
9. That effective whole-of-school approaches to pastoral care require age appropriate behavioural education and skilling of students, and pastorally driven management of student behaviour through processes focused on both individual and community wellbeing, and on ensuring a just and reasonable balance of individual and community rights, needs and
responsibilities.
10. That effective school-community partnerships offer opportunities for networks of pastoral care for students. Appropriate local services and agencies may be identified, and links or partnerships developed, to support the needs of students and their families and to enhance the school’s own pastoral initiatives.