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bello

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untitled

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Students understand more about each other therefore topics discussed might be more relevant towards their life. 

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Students understand more about each other therefore topics discussed might be more relevant towards their life. 

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students needs the teacher to listen and care about them

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Students can also care for each other....e.g. cyberbullying email guru et

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Year specific trips should be run in Term 1

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As this role has developed over my time in the school, if staff have not been in the UK for some time then it might be necessary for some training to be carried, not just assuming that it is going to happen through discussions and expectations

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This has worked really well at KS5 this year- i think the students appreciate the time taken for personalized conversations.

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Students having clarity regarding where to go to for assistance of any kind i.e report bullying

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Students having the opportunity to balance a traditional tutor programme with weekly mentoring sessions.

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Particularly in KS3: How do we provide adequately for them, especially for those with EAL in terms of organisation and getting them used to systems?

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Students should have more ownership on this and have links with external organisations where they design and implement truly powerful projects linked to Trips Week. Students need to be global citi

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Students to feel comfortable and safe with their tutor and tutor group

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A parental curriculum so that parents can also take a responsibility for their health and well-being of their child. This could integrate with a 'PSHCE' style curriculum?

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A parental curriculum so that parents can also take a responsibility for their health and well-being of their child. This could integrate with a 'PSHCE' style curriculum?

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Provide opportunities and/or environment where the students are able to communicate and express any personal and/or academic concerns (ex. stress, exam anxiety, homework load)

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Flexibility in structure of tutor time and student choice in their tutor time activities

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Flexibility in structure of tutor time and student choice in their tutor time activities

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24 is too many in a class and in a tutor group, you cannot get to know everyone but smaller numbers would help.

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24 is too many in a class and in a tutor group, you cannot get to know everyone but smaller numbers would help.

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Flexibility to respond to student needs/situation that arise

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Flexibility to respond to student needs/situation that arise

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Activities centered around challenge, idependence, friendship, trust, community rather than "filler" tasks to ensure everyone is working on something.

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Activities centered around challenge, idependence, friendship, trust, community rather than "filler" tasks to ensure everyone is working on something.

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Planning with tutor time

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Observing group dynamics or individuals.

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its important to have time to get to know the tutees without excessive external planning and admin

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its important to have time to get to know the tutees without excessive external planning and admin

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Good relationship between tutor and tutee: lots of one to one time, coaching where necessary

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Good relationship between tutor and tutee: lots of one to one time, coaching where necessary

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Teachers have time to get to know students

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Teachers have time to get to know students

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Set times for student drop-ins once a week - every member of staff (with ability for staff to suggest others who may be more specialist in terms of dealing with an issue)

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Set times for student drop-ins once a week - every member of staff (with ability for staff to suggest others who may be more specialist in terms of dealing with an issue)

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Being aware of ALL students interests and success

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building relationship links between school, student and teachers

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building relationship links between school, student and teachers

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different for every person.
Showing you care (the students)
Pay them attention
REALLY listen
Be genuinely interested in them and what they do
BUT you need the time

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Some evidence that the suitcase is being used in a structured way, that students have an input into and value tutor time

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Some evidence that the suitcase is being used in a structured way, that students have an input into and value tutor time

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Each student has individualised support.

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We are developing the whole individual and not just focusing on academics

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We are developing the whole individual and not just focusing on academics

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Staff are clear on their responsibilities in this area

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Students to know who to speak to when they have issues

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Students to know who to speak to when they have issues

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duty of care to each student. Giving time to each student.

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duty of care to each student. Giving time to each student.

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Yup, definitely working

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Looks like it works...