Are PARs a completely new, additional task for schools to undertake?
No. For most schools, the task will be one of consolidating what they have been doing for many years in providing academic support and guidance for their students. Where schools already have a pro-active approach to guiding student progress and development, some will need to focus on choosing which of their current procedures to make standard, others to streamline hitherto separate processes into one coherent scheme, or improve their documentation. For a school which up to now has had a reactive, mainly student-problems-centred culture of personal tutoring, time needs putting into the preparation and design phase of a pro-active PAR scheme which will involve all students, with input from students and as many staff as possible. Even so, many of the activities to be integrated within the PAR will already exist in some form in the school. The task is to bring them together and build a comprehensive and efficient scheme. Practical consultation with the PADSHE team, including CAS colleagues
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