Our Pastoral Support Framework

Good pastoral care fosters a sense of belonging and connectedness and provides a safe and secure environment. Our
pastoral programme is committed to creating safe, supportive, inclusive learning environments where students are well-
cared for and respected, diversity is valued and authentic relationships are fostered between and amongst boarders and
staff. We strive to ensure the development of student-centred approaches characterised by genuine and effective
relationships between students and teachers where a sense of belonging is fostered. A feeling of being at home away
from home as well as nurturing and strengthening our student’s cognitive, emotional, social, physical and spiritual
development is at the core of our pastoral care.

Our pastoral care values the creation of an atmosphere where our students feel safe and connected with each other and
adults who contribute to their care. All teaching and non-teaching staff in the school are charged with providing pastoral
support and care to all our students. The dean of students is charges with overseeing the students’ pastoral care, support,
welfare and well-being. This includes making explicit the school’s expectations pertaining to positive learning attitudes,
student health and monitoring any form of behaviour which raises concern.

The commitment of the boarding house staff, their enthusiasm, motivation, morale and belief in the boarders contribute to
our boarders receiving high quality care that significantly enhances their personal development and well-being.
Additionally, the first point of contact between parents, students and the school is the homeroom teacher who is a key
figure in our pastoral care structure. Subject teachers also have a pastoral responsibility and are charged with making
themselves aware of any concerns raised by students and other teachers. We want our students to feel confident enough
to approach their homeroom teachers with any concerns they may have and that the teacher handles these quickly and
effectively. The Chaplain is also a counsellor to whom the children can turn for help and advice therefore he also plays a
key role in the pastoral structure of the school. Pastoral care is also most effective when there is a strong partnership
between home and school. As such, early intervention in identifying and addressing concerns in partnership with parents
is vital to the effectiveness of our pastoral care.
 Pastoral care Strategy
Strategic Area Priorities KPIs Evidence Dates Status
1.Behaviour  Introduce and embed restorative  The staff and prefects adopt an  Boarders behave On-going  Different
management practice throughout the school to excellent approach to behaviour exceptionally well,  SS approaches to
build relationships, improve management, with a very strong with mutual Homeroom encouraging
behaviour and create a strong emphasis on rewards; respect Pastoral positive
school community where  Students are unanimous and  Core value Sessions behaviour
everyone feels they belong, are confidently state that they feel assemblies &  JS PPI Rota change
safe, cared for and valued; safe and secure at school, that related devotions I  SS: SS Merit currently in
 Intensify the creation of an there is a zero tolerance of place; Chart place; teachers
environment in which behavioural bullying and that any perceived  Awards, e.g.  JS: JS Merit sensitised
expectations and rules are clearly bullying is dealt with swiftly and 'Boarder of the Chart refraining from
defined, leading to minimal use of thoroughly; week'  JS Award: using e.g.
sanctions.  Student misdemeanour dealt  Merit charts Student of Running laps
with at mentor, ToD and HRT  Recognition during The and doing
level, and only escalated to assemblies Month_Janu press-ups, as a
dean if it needs to be dealt with Meeting minutes ary punitive
by the disciplinary committee  Student surveys  Meeting- measure for
and council. Dean & every
 Written and oral
Form 4s misdemeanour
feedback
 JS Pastoral  Awards, e.g.
 Sanctions that are predominantly  The merit system is well  Interviews
Coordinator 'Boarder of the
proportionate and consistent and understood and in place and  Surveys
Report_Janu week' and
that escalate with the severity of students earn merits and enjoy  Conversations
ary ‘Student of The
misdemeanor are in place, are the reward;  Student
 SS Pastoral Month”
known by pupils and staff, and  Rewards and sanctions are documented
Coordinator currently in
implemented effectively. effectively logged, analysed and feedback;
Report_Janu place (JS);
monitored; boarding and
ary  JS Merit chart in
 pastoral reports
 JS Prize- place;
 Clear  SS merit chart
administrative Giving Day
 Opportunities for pupils to express  Student voices and opinions are under
process providing  Core Values
their views and share opinions given appropriate weight in development
an audit trail of Assembly
about boarding exist. Minutes of decision-making and
the actions that Schedule
these meetings taken. incorporated in school
have been 
 improvement plans;
 Students freely raise concerns completed
and make complaints without  Pastoral
fear of being victimized Programme
 schedule
 Pastoral
Coordinator
 Boarders become attuned to each  Boarders express care for each reports;
other by e.g. being aware and other, are sensitive to and  Students’
share their views and any develop an appreciation of, and statements;
concerns with boarding staff when respect for, each other through
someone might need extra help; mutual support and
encouragement.

2.Safeguarding  Systems in place to ensure that  Staff vigilance, observation and  Duty rota  On-going:  Child Protection
staff know the whereabouts of action are in place to protect  Written reports New and Policy
students at all times without and support students at all  Child protection existing staff 
lapses or gaps in their times; policy; appraised on 
supervision;  Excellent practice in child  Staff induction child
protection implemented; records protection
 Regular checks, roll calls, and  Record of reports policy; duty
lists for signing in and out, to and safeguarding rotas ensure
monitor boarders’ whereabouts. concerns no children
 All staff have had adequate  New staff are knowledgeable  Boarders report are left 
training in child protection and able to implement good feeling safe and unattended
 Comprehensive staff onboarding safeguarding practice, confirm that it is to at any
which includes how to implement processes and procedures. easy to contact given time.
good safeguarding practice,  Child protection policy is in place any of the 
processes and procedures ; and training content visible in resident staff even
 Prefects briefed in safeguarding practices; at night.
 Parents describe their children’s  Students’ records
boarding life as safe and have  Reports on timely
confidence in the care their child needed support
is receiving offered
 Appraisal for newly appointed  Boarding staff
boarding staff is thorough and report that there
efficiently organised; are good support
 Prefects are confident about the mechanisms in
action to take should such place
issues come to their attention;  Boarding staff
 Prompt action being taken when appraisals
a student is at risk of coming to
 Strategic Area Priorities KPIs Evidence Dates Status
harm  Video clips
 Relevant staff are all aware of  System for reporting welfare and  Written reports 
students’ particular vulnerabilities safeguarding concerns in place citing use of
and in use; technology
 Students are clear that there is
someone they can turn to with
any concerns about their safety;
 Communication amongst all staff
about student’s known
vulnerabilities done;
 Information about student’s
known vulnerabilities captured
in school’s electronic records
system
 Technology actively used to  Technology use cited in  Daily  On-going
enable closer monitoring of resolving cases (CCTV)
students whereabouts and to alert  The requirements on searching
staff as to possible safety pupils are clear
concerns;
3.The quality of  All boarding team members work  Boarders report that 'it's like  Parents’ and  Daily  Existing
the boarding collaboratively and effectively to being home away from home’; students’ school structures
provision is achieve continued improvement  Boarding staff are proactive in community continuously
outstanding - and development of boarding life; seeking additional training and members’’ reports being reviewed
Home away  Boarding staff team are very information that will support  Parent and
from home knowledgeable about and carry them in caring for boarders' student survey
out their roles unsupervised; holistic health needs; and written
 Excellent relationships exist  Boarding staff convey a genuine feedback’
between the staff and the sense of pleasure and  Emails expressing
boarders and the boarders enjoyment working in boarding positive feedback
themselves, right across the age 
range;
 Boarding team employ holistic  Boarders speak highly of those  Termly  January 2024
approaches to the care of providing them with excellent meeting took
boarders and provide care and support; place (JS)
exceptionally well-rounded  Regular meetings of all boarding
pastoral support; staff to share pastoral concerns
or areas for development

 Issues and concerns raised by  Boarders thrive and relish their  Daily  Issues raised
parents and boarders addressed boarding experience; are dealt with
promptly and effectively  Parents compliment as they arise on
 Timely highlighting of any pastoral communication with the an on-going
concerns or areas for boarding team and believe that basis
development that can contribute boarding is well managed and
towards assisting boarders to organised effectively;
achieve their potential;
 New boarders taken through  Boarders and parents speak  Student on-  Boarding  For all new
effective and carefully planned positively about the induction for boarding happens information students
induction process tailored to meet new pupils; no later than their package- moving on
their individual needs  Induction, starting before they first week in April 30th
 New boarders are assigned a arrive and continuing through school. Boarding 2024  SS Mentor List
buddy and mentor to provide their first weeks in boarding information  Admissions
support and advice; introduced shared ahead of Policy 
 Buddy system introduced and in their arrival. 
place;  Boarding
information
package
developed;
 Records for buddy
and mentor
system
 Management (SLT) monitoring  Boarding staff demonstrate a Boarding reports:  SS girls’  SS Girls’
systems in place and includes keen ethic of continuous  JS Boys' Weekly supervision Boarding Rota
practice audits improvement, via the school's Boarding Report model- by 
performance management  JS Girls' Weekly February
system, and set targets so as to Boarding Report 28th
improve the boarders;  SS Boys' Weekly
experiences; Boarding Report
 Random ‘walk abouts’ to  SS Girls' Weekly
observe staff practice and Boarding Report
monitor expected standards;  Duty rota
 Performance
evaluation notes
4.Boarding life,  Information regarding boarding life  boarders, staff and parents and  Activity rota  On-going  JS Boarders'
 Strategic Area Priorities
routines and is available and shared with all
expectations boarders, staff and parents;
 Provision of varied, well- balanced
programmes and activities which
support boarders’ holistic
development;
 Engage boarders in activities other 
than preps, that balance between
organised activities and free time,
e.g. cleaning up over the
weekends
 numerous indoor and outdoor
 Strengthen the role of teachers as
part of the boarding house team;
5.Boarding  Boarding principles are fully
leadership and reflected in practice, and the
management school’s ethos is translated into
the everyday school life.
 Active participation by boarders in
the improvement and
development of boarding life;
 Boarding staff handbook detailing
how staff should care for students
and promote their welfare
developed;
6.Boarders are  Boarders benefit from robust
well prepared consistency that successfully
for leaving supports and promotes their
school as they personal and academic
advance development.
through the  Create opportunities for cross-age
years links across the age range to the
benefit of all students;
7.Student health  Boarders' health and emotional
well being is exceptionally well
promoted
 An interactive electronic medical
database providing a
comprehensive record of pupils’
consultations and treatment, and
is accessible by nurses.

8.Catering  Good standard of meals delivered
9.Facilities and  Boarding accommodation is of a
maintenance good standard is well looked after
by support staff and boarders
alike, with clear systems in place
for reporting and repairing the
minimal damage caused by daily
wear and tear
KPIs Evidence Dates Status
boarders are very familiar with  Activity registers Activities
the routines and procedures of  Duty rota  JS Saturday
daily boarding life  Boarding life Programme
 Boarding operations are routine  SS Boarders'
consistent and in tandem with  Boarding Daily Routine
what is published; enrolment data
 Creation of a well publicised 
activity rota for each dorm;
 Boarders are generally pleased
with the provision of evening
and weekend activities;
Opportunities for a wide and  JS Clubs
varied range of activities that Register
boarders can choose to engage JS Clubs
in, both on and off site created; Reports
 Boarders have access to 

facilities, and there are places
where they can be quiet or
alone if they wish;
 Teacher boarding duties that  March 2024  SS Girls’
require them to interact with Boarding Rota
students in the boarding house 
(e.g. cleaning) introduced;
 Duty rotas are clearly displayed
and boarders know who is
responsible for them.
 An increasing number of
applications for boarding places
noted;
 The school’s core values are  Boarding staff  
fully embedded in the boarding handbook
culture;  All boarding staff
 Boarders actively contribute to confirm reading
the development of boarding life the handbook as
with their views actively sought part of their
and acted upon; induction;
 Boarding staff handbook  The atmosphere
outlining suitable statements of and relationships
boarding principles and practice in the houses
in place and is made available exude these
to parents, pupils and staff; principles;
 Parents attribute the positive   
growth and development in their
child to the boarding
experience;
 Seniors engagement in ut-of-
school activities requiring them
to practice life skills e.g.
community service;
 A proactive and responsive  Electronic medical  
approach to health and safety in database in place
place.
 Boarders attest to the above this
through examples of positive
care they receive even when not
seeking health services
 Boarders voice their opinions on   
quality of meals provided
 Maintenance issues highlighted  Maintenance log  
in the log book and acted upon
promptly by the maintenance
team
 Routine checking, servicing and
maintenance of utilities and
equipment takes place weekly