The school has an efficient system of pastoral care which reaches out to every single pupil in school. A central principle underlying the pastoral system is that young people are most likely to be successful academically if they feel secure in their school environment. To this end, the school places great emphasis on the importance of effective induction and on-going guidance for each pupil.

In addition to form teachers, the school pastoral system is divided into care per Year Group headed by a Head of Year for each Year. One Senior Master/Mistress is in charge of the three Heads of Year for the Upper School (Years 4-6) and one Senior Master/Mistress is in charge of the three Heads of Year for the Lower School (Years 1-3).

The pastoral system of the school is highly efficient and effective in what it sets out to achieve: a secure environment in which all pupils are valued, and in which each and every pupil is seen as a whole person and it aims at developing pupils to their full potential - academically, personally and socially. Through the systematic in-depth approach to pastoral care the school believes that pupils are educated to have broad and balanced personalities, aware of the world around them. The aim is to send into the world, young adults who have self-discipline, who are prepared to work hard and are equipped to fulfil their own potential. All pupils are expected to be compassionate and well-mannered; to respect other people as individuals; to appreciate the richness of a multi-ethnic, multi-cultural community; to take pride in their appearance; to express themselves clearly; to be principled critical thinkers.

The main aims of the pastoral system are:

To provide the opportunity for all the pupils to develop social and personal skills. This will allow pupils to function effectively as responsible citizens at home, at school, out of school and when they leave school.
To support pupils in achieving their full academic potential and understanding that learning is a life-long process.
To create an environment in which all pupils are actively responsible for their own conduct and development, emotionally developed, in order to be able to deal effectively with difficult situations in their personal life and their education.
To provide emotional support when pupils need it.

Form teachers are the first point of reference in matters of general welfare and discipline, with Heads of Year, Senior Masters/Mistresses and Headmistress/Headmaster providing additional support.

The duties of every teacher of the school include:

Promoting and safeguarding the health, welfare and safety of pupils
Working in partnership with pupils, parents/guardians and teachers
Providing advice and guidance to pupils on issues related to their welfare

In addition to the above duties form teachers are responsible for all the pupils in his / her form.

The duties and responsibilities of Heads of Year are:

To co-ordinate the work of the form teachers, ensuring consistency and continuity
To communicate with parents and ensure collaboration between home and school
To investigate any sudden changes in the behaviour of all pupils
To investigate any sudden or great changes in the academic performance
To identify pupils with special educational needs and maintain accurate records of relevant documentation as well as to ensure dissemination of relevant information to relevant persons, i.e. subject teachers, examinations officer.

The school pastoral care system provides a stable base for monitoring achievements, encouragement for reflection and for giving daily contact to provide continuity and stability.

Below is a brief outline of what is done in order to achieve the pastoral care aims:

Effective Studying: Pupils are provided with guidance and support in relation to effective studying through informative sessions for the parents/guardians and focused thematic class time organised by the school. These encourage pupils to be responsible for their learning. The guidance includes advice on issues such as self-evaluation, fighting stress, time management skills, reflection and evaluation of one’s own studying and exam preparation techniques.

Supporting and Monitoring Individual pupils: One of the pastoral team`s main responsibilities is to support and monitor pupils with difficulties in areas such as study skills or motivation, or those who have been through difficult circumstances or who are simply experiencing difficulties personally or emotionally. Low achievers are encouraged to set targets and work towards them.

Form period: It takes place on a daily basis. During this time various activities take place, which support development in the area of personal, social and health education (PSHE). Issues which are covered include decision making skills, tackling racism, and monitoring pupils’ progress. The form teacher is the pupil`s first point of contact when support is required. This time also allows further opportunity for the form teacher to identify pupils who may benefit from pastoral support.

Assemblies: There is a whole school assembly at the beginning of every month and a Year assembly once a month. Assemblies are seen as opportunities for developing a sense of community and reinforcing the school ethos and values.
Pupils attend monthly whole-school and Year assemblies where the focus is placed on celebrating pupils’ achievements and reflecting on a variety of themes which support the ethos of the school, and promote the spiritual, cultural and ethical development of pupils. Pupil participation is encouraged and themes provide scope for reflection.

Prefects: This is a group of model pupils of Years 5 and 6. Some of their duties are helping with the organization of various events, improving the school environment and peer mentoring.

Parental Contact: The school regards effective and two-way communication with parents/guardians as vitally important. Pupils and their parents receive school progress reports, and these are supplemented by parent-teacher meetings organised at specific times of year. At the start of each academic year parents/guardians receive details of specific weekly timetabled parent teacher contact time. Parents/guardians are encouraged to contact the school at any point during the school year when they are concerned about any aspect of their child’s progress or welfare.