Pastoral Care

Differentiate, personalise, individualise

All students can thrive in our school community. We are built on values that underpin the development of the individual personality of each one of our young people through care, empathy and a positive focus on solutions and support.

“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

Albert Einstein

In our school community:

  • We hold each member of our school community in unconditional positive regard.
  • We take risks and enjoy learning alongside our students, we show them the joy of learning from our mistakes and the resilience needed to keep on going.
  • We have high expectations in everything we do and for everyone with work with and alongside.
  • We are flexible and personalised in our approach, we don’t compromise our standards, we find another way to achieve.
  • Celebration of success is about the little things in every lesson and the larger achievements over time. Consequences are natural, logical and just.
  • Every day is a fresh start, the day you are in matters most in the future you will experience; we learn from the past, we’re not limited by it.
  • Behaviour is communication of need – it may be loud or withdrawn, belligerent or scared, challenging or overly compliant – see beyond the behaviour to identify what the student needs in that moment.
  • The adults are the models of what to do, how to do it and why it’s done in a particular way; students observe us, every interaction sends a message about what is, and isn’t acceptable.
  • We know that what we permit, we promote and what we allow we encourage – we don’t walk past people, issues or problems; our silence is our consent and we enable excellence for all.
  • We reflect on our own practice first and ask what we could do differently, rather than focus on the student as the source of the challenge.
  • We are curious and interested; we want to know about them as individuals not just as students to teach.
  • We walk the walk and talk the talk – we treat each other with respect, kindness and professional regard; reinforcing this with students as well.
  • We give our students a language to identify feelings and to help manage them; we share our experiences when appropriate to validate their responses and reactions.
  • We bring the calm when they are in a storm; we lend our thinking brains at a time when they cannot access their calm.