Pastoral Care & Wellbeing

Our aim is to nurture our children’s development with the greatest care, which will enable them to thrive both academically and personally.  With a pro-active approach, we are committed to fostering an environment where your child’s confidence flourishes, and they discover their unique place within the community, while retaining their individuality.  

Smaller class sizes ensure that every child’s preferences, needs and concerns are heard and addressed, enhancing their comfort and happiness in school.   

Establishing a sense of belonging is paramount in our approach to pastoral care: 

  • Teachers: Our approachable teachers get to know every pupil on a personal level, whether as their Form Tutor or through supervising various school activities.  Tutors closely understand each child’s academic progress and wellbeing, acting as the initial contact between parents and the school.   
  • Houses: House affiliation stirs a sense of belonging. Our children love earning ‘house points’ for their House and participating in Inter-House competitions strengthens team spirit. 
  • Peer interaction: Observing our campus, you’ll notice older pupils showing kindness towards the younger ones, promoting a culture of mutual respect. 
  • Wellbeing Journal:  Children in Years 2-6 keep a journal which encourages them to reflect on their day and if needed, to seek out support from their Form Tutor or our wider pastoral team.   
  • Wellbeing Hubs:  A supervised wellbeing zone for children in the Pre-Prep and the Zen Den for children in Years 3-6 is staffed every break and lunchtime, enabling children to step away from their busy day should they need to, allowing them the opportunity to reset and reframe situations where they may need support.   
  • Mindfulness:  Children in Years 5 and 6 are taught the Mindfulness in Schools Project, Paws b by qualified staff.  Promoting wellbeing and resilience, Paws b extends thinking skills learning such as neuroscience and metacognition and is recommended to support social and emotional learning.   
  • Massage in Schools:  Children in Reception to Year 4 are taught the Massage in Schools Programme by qualified teachers.  This enhances their emotional health; children become calmer and have improved concentration, and confidence and self-esteem are increased.   

Children partake in team-building activities right from the first week of the academic year, including a whole-school overnight camp.  These activities help forge strong relationships between the children and staff. 

Personal, Social, Health, and Economic Education (PSHE) is integrated into our curriculum. Led by specialist teachers, including our on-site health and wellbeing team, these classes provide an opportunity for children to reflect on and discuss their everyday thoughts, feelings, and actions.