The vertically structured House and Tutor group organisation is designed to provide boys a sense of belonging to something that has meaning and to which their contributions make a difference. Within each House, boys are recognised, encouraged, directed, and motivated. They learn about the value of supportive relationships and the importance of teamwork. They are provided with many opportunities to exercise leadership potential and to develop other interpersonal skills and personal talents.

The House system was established to ensure that each boy has a home base (the House) and that there is at least one staff member (the Tutor) who knows what is going on in a boy’s school life on a daily basis. While the Head of House is ultimately responsible for the welfare of the boys in the House, the Tutor is especially aware of each boy’s progress and is the first point of contact when a parent wishes to communicate with the School.  

Deputy Headmaster/Head of Senior School

The Deputy Headmaster/Head of Senior School is Mr Roger Bayly (pictured above). He has a specific responsibility for the day-to-day management of the Senior School with particular attention to staff and students, pastoral care and disciplinary matters, the program of transition into the school for students, and links with parents and the wider community.

Roger sees as one of his primary concerns developing a strong sense of belonging, self worth, cooperation and community. He aims to do this by maintaining strong connections with the boys through participation in as many formal and informal activities as possible. 

Meeting the needs of young people

Education: a partnership between home and school
Families are encouraged to be an integral part of the School community. As all successful partnerships are based on effective communication it is essential that home and school keep in close touch, and that the pastoral structures facilitate such communication.

A proactive pastoral care system
Communication should be regular and rapid - not simply a reaction to something. Adolescence can be difficult, frustrating, rewarding and exciting. The School tries to be proactive in helping boys and parents deal with these years in a positive and effective manner. 

Everyone has a responsibility for pastoral care
Wherever there is a student-teacher relationship there is a responsibility for pastoral care. The House and Tutorial system in the Senior School has been developed to define the pastoral roles and responsibilities and to devise lines of communication for all to understand and use.

In the Preparatory School, a boy is a member of the same group for most of the school day. His class teacher can keep a eye on him as he participates in a range of activities. Parents follow their son's progress by communicating directly with the class teacher.

The Senior School is a more complex place. Boys belong to a number of class groups that meet for a specific purpose. Each class has a different teacher and most boys change their class groups each year. For some, this can be bewildering. This is especially so for some boys in Years 8 and 9.

Boys need a "home base"
All boys need a "home base", but this is particularly evident in the early years of secondary education. Boys need a place where they can feel they belong, where they can be known as individuals and where there are opportunities to participate. They need to have easy access to a teacher, and older boys as role models. The School's pastoral system provides such an environment through its vertically structured House and Tutor groups.

The Tutor is a continuous point of contact
The Tutor listens to and guides his or her charges for the whole of their time in the Senior School. The close relationship that develops also extends to the boy's family as the Tutor is the first point of contact when a parent wishes to communicate with the School.

There are at least two staff members who know each boy very well
Though the Head of House is ultimately responsible for the pastoral care of each boy in the House, it is the Tutor who is especially aware of each boy's progress.

Pastoral care and discipline
The promotion of self discipline is central to our approach. We believe that boys must learn to take responsibility for their own actions. Discipline is a function of relationships. While the teacher in charge of a class or activity has responsibility for discipline, the Tutor and Head of House play an important role in this area, particularly with respect to the care that must follow disciplinary action. At all times we are guided by the maxim: Judge the behaviour, not the boy.

Behavioural Review
Pastoral Review is one strategy used to assist boys whose behaviour has become unacceptable. Initiated by the Head of House, Pastoral Review can be activated if a boy shows that over a period of time he is not accepting responsibility for his own behaviour.  Usually boys will have had a high number of detentions or come to the notice of the Head of House through frequent adverse reports.

The Pastoral Reveiw meeting, or conference, involves the Head of House, Tutor, Psychologist, parents and student. In some cases, the Deputy Headmaster will also be involved. The main purpose of this conference is to identify reasons for the student's misbehaviour, help him work out a plan to change his behaviour and clarify appropriate supports for him. 

The sequence of events following is dependent upon the outcomes of the conference.