King's College School

Coeducational Independent Prep school in Cambridge


Pastoral Care

King’s College School has a duty of care towards each pupil while they are in attendance at School. The happiness, safety and security of each is a matter of paramount concern. We recognise that a unified policy in which each member of staff plays their part is likely to be most effective.

Two elements are particularly important:

  • Whole staff involvement. Whether ‘on duty’ or not, teachers and matrons will intervene on any occasion when a child or children are in distress or may need assistance.
  • Communication. Informing either/or in writing or orally, other teachers, the Head, matrons and parents as appropriate.

Aspects of Pastoral Care are dealt with in separate papers viz:

  • Code of Behaviour
  • Child Protection
  • Boarding Principles

All activities planned by the School will take into account the safety and health of participating pupils. Certain members of staff have particular responsibilities:

Pastoral Responsibilities


· Overall – Head, assisted by Deputy Head (Pastoral)

· Head of Year 8

· Heads of Years 5+6

· Heads of Juniors (Year 3+4)

· Head of Pre-Prep (Reception - Year 2)

· Boarders & choristers – Housemaster

· Individual pupils – Form Tutors

· Personal & Social Education – Head of P.S.H.E.

· Health & Welfare matters – Matrons & Head of P.S.H.E.

1. Pastoral Co-ordinators

· To take an overview of Pastoral issues affecting each sex

· To review the way boys and girls mix and relate to each other in the School

· To monitor social problems and group behaviours that manifest themselves and to take sensitive and appropriate action

· To investigate and deal with instances of group teasing and bullying, in close co-ordination with tutors/form teachers

· To report to tutors/form teachers, the Deputy Head or Head, as appropriate, any matters of concern

2. Form Tutors

Form Tutors will take a particular and close interest in the Pastoral Care of those in their class. Form periods and, where necessary, breaks, provide opportunities for Form Tutors to talk to individual children and, more importantly, listen to their concerns. Form Tutors will cultivate counselling and listening skills so as to maintain an awareness of such matters as pupils’ –

· Self organisation

· Motivation

· Academic progress

· Coping with work and Prep

· Relationships with other pupils, particularly as they effect performance in School

Teachers will do everything they can to encourage and enthuse their pupils, and Form Tutors have a particular role to play. Taking an interest and responding to a child’s needs should not be confused with prying or in any way trying to monopolise a child. The Form Tutors’ role is crucial and the ability to build a rapport with each child and provide a positive example and influence can make all the difference to a child’s success or failure.

It is vital that Form Tutors are kept informed of any matters concerning members of their class. Even apparently trivial matters may contribute toward the total ‘picture’ of a child. In their turn, Form Teachers need to inform others of relevant concerns and pass on non-confidential information from child or parent. Matrons, Housemaster, Deputy Head (Pastoral), Head of Juniors, Head of Pre-Prep and Head, will be kept informed on a need to know basis.

Form Tutors will maintain a pupil profile for each child in their class. It will help to maintain continuity from year to year as a record of achievement, behaviour and any other matters of note.

The role of the Form Tutor is defined in their job description.

3. Matrons

Matrons have an important role to play in health and safety matters. Apart from catering for the medicinal needs of pupils they also have a vital role to play as counsellors and sympathetic listeners. Those complaining of minor ailments may be attention-seeking but they may also have other things on their mind which they want to talk to somebody about. Matrons will be informed of anything relating to the health of a child.

4. Games Teachers

Games teachers will be aware of the individual needs of pupils in their charge and organise activities with these needs in mind. They will keep themselves informed of long and short term medical conditions as posted by the matrons in the staff room and react appropriately.

5. Personal, Social & Health Education

PSHE is delivered across the curriculum from Year 5 upwards, affording opportunities for every child to contribute to group discussions. The Head of PSHE co-ordinates the programme with the relevant staff.

6. Boarding Staff

The team of resident teachers will be particularly concerned for the health, welfare and well-being of the boarders.

7. External Visitor

The SSD require boarding schools to have an external listener available for children to call on if needed. Our School Listener, Mrs Howland Jackson, visits the boarding house on a regular basis and be available for children to talk to both informally and confidentially (including the boarders).

8. Head of Pre-Prep & Head of Juniors

The Head of Pre-Prep & Head of Juniors is responsible to the Head for the pastoral care of pupils in Reception to Year 2 and Years 3 and 4.

Pupils with particular needs.

Certain individuals may have greater pastoral needs than others. Such children will be afforded particular attention, depending on how serious their problems are. It may be necessary for such children to be discussed in detail at staff meetings, special meetings of relevant staff or at a case conference with parents. A record will be kept of matters discussed and decisions taken on these occasions and the Head will be kept informed.

There is awareness of problems that can arise in focussing on particular pupils where sensitivity is required:-

· Too much close attention, particularly if there are behaviour problems, can have an adverse effect on the pupil concerned, for instance, in terms of attention-seeking. Attention to one individual can also take up an inordinate amount of time – this is often unavoidable.

· There is always a danger that the quiet and relatively unobtrusive child may be overlooked. As far as possible each child is given equal attention, particularly by form teachers.