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Pastoral Care

PASTORAL TEAM

Young people need personal support and guidance throughout their time in Secondary and the Sixth Form in order to thrive and achieve. We believe that a nurturing, caring environment that values individuals as part of the community is vital to student wellbeing. Our Pastoral Team is full of compassionate and highly skilled staff, whose priority is the happiness, wellbeing and personal progress of your children. Getting this right is crucial to the academic success of students at Caxton College.

CO-HEAD: PASTORAL

The Co-Head: Pastoral has overall responsibility for all Pastoral care across Secondary and Sixth Form. This includes leading the Heads of Year; overseeing the development, implementation and review of all Pastoral policies and procedures, such as Behaviour for Learning, Child Protection and Anti-Bullying; and leading Pastoral initiatives across the school, such as the House system, Student Leadership and our One School One Community ethos. Together, these elements enable our young people to develop as well-rounded, thoughtful, confident individuals. The Co-Head: Pastoral works very closely with the Senior Leadership Team and Pastoral Team in Secondary, as well as with the School Psychologist, to ensure students make the academic and personal progress they are capable of.

Heads of Year and Tutors

The Heads of each year are responsible for monitoring the academic and personal progress of the students in that year group. They offer support and advice to the tutors of the form groups, as well as to pupils and other members of the school staff with any issues related to their year group. In this way, they work closely with tutors, Heads of Department, the school psychologist and the Head of Pastoral to ensure that pupils are working to the best of their ability. The tutor is responsible for monitoring all of the pupils in the form group on an individual basis, and for regularly reviewing their personal and academic progress. Every day pupils have an opportunity to see their tutor in morning registration in order to seek advice or support as needed. Tutors are the first point of contact for parents if they have any queries about their child’s school life. Tutors are in constant contact with the Head of Year, psychologist and teachers.

One School, One Community

Our One School, One Community ethos is really driven by our diverse school community. It is our hope that all young people at Caxton College are accepted for who they are as individuals and that they feel confident and happy when they come to school.

We are proud of the fact that our school community represents over 35 different nationalities and every continent in the world except Antarctica! Our aim is to ensure that all students recognise the value of being part of such a diverse community and that they learn to accept and celebrate difference and diversity in its many forms.  

Through training for our class reps and prefects, year group assemblies, guest speakers, and whole school events such as or annual international food fair or our school talent show MOVES, we celebrate, as a community, everything that makes us unique and special.

House System

Every child and staff member at Caxton College is assigned to a House. Our Houses are named after famous expedition ships: Adventure, Discovery, Endeavour and Endurance. These are all words that we also associate with the challenges of learning and growing in character.

Our House system aims to encourage healthy competition amongst students in a variety of areas. Previous and current House events include spelling competitions, debates, fancy dress and recycled fashion shows, as well as our three annual sports events: Games Day, Athletics Day and the Swimming Gala. All ‘high levels’ collected throughout the day also count as house points.

At the end of the academic year, the House who have been awarded the most points throughout the year are crowned as winners!  

Personal Development

This is a curriculum subject for students in Years 7 to 11 and is based on three fundamental pillars: fostering good mental health, promoting healthy relationships with others and developing critical thinking.

To start, students are taught strategies to look after their own mental health and provide emotional support to their friends. Secondly, they are equipped with the skills to identify unhealthy relationships with others as well as strategies to deal with them. Lastly, they develop a critical view of today’s society, analysing the different phenomena that exert social pressure: self image and the standard of beauty, television, advertising, new technologies, peer pressure and stereotypes. Through this, they learn how to make their own independent decisions.

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