Pastoral Care

The happiness, well-being and success of each individual is central to all we do at Elizabeth College. We believe every student should enjoy and make the very most of their learning in the classroom but should also be actively encouraged to find their niche beyond the curriculum. A good education will encourage children to take risks, to participate in new activities and to be open to new ideas. They should leave with the confidence and skills to play leading roles in society.

We aim:
  • To create a caring environment where students are valued for who they are, not just for what they currently contribute;
  • To ensure every student has the self-confidence to tackle both academic and personal challenges;
  • To provide students with opportunities for involvement, leadership and service;
  • To encourage students to exercise individual and social responsibility;
  • To ensure that each student has access to personal, vocational and academic guidance and support, where necessary; and
  • To establish and maintain excellent communication with every parent, so that together we can help prepare students for adult life.

Upper School

Pastoral care is the responsibility of the whole school community. The way we talk, interact and teach all contribute to the quality of our care. To ensure this happens, tutors are responsible for the pastoral and academic well-being of their tutees. Heads of Year, with the support of the Vice-Principal (Pastoral), oversee a team of tutors. The Chaplain and School Nurse provide additional support for pupils and staff.

Tutors and Heads of Year are encouraged to be in contact with parents on a regular basis. In all year groups there is regular communication with parents; the use of the pupil diary, email, phone calls and the occasional meeting are all encouraged. In addition to the regular parents’ evenings, there are pastoral information evenings to ensure the school is working with parents on issues of pastoral care and academic progress.

Junior School

Class teachers are the first point of contact for parents and students in the Junior School. Class teachers are in turn supported by the Deputy Headteacher (Pastoral), who has overall responsibility for the well-being of the students at Elizabeth College Junior School, while the Headteacher is kept informed of all Pastoral matters.

Pastoral tracking between Acorn House and Beechwood and subsequently Beechwood and the Upper School ensures that the often difficult transition phases for students are as smooth as possible. In addition, there is a Welfare Management Team that includes the Child Protection Officers from the Junior and Upper Schools. The School Nurse and the College Chaplain visit the Junior School weekly.

The students benefit from a very broad education. Assemblies, Wellbeing (PSHE), the School Council, art, drama, music, sport, community work, charity initiatives and international projects all contribute to the personal development of Elizabeth College students.

At the heart of the College is its Christian foundation; this is reflected clearly in its aims and underpins the education of the students. Weekly whole school assemblies led by the Chaplain are at the centre of challenging the students about their beliefs, values and responsibilities. Students are encouraged to be reflective of their privilege and to appreciate the circumstances of others.

The school is very strong at ensuring students find their niche. Cricket, Athletics, Hockey and Football are the main team sports with a number of students gaining national recognition in England in recent years. However there is a huge variety of other sports on offer. Fencing (the College has been the British Public Schools Fencing Champions for the last 6 years) is an example of a club that has enabled many students to receive coaching of the very highest standard. Drama, Music and Art are flourishing. There also many other less high profile activities available; the model railway club, astronomy, bell ringing, circus skills, sound recording and darts (a recent activity initiated by a Year 7 student) are examples of the diversity of clubs run by teachers.

International travel is another important part of personal development, perhaps even more so for students living on a small island. The Kenya 450 trip has enabled a large group of sixth formers to visit Kenya every February to work alongside the local community in the Great Rift Valley. Other recent international trips have included Barcelona, Malaysia and Morocco. A number of students have also participated in the British Exploring expeditions.