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Dear parents
At Queen Elizabeth’s, pastoral care is at the heart of what we do – it is an essential part of what makes QE a state school like no other. Helping every pupil become confident, able and responsible necessarily involves prioritising pastoral support alongside areas such as academic monitoring, the nurturing of free-thinking scholarship, and co-curricular development through our QE Flourish programme.
Our overall approach to pastoral care can best be summed up in one word: bespoke. It is tailored to the individual. And why is that so important? Because there is no such thing as a typical QE boy. The Elizabethans of 2026 are exceptionally individual. Through our meticulously developed pastoral systems we focus on knowing every pupil as an individual, and on meeting his needs. We seek to help each boy become the happiest and best version of himself, so that he can go on to realise his Boundless potential.
Through this QE Update, our Deputy Head (Pastoral), David Ryan, explains more about what we aim to achieve through pastoral care, and asks for your help as parents in a consultation starting today. Please do take the time to read it.
With warm wishes,
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Neil Enright
Headmaster
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Support for all – and extra help when needed
We want our pupils to be happy, optimistic and tolerant young men, and to have a positive impact locally, nationally and internationally. We assist them in making a smooth transition to adulthood, helping them build the honesty, resilience, fairness and sense of inclusivity that will enable them to thrive in a rapidly changing world.
Our carefully structured pastoral support and guidance programme nurtures well-being and strong mental health through an approach that flexes to provide bespoke, personalised care. Pastoral care at QE encompasses the areas of emotion and organisational ability, as well as support for boys with Special Educational Needs and Disabilities (SEND). Our aim is to support and guide boys individually across all aspects of their lives, be that personal, social, or academic.
The starting point is the opportunity pupils have to develop their abilities under the guidance of tutors and Heads of Year, who invest time in them to help their personal progress. In tutor groups, boys listen to, and learn from, others; in debate and discussion, they can gain confidence. They spend more time per week (up to three hours) with their tutor than with any other teacher, while in addition every pupil is allocated a bespoke (one-to-one) tutorial once every term – both aspects demonstrating the significance we place on bespoke pastoral provision.
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Pupils take part in the Smoothwall Pulse app's weekly 60-second well-being check, which pastoral staff are able to monitor. Another universal aspect is the access that pupils, especially in the senior years, have to help from our alumni through QE Connect.
We celebrate individual success in a multitude of ways, from merits and good notes, to certificates, and prizes at our awards assemblies and formal ceremonies. Of course, alongside this comes the expectation of the highest standards of behaviour, conduct and attendance. We want our students to be kind to each other. Our pastoral team will intervene when pupils require support or reprimand.
When boys do experience difficulties, extensive support is available on an individual basis. That comes from staff, older boys (as peer mentors) and, if necessary, professional counselling, as well as other forms of specialised support. They are treated with great care and sensitivity.
David Ryan
Deputy Head (Pastoral)
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Pastoral care: our FAQ
“Pastoral care is often about the long-term journey rather than quick fixes. Knowing pupils well means I can often tell when something is not quite right. Occasionally they assume that someone must have told me something about them, when in reality it is simply noticing changes in their behaviour or mood.” Celia Wallace, Head of Year 10
“Every student can find their place at the School. They are given freedom to explore their academic and co-curricular interests, supported as necessary if SEND or other barriers may prevent them from participating.” Sarah Westcott, Assistant Head (Inclusion and Well-being)
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Relationships and Sex Education: help us shape PDT
Our Personal Development Time (PDT) Curriculum is key to how we prepare students to become confident, able and responsible young men. Students study it: in form groups PDT lessons, in year group assemblies, in discussion sessions, and through one-to-one bespoke conversations between students and form tutors. Our curriculum is informed by best practice, tailored to our specific QE context, and aligned with statutory guidance.
The Government recently published new guidance on Relationships, Sex and Health education (RSHE) for 11-16 year olds. Since we primarily teach relationships and sex education through PDT, we are reviewing our curriculum and will be making a number of changes. (We will also be updating our Relationships and Sex Education Policy.)
As part of the review, we want to hear your views. We are inviting parents and carers to take part in a consultation period that runs from now until Wednesday 20th May, 2026. We are particularly interested to hear what you think the priorities should be.
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