Pastoral care: FAQ

Through structured, carefully planned induction processes. The first time we greet them is during the induction days in June, where all boys meet their form tutor and new classmates, and start to get to know what life at QE is like. In September, they come into School before other year groups. In the first weeks, tutor time is used to help pupils get to know each other and look at common challenges. Although the transition from primary school is smooth for many, we do see some issues arise regularly. In particular, there’s navigating our large site and getting used to a School day where they move around. Also, organisation and time-management: learning at QE is fast-paced, and some boys need a little support in dealing with the amount of homework, as well as packing their own bags – often alongside coping with a longer journey to School! The extensive QE Flourish (see question below) programme is a key part of their settling in; clubs/societies help them find their niche.

It is only by seeing each pupil’s individual strengths, areas for development and interests that we can make sure they feel a sense of belonging at QE.

I have really enjoyed being involved in providing a little support for our newest pupils. I believe we can make an enormous difference.

We offer a balance of support and accountability that helps them develop the confidence to participate, the resilience to overcome challenges, and the independence to make positive decisions. The Heads of Year for Years 8–10 play a central role, acting as a bridge between pupils, families and staff, so every pupil feels supported and understood. Boys know they can approach their Head of Year or the wider pastoral team if something is troubling them.

The options process is an important milestone, and pastoral teams play a key role in supporting pupils. Assemblies, Personal Development Time programmes and individual conversations all support informed decision-making. For example, during the Spring Term, assemblies guide Year 9 through their GCSE options.

We encourage boys to take on more responsibility as they get older. This begins early. Within each form group from Years 7 to 11, there are leadership roles such as form captain, vice-captain, House representative, games representative or eco representative. From Year 10 onwards, they can become junior or senior prefects. By giving them structured chances to lead, make decisions, and reflect on their behaviour, we help develop important life skills such as resilience, self-management and initiative.

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.

Across Years 11–13, there are smaller form groups, so students have double the number of bespoke tutorial meetings with their form tutors (held on a half-termly basis) that they have in the other years. Year 11 form groups are still based on Houses, but in the Sixth Form, significant thought goes into placing students into new form groups based on their subject choices and potential degree interests, with tutors matched to the groups accordingly. This allows for more specialist guidance and support as students prepare university applications. Another difference for sixth-formers is that financial support is available through the Discretionary Bursary. This can contribute towards: students’ learning, their travel to and from School, and their travel to university open days.

As students become young adults more exposed to the wider world both physically and online, we educate them on healthy and unhealthy relationships, their digital footprint, and topical issues, such as the dangers of the ‘manosphere’ and associated influencers.

Where required, our pastoral work continues after A-levels: those in ‘Year 14’, or even ‘Year 15’, are offered support as they continue to make university applications through the School.

As an alumnus, I have incredibly fond memories of my time at QE. As a pastoral leader, I endeavour to create an environment in which students feel safe and supported so that they can leave with equally fond memories.

Our PDT curriculum is tailored to give the right support to students at the right time. So, whereas Year 7 sessions focus on transitioning to secondary school and building effective friendships, in Year 13, the focus is on UCAS applications and preparing for life beyond QE. The curriculum is designed to teach age-appropriate skills, introducing them only at the right time. We also revisit certain topics throughout pupils’ time at QE, deepening and building their understanding as they progress. For instance, the topic of mental wellbeing is explored on multiple occasions. Parents frequently tell us they would like certain subjects to be covered in School: how to make good friendships, how to be safe, financial literacy, careers guidance etc. We listen carefully to such requests, and it is primarily through the PDT curriculum that such topics are taught here.

The PDT Curriculum is set out in QE’s Our Curriculum booklet, which may be viewed here.

SEND pupils achieve on a par with the wider cohort, securing outstanding academic outcomes and routinely going on to attend Oxbridge and other Russell Group universities. They belong and thrive at QE, as equally-involved members of the School community.

Our aim is for every pupil to be able to 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.

That support involves four elements, starting with identification. Often pupils arrive at QE with a defined SEN, but sometimes identification can come during their secondary schooling. Our assessment tracking alongside our pastoral systems help us identify any emerging SEN needs. Next, there’s planning – discussions between me as the SENDco with academic staff, the boy’s form tutor and his Head of Year to identify the barriers to learning, and plan strategies to overcome these. After that, we look at implementation. In the classroom, this may be personalised teaching approaches, or use of accessibility tools on the 1:1 Programme laptops. We may use a staff or peer mentor to help navigate areas of need such as emotional regulation or anxiety linked to SEND. The measures may also involve access to the in-house counsellor or referral to the Local Authority educational psychologist, or to specialist teaching teams for advice. Finally, in the review stage, we use academic outcomes iteratively alongside wider school participation to ensure our strategies remain fit-for-purpose and enable the pupil concerned to prepare for life after leaving School.

My role is to offer pupils a safe and confidential space where they can talk about whatever might be going on in their lives. Often they come to therapy because they’re feeling overwhelmed, anxious, or unsure how to deal with something they’re facing. Sometimes they may not even know exactly what they want to say at first. I listen and help them explore what they’re experiencing.

As we build trust, many pupils begin to understand their feelings more clearly, feeling more grounded and more confident about how they want to move forward, better able to manage both their emotions and the pressures of School life.

Feeling nervous is completely normal. What I usually say is that you don’t need to have everything figured out before you come. You can simply start wherever you are, and we go at your pace.

Both our EDI programme and QE Futures (see below) develop vital transferable skills that support personal development whilst also preparing pupils fully for life beyond QE. EDI ensures that every pupil feels respected, valued, and understood. Through workshops, assemblies, School events, and ambassador-led initiatives, pupils develop emotional intelligence, empathy, and confidence in who they are.

Rather than existing as a standalone initiative, EDI is fully integrated into the day-to-day pastoral life of the School – a continuous pastoral thread that shapes the daily climate here. It is embedded through: regular form-time workshops delivered by pupil EDI Ambassadors; pastoral assemblies; co-curricular opportunities, such as the LGBTQE club, and themed events; staff training, curriculum review, and inclusive recruitment; and visibility across the School, from displays to digital resources on eQE, reinforcing the message that inclusion is everyone’s responsibility.

QE Flourish activities offer boys great opportunities to ‘step up’ and be their best selves.

In Challenge, this might involve literally helping each other up waterfalls in Wales, or steep climbs in the Peak District. For Care, School-wide and House charity activities often involve work with partnership charities, or local care-homes and primary schools. In Create, our pupils train for and give fantastic concerts, and perform in professional theatres. In Compete, they compete in School fixtures, representing QE and learning to keep themselves physically fit and well.

House assemblies give pupils the opportunity to celebrate, entertain, educate and collaborate together across year groups, while affording older students the considerable responsibility of planning, presenting and setting an example to younger boys. Within their clubs and societies, the boys are encouraged to take leadership roles. Pupils teach each other, and take roles such as Drama Captains, Music Leaders and Sports Leaders.

Pupils record their participation on their QECVs on Unifrog, and tutors use these to discuss their activities in bespoke tutorials. Those with poor involvement are referred for intervention and further encouragement. Data is used to analyse participation and to target some opportunities at those who have been under-represented. Boys are supported to establish new activities and share their interests with their peers.

The staged structure of QE Futures ensures pupils grow in maturity and self-knowledge at the right pace, empowering them to make informed and aspirational choices. That’s important because it means they build a clear understanding of themselves – their strengths, interests, and values. Alongside that, they widen their horizons and gain ‘career literacy’, all the while connecting their learning to purpose, thus raising their motivation and ambition.

As they progress, we expect to see: curiosity and exploration; reflection and decision-making; ‘ownership’ and initiative; and professionalism, including the ability to advocate for themselves.