We expect boys to extend and challenge themselves and to reach out to their full potential.
To cater best for their needs, we assess them at regular intervals and implement programmes of work that will assist them to regain lost ground. Sometimes this is by way of remedial programmes. In other cases, teachers may set up groups within classes or develop I.E.P’s (individual education programmes) for boys who are likely to benefit from this. We set aside staffing and resources each year to ensure that help is available to boys who require special assistance.
Equally important are the needs of boys who have special abilities, skills and strengths. These gifted and talented students deserve opportunities to be extended and challenged. Enrichment programmes cater for them at different levels. A top stream class runs in both English and mathematics at Year 10 and entry to them is based on exam results from Year 9.
Each year, a number Year 10 boys benefit from entering various competitions. Sometimes too there is opportunity for boys to take another subject, over and above their full course at school, through the Correspondence School or from elsewhere.
To allow for ‘multi-level studies’, the time-table is organised so that, in the same year, boys in senior classes may study different subjects at different levels.
Providing a “sound and liberal education” implies a responsibility to contribute to the development of the whole person.
At this college, we take a keen interest in each boy as an individual. At staff meetings, briefing sessions, form-level and department meetings, and in other forums, teachers regularly identify boys, who may require help or give cause for concern, and develop strategies to assist them.
The school has a strong pastoral care network. Much rests on the form teacher who has primary responsibility for boys in his or her form class. Systems, plans and form level meetings are organised and co-ordinated by deans. They, in turn, co-ordinate and liaise with the learning support team, the guidance counsellor and those who have responsibility for tone and behaviour.
Teachers have a degree of responsibility for the welfare of boys in their care. They will do their best to advise, counsel and, where necessary, reprimand - reasonably and effectively.
At the same time, we are aware that nothing short of the highest professional standards is acceptable. Parents should contact the form teacher or the Principal if they are unhappy or have any concerns about the way any particular issue at school has been, or is being, dealt with. A partnership between parents and teachers is important and it is strengthened if communication between home and school is frank, open and frequent.
Each boy is a member of a form class that meets at least twice a week and at other times by arrangement. The form teacher who has responsibility for the pastoral care of the boys in his/her class should, usually, be the first point of contact for parents who want to meet with their son’s teachers or who may have issues to discuss or concerns to raise.
Student support team
The student support team, made up of the deans, the guidance counsellor, special needs teachers and others, meets weekly. They regularly review boys’ progress and plan strategies to deal with issues that are raised or referred to them. Amongst other things, they strive to identify those who may be in need of support, counselling or other forms of assistance.
Subject teachers, often co-ordinated by form teachers, may work together to develop strategies and systems which will enable them to be more effective in the classroom. Junior and senior deans co-ordinate the form teacher and pastoral care networks. The guidance counsellor plays an important role in assisting with pastoral care and is available to talk with boys or their parents about issues, from the comparatively minor to major crises. Please don’t hesitate to use our guidance counsellor’s skills, services and experience if you think this may be helpful.
Peer Support is a Rotary sponsored programme. Senior boys work with boys in junior classes, develop their own leadership skills, take sessions and assist teachers in running programmes which are challenging and fun.
There are many ways of bullying and intimidating people and we take a strong stand against this and all other forms of harassment. Boys can be bullied with words, by being called names, by being hit or pushed around, by having their property damaged or removed, or by “cyber-bullying”.
It is always unacceptable and boys who bully others will be dealt with. In all but minor cases, parents will be informed. If you think that your boy may be being bullied or harassed, or if he knows of it happening to someone else, please contact a member of staff - or make sure that he does.
The boys know that they can anonymously inform prefects and teachers about incidents of bullying. We will always act on information received in this way.