Pastoral care involves caring for each other within the school community. It is as much about staff, parents and council as it is about students. It is the responsibility of everyone, with each exercising care for the other. It is part of a deliberate intertwining of beliefs and action by all.

We hope that through caring for each other we will build a school community in which each person:

  • demonstrates mutual respect;
  • develops an understanding that their contributions are valued and so expresses their opinions confidently;
  • demonstrates a commitment to the school community; and
  • experiences the school as a Christian community in which reconciliation is possible.

There are many ways in which the school addresses these beliefs. They are reflected in a range of policies and practices to do with enrolment, staff, communication, student leadership and parental involvement.

Our aim is for Tranby students to recognise that:

  • learning is the core purpose of being at school;
  • what they do, and who they are, matters to the school;
  • the school has high expectations of them;
  • they are trusted by the school;
  • they will be held accountable for their actions;
  • the school will "not give up on them" if they are prepared to learn from their mistakes; and
  • that they should actively care about the welfare of others in the school community.

Once again there are many ways in which the school addresses the pastoral needs of our students. We believe that the pastoral care of students must be proactive and must be an integral part of the curriculum, involving every class programme and extending to co-curricular activities. This means that every staff member is involved in the pastoral care of students.

In the Junior School the class teacher has the direct responsibility for the pastoral care of students in his or her class. In the Middle School the role is taken by the form teacher and Year Group Coordinators, and in the Senior School by the house tutor and Head of House. Whilst other teachers will always keep these teachers informed about the conduct of their students, any teacher will take direct action with a student who is not meeting the College's expectations.

We also believe that behaviour management and discipline are integral parts of the pastoral care of students and are not in any way separate from it. Our general expectations for the behaviour of our students are that they will:

  • be honest;
  • be serious about learning;
  • respect others and treat them with courtesy;
  • take care or themselves and of others;
  • take care of the school;

It is recognised that there may be occasions when a student's behaviour deviates from these expectations and thus the student requires help, counselling and, in some instances corrective measures. However, the emphasis will always be on helping students to move on from their mistakes.

We believe that disciplinary procedures must be fair but we acknowledge that "fair treatment" does not always mean the "same treatment". In a school good discipline takes into account the context in which the student is operating. In particular an older student is expected to be more responsible than a younger student and so can expect to be dealt with more severely. This is especially the case if the older student has involved younger students in a misdemeanour. At all times sanctions are applied in a manner that encourages a student to learn from the incident and to take responsibility for his/her behaviour.

The exercise of pastoral care is not limited to behaviours on the school grounds, or even to times when the student can be identified as a member of the Tranby community. We believe that if we truly care about the welfare of our students then we must care about them whether they are in their school uniform or not. Similarly our expectations that our students will behave with honesty and respect do not stop at the school gates. We are not just preparing them to be good citizens of Tranby, we are also preparing them to play responsible roles in communities beyond the school.

Overall, the determining purpose of pastoral care and discipline of students at Tranby is that all students should learn, and staff should teach, in a safe environment and that this should not be compromised by an individual's behaviour. Rewards and sanctions are aimed at modifying behaviours so that acceptable behaviour will occur. These take into account the developmental stage of the students and our expectations are that as students get older they will:

  • take increasing levels of responsibility for their own behaviour;
  • take increasing levels of responsibility for the welfare of others; and
  • become less reliant on tangible rewards.

This belief is supported by a protocol that is deliberately conservative because we believe that students need to be aware that high standards of personal grooming and presentation, including the use of appropriate language, help to create a safe environment for all at school.

Finally, the successful pastoral care of students in the school depends upon all students, but especially the older students, dealing honestly with the school. The relationships that underpin effective learning are based on mutual trust and respect and as such do not just depend on the actions of the adults in the school community. Students must maintain a relationship of honour with the school as well as recognising that they have a considerable role to play in caring for each other.