The primary role of any school is to provide a safe environment for its pupils. Achieving this requires a
multifaceted approach which involves empowering all of the stakeholders who hold an interest in ensuring
that this aim is achieved. Once the basic practices and procedures are in place, it is necessary to monitor
the wellbeing of pupils in order to identify at the earliest possible opportunity anyone that may require
assistance or may even be at risk of harm from either themselves or another party. It is here that the
Safeguarding Committee is crucial. This body consists of members of the SLT drawn from across the full
breadth of the School and the School’s Psychologist. It meets on a weekly basis and reviews those cases
that have been identified by members of staff from across the School as being of particular concern. The
make-up of the committee allows for an issue to be examined from a range of perspectives and for a
course of action to be devised and implemented. The cases are then closely monitored until the individual
concerned is deemed to have reached a satisfactory state of wellbeing.

The Safeguarding Committee helps those most in need, however, it is part of a triage system. The most
severe and in need are discussed at committee level with those on the tier below being monitored
primarily by the HM in consultation with their SLT line manager, the School Psychologist and any other
departments within the School that might be of use, for example, the Individual Needs team. In some
cases the committee may decide that liaison with agencies external to school, such as Social Services
or the Police are necessary in order to best protect our pupils and in this regard the School is bound
by a legal and moral reposnbilisity to report the most serious child protection issues to the appropriate
govenrment bodies.

In all cases, communication is essential, and accurate, timely and precise record keeping is important in
tracking the journey of a given pupil as they receive support.


A broad overview of the pastoral structures in place can be seen on the organogram included below. As you
will see, pupils are at the centre of our School. In terms of supporting them, there are both the staff and
pupil networks that contribute to their care and wellbeing. The different elements of this diagram will be
explored further throughout this brochure

House Master/Mistress
Assistant House Master/Mistress