At the heart of Heritage’s culture is the conviction that every child is a person, equal in dignity and value to each other. Our small classes of 16-20 pupils mean that every pupil is noticed, understood and closely supported both academically and personally.
We understand that healthy relationships are vital to our pupils’ well-being, and we understand too that pupils will only be able to draw all of the good out of our knowledge-rich curriculum if they are settled and secure in themselves. Teachers are highly sensitive to challenges pupils may be facing outside of school, and they guide pupils continuously as they mature in their ability to manage relationships well. Good relationships are the bedrock of the Heritage community.
At the heart of Heritage’s culture is the conviction that every child is a person, equal in dignity and value to each other. Our small classes of 16-20 pupils mean that every pupil is noticed, understood and closely supported both academically and personally.
We understand that healthy relationships are vital to our pupils’ well-being, and we understand too that pupils will only be able to draw all of the good out of our knowledge-rich curriculum if they are settled and secure in themselves. Teachers are highly sensitive to challenges pupils may be facing outside of school, and they guide pupils continuously as they mature in their ability to manage relationships well. Good relationships are the bedrock of the Heritage community.
In Infants and Juniors, the class teacher is responsible for delivering pastoral support, working together with the Head of Infants and the Head of Juniors. Senior pupils are supported by their Tutors under the oversight of the Head of Seniors. The Safeguarding Team also plays a central role in monitoring concerns and supporting pupil well-being.
In our Senior School Tutor System every pupil is allocated a Tutor who is responsible for that pupil’s general well-being. Tutors have five to ten pupils they are responsible for and arrange regular sessions with their tutees. Academic progress is closely monitored and any concerns of either a pastoral or academic nature are addressed. This system enhances the naturally strong relationships that exist between pupils and specialist subject teachers, all of whom get to know their pupils well. Pupil well-being if frequently the focus of staff meetings at all levels of the school, to ensure a maximally effective and joined-up response.
We also strongly encourage parents to raise concerns with teachers at the beginning or end of day, or via email or a separately scheduled meeting, so that we can work together to nip any concerns in the bud.
In Infants and Juniors, the class teacher is responsible for delivering pastoral support, working together with the Head of Infants and the Head of Juniors. Senior pupils are supported by their Tutors under the oversight of the Head of Seniors. The Safeguarding Team also plays a central role in monitoring concerns and supporting pupil well-being.
In our Senior School Tutor System every pupil is allocated a Tutor who is responsible for that pupil’s general well-being. Tutors have five to ten pupils they are responsible for and arrange regular sessions with their tutees. Academic progress is closely monitored and any concerns of either a pastoral or academic nature are addressed. This system enhances the naturally strong relationships that exist between pupils and specialist subject teachers, all of whom get to know their pupils well. Pupil well-being if frequently the focus of staff meetings at all levels of the school, to ensure a maximally effective and joined-up response.
We also strongly encourage parents to raise concerns with teachers at the beginning or end of day, or via email or a separately scheduled meeting, so that we can work together to nip any concerns in the bud.
