A Culture of Kindness

pastoral care

We are committed to helping every young person grow into a brave and kind individual with the freedom and confidence to be their authentic self.

kindess. inclusivity. mutual respect.

Kindness, inclusivity, and mutual respect are woven into the fabric of daily life at CHS. Our pupils look out for one another, differences are embraced and every individual is celebrated so they know that they truly belong.

When pupils feel happy, safe, and valued for who they are, they thrive — not just academically, but socially and personally too. That’s why we place such a strong emphasis on our Waconian Values, fostering an inclusive school culture that nurtures both the head and the heart.

Collective Kindness

Our pastoral approach is rooted in the belief that care is a shared responsibility. From Peer Mentors and Form Tutors to Heads of Year and Student Managers, every pupil is supported by a strong, multi-layered network where every voice matters.

Equally, pupils are guided to understand the responsibility they have in creating a culture of kindness; they are expected to model respectful behaviour and make a positive contribution to our school community by supporting our charitable work, volunteering their time in support of others and by actively supporting our whole school celebrations of diversity.

Kindness to self

Practising self-kindness is a key part of growing up. During their CHS experience and through the delivery of our unique Waconian Programme, pupils learn to develop healthy habits, manage their emotional well‑being, become more reflective, fail well, keep themselves safe online and develop healthy relationships.

Our dedicated lessons, assemblies, and pastoral guidance equip young people with the tools they need to make informed, resilient choices and to treat themselves with the same compassion they offer others.

Supporting you and your child

COMMUNITY

From the moment a family joins the CHS community, we prioritise partnership: supporting pupils through every stage of their journey and ensuring parents and carers feel confident in the care and learning we provide. Whilst we have a dedicated pastoral team, every member of staff at CHS cares deeply about the wellbeing and progress of our pupils.

Our specialist pastoral care team includes:

An expert and dedicated safeguarding team
Passionate and experienced non-teaching student managers
A specialist and knowledgeable Learning and Support Team
An experienced Medical Manager and qualified First Aid Team
On-site trained nurse, school counsellor and Pets as Therapy school dog

Learning Support

ensuring every waconian fulfills their potential

We endeavour to help any pupil who may be experiencing barriers to their learning and develop strategies that allow them to access the curriculum equally.

The team works across the Senior School and where appropriate, also works closely with outside agencies. We have a small base within the main school building where individuals or groups of pupils are able to work.

Sixth Form students may access support during their study periods, whilst younger pupils visit on a more peripatetic basis; for instance, they may require a short period of support to overcome a particular aspect of study, or require generalised help with their personal organisation, study and revision skills. Support is

Learning and Support is also accessible at lunch-time and after School.

Learning Support FAQs

What happens after an offer of a place has been accepted?
A member of the Learning Support Team will make contact with the child’s previous school to meet with the SENCO, Class Teacher and the pupil with the aim of producing an ILP (Individual Learning Profile). This document will detail the strengths and challenges for the pupil and will offer guidance on support strategies for teachers.

Families are also invited to meet the Learning Support team prior to the child starting school.

All pupils entering Year 7 will be invited to a transition event during the summer term where they meet their form tutor. Members of the Learning Support team will be on hand to support pupils during that day.
What screening and assessment procedures are in place to identify additional educational needs?
In the Senior School, we assess all Year 7 pupils using an online screener called LUCID EXACT. This tool allows us to assess current levels in reading, spelling and processing. Any pupils highlighted during the assessment are seen for further in-depth assessment of literacy, memory and processing skills. We repeat the process again at the end of Year 9, in readiness to apply for formal examination access arrangements.

We are unable to give formal diagnoses of learning difficulties such as Dyslexia. If this action was thought necessary, we would signpost families to an appropriate assessor and would support the ensuing assessment.

The Head of Learning Support works closely with Heads of Year and Heads of School to analyse pupil progress after each data entry point during the school year.
How do we ensure that pupils have the correct examination access arrangements in place?
We have an assessor in school who is qualified to assess for and process applications for formal examination access arrangements at both GCSE and A level.

To ensure a fair process, JCQ (Joint Council for Qualifications) states that privately obtained reports can only be used as supporting evidence for applications and all assessments must be carried out in school.

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