Pupils show excellent spiritual development, evident in high levels of confidence and demonstrated in their willingness to listen to the views of others as well as express and shape their own idea. All demonstrate an excellent sense of right and wrong with social and moral issues discussed in lessons and activities.
Independent Schools Inspectorate 2013
Pocklington School has an outstanding reputation for pastoral care and is known to be a friendly caring community.
We aim to ensure that every pupil feels safe, secure, understood and valued, and pupils are encouraged to be self-confident and considerate of the needs of others. All members of the school community, staff, parents and the pupils themselves have a role to play in maintaining this welcoming atmosphere which is rooted in our Christian ethos. The Chaplain plays a crucial pastoral and spiritual role in our community and leads us spiritually in regular chapel services.
Our distinctly Christian ethos informs our approach to our pupils and the wider community; we offer a welcome to young people of all faiths and none, providing them with opportunities to explore important spiritual questions as fully as they wish. Pupils know that they can talk to any member of staff, and that their concerns will be taken seriously. They also have access to a professional medical team and to a School Wellbeing Service and to our own Designated Safeguarding Lead (DSL) should the need arise.
Pocklington School Wellbeing Service
The School Wellbeing Service has been in operation for over 8 years. It is run by the Head of Pupil Welfare who is also the DSL and comprises of the School Nurses, two Clinical Psychologists and a School Counsellor. We also have a Cantonese and Mandarin speaking Independent Listener service for our international students.
The team works to support the excellent pastoral care provided by the House Teams by triaging and supporting pupils and families with particular needs. The service also runs training for House Staff and other schools.
Pupils can self-refer for an appointment with one of the team or referrals can be made by teaching or House Staff.
Over the years that the service has been running, we have felt that our Pastoral provision has become even stronger. As pupils have had to adapt to a new and changing world as we come out of ‘lockdown’, our service has greater relevance in a post Covid world.
The House System
A supportive environment
On joining the School, all of our pupils become members of one of four day houses: Dolman, Gruggen, Hutton or Wilberforce. Each of these houses is divided into three sections e.g. Dolman Lower School House (for ages 11 to 12), Dolman Middle School House (for ages 13 to 15) and Dolman Sixth Form (for ages 16 to 18).
Each section has a Housemaster or Housemistress, Student Captains and a prefect team. The Housemaster or Housemistress is the teacher primarily responsible for the pastoral and academic progress of each individual member of his or her house. As pupils move up the school, they remain in the same house but will have a new Housemaster or Housemistress as they progress from Lower through Middle School into the Sixth Form.
Divisional and House assemblies take place once a week and pupils are supported by one-to-one tutorials. Trophies are awarded for regular House competitions in sport, music, drama and academics.
Each pupil enjoys the support and guidance of a House Tutor who works closely with both the day and boarding Housemaster or Housemistress, they in turn report to three Heads of Division:
The Heads of Division report to the Deputy Head (Pastoral), Mr Martin Davies.
Parents are encouraged to be involved in all aspects of their children’s lives through school events, plays, concerts and parents evenings and will receive regular reports on academic progress.
Staff are trained in child protection and welfare to enable them to support and guide pupils and parents. They also regularly run events for parents to consider issues around alcohol, relationships and social networking. All pupils have regular lessons in Physical and Social Health Education (PSHE) and taught material is kept under constant review to ensure it is relevant and up-to-date.
However, the effect of peer mentoring and mutual support from the pupils themselves should not be underestimated; it contributes hugely to good pastoral care and the rich sense of community found throughout the school.