The Form Tutor and Assistant Form Tutor are the first and most important contact for the pupil and they will see her at least twice daily.

The Form Tutor is the established link between home and school.

The Form Tutor has the best overall picture of a pupil’s development and the responsibility for bringing this together through recording and reporting systems.

Develop good relationships with pupils and establish mutual trust and respect;

Make decisions which are in the best interest of the pupil;

Recognise each girl’s gifts and talents and encourage them;

Monitor the achievement of pupils on a regular basis and intervene quickly if need be.

As a leader, the Head of Lower School and Middle School is responsible for determining the strategies s/he will employ together with, and alongside, the team of tutors to ensure that all pupils progress and thrive within the school.

The Head of Lower School and Middle School is responsible for leading and managing a team of tutors so that their role (which includes pastoral and academic responsibilities) is carried out effectively, including responsibility for seeing parents when problems arise.

Anti-Bullying Policy

Behaviour Management Policy

Use of Computer Systems Policy, including Acceptable Use Policy

Spiritual development is about the growth of personhood through a process of inner transformation, reflection, and a search for meaning and truth.

Spiritual development is integral to the growth of the individual morally, socially and culturally.

The spiritual dimension of life encompasses but is not identical with the religious dimension. All aspects of the curriculum and life of the school contribute to the spiritual development of pupils.

to discriminate between good and evil and right and wrong;

to respect other people, truth, justice and property;

to act with integrity and with an awareness and concern for the common good;

to take responsibility for making informed choices and to exercise freedom on the basis of one’s chosen values;

to reflect critically on all aspects of life;

to think, ask questions, reflect, make sense of experience;

to engage critically with the values, beliefs and assumptions which confront one and seek for truth.

the intellectual, affective and spiritual development of the individual in relation to herself, others, creation and society;

the ways in which an individual is able to act with integrity, justice, compassion and respect for self and others as well as make choices and judgements based on one’s own values.

to develop as a person through the growth of self-awareness, esteem and knowledge which in turn recognises the dignity and value of others;

to make decisions independently and cooperatively;

to exercise responsibility for oneself, or as part of a group;

to seek actively the common good;

to participate in and contribute to the school community and the wider community.;

to change, and to respond to, and engage with, the world

a knowledge and understanding of how society functions;

a critical awareness of how individuals treat one another and of how society and social institutions and structures, including political organisations, deal with the individuals justly and unjustly.

the awareness of belonging to an essentially multicultural global community;

the broadening of interests and aspirations;

a growing appreciation of and participation in creative and aesthetic activities;

a recognition of the contribution of all cultures.

The setting of the Christian community and the faith traditions of the Church are a central part of the pupils’ education. Fostering this relationship with God is an important aspect of her spiritual, moral, social and cultural development. The School provides opportunities for pupils to develop a strong spiritual life through formation in prayer, the quality of worship and liturgy, including daily assembly and retreats.

At particular moments, such as bereavement, tragedy, transition and change, joy and sadness the school will ensure that there are opportunities for prayer and reflection both individually and as a community.

Both pupils and staff will be involved in planning, leading and participating in Liturgy which draws on and reflects a range of cultures, and helps the individual and the community appreciate issues of faith and justice.

The curriculum is intended to draw all pupils closer through their development spiritually, morally, culturally, socially, academically and physically. It is about all elements which provide the context for learning, whether religious or secular, part of the taught curriculum or co-curricular experiences. At a whole school and departmental level, the curriculum speaks to the faith concept of ‘awe and wonder’ which draws individuals into an awareness of human potential.

SMSC will be supported by a range of curriculum experiences and challenge pupils not only to achieve academically but also to develop more broadly.

Religious Education is fundamental to the whole curriculum and central to the school curriculum and pastoral structures.

The curriculum will be enriched through after and out of school provision, including external speakers, cross-curricular experiences, charity activities and retreat days.

The Creative and Performing arts will also contribute to SMSC through display, events and through co-curricular opportunities;

The content of the PSHE programme and the approaches used will provide opportunities for SMSC.

In relation to morally complex issues the PSHE programme and all other areas of the curriculum will be informed by the Mission Statement and the school’s RSE Policy.

Each department identifies the distinctive contribution of its curriculum area to SMSC development and includes SMSC in schemes of work.

Curriculum content and delivery and the attitudes of teachers both towards their subject and the ways in which it can be delivered will promote intellectual curiosity, awe and wonder, a critical appreciation of the SMSC dimensions of each subject;

Each department will develop approaches for pupils to ask questions, search for solutions and meaning and reflect on spiritual and ethical issues.

Where the formal curriculum is collapsed to allow for specific opportunities these will involve pupils to learn about global and justice issues, other cultures and religions and the ways in which society works;

Pupils will have opportunities to explore and communicate their beliefs in discussion and through their behaviour in a number of ways;

As far as possible pupils will be given opportunities for leadership and responsibility, both collaboratively and individually, for their learning.

Inspired by St Catherine's quote ‘Be who God wants you to be and you will set the world on fire’ the Ignite Project is the character education programme for pupils;

Pupils are challenged to undertake tasks outside of their academic lessons which help them to develop the five values of the Mission Statement.

Contributing to the leadership and management of the school and ensuring the effective implementation of school policies;

Encouraging girls to develop a strong spiritual life through leading assemblies;

Knowing, supporting, valuing and challenging each member of the tutor/year group;

Coordinating and monitoring the learning progress, behaviour and welfare of pupils within the academic and pastoral structures;

Developing times of celebration which enable pupils to demonstrate their gifts and talents, draw on the richness of their culture;

Ensuring opportunities for leadership and responsibility within the tutor/year group;

Encouraging active engagement with the Ignite Project and monitoring activities as required;

Liaising with other members of staff including the SENCo, as well as with parents/guardians and outside agencies.

Drawing up a clear statement on the ways in which the particular curriculum area contributes to Spiritual, Moral, Social and Cultural Development;

Mapping the curriculum to identify opportunities for SMSC, which are then translated into schemes of work and short term planning;

Developing approaches to teaching and learning which secure high quality provision;

Broadening the horizons and capacities of pupils both through provision within the cassroom but also through opportunities for curriculum enrichment;

Providing opportunities for pupils to ask questions, develop personal values and skills, take responsibility for their learning and reflect on experience;

Developing, implementing and monitoring departmental policies which reflect both the values of the Mission Statement and whole school policies;

Ensuring that display within and outside of the classroom makes the physical environment stimulating and welcoming and promotes SMSC.

The Headmistress and Senior Management Team are responsible for:

Articulating and realising a clear vision for the School which will secure high quality provision for the spiritual, moral, social and cultural development of each pupil;

Leading, managing and developing the school as a community of faith and of learners in accordance with the Mission Statement;

Ensuring that all aspects of provision, planning and implementation reflect the Mission statement and so promote SMSC;

Monitoring and reviewing the effectiveness of provision for SMSC.

engaging in learning, asking questions, reflecting, seeking meaning both independently and with others, respecting others’ viewpoints, allowing their preconceptions to be challenged;

planning, leading and participating in liturgies, assemblies, retreats and class prayer;

taking responsibility for ensuring that the values and principles of the Mission Statement inform day to day activities by exercising leadership and contributing wholeheartedly to the Ignite Project;

participating with staff in joint activities such as charity work and school cultural events such as performances;

respecting the uniqueness, worth and development of others.

develop spiritually, morally, socially and culturally;

understand the risks they may face, at their current age and in the future, and how they can best keep themselves and others safe;

develop a sense of self worth;

make responsible use of their rights and privileges;

be helped to strive for knowledge and wisdom throughout life;

respect the dignity of all people;

earn loyalty, trust and confidence;

be mutually supportive;

understand their responsibilities as citizens and be ready to challenge values or actions which may be harmful to individuals or communities;

be prepared for and be able to respond to the many challenges and roles as they approach adult life.

School Council

Chaplaincy & Welfare Committee

Charities Committee

Eco Committee

Magazine Committee