• Rupert House is academically inspiring

  • Rupert House is co-educational

  • Rupert House is at the heart of Henley

  • Rupert House is active

  • Rupert House is for life

Pastoral Care & Pupil Wellbeing

Rupert House Pastoral Care & Pupil Wellbeing

All kids need is a little help, a little hope and somebody who believes in them.

Magic Johnson

Pastoral Care is at the core of everything we do at Rupert House and every member of staff has a pastoral responsibility. Staff take time to listen to pupils and to each other, and the whole teaching team works together to ensure the physical and emotional welfare of its pupils and to create an environment which can help pupils flourish. Children in the school are safe, happy and involved, and this enables them to perform to their full potential.

Small class sizes, favourable staff/pupil ratios, and excellent communication between staff members ensure a thorough understanding of each child in our care.

Pastoral Care is embedded in the school’s statement of commitment, and school values of Courage, Creativity, Respect and Resilience, both of which were developed by the staff themselves. The values are promoted and discussed throughout all age groups, and pupils’ achievements in these areas, and all aspects of life, are regularly celebrated.

As they progress through the school, pupils explore a range of issues in PSHE and Citizenship to develop their self-esteem, self-knowledge and self-confidence. This is delivered through weekly PSHE sessions via a structured programme of work called Jigsaw. This programme also focuses on developing emotional literacy which is helpful in developing good communication skills and nurturing respectful relationships. 


Main points of provision

  • Pupil and staff wellbeing is a priority and is frequently addressed.
  • Our Learning Support provision is excellent. This allows children of all abilities and those with varying learning requirements to be fully supported. 
  • A school counsellor is available, and some staff are trained as Mental Health First Aiders to benefit both pupils and staff. 
  • Thorough transition meetings are held at the end of the year to ensure a good understanding of expectations and a smooth pathway for pupils as they move into the next academic year.
  • Pupils complete the ‘Pupil Attitudes to Self and School’ (PASS) Questionnaire every year. These are reviewed and monitored by staff and action taken, where necessary.
  • Staff feel that their contributions are valued; they are involved in policy making and reviewing, they are involved in developing new initiatives and they are encouraged to offer their opinions.