House Information

Pastoral care, welfare and well-being of students - The House System

The pastoral system at QEHS is based on a vertical House system, comprising six Houses named after famous Britons: Austen, Brunel, Churchill, Darwin, Elgar and Scott. The six Houses consist of one tutor group from each of the Years 7, 8, 9, 10, 11, 12 and 13.

Our aim is to create an enjoyable and effective small school ethos within what is a large institution, and to strengthen the focus of staff in their pastoral roles upon the general welfare and academic progress of each student. Heads of House and House Tutors, who are the first point of contact for parents, are responsive to students’ individual needs, and look to strengthen and improve communication and partnership with parents.

Each House has a unique and particular identity. As well as the pastoral guidance and management role, the House system is also the framework to encourage participation and competition in a wide range of activities including sports, drama, art, music, and public speaking. The House events therefore emphasise our commitment to a broad education and give a wide range of students the opportunity to participate in representative competitions, and take on positions of responsibility.

Rewards and Sanctions

Our students thrive on academic and personal success and this is reflected in our rewards structure. There is a consistent approach to rewarding positive behaviour within and across subject areas. Rewards will include a number of different elements from frequent praise and recognition to post cards, merits, merit badges and the heavily sought after house-tie. Many of our students proudly wear their different merit badges which show bronze, silver and gold on an emblem that denotes which house they are in. We have two separate prize-giving evenings because we want to reward as many of our worthy prize winners as possible and ensure that they get the public recognition they deserve.

Sanctions are needed to respond to inappropriate behaviour, to deter the student from repeating the behaviour and to act as a signal to other students that the behaviour is unacceptable. Members of staff will apply a range of sanctions consistently and fairly and the sanctions should be viewed as an inevitable consequence of poor behaviour.

Usually we can rely on the good nature of our students to reconcile disputes and settle minor breaches of the behaviour code without applying a sanction. But when it is necessary, there is a wide range of sanctions at our disposal from various detentions, to exclusions.

However, our rewards and sanctions policy focuses on rewarding the behaviours that we want to see. To this end, we aim to have at least a 5:1 ratio of reward to sanction across the school.


Click below to view our current programme of lunchtime activities.



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