Pastoral care and well-being

A key strength of Redmaids’ High is the structure of pastoral care your daughter will receive here. We want our students to realise their full potential so helping them to enjoy school and stay healthy, both physically and mentally, is one of our top priorities.
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Pastoral care at Redmaids’ High

The process of growing up in today’s world can be challenging at times, and we know that the successful navigation of life at Redmaids’ High School is built upon effective communication, high expectations, and unwavering care and support.

Our students’ well-being is one of our top priorities. To ensure our students stay healthy, both physically and mentally, pastoral care is integrated into every aspect of school life. We have a dedicated pastoral team made up of an Assistant Head – Pastoral and Well-Being, three School nurses and a counsellor, to whom students can speak in complete confidence.

Someone to talk to

Every student has a Form Tutor and a Co-Form Tutor who meet the students each morning. Students have the same Form Tutor for Years 7-11 so they can get to know each other.  In the Sixth Form, students have the same Tutors for Years 12 and 13. Tutors are supported in their role by a Head of Year, an Assistant Head of Year, and the Assistant Head – Pastoral and Well-Being.


Year 7 students have a Year 8 ‘buddy’ to help them with the transition from primary education. The buddy is there to offer advice and support. Students are also assigned to one of four School Houses. The House system provides opportunities for students to make friends across the school, take part in House events and take on leadership roles in the Sixth Form as House Captains.

PSHE programme

PSHE lessons equip the girls with the knowledge they need to make sensible life choices, so they can thrive academically and socially at Redmaids’ High and beyond. Our PSHE scheme is available on the Parent Hub.

STEER Tracking

STEER Tracking is used throughout the school to help us identify the potential for risks such as low self-esteem or poor social and emotional health. With the data we collect, we can support priority students with small interventions and tangible action plans. This means we are responding proactively, rather than waiting for the student to hit a crisis point. More information about STEER Tracking is available here.