pastoral care
Safeguarding and Wellbeing at Radnor House Prep
How is pupil wellbeing supported day-to-day?
Our ethos is simple: every child is seen, supported, and championed as an individual. This commitment is reflected in our structured pastoral system, which begins with the positioning of a dedicated member of staff for every class – whose role is to provide consistent pastoral support.
Class Teacher in the Lower School (Reception–Year 2) and the Form Tutor in the Upper School (Year 3–Year 6).
The Class Teacher or Form Tutor is the primary contact for families and the lead supporter for each pupil. They register the class in the morning, monitor children throughout the day as they move to specialist lessons, and respond promptly to any observations or concerns, ensuring each child receives the care and guidance they need.
Wellbeing is further strengthened through regular discussions at weekly staff meetings, as well as a robust internal system to log, track, and monitor pupil welfare.
Pupil voice is central to our approach. Children are encouraged to share their opinions and experiences, whether on school-wide matters or in private conversations with trusted staff members. This ensures that every pupil feels heard, valued, and supported.
The school also has a trained Emotional Literacy Support Assistant (ELSA) based on site and available for all our pupils.
What systems are in place for safeguarding?
A strong and robust safeguarding culture underpins everything at Radnor House Prep School.
For pupils, safeguarding is an integral part of school life. Regular reminders about communication channels are shared visually around the school and reinforced through assembly themes. Pupils’ understanding is further supported through high-quality teaching in the PSHEE & RSHE curriculum, which includes guidance on online safety, and strengthened further through their strong and positive relationships with their teachers. The school also works closely with external specialists, including the NSPCC, who deliver targeted assemblies and workshops to enhance pupils’ learning and awareness.
Our safeguarding leadership is both experienced and proactive. The school has a dedicated Designated Safeguarding Lead and Deputy, supported by a Safeguarding Governor from Dukes Education.
Safeguarding training is embedded into weekly staff meetings and more in-depth training is planned regularly for all staff, ensuring that every member of staff remains alert, informed, and confident in their responsibilities.
Safer recruitment practices are rigorously followed when appointing new staff and continue throughout induction and probation. Clear expectations are reinforced through the employee handbook, regular staff meeting agenda areas, and ensuring a consistently safe and supportive environment for all.
What support is available for pupils with additional needs?
As a mainstream, inclusive, and non-selective school, we celebrate and support a broad range of abilities within every class.
High expectations are maintained for all pupils, with carefully planned differentiation and scaffolding embedded in teaching to support progress and achievement. Our dedicated team of teachers uses the school’s assessment framework – combining formal assessments and in-class observations – to tailor planning and teaching, ensuring that every child is appropriately challenged and supported.
Where beneficial, small-group interventions are offered in areas such as spelling, number foundations in Maths, and handwriting, among others.
The school has a small, specialist SEND department led by a trained and experienced SENDCo.
For pupils with an EHCP or formal diagnosis, provision is carefully reviewed during the admissions process to ensure the school has the capacity and resources to cater for specific needs and requirements. For pupils with an EHCP or formal diagnosis, the SENDCo oversees tailored support and resources to meet individual needs.