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ST EDWARD’S CHRONICLE
James Cope, Deputy Head Pastoral, writes: ‘We have an emerging
but clear vision of how we want the Matron role to function. In
many ways we do not really like the term ‘Matron’ but given the
diversity of skills the role entails it is hard to find the right title.
However, we certainly increasingly see our Matrons as ‘pastoral
leaders’ and are putting the right training in place and establishing
the right ethos amongst the group so that they are very much
involved in the welfare and wellbeing of the pupils. Our pastoral
system is based on good relationships and a very genuine interest
in, and care for, the pupils. We aim to get the right people into the
role and then, as a group, look at how we move things forward.
We have been extremely lucky over the years with the quality of
our Matrons and are very aware from past and present pupils just
how significant they have been in their lives so it is exciting for me
to be part of these development processes. It should also be noted
that the Matrons play a key role in (trying) to keep HMs and the
Deputy Head Pastoral sane!’
Pastoral Leaders
Spotlight on School Matrons
We talk to Julie Richens from Segar’s, Jacqui
Motion from Mac’s and Cassie Cooper from
Jubilee to find out what it means to be on
the front line of pastoral care provision at
St Edward’s.
Tell us more about the role – what do
Matrons do?
We are involved in every aspect of the pupils’
day-to-day lives and play a huge part in their
general wellbeing. With the rest of the House
team, we are concerned with their emotional,
academic, practical, medical and logistical
issues; we become absolutely central to the
pupils’ experience in House and at School.
What does this mean in practice?
It means keeping the House running, and like
any ‘home’ this can involve almost anything. A
typical day will involve getting the pupils ready
for School, making sure they’ve remembered
any special events or activities, organising tea
and toast for break, helping them find lost
items, offering a shoulder to cry on, making
cakes, celebrating birthdays, liaising with
parents, taking pupils to hospital appointments,
keeping the House tidy, chatting to pupils
about their day, keeping a watchful eye for
any problems or changes in behaviour, settling
disputes, commiserating if an essay doesn’t go
to plan, praising the pupils when they do well,
writing daily handover notes for the night team
– and much, much more. The role requires a
great deal of juggling!
How does your important relationship
with pupils feed into the wider care
network?
We are an integral part of the House care
teams, so we meet regularly with HMs and
House teams to consider each pupil’s overall
wellbeing. When Tutors and HMs are out
of House teaching, we are important eyes
and ears, and we are often the first to hear
of difficulties or concerns. As Matrons, we
meet together every two weeks to share
good practice and support each other. All
parents of teenagers will know that they’re
not always sweetness and light; some days
can be emotionally draining. Conversely,
some days are hugely rewarding – so it can
be a roller-coaster ride, and it’s good to
have colleagues to lean on at times.
Clockwise from top left: Valentin Peiker (
Gabriel-von-Seidl-Gymnasium
), Salmon Lau (
Renaissance College Hong
Kong
), Joe Courtier (
Twyford
), Jonah Cope (
Cherwell
), Julie Richens and Kunal Barman (
Bristol Grammar
)