Through commitment to pastoral and academic care, our teachers develop approaches to learning that are sympathetic to students' needs and help connect girls to each other, the staff, their School and their learning. We understand the importance of creating a sense of belonging, of celebrating achievement and of the development of respect, responsibility and resilience. Quality behaviour is a critical part of our Code of Care. Developing both team and leadership skills are important and we aim to provide both team member and leadership opportunities for every girl. We carefully monitor and support each girl's growth as a learner and as a member of our community.

Making friends and feeling accepted is essential for personal development.  The Personal Development and Health programme embraces fosters the physical, social and emotional development of students and care for all members of the School community. Our Peer Support programme is designed to build relationships across the Junior School from Kindergarten to Year 6. After initial training sessions, Year 6 students lead a small group including girls from Kindergarten to Year 5 in activities that promote self-esteem and assertiveness. Each student in the Junior School is adopted by an older student as a Friday Friend. Kindergarten children have Friday Friends in Year 6. Each Friday they join hands and go to a special assembly called ‘Friday Friends’. This is run by the girls and parents can come along and join in.

In the Senior School, building and maintaining a strong connection and sense of purpose at school is developed through a range of structures, supports and processes. Strong relationships based on trust enable girls to build social capital and there is a strong emphasis on the ‘student voice.’ Our vertical tutor system, stage and year meetings, tutor chats, school chapels, approach to good causes and comprehensive outdoor education program enable girls to build competence and confidence.

Girls have time to talk with each other and engage in a range of tutor and year-based activities that provide a unique bond for each group. This ranges from approaches such as circle time to reflecting on learning and school involvement, setting goals and developing skills to manage conflict and relationships and working with girls across different year groups. 

Each student belongs to a Tutor Group within one of the five Houses. The Tutor Groups are made up of students from all year groups who learn from one another. Strong supportive relationships are built up as the group stays together with the same Tutor throughout their secondary schooling. Each day begins in Tutor Group where the roll is marked, messages are given and the daily administration is carried out. If a girl has any kind of problem, her first port of call in seeking help is her Tutor. Similarly parents are encouraged to ring their daughter’s Tutor if they have any query or concern. The Tutors are supported by their Head of House who will often take over where a student needs assistance. The Head of House may refer the matter to a qualified counsellor in the School.  

Any concern that a girl or parent may have about a particular subject or about subject choices is discussed with the Director of Learning Years 7-9 or Director of Learning Years 10-12, who see girls frequently when they are experiencing difficulties. They may be referred to the Careers Counsellor. Academic Care casework involves responding to issues such as ineffective study skills, wavering motivation and loss of learner confidence.

It is important that students and parents feel comfortable in letting their needs be known. To encourage this process, staff at St Catherine’s adopt a flexible, responsive approach to the welfare of students in their care.