Pastoral House System
Grammar Houses
An important part of school life and culture at Launceston Grammar is to belong to a 'House'. Belonging to a House, whether at the Junior or Senior Campus, will contribute to your child's sense of community and wellbeing, and promote healthy, friendly competition in areas such as sports carnivals, house singing, and team spirit.
At the Junior Campus, the three houses are Buesnell-Rooney, Lyttleton-Hewton and Maxey-Middleton. Our Senior Campus Houses are Fraser, Gillett, Roff, Savigny and Wilkinson, with our boarding students also belonging to the Hawkes Boarding House.
Junior Campus Wellbeing
On the Junior Campus, all staff play a pivotal role in the pastoral care of our students, but it is the classroom teacher who takes the lead role in this. Classroom teachers serve as mentors and caregivers, fostering a nurturing and inclusive environment where students feel safe, supported, respected and valued. Their compassionate approach provides essential support, shaping the holistic development of each child in their care. Classroom teachers monitor students’ wellbeing, addressing any emotional, social, or behavioral concerns that may arise. They communicate with specialist teachers and support staff to ensure they have a full understanding of each child. The classroom teacher works closely with parents to ensure there is a strong partnership between home and school. At Launceston Grammar we value the home school partnership and know that it is vital for the holistic pastoral care of our students.
Grade 7 Wellbeing
In recognition of Grade 7 as a transition year for students, wellbeing in this grade is managed differently than in the older grades. The Grade 7 Coordinator is responsible for the care of students through the Wellbeing Program. Grade 7 Class Teachers spend a significant proportion of their timetable with their Grade 7 class, developing close relationships with their students and working closely with families. Class Teachers strongly support students by monitoring progress, counselling, encouraging, disciplining and mentoring. The Grade 7 Co-ordinator is responsible for higher order discipline matters and for responding to specific incidents/situations as well as coordinating the Wellbeing Program. They liaise closely with parents and all teaching staff of Grade 7 and the Director of Student Wellbeing.
Grade 8-12 Wellbeing
Upon entry to Grade 8, students are placed in Tutor Groups of 15-20 students from Grades 8-12 within each House. Tutors meet with their group every day for a pastoral period of around 30 minutes, when students take part in various activities aimed at fostering community. The Tutor is the first port of call for concerned parents, followed by the House Head, who will escalate any serious concerns to the Director of Student Wellbeing. Tutors also contribute to formal wellbeing reports to parents. At various times throughout the year, tutors provide support in common areas such as revision for examinations, subject selection, goal setting, time management, etc. Tutors provide counselling to individual students where necessary. This can be by either proactive or reactive means. Tutor Groups are also involved in and help organise house activities.
