Pastoral Care

The School’s Purpose is to educate boys and develop their good character for life. Boys will leave TGS with the skills to be independent, well balanced and successful in life, responding well to challenges and achieving lifelong wellbeing.

Character and Wellbeing is a strategic focus that is essential to achieving our purpose and vision at Toowoomba Grammar School. Our philosophy centres on the development of good character being essential for our boys to flourish as individuals, to be active and informed members of the community and to lead a meaningful life. To achieve this, boys will:

» develop skills to be independent, well-balanced, successful in life and to build strong and positive relationships. » acquire and apply virtue, as demonstrated in individual responsibility, accountability, and integrity. » succeed through their contribution to society, their ability to respond to challenges and achieve life-long wellbeing.

Boys will demonstrate good character though a shared understanding that they must respect the rights and responsibilities of other members of the School community.

Rights

All members of the School community have the right to:

» share a teaching and learning environment free of disruption » be treated fairly, with courtesy and respect » live and work in a pleasant, safe environment » have their property treated with respect.

Responsibilities

All members of the School community should:

» acknowledge the importance of academic endeavour, recognising that it is the primary role of all boys to strive to do their best » accept responsibility for their own behaviour » contribute to the best of their ability and allow others to do likewise » treat others with consideration and mutual respect » preserve and uphold the good name of the School. Respect is regarded as the key to all social interactions. The School seeks to develop respect of self in addition to respect of all others. Boys are expected to respect all members of our community and beyond.

Boys are taught to embrace a growth mindset though a range of activities and goal-setting tasks. Resilience is fostered as the boys experience the range of activities at the School and learn to cope with the challenges and setbacks that they will be exposed to in the classroom, co-curricular environments and in their future. As boys approach the end of their secondary school years, they are given strategies to deal with stress.

The Senior School’s Outdoor Pursuits and Activities Week, which for some year levels includes camps, provides the boys with activities that involve age-appropriate physical challenges in safe, well-supervised environments. The aim of our camps is to use the outdoors as a tool to develop resilience by focussing on challenge, teamwork and leadership, while establishing an appreciation for the environment.

As boys move into the Senior School, they are taught to become more independent. Independence is developed by encouraging the boys to be more responsible for their academic work, sport and activities, time management and their own wellbeing. As their independence grows, they gain wider responsibilities in their Houses, in the School and the wider community.

The House System

» To provide a personal framework to monitor, guide and encourage boys in their endeavours. » To develop within boys the School’s core values.

Pastoral Care Time

» To promote the School motto, “FIDELIS IN OMNIBUS”. » To develop mutual respect and trust between Mentors and boys. » To create a sense of belonging, security and acceptance. » To foster academic endeavour, assisting with time management, study techniques and goal setting. » To mentor boys about issues of significance that may limit their ability to achieve to their potential. » To encourage boys to appreciate the history and traditions of the House and the School.

» To allow both School and House administration to occur. » To support and complement the Character and

Wellbeing Curriculum in an informal but respectful and trusting environment. » To integrate leadership opportunities for boys. » To provide opportunities to recognise boys’ accomplishments. » To identify and monitor positive and negative changes in boys. » To assist boys in making transitions at different stages.

Headmaster’s Shield

» To provide increased opportunity for interaction among members of the TGS community. » To allow community members to bond through competitive activity. » To create opportunities for Mentors to support, encourage and further strengthen their relationships with the boys. » To foster House and School pride.

Community Programs

» To create opportunities to develop an awareness of, and empathy for, others. » To encourage active participation in Community

Programs.

Organised Social Activities:

» To focus on developing confidence and socialisation skills with people of all ages and both sexes.

The Houses

The overall administration of the Pastoral Care System is in the hands of the Head of Senior School and the eleven Heads of House (six Boarding, including Corfe House - Year 7 Boarding, and five Day). The School is divided into five Houses which operate under a vertical system; that is, each House has both dayboys and boarders from Years 7 to 12. The House system provides a unit for organisation, sporting and pastoral care purposes. Boys can obtain assistance and advice about any aspect of school life from their Head of House. Each House has a number of teachers called the House Mentors, who are each responsible for a Pastoral Care Group. Seniors assist in running the House and organising the House teams for the inter-House competition. Most importantly they are also charged with assisting the younger boys in the House. There are regular House meetings and Pastoral Care Group meetings. The five Houses are Taylor (Black), Boyce (Maroon), Mackintosh (Red), Groom (Dark Green) and Stephens (Royal Blue). Each of these Houses has resulted from the amalgamation of a Boarding House and a Day House.

Each House has a mixture of Year levels which allows the boys to stay with their Head of House for up to six years. Under this system, a boy feels a part of a family within the School.

Taylor House

Taylor House was constructed in 1958 and was named in honour of the Hon. James Taylor, the first Chairman of the Board of Trustees of the School, from 1874 to 1882. Mr Taylor’s contribution to Toowoomba was noteworthy. In the first Colonial Parliament, he represented the Western Downs as a member of the Legislative Council. He was Mayor of Toowoomba in 1890. He was largely responsible for the founding of the Benevolent Society and the Hospital; he became the first President of the School of the Arts; he promoted the formation of the Darling Downs Agricultural Society; and he took an active part in the development of Clifford Park Racecourse. Prior to 1992, Taylor House was home to the Year 9 boarders; in 2004, Taylor House combined with Gibson House to form a combined House of dayboys and boarders. This combined House is now known simply as Taylor House.

Boyce House

Boyce House was constructed in 19681969 and was named in honour of Dr Leslie Atherton Gerard Boyce, an Old Boy of the School and a former Chairman of the School’s Board of Trustees. Its four dormitories are named Woodward, Fortescue, Robertson and Clowes in honour of famous Old Boy soldiers. In 1911 Mr Boyce entered Toowoomba Grammar School as a State Scholar. In 1915 he enlisted in the First AIF and served in France. In 1917 he was wounded and was awarded the Military Cross for “conspicuous gallantry and devotion to duty when in command of his platoon during an attack”. On returning to Toowoomba, he became Chief Executive Officer of the Toowoomba Foundry, remaining as a director until 1976. Prior to 1992, Boyce House was home to the Year 10 boarders; in 2004, Boyce House combined with Henderson House to form a combined House of dayboys and boarders. This combined House is now known simply as Boyce House.

Mackintosh House

Mackintosh House, also formerly known as School House, was constructed in 1875 and was named in honour of the School’s inaugural Headmaster, Mr John Mackintosh, who was appointed in 1876. Born in Scotland in 1836, he excelled academically at Edinburgh University before sailing for Australia in 1861. On 12th April 1879, Mr Mackintosh was tragically killed when thrown from his horse whilst on a riding expedition to Helidon, below the range. Prior to 1992, Mackintosh House was home to the Year 12 boarders; in 2004, Mackintosh House combined with Chauvel House to form a combined House of dayboys and boarders. This combined House is now known simply as Mackintosh House.

Groom House

Groom House was constructed in 1964 and was named in honour of Sir Littleton Ernest Groom. In 1901 Sir Littleton was elected to the Federal seat of Darling Downs, the name of which was later changed to Groom in honour of him and his father before him. He held the seat for 36 years, being appointed to the positions of Home Secretary, Commonwealth Attorney-General and Speaker of the House of Representatives. Prior to 1992, Groom House was home to the Year 8 boarders; in 2004, Groom House combined with Freshney House to form a combined House of dayboys and boarders. This combined House is now known simply as Groom House.

Stephens House

Stephens House was constructed in 1986-1987 and was named in honour of Mr Samuel George Stephens who was the undisputed founder of Toowoomba Grammar School. Mr Stephens was born in Wales and, having been educated at a school for captains’ sons, joined the Merchant Navy. On one of his voyages, his ship was wrecked on the Victorian coast near Melbourne. He eventually moved to Toowoomba where he and wife built a home in Herries Street, where they raised six sons and six daughters. In 1874 he set about founding our School. He was the Honorary Secretary of the first Board of Trustees and his oldest son was the first boy to be enrolled at the School. Mr Stephens contributed greatly to our School and to the City of Toowoomba. Prior to 1992, Stephens House was home to the Year 11 boarders; in 2004, Stephens House combined with Partridge House to form a combined House of dayboys and boarders. This combined House is now known simply as Stephens House.

Inter-House Competitions

The five Houses compete against each other in a number of sports and activities during the year. The winning House each year receives the Headmaster’s Shield, and it is fair to say that the competition among the various Houses is intense, although always in good spirit.

The Inter-House Competitions held each year include Touch Football, Swimming, Cross Country, Track and Field, Rubix Cube, Diligence and House Carnival Day. The House Carnival Day includes activities such as Badminton, Basketball, Chess, Debating, Portrait Painting, Seven-a-Side Football, Softball, Table Tennis, Tennis, Theatre Sports, Tug-O-War and Volleyball.

Role of Heads of House

The Heads of House oversee the running of the Houses for all boys in their House. He/she is a most important staff member during each boy’s school years. If parents have any significant concerns at all, they should contact their son’s Head of House. The Heads of House oversee the progress, welfare and behaviour of the boys in the House. The Heads of House will therefore deal with more significant pastoral and behaviour matters and offer guidance to Mentors and Boarding Staff. They will also co-ordinate the work of the Assistant Heads of House, the Mentors and the House Seniors. They are also responsible for overseeing the House’s involvement in the inter-House competition.

The following is a list, but not an exhaustive one, of the areas of responsibility of the Head of House:

» to work with the Head of Senior School in providing a

Pastoral Care program across all Year levels » to be a point of reference for staff and parents over matters pertaining to boys in the House » to be responsible for the discipline and pastoral care of the boys in the House » to review a boy’s academic progress » to monitor the personal development of boys, in association with other specialist staff » to work with the Director of Studies to aid the boys with their subject choices » to make direct contact with parents if considered necessary

» to organise the House’s involvement in various House activities » to assist parents in arranging extraordinary parentteacher interviews » to provide leadership training for the Senior boys in the

House » to arrange for school work to be set for boys who are absent from school because of illness » to provide parents with feedback when parents contact the School for an interim indication of their son’s progress » to deal, in consultation with the Head of Senior School with discipline problems referred by staff » to write testimonials for Year 12 boys » to encourage boys to be actively involved in service activities » to arrange House service activities in their community.

Role of Mentors

The role of Mentors is principally one of pastoral care but also includes administrative duties. If parents are worried about the academic progress of their son, parents are encouraged to contact their son’s Mentor. The Mentor meets with his/ her Pastoral Care Group on four occasions each week. During that time the Mentor will sight the boys’ diaries; talk to the boys about a whole range of House, School and community issues; assist in organising House activities and generally get to know the boys in the Pastoral Care Group very well.

The following is an outline of the Mentor’s duties:

» to provide a “parent figure” for the boys » to be available to discuss any aspect of school life with the boys » to monitor the boys’ academic progress and assist them with goal setting » to advise boys on good study habits and to encourage them to work conscientiously » to encourage boys to participate fully in the life of the

School and the House » to encourage boys to know about the School’s history and traditions » to provide a general supervisory role overseeing the progress and behaviour of boys throughout their time at the School » to discuss with boys, and provide information on, a range of social and personal development issues.

Role of Head of Year 7

The first point of contact for boys in Year 7 and their parents is the Head of Year 7. The Head of Year 7 deals with routine matters of discipline and pastoral care of Year 7 boys.

The following is a list, but not an exhaustive one, of the areas of responsibility of the Head of Year 7:

» to provide a point of reference for staff and parents over matters pertaining to boys in Year 7 » to be responsible for the discipline and pastoral care of the boys in Year 7 » to review a boy’s academic progress » to make direct contact with parents if considered necessary » to assist parents in arranging extraordinary parentteacher interviews » to refer matters to senior staff as required

Role of School Counsellor

The School Counsellor’s primary role is to provide support to students, from Year 7 to Year 12, in the area of personal counselling.

Some of the areas include:

» bullying and harassment » personal relationships/conflict resolution » self-esteem/self-confidence

» homesickness

» stress management » mental health concerns

» grief and loss » study skills » time management » goal setting

Students are able to make an appointment to see the School Counsellor through their Head of House, Mentor, or teachers, or by coming directly to the office, which is located on the ground floor of the W.M. Dent Building (under the Library). Students are also encouraged to contact the Counsellor via email. Alternatively, students are welcome to drop in at any time during the lunch time break.

School Diary

Every boy in the School receives a School Diary. The Diary contains all the calendar information and is also where the boys write their homework and other obligations. It is an integral part of the School’s pastoral care structure. It is used by the boy, his Mentor, his Head of House and his parents to monitor his progress through the School and also as a medium of communication between parents, teachers, Mentors and Heads of House.

The Diary encourages boys to be organised, keep records, be punctual, be accountable and have a ready reference of school information and policies.

The Diary will also give parents an opportunity to monitor the progress of their sons. For example, staff may write a quick note to parents perhaps complimenting the boy on a particularly good piece of work, or perhaps pointing out a lack of homework.

The Diary must be carried by boys throughout the academic day to every lesson and to Pastoral Care Group meetings. Boys are expected to keep their Diary in a respectable condition.

The School seeks parent support in ensuring the Diary is used and viewed to maximise its impact on monitoring a boy’s progress. House Mentors and Boarding Heads of House are required to view and sign a boy’s Diary weekly. Parents of dayboys in Years 7, 8, 9 and 10 are requested to view and sign their son’s Diary weekly. Boarder parents are requested to view their son’s Diary each holidays. All parents are encouraged to comment in the section provided.

Student Leadership

Toowoomba Grammar School has a proud history of producing fine leaders across all walks of life including the professions, academia, business, industry, the military, sport and in the primary industries. The development of leadership skills and competencies is regarded as an important element of a Toowoomba Grammar School education. There is a wide range of leadership opportunities offered and designed to allow boys to demonstrate leadership in an arena that matches their own talents. Boys are given the opportunity to lead through involvement in the co-curricular program, service to the community and in committees such as the Student Representative Council. In their Senior year, Year 12 boys lead the student body of the School. This is through the appointment of School Prefects, leadership positions within the House system and in the cocurricular program as leaders of a sport or cultural activity.

Philosophy of leadership

» Leaders are servants to their community. » Leadership is unavoidable. » Leadership is about relationships. » Leaders communicate well and they listen to others. » Leadership is doing what is right when no-one is looking. » Leadership is about influence not authority. » Leaders set their own standards high and do not compromise them.

How are student leaders identified?

Boys who:

» have demonstrated a history of leadership » can be their own man and make decisions that are right, not necessarily popular » are aligned to the vision of the School and understand its history and traditions » are willing to put the needs of the group ahead of their own needs » can lead by example and model the highest standards of behaviour and appearance.

Non-Denominational School/Christian Worship

Toowoomba Grammar School is a non-denominational, Christian school. The Headmaster leads the boys and staff in a hymn and prayers at Assembly. Boarders attend the churches of their denominations, if they and their parents wish. The Anglican Church conducts a service once a term on Sunday evenings in Old Hall and this is open to boys of all denominations.