At Christchurch Boys’ High School, pastoral care sits at the heart of the school. We place a strong emphasis on knowing each boy well, building positive relationships, and responding early when support is needed.

Every student is part of a Kaitiaki group, led by a teacher who sees them each day and takes a genuine interest in their progress and wellbeing. The Kaitiaki works closely with the year-level Dean, forming a consistent and supportive structure around each boy. This ensures there is always someone who knows your son well and is keeping an eye on how he is tracking, both in and out of the classroom.

This core relationship is supported by a wider pastoral network that includes Assistant Deans, Counsellors, Student Services, Learning Support, Māori and Pasifika leadership, International, and Careers teams. These groups work closely together, sharing information and responding quickly when needed. The strength of our system lies in this alignment, it is connected, proactive, and centred on the individual.

Our approach is underpinned by the school’s Blue-Black values of Bravery, Commitment, Honour, and Service. These values shape how we support boys, how we set expectations, and how we work alongside families.

Boys are encouraged to seek support when needed. Whether the concern is academic, social, or personal, there are multiple people they can turn to their Kaitiaki, Dean, one of our experienced school counsellors or through our anonymous self-reporting system. Our counselling team works closely with the pastoral staff and has strong links with external agencies, ensuring appropriate support is available when required.

Staff involved in sport, cultural activities, and co-curricular programmes also play an important role. Often, they are the first to notice changes or emerging concerns, and this information feeds into the wider pastoral picture.

Supporting the Transition to Secondary School

Starting secondary school is a significant step. Our Year 12 and 13 Peer Support leaders work closely with new Year 9 students throughout Term 1, helping them settle in, build connections, and feel part of the school community from the outset. This programme plays an important role in creating a strong sense of belonging early on.

Working in Partnership with Families

“Collective teacher efficacy is the shared belief that through working together, teachers and whanau can have a significant and positive impact on student learning.” John Hattie

We value strong partnerships with parents and caregivers. Open communication is encouraged, and we see this as key to supporting each boy effectively. Should anyconcerns arise, parents are welcome to contact their son’s Kaitiaki or Dean to discuss next steps and work together on a plan.

At CBHS, pastoral care is not separate from learning it underpins it. When boys feel known, supported, and connected, they are far more likely to engage, achieve, and make the most of their time at school.