Introduction
‘Nothing indeed is more pleasant than the care of boys; at the same time nothing involves greater responsibility. A school such as ours is pastoral charge of the most intimate kind.’
Cardinal Newman
The Oratory believes that there is a profound link between Pastoral Care and Spirituality, conveyed essentially in the school motto “Cor ad cor loquitur” (heart speaking to heart). This is no vague aspiration to superficial contact, but a strong application of principles and practice in an integrated and effective process based on engagement with the needs and concerns of the whole person. It works by example, encouragement, periodic evaluation of aims and assessment of effort.
The availability of a resident Catholic Priest as Chaplain, whose remit of care and responsibility extends to all pupils, is also accessible for advice and guidance, when need arises, to staff and parents, in every case regardless of religious affiliation. Different levels of spiritual awareness are recognised and helped to develop. The importance of immediate and internal support and counselling, especially at times of crisis or bereavement, is an aspect of concern that the school places among its priorities of pastoral care.
Boys as young as 11 years of age, as well as the majority entrance at 13, need careful guidance and regulated routines of prayer, learning, recreation and mealtimes as well as times to socialise with their peers. They also need to be understood as unique individuals whose varying backgrounds and abilities mean that they are not all the same though they have similar growing and learning stages as well as goals to reach. The Oratory School environment seeks to replicate the best family atmosphere and traditions. Initially, to provide a framework for this, and help them form good relationships, and a secure basis for their school activities, they are accommodated in one of five boarding houses, all within the school grounds. From here they proceed to lessons each day and to these quickly familiar surroundings they return at periods in the day.
The facilities within the houses are extensive, embracing shared bedrooms for junior boys and single for Sixth Form, leisure rooms and an area with a range of IT screens usable by several boys simultaneously. Each house comes under the supervision of a resident married Housemaster who is supported by a team of tutors –resident in the house, in some cases. In addition, a Housemother is on duty, whose daily concern is the domestic needs of the boys, which may include those casual moments in the day when a quiet chat and a cup of tea are hugely appreciated and can help in situations of uncertainty or minor difficulty. The advantage that most of the academic staff either live on site or nearby in the village, is obvious and helps to lend a dimension of closeness and homeliness and to the overall structure of the school routine.
The benefit of boarding and allocation to specific houses, with space to locate personal items in a room and to feel fully part of a house community, is extended also to boarders during the day. The success of this integration of boarders and day boys in the house accommodation may be seen in the number of the latter who choose to become boarders, in many instances. Parents’ natural desire to follow closely the progress of their son’s education is fully recognised. Up to the minute technology enables the school to deliver regular and immediate information as well as calendars, newsletters and reports so that successes may be noted and any failures quickly detected and necessary advice obtained.
Prefects also have a role in our pastoral care. In each House half a dozen of the most senior boys are chosen as Prefects, led by a House Captain and Vice-Captain. Their job is to organise the day to day minor jobs, such as tidying and clearing up, which each boy must do, and they also exercise their Housemaster’s authority, reporting to him incidents of misbehaviour by younger pupils. Often a Prefect will be the one to notice when a boy is unhappy in some way and will give ‘big brotherly’ advice, while also informing the Housemaster. Bullying behaviour can often be nipped in the bud by a few firm words from a Prefect to a youngster who is starting to throw his weight about. Prefects’ contribution as role models for the younger boys is a key part of the school’s distinctive ethos.