Underpinning the pastoral care of our students is the recognition that it is only out of our own well-being that we can reach out and care for the well-being of others.

The vertical house and tutor group system is one that has been developed to create an environment in which our students can thrive. Because most members of a tutor group will remain in the same group and with the same class tutor for the whole time that they are at Wynberg, it is a system which is specifially designed to create a ‘family’ to which the girls can belong and become known. It works actively to create an environment in which all are cared for, involved, recognised, motivated and inspired. Paying particular attention to relationships, respect and responsibility, it is a system which works to create a proactive and collaborative approach in the caring of our students. It is also one which all members of the school community – teachers, students, parents – play a crucial role in the well-being of the individual.

Students are encouraged to take responsibility for personal and peer development. This attitude is enhanced by the Peer Mediation Programme, which empowers students to resolve their own conflict situations, and has led to the development of a finely tuned system of leadship, allowing for the enhancement of these skills and the creation of an environment of mutual caring and responsibility among the student body.

In the Lifeskills and Counselling Department, Wynberg Girls’ High offers family therapy as well as crisis intervention from a full-time clinical specialist, remedial teachers and school counsellors when this is required.

The school also offers enriched educational courses and focused learning for specific groups. With services such as these in addition to the required work of any Lifeskills Department, we are well able to nurture and care for our school community

DUTIES AND RESPONSIBILITIES OF THE SCHOOL LIFESKILLS DEPARTMENT

The School Social Worker is responsible for

• Taking referrals from the House Coordinator and, in emergencies, from Class Tutors.  Referral forms must be completed to facilitate the intervention process
• Seeing any learner who personally asks for an appointment
• Giving a learner an appointment slip which must be signed by the  subject teacher of the class she will miss
• Reporting to the House Coordinator any non-confidential details which will help in the pastoral care of the learner
• Will refer long-term therapy cases of learners whose parents have a medical aid or the financial means to arrange this therapy.  Generally, only cases requiring one term’s intervention will be dealt with by the school Lifeskills department
• Supervision of the UCT social work students

The School Counsellor is responsible for

• Taking referrals from Class Tutors and subject teachers
• Referring to the House Coordinator any case which should be dealt with at that level
• Seeing any learner who personally asks for an appointment
• Reporting to the referring teacher and House Coordinator any non-confidential details which will help in the pastoral care of the learner
• Liaison with the House Coordinator or Class Tutor concerning any learner who requires supervision or further intervention