At Kings College we take pride in ensuring every student receives exceptional pastoral care within a nurturing and supportive environment. Staff take an active role in their responsibility to develop, promote, enable and support our students. “Work Hard and Be Kind” underpins everything we do at Kings College through our house system, curriculum and extensive enrichment program.

When a new student arrives at Kings College, it is imperative that they immediately feel part of our community. Our skilled pastoral head and team of tutors ensure that the transition phase is successful with both students and families being supported.

Our pastoral teams are supported by a youth workers from Eikon, Attendance Officer, Home School Link Worker, Wellbeing Practioner, Art Therapist, Mindworks Mental Health Support Team and safeguarding leads who collectively ensure that pastoral care is tailored to personal needs and circumstance of every student at the various stages of their school career.


Pastoral Curriculum

The key purpose of tutor times is to make and develop positive connections between students, teachers and their school. There is a robust link between having a sense of safety, belonging and well-being and student’s engagement and performance in education.  Students meet as a form group every morning for tutor time. We create Community through purposeful time spent exploring the two strands of our school values, ‘Work Hard and Be Kind’.

Work Hard

  • Transition to Secondary
  • Study and organisation skills
  • Mindset
  • Developing my sense of purpose
  • Options Process
  • Current affairs
  • Commitment
  • Resilience
  • Preparing for Post 16


Be Kind

  • Kindness
  • Community Skills
  • Tolerance and respect
  • Friendship skills
  • Rule of Law: Actions and Consequences
  • Art of conversation and discussion
  • Gratitude and reflection
  • Five ways to wellbeing; keep learning, connect, give, take notice, be active


Tutor Time Sessions:

  • Daily Slides and Rewards are the focus at the start or every week. It allows students the opportunity to reflect positively on their previous week and prepare themselves for the up-and-coming week. It provides healthy competition between tutor groups and houses to develop a sense of belonging.
  • Assemblies run every week and are designed to embed the school ethos, British Values, current affairs and important topical, religious and national events.
  • Tutor Talks run every week the day after assemblies. They are designed to challenge tutor groups to consider and develop their understanding of the themes and topics discussed during assemblies through developing their discussion and debate skills. Our school values discussion, debate and learning from others.
  • Finding Our Futures Sessions run once a fortnight and are designed to support students’ readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully. Sessions are designed and supported by our Careers and Aspirations Lead working in partnership with the University of Surrey.
  • The House Quiz runs once a fortnight and are designed by the Prefects. They provide an opportunity for tutor groups to unite and enter into a House Competition winning points towards their house.
  • Wellbeing Sessions are run on a weekly basis as we are committed to our student’s having successful futures, so we prioritise building their resilience. Sessions are mapped across the NHS Five Ways of Wellbeing and are designed to support students to manage and understand their own wellbeing and mental health. The sessions are support by our Mental Health School Team from Mindworks.




Personal Social Health Education (PSHE)

Our PSHE curriculum is underpinned by 5 key topics. These topics educate our students about their bodies, their wellbeing, their safety, their relationships and how to find their future. All years receive at least 50 minutes of PSHE biweekly, with years 7-9 receiving 100 minutes biweekly. The intent is to enable, develop and promote students’ personal wellbeing by meeting the following points.


  • Pupils to recognise online and offline risks to their wellbeing – for example, risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism – and making them aware of the support available to them
  • Pupils to recognise the dangers of inappropriate use of mobile technology and social media


  • Responsible, respectful and active citizens who can play their part and become actively involved in public life as adults
  • Pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law and mutual respect and tolerance
  • Pupils’ character, which Ofsted defines as a set of positive personal traits, dispositions and virtues that informs their motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others
  • Pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy
  • Pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities
  • Developing Pupils’ age-appropriate understanding of healthy relationships through appropriate relationships and sex education



  • Equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique
  • An inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation

Spiritual Moral Social Cultural Development (SMSC)

We believe that the school should actively promote all pupils’ SMSC development by providing positive experiences through planned and coherent opportunities in the curriculum and through interactions with teachers, other adults and the local community. SMSC and British Values are supported through our school ethos, Philosophy Religion and Ethics Curriculum, assemblies, tutor times, extra-curricular opportunities and behaviour policy.


Click here to read our SMSC Audit


College Council

Our school believes in democracy and the laws of the country, where every individual has a voice that is heard and respected, no matter what their faith or belief.

Kings College has a college council programme which encourages students to express their opinions and beliefs, whilst advocating for those around them.  College council members develop their leadership, communication and organisation skills whilst making a difference to the community.

Our College Council consists of:

  • House Captains (Year 11 students only) – House Captains are viewed as the 8 lead representatives of the school, with all others within the college council feeding into our house captains. They lead on any house events that take place and spearhead improvements within their houses. Each house is allocated two house captains each year.
  • Senior Prefects (Year 11 students only) – Senior Prefects take on an important mentorship role to the year 10 Prefect team, as well as taking on a management role within the committees of the college council. They are entrusted with collecting and reporting student voice to the Senior Leadership Team.
  • Prefects (Year 10 students only) – Prefects take on extra responsibilities across the academy and become representatives of the school. This includes speaking to prospective new students on open evenings, leading on duties during break times and leading on multiple occasions throughout the year.
  • Diversity Group – Our diversity group takes ownership of raising awareness for diverse groups within the academy. They celebrate specific milestones throughout the year by creating videos, producing school displays and delivering assemblies.
  • Eco Group – Our eco group are passionate about making Kings College an environmentally friendly school by introducing energy saving ideas. They have introduced greenery into tutor spaces and are currently working towards obtaining the Eco Schools Green Flag Award.
  • Community Group – Our community group use school wide events to create a sense of belonging for those within the Kings community. Examples of events organised this year include a year 7 and 8 Christmas disco, food bank collection and delivery for those in the local area and raising money for children in need.
  • Well-being Group – Our well-being group supports developing well-being across the academy. They help to plan and deliver termly ‘stamp out stress’ days where students can participate in well-being focused activities. These activities include yoga, interhouse competitions and art therapy.

House System

Our school house system gives a sense of belonging across all years. Our individual houses are named after objects used during a sovereign’s coronation and help students identify with key attributes with our King. We use the house system to produce healthy competition across the school. Students within Kings compete in whole school interhouse competitions focusing on both practical and academic achievements. Our houses are named after the following:

  • Mantle – A cloak worn by the sovereign as a sign of authority.
  • Sceptre – An ornamented rod, an emblem of authority and sovereignty
  • Crown – A head adornment worn as a symbol of power and dignity
  • Orb – A spherical object that symbolises power

Extracurricular Activities

Kings College provides a broad range of extra-curricular activities both in school and outside of school. These include performing arts clubs, sports clubs, chess club and choir. Our students benefit from our purpose built facilities and talented staff who enable workshops, performances and fixtures to take place throughout the course of the year.

The extra-curricular schedule allows students at Kings College to develop leadership skills, try new things, meet new people and have some fun.

To read more about our extra-curricular activities, and to view the schedule, please Click Here



At Kings our reward system encourages students to strive to be the best. Students receive reward cards in the following four categories.

Working Hard
Being Kind

Each reward card given is added as a point to our tutor groups and is physically added by students to our whole school reward tubes located at reception. We celebrate termly achievements including reward points and attendance through achievement assemblies.



Youth Work at Kings College – The Eikon Charity

Kings College has an established partnership with The Eikon Charity – a Surrey based charity committed to supporting the well-being, aspirations and resilience of young people. Eikon has over 20 years of experience across Surrey delivering multiple approaches to engage young people with improved emotional well-being and resilience.

Eikon supports young people in school in the following ways:

  • Transition projects
  • Lunchtime drop ins
  • Group work programmes
  • Trips and residential trips
  • Support Groups
  • Social Action Projects