Boarding House Parent

Applications should be marked ‘Private and Confidential’

**Job Description**:
Post Title Boarding House Parent

Reporting to Deputy Head Pastoral

Accountable to Headmistress

Queen Anne’s is one of the country’s independent boarding and day school for girls aged 11 to

18 years.

The School is committed to safeguarding and promoting the welfare of children and young people

and expects all staff and volunteers to share this commitment. Applicants will be required to

undergo child protection screening appropriate to the post, including checks with past employers

and the Disclosure and Barring Service (DBS). Queen Anne’s School is an equal opportunities

employer.

About Queen Anne’s School

Queen Anne’s is an inspirational day and boarding school for girls aged 11-18 set in 35 acres in

the heart of Berkshire with easy access to London. Founded in 1894, the school is steeped in

history and tradition and is known for its pioneering education that prepares girls for the challenges

of the modern world. The school is part of the United Westminster Grey Coat Foundation that was

founded in 1699 in Westminster as the Grey Coat Hospital.

From the Sixth Form centre that could be mistaken for Google offices, to the careful support of the

wellbeing programme, this girls’ day and boarding school is breaking down barriers and

revolutionising the way that teenagers are taught, deploying the latest educational neuroscience

research. Every girl is inspired to explore and enjoy her individuality, free from gender-stereotypes,

in a safe environment that champions excellence and deep creativity.

A three-time recipient of the prestigious Microsoft Showcase Schools Award for its extensive

digital teaching and learning, Queen Anne’s is also known for its exceptional ‘value added’ with

students achieving on average 1.5 grades better than expected at GCSE.

Offline, and the school is known for its performing and creative arts offering. It boasts a state-of
- the-art music centre; outstanding art, design, animation, and ceramics provision; plus, a 250-seat

theatre and a thriving dance department.

The Role

The primary role of the Boarding House Parent is to get to know the girls and to build up a

relationship of trust with them. They will be expected to be ready to give support and advice on

the one hand whilst taking a leading role in disciplinary matters within the house and school when

required to do so. The House Parent has the overview of the girls in their house and is expected

to ensure that they organise their time efficiently and, in conjunction with Personal Tutors, that

they have a balanced curriculum.

Objectives
- To secure outstanding standards of pastoral care in all areas.
- To participate in all aspects of school life, not simply those relating to the House.***:

- To ensure that practices improve the quality of care provided, meet the needs and

aspirations of all pupils, and raise standards of achievement.
- To be aware of the academic strengths and weaknesses of pupils; to liaise with tutors and

Directors of School to ensure that relevant background circumstances of pupils are known

and discussed; to ensure that the conditions and supervision in evening prep are

conducive to effective academic progress.
- To evaluate the effectiveness of the pastoral care, education and progress of pupils and

to identify good practice and areas for improvement.
- To keep suitable records of pupils’ progress, welfare, health, emotional problems

achievements and misconduct; to provide such reports and references as may reasonably

be required, for example, The Issues Tracker and the termly pastoral in-house audits.
- To support the school’s disciplinary policy and, by encouragement and reward and by a

clearly understood and fair system of sanctions, foster an acceptance of the code of

conduct of the house and school.

Strategic Direction and Development
- To be aware of the implications of the National Minimum Standards for Boarding School

for the welfare and pastoral care in the House.**:

- Communicate to house staff the shared understanding of the importance and role of the

House in contributing to pupils’ spiritual, moral, cultural, mental and physical development.**:

- Use data to identify pupils who are underachieving and where necessary assist with the

implementation of plans of action to support these pupils.
- Take responsibility for creating areas of opportunity within the House and the school.

Leadership
- Achieve constructive working relationships with pupils.
- Establish clear expectations and constructive working relationships among staff who work

in the House through team working, and developing an acceptance of accountability.
- To provide the members of the house team with a clear statement of their roles and

responsibilities.
- Manage and facilitate the Graduate Assistants in carrying out their role within the pastoral

team.
- To supervise the smooth