Progress and welfare
Wellbeing is at the heart of all we do at Westminster City School. We pride ourselves on cultivating a unique learning community that aims for continual progress and helps our students fulfil their potential.
Every member of Westminster City School staff accepts responsibility for the academic and personal development of their students. Immediate responsibility for the personal welfare of each student rests with the form tutors who register attendance, monitor academic progress and promote general wellbeing. However, our dedicated team of pastoral support staff and teaching Heads of Year are also available for parents/carers to contact.
We use rewards to create a positive ethos. As well as rewarding students for 100 percent attendance and punctuality, we reward work of high quality, work that improves on past achievements, and consistent hard work and service to our local community. Assemblies celebrate students' achievements, as does our weekly parental bulletin, where those achieving a significant number of merits and distinctions are acknowledged. Our annual Celebration of Achievement Evening at Westminster Abbey is another excellent event where achievements are feted.
Our exceptionally high attendance rates are an endorsement that our students enjoy coming to school and value the opportunities offered to them at Westminster City School.
Pastoral support is effective in removing the barriers to learning that some pupils face and ensuring that they stay in school and progress to college or training.
Ofsted
As a relatively small London secondary school, with a comprehensive intake, our School has a supportive family atmosphere with a strong sense of community and inclusion. All our students are involved in assemblies and services, while our School Chaplain offers counselling and support for all. Students also volunteer their help and raise money for a number of charitable organisations, and our School takes pride in offering a range of stimulating extra-curricular activities.
We understand that all families are different and that it is our role to complement the work of parents/carers, whom we expect to be full partners in supporting and encouraging their children.
