Pastoral care

MBBC greatly values the development of the ‘whole boy’, so our pastoral care focus is on developing boys that are equipped to tackle the world beyond the College gates.

Pastoral care is programmed into every classroom across the school, with age-specific learning delivered to support boys’ ongoing development into young men of character. 

Pastoral care in the Primary School is the responsibility of the classroom teacher and is supported by the Primary Leadership team. In Secondary School, pastoral care is largely the responsibility of the form teacher and/or classroom teacher, depending on the circumstances, and is supported by the Secondary Leadership team.

All our pastoral care is underpinned by an approach that focusses on positive behaviours.

The Positive Behaviour approach aims to develop practices that encourage responsible, respectful and favourable behaviours for students in the context of a Christian environment, by encouraging:

  • The creation of an environment in which MBBC students can achieve their academic and personal potential.
  • Students to develop a sense of personal integrity and responsibility to the College and themselves.
  • Students to have a sense of care and compassion for one another.

We work closely with parents in partnership in accepting responsibility and accountability for ensuring the principles of the Positive Behaviours are enacted. Behavioural change is most likely to occur, when parents and the school have shared vision and expectations for their son(s).

The Positive Behaviour approach at MBBC aligns a number of important aspects; 

The International Baccalaureate has embedded within it the attributes of a learner and the attitudes and approaches to learning that we aim to nurture and our wellbeing framework, Five to Thrive, is aimed at developing boys who are feeling good and functioning well. The link between wellbeing and academic outcomes is now well established.

MBBC is committed to building and growing healthy relationships between all members of the College community. We believe that positive relationships and a demonstrated ethos of care are integral to the creation of a strong learning environment where collaboration, cooperation and engagement are fundamental components. The use of a restorative practices methodology when resolving conflict, restoring relationship difficulties, or repairing harm reflects a commitment to the core value of respect, a belief in accountability and an acceptance of responsibility for our actions.

Finally, the Eagles Flight is a consistent philosophy of influencing behaviour and underpins procedures across P-12. We strongly feel that behaviour is influenced in a loving and caring environment that promotes faith, hope, justice and reconciliation. Specific rules and guidelines are determined for students of different ages with regard to their different developmental needs.

We consistently reinforce positive behaviour with our students. We place high behavioural expectations on each student and work to ensure that consequences for inappropriate behaviour that breach our Student Code of Conduct are fairly administered and follow due process.