Repton’s thriving boarding culture adds to the enriching experience that a Repton education offers. Our pupils benefit from immersing themselves in school life and this empowers them to join the boarding community with a positive attitude and an eagerness to contribute to the rich and productive timetable.
Boarders make up 70% of our community however Day pupils are fully integrated into Repton’s Houses and the boarding ethos. Many of our Day pupils choose to stay at school later than they are required to participate in our many clubs and societies. Our weekend provision also caters to our Day pupils, who are welcome to join Sunday trips and Chapel.
There is a bus service available to Day pupils and this can be requested through emailing admissions.
We place great importance on looking after ‘the individual’ at every stage of their time at Repton; doing so in a proactive, open and collaborative way that encourages staff, parents and pupils to work together.
The latticework of pastoral care at Repton is finely meshed to prevent any pupil from falling through:
The term ‘WellWorks’ is used to describe the communication systems that Repton uses to share information about pupils to ensure a personal approach to each individual pupils wellbeing. As well as dedicated support from our Pastoral Team, we have fostered a culture whereby peers (including pupil mentors) provide a significant additional source of support.
The House is the place where Reptonians eat, sleep, work and relax, keep all their belongings, and begin and end each day. For many Reptonians, the House is also where they develop their most enduring friendships and is the place where a team of staff are on hand to support and guide them through their educatio
A key strand of Repton’s pastoral care comes through our House system, which for boarding and day pupils alike provides a supportive community.
The House give Reptonians a sense of identity as well as a major source of support, which comes from the Housemaster or Housemistress, resident matron, resident tutor and a committed team of academic and support staff. As such, every member of the community is cared for and closely monitored
The thing I love most about Repton is the wonderful House spirit. When you join a House, you join a massive family and considering you live with the same people in your year group for up to five years you really make great friends.”
There are ten Houses – six for boys and four for girls, each home to approximately 60 pupils. Day pupils are fully integrated with the boarders, who make up around 70% of the Repton community. The vertical House system means that older members of the boarding house, led by the Head of House and Prefects, sees younger pupils are well supported and concerns passed on to trusted adults.
Repton’s commitment to formal in-House dining allows the whole House to enjoy meals together, three times a day, helping to foster a strong sense of community and more robust friendships. In a busy school schedule House dining allows for pause and a breather and is one of the most highly treasured aspects of Repton life and both day and boarding pupils.
Supper is a much more relaxed event and gives pupils the opportunity to catch up with friends in their House from across the year groups as well as to talk informally to House Tutors and teachers.
Much like a family, these regular touchpoints three times each day at mealtimes ensure our pastoral care is pre-emptive.
Pupils have access to their House and boarding house staff throughout the day and for many of our pupils, their House is the natural place for support if they have a problem, with the Housemaster or Housemistress, Matron, Resident Tutor, House Tutors all on hand to help.
70% of Repton’s community are boarders, staying at school over the weekend. This allows pupils access state-of-the-art facilities at Repton at almost any time to boost their mental wellbeing – sport, music, art, drama – and provides an opportunity for pupils in their ‘free time’ to enjoy a huge choice of recreational pursuits, immersing themselves in their passions, trying new activities and, critically, finding a welcome counter point to academic studies. Moreover, pupil wellbeing is supported by a packed activity programme at weekends and regular off-site trips. We know that participation in whatever arena fosters wellbeing.
Repton actively promotes safeguarding such that it is embedded in daily life. Staff will act on any concerns, whilst Reptonians can speak up with confidence knowing that they will be listened to and that appropriate support and action will follow. In all cases we take a child-centred approach, with robust policies and processes in place to shape our response.
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