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Pastoral Care is an essential element of our ethos at King’s. The well-being of our children, both physically and psychologically, is the school’s primary responsibility.

A school must be a place where pupils can communicate, experiment and make mistakes. This gives them a sense of belonging and safety, but also allows them space to be creative and to challenge themselves.

A school must also be somewhere that celebrates diversity. All children are different and have their own talents and are respected within the community. In fact, we build our whole pastoral system upon RESPECT manifested in a number of ways throughout the whole school: the children respect the teachers, the teachers respect the children and the children respect each other.

A system of Educational Support will be available to offer flexible support to pupils’ individual learning requirements. Our specialist support teachers will feed back to classroom teachers and to the pupils’ tutors ensuring that every pupil receives the right amount of help and that the teachers are aware of any particular learning needs.
In addition, a number of senior staff will be fully trained as ‘Designated Safeguarding Leads’ (DSLs) with ultimate responsibility for pupil welfare.

There will also be a well-equipped Health Centre on campus, run by a team of qualified medical personnel that will provide the necessary services throughout the school day.

The tutor system

King’s has successfully operated a tutor system since the 1800s as a means of monitoring, tracking and looking after the pupils.

All our teachers from Grade 1 (UK Year 2) upwards will also be tutors. What this means is that they will be in charge of a group of pupils from across three different year groups. This interaction between year groups is very important for their education and overall development. It encourages the older ones to look after the younger ones within their ‘tutor group’. It also means that a teacher can watch a group of children develop and grow for three years and can be an important source of information for parents and senior staff, both in terms of monitoring the pupil’s progress but also in terms of their overall well-being.

The tutor writes an overview on the pupils reports and is often a first line of contact between parents and the school.

The learning, living and playing environment

Most modern studies reveal what we have always suspected that there is a close connection between the environment, both inside and outside, and a developing pupil’s health and well-being. A pupil with a sense of well-being learns better and is more successful academically.

The whole design of both the school itself and the curriculum bears this in mind. The school is situated at the foot of a mountain of trees and plants. Our use of this superb, natural environment, in terms of courtyards and gardens, will not only stimulate learning but help to create the right atmosphere among pupils and teachers alike.

The tutor system

King’s has successfully operated a tutor system since the 1800s as a means of monitoring, tracking and looking after the pupils.

All our teachers from Grade 1 (UK Year 2) upwards will also be tutors. What this means is that they will be in charge of a group of pupils from across three different year groups. This interaction between year groups is very important for their education and overall development. It encourages the older ones to look after the younger ones within their ‘tutor group’. It also means that a teacher can watch a group of children develop and grow for three years and can be an important source of information for parents and senior staff, both in terms of monitoring the pupil’s progress but also in terms of their overall well-being.

The tutor writes an overview on the pupils reports and is often a first line of contact between parents and the school.

The learning, living and playing environment

Most modern studies reveal what we have always suspected that there is a close connection between the environment, both inside and outside, and a developing pupil’s health and well-being. A pupil with a sense of well-being learns better and is more successful academically.

The whole design of both the school itself and the curriculum bears this in mind. The school is situated at the foot of a mountain of trees and plants. Our use of this superb, natural environment, in terms of courtyards and gardens, will not only stimulate learning but help to create the right atmosphere among pupils and teachers alike.

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