Wellbeing 

Our purpose is to perfect the community that connects and cares for the emotional and academic wellbeing of every child.

We are leaders. We belong. 

Growth is a journey, not a destination, we value progress and not perfection. 

We do our best from a place of authenticity, integrity and responsibility for our words, actions and feelings.

Through personal leadership, we find a path to meaning and fulfilment. We lead a mindful, healthy life, having a private practice of recharging, renewal and ongoing learning.

Wellbeing and Leadership in Nursery and Kindergarten

We monitor the wellbeing of children and staff in Nursery and Kindergarten and manage any related concerns. The staff are using Restorative Practices linked into teaching and promptly address any unwanted behaviours. There is a morning circle where the children explore their feelings. The teachers use a range of mindfulness strategies to support the children with self-regulation. The Kindergarten Leader and teachers have 1:1 meetings with each family, at least twice per year and meet with parents as soon as concerns are raised in terms of behaviour and/or development.

The new staff benefit from a thorough induction programme and all staff have regular check-in meetings, department meetings and coaching support sessions. The Kindergarten staff have had their holiday entitlement extended to 62 days per school year.

A strategy for early intervention has become part of the school’s offer supporting better outcomes for the children with parents becoming active participants in the process.

Speech and Language screening takes place at the beginning of every year. It is undertaken by a S&L therapist and psychologist, which increases the chances of identifying early intervention needs in our children. 

The physical environment in the Kindergarten plays a significant part in children’s learning and wellbeing, and a new Play Space has been designed to support the children’s transitions to and from the parents. 

The parents’ initial Community Meeting took place in conjunction with the start of the Forest School programme, bringing parents, staff and children together in an informal environment, strengthening partnerships and communication.

Wellbeing and Leadership in Primary

The Head of Wellbeing is the first point of contact for any wellbeing concerns among pupils and staff. She then collaborates with the designated counsellor and with the Primary Leader to manage any issues. 

Weekly meetings are in place to discuss progress of the students and also new concerns regarding situations that need attention. The designated learning support teacher and the speech therapist also participate, bringing updates regarding the children who need learning support or speech therapy interventions. These specialists also team up with the teachers in family meetings in order to address all the concerns related to the students. 

The 7 Habits practices from Leader in Me are implemented by class teachers using the Leader in Me materials.

  Wellbeing and Leadership in Secondary

Form Tutors in Middle School and High School lead and facilitate Morning Connection time and weekly Leadership lessons, in partnership with subject matters experts in topics from the Leadership, Wellbeing and Global Awareness TC curricular framework: Leadership (Leader in Me, The 7 habits), Global Awareness (Global Perspective), Wellbeing, Experiential activities, Career Counselling & University Admissions Counselling with the help of the Unifrog platform.

The 20 minutes Connection Time with the tutors happens every morning. These activities are meant to ensure communication within the house tutor groups, offering  the students time to express their needs, their interests, raise self awareness and increase their social-emotional skills. 

Once per week the weekly assembly per division replaces the Connection Time for specific year groups in Secondary. 

  Monthly coaching sessions

Teachers and students participate in monthly coaching sessions led by Miss Ruxandra and by the Wellbeing team. 

Topics and key concepts: honesty, kindness, self care, humour, hope, healthy behaviours, healthy thinking patterns, gratitude, normalising mistakes.

The Wellbeing Counsellors 

The team closely works with the Tutors to provide support to students. They are qualified school counsellors or psychologists. 

They also deliver lessons on wellbeing, emotional development and relationships. They provide counselling sessions for students and parents and give support also to the teachers that need advice or validations in their actions. 

Restorative approaches are useful in many of the challenges that all members of staff encounter in the relationship with each other or with the students.