Pastoral Care
The learning process is not always an easy one and sometimes help and advice is needed. For this reason all the staff at the school have a responsibility to give personal and social guidance to students or, in other words to provide pastoral care.

A vital part of our education is non-academic. It is about understanding what we are and the world we live in. It is about finding a positive identity for ourselves and learning to exist within the community with tolerance and respect for others.

If you have a problem, don't hesitate to share it with one of your teachers. We all experience personal difficulties sometimes and talking them through often helps.
Should the need arise, it is usually best to choose someone who you know well and feel able to speak to freely. This could be any member of staff but most often it will be your tutor.

There can be no doubt that effective pastoral care in an international school is of crucial importance to the students and their families.

Settling in and monitoring general progress
When they first arrive at a new school, students take time to settle. This can be particularly true if they have experienced a number of moves in a comparatively short space of time. The pastoral care system, which is supplemented by a programme of Personal and Social Education will help them settle as quickly as they can.

In Years 7-13, pastoral care is monitored by a team of Form Tutors, the Year Leaders and the Director of Student Welfare. As students prepare to enter Year 7, the Year 6 Leader will brief this team, who will guide the students through the early stages of adolescence. The crucial point of contact for each family is now the Form Tutor with whom parents will have regular contact. Should problems arise, the Heads of Faculty or the Year Leaders may also become involved. We will always try to work closely with parents in order to overcome any difficulties.

Pastoral curriculum: Personal, Social and Moral Education
Class teachers and Form Tutors spend time with their classes each week, and discuss topics of Personal and Social and Moral Education. Some of these topics are targeted at the specific year group - for example preparing for the next stage of school life. Others involve issues that are returned to in greater depth each year. In this way themes of recurrent relevance such as the emotional aspects of Sex Education and the problem of drug abuse can be addressed.

Listening
It is hoped that every student in the school will find an adult who can listen to them when they need to talk about any issue. This is absolutely crucial to their social and emotional well-being. Normally the person will be their class teacher, or Form Tutor. However, they may have special confidence in other teachers whom they may seek out, and who, if approached, will listen, in confidence if necessary, to what they need to say. In the Secondary School, the School Counsellor is available for students through a referral and self-referral process.

Rights, expectations and responsibilities
Students have the right to be listened to and respected for who they are, and the corollary of this is that all members of the school community are expected to conduct themselves in such a way as to respect the rights of others. Expectations of courteous, responsible and sensitive behaviour are high, and students who disregard their responsibilities and behave inappropriately can expect sanctions to be taken. In the Secondary School expectations are described in a Social Code developed by a team of teachers, students, parents and governors.