TES Annual Report

BEYOND THE CLASSROOM: WELLBEING Wellbeing continues to be one of the areas in which the school continues to focus time and effort. Whilst the school supports this with efforts from the Counselling team, four dedicated staff assisting both campuses and all sections' students, there is always a great deal of staff working with the students within each section too. All the students are well-known at an individual level and so can come either to the counselling team to ask for help, attend sessions, self refer, or they can approach their section dedicated staff who can help them and liaise with the counselling team as needed. British Primary Section PSHE (Personal, Social, Health Education) continues to provide a central tenet of our wellbeing programme with students in BPS. Teaching students to celebrate their individuality and ensuring they learn about the importance of social, emotional, physical and mental equilibrium ensures that we are helping them to understand the key role they play in their wellbeing. We have also trialled ‘Character Strong’, a curriculum identifying key emotional traits and skills, which will give students in all year groups a shared language around expressing emotions and dealing with conflicts. This year we have also added explicit teaching about racism as it became clear that in order to truly celebrate our diversity, we need to ensure our students understand the importance of respecting all cultures and ethnicities, and become ardent defenders of tolerance and respect. We have also focused a great deal on teaching students to be upstanders; people who stand up against wrongdoing and injustice rather than being bystanders who watch situations which they know are wrong but do and say nothing to stop this. Alongside this we celebrate our students when they demonstrate behaviours and attitudes which reflect our community values and learner profile. These celebrations occur in year groups assemblies where students receive certificates in recognition of their positive behaviour and attitudes. Teaching children about the importance of staying safe online has also continued to be a key aim within our wellbeing programme, as the potential dangers and negative impacts of the online world become ever clearer. We have also trialled a wellbeing app; ‘Komodo’ which allows us to monitor students regularly to spot trends in wellbeing or to allow students the opportunity to ask for help if they feel the need and this will be used with all students from Year 1 through to Year 6, as of August 2025. French Section In the French sections, wellbeing remains central to our mission. Our goal is to create a school environment that fosters a positive climate and provides holistic support through both our curriculum and specialists like counsellors and educational psychologists. Our actions included proactive measures such as developing students' social and emotional learning (SEL) skills—specifically self-awareness, empathy, and responsible decision-making. These skills were essential for facilitating harmonious coexistence and were supported by encouraging open debate and spontaneous speaking to promote constructive communication. Holistic support was integrated into teaching by addressing students' social, emotional, and physical needs, providing access to resources. To address conflict, the school used the non-blaming Shared Concern Method, which involved private discussions to guide all parties toward a resolution. Our digital citizenship curriculum was refined to address topics like Media Balance & Wellbeing, Privacy & Security, Digital Footprint & Identity, Relationships & Communication, and Cyberbullying, Digital Drama & Hate Speech. The promotion of health, a key aspect of well-being, was addressed through various educational activities and workshops on healthy online habits, nutrition, and mental health. Additionally, the school pursued the E3D label by embedding environmental sustainability into the curriculum and planning student-led committees. This focus on environmental responsibility contributed to well-being by giving students a sense of purpose and agency. The success of these initiatives was measured through regular student surveys on school climate and belonging, as well as by tracking the use of our support service

54