Wellbeing & Pastoral Care

GESS-Awards

Here at SBS we believe it is crucial to promote a whole school ethos that has diversity, inclusion, wellbeing, and equity awareness at its core. We were incredibly proud to be shortlisted and to win GESS’s Award 2021 for ‘Best initiative for inclusion and wellbeing’.

Wellbeing & Pastoral Care

What wellbeing means to us at SBS 
 
Wellbeing at Safa British School is the practice whereby all children, staff, parents, and members of the community feel safe, secure, and accepted. It is integral to learning and underpins every decision that we make with the hope of creating a healthy, happy, and successful environment for all. At Safa British School, we believe that wellbeing takes many forms. Our student cohort comprises of a wide range of individual skills, barriers, and backgrounds. We have inclusive practices across the school which extend beyond acknowledgement of differences and towards a meaningful understanding and appreciation of them. We foster the emotional and social wellbeing of our community by promoting acceptance, tolerance, self-esteem, self-awareness, kindness, and appreciation, while providing the tools required to successfully navigate life within our international society.  
 

We celebrate our differences

Safa British School is committed to providing excellent pastoral care for all students, whilst embracing our multicultural environment. The underpinning ethos of the school is to unlock the potential of every child, and we believe this can only be achieved through the development of a safe and supportive environment, where student care and wellbeing form the foundation of all we do.  We believe that happy and cared for children achieve socially and academically, and as reinforced from our school values, we never lose sight of developing and nurturing a caring family culture within the school. This approach is reflected in the celebration of students’ achievements across academic, creative, sporting, and cultural successes; recognizing that ‘student wins’ are more than achieving first place. Our pastoral care is built on the foundations of mutual respect and care for one another. 

During such unprecedented times, our children can be faced with a variety of scenarios/events in which they need support to navigate through many different feelings. Our pastoral care ensures that each child’s wellbeing and individual physical and emotional needs are supported in close liaison with our parents. When needed our pastoral team can work collaboratively with external agencies for further guidance and support. Our external links with KidsFirst and Light House Arabia offer bespoke child psychology webinars for both parents and children alike.

GESS Award

SBS has long been a diverse and inclusive school, with over 77 nationalities represented in our makeup. We have introduced our hugely successful DiverCity Curriculum. Teachers in each year group thoughtfully plan out their curriculum links, activity ideas, and learning objectives. Each year group is allocated three age-appropriate texts per year, which acted as the basis for one unit of work per term.

Strategic planning of theme weeks and theme days ensure we incorporate our DiversCity program of teaching. Each year we run a wonderful ‘Kind Mind’ week using ‘The Boy, the Mole, the Fox & the Horse’ as our core text by Charlie Mackesy. A massive emphasis is placed on tolerance and acceptance and we were exceptionally lucky to have Nick Watson founder of Team Angel Wolf to join us virtually to raise awareness of people (especially children) with disabilities and how they could be included in our diverse school setting. We also had Asma Baker who is a talented artist and person of determination join us to talk to the children about her experiences growing up with autism. 

Each June we plan a DiversCity day to celebrate ‘The me you cannot see’ focusing on race, beliefs, disabilities, age, and gender. This is a project-based theme day to further raise the profile of our DiversCity curriculum amongst our community and families. Building positive identities and a respect for differences means weaving diversity into the fabric of children’s everyday lives here at SBS which has a direct impact on wellbeing. We have launched the EI Pulse application which is a weekly check-in, our children reflect on their mental health and answer science-backed engagement and wellbeing questions. This allows us to continue to proactively act and support wellbeing. We can translate data into immediate action and see how results vary over time for continuous improvement.

Regular Wellbeing Checks

Positive emotions are essential for learning, these are what drive curiosity and exploration, which is how our learners excel. Happiness can significantly influence our children’s academic success as emotions significantly influence students learning strategies, cognitive resources, motivation, and academic achievement. 

Every child completes a weekly wellbeing check in.

Use a wellbeing application known as Pulse which continues into secondary. The application allows our children to request additional help from any of our designated wellbeing champions. In Secondary, students have the choice of reaching out to teachers or Peer Mentors.

Pastoral Care Team

Dara Davey
Assistant Head, Designated Safeguarding Lead - Primary
Here at SBS we believe it is crucial to promote a whole school ethos that has diversity, inclusion, wellbeing, and equity awareness at its core. We were incredibly proud to be shortlisted and to win GESS’s Award 2021 for ‘Best initiative for inclusion and wellbeing’. 
Aoife O’Connell
Assistant Head, Designated Safeguarding Lead - Secondary
Here at SBS we believe it is crucial to promote a whole school ethos that has diversity, inclusion, wellbeing, and equity awareness at its core. We were incredibly proud to be shortlisted and to win GESS’s Award 2021 for ‘Best initiative for inclusion and wellbeing’. 
Rebecca Barry
Maths Teacher | Head of KS4
Here at SBS we believe it is crucial to promote a whole school ethos that has diversity, inclusion, wellbeing, and equity awareness at its core. We were incredibly proud to be shortlisted and to win GESS’s Award 2021 for ‘Best initiative for inclusion and wellbeing’. 
Nicola-Badby
Nicola Badby
Art & Textiles Teacher
Here at SBS we believe it is crucial to promote a whole school ethos that has diversity, inclusion, wellbeing, and equity awareness at its core. We were incredibly proud to be shortlisted and to win GESS’s Award 2021 for ‘Best initiative for inclusion and wellbeing’. 
Craig-Brouder
Craig Brouder
Physics Teacher | Head of Year 8
Here at SBS we believe it is crucial to promote a whole school ethos that has diversity, inclusion, wellbeing, and equity awareness at its core. We were incredibly proud to be shortlisted and to win GESS’s Award 2021 for ‘Best initiative for inclusion and wellbeing’. 
Jessica Vowles
History & English Teacher | Head of Year 7
Here at SBS we believe it is crucial to promote a whole school ethos that has diversity, inclusion, wellbeing, and equity awareness at its core. We were incredibly proud to be shortlisted and to win GESS’s Award 2021 for ‘Best initiative for inclusion and wellbeing’. 
Denise McQuinn
Director of Inclusion
Here at SBS we believe it is crucial to promote a whole school ethos that has diversity, inclusion, wellbeing, and equity awareness at its core. We were incredibly proud to be shortlisted and to win GESS’s Award 2021 for ‘Best initiative for inclusion and wellbeing’. 

Primary Pastoral Care

At Safa British School, our children’s social and emotional well-being are at the heart of everything that we do. This policy outlines procedures related to rewards and positive behaviour management. Our pastoral care reflects a positive ethos that builds upon an intrinsic self-motivation to learn as part of our Safa Learning Culture. At Safa, we facilitate the development of all members of our school community. We promote a sense of belonging to our school community where each individual is valued and his/her uniqueness is celebrated. We believe pastoral care is the responsibility of the entire school and we recognize that central to the success of this is the involvement of parents carers and other outside agencies within the community.

  • To value and appreciate one another irrespective of age, gender or race.
  • To celebrate diversity.
  • To instil a sense of personal worth and dignity through intellectual, moral and emotional development.
  • To support and prepare our children to meet the demands and challenges of everyday life.
  • To acknowledge that everyone has a valued role within our school community.
  • To produce an environment in which all children feel safe, secure and respected.
  • To ensure that staff are clear about the behaviour expectations to help support the learning process effectively, including the school vision and ethos.
  • To ensure all pastoral practices are sensitive and supportive to individual circumstances during the current global pandemic.
  • To develop children’s skills in building and maintaining good relationships with peers, teachers and others.
  • To support the transition of distance learners back into school-based learning.
  • To develop self-confidence and self-esteem, showing pride in our achievements and in our school.
  • To show sensitivity and consideration for others.
  • To develop respect and tolerance for other ways of life and different opinions.
  • To develop responsibility for our learning and our environment.
  • To adopt a healthy and safe lifestyle

We use positive reinforcement in order to promote and support a safe and happy learning environment. Examples of positive reinforcement are:

  • Verbal praise and positive feedback
  • Sharing good work with others (posting to the blog on Seesaw)
  • Visiting Ms McGeever for the head teacher award
  • Special achievements are celebrated in our weekly Sway newsletter
  • House points via Epraise
  • Notes or email/phone call home
  • Safa Stars Certificate is awarded weekly by the class teacher for following Safa values and class rules, helping others, progress, attainment and perseverance.

We take a zero tolerance approach to bullying at Safa British School. Any incidents of bullying will be taken very seriously at Safa British School. There is a consistently high expectation of all children regardless of their age, gender, ethnicity, ability or social background. The adults in the school provide good, positive role models in their approach to all issues relating to anti-bullying and equality of opportunity.

At Safa British School, we celebrate a warm and inclusive atmosphere which welcomes and values everyone. Anti-bullying is incorporated into the curriculum through assembly, MSCS and whole school initiatives.

Wellbeing Champions

In primary in every year group we have wellbeing champions. These children can be recognised in the playground as they wear blue hi vis jackets and have create the phrase ‘Feeling blue, I can help you‘. 

Secondary Pastoral Care

Behaviour for Learning

At Safa British School, we strive to nurture and develop confident, independent and resilient learners who are equipped to reach their full potential. We aim to develop self-confidence and excellence throughout our school community. 

Through positive education and our ACHIEVES ethos, we help our students develop character strengths that will prepare them for the challenges of tomorrow. The expectation is that positive behaviour will support learning, progress and achievement for all students. 

  • To promote a unique culture and community that can only be found at Safa Secondary School
  • To prepare students for real life, equipping them with the skills necessary to become successful citizens in society.
  • For all students to ACHIEVE success through school/community-based initiatives, strategies and activities.
  • To focus ultimately on improving the students’ academic, social, behavioural and emotional progress whilst at Safa British School.
  • To implement a bespoke programme of content from Year7 – Year 10, created from both staff and student voice.
  • To develop positive collaborative relationships amongst staff, parents and students when implementing ACHIEVES.

ACHIEVES lessons and activities focus on equipping students with the tools necessary to live a successful, happy and fulfilled life after school.

Wellbeing & Pastoral Care at Safa British School

At Safa British School, we believe Pastoral Care permeates all aspects of a student’s school life. Our Pastoral Care ensures that the needs of all our secondary students are placed at the centre of our school operations. In order to ensure that staff and students are signing from the same hymn sheet, we have implemented our very own bespoke ACHIEVES programme to ensure that together, we will strive to enact the stated Mission, Vision and Aims of Safa British School – To create a school that unlocks the potential of every child. Our Pastoral Care at Safa is omnipresent and touches every part of school life. It can be felt at all levels of curriculum, teaching, learning and assessment, school organisation, ethos and environment. Every teacher is devoted to the personal, social development, education and care of our secondary students across the school. At Safa British School, we recognise that central to the success of students, is the involvement of parents, families and other outside agencies within the community. We strive to work in partnership with them to achieve our aims.

  • To instill the importance that both student and teacher voice matters.
  • To promote positive mental health for every member of our staff and student body.
  • To use both universal whole school approaches and specialised, targeted approaches aimed at vulnerable students.
  • To promote a caring, supportive, safe environment in which staff and students can work in an atmosphere of mutual respect.
  • To facilitate the development of all members of our school community.
  • To deliver a distributed model of pastoral care, where all staff know the actions they are required to take both proactively and reactively, in order to get the best results.
  • To ensure that care is consistent, fair and reliable across the school and that it is felt by the students.
  • To create and foster a sense of belonging to our school community where each individual is valued and her/his uniqueness is recognised.
  • To nurture a school community that is both caring and positive and built on a foundation of tolerance and respect.
  • To promote the growth of an environment where equality and diversity are celebrated, respected and valued.
  • To teach and develop beneficial lifelong learning skills that enable students to effectively handle issues and problems commonly encountered in daily life.
  • To be an inclusive community with a diverse student body.
  • To ensure our effective care is proactive and preventative, in that our school provides a range of activities and supports various processes that anticipate ‘critical incidents’ in student’s lives.
  • To promote healthy communication between families, peers and staff.
  • To enhance students’ school experiences and assist in enriching their health, wellbeing and academic outcomes.
  • To promote respectful positive relationships within the school environment that that encourage students to develop emotional and social connections with others.
  • To develop self-confidence and successfully deal with significant life-changes and challenges, such as bullying and discrimination.
  • To give students a voice at school, in their community and in society at large.
  • To enable students to make a positive contribution by developing the expertise and experience they need to assert their rights and understand their responsibilities, while preparing them for the challenges and opportunities of adult and working life.
  • To achieve a positive learning environment through clarity of expectations, rules, rewards and consequences, which leads to staff and students being empowered to consistently meet school expectations.
  • To help students to explore their difficulties and concerns and to develop their capabilities and resilience.
We use positive reinforcement to promote an environment which encourages success both socially, independently and academically. We use every opportunity to praise and reward our students. Rewards and privileges are put in place for students to motivate them to strive for success. Our Student Council plays an active role in implementing our rewards’ events.
  • Verbal praise and feedback
  • Sharing examples of outstanding work with other students
  • Epraise awards
  • Attainment and Progress achievement assemblies evert term
  • House points via Epraise
  • Pizza parties
  • Reward’s trip
  • Emails/phone calls to parents

Peer Mentors were established in secondary to offer peer support to students who wish to reach out and talk with other students. Mentors are assigned to each Form Tutor group and work alongside the Form Tutors to offer support and advice from a student’s perspective. Our Peer Mentors also coordinate a weekly Wellbeing Wednesday Form Time lesson to address both current issues of concern and relevant topics for class discussion. Many of our Wellbeing Wednesday sessions stem from weekly Pulse Wellbeing Check-in results and students adding concerns to our ‘’Issues in a Box.’’

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  • Address Line 1
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