Pastoral Care
Pastoral Care
Pastoral Care

Pastoral care fosters the emotional, social and academic development of the whole child. It helps to build self-esteem and provides the skills to enable and support learning. Pastoral care provides a safe environment for pupils to explore ideas, feelings and concepts.

Happy, healthy pupils are far more likely to do well at school and the goal of the pastoral team is to provide a point of personal contact for every student. Tutors, international and Chinese, primarily take responsibility for this point of contact and have an overview of how a pupil is doing both academically and socially. Pupils’ potential is maximised through close relationships between pastoral and academic staff.

Pastoral care permeates every aspect of school life. Robust safeguarding policies and procedures ensure that student well-being is at the forefront of everything we do. Every member of staff is technically part of the pastoral care programme, as everyone takes an interest in ensuring that our pupils are well looked after. The School Section Principals, Assistant Principals of Pastoral Care, school homeroom teachers, heads of year, school tutors, heads of house, school counselors, and boarding team are, however, at the forefront of our pastoral care programme.

The Child Protection programme in DSAS kindergarten aims to support all members of the community in their task of safeguarding the children in their care and promoting and developing all aspects of their well-being. To ensure the well-being of all children and young people is at the heart of what we do, we refer to it as Getting It Right For Every Child. Well-being is seen in relation to eight indicators representing the key areas that are essential to enable children to flourish according to the Resilience Matrix. These eight indicators - safe, healthy, achieving, nurtured, active, respected, responsible and included - provide a common language for staff to identify well-being concerns, including those that may require a targeted intervention.
Primary School
At DSAS, our school culture is built on collaboration between teachers, staff, parents and students. Working united as a support group, our aim in primary school is to collaboratively meet the pastoral needs of our students.  Pastoral Care not only supports students in their natural progression but also facilitates the development of their self-esteem, social skills and ability to cope with stress. It is important that students feel safe and valued in their school environment and we strive to deliver a high-quality pastoral care system that ensures this. We have high expectations of, not just the behaviour of our students, but also the attitudes they display. Our expectations are that these attitudes and behaviours are modeled by every member of staff on a daily basis.
Secondary School
The DSAS Tutor programmes are based on the belief that students need the opportunity to develop trusting relationships with adult educators and that doing so benefits students in a variety of ways. At DSAS, the Tutor Programme is created to support the continued development of adult-student relationships, student-student relationships, and students and adults knowing themselves. Through our tutor programme, students meet regularly with caring faculty members during a scheduled period in the school day, with the underlying goal of providing each student with consistent support and guidance from a member of the school staff. We believe the Tutor Programme will help to solidify relationships, inspire students and build a practice at the school that will have real and long-lasting outcomes. The Tutor is a designated member of the professional staff who has responsibility for maintaining an overview of their tutees’ academic and pastoral welfare. They are an advisor, an advocate, a listener, a guide, a mentor and a role model for this group of students.
The DSAS Tutor programme provides diversified communication approach and guidance for our students through the following mechanism: One‐on‐one meetings, PSHE lessons, Morning Tutor Session, Lunch Duty, House Activities, School Assembly etc.
House system
The house system is the pastoral hub of the school. House system establish a smaller environment where students can collectively enjoy one another’s company in a healthily competitive environment.
Boarding at Wuxi Dipont School of Arts and Science follows an international model whereby each boarding house is fully integrated into the life of the school. Looking after a student’s emotional and mental health is at the centre of good pastoral care and we have systems in place at school to ensure every child will flourish.