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China, Beijing
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Harrow Beijing states that pastoral care is central to its provision: pupils are assigned tutors and are managed within a House system, supported by Assistant Heads, Pastoral Leads and counsellors. The school delivers a formal PSHE curriculum in the Lower School and an equivalent wellbeing programme in the Upper School; PSHE content and delivery are guided by UK and Chinese policy frameworks. The school also cites structured tutor time, student voice bodies (including a whole-school student council and the Shaftesbury Society), and regular review of the PSHE programme. These elements are described on the school's Pastoral Care page and in the school's PSHE policy.
Harrow Beijing publishes a Special Educational Needs and Disability (SEND) policy (last updated January 2025) that sets out admissions considerations, referral procedures and the types of support available. Published examples of provision include EAL/Chinese acquisition programmes, learning support (small-group literacy and maths), dyslexia intervention, social skills training, fine-motor skills work, referral to the school psychologist or external specialists, and Individual Education Plans (IEPs) with regular review. The policy describes how students are admitted to, and returned from, specialist support programmes and how access arrangements for public examinations are managed. The school presents SEND provision as part of its mainstream inclusive offer and does not present itself as a specialist SEN institution in its published policy documents.
Harrow Beijing's English Language Acquisition Policy (last updated 04 February 2025) states that English acquisition is a primary focus and sets out a whole-school CLIL approach with multiple pathways: mainstream differentiation, targeted ‘‘push-in'' or ‘‘pull-out'' support, short- or long-term intensive English programmes, and EAL-qualified teaching staff. The policy names classroom programmes and approaches (for example Read Write Inc phonics in Early Years/Lower School, Talk for Writing, Voice 21 oracy approaches, and structured reading schemes) and specifies assessment frameworks (Pearson GSE in Upper School; Bell Framework in Lower School). Staffing and quality measures are described (EAL teacher qualifications minimum CELTA or equivalent, CPD for CLIL, and timetabling to reflect language needs).
Harrow Beijing describes a counselling and psychological support structure: the school's safeguarding/pastoral pages describe a counselling team led by an in‑house Educational Psychologist, and a parent newsletter notes a full‑time school psychologist plus two emotional counsellors available to students. The PSHE/wellbeing curriculum, tutor system (including Close Personal Tutoring/CPT) and assemblies are cited as routine opportunities to support student wellbeing and signpost help. The school states that referrals to the school psychologist or other specialists form part of its support pathways, and that counselling staff and pastoral teams work with tutors and House leaders. These arrangements are described in the school's safeguarding, pastoral and parent communications.
Harrow Beijing publishes a safeguarding statement and describes a multi‑person Safeguarding Team with several Designated Safeguarding Leads (DSLs), phase safeguarding committees and staff trained to an "internationally recognized standard." The school names an Assistant Head of School as a DSL and reports participation in regional safeguarding work (FOBISIA Executive Safeguarding Committee); it also states that safeguarding practice is subject to internal and external audits and AISL governance inspections. The Pastoral Care page and the Safeguarding section link to the school's safeguarding policy and describe safer‑recruitment procedures, training and the formation of online‑safety and pastoral safeguarding committees.
Harrow Beijing opened in 2005 and operates two sites: a City Campus for early years and a larger Hegezhuang Campus for Years 2–13. The school uses a Harrow Little Lions Curriculum for ages 2–6 and follows the English National Curriculum integrated with the International Primary Curriculum in early years and Key Stage 1; students progress to GCSE (Years 9–11) and then A Levels (Years 12–13). The school lists specialist provision including LAMDA (Harrow Beijing describes itself as the largest LAMDA centre in China), a Football Academy, aquatics and a broad programme of service learning run through student-led societies. The site also describes a six-House system, an on-site careers and university guidance programme for Years 9–13, and admissions materials (available from the Information Centre) that cover tuition, buses and timetables. All statements here are taken from the school website.
