Hiba Academy Hangzhou

Hiba Academy teaches a formal “Happiness” (wellbeing) curriculum that the school says was adapted from Wellington's approach and draws on the UK personal, social, health and economic (PSHE) framework; the curriculum lists health and wellbeing, relationships, and ‘living in the wider world' as core themes. The school says these lessons are delivered as part of the taught curriculum and are supported across the school by class teachers and college/house mentors. The pastoral team also runs related activities and offers guidance to build students' self‑awareness and interpersonal skills. The website states the programme aims to combine academic learning with character and resilience development.

The school's staff page names a primary‑phase leader who holds a Special Needs Coordinator qualification, indicating there is a designated staff role for special‑needs coordination. The pastoral description also notes that the school provides psychological consultation, guidance and counselling services to students. The website does not publish a detailed list of the specific types of special educational needs the school can support, nor does it describe operation as a specialist SEN institution. Therefore, while there is a named SEN‑qualified staff member and pastoral services, the school does not publicly specify which particular SEN conditions it supports or that it is a specialist SEN school.

Hiba Academy presents itself as a bilingual/multilingual school and the school profile emphasizes immersion in multi‑language, multi‑cultural learning; individual staff profiles also reference second‑language teaching qualifications. However, the school website does not publish a dedicated EAL/ESL programme page, nor does it set out specific EAL staffing, intake or placement procedures. The school does not publicly disclose information regarding EAL.

The school's wellbeing (Happiness) curriculum is explicitly described as teaching self‑development, resilience and interpersonal skills and is positioned alongside academic subjects in the published curriculum materials. The pastoral page states that one‑to‑nine grade wellbeing work is supported by class teachers and college mentors and that the school offers psychological counselling, guidance and related support services. These pages indicate the school combines curriculum lessons with pastoral and counselling services to support student mental wellbeing. The website does not, however, publish detailed therapy protocols or external clinical partnerships on the public pages.

The school states it operates a named safeguarding programme with a designated safeguarding‑lead team and that all staff receive relevant safeguarding training. The website says pre‑employment checks (identity verification, criminal‑record checks, qualification and employment-history verification) are required for new hires. The safeguarding page describes staff responsibilities for recognising signs that a child may need help and maintaining practice that meets international standards. Senior‑staff profiles also note completion of safeguarding‑lead training for key leaders.