LEH International School Foshan

LEH Foshan describes a structured pastoral system that uses tutors and a house/academy system to provide day-to-day pastoral care and build student belonging. The school states that PSHE (Personal, Social, Health and Economic) learning and themed activities are used to teach emotional and social skills across age groups. A multi‑level pastoral team (tutors, house/academy leaders and a child‑protection team) is named as the first point of contact for students and families. The school says staff from classroom teachers to boarding staff share responsibility for pastoral care and run extracurricular activities that promote resilience and leadership.

LEH Foshan states it provides learning‑support services and lists a Learning Support Director (Mrs Jenny Nelson) who holds an international SEND coordination qualification and extensive experience. The learning‑support page explains the school runs assessments (e.g., CAT4, reading and writing tests) and uses those results to identify needs and plan interventions. The school's safeguarding policy also notes attention to the specific safeguarding challenges faced by pupils with SEND. The website does not list a definitive public catalogue of the specific types of SEN (for example, particular diagnoses) that the school can or cannot support, nor does it describe being a specialist SEN institution. For details on precise SEN provision or limits the school asks families to contact admissions/learning support directly.

LEH Foshan publishes a dedicated English‑language support provision: an EAL/English‑language coordinator (Mr Christopher Johnson), an English language specialist team, class‑based EAL support and targeted programmes. The school runs a pre‑term “Language Academy” week, phonics support in the preparatory phase, semester‑long intensives for Key Stage 3 and in‑class EAL support for Key Stage 4 and A‑Level students. It also integrates language learning across subjects (CLIL approaches), offers extracurricular language activities (school news, public speaking, creative writing) and uses LAMDA for spoken‑language confidence.

The school states an explicit commitment to positive mental‑health guidance and describes curriculum and activity‑based work to build self‑awareness and coping skills, including PSHE and targeted activities. The website says students can first seek support from tutors and the academy pastoral team and may be referred to the learning‑support department or an external professional counselling team when needed. Boarding staff are described as trained in student well‑being and provide daily routines and pastoral supervision for resident students. The school frames wellbeing as embedded across daily life rather than a single isolated service.

LEH Foshan publishes a Safeguarding and Child Protection Policy (last reviewed 13 May 2025) that names a Senior Designated Safeguarding Lead (SDSL), Designated Safeguarding Leads (DSLs) and requires staff background checks and safeguarding training. The policy specifies the use of MyConcern for recording and reporting safeguarding incidents and sets out governance arrangements, legal frameworks referenced, and annual review procedures. The public policy states staff, contractors, visitors and parents share responsibility for child protection and that concerns about staff must be reported to the Headteacher or nominated governor. For full procedural detail the school directs readers to the published Safeguarding and Child Protection Policy on its website.