Wellington College International Shanghai

Wellington states that pastoral care is central to the College and that every school day begins with a pastoral session led by class teachers, form tutors, heads of year and tutors to provide one-to-one and group discussions, quiet self‑study and wellbeing reflection. The school says its wellbeing curriculum was developed in partnership with the Institute of Positive Education and includes age‑appropriate PSHE elements and mindfulness to build emotional literacy. Pastoral provision is described as operating across Early Years to Year 13, with class teachers taking the lead in Early Years/Primary and heads of year and tutors leading in Senior School. Specific staff roles named on the site include heads of year, tutors and specialists from the Pupil Services department.

The College's website describes a Learning Support department that provides support and guidance to pupils with learning difficulties at varying levels and that the school works closely with teachers, pupils and parents to identify, plan and review bespoke support. The school states that, in some cases, it will engage external partners where the need demands it, and the site references external speech‑language specialists in related events. The website does not present Wellington College International Shanghai as a specialist SEN institution; provision is described as school‑based Learning Support rather than specialised residential or specialist SEN provision. Specific diagnostic categories (for example, autism spectrum disorder, specific learning disorders, etc.) are not listed on the public pages.

Wellington publishes a dedicated explanation of its EAL provision: pupils are grouped by ability into three tiers (beginners, intermediate and highly proficient) and may receive targeted small‑group intervention, in‑class EAL teacher support or enrichment and challenge as appropriate. The site names a Director of English as Additional Language and describes practices such as withdrawal groups, in‑class support from EAL teachers and a 1:1 reading programme with interns to develop English proficiency. The pages emphasise immersion in an English‑rich environment alongside structured support to develop both conversational and academic English.

The school describes a central Pupil Services hub that includes counselling, life coaches and learning support and states that wellbeing is delivered through timetabled lessons and specialist interventions. A news article on the site reports that the Pupil Services team includes trained coaches, counsellors, staff trained in Cognitive Behavioural Therapy and art therapists, and that there are fortnightly wellbeing lessons from Year 1 to 13 developed with the Institute of Positive Education. The site also refers to workshops from external specialists (for example ELG) and parent workshops as part of the wider mental‑health provision. Specific hour‑by‑hour service schedules or clinical treatment protocols are not published on the public pages.

Wellington's safeguarding pages state the College has robust child‑protection policies and procedures, requires all staff to read and sign the Safeguarding Policy and Staff Code of Conduct annually, and provides annual safeguarding training for staff. The school says it follows the recommendations of the International Task Force on Child Protection for recruitment and requires rigorous background checks for staff appointments. The site gives a named contact for safeguarding concerns (Designated Safeguarding Lead, Gemma McDonagh) and offers the full Safeguarding Policy as a downloadable document. For details of policy text, reporting routes or statutory timings, the site directs readers to the downloadable safeguarding policy.