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China, Hangzhou
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Wycombe Abbey School Hangzhou describes a school-wide “all‑round care” and whole‑person education approach that aims to develop pupils' social, emotional and character skills through project‑based, cooperative and extracurricular activities. The school operates a House & Tutor system: each pupil is assigned to a house and a tutor, and tutors are described as responsible for the pupil's all‑round development; the site states tutors typically care for about 8–10 students in a tutor group. The school also emphasises living‑on‑campus pastoral support (teachers and house staff live on site and work closely with pupils) to provide continuous mentor contact. These arrangements and the “education beyond the classroom” approach are presented on the school's All‑Round Care, House & Tutor and Boarding pages.
The school's public website does not publish a dedicated Special Educational Needs (SEN) or detailed learning‑support policy. The Academic Curriculum and Development Curriculum pages describe differentiated and personalised learning pathways and regular assessment, but they do not specify which types of SEN the school can support, nor do they present a named SEN team or formal SEN policy. Because the website does not provide a clear SEN policy or explicit learning‑support provision, that information is not publicly disclosed on the school's site. If you would like, I can contact the school's admissions address listed on the site to request clarification.
The school states it provides an immersive English environment with a high proportion of international teachers and small‑class, differentiated teaching; its Academic Curriculum notes bilingual/immersive language approaches and regular assessment of English skills. Summer‑school and English‑academy pages specifically describe immersive language provision and tiered (split‑level) English instruction designed for non‑native speakers, including differentiated pathways and all‑day immersion in summer programmes. The website therefore describes general EAL support through immersion, small classes and layered teaching, but it does not present a separate EAL policy document or a named EAL team.
The school frames mental‑wellbeing as part of its all‑round care: its All‑Round Care page explicitly lists attention to pupils' physical and mental health within the holistic education approach. The summer‑school and campus life pages state the school has a psychological counselling room and a 24‑hour nursing team on site, and describe structured extra‑curricular and boarding routines intended to support pupils' resilience and social development. Pastoral support is also delivered through the House & Tutor system and boarding staff who live with students, enabling ongoing observation and support.
The school's site describes several safety and safeguarding measures: a round‑the‑clock nursing team, a security office, access‑control systems and 24‑hour security patrols, and states that all teachers complete campus security training. Boarding arrangements (house parents and tutors living with pupils) and an Open Door policy for senior leaders are presented as elements of pastoral oversight and day‑to‑day supervision. The website does not publish a separate downloadable child‑protection or safeguarding policy page, so further policy details would need to be requested directly from the school if required.
Wycombe Abbey School Hangzhou (WASHZ) opened in 2021 and is located in Daicun town, Xiaoshan District, beside Xiannu (Fairy) Lake with hills to the rear. The campus footprint is given on the school site as about 33 acres with a built area of roughly 84,000 sqm; the school plans for a full roll of around 1,500 pupils and boarding space for up to 960 students. WASHZ offers a blended programme that draws on the Chinese National Curriculum together with British-stage programmes (including EYFS, IGCSE and A‑Level) and describes itself as a bilingual environment with strong English immersion. The school highlights extracurricular pathways such as the Duke of Edinburgh Award, Model United Nations, robotics and arts programmes as regular out‑of‑class opportunities. The school website lists admissions contact details for enquiries; the site does not publish tuition figures or an explicit statement about a daily school bus service.
