King's College The British School of Panama

Wellbeing is central to the King's College Panama approach. The Tutor system provides academic mentoring and pastoral care, supporting wellbeing and personal development. A School Counselor offers individual sessions and group counseling, complemented by a safeguarding team and a dedicated SENCO. Social and Emotional Learning (SEL) is integrated from Year 1 in the Wellbeing Programme, with weekly assemblies, yearly residential trips, and a broad range of extracurricular activities that enrich student experiences. In the secondary years, enrichment activities (including the Duke of Edinburgh programme) help develop motivation, self-esteem, and leadership, while twice-weekly PE and sport clubs support physical well-being, and parental and staff workshop initiatives foster community.

Inclusion Policy provides for a broad range of needs. The policy lists needs including communication and interaction, cognition and learning (e.g., dyslexia, dyspraxia, intellectual disability), social, emotional and mental health difficulties (e.g., autism spectrum disorder), and sensory and/or physical needs (visual/hearing impairments, epilepsy), and provision for high-ability learners. The Head of Inclusion leads provision, with the Educational Psychologist and the School Counsellor supporting learning and emotional development; class teachers implement and review provision in collaboration with external agencies as needed. Identification and assessment involve CAT4, teacher referrals, psychoeducational referrals, and a team-around-the-child approach, with progress tracked in SEN records. Learning support includes in-class accommodations and targeted interventions, with psychoeducational assessments and, where appropriate, Individual Education Plans (IEPs). Staff coordinate through the SENCo and InclusionCo to ensure appropriate provision and monitoring across the school.

English as an Additional Language (EAL) policy defines EAL and outlines how learners are identified, supported and assessed to reach their potential. Identification uses CAT4 results with automatic EAL assessments for CAT4 scores of 5 or below, plus ongoing formative and summative assessments. Provision includes in-class support, dedicated EAL sessions (2, 4 or 6 hours per week depending on need), collaborative planning with subject teachers, parental engagement, and optional paid EAL classes. EAL learners have full access to the British curriculum with adaptations such as visual aids, bilingual resources, and scaffolded instruction. Progress is reviewed termly with data analysis, and students exit EAL provision when proficiency is achieved.

From Year 1, Social and Emotional Learning (SEL) is integrated into the curriculum as part of our Wellbeing Programme. The Tutor system provides academic mentoring and pastoral care to support wellbeing. The School Counselor offers individual and group counseling, supported by a team including an Educational Psychologist (SENCO) and an in-house school doctor. Weekly assemblies, yearly residential trips, and a broad range of extracurricular activities enrich personal development and motivation. Duke of Edinburgh and other enrichment activities promote leadership, resilience, and physical well-being, with additional clubs and sports opportunities.

A Safeguarding Team leads child protection efforts, with Mr. Chinua Troupe at its helm. The School Counselor provides emotional and behavioural support, and the in-house school doctor supports health needs alongside the Educational Psychologist who assists with learning and wellbeing. Pastoral and Personal Development Leaders supervise wellbeing across Primary and Secondary. The school maintains a Safeguarding and Child Protection Policy, and also an Inclusion Policy, addressing safeguarding issues and coordination with external agencies as needed. The policy covers areas such as absence from education, safeguarding concerns, pupil welfare and involvement with external services as appropriate.