Runnymede College

The school believes children flourish best when personal, social and emotional needs are met and there are clear, developmentally appropriate expectations for behaviour. Personal, Social and Health Education is a key part of the curriculum, delivered through bespoke PSHE and assemblies to develop resilience, self‑awareness and respectful relationships. Form Teachers and the pastoral team lead ongoing PSHE programmes, with emphasis on trust, support and a caring community. The Prep and Senior Schools foster leadership and social responsibility through the House system, pupil councils and other activities. The school provides a safe, structured environment where staff model positive conduct and pupil wellbeing remains central to school life.

Runnymede College provides SEND support within an inclusive framework. The Inclusion policy states that teachers plan to ensure equal access to learning for all pupils, including those with SEN and those with English as an additional language, and to remove barriers to achievement. A full SEND policy governs procedures and support, with a dedicated SEND team and a named Educational Psychologist. The school employs a full-time Educational Psychologist who works with the Coordinador de Bienestar y Protección to develop individual support plans. There is close liaison between families, subject staff, tutors and external specialists to ensure appropriate provision, including assessments for exam access where applicable.

English is the language of instruction in most lessons, with staff modelling high‑quality English in both speaking and writing. All Pre-Prep teaching staff are native English speakers and support language development to help pupils access the curriculum. The English Across the Curriculum policy places responsibility for developing English on all staff in English‑taught subjects, and encourages structured talk and vocabulary development across the curriculum. The policy also supports EAL learners with targeted materials and additional language support where needed. Inclusion and curriculum policies confirm that pupils with English as an additional language are supported to participate in all subjects.

The school prioritises pupils' emotional and mental well‑being, with a safeguarding and welfare framework led by designated staff including the school nurse. Two staff are trained in Emotional Literacy Support Assistants (ELSA) to help identified pupils, and PASS (Pupil Attitudes to Self and School) has been introduced for Years 3–13 with an age‑appropriate intervention plan. Regular Team Around the Child meetings with pastoral staff, DSLs, the school nurse and the educational psychologist review needs and plan support. PSHE and wellbeing education address health, relationships and online safety to build resilience. On‑site medical care and staff first‑aid training support pupils' health and safety on campus.

Safeguarding and child protection are central to school life, with a team of designated safeguarding leads covering each section of the school. Staff receive safeguarding training and the school nurse coordinates welfare and protection activities, including communication with Spanish safeguarding authorities. Pupil welfare is recorded and tracked using safeguarding systems such as My Concern, and the safeguarding team is clearly identified to pupils and staff. The school maintains formal safeguarding policies, including a Safeguarding & Child Protection Policy, and keeps records alongside PSHE and health policies. The inspection and internal procedures emphasise prompt, confidential handling of safeguarding concerns and regular staff training.