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Pastoral Support in Primary

BST students laughing
At the British School in Tokyo, we provide a safe, secure and supportive learning environment for all, resulting in happy, emotionally resilient students. When students feel safe, secure and supported they are able to thrive both academically and socially. The school creates an environment for learning that ensures the physical and emotional wellbeing of each individual.
In the Primary School, all staff members are actively involved in the support and well-being of students. Class teachers are the first and foremost pastoral support for students, with specialist teachers and the Primary School Leadership Team providing vital roles within the pastoral support structures. Students are helped to remain safe, happy and engaged through a variety of consistently established practices:

 

The BST Way logo

The BST Way

The BST Way highlights the values and attitudes of the BST community. This is part of the school's culture; students celebrate and discuss this daily. The BST Way is illustrated by the three letters BST:

  • Be Courageous;
  • Show Respect and
  • Take Responsibility

The BST Way

The BST Way highlights the values and attitudes of the BST community. This is part of the school's culture; students celebrate and discuss this daily. The BST Way is illustrated by the three letters BST:

  • Be Courageous;
  • Show Respect and
  • Take Responsibility
The BST Way logo
BST students talking in the classroom

Five Ways to Wellbeing

Students learn about the Five Ways to Well-being. These are connected, be active, take notice, keep learning and give. Primary students discuss how to make changes every day to improve their well-being. Well-being student ambassadors share messages during assemblies and throughout Wellbeing Week.

Five Ways to Wellbeing

Students learn about the Five Ways to Well-being. These are connected, be active, take notice, keep learning and give. Primary students discuss how to make changes every day to improve their well-being. Well-being student ambassadors share messages during assemblies and throughout Wellbeing Week.

BST students talking in the classroom
BST students at their morning meeting

Morning Meetings

At the beginning of each day, classes hold Morning Meetings. During these short, daily sessions, students greet each other, share a feeling, fact or opinion, discuss key messages and enjoy fun activities, often around the Five Ways to Well-being.

Morning Meetings

At the beginning of each day, classes hold Morning Meetings. During these short, daily sessions, students greet each other, share a feeling, fact or opinion, discuss key messages and enjoy fun activities, often around the Five Ways to Well-being.

BST students at their morning meeting
BST student racing toward the goal

Reaching Gold

The BST Primary recognition system is called ‘Reaching Gold’. The focus is on positive praise to recognise and reinforce positive behaviour. Students are praised for their effort in the process of learning. Excellent learning choices are rewarded through a child moving from green to bronze, silver or gold using a visual recognition system. Reaching Gold is celebrated by peers, teachers, Assistant Heads, Deputy Heads and the Head of Primary and through certificates and emails home to parents.

Reaching Gold

The BST Primary recognition system is called ‘Reaching Gold’. The focus is on positive praise to recognise and reinforce positive behaviour. Students are praised for their effort in the process of learning. Excellent learning choices are rewarded through a child moving from green to bronze, silver or gold using a visual recognition system. Reaching Gold is celebrated by peers, teachers, Assistant Heads, Deputy Heads and the Head of Primary and through certificates and emails home to parents.

BST student racing toward the goal
BST Primary students self study in the corridor

Reflection

Restorative practices and the Zones of Regulation approach underpin the BST reflection system. Staff understand the importance of addressing challenging situations and supporting learners through a process of self-reflection and restorative practice.

Reflection

Restorative practices and the Zones of Regulation approach underpin the BST reflection system. Staff understand the importance of addressing challenging situations and supporting learners through a process of self-reflection and restorative practice.

BST Primary students self study in the corridor