Pupil’s potential

Pastoral care fosters the emotional, social and academic development of the whole child. It helps to build self-esteem and provides the skills to enable and support learning. Pastoral care also provides a safe environment for pupils to explore ideas, feelings and concepts.

Happy, healthy pupils are far more likely to do well at school and the goal of the pastoral team is to provide a point of personal contact for every pupil. Tutors, both international and Chinese, take responsibility for this point of contact and have an overview of how a pupil is doing both academically and socially. Pupils’ potential is maximised through close relationships between staff as they operate in a pastoral and academic context.

Pastoral care permeates every aspect of school life. Robust safeguarding policies and procedures ensure that pupils’ wellbeing is at the forefront of everything we do. Every member of staff is involved in the pastoral life of the school, and everyone takes an interest in ensuring that our pupils are well looked after. The boarding team, housemasters and mistresses, and tutors are at the forefront of our approach to pastoral care.

Tutor System

Tutors are the main source of support for pupils in the school. They communicate regularly with pupils on daily concerns and topics of interest, to help them feel secure and comfortable in the community. They also provide an important bridge between home and school to ensure that our parents are kept fully up to date with the progress of each child.


Boarding at King’s College School Chengdu follows a British-style model whereby each boarding house is fully integrated into the pastoral life of the school. A mixture of local and expatriate staff reside on campus to provide opportunities for students to develop outside of the classroom and to develop their understanding of The KCS Way. Tutors meet regularly with the pupils under their care and there is a strong support network.

Our approach to boarding creates an environment that nurtures pupils’ social and educational development. Boarding pupils have the opportunity to take part in an extensive range of cultural, creative and sporting activities, ensuring fun time as well as developing their knowledge and skills.

House System

Our house system forms the bedrock of a family-orientated approach that makes every pupil feel they are as important to the school as it is to them. Each of our houses, which share their identity with the houses at King’s College School Wimbledon, establish a smaller environment in which pupils can collectively enjoy one another’s company in a healthily competitive environment. Belonging to, and loyalty towards, a house is key to our culture of service at school.

Our house system aims to:

  • facilitate a cohesive community in which our pupils meet regularly and share common house activities, in an English-speaking environment.
  • deliver effective and personalised pastoral care to every pupil, irrespective of the section of the school that he/she attends.
  • generate school and house spirit – a love of school and a love of house.
  • generate a climate of healthy and vibrant competition.
  • provide a clear link to key co-curricular school events with a balance across sport, service, cultural and academic activities.