Pastoral care is of highest priority in Early Years at Britannica International School, Shanghai. Children’s earliest development and learning can only begin to take place when children have a sense of belonging, happiness, security and well-being in their learning environment. Positive relationships between children and teachers are absolutely essential in helping young learners in achieving their highest potential.

Early Years Teachers at Britannica provide a nurturing, highly responsive and reciprocal learning environment where children are supported throughout their early school life transitions. Children form strong, trusting relationships with teachers who offer support and gentle guidance. Children learn to manage their emotions through times of separation, anxiety and upset, regulate and respond to their body’s needs and are supported in finding their social confidence.

The Early Years Foundation Stages offer a holistic approach to early childhood development. Children fast establish a strong sense of agency and well-being in the learning environment. The Early Years learning environment at Britannica is warm and welcoming and reflects the interests and abilities of participating children and families. The Early Years team strives to promote inclusivity and participation for all children and continually find equitable and effective ways to ensure all children have opportunities to achieve highest learning outcomes. Children quickly develop a feeling of belonging to a wider learning community and are supported in participating fully and actively alongside their developing confidence and capabilities.

Pastoral care is interwoven with teaching and learning and is strengthened and extended with effective, communication and partnership with parents and carers. Early Years Teachers at Britannica encourage, strong, open and frequent communication with parents so as to establish a partnered learning journey linking the classroom and the home. Teachers and parents share regular communication to ensure that the individual needs and wellbeing of all children is shared, met and supported.