Pastoral Care
Known. Supported. Connected. Becoming.
At The Shri Ram Academy, pastoral care is not a programme that sits alongside learning. It is the
human infrastructure that makes learning, belonging and growth possible — the everyday expression
of Human-Centred Excellence: a community where every individual is seen, valued and empowered to grow and contribute.We believe every child deserves to be known, heard, understood and supported. Our role is to create an environment where students flourish not only as learners, but as individuals — developing the confidence to lead, the empathy to care, the resilience to grow, and the integrity to make a posiåve difference in the world.
Why Pastoral Care Matters
Career development is a gradual process, and our programme evolves alongside our students.
Beginning in the Middle Years Programme (MYP) 3, students are encouraged to develop self- awareness, explore interests and strengths, discover diverse career possibilities and connect their leaming with the world beyond school.
As students progress towards the IB Diploma Programme (IBDP) or IB Career-related Programme (IBCP), guidance becomes increasingly personalised, supporting academic and subject choices, career exploration, meaningful experiences, higher education planning and preparation for life beyond TSRA.
Our Philosophy of Care
Culture at TSRA is intentionally designed, not left to chance. Purpose, values, curriculum and the way we care for every child work together as one system — and pastoral care is where that system meets each learner personally.
Wellbeing is not where learning pauses. It is what allows learning to happen.
At TSRA, academic, emotional, social and personal development are not separate strands — they are one coherent ecosystem of care, built on the same foundation as everything else we do: our purpose of nurturing values-driven individuals who pursue their dreams passionately, our culture of Human-Centred Excellence, and the five core values that stand behind every expectation we hold for a child — Integrity, Joyful Pursuit of Excellence, Sensitivity, Pride in One’s Heritage, and Courage.
Where our Kokoro Curriculum explicitly teaches these values, character, self-awareness and
wellbeing in the classroom, pastoral care is the relationships, structures and community around every learner that let them be lived — in classrooms, in the playground, at home, in digital spaces and in the wider community.
The TSRA Pastoral Care Framework
Four pillars operate simultaneously around every learner — not as a linear journey, but as a living ecosystem of care.
01 · KNOWN - l am seen.
Our Career Counselling Handbook 2026-2027 provides a deeper understanding of the philosophy, structure and offerings of the Career Counselling Programme at TSRA, including our approach to student development, career exploration, profile building, university readiness and the partnership between students, parents and school.
You cannot support a learner you do not truly know.
02 • SUPPORTED - I know where to turn.
Support at TSRA feels proactive, not remedial. We build an ecosystem where everyday care, targeted support and specialist expertise work together around the learner – spanning social- emotional wellbeing, counselling and psychological support, individualised and inclusive/SEN learning support, safeguarding and child protection, health and wellness, behavioural guidance, academic wellbeing, and clear pathways to more focused attention when it’s needed. And where something has gone wrong, repair comes first – a restorative conversation, a circle or a conference – with any consequence sitting alongside that repair, never in place of it.
A continuum of care — from everyday conversations to specialist support.
03 • CONNECTED - I know I belong.
Belonging is something we intentionally design. Beyond one-to-one support, we deliberately build communities where children feel included, valued and able to form meaningful relationships — through our house system, advisory and homeroom communities, peer relationships, buddy programmes, assemblies and circles, clubs, celebrations and traditions, and genuine inclusion across cultures.
Children thrive when they know where they belong.
04 • BECOMING - I am learning who I can become.
Pastoral care moves gradually from adult-supported wellbeing to student-owned wellbeing, growing the judgement to live our five core values for themselves — from being Protected in the early years, to Guided, to Coached, to Mentored by the Diploma Programme. Along the way, learners build the agency, self-awareness, resilience and decision-making they need to navigate choices, relationships, challenges and transitions, and to prepare for life beyond school.
From “what support does the school provide?” to “what capabilities does the learner develop?”
A Continuum of Care
Care at TSRA moves fluidly between three levels, so every learner gets exactly the attention they need, when they need it.
| Everyday Care | Responsive Support | Specialist Care |
|---|---|---|
| Relationships, advisory, belonging, classroom wellbeing and regular check-ins. | Targeted academic, behavioural, emotional or social support when a learner needs more focused attention. | Counsellors, learning specialists, safeguarding teams and external professionals, where appropriate. |
Pastoral Care Across the Learner Journey
Our pastoral priorities evolve as children grow, while the philosophy behind them stays constant. The values don’t change from Early Years to the Diploma Programme — what develops is the judgement students are trusted to exercise in living them, as every adult around them moves from Protect, to Guide, to Coach, to Mentor.
– Friendships, identity, confidence, self-regulation and agency.
– Friendships, identity, confidence, self-regulation and agency.
– Adolescence, peer relationships, digital life, emotional wellbeing and decision-making.
– Stress management, pathways, careers, relationships, responsibility and transition beyond school.
The People Around Every Learner
Every child sits at the centre of an interconnected circle of care. In a parent’s absence, every adult on campus stands in their place — the same duty of care applies to whoever is present, regardless of role. Pastoral care is everyone’s responsibility, while specialist expertise ensures the right support reaches the right child at the right time — teachers, advisors and homeroom mentors, pastoral leaders, counsellors, learning support specialists, school leadership, parents, peers and specialists, all working together to understand each student holistically and build one consistent support network around them.
Meet the Pastoral Care Team
- Special Education - "How can we make learning more accessible?" Supporting learners to access the curriculum, build academic and organisational skills, and grow in confidence and independence.
- Occupational Therapy - "What skills help me participate in my school day?" Supporting fine- motor development, coordination, sensory processing, regulation and classroom participation.
- Behavioural Therapy - "What might this behaviour be communicating?" Helping learners build communication, self-regulation, engagement and independence — working with learners and the adults around them to understand behaviour and identify strategies that help.
- School Counselling -"How can I understand and manage what I'm feeling?" A safe, supportive space for learners to talk through thoughts, feelings, relationships and challenges - building emotional awareness, coping skills, confidence and resilience, and contributing to whole-school wellbeing through classroom sessions, psychoeducation and collaboration with teachers and families.
One team, one learner. Each professional brings a different expertise; our goal is shared — to notice strengths, reduce barriers, build skills, and create opportunities for every learner to participate, learn and grow.
Student Voice & Agency
As children grow, pastoral care increasingly hands ownership back to them — creating opportunities for students to express themselves, build meaningful relationships, develop a sense of belonging and actively contribute to the school community. This happens through student councils and leadership, peer leadership, student-led initiatives, surveys and listening mechanisms, advisory discussions, reflection and restorative conversations.
Partnership with Families
A Circle of Trust Around the Child – Pastoral care is strongest when school and family understand context, communicate early and move together. Communication runs both ways, and it isn’t reserved for when something has gone wrong – families hear about the good moments too, not only the difficult ones.
We work closely with parents, teachers, counsellors and relevant specialists to understand each child holistically, so the care they receive at school and at home tells one consistent story. Where a support plan is needed, parents help shape it — not simply sign off on it.
What Pastoral Care Ultimately Builds
Pastoral care is not the destination. Its purpose is to help every child develop the inner capabilities to
understand themselves, build healthy relationships, make sound choices and navigate life with
confidence:
Self-awareness | Confidence | Empathy |Resilience | Agency | Healthy Relationships | Judgement | Courage | Belonging | Purpose
From being cared for, to learninghow to care for self, others and the world.
This is what it means for a TSRA student to flourish: to experience belonging, wellbeing and purpose; to act with empathy, think critically and lead with integrity; and to be ready, always, to shape a better world. It is the same standard we hold every adult to as well — because at TSRA, the way we care for a child and the way we hold them to our values are never two different things.
Our aim is for every learner to feel SEEN • UNDERSTOOD • SUPPORTED • VALUED
At a Glance
| Pillar | Student Experience | What It Means |
|---|---|---|
| KNOWN | I am seen. | Deep understanding of the individual learner. |
| SUPPORT | I know where to turn. | A proactive continuum of everyday, targeted and specialist support. |
| CONNECTED | I know I belong. | Deliberately designed relationships, communities and belonging. |
| BECOMING | I am learning who I can become. | Increasing agency, self-awareness, resilience, purpose and independence. |
