Tanglin's Mission Statement talks about learners who can contribute to the world 'with confidence' and who are 'happy and successful'. We want our students to be ready for whatever the next stage of life's journey has is store for them; equipped with both the knowledge and skills not only to survive, but to thrive.
Success beyond school is dependent on many factors other than academic success. At Tanglin, we believe that mental health and physical health are of primary importance and this is reflected in our definition of 'Wellbeing':
We aim for all members of our community to be able to flourish
during their time at Tanglin and long after they leave.
Our key strategies for promoting and protecting student wellbeing are delivered through our excellent Pastoral Care (student welfare) teams, our PSHCE curriculum and our Coordinated Wellbeing Services team.
An outstanding feature of Tanglin is the supportive relationships that exist between students and staff, and among the students themselves.
We are very proud of the excellent care, guidance and support we offer. On leaving Tanglin, students and their families consistently comment on the tremendous help and encouragement they received from their peers and our dedicated teachers.
Ongoing relationships with teachers, the close personal attention given to students by specialist staff, and a well-structured system of pastoral care, mean that our knowledge of each student's abilities and aptitudes is exceptional. This enables us to provide all students with personalised academic and pastoral support which is a key ingredient in their high levels of achievement.
Much important learning is 'caught' during our formative years as we learn how to act in different situations from role models. However, much can also be taught, beyond traditional academic subjects.
Personal, Social, Health and Citizenship Education (PSHCE) is an important part of our taught curriculum right across the school. The PSHCE programmes explore different themes that aim to proactively prepare children and young people for challenges that they are likely to face at their age and stage of development. Topics range from positive relationships to healthy eating, to managing schoolwork, to managing a budget; classes are often complemented by year-group and school assemblies and visits from outside speakers. In the Junior School, PSHCE lessons are known as 'Impact Hour' and in the Senior School as 'Lifeskills'.
Drawing on available research from the field of Positive Psychology, the PSHCE curriculum also aims to equip students with strategies and techniques to help them to be resilient in the face of emotional challenges. As they progress through the PSHCE curriculum, students become more aware of their own emotions and how to express their feelings; they experience a range of techniques from mindfulness meditation to laughter yoga that forms a 'toolkit' that they can draw on in the future when they find themselves in stressful situations.
The wellbeing of young people is very much a changeable state. New challenges present themselves regularly as they grow and mature. Our PSHCE and Lifeskills programmes are designed to provide information and skills that are needed at different stages and our very strong pastoral and learning support teams are always ready to support and guide students as they face new hurdles in each school.
Sometimes, however, young people need more specialist support and at Tanglin we have three 'whole-school' teams which are able to advise teachers and to work with students, individually or in small groups:
- Tanglin Nursing Team
- School Counselling Department
- Educational Psychologist
Together, these teams form the Coordinated Wellbeing Services. They aim to be proactive as well as reactive and regularly contribute to the PSHCE and Lifeskills programmes for students, as well as offering workshops to parents through 'ParentWise'.
The School acknowledges that nurturing the wellbeing of children and young people and protecting them from harm requires a whole school community commitment. Tanglin aims to provide a professional and caring environment where staff, parents and children and young people feel empowered to raise concerns.
School employees are required to report any concerns about a student directly to a Designated Safeguarding Lead member of staff. Parents, students, visitors or any other person wanting to report a concern about a student may do so with any of the School’s Designated Safeguarding Lead staff or any School employee they feel comfortable with.
Please refer to the School’s Safeguarding and Child Protection Policy for details about how to identify a concern and how the School manages assessment of concerns.