The House System at Hiba Academy Hangzhou is designed to foster a strong sense of belonging and community among pupils. Each House serves as a supportive daily environment where a dedicated House Master and Tutor guide pupils. These mentors provide encouragement, celebrate achievements and offer guidance through challenges. By bringing together pupils from different age groups, the Houses promote cross-year relationships, leadership opportunities, and collaborative spirit.
Hiba Academy Hangzhou has five day Houses—Hui House, Xian House, Li House, De House and Si House—alongside Ming House for boarding pupils. Each House organises annual events such as sports competitions (football, basketball, handball, etc.), team-bonding activities and inter-house challenges. These activities cultivate teamwork, resilience, and pride in contributing to the House's collective success.
Our Wellbeing Curriculum, delivered every Friday, is integral to nurturing pupils' holistic development. Grounded in the UK PSHE (Personal, Social, Health and Economic Education) framework and enhanced by Jigsaw, the programme covers topics such as mental health, digital citizenship, healthy relationships and financial literacy. Lessons are tailored to each age group, ensuring pupils gain practical life skills in a relatable context.
The curriculum emphasises experiential learning through discussions, role-playing and reflective exercises. Teachers receive specialised training to deliver these lessons effectively, while parents are provided with resources to reinforce learning at home. By addressing real-world challenges, the programme equips pupils with emotional resilience, ethical decision-making skills and a sense of social responsibility.
The curriculum emphasises experiential learning through discussions, role-playing and reflective exercises. Teachers receive specialised training to deliver these lessons effectively, while parents are provided with resources to reinforce learning at home. By addressing real-world challenges, the programme equips pupils with emotional resilience, ethical decision-making skills and a sense of social responsibility.
Every class at Wellington College Education (China) - Hangzhou benefits from the unique Co-Homeroom system, where two tutors—a bilingual local teacher and a native English-speaking teacher—work in tandem to support pupils' academic and pastoral needs. This dual-teacher model ensures seamless communication, cultural inclusivity and personalised attention.
The tutors share responsibilities such as morning routines, progress tracking and parent communication, while also fulfilling distinct roles. The local homeroom teacher maintains close contact with families, translates Wellbeing materials and monitors attendance, while the expatriate homeroom teacher leads Wellbeing lessons, analyses behavioural trends and reviews academic performance. Together, they uphold the school's values of Kindness, Responsibility, Respect, Courage and Integrity.
The tutors share responsibilities such as morning routines, progress tracking and parent communication, while also fulfilling distinct roles. The local homeroom teacher maintains close contact with families, translates Wellbeing materials and monitors attendance, while the expatriate homeroom teacher leads Wellbeing lessons, analyses behavioural trends and reviews academic performance. Together, they uphold the school's values of Kindness, Responsibility, Respect, Courage and Integrity.
Open dialogue between the school and families is prioritised through multiple channels. DingTalk serves as the primary platform for daily updates, while structured forums and events—such as grade-level meetings, Coffee with Tutors sessions and Parent-Teacher Conferences—allow deeper engagement. Parents also have opportunities to discuss school-wide initiatives with the Head of School and the Chinese Principal.
The purpose of mental health counselling is to help pupils improve their sense of well-being so they can perform better academically, socially and emotionally. Counsellors will also assist pupils in setting personalised goals based on their needs.
Each pupil can receive one counselling period per semester (a counselling period consists of 6-8 counselling sessions). In special situations, adjustments can be made after evaluation.
Counsellors do not provide personal counselling to parents, but can offer parenting consultations.
(such as how to improve parent-child relationships, how to better support children, and how to build alliances with other family members to support children's growth, etc.).
Each pupil can receive one counselling period per semester (a counselling period consists of 6-8 counselling sessions). In special situations, adjustments can be made after evaluation.
Counsellors do not provide personal counselling to parents, but can offer parenting consultations.
(such as how to improve parent-child relationships, how to better support children, and how to build alliances with other family members to support children's growth, etc.).
At Wellington College Education (China) - Hangzhou, our Inclusion and SEND provision is rooted in the belief that every pupil is unique and deserves an educational experience that recognises their strengths, understands their challenges, and supports them to thrive. We are committed to creating an environment where all learners—regardless of need—are valued, supported and empowered to reach their full potential.
Our approach is centred on early identification, personalised support and close collaboration with families. We work in partnership with parents, teachers and specialist staff to ensure that each pupil's learning profile is fully understood and that the proper support is put in place at the right time.
Whether a child requires short-term intervention or longer-term provision through Individual Education Plans (IEPs) or personalised pathways, our focus remains the same: to enable meaningful progress, independence and confidence in learning.
Support is delivered through a tiered model that includes high-quality, inclusive classroom practice, targeted small-group intervention and 1–1 specialist support where appropriate.
Our team of Inclusion Teachers and Learning Support Assistants work closely with classroom teachers to embed strategies that meet pupils' academic, social, emotional and behavioural needs within the flow of everyday school life. Parents who have concerns about their child's learning or development are encouraged to speak with their child's teacher or contact the Inclusion Department directly. We guide families through the assessment, intervention, and review process, ensuring that support is transparent, collaborative and aligned with each child's needs.
We aim to provide a transformative, supportive and inclusive educational journey—one that nurtures each learner's individuality, celebrates their progress and equips them with the skills, resilience and self-belief to flourish both at Hiba and beyond.
Our approach is centred on early identification, personalised support and close collaboration with families. We work in partnership with parents, teachers and specialist staff to ensure that each pupil's learning profile is fully understood and that the proper support is put in place at the right time.
Whether a child requires short-term intervention or longer-term provision through Individual Education Plans (IEPs) or personalised pathways, our focus remains the same: to enable meaningful progress, independence and confidence in learning.
Support is delivered through a tiered model that includes high-quality, inclusive classroom practice, targeted small-group intervention and 1–1 specialist support where appropriate.
Our team of Inclusion Teachers and Learning Support Assistants work closely with classroom teachers to embed strategies that meet pupils' academic, social, emotional and behavioural needs within the flow of everyday school life. Parents who have concerns about their child's learning or development are encouraged to speak with their child's teacher or contact the Inclusion Department directly. We guide families through the assessment, intervention, and review process, ensuring that support is transparent, collaborative and aligned with each child's needs.
We aim to provide a transformative, supportive and inclusive educational journey—one that nurtures each learner's individuality, celebrates their progress and equips them with the skills, resilience and self-belief to flourish both at Hiba and beyond.
A Wellington College Education School
Contact Us
+ 86 571 8239 6388 Admissions
+ 86 571 8239 6300 Others
info.hangzhou@wellingtoncollege.cn
2399 Xue Zhi Road, Xiaoshan District, Hangzhou, 311231
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The House System at Hiba Academy Hangzhou is designed to foster a strong sense of belonging and community among pupils. Each House serves as a supportive daily environment where a dedicated House Master and Tutor guide pupils. These mentors provide encouragement, celebrate achievements and offer guidance through challenges. By bringing together pupils from different age groups, the Houses promote cross-year relationships, leadership opportunities, and collaborative spirit.
Hiba Academy Hangzhou has five day Houses—Hui House, Xian House, Li House, De House and Si House—alongside Ming House for boarding pupils. Each House organises annual events such as sports competitions (football, basketball, handball, etc.), team-bonding activities and inter-house challenges. These activities cultivate teamwork, resilience, and pride in contributing to the House's collective success.
Our Wellbeing Curriculum, delivered every Friday, is integral to nurturing pupils' holistic development. Grounded in the UK PSHE (Personal, Social, Health and Economic Education) framework and enhanced by Jigsaw, the programme covers topics such as mental health, digital citizenship, healthy relationships and financial literacy. Lessons are tailored to each age group, ensuring pupils gain practical life skills in a relatable context.
The curriculum emphasises experiential learning through discussions, role-playing and reflective exercises. Teachers receive specialised training to deliver these lessons effectively, while parents are provided with resources to reinforce learning at home. By addressing real-world challenges, the programme equips pupils with emotional resilience, ethical decision-making skills and a sense of social responsibility.
The curriculum emphasises experiential learning through discussions, role-playing and reflective exercises. Teachers receive specialised training to deliver these lessons effectively, while parents are provided with resources to reinforce learning at home. By addressing real-world challenges, the programme equips pupils with emotional resilience, ethical decision-making skills and a sense of social responsibility.
Every class at Wellington College Education (China) - Hangzhou benefits from the unique Co-Homeroom system, where two tutors—a bilingual local teacher and a native English-speaking teacher—work in tandem to support pupils' academic and pastoral needs. This dual-teacher model ensures seamless communication, cultural inclusivity and personalised attention.
The tutors share responsibilities such as morning routines, progress tracking and parent communication, while also fulfilling distinct roles. The local homeroom teacher maintains close contact with families, translates Wellbeing materials and monitors attendance, while the expatriate homeroom teacher leads Wellbeing lessons, analyses behavioural trends and reviews academic performance. Together, they uphold the school's values of Kindness, Responsibility, Respect, Courage and Integrity.
The tutors share responsibilities such as morning routines, progress tracking and parent communication, while also fulfilling distinct roles. The local homeroom teacher maintains close contact with families, translates Wellbeing materials and monitors attendance, while the expatriate homeroom teacher leads Wellbeing lessons, analyses behavioural trends and reviews academic performance. Together, they uphold the school's values of Kindness, Responsibility, Respect, Courage and Integrity.
Open dialogue between the school and families is prioritised through multiple channels. DingTalk serves as the primary platform for daily updates, while structured forums and events—such as grade-level meetings, Coffee with Tutors sessions and Parent-Teacher Conferences—allow deeper engagement. Parents also have opportunities to discuss school-wide initiatives with the Head of School and the Chinese Principal.
The purpose of mental health counselling is to help pupils improve their sense of well-being so they can perform better academically, socially and emotionally. Counsellors will also assist pupils in setting personalised goals based on their needs.
Each pupil can receive one counselling period per semester (a counselling period consists of 6-8 counselling sessions). In special situations, adjustments can be made after evaluation.
Counsellors do not provide personal counselling to parents, but can offer parenting consultations.
(such as how to improve parent-child relationships, how to better support children, and how to build alliances with other family members to support children's growth, etc.).
Each pupil can receive one counselling period per semester (a counselling period consists of 6-8 counselling sessions). In special situations, adjustments can be made after evaluation.
Counsellors do not provide personal counselling to parents, but can offer parenting consultations.
(such as how to improve parent-child relationships, how to better support children, and how to build alliances with other family members to support children's growth, etc.).
At Wellington College Education (China) - Hangzhou, our Inclusion and SEND provision is rooted in the belief that every pupil is unique and deserves an educational experience that recognises their strengths, understands their challenges, and supports them to thrive. We are committed to creating an environment where all learners—regardless of need—are valued, supported and empowered to reach their full potential.
Our approach is centred on early identification, personalised support and close collaboration with families. We work in partnership with parents, teachers and specialist staff to ensure that each pupil's learning profile is fully understood and that the proper support is put in place at the right time.
Whether a child requires short-term intervention or longer-term provision through Individual Education Plans (IEPs) or personalised pathways, our focus remains the same: to enable meaningful progress, independence and confidence in learning.
Support is delivered through a tiered model that includes high-quality, inclusive classroom practice, targeted small-group intervention and 1–1 specialist support where appropriate.
Our team of Inclusion Teachers and Learning Support Assistants work closely with classroom teachers to embed strategies that meet pupils' academic, social, emotional and behavioural needs within the flow of everyday school life. Parents who have concerns about their child's learning or development are encouraged to speak with their child's teacher or contact the Inclusion Department directly. We guide families through the assessment, intervention, and review process, ensuring that support is transparent, collaborative and aligned with each child's needs.
We aim to provide a transformative, supportive and inclusive educational journey—one that nurtures each learner's individuality, celebrates their progress and equips them with the skills, resilience and self-belief to flourish both at Hiba and beyond.
Our approach is centred on early identification, personalised support and close collaboration with families. We work in partnership with parents, teachers and specialist staff to ensure that each pupil's learning profile is fully understood and that the proper support is put in place at the right time.
Whether a child requires short-term intervention or longer-term provision through Individual Education Plans (IEPs) or personalised pathways, our focus remains the same: to enable meaningful progress, independence and confidence in learning.
Support is delivered through a tiered model that includes high-quality, inclusive classroom practice, targeted small-group intervention and 1–1 specialist support where appropriate.
Our team of Inclusion Teachers and Learning Support Assistants work closely with classroom teachers to embed strategies that meet pupils' academic, social, emotional and behavioural needs within the flow of everyday school life. Parents who have concerns about their child's learning or development are encouraged to speak with their child's teacher or contact the Inclusion Department directly. We guide families through the assessment, intervention, and review process, ensuring that support is transparent, collaborative and aligned with each child's needs.
We aim to provide a transformative, supportive and inclusive educational journey—one that nurtures each learner's individuality, celebrates their progress and equips them with the skills, resilience and self-belief to flourish both at Hiba and beyond.
A Wellington College Education School
+ 86 571 8239 6388 Admissions
+ 86 571 8239 6300 Others
info.hangzhou@wellingtoncollege.cn
2399 Xue Zhi Road, Xiaoshan District, Hangzhou, 311231
Copyright 2026 Hiba Academy Hangzhou. All Rights Reserved.