Written by: Wavell Blades, Deputy Headteacher, The British International School of New York

How do we really know how our students are doing?

Not just in terms of academic progress or behaviour—but in how they see themselves in the world. What they’re carrying. What they’re hiding.

At The British International School of New York (BIS-NY), this question has shaped our pastoral approach. In 2024, we became one of only four schools worldwide to receive COBIS Beacon School Status for Ethos and Values,    recognised for our outward-looking curriculum and commitment to global citizenship. That recognition reflects structured, replicable systems we’ve developed to help every student feel seen, supported, and empowered.

Our work is grounded in BIS-NY’s mission: to welcome students and families from around the world, to view      diversity  as a strength, and to create a community that is accepting, inclusive, and respectful of each individual’s identity. In recent years, our values—Kindness, Scholarship, and Integrity—have been redeveloped and embedded more explicitly across school life. The following three frameworks reflect that ethos and help translate it into everyday practice.

1. Directed Conversations: Building Safe Space and Structure

Directed Conversations provide every student with three scheduled, one-on-one sessions each year   with a mentor. These conversations follow structured prompts covering academic progress, friendships, wellbeing, identity, and goals. Older students reflect on exams, post-secondary planning, and time management. Each session is logged and allows staff to identify pastoral or safeguarding concerns early. The key benefit is consistency: regardless of tutor experience or student personality, every pupil receives dedicated time and space to be heard. Teachers have  often expressed that these conversations have lasted longer than planned due to students opening up unexpectedly—because they know the teacher is simply there to listen. It’s a reminder that wellbeing starts with intentional time and presence.

2. Citizenship Award: Making Values Visible

To strengthen our culture of positive engagement, we introduced a Citizenship Award for students in Years 10–13. Built around five STARS values—Service, Teamwork, Academic Integrity, Responsibility, and Public Speaking—the award operates through a points system tied to student actions: mentoring others, leading clubs, contributing to assemblies, volunteering, and more. A tiered system (Bronze to Diamond) rewards long-term contributions and culminates in a formal banquet attended by families and staff. Staff verify points through evidence and mentor reflection. The award has fostered a visible culture of recognition. Students increasingly nominate one another and take initiative on community projects—evidence that the framework has moved beyond staff-led incentives into student-led engagement.

3. Restructured PSHE: From Fragmentation to Coherence

Many schools—particularly international ones—struggle with PSHE provision that is inconsistent or overly reliant on individual tutor confidence. At BIS-NY, we responded by redesigning our whole-school PSHE curriculum for greater structure, progression, and purpose. Drawing on best practices and widely used frameworks, such as the PSHE Association, we created modules on identity, healthy relationships, digital wellbeing, emotional literacy, and financial literacy. Each unit includes core learning objectives, shared resources, and suggested follow-ups, ensuring alignment between staff while allowing flexibility in delivery. This redesigned model has helped embed PSHE into the rhythm of school life, improving student engagement and allowing staff to track delivery across the year with greater consistency.

Lessons Learned

● Structure drives consistency. A shared pastoral language improves staff confidence and outcomes.

● Recognition reinforces values. Formalising contribution celebrates what schools can inadvertently overlook.

● Curriculum matters. A coherent PSHE programme makes space for student voice and real-world relevance.

● Change doesn’t require scale. Simple frameworks, implemented well, can shift culture.

Looking Ahead

At BIS-NY, we aim to support every child not just academically, but holistically—as a valued individual in a diverse and respectful community. The frameworks described here—Directed Conversations, the Citizenship Award, and our revised PSHE programme—bring that mission to life. They are not short-term projects or isolated experiments, but integrated elements of a school culture that values identity, belonging, and student agency. In recognising this work with Beacon School Status, COBIS has not only validated our approach but encouraged us to share it. We hope these models might inspire other schools to build systems that reflect their own values—sustainably, confidently, and with students at the centre.

About the Author: Wavell Blades is Deputy Headteacher at The British International School of New York. He has held senior leadership roles across the UK and U.S., including at the West London Free School and King’s College London Mathematics School. His work focuses on mentoring, safeguarding, and developing sustainable, innovative systems for student wellbeing and engagement.

A Beacon School is a school that COBIS has identified as having demonstrated excellence against a particular part of our standards. Beacon Schools are highlighted to our Members so that other schools can reach out and learn from them. We encourage Beacon Schools to share their insights and experiences so that COBIS Members can benefit from the shared best practice. Read more about Beacon Schools.