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Community Introduction

The community is the backbone that supports school life. HIKSVS International is a family where each cares for all and individuality is cherished. Strong relationships are built between parents, pupils and teachers creating a strong supportive foundation on which the children feel confident to learn and grow as individuals.

There are four Houses, named after castles in Kent, which encompass pupils from every year group. Pupils are encouraged to take responsibility for each other; older children for younger ones. Each House is a smaller family setting within the wider School community.

Through teamwork and play, children are taught the value of friends and family and learn good manners and respect for others, which will support them throughout their life.

We believe in building a strong relationship with parents and take a holistic approach to each child’s education, ensuring their emotional, physical and intellectual needs are fully met.


Our Forms are small family units which provide a sense of belonging for the pupils within their house and indeed our wider School community. It is our intention that children will stay with their Form teacher for all of their time in School.  This enables a thorough knowledge of the child and their social and academic progress, which informs discussions with parents and, further up the School, subject teachers.

The Form Teacher has primary responsibility for pastoral care for their pupils and will see their Form every day, at the very least.  There is no doubt that the Form and Form Teacher play a crucial role in every child’s time in our School.  Not only does the structure allow us to build a holistic and comprehensive picture of each child, it provides them with a sense of place, where loyalty, friendships, forgiveness and support abound.


The House System is valuable in fostering competition in an entirely positive and productive way and helps our children to achieve in every area of School life. Many elements of School life are linked to our houses, such as academic, musical, sporting and cultural and we also include social elements of behaviour and courtesy.  The loyalty and sense of team, so evident in each of the Houses, brings out the best in our children.

Each child is placed into one of four Houses, named after famous Kentish castles: Bodiam, Hever, Leeds and Rochester. The School House system is not new, of course; it is a tried and tested way of fostering a sense of loyalty and identity and where triumphs and disasters are shared by all.  What differs at HIKSVS International is how strong the system is and how important and valued it is in the children’s minds.

Houses provide opportunities for the development of leadership and service. Regular house meetings allow Heads of Houses to encourage their members to greater efforts in all things and to focus on particular areas for improvement.


Assemblies are an important learning opportunity for our children and a very effective forum for providing whole-School engagement and focus. They are a medium for celebrating all kinds of achievements and for participation from the children.

Each week will normally begin with the Head’s Assembly; it is a valuable opportunity for him to speak to the community on a particular theme or issue and he will often link it to the focus for the term.  It is a good opportunity for whole-School messages to be delivered and for direction to be given.

The assembly schedule is often punctuated by performances from our young musicians, dancers and performers. Again, this could be cultural, sporting or academic; the range is very wide and all serve to enrich our children’s educational experience. Visitors, too, come from outside the School, such as a charity, or a notable speaker, and help with greater understanding of various aspects of citizenship.

Every Form in the School takes responsibility for one Form Assembly on a regular basis. These are valuable opportunities for pupils to perform and speak in front of the community on a range of subjects.


Part of educating our children is creating an informed awareness of how fortunate they are and a clear understanding of how, through their own will and effort, they can make a difference to those less fortunate than themselves.

When deciding on charities to support, a balance is sought between local, national and global to develop this understanding, and also between charities which specifically support children and those applicable to the whole community.  



















让学生了解他们的幸运之处,同时清晰认识到借助他们的心愿和努力可以改变那些没有他们幸运的孩子们的生活正是教书育人的重要组成部分。  在做出慈善决定时,要平衡当地、国家及全球对慈善的理解,同时平衡特别针对儿童的慈善机构及适用于整个社会的慈善机构。