St. Andrews Green Valley, Primary School Parent Handbook

Green Valley

Primary School Parent Handbook www.standrews-schools.com

Contents INTRODUCTION Welcome from the Head of Primary Mission Statement

2

THE SCHOOL Primary Leadership Team Structure of the Primary School Curriculum Overview Facilities Daily Routine School Year Map of School

4

GENERAL INFORMATION 13 Absence from School or Late Arrival Assemblies Assessment Behaviour Management Book Club Calendar Canteen Class Parties Class Placements Cleaning and Cleaning Staff Communication with Parents Communication Tools Cultural Celebrations English as an Additional Language (EAL) Emergency Evacuation Extended Absence Extra-Curricular Activities Field Trips Homework Instrumental Music Inter-School Sport Learning Support (Special Educational

Needs) Learning Support Assistants (LSA) Library Lost Property Medical Care and Medical Information Mobile Telephones Notice of Withdrawal Parents Absent from Home Parent Involvement Parent Teacher Conferences Personal Items at School Play Times – Outdoor and Indoor Options Playgrounds and Break Duty Professional Development Recycling Reporting Procedures School Photographs Security Student Council Student-led Conferences Student Visitors Teacher Assistants Transition Transportation Uniform

-1-

Welcome Welcome to our beautiful school environment that has been purposefully built and structured to create a unique and special education for your child.

At St. Andrews, we believe that primary education lays the foundations for life and should be a hugely positive, rich experience for all children. Our school offers a broad and balanced curriculum, a happy, safe and supportive atmosphere, with a strong commitment to helping all children succeed whatever their background or abilities.

We believe in providing an education where children are engaged by learning that develops and stretches them and excites their imagination so that they enjoy the richness and diversity of their learning. Learning at our school takes place in many different ways: out-of-doors, through play, in small groups, through art, music and sport, from each other by listening, by watching and by doing.

We strive to enable our students to develop socially and emotionally so that they take pride in their learning and want to do well. We believe in offering a curriculum that is purposeful, relevant, challenging and engaging.

Through a range of teaching strategies in the classroom all students are motivated to achieve high academic standards. Learning environments are structured to develop problem solving abilities and a range of transferable skills. ICT is an integral part of classroom practice, allowing all students to meet the demands of today’s technologically driven society.

While academic excellence is an important goal, we also value the development of the child as a whole. Social skills, self-evaluation and the raising of self-esteem are fundamental to good classroom practice. We fully believe that children learn best when they are happy and feel respected as individuals. We encourage students to take an active part in an inquiry based learning process, to set goals, to be independent learners and self-evaluate their progress.

The appetite and zest for learning of children in their primary years is unrivalled. Our carefully selected team of talented teachers provides a primary school experience that is designed to bring out the very best in the children that we teach. I hope that this Primary Handbook gives you the information that you require to understand how our school works. Please feel free to contact me at anytime if you require further information.

Yours sincerely,

Simon McCloskey Head of Primary smccloskey@standrews-schools.com

-2-

Mission Statement ‘We aim to develop independent, confident, lifelong learners’ To this end the school supports the Learner Profile from the International Baccalaureate. These outcomes are the driving force behind each and every classroom interaction.

The aim is to develop internationally minded people who recognise their place in the world and their need to make it a better place.

INQUIRERS They develop their natural curiosity.

They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

KNOWLEDGE They explore concepts, ideas and issues that have local and global significance.

In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

THINKERS They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

COMMUNICATORS They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

PRINCIPLED They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

OPEN-MINDED They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

CARING They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

RISK-TAKERS They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and

-3-

strategies. They are brave and articulate in defending their beliefs.

BALANCED They understand the importance of intellectual, physical and emotional balance to achieve personal well being for themselves and others.

REFLECTIVE They give thoughtful consideration to their own learning and experience.

They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

CREATIVE They develop their natural need to ‘try out’ and ‘be what they can’. They are not afraid to experiment with media and to place themselves in differing situations that drive their abilities to express and perform.

The School Primary School Leadership Team Ms. Oanh Crouch: Deputy Head of Primary and Upper Primary Coordinator ocrouch@standrews-schools.com

Ms. Jane Thompson: Early Years Phase Leader jthompson@standrews-schools.com Jane currently teaches in the Reception Class and is responsible for the Early Years Phase of the school (Nursery, Kindergarten and Reception) Mr. Gary Foster: Lower Primary Coordinator gfoster@standrews-schools.com

Oanh teaches EAL and coordinates Years 4 to 6. In her role as Deputy Head, she assists the Head of Primary with the administration and management of the Primary School.

Gary currently teaches in Year 2 and has responsibility for coordinating Years 1 to 3 in the Primary School.

-4-

Structure of the Primary School The school consists of mixed ability classes from Nursery to Year 6. The maximum class size in the Primary School is 20 students (16 in Nursery and 18 in the Kindergarten). The total population of the Primary School is around 250 students (2 classes per year level).

Class allocations are made each year on the basis of a variety of criteria including gender, ability, learning needs and personality. Each class has a fullyqualified, full time Class Teacher. Nursery, KG, Reception, Year 1 and 2 classes also have a Teaching Assistant in each class.

Two additional Teaching Assistants are shared between the Year 3 – 6 Classes.

EAL (English as an Additional Language) teachers also support learning throughout the primary age range for those children who are receiving EAL support. Learning Support Assistants are also employed to assist students with Special Educational Needs (SEN).

In addition, we have specialist staff who have responsibility for Music, Physical Education, Thai, Dutch, French and Mandarin. Children are generally placed in classes according to their age at the start of the academic year (1st September) and are organized as follows:

Early Years (Foundation) Nursery Kindergarten Reception

From 2.5 years old 3 years old at the start of the academic year 4 years old at the start of the academic year

Lower Primary Year 1 Year 2 Year 3

5 years old at the start of the academic year 6 years old at the start of the academic year 7 years old at the start of the academic year

Upper Primary Year 4 Year 5 Year 6

8 years old at the start of the academic year 9 years old at the start of the academic year 10 years old at the start of the academic year

-5-

the UK’s Early Years Foundation Stage.

They will use the following six areas of learning and development from which to plan, assess and report.

Curriculum Overview Our curriculum is based upon the UK National Curriculum, which we have carefully adapted to suit the requirements of the broad international community of which we are members.

Children are taught using thematic units of inquiry through which they explore relevant, interesting and challenging topics. Within each unit of work, class teachers and specialist teachers outline the specific learning objectives and the major focus for each area of learning.

Our programme of inquiry has been tailored to ensure that children cover all curriculum areas in a manner which is developmentally appropriate, ensuring full coverage of a broad and balanced curriculum as they move through the Primary School. Before each unit of work, parents receive a curriculum letter that outlines the scope of work from each area of learning and development.

Detailed curriculum outlines for all subjects and all ages can be downloaded from our Primary Curriculum Wikispace (www.standrews-primar ycurriculum. wikispaces.com). We offer a creative, exciting, relevant and challenging primary curriculum. We provide regular workshops and information sessions throughout the year for parents to support their understanding of teaching and learning at St. Andrews.

Early Years Curriculum During each unit of work, class teachers will identify developmental goals from

• Personal, Social and Emotional • Communication, Language & Literacy • Knowledge and Understanding of the World • Problem Solving, Reasoning and Numeracy • Creative Development • Physical Development Primary Years Curriculum During each unit of work, teachers will identify learning objectives from the school’s curriculum framework for each subject. The school’s curriculum framework documents have been compiled using the Cambridge International Primary Curriculum and the UK National Curriculum.

SUMMARY OF PRIMARY SUBJECTS ENGLISH English is the medium in which we teach and learn, play and interact. It permeates the entire school day. We learn English, learn through English and learn about English.

We aim to teach our children to use language as effectively as they can in a wide variety of situations. Children will be introduced to many types of literature including fiction, non-fiction and poetry and will be encouraged to read widely. Children are also given numerous opportunities to develop their presentation and performance skills in class, school productions and in assemblies.

-6-

Our English Curriculum Framework is divided into the following four strands, as shown below.

• Usage (Phonics, Spelling, Vocabulary, Grammar and Punctuation) • Reading • Writing • Speaking and Listening MATHEMATICS We aim to give the children a good understanding of the mathematical skills we teach, and confidence in applying them to everyday situations. Early work is essentially practical, and enables the children to handle equipment and make discoveries about volume, capacity, sets, measurement, time and numbers.

Children learn to record their findings in a meaningful way on paper and thus start to bridge the gulf between practical and abstract activities. Our approach throughout the school is based on understanding the mathematical processes.

Our Mathematics Curriculum Framework is divided into the following four strands, as shown below.

• Number (Numbers and the number system, Calculations, Mental Skills), • Problem Solving, • Organising and Using Data, • Shape, Space and Measures (Patterns and properties of shape, Properties of position and movement, measures).

ICT Information and communication technology (ICT) prepares pupils to participate in a rapidly changing world

in which work and other activities are increasingly transformed by access to varied and developing technology.

Children at our school use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination. They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures. Increased capability in the use of ICT promotes initiative and independent learning, with children being able to make informed judgments about when and where to use ICT to best effect and to consider its implications for home and school, both now and in the future.

Our ICT Curriculum Framework is divided into the following six strands, as shown below.

• • • • • •

Basic Operations and Concepts Communication Research and Awareness Handling Data Modelling and Simulation Control and Sensing

SCIENCE Science for children means exploring, discovering, investigating and understanding the world around them.

Science is largely a practical subject that involves children doing things for themselves. Our aim in setting practical tasks is to encourage children to ask questions, conduct experiments, test theories, increase their knowledge and skills and to enable them to work with each other co-operatively.

-7-

Our Science Curriculum Framework is divided into the following four strands, as shown below.

• • • •

Scientific Inquiry Life Processes and Living Things Materials and their Properties Physical Processes

HISTORICAL, GEOGRAPHICAL AND SOCIAL UNDERSTANDING Historical, geographical and social understanding fires children’s curiosity and imagination about who we are, where we have come from, where we live and where we might be going next.

It connects the past with the present and the future, helps children make sense of our place in the world and is central to their development as informed, active and responsible citizens.

This area of learning encourages children to investigate the world around them, from the local to the global. They learn about the impact of their actions on the planet and understand the importance of developing a future that is sustainable.

Through exploring cultures, beliefs, values, human rights and responsibilities, children develop a deeper understanding of themselves and others, and a sense of belonging.

They see how societies are organised and shaped by people’s values and actions, and how communities can live and work together.

Children learn about diversity and interdependence, fairness and justice.

They begin to understand how events that happened long ago can affect our lives today and how our actions shape the future.

MUSIC Children are taught Music throughout the school by specialist Music Teachers during curriculum time.

Individual instrumental tuition is available and Music Theory Lessons leading to Associated Board Grades take place during extra-curricular activity time.

The Curriculum Framework is divided into the following five strands, as shown below.

• Performing - singing and performing instruments • Creating and composing • Notation • Listening and appreciation • Music in society PHYSICAL EDUCATION We aim to provide a Physical Education curriculum that offers balance and diversity. We offer opportunities for every child to experiment with a wide range of physical activities. The activities we provide are differentiated to accommodate a wide range of ability which encourages motivation and progression of skills. Children are taught P.E. during curriculum time by qualified specialist teachers. They also have numerous opportunities to participate in a range of competitive and non-competitive sport during extracurricular activities. The P.E. Curriculum Framework is divided into the following eight strands, as shown below.

• • • • •

-8-

Body control and spatial awareness Adventure Challenge Athletics Movement to music (dance) Games

• Gymnastics • Health-related activities • Swimming

PSHE is divided into the following six strands, as shown below.

ART, CRAFT AND DESIGN In art, craft and design the children will be taught the creative, imaginative and practical skills needed to express ideas and feelings, to record observations, and to design and make images and artifacts.

Children will be introduced to the work of artists, craftspeople and designers in order to develop their appreciation of the richness of our diverse cultural heritage. They will work individually, as a group, and as a whole class. The art curriculum is divided into the two strands of responding and creating.

PSHE Students learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They learn the rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to take more responsibility, individually and as a group, for their own learning and learn how to make more confident and informed choices about their health and environment. Through discussions, role play and circle time, they learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and people.

As members of a class and school community, they learn social skills such as how to share, take turns, play, help others and resolve simple arguments.

They begin to take an active part in the life of their school and its community.

• • • • •

Dispositions and Attitudes Self-confidence and Self-esteem Making relationships Behaviour Self-control and Self-Care

THAI Children are engaged in the language through interesting exercises, games and stories. By using these mechanisms the children become enthusiastic participants in their own learning. The programme relates to everyday life and routine giving children opportunities to use Thai in real-life situations. This programme enhances this interaction through the study of festivals, traditions, customs and language.

The language component includes speaking, listening, reading and writing.

Separate lessons are provided for native and non-native speakers.

DUTCH Dutch is taught during language curriculum time. Lessons are available for Dutch or Belgian children or for children who speak Dutch as their first language.

The lessons are offered to children from Reception through to Secondary School, IB Diploma level.

The Dutch lessons are structured according to the benchmarks for Dutch language set by the Dutch Government and Inspector of Education. Our aim is to provide lessons that will enable children to read, write and comprehend the Dutch language.

-9-

A classroom for Dutch lessons is located in Teaching Block1.

Facilities

The Dutch Department is financially supported by the Dutch government.

This enables us to keep the Dutch curriculum up to date and support our library and other resources regarding Dutch lessons.

St. Andrews has a purpose built campus, with extensive playing fields and riding stables. It is set amongst three golf courses in rural surroundings.

General teaching classrooms are grouped to allow for a team approach to learning. The current structure is as follows:

For more information you can contact the school by sending an e-mail to: Peter van Bochoven dutchstream@standrews-schools.com or, by calling: (038 893 716 – 8, 038 893 719) and ask for ext: 202 FRENCH French is offered to children in Years 5 and 6. The objectives of the French primary classes are to allow the children to enjoy discovering a new language, think about the way the language works and introduce them to a new culture.

The children learn through computer software, videos, songs, reading, interviews and games.

MANDARIN Mandarin is offered during our Extra Curricular Activity Programme for children in Years 3 to Year 6. The programme’s goal is verbal communication. Children will be taught to speak and listen to Mandarin in a supportive environment.

• Early Years Area – Nursery, Kindergarten and Reception • Teaching Block One (Downstairs) Year One and Two • Teaching Block One (Upstairs) Year Three and Four • Teaching Block Two (Downstairs) Year Five and Six Each classroom is equipped with a digital projector or interactive whiteboard. There are pods of computers in each learning area and three IT suites that teachers can timetable to use with their classes.

There are several small group rooms adjacent to the general classrooms used for EAL or SEN support teaching. Our library is well stocked for the primary age range and children have access to a range of musical instruments in our two specialist Music classrooms. The school has a covered basketball court, training pitches and the use of the 25 metre swimming pool at the Green Valley Golf Complex. School meals are delivered to classrooms throughout the Early Years.

From Year One, children use the canteen facilities.

- 10 -

Daily Routine School commences at 8.30 am for all Primary School students. Playground supervision begins at 8.00 am and children should not arrive before this time. When the bell rings to signal the start of the school day, children in Years One to Four assemble in their designated class lines underneath the shaded area in the Teaching Block One Playground.

Children in Year Five and Six make their way independently to class when instructed by the duty teachers. Children in the Early Years are welcomed into their classrooms by class teachers from 8.20 am onwards.

Children in the Nursery Class and Kindergarten finish their school day at 12.20 pm. If Kindergarten children are attending school for the full day, they finish at 3.20 pm with the rest of the school.

The School Day is divided into eight lessons that are forty minutes in length (seven on a Friday). Break time is scheduled between 10.40 am and 11.00 am and lunch time is scheduled between 12.20 pm and 1.20 pm. Children in the Early Years who are on a half day eat their lunches in class before they go home. The school day ends at 3.20 pm Monday to Thursday and at 2.40 pm on Fridays.

The Daily Primary Timetable is as follows: Period

Time Span

Duration in Minutes

Registration/Class Time

8.30 – 8.40 am

10

Period 1

8.40 – 9.20 am

40

Period 2

9.20 – 10.00 am

40

Period 3

10.00 – 10.40 am

40

Break Time

10.40 – 11.00 am

20

Period 4

11.00 – 11.40 am

40

Period 5

11.40 am – 12.20 pm

40

Lunch Break (EY half day children go home)

12.20 – 1.20 pm

60

Period 6

1.20 – 2.00 pm

40

Period 7

2.00 – 2.40 pm

40

Period 8 (Monday to Thursday only)

2.40 – 3.20 pm

40

- 11 -

School Year

Map of the School

The school year generally starts at the end of August and ends at the beginning of July. The year is divided into three terms. The calendar is distributed by the beginning of term three every school year.

This will be sent via email and is posted on the school website. New parents will receive their copy upon enrolment.

The Primary Classes are grouped in three areas. The Early Years Classrooms occupy their own green space to the left of the campus as you arrive at school. Children in Years 1 to 4 are located in Teaching Block 1 (TB1).

Secondary Classrooms and Years 5 and 6 Classrooms are located in Teaching Block 2 (TB2). The Reception area and School Office can be found directly on your right as you arrive at the main entrance. The Head of Primary’s Office can be found immediately upon entering Teaching Block 1.

St Andrews International School Science

Primary School Teaching Areas

Block 1

Playing Field

Hard Court

C.O.R.E.

Art/Drama & PE Block 2 Main Secondary Block

Playground Thai Classes & Admin

Early Years Centre

Play Area

Car Park

- 12 -

Sports Field

Pond

General Information Absense from School

Assessment

Parents are asked to telephone or send a note of explanation to the Classroom Teacher if a child is absent through sickness or any other reason. If your children arrive at school after 8.30 am please ask them to report to the school receptionist at the front office to sign in so that the register can be altered.

Occasionally, a child may need to leave school before the end of the school day.

Primary children can leave when prior communication has been received from a parent. Prior to departure the parent and child are asked to see the school receptionist and sign-out. This is in-case of an emergency evacuation. Primary children are not permitted to leave the campus without a parent or nominated adult during the school day.

Assemblies We encourage everyone to feel a part of the school community but also to value the communities within communities that exist within the school. Our Assemblies provide a chance to celebrate achievement, share work, perform and pass on important information.

Assemblies are also used to reflect and discuss things such as behaviour expectations, community service or important global events.

We promote assessment for learning.

We believe that children should be encouraged to know what they are learning, how they are learning it and why they are learning it. Assessment is built into the learning and not just included at the end.

Teachers use a range of different strategies to assess knowledge, understanding and skills.

Examples of assessment might include: • Teacher/child interviews at the beginning and end of a unit • Weekly tests • Checklists that are completed by the teacher/children • Teacher/child generated rubrics • Self-assessment • Peer-assessment • Student Portfolios with annotated selections • Writing Profiles • Observational notes In addition to these methods of assessment, we also use a range of standarised assessment that help us compare your child’s progress with international or UK norms.

GROUP READING TEST (NFER GRT 6-14) AND SINGLE WORD SPELLING TEST (SWST) These assessments are used by teachers to determine an approximate reading or

- 13 -

spelling age, monitor progress over the year and to enable a comparison with UK averages.

ACER INTERNATIONAL SCHOOL ASSESSMENT ISA Tests are administered to children in Years 4-6. The tests are used to monitor mathematical literacy, reading and writing over time. They are marked externally and enable the school to compare results with other students at the same grade level from other international schools, monitor student and whole school performance over time and provide detailed information about the kinds of skills that students have mastered and those they need to learn.

NFER PROGRESS IN ENGLISH AND MATHEMATICS Progress Tests are administered to children in Years 1-6. The tests are used to provide baseline assessment of children’s ability in English and Mathematics compared to UK norms.

They are marked online and enable teachers to monitor and identify specific strengths and areas for improvement.

They also provide data that enables the school to track and monitor children’s progress as they move through the school.

These assessment strategies and tools help us build a whole picture of what your child is able to do. Teachers are able to provide accurate reports to parents by combining a wide range of ongoing inclass assessment with data provided by international or UK norm referenced standardised tests.

Behaviour Management Good discipline is essential for a productive learning environment and it is necessary that the children obey our school rules for their own safety.

Few children ever give great cause for concern in this respect, although it would be an unusual child who did not earn a reprimand from time to time. Our policy is to treat children with respect in a civilised and friendly manner. However, misbehaviour and discourtesy will be met with firmness and loss of privileges.

There are four ‘rules’ that we follow in the Primary school. These are depicted in four words: • • • •

Honest Responsible Respectful Safe

All teachers follow these rules when dealing with children. These words are displayed in all classrooms and referred to regularly by both teachers and children.

Book Club Each term we distribute an international school, book club catalogue to help provide good quality books to families through a mail-order system.

The magazines and order forms are distributed through the Classroom Teachers each term and collected by the library staff.

- 14 -

Calendar The school year generally starts at the end of August and ends at the beginning of July. The year is divided into three terms. The calendar is distributed by the beginning of term three every school year.

This will be sent via email and is posted on the school website. New parents will receive their copy upon enrolment.

Billing is between each family and Khun Penny. The school does not participate in this structure. Khun Penny is available in the school office each morning so that canteen bills can be paid. Parents are encouraged to pay these bills in person as sending money with children can sometimes be problematic.

The relevant costs are as follows: • Early Years (Nursery, KG and Reception) – 45 Baht per day • Primary (Years 1-6) – 50 Baht per day

Canteen Khun Penny (pennyb@standrews-schools.com) operates the canteen. She provides morning snack and lunches to all children and adults who wish to purchase meals from her. Children may also choose to bring their own morning snack or packed lunch from home.

Morning snack is delivered to the classrooms in Nursery, Kindergarten, Reception, and Years 1 to 4. This snack consists of fruit, vegetables and biscuits.

Children in Years 5 and 6 may purchase their morning tea from a mobile food counter that is driven to the hard court.

Nursery, Kindergarten and Reception children have lunch delivered to their classrooms. Children eat in the classroom and all dishes are returned to the canteen to be washed.

The children from Years 1 to 6 walk to the canteen to eat lunch. The children line up and select their food, then sit quietly and eat. Teachers in Years 1 and 2 tend to eat with their classes. There is always a teacher on duty in the canteen to supervise the children whilst they eat.

Vegetarianism and allergies can be catered for. Please make sure that Khun Penny is aware of your preferences.

Using the canteen is not compulsory.

You may choose to send healthy, wellbalanced food to school with your child if you wish. Your child will still eat with their classmates.

Class Parties From time to time individual classes hold ‘Class Parties’ to celebrate a special event, say farewell to a student or celebrate the end of term. Teachers will often ask for food or drinks to be sent along to be shared at this time – please send along healthy food and snacks.

Parents are often invited to join in the celebrations.

Birthday celebrations should be limited to a cake to share and a drink.

Class Placements Teachers’ professional judgment is sought in placing children in classes for the new academic year. As many

- 15 -

educational perspectives as possible are considered when placing children.

Elements that are taken into account include: • • • • • • •

Academic ability Behaviour EAL needs Ethnicity Friendship groups Gender SEN needs

Class lists are distributed to parents before children participate in a Transition Day near the end of Term Three.

Cleaning and Cleaning Staff The Head Cleaner is Khun Noi. She also runs the Uniform Shop. Any concerns and issues regarding cleanliness should be sent to her directly. Cleaners start work at 7.30 am and finish at 5.00 pm.

Teachers are responsible for getting children to clean obvious debris from the floors and surfaces at the end of the school day. Children are expected to tidy up after themselves at all times.

This includes washing paint brushes and cleaning up general spills.

Cleaners are available all day. They have breakfast at 9.30 am for 30 minutes and have lunch after classes resume at lunch time. There is always a cleaner available although most cleaning happens after school once children have gone home.

Communication with Parents We provide regular communication about children’s progress with termly reports, a yearly parent conference and a yearly student-led conference. We also provide various opportunities throughout the year to find out what children have been learning by inviting parents into school for various end of unit ‘learning journeys’ or presentations of work.

If you would like further opportunities to discuss your child’s progress you are always welcome to make an appointment to speak with teachers. E-mail is the primary form of written communication with parents. Please make sure we have your most recent email address.

Communication Tools CURRICULUM LETTERS These letters are sent to primary parents at the start of a new unit of work. They are year level-based and are sent to parents by email and posted on the school website.

PRIMARY FOCUS This is a fortnightly newsletter that keeps you up to date with all the events and activities taking place in the primary school. It is written by the Head of Primary and is emailed to all primary parents and posted on the school website.

- 16 -

THAI BYTES This a monthly, whole school newsletter with photographs of school events articles by staff and students. This will be e-mailed to all parents each month and posted on the school website.

PARENT WORKSHOPS We offer a workshop every half term to enable primary parents to have a better understanding of teaching and learning at St. Andrews.

COMMUNICATION BOOKS These books move between home and school daily. Both teachers and parents communicate using this book. Primary children also use this book to record homework. Please check these books daily and answer any questions as soon as possible.

GENERAL APPOINTMENTS We encourage discussions about learning to occur with the teacher, child and parent together as this encourages responsibility and continued learning.

However parents are welcome to arrange an appointment with their child’s teacher at any time should they wish to talk about their child’s learning alone. We ask that parents do not ask for a meeting without prior arrangement in order to allow teachers to focus on teaching and learning during the school day and to allow meeting preparation time.

Cultural Celebrations

cultures are represented within our staff, children and parents. We value this mosaic of diversity.

We believe that it is important to educate our community so that we all understand the uniqueness of our own culture and our interconnectedness with the culture of others. Additionally we value the culture of Thailand as our host country.

We utilise our connectedness through the curriculum and with the members of our community who reside within it.

Throughout the year we celebrate various important cultural events including Loy Kratong and Songkran.

English as an Additional Language (EAL) EAL students are classified using the Neale Scale into Beginners, Intermediate and Advanced users. Five fully qualified primary teachers are employed to meet the needs of the school population. Ruth Mullan is the EAL Coordinator and she works along-side teachers supporting these children. She can be contacted at rmullan@standrews-schools.com if you wish to discuss any issue in regard to EAL. The Head of Primary meets once a week with the EAL Coordinator to discuss specific children and the programmes that are run in the primary school. Parents, whose children are on the EAL register, pay additional fees for this service.

St. Andrews has a diverse community and a wide range of languages and

- 17 -

Emergency Evacuation Established procedures exist for staff and children to follow in the event of a need to evacuate the school buildings.

In such circumstances, the safety of all community members on campus is of paramount importance.

Emergency evacuation procedures can be found on laminated posters in every classroom. All members of the community are expected to follow them once the alarm bell has been rung. Please proceed to the designated assembly points and wait for instructions. Children and teachers regularly practise these procedures in case of an unlikely event occurring.

Extended Absence Parents are kindly requested to advise class teachers if children are likely to be absent from school for an extended period of time. Whilst it is not easy to replicate the school-learning environment when you are away, teachers may be able to provide work or some guidance for the student’s continued learning whilst they are absent from school.

Extra-Curricular Activities The aim of our Activity programme is to give children the chance to experience and learn new skills or expand and develop existing skills. We try to ensure

that children gain enjoyment, healthy exercise, new skills and hopefully the motivation to take those activities they enjoy with them into adult life. ExtraCurricular activities give children the chance to experience different teachers and teaching styles and reap the benefits from this. The programme also gives teachers a chance to give of their knowledge and expertise not only in their teaching subject but also from whatever interests and experience they have.

The range of activities we offer include: • Horsemanship • FOBISSEA Team Training • Team Sports such as basketball, football, T-Ball and Volleyball • Golf lessons • Drama • School Newspaper • Swimming • Taekwondo • Athletics • Thai • Mandarin • Arts and Crafts • Instrumental and Singing lessons

Field Trips Children participate in school field trips throughout the year. They are connected to the learning taking place in class and are designed to engage and stimulate children to promote discussion and inquiry. Class Teachers will inform you of upcoming trips in the Curriculum Letters that you receive at the beginning of each half term.

- 18 -

Before the trip takes place, class teachers will provide parents with a detailed letter and consent form. Children without parental consent remain at school and attend a different class.

Homework We believe that Primary age children should participate in relevant and appropriate tasks outside of the school environment in order to reinforce, consolidate and extend learning.

Homework should promote the learning partnership between home and school and encourage self-organizational skills and independent learning.

Homework should be: Clear - Children should have a very clear understanding of what they are required to do for the homework.

Concise – Children should be able to complete their homework in the agreed time.

Connected – The homework should reinforce and consolidate the work currently taking place in class.

Year 1 Reading every day, 1 piece of work with a Literacy, Unit or Maths focus.

Year 2 Reading every day, 1 piece of work with a Maths focus, 1 piece of work with a Literacy or Unit focus.

Year 3 and 4 Reading every day, 1 piece of work with a Maths focus, 1 piece of work with a Literacy or Unit focus and preparation for spelling and mental Maths tests.

Additional homework may also be set by specialist subject teachers from time to time.

Year 5 and 6 Reading every day, 1 piece of work with a Maths focus, 1 piece of work with an English focus, 1 piece of work with a Unit focus (Science, Social Studies etc.), preparation for spelling and mental Maths tests. Additional homework may also be set by specialist subject teachers from time to time.

TIME ALLOCATED

RESPONSIBILITIES It is the teacher’s responsibility to make sure that work is differentiated according to the needs of the child and that the child clearly understands what is required.

KG & Reception - Up to 1 hour per week Year 1 and 2 - 1 hour per week Year 3 and 4 - 1.5 hours per week Year 5 and 6 - 30 minutes per day

It is the child’s responsibility to make sure they understand what is required, complete and hand in homework on time.

CONTENT

It is the parent’s responsibility to provide support and encouragement and ensure that children have the resources and working space necessary to complete the homework.

KG and Reception Sharing books and discussing learning taking place in class.

the

- 19 -

Instrumental Music An instrumental music programme is offered to all children from Year 1. These children have tuition after school, at lunch time or are taken from classes by the instrumental music teacher at differing times over the week so children do not miss the same lessons. Children are expected to ‘catch up’ the lessons they miss. There is an additional cost for instrumental music instruction. We currently offer tuition in piano, violin and guitar. For further information about instrumental lessons please contact the Head of Music, Amanda McCloskey amccloskey@standrews-schools.com.

Inter-school Sport Sport plays an important part in our children’s lives. Many teams are organised for internal and external competition.

Training for these competitions happens during extra-curricular activities, at lunch time or after school. The PE Department will notify parents of up-coming competitions, so you are fully informed.

Learning Support (Special Educational Needs)

Once the school has tried several intervention strategies and a child is still not making considerable progress we will call on more specialised help.

In the past we have used educational psychologists, speech therapists and occupational therapists. They produce extensive reports that teachers are guided through and help teachers implement strategies and activities that help your child make the progress required to succeed. All costs are incurred by the families involved.

Learning Support Assistants (LSA)

Special Educational Needs caters for children who are: • Educationally able – Gifted and Talented • Children who need support to achieve expectations.

The numbers of children registered continually changes as does their need for support. One teacher and five learning support assistants (LSA) are currently employed to work with these children. Their support comes in the form of either pull-out or in-class activities depending on individual needs and the task that they have been allocated. The Head of Primary meets regularly with the Learning Support Coordinator to discuss specific children and the programmes that are run in the Primary School.

There is a specific process that teachers are required to follow in regard to SEN and parents are involved once several intervention strategies have been tried.

These assistants are employed specifically to help children who are on the SEN register. They are the direct responsibility of the Learning Support Coordinator. Their hours are from 8.00 am until 4.00 pm. Learning Support Assistants have an extensive

- 20 -

job description that includes preparing for lessons, teaching small groups and supervision.

Library The library supports the information and recreational reading needs of the primary school community. The Library is the large building in the middle of the campus. Parents are asked to help their children be responsible borrowers by encouraging them to keep books in a set place and return them on time. Any book that is not returned to the library within seven days becomes overdue.

Notices are sent out regularly from the library to remind borrowers to return the item before new books may be borrowed. Users will be charged for the replacement cost of any lost books. The library is open from 8.00am until 4.00pm daily.

Lost Property All items that come from home should be labelled clearly with your child’s name. Lost property will be sent to the School Secretary in the front office.

Periodically lost items are displayed in the foyer to encourage children to ‘find’ their losses. By labelling everything your child brings from home you are assuring it is returned as soon as it is found.

Medical Care and Medical Information A clinic staffed by registered nurses is located on the ground floor of the administration building. A log is kept of all treatment and parents are notified of every visit a child makes. If accident or injury occurs, the nurse will call you as soon as possible.

ILLNESS We are concerned about your child’s health and safety at all times. We try very hard to make sure they have a safe environment to work and play. We would also like St. Andrews to be a healthy place to work and we ask you to keep your child at home if they are ill or have a fever. Any infectious diseases or any change in your child’s health status should be communicated to the school as soon as possible.

Please make sure that all absences from school are communicated in written form – both notes and email are acceptable.

INJURIES The School Nurse will call parents in the event that a child needs to go home due to illness or injury. In the event of a serious injury or illness, the nurse will contact you so your child can be transported to hospital for further attention. (Bangkok Pattaya Hospital or Bangkok Rayong Hospital) If necessary, the nurse or designated person will accompany your child to the hospital and meet you there.

- 21 -

MEDICATION AT SCHOOL The School Nurse must administer all medication during school hours. Please make sure this advice comes in a written note with your name clearly stated at the bottom including your signature.

All medicines must be in their original container, clearly labelled in English/ Thai with your child’s name and dosage to be given. A few over-the-counter medications (i.e. Panadol, Ibuprofen) are available and can be given if parental permission is on file.

contacted to collect the child so they can be treated with the recommended shampoo. All other children will be issued with a school letter to take home alerting parents of head lice in their child’s class, so their child can be monitored.

MEDICAL RECORDS It is very important that the School Nurse has complete, updated medical records for all children. Please complete and submit the medical forms with your enrolment forms and keep us updated of any new conditions or immunisations.

Also, be sure to keep the school updated with work, home and mobile numbers of parents/guardians and emergency contact information.

German Measles

HEAD LICE If a child is suspected of having head lice the child will be sent to the school nurse by the class teacher. The school nurse will check the child’s head and if live lice are found the parents will be contacted to collect the child so they can be treated with the recommended shampoo. Once a child has been treated they may return to school, once the School Nurse has been informed by the parent.

The School Nurse will check all class members once lice has been discovered or reported from that class. Classes with siblings will also be checked at this time. Once again any children who are found with live lice, the parents will be

ILLNESSES AND EXCLUSION FROM SCHOOL Exclusion times for the following illnesses are: Measles

Chicken Pox Mumps Sores Ring Worm Head Lice Virus

7 days from the appearance of rash 5 days from the appearance of rash 5 days from the appearance of rash 10 days from onset of symptoms Must be fully covered & approved by nurse Must be fully covered & approved by nurse Until treated Temperature above 37.5 degrees Celsius

SUN SENSE A small amount of sun can be healthy but too much can lead to painful burns and sun-stroke. We are continually planting trees to help overcome the lack of shade on the campus and providing artificial shade for your child to play in.

All children are expected to have a hat to wear outside and to carry a water bottle from lesson to lesson and at break times.

Your child may drink at anytime and there are times when we will ask them to drink to prevent dehydration. We also provide inside play options every lunch hour so your child can take a break from the sun.

- 22 -

Mobile Telephones We firmly discourage any mobile phones at school and do not support their usage.

There is an office phone and we will call you if we believe your child needs you rather than us. Please support us and encourage your child to leave his/her cell-phone at home.

Notice of Withdrawal Please inform the school in writing with plenty of time before children leave the school. This enables us to ensure reports and transition papers are completed and ready to pass onto your child’s new school. It also enables teachers to spend time, in class, with children to discuss any social or emotional issues that may come with transition to a new school or country.

Parents absent from Home On rare occasions you may have to leave home. During this time we would advise that you appoint a temporary guardian who is responsible for your child during this absence. This guardian will act in loco-parentis. This person may have to work with the school regarding your child’s social, emotional or intellectual development, support the school in dealing with issues that arise and take responsibility in case of accident or injury.

Please write a letter to the school, addressed to the Head of Primary, informing us of that decision and the guardians contact details.

Parents Involvement We welcome all parents into the school.

Please feel free to be a part of our learning environment. Please speak to your child’s Class Teacher if you would like to help out. You can become more involved with our school in the following ways: CLASS PARENT This person has a liaison role between the class teacher and the parent body.

They are there to help the classroom run smoothly. The class parent may assist the class teacher by finding out about things in the community, helping to find other parent helpers for field trips and inclass activities and generally assisting.

CLASS HELPERS Some parents come to class and help by taking individual and small groups of children. These tasks are planned and prepared by teachers and the parent follows the teacher’s plans.

FIELD TRIP HELPERS Parents will volunteer to participate in activities that are outside the school campus. As a volunteer you can expect to have plans and to know the objectives and the behaviour expectations of the children before you leave. You will often be expected to supervise a small group of children and complete a set task.

- 23 -

SHARING SESSIONS Classes frequently ask parents to attend school to participate in class activities.

These sessions are either formal or informal and are organised by both the children and their teachers. Your role is to turn up and enjoy!

LEARNING JOURNEYS, EXHIBITIONS AND DISPLAYS OF WORK These often happen at the end of a unit of work and enable children to share learning with parents. The children talk about the ‘why’ and the ‘how’ of learning as well as the ‘what’.

Parent Teacher Conferences Parent Teacher Conferences take place at the end of the first term. The meetings provide parents with an opportunity to discuss children’s progress. A noncontact day is allocated for this purpose.

Parents are provided with End of Term Report and are allocated an appointment time in writing before the Parent Teacher Conference day.

Personal Items at School Children get excited when a new craze starts and they may wish to bring this toy or item to school to share with their friends. When these items come to school they are sometimes lost, broken or swapped unwisely. Teachers then have to spend time trying to resolve these issues instead of teaching your

child. Often there is no resolution to these problems and it causes undue stress both at school and at home.

We would therefore prefer items stay at home. If you child to bring these items to will not take responsibility for child will be responsible for or damage.

that these allow your school, we them. Your any losses

Play Times – Outdoor and Indoor Options There are designated areas of play for groups of children in the Primary school.

Each area has its own set of expectations.

They are reviewed regularly by the teachers who supervise these areas and the children who play in them through the Student Council. Nursery, Kindergarten and Reception children play inside the U-shape of their buildings. Years 1 to 4 play on the field adjacent to Block 1 and the Year 5 and 6 children play on the hard court and training pitches. The foyers of Block 1 and 2 are open for children to play in for half of the lunch break. This gives children an opportunity to get out of the heat if they wish to do so.

Playgrounds and Break Duty Primary staff members are rostered on duty during break time. Staff members on duty will:

- 24 -

• Monitor behaviour • Apply the school consequences for inappropriate behaviour • Repor t accidents/injuries to the School Nurse • Listen to students and be fair in dealing with them • I nter vene early in any obser ved misbehaviour • Cordon off any unsafe area/equipment

Reporting Procedures In addition to providing regular, valuable feedback to children, a schedule of regular reports ensures that parents remain informed about their child’s progress. Teachers also contact parents to report on achievement or to inform parents of concerns or changes in their child’s progress.

Professional Development St. Andrews is committed to the professional development of their staff be they professional or support staff.

To this end, Teachers attend workshops locally and internationally. Some of this development happens on non-contact days when children are on holidays and some occurs whilst school is in session.

A Substitute Teacher will be employed to cover your child’s class while the Classroom Teacher is away if this professional development is scheduled during class time.

Professional development sessions are held monthly in the Primary School. A staff meeting is put aside for this purpose and teachers implement this professional development in their classrooms.

Recycling The school has four recycling bins close to the entrance of Teaching Block One. Children are encouraged to recycle plastic bottles, cans, paper, clothes and shoes.

We encourage discussions about learning to occur with the teacher, child and parent together as this encourages responsibility and continued learning.

However parents are welcome to arrange an appointment with their child’s teacher at any time should they wish to talk about their child’s learning alone. We ask that parents do not ask for a meeting without prior arrangement in order to allow teachers to focus on teaching and learning during the school day.

In addition to meetings requested by parents and teachers the following are scheduled reporting times: • Settling-in Reports – After one month at school each new child receives a settling in report. This report tells you how your child has adapted to the new schooling situation.

• At the end of each term, teachers complete a report on each child’s and progress progress. In Term One this is followed up with a Parent Conference. In Term Two this is followed up with a Student-led Conference.

- 25 -

• In Term Three a report is completed by teachers. This report is copied and sent home. This report reflects on the child’s development and progress throughout the year.

Student-led Conferences Near the end of Term Two, parents are invited to attend Student-led Conferences to find out more about their child’s progress. This meeting gives parents an opportunity to:

School Photographs Each year photographers come to school to take photos of all the children.

These photos are then made available to parents who are interested. We will keep you informed of dates and times for this event through the school newsletter.

Security The school hires four security staff. Two work at night and the other two during the day. The Head of Security is Khun Udom. He can be found on the security desk as you walk on the campus. A sticker system operates for vehicles.

Guests to the school are required to sign in at the entrance.

Student Council The Student Council has representatives from Year 2 through to Year 6. These children help to make decisions on behalf of the children in the Primary school.

Their decisions are fed to the Primary Leadership Team for discussion. Student Council members are encouraged to organize formal class meetings with their class and contribute to Assemblies. This structure teaches children about the decision-making process and gives the children in classes a voice.

• listen to children explain what they have been learning in class • ask children questions about their work • jointly evaluate work and set targets • speak with the Class Teacher and Specialist Teachers to discuss children’s progress Parents are informed about this day in writing and are allocated a time to visit classrooms with their children.

Student Visitors A request can be made to classroom teachers for a family’s guest or relative to visit our school and in particular the classroom for a day. Please make the request to the Head of Primary. The guest or relative should be approximately the same age as the child they are visiting.

The Classroom Teacher has the right to decline if the visit is likely to adversely interrupt their teaching for that day.

Teacher Assistants Class Teachers from Nursery through to Year 2 have full time teacher assistants.

There is one teacher assistant for Years 3 and 4 and one for Years 5 and 6.

- 26 -

Teacher assistants have an extensive job description that includes preparing for lessons, teaching small groups and supervision. Children are expected to show respect for them at all times.

Teacher assistants are available to help you with translation if necessary.

Transition International Schools are places where transition is a way of life. Children move from one country to another or one part of a country to another. Primary school too is a time of transition - from home to school and from a Primary emphasis to a Secondary one. We are very aware of this transition and the impact it has on the lives of the children who are in our care. Transition activities are not one-off stand-alone sessions. They are continual and happen throughout the school year and take on many forms.

As we support children in their transitions we recognize that each child has specific needs that can be tailored for. Parents are encouraged to discuss transitions with their children and classroom teachers to enable this to happen.

As a school community we formally support transition through: • A common curriculum framework and language for learning • Information sessions between teachers in relation to their ‘new’ class • A formal transition programme between Year 6 and Year 7 • A buddy programme for new children joining the school during the year.

• A Thai focus within the curriculum to encourage a connection to our host country

Transportation The school provides transportation if this is required. We manage the bus service and maintain a high quality of provision.

The cost of the transportation depends upon the area covered by each bus.

The current list of transportation charges is available from the school office. These and any other enquiries regarding buses should be directed to Khun Nadda. naddac@standrews-schools.com.

All students beginning with Nursery are permitted to travel on the school buses.

We aim to provide a school bus service that is safe, reliable and efficient.

Each bus has a Driver and a Bus Monitor.

The bus should not leave without both members of the team. Bus monitors are in mobile phone contact with the school at all times. Children are expected to show respect to both members of the bus team.

All buses are air-conditioned, have seat belts and DVD players. We are happy for children to take it in turns to bring their own DVD’s for viewing. Only U certificate movies are permitted.

Children are expected to wear a seat belt whenever they are on a bus. Bus Monitors are required to make sure they are fastened safely when leaving home/ leaving on a school trip/leaving school.

Children are not permitted to unbuckle

- 27 -

during the journey. Parents may wish to provide car seats for children in Nursery and Kindergarten.

LEAVING HOME You will be given a pick-up schedule.

Please make sure your child is ready and waiting for the bus. If you are late then everyone on that route is late. Bus monitors will log the time your child gets on the bus.

ARRIVAL AT SCHOOL Buses arrive at the front of the school and over near the hard court. They will start arriving from 8.00 am. All Early Years and Year 1 children are walked by the Bus Monitor to their classrooms.

Children in Years 2 to 6 walk to their rooms independently.

DEPARTURE FROM SCHOOL Teachers or teacher assistants of Nursery, Kindergarten, Reception and Year 1 and 2 children accompany their bus children to the bus, making sure they are secured onto the correct bus. Once a child is on a bus, they are not permitted to leave it.

Uniform School uniforms are available in the uniform shop in the School Reception area. Khun Noi is in charge of this shop.

Please see her regarding any uniform enquiries. The school uniform for children in the primary school is as follows: BOYS Blue and white striped shirt Blue shorts White Socks Black Shoes GIRLS Blue and white striped shirt Blue Culottes OR Blue and White striped dress White Socks Black Shoes PHYSICAL EDUCATION UNIFORM FOR BOTH BOYS AND GIRLS Blue Shorts Blue Shirts White sport socks Trainers

- 28 -

Notes

Green Valley Campus Moo 7, Banchang-Makham Koo Road, Banchang, Rayong 21130 Tel: +66 (0) 3803 0701 Email: greenvalley@standrews-schools.com www.standrews-schools.com