Issuu

British School of St Petersburg, Russia

Lead Improvement Partner: Joanna Povall Education Development Advisor, International Community Schools, UAE

Confidential to the Headteacher and Board of Governors.

The findings and next steps of this report reflect the work of the Lead Improvement Partner. The Compliance visit took place between 4 and 11 June 2021. Compliance is valid for 5 years. The next Compliance check is due in June 2026.

Contents COBIS COMPLIANCE REPORT 1.0 SAFEGUARDING AND SAFER RECRUITMENT 2.0 STUDENT WELFARE 3.0 FACILITIES 4.0 GOVERNANCE 5.0 ETHOS AND VALUES

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OVERALL OBSERVATIONS

4 COMPLIANCE REPORT

British School of St Petersburg successfully met Standards one to five of the COBIS

Compliance system.

1.0 SAFEGUARDING AND SAFER RECRUITMENT The school places a high priority on the safeguarding of students and staff, including child protection, and the safe recruitment of appropriately qualified and experienced staff. 1A STANDARD The school recruitment process is fair, thorough and transparent and applies to all appointments consistently

COMMENTARY The school has a robust Safer Recruitment Policy and is committed to safer recruitment procedures, with the safeguarding and well-being of children as a priority. The school recruitment process is fair and transparent and ensures that appropriate staff are appointed. Key members of staff and the Board of Trustees have completed the COBIS-recognised safer recruitment training through EduCare. All vacancies are advertised on the TES website, and local hire advertisements through Headhunter recruitment. All advertisements and forms make clear the school’s commitment to safeguarding. Candidates are selected against the person specification for the post. A minimum of two people is required on the Selection and Recruitment Panel. At least one member of the Selection and Recruitment Panel will have successfully completed recognised training in safer recruitment and child protection. Where possible, teaching staff may be asked to teach a lesson as part of the interview process. Interview questions and tasks are agreed in advance. Safeguarding questions have been added to the interview process. Notes are taken and copies are kept, ensuring consistency in appointments and in feedback given to candidates. Written records are kept for the entire recruitment process and all staff information is stored on Salesforce.

5 Three references are usually requested, with a mandatory minimum of two required, one of which must be from the applicant’s current or most recent employer. References are requested before the selection stage, so that any discrepancies may be investigated during this stage of the procedure. After references are received, referees are also contacted by telephone to verify the information given. The identity of every referee is identified and recorded on the reference sheet in the SCR. Records are kept of these verification checks. Appropriate checks are also carried out to confirm identity, right to work in the country, previous employment history and qualifications. The school also demands all original, or apostilled copies, of birth certificates and copies of these are found in the SCR. The successful candidate is required to provide a police criminal background check from any country that they have resided in during the past 5 years. In the case of UK nationals, the certificate required will be the ICPC and DBS Enhanced Level check. Where staff are locally employed, they undergo the same rigorous process as staff employed from abroad. The school has a robust induction plan for new staff, including the requirement to receive safeguarding training prior to commencing employment. This provision should continue to be monitored and adapted to meet the needs of new staff and any new developments in legislation. The school also has an Equality and Diversity Policy, confirming that it is committed to providing equal opportunities to all applicants and other members of the community. The Single Central Record is well maintained, with all required documents found to be in order. During the compliance visit a total of 9 document files were inspected, which represents approximately 56% of the total staff currently employed. Detailed files are kept of all current employees of the school, both local and international, along with those of the Board of Trustees and previous employees. Records are also in evidence for contracted staff and were inspected during the visit. There are currently no temporary staff or supply teachers. All checks carried out, regardless of the country that they were carried out in, are required by law to be forwarded to the relevant Russian authorities before a contract and work visa can be issued. Documents are also required to be notarised, have an apostille and be translated for the authorities.

6 COMMENDATION The school should be commended for their robust approach to safer recruitment.

NEXT STEPS None noted.

1B STANDARD All staff within the school including volunteers and supply staff meet high standards of child protection and the safeguarding of students

COMMENTARY The school has a Child Protection Policy that reflects the context of British Schools Overseas and Russian guidelines. The school recognises its duty and responsibilities to protect and safeguard the interests of all children. A copy of the policy can be found on the school website. Posters are displayed around the whole school to identify the designated safeguarding leads to staff, students, parents and visitors to the school, but no further documentation is given to visitors of the school. There is not currently a leaflet for reception to give to visitors which outlines the Safeguarding Policy, Visitor Code of Conduct and identifies the designated safeguarding leads. This leaflet should be devised for reception to give to visitors, outlining Safeguarding and Visitor policies, plus the fire evacuation procedures. There are two designated safeguarding leads in school and one nominated member of the Board of Trustees. All are trained to Level Three in safeguarding and child protection. At present they have been unable to all complete face to face training, due to the current pandemic restrictions, however, this is scheduled to take place as soon as it is possible. Guidelines regarding procedures following disclosures, including allegations involving staff, are evident. The designated safeguarding leads meet regularly with the link Board member. There are regular meetings between the two school designated safeguarding leads and the designated Board member. To date, there have been no safeguarding cases that have needed to be recorded or referred. Consistent methods of recording and storing disclosures need to be investigated fully, as at present they can be paper or digitally

7 based. Should there be any incident that requires onward referral, this would be passed on to the Russian authorities, who would deal with it appropriately. All staff are provided with mandatory training in safeguarding and child protection through EduCare. For those members of staff who speak only Russian, training is provided on a face-to-face basis in their native language. This training is extended to contracted staff, for example the cleaning, transport and kitchen staff. Those involved in recruitment procedures are also given safer recruitment training. Online Safety is also of paramount concern to the school, with staff and students receiving training and advice in this area. The school has a strict policy of not allowing staff to add students on social media platforms. All staff, parents, and visitors to the school wear colour coded lanyards for identification. Visitors must sign in on arrival and are never left unsupervised in school. The school does not have any supply staff and any volunteers visiting the school for events are supervised by teaching staff. There is currently construction work being completed on the third floor of the building. There is a separate entrance and exit for all construction workers, who have no contact with the students, therefore posing no safeguarding risk.

NEXT STEPS Headteacher to monitor the SCR each term and keep records of findings. Devise a leaflet for reception to give to visitors which outlines Safeguarding and Visitor policies, plus the fire evacuation procedures. Investigate secure platforms available online to keep confidential records of disclosures and aid tracking in safeguarding. Ensure that Level 3 face-to-face training is attended when pandemic restrictions are lifted. In the meantime, there are online inter-active options available.

8 2.0 STUDENT WELFARE The school provides a safe and supportive environment for all young people. 2A STANDARD The school provides a pastoral structure that meets the needs of all students and promotes their personal development

COMMENTARY There is a clearly defined pastoral structure in the school. At present the class teacher provides primary pastoral care for the students in their class as part of a wider school team, with parent partnership being at its core. The pastoral system throughout the school is structured in stages, according to the English national stages of EYFS, Primary and Secondary. Emphasis is placed on positive relationships, and this is reflected in the exemplary attitudes and behaviour that the students exhibit around the school. At present, there are two age ranges in each class, for example Year 5/6. As the school grows, this will develop into discreet year groups in the future. Given the small number of students, the current system works well. Clear progression of pastoral concerns is evident from the documentation held. The school is aware that it will have to review this as the pupil numbers increase. Weekly letters are sent as a form of update each week, alongside instant messaging on Class Dojo and email or telephone contact. The school has an open-door policy and teachers are available at the end of school for parents to speak to them either briefly, or to arrange a formal meeting. This communication encourages the involvement of the whole school community in ensuring that the pastoral needs of all students are being met. Parents commented that they are incredibly pleased with the current level of communication and feel welcomed to talk to the class teachers, or Headteacher at any time. PSHE is not currently taught as a discrete lesson and does not have a designated programme of study. Assemblies and friendship circles are used to deal with matters such as personal health, safety and behaviour on a needs basis. There is scope to develop a programme which will complement the current school curriculum and could further strengthen the pastoral system.

9 At present there have been no formalised agenda items in staff meetings to discuss the enhancement of pastoral developments in the school. The majority of staff training has been academic, and curriculum based. Pastoral training and periodic safeguarding updates would similarly benefit the school’s development. Students of all ages commented that they felt safe and valued in school, that they have positive relationships with peers and teachers and feel well cared for. They describe the school as being a happy school, where students are polite. There is no school counsellor, and students commented that they currently speak to their class teacher, although they feel that they can talk to any member of staff if they have an issue. Staff and parents confirmed that they too believe that the school meets the needs of all students. In future, a role of co-ordinator for Mental Health and Well-being could be created to align and enhance current school provision. One parent commented that they were particularly pleased with the personal development of their child in the school, as they had previously attended a different school. Their child had not been happy to go to school before, and now smiles as they enter and is still smiling at the end of the school day. Compared to their prior experiences, they could see a positive change in their child since they had moved to the British School St. Petersburg.

NEXT STEPS Develop the school’s continual professional development schedule to include training in pastoral areas in addition to academic and curriculum fields. Add pastoral agenda items to each staff meeting and add to the minutes. Consider appointing a Mental Health and Well-being Co-ordinator in the near future. Devise and implement a whole school PSHE programme.

10 2B STANDARD The school has provision for the physical and mental health, and safe supervision, of all students to allow them to flourish in the school environment

COMMENTARY The students are well supervised throughout the school day with a duty rota of staff for supervision provided in advance. The school drop-off and pick-up, and break and lunchtimes observed were safe and compliant with health and safety regulations. The school has a full-time nurse who is responsible for the upkeep of medical information and is on hand to deal with any medical issues as they arise. All details are stored on Salesforce. Due to the COVID pandemic, each morning the nurse records the temperature of individual students and keeps records. There is a clear procedure for any child whose temperature is too high. The nurse is also responsible for the upkeep of first aid kits, which are in each classroom for staff and students. Specific kits are prepared for PE and STEAM lessons. She is also responsible for managing first aid kits for school trips. The nurse has organised training for all staff in first aid, through connections with the Red Cross. Well-being runs through the policies and procedures of the school. Staff, children, and parents who were interviewed reported that bullying was not an issue in the school and that they feel safe and secure. A number of well-being events have been offered to both staff and children to attend, such as yoga. The school nurse has offered to run training and a series of courses on wellbeing and stress management and how to deal with stressful situations for staff, students, and parents. These sessions could be added to the school calendar. The school also has a robust e-safety policy that contributes to the safe supervision of students. Staff commented that they had addressed issues of well-being in school, such as anti-bullying through their assemblies throughout the year. They also spoke of friendship circles in tutorial time being used as a tool to handle specific and global issues of well-being in their class. Parents report that they are happy with the level of supervision and security; there is a community feel to the school which is embedded in a culture of safety.

11 NEXT STEPS Schedule training for well-being for children and staff to be delivered by the nurse. Consider requiring the Board of Trustees to establish a Health and Safety Committee involving staff from various areas of the school.

2C STANDARD The school ensures that through positive behaviour management students are supported in their learning and safety

COMMENTARY The school has a Positive Behaviour Policy, focused on positive reinforcement, which is indicative of the culture of exemplary behaviour within the school. The school promotes positive behaviour, based upon an empowering approach, which nurtures a culture of self-discipline among children. The school reward systems are based on encouragement for students to attain their own personal best. An approach has been adopted that advocates encouragement in conjunction with praise. In each class there is a house points jar and house point coins can be given to students as a reward for positive behaviour at the discretion of any adult in school. There are specific certificates awarded for milestone points of 75 - Bronze, 125 – Silver, 250 - Gold and 350 - Platinum. Children also gain points towards the house weekly total, with a star awarded and counted towards the termly House Trophy. Certificates are given out in Celebration Assemblies. Each class has its own behaviour chart level which is reinforced through pastoral and academic areas. The language used has been modified to be age appropriate, with a version suitable for younger students and those in the senior school. Each class uses different terminology and approaches to the steps on their chart, there is not a school-wide consistent approach. There could be consistency introduced in the behaviour charts, such as language and methods appropriate to each key stage, as opposed the charts and rules being different in every classroom. Students commented that once they had reached an unacceptable level of behaviour, the ultimate sanction is to be sent to the Headteacher. In general, this was for low level disruption.

12 All students, parents and teachers spoke positively about behaviour within the school. During the visit, the students displayed exemplary behaviour in the corridors, shared areas and in class. They appreciate the rewards system in place through the collection of house points and genuinely care about their own achievements and those of their peers.

COMMENDATION The school is to be commended for their approach to empowering students to take responsibility for their own behaviour.

NEXT STEPS Formalise terminology and approach in behaviour charts.

2D STANDARD The school ensures that off-site activities are appropriate and safe

COMMENTARY As a relatively new school, and with the restrictions of the global pandemic, the school has been able to complete a number of day trips and a residential trip to Sochi. The school does not have sporting facilities on-site, so Physical Education activities occur off-site. They have also maintained their regular sport and swimming activities each week. Risk assessments are in evidence for off-site sporting activities and for activities using external staff. The school has a thorough Trips Policy, detailing procedures and risk assessments for both off-site visits or lessons and residential trips. The policy covers all aspects of health and safety that would be expected, plus the financial security of the students and staff on the trips. It does not include procedures for air travel. Permission for visits off-site must be sought from the Headteacher and must have clearly defined educational aims that support or add to the curriculum and contribute to the overall aims of the school. There is a robust risk assessment carried out and authorised by the Headteacher prior to a trip letter going out to parents. Risk assessments are rigorous and were provided as evidence to demonstrate that they are

13 completed for each event or off-site curriculum lesson. Contracts with external providers for sporting activities and bus transport are similarly robust. Once completed, a thorough review of trips and activities is carried out formally. The staffing ratio is generous, with a ratio of 1:4 in EYFS, 1:5 in Key Stage One and 1:10 in the upper years. Attention is paid to a good balance of gender in staffing and for each trip there must be at least one English and one Russian speaking member of staff attending, regardless of the age of the students. The nurse is responsible for packing the first aid kit and a first aid trained member of staff should be a member of the team. The school phone is used for communication, and for trips longer than a day a WhatsApp group will be set up for the trip leader. Where the trip is residential, there must be a meeting for parents to discuss issues, run through the itinerary and explain what will need to occur prior to the trip taking place. Parents are always requested to provide written consent for their child and are given detailed information about all aspects of the trip.

COMMENDATION The school is commended for their persistence in providing regular off-site visits to enhance learning opportunities during the period of the pandemic restrictions.

NEXT STEPS Introduce a protocol for accompanying students through airports when air travel is included in a school trip. Continue to monitor and update the policies and provision to ensure that advice is provided for all possible risks.

3.0 FACILITIES The school provides all students with access to an environment conducive to learning and that keeps them safe. 3A STANDARD Accommodation supports the learning needs of all students

COMMENTARY The school is situated in a predominately residential area of St. Petersburg and arrival and departure from school feels safe and well ordered. The building is modern and spacious, compliant with local regulations regarding building and utilities in Russia. Classrooms are light and spacious, with no noise pollution evident. The temperature in classrooms is regulated depending on the season and in accordance with national laws, the air in school must be filtered. Therefore, all norms and laws are complied with. The school building is open and modern, with fixtures and fittings to match. The different sections of the school are equipped with furniture and equipment that is age appropriate. All areas are clean and well maintained, with hand sanitisers provided at strategic points. The rooms are well designed and furnished appropriate to their requirements. The school is well lit, with a great deal of natural light. It is also equipped with an air filtration system. The buildings are well heated in the winter and ‘space blankets’ are provided for students if necessary. Displays both inside the classroom and in the corridors are vibrant, fresh, and relevant to learning. The accommodation in all areas supports the learning needs of the children. There is a school library which is located centrally and is equipped with reading areas and a wide range of English language fiction appropriate for all ranges. The library was well used by pupils during the visit by students of all age groups, enhancing their learning experience. There are two outdoor areas for play, one appropriate for the lower school and one for the older children. They are well equipped with activity areas, and shaded areas to relax or play with toys and equipment. Sunscreen is provided in the summer and children may bring a change of clothing and shoes dependent on the weather. The school follows the advice given by the local authorities about the suitability of weather conditions for outdoor play. The outdoor areas are adequate in size for the current cohort, however, there will need to be additional provision made as the school develops, for example staggering break times. Due to the position of the

school in the city, there are no sports facilities on-site. Physical Education and swimming lessons take place at external locations. The outdoor facilities provided enable outdoor play to occur, despite limited outdoor provision, in which the children can both learn and play. The school is split level, currently over two floors with a third floor being converted at the moment. All doors are locked, with card access for staff and there are glass walls so that there is maximum supervision of students. There are lockers and bathrooms for the students in each section, with water provided for both washing and drinking. Children must bring a change of clothes in the lower end of the school, and these are kept in the large storage area. Two children in early years still sleep in the afternoon and have a mattress and blankets provided. All students are cared for and their needs are met. The extension to the third floor is currently underway and there is a separate entrance, which means that no construction workers are anywhere near the students. No building noise can be made between the hours of one and three in accordance with Russian law. When the work is completed, the access point will be knocked through the wall into the other existing building and provide additional learning space and classrooms for the upper school. The facilities will undoubtedly improve further following the completion of the new plans and developments.

NEXT STEPS Monitor and review the accommodation as the school grows. Investigate ways in which to utilise the outdoor areas as the student population grows.

3B STANDARD The site provides a secure environment for students, staff and visitors

COMMENTARY The site provides security, with strategic points that provide the only way of entering the school grounds. The entrance road is staffed by security guards. On arriving at the gate, formal identification is required before visitor permission is issued to anybody. The security guards also patrol the premises discreetly throughout and after the school day, affording additional security.

According to the COVID policy, disinfection happens every morning and every afternoon under strict Russian regulations. Social distance, sanitiser and mask regulations are signposted at the entrance to the school. There is a germicide plan which is carried out after school each day and the outside of the building is also cleaned daily. Children are dropped off by appropriate adults at the door. Observation showed that all pupils’ names were known by staff. There was an orderly and safe entry to the school. At break and lunchtime, there was a high ratio of adults to children and behaviour was calm and safe. After school, the pick-up is staggered depending on after school activities. Parents wait inside the lobby and wear their lanyards. After the children collect their belongings from the lockers, they are brought to the lobby by the teachers. I was able to observe that one of the parents was asking the teacher for some help and this was readily given. This corroborates the fact that teachers said that they were able to meet parents after school and answer any questions that they might have. All children were picked up in an orderly and timely manner by appropriate adults. Lockdown and fire procedures are robust and conform to UK and Russian regulations. Detailed policies and procedures are in place. Maps of the school highlight fire exit routes and where fire-fighting equipment is positioned. Fire extinguishers have notices given in English and Russian. Fire evacuation drills are carried out every three months and fire drill procedures are signposted around the school. The fire brigade came to the school to designate where the fire hydrants and plans should be placed. The area for assembly is behind the school and there are emergency exit fire stairs on all levels. Corridors are wide and allow for quick evacuation. There is a security walk by the fire brigade every month. A register is completed to show that this has been carried out by the authorities. The fire brigade provide training each year for all staff to show them how to use fire extinguishers correctly. There are also anti-terror lockdown drills and a red anti-terror button in the school. When this was last activated, soldiers arrived at the school within three minutes. Records are kept when tests are conducted. All required doors are locked, with the key being kept out of reach and in a locked store by the door. In accordance with Russian regulations, there are toilets in each area separated into male and female, with adult toilets separate to those of the students. There are a more than adequate number of toilet facilities. Cleaning schedules are clearly visible in all rooms and toilets and regularly updated. All cleaning cupboards are locked. All cleaning, maintenance and security staff have the relevant safeguarding and employment checks, in line with the school Safer Recruitment Policy.

COMMENDATION The school is to be commended for their proactive approach in providing a secure environment for students, staff and visitors.

NEXT STEPS Ensure that current standards are maintained when expanding into the new third floor area.

3C STANDARD The fabric of the school provides an effective and safe working environment

COMMENTARY The school has a thorough Health and Safety Policy with appropriate risk assessments and procedures. There are clear processes for staff to report health and safety issues through the school administration. Health and Safety and Safeguarding are agenda items in each meeting. Toilet facilities are located throughout the building at strategic points, with separate facilities which adults and visitors are required to use. The number of toilet facilities on site is well above the minimum legal norm in the UK. All toilets have running hot and cold water and hand drying facilities. Each classroom in the EYFS area has been fitted with their own toilet and handwashing area. Cleaners clean the facilities regularly throughout the day. The specialist equipment is of high standard in all areas, especially in Design Technology. ICT facilities are evident throughout the school and both staff and students were seen to be competent users. At present there is no fume cupboard in the science room, therefore chemicals cannot be used in school. This will be added for the next academic year to allow chemical-based experiments to be carried out. There are first aid kits and eye washing facilities in each of these rooms. Machinery is protected and students are not allowed into workshops without staff. The DT room was designed in consultation with a specialist and has adequate extraction fans, alongside the school air purifiers. The school has a canteen that provides lunch for the staff and students. The menu is composed by the kitchen manager in consultation with the school. For any specific dietary requirements, requests are given to the school by the parent. The kitchen

staff know the details of specific children, for example in the case of allergies, photographs and descriptions are kept in a prominent position. A healthy eating policy and the development of healthy food choices are a priority for the school. The kitchens are separated into key areas for washing and cooking, in compliance with hygiene regulations. All staff who work in the canteen are compliant with Russian food hygiene regulations and have had the appropriate training and certificates.

NEXT STEPS Implement current plans to provide a fume cupboard in the Science Lab.

3D STANDARD Overall facilities meet the needs of all students, including those with additional educational needs and/or a physical disability

COMMENTARY The school is committed to equal opportunities and currently has one student with additional educational needs. There is an AEN teacher assigned to this student who supports, delivers intervention, and devises differentiation strategies for teachers of this student. Where any support is required for diagnostic purposes, there are specialist Russian agencies in the local area. At present, there are no designated rooms for Learning Support or English as an Additional Language. The school is aware that further provision may be required as the school grows from its current small numbers. The building has two ramps which lead to the ground floor, which has corridors wide enough for disabled access. It includes toilets that could be accessed by disabled students or visitors. At present there is no disabled access to the upper floors of the school and no evacuation chairs. Should a student or member of staff be temporarily impaired, the solution would require the classroom to move to the ground floor. As the school’s programme of development continues, they are working to find possible areas of the site that could be accessible to students or staff who may have physical needs. The school’s Equal Opportunities Policy covers the needs of AEN and EAL students but should be enhanced to include disabled students and those with temporary mobility problems.

NEXT STEPS Continue to develop access arrangements for physical needs and include amendments to the Equal Opportunities Policy.

4.0 GOVERNANCE The school’s governors work to support students and to provide strategic direction for the school. 4A STANDARD All governors / proprietors meet all the requirements for adults with access to young people reinforcing the importance of safeguarding within the school

COMMENTARY Thorough and appropriate identity and criminal record checks are in place to ensure that the Board of Trustees meet all requirements in terms of safeguarding and working with young people. All members have received EduCare training in safeguarding, and this will be regularly updated. These checks recorded on the SCR and kept in central files. There is a specific member of the Board with an area of responsibility for safeguarding and one for Health and Safety. These are both standing agenda items in meetings. The DGS is an active member of the school community within her role. She has received advanced Level Three training in safeguarding and meets regularly with the school Designated Safeguarding Leads. This ensures the capacity for disclosures to be made which are independent of the school team and offers an additional level of safeguarding.

NEXT STEPS Ensure that all governors are updated with developments in safeguarding, both in the UK and Russia, and keep records of these.

4B STANDARD Measures are in place for governors to register interests and to manage any conflicts of interest

COMMENTARY The Board has a detailed Conflict of Interest Policy, defining the potential conflicts of interest that could occur. The school requires all members to declare any conflicts of interest. This is a standing item on Board agendas. The policy details how the Board should report any conflicts and action that should be taken should they arise. This is taken most seriously by the Board. The procedures are clear and well documented in the policy’s regulations. A register is kept, using a well-constructed form to be completed for any declarations. The policy is reviewed annually. There are currently no conflicts of interest noted.

NEXT STEPS None noted.

4C STANDARD There are written procedures / protocols for the remit of the work of the governing body

COMMENTARY Clear structures are in place, detailing the work and responsibilities within the Board, and the delegated powers of the Headteacher. There is a comprehensive code of conduct, which outlines the expected behaviour of the governing body. The Board play an active role in the school, for example, one member of the Board acted as a judge in the school poetry competition during the compliance visit. There are regular meetings held both in person and online, and high-quality governance is seen as being essential to the success of the school. Discussion showed that members of the Board knew which area of the protocol they are personally responsible for, and the responsibilities of other Board members. The policy and protocols are reviewed annually.

NEXT STEPS Monitor and review annually in accordance with the policy.

4D STANDARD There is appropriate support for new governors

COMMENTARY A full induction process has been identified to ensure that any new members are fully briefed on their role. The process involves tours of the site and introductions to members of the Board and the headteacher. Safeguarding training is provided for new members. There is currently not a mentor from the current Board assigned to help any new member with transition into the role. Induction ensures that the new member receives the appropriate documentation to allow them to understand both the school and the role.

NEXT STEPS Assign a mentor from the current Board of Trustees to any new member.

4E STANDARD Governors have a commitment to their own training and development

COMMENTARY The Board have a clear commitment to training, in line with the vision of the school to continue to develop. All governors receive training in safeguarding as a priority. Detailed records of completion are kept. Members of the Board have demonstrated their commitment to their own training and development in a number of other areas of significance on a whole school basis.

Evidence has been seen of the completion of training in areas such as Health and Safety, Mental Health and Well-being, Online Safety, Fire Safety and Safer Recruitment. In discussion, members of the Board spoke of the positive impact that such training had on their roles, and for the school. They reiterated their continued commitment to training and development.

COMMENDATION The governors are to be commended for their commitment to their own training.

NEXT STEPS Continue the commitment to expand training and development opportunities.

4F STANDARD The governors provide records of meetings and decisions which show evidence of active and committed governance The profiles and contact details for the governors are available to parents along with key policies

COMMENTARY The Board of Trustees meet regularly, and appropriate records of meetings and decisions are available. There are detailed minutes produced, alongside action plans and outcomes following action being taken. The Board of Trustees are clearly active and easily accessible to support the schools at times other than in official meetings. Copies of key policies are on the school website and parents reported that they were aware of how to find them. The Board provide annual reports and have met with parents on scheduled occasions in school. There is currently no school specific Complaints Policy to outline procedures for contacting key staff and members of the Board. Parents commented that they can contact the Board of Trustees via Instagram or Facebook and had previously met them at meetings. The parents interviewed, however, did not know of any formal procedures, or email access to the Board in order to make any formal complaints.

NEXT STEPS Develop a school specific Complaints Policy.

5.0 ETHOS AND VALUES The school has an evident British educational ethos, is outwardlooking and promotes international mindedness. 5A STANDARD British educational ethos and values are at the heart of a holistic approach to learning and to the development of learner qualities

COMMENTARY A British educational ethos is clearly visible, with British educational values evident throughout the school and core to its philosophy. The school recognises that each child is an individual, and that all children need to succeed. The school respects the individual needs of children; fosters a caring and creative environment; and emphasises the social, emotional, physical and intellectual development of each child. The teachers are dedicated to preparing students for their adult life beyond the formal examined curriculum. Numerous displays around the school mention aspects of British culture and events. Of note is the school library, named ‘Bookingham Palace’, depicting many characteristics of British culture. A British educational ethos is very apparent in the school’s house system. Four houses run along British lines named, Turing, Shackleton, Franklin, and Eliot after prominent British figures. Every student in the school has been assigned to one of the four houses. Pupils contribute willingly and enthusiastically to a wide range of activities, gaining house points for good curriculum work and house events. There has also been the introduction of house captains to the school. Students volunteered to stand for election and members of each house voted for their captain. Students voted for house captains from all areas of the school, not just in the older year groups. Students commented that they really appreciated the competitive but friendly nature of the system and that they felt proud to have been part of house events. Alongside British cultural aspects, the ethos and values can be seen throughout the school’s holistic approach to learning. Children, staff and parents commented that students are happy to come to school and that it is a place of learning in which everyone can flourish. A wide variety of enrichment activities are available after school on Tuesday, Wednesday and Thursday evening with 75% of the school cohort attending. One of

the most popular is robotics. Students were observed building motorised vehicles, with activities differentiated for age groups. There are other academic enrichment opportunities such as English, History and Russian and arts-based activities offered too. The students and parents commented on the rich assortment of clubs and how much they enjoy and appreciate them. There is a Student Council who are also elected and are part of the student voice to help share ideas and concerns with teachers and the Headteacher. They have been instrumental in driving though change in the canteen, using democratic methods and following feedback from their classmates. During the visit, the entire student population were working towards their performance of the ‘Wizard from Oz’. Every single student had taken a role in this, and it was genuinely a whole school production and learning experience. The entire student body were involved in singing in the chorus and rehearsed during an assembly which was observed. Other than the performance, they had been involved in set design and creation during art and enrichment time. The students and staff are justifiably proud of their achievement. Whilst staff and students were pleased with their involvement in enrichment activities, they commented that they would appreciate more opportunities for student voice, such as the introduction of a podcast for the Student Council. They felt that as a small school, student voice had been limited to a particular, small group of children, with the children interviewed commenting that it was always the same people. Providing different and varied opportunities may encourage wider participation throughout the school. Whilst there is evidence of the school’s British educational ethos, there are no defined unique school values. There should be opportunities to do so, in collaboration with all stakeholders. This could also take into consideration learner attributes, a learner profile, as part of the values review. Clarifying and giving statements for each of the values gives a shared language and a clear guide to communicate. School policy should and will be driven by these values and the decisions made should be aligned to them.

NEXT STEPS Devise and define unique school values in collaboration with stakeholders. Develop more opportunity for the student voice, such as the introduction of the suggested school podcast.

5B STANDARD The school has an outward-looking perspective promoting its values via a wide curriculum and through opportunities to develop awareness of other cultures and global issues as far as this is permissible within the host country

COMMENTARY As a newly founded school, student numbers are still relatively small, with the majority of the students being Russian. There is a growing and diverse international student population; therefore, international understanding has become a part of everyday life at the school. The school uses this compellingly through the wider curriculum and a variety of events to enhance learning within subject areas and cultural awareness. The culture of internationalism is evident in many examples of activities within school, particularly involving Russian culture. Many activities, such as visits to national places of interest and the celebration of Maslenitsa, encourage understanding of the local area and host country. An International Women’s Day event was organised this year, highlighting global issues and celebrating the international day. Many cultural events and cultures from around the world are explored, in particular on the International Day, where staff and students participated by explaining topics from their native countries, for example, New Zealand, Korea and Spain. The school has a link with Middleton School, Wales in the UK and are hoping to visit once the travel restrictions of the pandemic have been lifted. The students are given a variety of opportunities to learn about and participate in charitable events. This year they have interwoven the Shoebox Appeal into the life of the school, as a learning opportunity and charitable drive. The school also has links with the Salvation Army and Red Cross, who work with them in training for first aid. The school’s Book Week not only promotes literacy skills throughout the school but was also run with an environmental theme. The children were challenged to ‘get caught reading’ and held a David Attenborough Disco. The week of events based on literacy, arts and raising awareness about the environment was enjoyed by all. The students, parents and teachers spoke about the numerous opportunities that the school offers the students. Parents and students were happy with the quality and number of opportunities available to them. Events were not hindered during the COVID lockdown, as enrichment opportunities were offered online. Staff found innovative ways to deliver this, and it was greatly appreciated by the school community.

Teachers commented that they would like to create more opportunities for student leadership in global citizenship. For example, training older students in peer mentoring and buddy systems that can run in key areas of the school, such as antibullying.

NEXT STEPS Enhance opportunities for student leadership in global citizenship.

5C STANDARD The school teaches the majority of subjects through the medium of English

COMMENTARY Other than specialist language lessons, the entire curriculum is delivered in English. Parents and students commented that they appreciate the fact that the school enables the students to acquire English language at mother tongue level, after having begun the school with little or no English. Parents even commented that they are impressed that their children now communicate with each other in English rather than their mother tongue. There is no withdrawal provision for supporting students with EAL as students are fully integrated into classes but receive intervention and support. There was evidence seen during the compliance visit that the teachers are able to differentiate, teaching appropriately to accommodate the needs of students with a wide range of competency in English. In the next academic year, the school is introducing the Cambridge English qualifications, Starters, Movers and Flyers to enhance and monitor the progress of students.

NEXT STEPS Monitor the support and intervention provision for EAL so that it effectively meets the needs of the students as the school grows. Evaluate the impact of the new English qualifications when they have been introduced.

OVERALL OBSERVATIONS The British School St. Petersburg, Russia, has been established in a purposedesigned, modern building in a residential area of the city. It is a new school that is founded upon a vision to develop the whole child, not just academically, but also personally and socially. At present the school is open to students from Early Years to Year 8, with many facilities that enhance the pupils’ educational experiences, making optimum use of both indoor and outdoor spaces and providing extensive opportunities for educational activities. This will be further expanded when the new third floor of the current building opens in September. The school provides a broad and balanced curriculum. A wide range of academic subjects are available to students, which are complemented by the school’s wideranging co-curricular programme. Whilst embracing local culture, the school retains a British ethos and promotes British educational values. This is a happy school, with a welcoming and friendly atmosphere. Behaviour is exemplary and students are polite and hard-working. The school has succeeded in creating a positive climate for learning, where mutual respect is seen between students and teachers. Staff in all areas of the school demonstrate dedication to the school and towards the academic and pastoral well-being of the students. Parents appreciate the work of the school and feel that their children are cared for and are achieving well in all aspects of their school life. The Headteacher has a clear and shared vision of the direction in which the school will continue in the future. The staff understand and support the school’s aims and show a high degree of commitment. They are supported in their work by a team of highly committed and professional governors who have a clear understanding of their role. The Headteacher is a leader who is dedicated, capable and inspirational. The school would be advised to use his expertise to create opportunities for leadership and provide training to establish succession planning and increase leadership capacity and sustainability. Under the guidance of the Headteacher, the dedication of the whole team to strive for continual school improvement will enable the school to continue to not only operate to their current high standards, but to achieve their ambitious plans for school improvement in the future.

PRIORITY NEXT STEPS •

Devise and define unique school values in collaboration with stakeholders.

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Enhance opportunities for student leadership in global citizenship.

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Create opportunities for leadership for staff and provide training to establish succession planning and increase leadership capacity and sustainability.

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Devise and implement a whole school PSHE programme.

Recommendation to COBIS Director of Accreditation: The British School St. Petersburg is fully compliant with the COBIS Compliance Standards 1-5 and should be granted COBIS Compliance Member school status.