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.

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 hostcountry

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.