Primary Parent Handbook 2021-22

Primary School Parent Handbook 2021-22

Contents WELCOME

P22

Inter-School Sport

P22

Learning Support (Special Educational Needs)

P22

Learning Support Assistants (LSA)

P22

Library

P23

Lost Property

P23-24

Medical Care and Medical Information

P24

Mobile Telephones

P25

Notice of Withdrawal

P25

Parents Absent from Home

P25

Parent Involvement

P26

Parent Teacher Conferences

GENERAL INFORMATION

P26

Personal Items at School

P14

Absence from School or Late Arrival

P26

Play Times – Outdoor and Indoor Options

P14

Assemblies

P26

Playgrounds and Break Duty

P14-15

Assessment

P27

Professional Development

P15

Behaviour Management

P27

Reporting Procedures

P16

Book Club

P27

School Photographs

P16

Calendar

P27

Security

P16

Canteen

P28

Student Council

P17

Class Parties

P28

Student-led Conferences

P17

Class Placements

P28

Student Visitors

P17

Cleaning and Cleaning Staff

P28

Teacher Assistants

P18

Communication with Parents

P29

Transition

P18

Communication Tools

P29-30

Transportation

P19

Cultural Celebrations

P30

Uniform

P19

English as an Additional Language (EAL)

P19

Emergency Evacuation

P19

Extended Absence

P20

Extra-Curricular Activities

P20

Field Trips

P20-21

Homework

P21

Instrumental Music

P3

Welcome from the Head of Primary

P4

Mission Statement

THE SCHOOL P5

Structure of the Primary School

P6

Primary Leadership Team

P7-11

Curriculum Overview

P11-12

Facilities

P12

Daily Routine

P12

School Year

P13

Map of School

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WELCOME Welcome to St. Andrews International School Green Valley.

We recognise the extraordinary responsibility and privilege it is to educate our students.

They all deserve the right to the best possible education and to achieve their highest potential in every way, every day. Therefore, at St Andrews, we consistently design and deliver an innovative and inclusive curriculum that supports the needs, abilities, strengths and talents of each individual child. We have a team of experienced and talented teachers and support staff that work hard to ensure that students are engaged and challenged, and achieve their best in all areas. Creating a safe, stimulating, and positive learning environment that promotes learning as an ongoing exploration of our world, is a great strength of our school. Our students learn in a many ways and in a variety of environments: out-of-doors, through play and discovery, in small groups, through art, music, ICT, sport, working with each other, and by listening, watching and doing.

At St Andrews, we also aim to create a welcoming atmosphere and actively seek to involve families in the life of our school. The St. Andrews School community works together as a team to ensure the needs of all students are addressed and that our school is held in esteem with our community and beyond. We wish to ensure that all parents are provided with high quality and effective communication and the following pages contain some information that I hope may assist you settle into our school. However, should you have any queries or wish to discuss matters concerning your child's education, please do not hesitate to contact your child's classroom teacher or myself personally.

Again, a sincere and warm welcome to our school. I look forward to meeting you all throughout the school year.

Kind regards,

Michelle Taylor Head of Primary

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St. Andrews Mission Statement “To develop happy, 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.

Knowledgeable

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 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.

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THE SCHOOL The school consists of mixed ability classes from Nursery to Year 6. The maximum class size in the Primary School is 22 students (16 in Nursery, 18 in the Kindergarten and 20 in Reception). 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 fully qualified, 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 Nursery

From 2 years old

Kindergarten

3 years old at the start of the academic year

Reception

4 years old at the start of the academic year

Lower Primary Year 1

5 years old at the start of the academic year

Year 2

6 years old at the start of the academic year

Middle Primary Year 3

7 years old at the start of the academic year

Year 4

8 years old at the start of the academic year

Upper Primary Year 5

9 years old at the start of the academic year

Year 6

10 years old at the start of the academic year

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Primary School Leadership Team Ms. Faye Wood - PYP Co-ordinator fwood@standrews-schools.com / pypcoordinator@standrews-schools.com Faye is responsible for coordinating the Primary Years Programme.

Ms. Lauren Fellows - Early Years Team Leader lfellows@standrews-schools.com Lauren currently teaches a Reception class and has the responsibility for coordinating Nursery, Kindergarten and Reception.

Mrs. Emma Dusting - English Co-ordinator edusting@standrews-schools.com Emma currently teaches in Year 2 and has the responsibility for coordinating English across the Early Years and Primary School.

Mr. Andrew O ‘Hagan—Maths Co-ordinator aohagan@standrews-schools.com Andrew currently teaches in Year 5 and has the responsibility for coordinating Maths across the Early Years and Primary School.

Mr. Yann O’Connell - Pastoral Co-ordinator yoconnell@standrews-schools.com

Yann currently teaches in Year 4 and has the responsibility for coordinating Pastoral Care across the Early Years and Primary School.

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Curriculum Overview Our curriculum is aligned with the UK National Curriculum standards, which we have carefully adapted to suit the requirements of the broad international community of which we are members. As we are a PYP school, children are taught through a Programme of Inquiry that uses thematic units of inquiry in which they explore relevant, interesting and challenging topics. Within each unit of work, class teachers and specialist teachers outline the central idea, lines of inquiry and specific learning objectives as well as 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 that is developmentally age appropriate, ensuring full coverage of a broad and balanced curriculum as they move through the Primary School.

Detailed curriculum outlines for all subjects and all ages can be viewed and downloaded from our school Firefly page (Online Learning Environment). 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 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. 

Personal, Social and Emotional Development



Communication, Language and Literacy



Knowledge and Understanding of the World



Mathematics – Numbers, shape, space and measure



Expressive Arts and Design



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 Primary Years 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.

Our English Curriculum Framework is divided into the following four strands, as shown on the next page.

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

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 computing 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.

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Our Science Curriculum Framework is divided into the following four strands: 

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 extra-curricular activities. The P.E. Curriculum Framework is divided into the following eight strands, as shown below. 

Body control and spatial awareness



Adventure Challenge

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

Athletics



Movement to music (dance)



Games



Gymnastics



Health-related activities



Swimming

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 artefacts.

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.

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

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.

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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.

A classroom for Dutch lessons is located in Teaching Block1.

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.

For more information you can contact the school by sending an e-mail to: dutchstream@standrews-schools.com

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, to think about the way the language works, and to introduce them to a new culture. The children learn through computer software, videos, songs, reading, interviews and games.

Mandarin Mandarin is offered to children in Years 5 and 6. The objectives of the Mandarin primary classes are to allow the children to enjoy discovering a new language, to think about the way the language works, and to introduce them to a new culture. The children learn through computer software, videos, songs, reading, interviews and games.

Facilities St. Andrews has a purpose built campus, with extensive playing fields, covered hard-court, and a competition – size swimming pool. 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: 

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, interactive whiteboard with projector or a large flat screen television monitor. iPads are also available to support and enhance learning opportunities in class. There are pods of computers in each learning area and two 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, a covered 25-metre swimming pool facility and a parent coffee shop. School meals are delivered to classrooms in Nursery. From Kindergarten, children begin to use the canteen facilities.

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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 8.20am 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 Period 1 Period 2

8.30 – 8.40 am 8.40 – 9.20 am 9.20 – 10.00 am

10 40 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

School Year/ Calendar The school year generally starts at the end of August and ends at the end of June or 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.

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Map of the School 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.

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GENERAL INFORMATION Absence from School 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 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. Assemblies are held each Friday morning at 8.40 in the Performance Hall and are student-led. Each Assembly is run by a Year level or Department. Each assembly has a Learner Profile focus as well.

Assessment 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



Spelling lists and Diagnostic Reading Assessments



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

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In addition to these methods of assessment, we have a subject specific tracking sheets that monitor progress in English, Maths, ICT and Science skills. We also take part in the GL Online range of standarised assessments in

Literacy, and Math. Year 6 will also complete the online Science assessment. In addition to GL, we use introducing CAT and PASS assessments in order to gain evidence and understanding on a great scope. All of these assessments give us a better picture of your child and their progress to date as well as allowing us to set realistic goals for future growth.

GL 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 (and Science in year 6) 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 on-going in-class 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 ‘expectations’ that we follow in the Primary school.

They are: •

Be Safe

•

Be Respectful

•

Be Responsible

•

Be Honest

All teachers use this language when talking with children when they have made a poor choice. These words are displayed in all classrooms and referred to regularly by both teachers and children.

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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.

Cafeteria Khun Penny pennyb@standrews-schools.com operates the cafeteria. 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 and Kindergarten children have lunch delivered to their classrooms. Children eat in the classroom and all dishes are returned to the cafeteria to be washed. Kindergarten transitions into eating at the canteen as they progress through the school year.

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

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 cafeteria 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

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

Using the cafeteria is not compulsory. You may choose to send healthy, well-balanced food to school with your child if you wish. Your child will still eat with their classmates.

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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 cupcake and a drink, preferably at the end of the day (again, please communicate with your child’s teacher regarding this). We ask that Birthday celebrations are for students from Nursery to Year 3.

Class Placements Teachers’ professional judgment is sought in placing children in classes for the new academic year. As many 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 Operations Manager is Khun Alastair and his office is above the admissions office. Any concerns and issues regarding cleanliness should be sent to him 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 lunchtime. There is always a cleaner available although most cleaning happens after school once children have gone home.

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Communication with Parents Seesaw (our online learning platform) is a great tool for parents to find out about what their children are learning about. We also 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 Seesaw The Seesaw family app links parent directly to their child’s school portfolio as well as their every day class work.

Weekly ‘What’s on’ Email This is a regular 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 every Friday.

Facebook and social media Our Facebook page is updated regularly to showcase the daily events of the school.

Parent Workshops We offer workshops to enable Primary parents to have a better understanding of teaching and learning at St. Andrews.

Communication/Contact Books All communications will be sent via Seesaw and Contact books may be used depending on the child’s age.

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.

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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. Extra-Curricular 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.

We offer over 50+ different activities and these include: 

FOBISIA (Federation of British International Schools in Asia) Sports training for events.



Team Sports such as basketball, football, T-Ball and volleyball



Drama



School Newspaper/ Podcasting



Taekwondo



Athletics



Languages: Thai/Mandarin/French



Arts and Crafts

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Instrumental and Singing lessons



Horsemanship, Swimming, and Golf may also be offered

Field Trips Children participate in school field trips throughout the year. These trips are connected to the learning that is 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 on Firefly at the beginning of each half term.

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.

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Cultural Celebrations St. Andrews has a diverse community and a wide range of languages and 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. Bill Minty is the EAL

Coordinator and he works along-side teachers supporting these children. He can be contacted at wminty@standrews-schools.com if you wish to discuss any issue in regard to EAL. The Head of Primary meets regularly 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.

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.

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Examples of expected work at home would be: daily reading or the reinforcement of math skills.

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

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.

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.

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

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.

Instrumental Music An instrumental music programme is offered to all children from Year 1. These children have tuition after school, at lunchtime 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, guitar and singing.

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Inter-school Sports 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 lunchtime or after school. The PE Department will notify parents of up-coming competitions, so you are fully informed.

Learning Support (Special Educational Needs) Special Educational Needs caters for children who are: 

Educationally able – Exceptional Learners



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.

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. The families involved incur all costs.

Learning Support Assistants (LSA) 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 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.

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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 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.

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.

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.

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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 after 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 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.

Illnesses and Exclusion from School Exclusion times for the following illnesses are: Measles

7 days from the appearance of rash

German Measles

5 days from the appearance of rash

Chicken Pox

5 days from the appearance of rash

Mumps

10 days from onset of symptoms

Sores

Must be fully covered and approved by nurse

Ring Worm

Must be fully covered and approved by nurse

Head Lice

Until treated

Hand Foot and Mouth Virus

5-7 days from first symptoms

Virus

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 improve 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 any time 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.

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

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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.

Parent 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 can have a liaison role between the class teacher and the parent body 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 in-class activities and generally assisting.

Class Helpers and Parent Reading Buddies Some parents come to class and help by taking individual and small groups of children, or listening to children read. Specific 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.

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’.

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Parent Teacher Conferences Parent Teacher Conferences take place at the end of the first and second term. The meetings provide parents with an opportunity to discuss children’s progress. A non-contact 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 that these items stay at home. If you allow your child to bring these items to school, we will not take responsibility for them. Your child will be responsible for any losses or damage.

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. 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 scheduled on duty during break time. Staff members on duty will: 

Monitor behaviour



Apply the school consequences for inappropriate behaviour



Report accidents/injuries to the School Nurse

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Listen to students and be fair in dealing with them



Intervene early in any observed misbehaviour



Cordon off any unsafe area/equipment

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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 noncontact 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.

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.

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 progress. In Term One this is followed up with a Parent Conference. In Term Two this is followed up with a Student-led Conference.



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.

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 security staff, who work at night and during the day. The Head of Security is Khun Manit. 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.

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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.

Student-led Conferences During the year, parents are invited to attend Student-led Conferences to find out more about their child’s progress. This meeting gives parents an opportunity to: 

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. 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.

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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 gvtransport@standrews-schools.com. All students beginning with Nursery are permitted to travel on the school buses.

We aim to provide a door to door 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 DVDs for viewing. Only U certificate movies are permitted. Ie appropriate for children.

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 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.

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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 at the front of school. Please ask at reception.

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

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