Secondary Parent Handbook 2022-23

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WELCOME P3

A welcome message from the Head of Secondary

CONTACT INFORMATION P4-6

Contact emails and school telephone number

MISSION STATEMENT P7-8

The 3 Be’s & our Mission Statement

PROGRAMME OVERVIEW

P9-12

Subjects Studied in Years 7-13

P12

Professional Development of Staff

P12

Library

P13

Tutor Groups, Tutor time and Assemblies

SUPPORTIVE SCHOOL ENVIRONMENT P24

Student Leadership

P24– 26

Behaviour Management

P26

Class Placements

P26

Emergency Evacuation Procedures

P26

Cleaning and Cleaning Staff

EXTRA CURRICULA ACTIVITIES

P27

The Activities Programme

P27

Lunchtime and Interschool Sports Programmes

P27

Cultural Celebrations

SCHOOL LIFE P28

SchoolZine

P29

Timings of the School Day

P30

Take 5 Coffee Shop

DEVELOPING INDEPENDENCE

P30

Playgrounds and Break Duty

P16

In the Playground

P30

School Uniform

P16- 17

Home-School Communication

P30

PE Uniform

P17

Looking After Belongings

P31

Makeup and Jewelry

P17

Lockers

P31

Chewing Gum

P17

Personal Items at School

P31

Water

P18

Mobile Phones at school

P31

Absence from School or Late Arrival

P18

Lap Tops/iPads

P32

Early Departure

P18

Lost Property

P32

Extended Absence

P18

Homework

P32

Field Trips

P19

Parents Absent from home

P32

School Photographs

SCHOOL SUPPORT SERVICES

P32

Student Visitors

P20

Safeguarding

P32

Using the Campus After School

P20

English as an Additional Language (EAL)

P20

Special Educational Needs (SEN)

ASSESSMENT AND REPORTING P14 - 15

Reporting Procedures and Parent/ Teacher Conferences

STUDENT SERVICES P21

The Canteen

P21 – 22

Transportation

P22 – 23

Health

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The Secondary School runs from Year 7 (11 year olds) to Year 13 (18 year olds) and we have approximately 200 students from about 30 different countries.

At St Andrews Green Valley, it is our philosophy that the best schools are not necessarily the biggest. We love the welcoming family atmosphere we have at present and we don’t want to lose it. As a result we strive to keep class sizes small and we limit ourselves to two form entry. Class sizes in the Secondary School are capped at 20 students, although we will theoretically allow classes to increase to 22 students due to sibling places.

There are 32 full time and 1 part time teachers working in the Secondary School, all of whom are highly experienced in Secondary education. Each holds a degree and an appropriate teacher training qualification. They have wide experience of international education and all except those that teach modern foreign languages have taught in the UK, Europe, Australia or New Zealand. We have deliberately recruited staff who share the same philosophy of education and they work hard to make St. Andrews what it is.

As with most international schools, we see students come and go throughout the year, but our most active times are the start and end of our academic year. Former students are studying around the world at the present time in a diverse range of schools and universities within a number of different educational systems. We work closely with transferring students and their families to ensure a smooth progression to their new school. Former graduates of our IB Diploma Programme are currently studying at Universities in the UK, Europe, North America, Asia and Australia, each following their chosen academic path.

Welcome to St Andrews, we hope that your time with us will be a happy and memorable one.

Best regards Kevin McGee Head of Secondary

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Mr. Kevin McGee

Mrs Samantha Jenkins

Assistant Head of School & Head of Secondary

Teaching, Learning and Assessment Coordinator

kmcgee@standrews-schools.com

sjenkins@standrews-schools.com

Mr. Andy Emery

Ms. Laura Kerr

IB Coordinator (Y12-13)

School SENCO

aemery@standrews-schools.com

lkerr@standrews-schools.com

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Mrs. Emma Cave

Ms Lisa Kinsella

Key Stage 3 Coordinator

Key Stage 4 Coordinator

ecave@standrews-schools.com

lkinsella@standrews-schools.com

Ms. Sam Cronin

Mr Oliver Jackson

Y7 - 11 Pastoral Coordinator

University and Careers Guidance

scronin@standrews-schools.com

ljackson@standrews-schools.com

Khun Toom

Khun Nick

Finance Manager

Front Office

ananyar@standrews-schools.com

nooknick@standrews-schools.com

Khun Rung

038 030 701 – 3

Academic Secretary for Secondary

General Enquiries

Thipjuta.Taparntong @standrews-schools.com

greenvalley@standrews-schools.com 5/32

Pastoral Head of Secondary

Kevin McGee

kmcgee@standrews-schools.com

Academic Secretary

Khun Rung

Thipjuta.Taparntong@standrews-schools.com

Learning Support / SENCO

Laura Kerr

lkerr@standrews-schools.com

IB Coordinator

Andy Emery

aemery@standrews-schools.com

Y7-11 Pastoral Coordinator

Sam Cronin

scronin@standrews-schools.com

Key Stage 3 Coordinator

Emma Cave

ecave@standrews-schools.com

Key Stage 4 Coordinator

Lisa Kinsella

lkinsella@standrews-schools.com

Year 7 RS Year 7TA

Rosie Schofield Thomas Amos

rschofield@standrews-schools.com tamos@standrews-schools.com

Year 8BM

Bill Minty

wminty@standrews-schools.com

Year 8KV

Kris Van Der Mynsbrugge

kmynsbrugge@standrews-schools.com

Year 9HS

Harrison Straw

hstraw@standrews-schools.com

Year 9 BP

Ben Perry

bperry@standrews-schools.com

Year 10NF

Nathan Forbes

nforbes@standrews-schools.com

Year 10DS

David Swinn

dswinn@standrews-schools.com

Year 11EM

Eimear McClean

emcclean@standrews-schools.com

Year 11RT

Rebecca Tayler

rtayler@standrews-schools.com

Year 12EP

Eileen Pierre

epierre@standrews-schools.com

Year 12SP

Simon Paul

spaul@standrews-schools.com

Year 13SC

Stephen Cook

scook@standrews-schools.com

Academic Head of Secondary

Kevin McGee

kmcgee@standrews-schools.com

Teaching, Learning & Assessment

Sam Jenkins

sjenkins@standrews-schools.com

Head of Thai

Khun Nun

paktinanj@standrews-schools.com

Head of English

Jon Woolley

jwoolley@standrews-schools.com

Head of Maths

Oliver Jackson

ojackson@standrews-schools.com

Head of Science

Ed Thorp

ethorp@standrews-schools.com

Head of Humanities

Jimmy Jenkins

jjenkins@standrews-schools.com

Head of PE and Sport

Paul Bleasdale

pbleasdale@standrews-schools.com

Secondary Activities

Harrison Straw

hstraw@standrews-schools.com

Head of Arts

Doug Heron

dheron@standrews-schools.com

Head of MFL

Christine Thiery

cthiery@standrews-schools.com

Head of EAL

Bill Minty

wminty@standrews-schools.com

Careers and University Guidance

Oliver Jackson

ojackson@standrews-schools.com

Dutch Stream

Mr Kris

dutchstream@standrews-schools.com

Outdoor Education

Jo Clark

jclark@standrews-schools.com

CAS Coordinator

Stephen Cook

scook@standrews-schools.com

Coordinator of Instrumental Music

Stefan Larsen

slarsen@standrews-schools.com 6/32

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To develop independent, confident lifelong learners.

To this end the school supports the Learner Profile from the International Baccalaureate. These outcomes are the driving force behind each and every classroom interaction.

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

Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct

inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

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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We are an English medium school that broadly uses the English National Curriculum as its basis in Years 7, 8 and 9. This is modified to reflect the diverse international community at St Andrews. All students use English to unlock this curriculum. Students are supported in their English development with the key purpose of accessing and interacting with the curriculum.

In Years 10 and 11 our students study a range of subjects leading to external examinations offered by either Cambridge or the EDEXCEL organization, based in the UK. These (I)GCSE (International General Certificate of Secondary Education) Examinations are widely accepted throughout the world as a reliable indicator of a student’s ability. Our students usually study between 7 and 10 subjects at this level, depending on ability and interest.

In years 12 and 13 our students study for the International Baccalaureate Diploma Programme (IBDP) offered by the International Baccalaureate Organisation. Success at IBDP level allows our students access to high quality universities throughout the world.

Summary of Subjects taught within the Secondary school English English is the common medium in which our students operate. It permeates the entire school day. Students learn English, learn through English and learn about English. Our curriculum includes both verbal and written communication.

All students of Secondary age must understand English to a high enough level to allow them to access all subjects. Intermediate Level and Advanced Level support are offered to students in Years 7-9 by our EAL department at additional cost. Levels of English are assessed before a student is accepted into the school and additional English support may be a condition upon entry. The majority of our students take IGCSE English as a Second language 2 years early in Year 9. Their success has enabled the vast majority of our students to be studying First Language English and Literature during Years 10 and 11. At IB level students either study English A1 ( First Language) or English B ( Second Language.)

Mathematics Mathematics is viewed as a way of thinking and a language for understanding and constructing meaning. It gives students another way to think and another language to use. There are six strands in our Mathematics curriculum which have equal importance and are necessary for the development of the whole child. These strands are data handling, measurement, number, pattern and function, space and shape and working mathematically. Maths is a compulsory subject for all year groups.

Science Students study a range of units which encompass all three of the sciences; biology, chemistry and physics. In Y7-9 each unit lasts approximately 2-3 weeks and we cover about ten units a year.

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Students also engage in scientific investigations by making accurate observations, handling instruments, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students will gain experience in testing their own hypotheses and think critically about the perspectives of others in order to further develop their own ideas. Science is a compulsory subject for all year groups, with separate sciences being offered at IB Diploma level in Y12 and 13.

Geography Geography at St. Andrews looks at many contemporary issues that face the world and how we can deal with them. It teaches students that we are part of a global community and that we can play a vital role in molding the future. We look at environmental, human and economic changes in in the planet and understand why this is happening and how it will affect communities in the future. Geography is compulsory for students in Y7 to Y9 and is then an optional subject in Y10-13.

History In order for students to understand about the world and their life today it is important for students to know how the world developed and where they came from. History gives students the skills in order to do this. Our History course deals with not only historical content, but perhaps more importantly the transferable skills necessary for piecing together and analysing what happened in the past. History is compulsory for students in Y7 to Y9 (unless they are studying EAL) and is then an optional subject in Y10 to 13.

Personal, Social and Health Education (PSHE) An essential element in the development of a young person – where students understand their own physical development as well as making sense of the social and emotional issues facing them as they grow into young adults. PSHE is compulsory for students in Y7 to Y11 (unless at student is studying advanced EAL in years 7 – 9).

Physical Education Through PE students are able to build their self-esteem, confidence, cooperation and fitness.

They are all included in activities that build skills, knowledge and understanding that can be transferred to their own physical interests outside of the school programme. PE is compulsory for students in Y7 to Y9 (3 lessons / week), Y10 and 11 (one lesson / week) and there is also an optional IGCSE PE subject in Y10 and 11. All students throughout the school are encouraged to participate in sports activities and this is supported through our extensive activities programme.

Visual Art Visual Art aims to encourage a personal response by stimulating imagination, sensitivity, conceptual thinking, powers of observation and analytical ability. It is hoped that students will gain confidence and enthusiasm as they develop technical skills in two and three dimensional form and learn to identify and solve visual design problems. The creative process aims to show students how to develop ideas from initial attempts to final solutions. This subject is obviously concerned with the development of visual perception and is an essential form of communication and a means of expressing one’s ideas and feelings. Art is compulsory for students in Y7 to Y9 and is then an optional subject in Y10 to Y13.

Drama and IB Theatre Students have the opportunity to develop self awareness and self confidence through action in Drama. The subject helps students to think logically and develop ways in which to communicate their ideas to others. All students in years 7 to 9 study Drama and it is an optional IGCSE subject in Y10 and 11. IB Theatre has now been introduced as an option for Year 12 and 13 students.

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Music Music is studied through practical-based performance, composition and listening activities and plays a vital role in the personal development of the student. It encourages self-discipline and develops self-esteem, creativity and teamwork. It also promotes problem-solving and analytical skills and aids gross and fine motor development. As an integral part of cultures, past and present, Music helps pupils to understand the world around them. Music is compulsory for students in Y7 to Y9 and is then an optional GCSE subject in Y10 and 11.

Computing and Computer Science ICT is a tool which facilitates and enhances learning so it is incorporated into all curriculum areas by the teachers. In addition to this, students also receive specific computing lessons from specialist teachers to further develop their skills. In years 7-9 students have a double lesson per week called computing and in years 10-11 they have the option to study the IGCSE Computer Science course. In Years 12 and 13 students have the option to study IB Computer Science. The school has 2 ICT labs and additional computers in subject areas which are all networked and connected to the internet.

Additional Languages Apart from English, there are four languages taught at St Andrews. Your language choice will depend on your nationality and background.

Thai Thai is offered at three different levels; for those new to Thai (Thai as a Modern Foreign Language), those with some Thai (Thai as an Additional Language) and those who are native Thai speakers (Thai as a First Language). Thai is taught following Thai government guidelines.

Under current Thai Law, Thai is compulsory for Thai students.

French French is offered as a foreign language and recommended as a possible choice for students who do not have Thai as a native language. This class allows students to obtain fundamental skills in listening, speaking, reading and writing, as well as introducing everyday useful phrases that would be conducive for basic communications in French. Lastly, it serves to inspire, motivate and encourage students to study French further, whilst consolidating the foundation of their study in French to adequately prepare them for future pursuits of the language. French is studied from Y7 –13.

Dutch These lessons are available for Dutch or Belgian students for whom Dutch is their first language.

The lessons are offered to students from Reception through to Secondary School. 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 your child to read, write and comprehend the Dutch language. To enable the Dutch Department to achieve these standards, a Dutch specific classroom is located in teaching block 2.

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

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Mandarin This class includes the handling of Mandarin phonetics and the system of hanyu pin-yin. This class allows students to obtain fundamental skills in listening, speaking, reading and writing, as well as introducing everyday useful phrases that would be conducive for basic communications in Mandarin. Lastly, it serves to inspire, motivate and encourage students to study Mandarin further, whilst consolidating the foundation of their study in Mandarin to adequately prepare them for future pursuits of the language. Mandarin is studied from Y7 – 13.

Design and Technology (DT) This very practical and interesting subject was introduced in August 2019 and can now be studied in Years 7 - 11. All Year 7 - 9 students will have the opportunity to study DT whilst IGCSE DT is an option subject in Years 10 and 11.

Professional Development of Staff St. Andrews is committed to the professional development of their staff be they teachers or support staff. To this end, Teachers attend workshops locally and internationally. Some of this development happens on non-contact days, some when students are on holidays and some whilst school is in session.

Library The library supports the information and recreational reading needs of the school community.

The library is based in the CORE building.

The six guiding principles of the library are:



Information Literacy: to develop students’ skills in finding and using information independently



Reading: to develop confidence and enjoyment of literature



Access: to access information within and beyond the school via online resources



Service: to ensure that library users are supported and welcome



Information Resources: to provide a wide variety of information resources including extensive use of ICT



Place: to offer a stimulating and comfortable environment for the school community to share

A main goal of the library is to build upon its collection and range of books. We continue to add stock to the library on a regular basis, especially in relation to research material required for older students.

Parents are asked to help their children to 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 book/s.

Book Clubs Helping students learn to read and love reading is a team effort. In order to do this we use Baker Books. They provide good quality books to families through a mail-order system. Baker Books orders are distributed through the library staff.

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Form groups Each Secondary school student is placed in a form group which meets every morning for 20 minutes.

Tutors Groups Each tutor group has a teacher who acts as their form tutor. Every morning the tutor meets with the class to undertake administrative tasks such as marking the register, as well as pastoral duties such as checking student planners, setting targets and discussing current events etc.

The tutor is the first person that both students and parents should contact when there are issues that affect a child.

Weekly Assemblies At specific times (usually during morning tutor time) assemblies are held where all Secondary students or groups of students meet together to share experiences and celebrate achievements.

Whole School Assemblies These involve everyone from Nursery through to Year 13. These assemblies happen at Loy Krathong and Songkran, Christmas and at the end of the school year.

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& Reporting Procedures and Parent/Teacher Conferences We believe that all students, parents and teachers are partners in education. We all work together to make sure our students attain their benchmark expectations. Reporting on student progress takes place continually as part of the teaching and learning process and teachers work, as an integrated part of their teaching, with students to evaluate successes and plan new goals.

In addition to providing regular, valuable feedback to students, 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 approximately one month at school each new child to St Andrews receives a settling in report. This report tells you how your child has adapted to the new schooling situation. No academic grades are shown on this report as it is usually far too early for us to be able to show academic achievement accurately within such a short period.



Term one and term two reports- teachers complete a grade card assessment of each child’s progress indicating effort and attainment. Term 1 narrative comments are also provided for Year 7 parents so that they can fully assess how their child is settling in to secondary school. Term 1 and 2 reports are followed up by a conference with each child’s parents. A non-teaching day is used to complete this task. This gives both teachers and parents the opportunity to interact freely.



Term three reports a narrative report is completed by teachers with comments and grades.

This report reflects on the child’s development throughout the year and is invaluable when transferring schools.



Leaving Reports – are completed upon request for a child who leaves mid-term. This report gives an up-to-date picture of the child’s development. Leaving reports can only be completed if the school receives written notification that a child is leaving well in advance of the departure date.

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Attainment and Effort Rubric for Termly Reports Year 7 - 11 students receive report grades in line with the rubric below. IB students in Years 12 and 13 are graded from 1 to 7 with 7 being the highest grade.

Year 7 - 13 students all receive effort grades on their report cards using the effort rubric below.

Participation

Organisation Exemplary: always comes to class on time and prepared in every way needed, and accomplishes this independently.

Homework is always completed to the very best of their ability and handed in on time.

Exceeding Expectations +

Excels at independent learning in or out of the classroom, and often seeks out additional learning opportunities.

Always fully engaged with and focused on classroom tasks.

Always takes an active and appropriate part in lessons.

Excellent communication skills.

Works to the best of their ability in every lesson.

Meeting Expectations =

Stays engaged with and focused on classroom tasks.

Contributes to discussions and activities. Good communication skills.

Follows instructions willingly and thoroughly.

Seeks additional learning opportunities occasionally.

Comes to class on time and prepared in every way needed.

Homework is completed to a good standard and handed in on time.

Working Towards Expectations <

Usually engaged with and focused on classroom tasks, but sometimes needs reminders. Can communicate effectively through speech and writing, but is inconsistent.

Usually willing and ready to learn.

Sometimes comes to lessons late and/or unprepared, e.g. forgetting books or equipment. Homework is inconsistent.

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In The Playground The playground is a learning environment as important as the structured activities we provide for students in the classroom. We promote opportunities for students to experiment with things they have learned and to problem solve. This can occur using sports equipment, through the creation of imaginative games or through social interactions during break and lunch times.

When students engage in these activities they might end up grubby, they might also end up with bumps or bruises. This often comes as a result of exploring the limits of their own experience.

Through a strong commitment to the Learner Profile, we support students as they explore, learn and negotiate their way through experiences on the playground and with their peers. Teachers are outside on duty before school (from 8am) at break time and lunch.

Home-School Communication Parent Advice/Permission Phone calls, emails or written notes from parents are required regarding: 

A child’s absence from school or if they need to leave school early



A child not taking part in school activities



Students going on field trips. Children cannot participate in a field trip without parental permission.



Parents requesting the nurse to give medication to their child during the day.



Informing school of any temporary issues relating to uniform

Correspondence between Teachers and Parents Student Planners These books move from class to class and between home and school on a daily basis. Both Teachers and Parents can communicate using this book, although most parents prefer to use email. Students also use this book to record their homework. Please check these books periodically and sign them to show this. Form tutors will do the same.

Termly Curriculum Information (Course Outlines) Each subject department will produce a Course Outline each term that will be shared with parents and students. The course outline will give information about course aims and objectives, assessments for the term, key vocabulary, homework expectations and additional learning opportunities.

This usually goes out on a half termly basis and informs parents of activities that are specifically related to Secondary students.

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Firefly (online learning platform) Firefly (vle.standrews-schools.com) is the schools on line learning platform. Firefly contains a lot of information about student work and important information in general about St Andrews Green Valley. The students access this on a daily basis to get homework, tasks and see grades for assignments. Parent will also have login codes to view this data.

Google Classroom Many teachers also use Google Classroom as a way of sharing class content with their students.

Google Classroom is a fast and efficient way for teachers and students to work together.

Website and Social Media The school website www.standrewsgreenvalley.com. Please have a look on a regular basis.

We also regularly post updates on school events and activities via our Facebook page, Twitter, Instagram and LINE.

Looking after Belongings From as early as nursery, students are encouraged to take responsibility for their belongings.

Nevertheless items often end up in lost property and we don’t know who they belong to. All items that come from home are required to be labeled clearly with the child’s name. Remember, all white socks look the same when they are off a foot!

Lockers All students of secondary age are allocated a locker. This is for them to store their books etc and to help them become more organized. Lockers are also the only place where valuable items such as phones etc should be kept.

Personal Items at School Students get excited when a new craze starts and they may wish to bring items 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.

It is preferable that these items stay at home. The school, will not be able to take responsibility for them, so the student will be responsible for any loss or damage.

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Mobile phones at school We recognise that students of Secondary age and some of their parents may wish that they carry a mobile phone with them. Students in the Secondary School may bring their phone to school but it must be switched off during the day unless a teacher allows the student to use it during a class. It is the students responsibility to keep it safe; it is their responsibility if it is lost or damaged.

Students who are found using a phone during the school day without permission from a teacher will have it taken and stored safely in the Secondary Office. Phones may be collected at the end of the day for a first ‘offence’ or after a week for subsequent ‘offences’ in the same half term.

If a child needs to call home during the school day they may do so from the school office. This has the advantage that we are aware of any issues and we can therefore help should a parent need to call back. Parents too may call the school office to pass on vital messages to their children. Please do not contact your child by mobile phone during the school day as inevitably we end up with lockers ringing when a student has forgotten to turn their phone off. A sure way to interrupt learning!

Laptops/iPads Students are encouraged to bring a laptop or iPad to school and use it in lessons. When not being used in the requested class, students should keep their lap tops locked in their lockers.

School does not specify a particular type of device– the students can choose whether it is a PC, Macbook or iPad

Lost Property Lost property will be sent to the front office or the Head of Secondary’s office. Please contact the office regarding anything your child has lost. Periodically lost items will be laid out in the foyer to encourage students to ‘find’ their losses.

By labeling everything your child brings from home you are assuring it is returned much sooner.

Homework Homework is an integral part of the learning process. Students develop successful independent learning behaviours by participating in relevant homework. As lessons in class are differentiated so is the homework your child completes. They should find success within the structure provided and if they are struggling we have allowed time for students to ask for help. We hope that all homework tasks build connections between home and school.

All homework given out has a deadline set. This deadline allows your child enough time to ask for help from their teacher. Homework should usually be attempted the night it is set to allow your child this opportunity.

We do not operate a strict homework timetable as it is not educationally sound to set a piece of homework just because it happens to be a particular day of the week. To be effective, homework must be valued by the students as helping their learning and not just some pointless chore to be endured. Students are therefore given homework where it is appropriate to their learning and they record it in their planners. Students are increasingly expected to plan their studies at home to avoid being overloaded on one night and then having nothing to do on another. This requires your help and support, hence we ask you to check their planners regularly.

If a child has not been set a specific homework task, we expect them to be reviewing their work done in class and reading as much as possible. All students should be doing this every night.

Teachers post a majority of homework tasks on google classroom or in Firefly (the online learning platform) together with relevant worksheets. The deadlines are also clearly displayed and often the students are asked to submit work electronically.

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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 and they 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 or take responsibility in case of accident or injury.

Please write a letter or send an email to the school in advance, addressed to Mr. McGee (kmcgee@standrews-schools.com), informing us of this and giving the guardians contact details.

He will let teachers know that you are away from home and another responsible adult is temporarily in guardianship.

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Safeguarding Green Valley staff are committed to safeguarding our school community. Safeguarding means;    

Protecting children from abuse and maltreatment Preventing harm to children’s health or development Ensuring children grow up with the provision of safe and effective care Taking action to enable all children and young people to have the best outcomes

Safeguarding is everyone’s responsibility and all adults have a duty of care to keep students safe from harm. Laura Kerr (lkerr@standrews-schools.com) is our Designated Safeguarding Lead and a number of staff are also trained to an advanced level. If you have a concern about the safety of a child, please do not hesitate to contact Laura Kerr or a member of Senior Management.

English as an Additional Language (EAL) We currently have up to one fifth of our students (both primary and secondary) on the EAL register. These students are classified into Beginners, Intermediate and Advanced users. Four 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 students. He can be contacted at wminty@standrews-schools.com if you wish to discuss any issue in regard to EAL.

Within the Secondary School, where there is a need, students may be taken out of a particular subject such as History or PSHE to give them extra EAL support.

Learning Support Learning Supports caters for students who are: 

Educationally able – Gifted and Talented



Students who need support to achieve benchmark expectations.

The numbers of students registered continually changes as does their need for support.

Laura Kerr is the Learning Support coordinator lkerr@standrews-schools.com and works along-side teachers supporting these students.

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

Within the Secondary School, where there is a need, students may be taken out of a particular subject such as History or PSHE to give them extra learning support.

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The School Canteen Khun Penny pennyb@standrews-schools.com operates the canteen. She provides morning snacks and lunches to all students and adults who wish to purchase meals from her.

At morning break students may purchase their snacks from the canteen.

At lunch time the students go to the cafeteria to eat lunch. The canteen is located in the centre of the school. The students line up and select their food, then sit with colleagues to eat.

There is always a teacher on duty in the canteen to supervise the students whilst they eat.

Billing is between each family and Khun Penny. The school does not participate in this process.

Khun Penny is available in the school cafeteria each morning so that cafeteria bills can be paid. Parents are encouraged to pay these bills in person as sending money with students can sometimes be problematic, or there is an option to pay online.

Vegetarianism, allergies and specific food requests can be catered for on an individual basis.

Please make sure that Khun Penny is aware of your child’s preferences as soon as possible.

Using the canteen is not compulsory. You may choose to send food to school with your child if you wish. Your child will still be able to eat with their classmates.

Transportation The school provides transportation if this is required. We manage the mini bus service and maintain a high quality of provision. In an attempt to make this accessible to all students the school does not charge an additional fee for the management of the bus service. The cost of the transportation depends upon the area covered by each bus.

The current list of transportation charges is available from the school office. These and any other enquiries regarding buses should be directed to Khun BC. bc@standrews-schools.com 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. Students are expected to show respect to both members of the bus team.

All buses are air-conditioned, have seat belts and television/video/DVD players. We are happy for students to take it in turns to bring their own videos for viewing however only movies rated suitable for children are permitted.

Students 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. Students are not permitted to unbuckle during the journey.

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All buses are air-conditioned and have seat belts.

Students 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. Students are not permitted to unbuckle during the journey.

Leaving home in the morning 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. If your family is continually late for the bus we will call you and ask for an explanation. Continued lateness may mean that we are no longer able to provide a service for your family.

Arrival at School

Buses arrive near the hard court. They will start arriving from about 8.00am.

Health A clinic staffed by a registered nurse (nursegreenvalley@standrews-schools.com) 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 an 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 in which 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.

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 that your child can be transported to hospital for further attention. (Bangkok Pattaya or Bangkok Rayong) 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 labeled 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.

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Medical Records It is very important that the School Nurse has complete, updated medical records for all students.

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.

Illnesses and Exclusion from School St. Andrews exclusion 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



School Sores

Must be fully covered and approved by nurse



Ring Worm

Must be fully covered and approved by nurse



Head Lice

Until treated



Virus

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. All students are encouraged to have a hat to wear outside and to carry a water bottle from lesson to lesson and at break times. Your child may drink at anytime and there are times when we will ask them to drink to prevent dehydration. These two items are considered to be the major preventers of sun-stroke.

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Student Leadership Head Boy, Head Girl and School Prefects Students are elected to these positions on a yearly basis. Elections take place in term 1 each year.

Student Council The Student Council has representatives from Year 7 through to Year 13. These students make decisions on behalf of the students in the school. Their decisions are fed to the Management Team for notification and ratification before they are acted upon. They also run assemblies from time to time and drive their collective initiatives.

Behaviour Management At St. Andrews International School it is our aim to develop independent, confident learners. We work to nurture well-balanced, mature individuals who take responsibility for their actions and who grow into caring, respectful members of the international community. Respect includes •

Respect for self

•

Respect for others

•

Respect for the environment

•

Respect for school rules

•

Respect for learning

•

Respect for other cultures and languages

We believe that by asking people to be safe, caring, respectful, responsible and honest, we are covering all elements of social cohesion and supporting the social and emotional development of our school community 

Students have the right to be safe in school. They have the responsibility to respect others rights to safety, to treat others with the same kindness they would expect themselves and to obey school rules.



Students have the right to learn and be free to express their opinions, feelings and ideas.

They also have to be responsible, to work hard, do their best, complete assignments on time and respect others’ opinions, feelings and ideas.



Students have the right to be treated with understanding and respect. They also have the responsibility to respect others and to treat them with understanding.

Students have the right to hear and be heard but should also be respectful of quiet times for learning and studying. They have the responsibility to listen to others, to wait their turn to speak and to be respectful of quiet times.

Students have the right to bring materials they need to school [although valuable belongings should be kept at home]. They have the responsibility to look after their own possessions and to be honest and respectful regarding the property of others.

Students must also demonstrate academic honesty. Cheating and plagiarism [copying] are regarded as serious offences both within the school and IBO. 24/32



Students have the right to hear and be heard but should also be respectful of quiet times for learning and studying. They have the responsibility to listen to others, to wait their turn to speak and to be respectful of quiet times.



Students have the right to bring materials they need to school [although valuable belongings should be kept at home]. They have the responsibility to look after their own possessions and to be honest and respectful regarding the property of others.



Students must also demonstrate academic honesty. Cheating and plagiarism [copying] are regarded as serious offences both within the school and IBO.

The School should: 

Create an environment where common sense is the most important guide and within this context all members of the community feel happy, respected and are respectful



Allow individual staff members to establish their own boundaries within the learning environment they create, whilst providing consistency across the whole School

Teachers should: 

Provide students with a simple, but effective code of behavior for their classroom and then to apply it consistently and fairly



Use positive reinforcement to create a positive learning environment



Use positive examples of behaviour to set good examples



Use rewards, sanctions and punishments to help teach correct behavior



Use the school planner for communication with parents



Keep the form tutor up to date on any behavior issues with a child within their form group.



Meet a child’s parents if a problem is specific to their subject area

The Tutor should: 

Check and sign their tutor groups planner



Keep a central record of any behaviour issues for members of their form group



Initiate contact with parents when behaviour issues become more frequent or if a more serious incident occurs



Involve the Key Stage Coordinator or Head of Secondary when behaviour issues become more frequent or if a more serious incident occurs

Students should: 

Clearly understand how they are expected to behave



Treat all other members of the school community with respect and dignity



Follow the school behaviour policy



Actively encourage other students to follow the school behaviour policy.

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Parents should: 

Actively encourage their children to uphold the school behaviour policy



Regularly communicate with teachers through School Planners, email, phone calls or visits.

Home School Agreements Each year the school will send home a home school agreement for students and parents to sign regarding behavior and ICT usage. These agreements help to make sure that rules are clear and easy to follow.

Class Placements Teachers’ professional judgment is sought in placing students in classes for the new academic year. As many perspectives as possible are considered when placing students.

Elements that are taken into account include: EAL needs, SEN needs, Behaviour of each child, Ethnicity, Sex, Friendship groups

Emergency Evacuation Procedures Established procedures exist for staff and students 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 are laminated posters found in each 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.

Students and Teachers regularly practice these procedures in case of an unlikely event occurring.

Cleaning and Cleaning Staff The Head of the cleaning staff is Khun Seesa-ang. Any concerns and issues regarding cleanliness should be sent to Khun Seesa-ang directly (seesaangt@standrews-schools.com) .

Cleaners start work at 7.30am and finish at 5.00pm.

Teachers are responsible for getting students to clean obvious debris from the floors and surfaces at the end of the school day. Students 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 lunch after classes resume at lunch time. This is for 1 hour. There is always a cleaner available. Most cleaning happens after school once students have left for home.

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The Activities Programme A variety of activities are offered by school staff and the community. They include a wide-range of sporting, cultural and social options for students at on Thursday afternoons, lunchtime, after school and at the weekend. Most teaching staff run activities and parents are encouraged to offer their skills to enrich the programme further.

Activities change termly, please ask for details of our current activities programme. Harrison Straw is the teacher responsible for organizing the activities programme and he can be contacted at hstraw@standrews-schools.com .

Lunchtime and Interschool Sport Programmes Sport plays an important part in our students’ lives. Many teams are organised for internal and external competition. These competitions happen at lunch time and after school. The PE Department will notify parents of up-coming competitions, so that they are fully informed.

Cultural Celebrations St. Andrews has a diverse community and a wide range of languages and cultures are represented within our staff, students 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 relationships with the culture of others. Additionally we value the culture of Thailand as our host country. We do not however favour one culture over another in an effort to respect all and celebrate our cultural diversity.

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SchoolZine SchoolZine is a one stop information and communication system for parents.

By installing the SZapp app on their phone, parents are able to access a wide range of school services such as: 

The weekly Parents What’s On In Secondary



Emails for getting in touch with school leaders and teachers



The School Calendar



St Andrews Green Valley’s Facebook and YouTube site



The School website



Information on using the school canteen



Using the Feed tab, parents can keep up to date with correspondence sent out by the school.

Instructions for how to download the SZapp will be shared at the beginning of the school year.

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Timings of the school day Monday-Wednesday 8.00 am 8.00 am 8.20 am 8.40 am 10.40-11.00 am 12.20 -1.20 pm 3.20 pm

Morning Meeting for staff, student busses begin to arrive Students go to lockers Students to form rooms for registration and tutor activities Lessons Begin Morning Break Lunch Home time for students

Thursday 8.00 am 8.15 am 8.20 am 8.40 am 10.40-11.00 am 12.20 -1.00 pm 1pm – 1.40pm 1.40pm - 3.20pm 3.20 pm

Morning Meeting for staff, student busses begin to arrive Students go to lockers Students to form rooms Lessons Begin Morning Break Lunch Period 6 Activities Home time for students

Friday 8.00 am 8.15 am 8.20 am 8.40 am 10.40-11.00 am 12.20 -1.00 pm 3.00 pm

Student busses begin to arrive Students go to lockers Students to form rooms Lessons Begin Morning Break Lunch Home time for students

School officially starts at 08.20 when it is tutor time. A teacher will be on duty from 08.00 and students are allowed into the school building at 8.00. If students arrive earlier, they should go to the hard court area.

During morning break students should not be inside school, unless they are being supervised by a teacher. Food is available from Khun. Penny in the canteen. Break time is a time for you to be outside and playing with friends.

The school canteen provides Asian and Western food every day. Students can mix and match between them. Form tutors will inform students of what time they should go to the canteen.

When school finishes students should go to their locker and get all the things they need for their homework. If they have had PE that day, they need to remember to take their PE kit home to be washed! If they catch the school bus, they need to be as quick as they can so that they are not delaying everybody else.

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Take 5 Coffee Shop IB students may use the coffee shop during the school day. Year 7 – 11 students may use the coffee shop after school if they are not catching a school bus home or attending a training session.

Playgrounds and break duty Staff members have a duty of care to all students at the school. They are rostered on duty during break time and are required to care for all students at this time.

Staff members on duty: 

Monitor behaviour



Apply the school consequences for inappropriate behaviour



Report accidents/injuries to the School Nurse



Listen to students and are fair in dealing with them



Intervene early in any observed misbehaviour



Cordon off any unsafe area/equipment

School Uniform Uniforms (other than competitive sports kits) are available in the uniform shop.

Year 7-11 BOYS

White shirt with school logo Navy blue shorts or trousers (no denim).

Predominantly black shoes

PE Uniform for both Boys and Girls Blue St Andrews shorts White with blue St Andrews polo shirts FOBISIA sports uniform (Black Kit) Trainers

GIRLS

White shirt with school logo Navy Blue Culottes, shorts or trousers Predominantly black shoes

Year 12 &

Clothing appropriate for business meetings in an office environment

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Makeup and Jewellery School is not the place for makeup or jewellery and we expect students to present themselves in a manner that is both smart and appropriate to a place of education. Students should not come to school wearing obvious makeup and if they do so, they will be asked to remove it immediately (makeup includes eye-shadow, lipstick, coloured nail varnish etc).

Students are actively discouraged from wearing jewellery due to the fact that it can pose a danger to both the wearer and others. In addition jewellery is often of great sentimental or financial value and its loss or damage can be very upsetting. At the same time we accept that some students may wish to wear items that are of religious or sentimental importance. This is acceptable so long as it follows the following conditions. The rules are the same for girls as for boys.

Acceptable Jewellery: 

One small simple ring (that is not sharp) may be worn on each hand



One small stud/sleeper earring can be worn in each ear. (No hoops whatsoever)



One simple bracelet (that is not sharp) can be worn on each wrist



One simple chain may be worn around the neck



An inexpensive wristwatch

During classes the activities undertaken may require jewellery to be removed for health and safety reasons. In such circumstances students are responsible for their own property. If in the slightest doubt, students should not wear such items to school.

Chewing Gum Students must not bring chewing gum to school. It is not allowed on the school premises or on the school bus.

Water Students should have a water bottle with them at all times. Students can fill up water bottles at break or lunch NOT between classes. If they forget their water bottle, then at break and lunch they can go to reception or the cafeteria to get water.

Absence from School or Late Arrival Parents are asked to telephone, email or send a note of explanation to the Tutor if a child is absent through sickness or any other reason.

Late arrival at school – students are to report to the school receptionist at the front office or Khun Rung in the Secondary Office to sign in. The above staff will adjust the official school record accordingly.

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Early Departure Occasionally, a child may need to leave school before the end of the school day. Students can leave when prior communication has been received from a parent (Letter, email or phone call).

Prior to departure the parent and child are asked to contact the form tutor. If the form tutor cannot be found then Mr McGee or the Key Stage Coordinator should be contacted. This is in case of an emergency evacuation. Students are NOT permitted to leave the campus without a parent or nominated adult during the school day.

Extended Absence Parents are kindly requested to advise Form Tutors if your child will 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 some guidance for the student’s continued learning whilst they are absent from school.

Field Trips Real learning can take place when real connections are made and field trips are therefore an integral part of learning. St. Andrews uses recommended standard adult/child ratios when going on field trips. Teachers may organise parental help with field trips, depending on circumstances.

Students may from time to time do local walks close to school – parent permission is not sought for these local walks.

School Photographs Each year photographers come to school to take photos of all the students. These photos are then made available to parents who are interested. School photographs are normally taken in January.

Student Visitors A request can be made for a family’s guest or relative to visit our school and in particular the classroom for one day. The following procedures should be followed: 

The family should make the request, through the Head of Secondary who has the right to decline if it will adversely affect teaching for that day;



The guest or relative should be approximately the same age as the child they are visiting

Using the School Campus after School Students are permitted to use school facilities outside the normal school day so long as a supervising adult is in charge and that adult has permission from the Head of Secondary. The school will not take any responsibility for injury via accident during such times.

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