Reflections 2015

Reflections

February 2015 T90 Special Edition

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Contents

04 Governance

The Role of the Governing Body

06 Chief Executive Officer

School Highlights & Key Information

08 Gateway Project From the drawing board...

10 Tanglin Circles Learning at Tanglin 12 Director of Learning

Developments to Strengthen Learning

14 Infant School An Outstanding Experience 16 Junior School

Inspirational Opportunities

18 Senior School Energy and Achievement 22 Examination Results 25 Graduate Destinations 26 Financial Overview 30 Parent Teacher Association (PTA)

Supporting the Tanglin Community

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Governance

The role of the Governors of Tanglin Trust School (Tanglin) is to guide the Chief Executive Officer (CEO) and his team to make the school as good as it possibly can be with clear vision, prudent financial management and high standards of achievement, within a challenging but caring environment. As Chair of the Board of Governors, I witness the full extent of the voluntary dedication and commitment of the individual Board members doing their utmost, within the guidelines of governorship, for the strategic development and future of the school. Some are parents of children at Tanglin and some are not, but each brings with them a set of skills and experiences that contribute to a proven and very successful school with ninety years of tradition here in Singapore.

The governing body breaks down its work to subcommittees to give due attention to; Education, Finance, Human Resources, Development and Building Policies. All subcommittees report to the Board where collective decision-making takes place.

Governors are responsible for the school’s legal and regulatory compliance and are supported in this by a corporate secretary.

Day-to-day implementation of school policies is delegated to the CEO and his management team.

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As a governing body we are keen to see the school develop to meet the standards of today’s children and tomorrow’s adults. Our deliberations, and directions to the CEO and his management team, ensure the school strives to stay relevant to modern Singapore, maintains high standards, offers a varied and challenging curriculum and builds a reputation for its pastoral care.

I would like to take this opportunity to acknowledge and thank the Board of Governors for the significant time and energy they devote to their important role.

Dominic Nixon Chair of the Board of Governors

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Chief Executive Officer overseas (of which there are a growing number). The standards and procedures of BSO are regulated by the UK government, and inspectors are registered UK inspectors who work in the UK and internationally. All three of our schools have been awarded ‘Outstanding’ in their last inspections. Schools with successful BSO inspections are recognised by the UK government and enjoy benefits such as staff training. The inspection process not only gives us a reliable and regular benchmark, but it also provides high level consultancy to feed in to our review and development plans.

Strategic Planning Processes

Welcome to this T90 edition of our annual Reflections magazine. It contains some of the highlights of school activity over the past twelve months since our last edition in February 2014. It also contains updates on the extension of our lease and site development plans.

The Heads of each school have been invited once again to share their school headlines with us. However, given the amount of space to report and the enormous number of developments and events that take place in each school, these reports cannot be exhaustive. The overall intention of this publication is to leave a clear impression of a vibrant and successful learning community that continues to strive to be better.

Senior Leadership At the end of this school year, Mr Neil Turrell (Head of Senior School) will retire.

Neil came to us six years ago having been Head of Maidstone Grammar School in the UK for seventeen years. He has steered the school to maturity and has seen the organic growth taking Year 13 to full capacity this year. Along the way, there have been many new developments and strategies (not least the introduction of a dual pathway in the Sixth Form College – IBD alongside the existing A Level), culminating in the last two independent inspection awards being ‘Outstanding’. Following an extensive international search and interview process, Mr Allan Forbes (presently Head of Senior School at Harrow International School, Bangkok), has been appointed to replace Mr Turrell. Mr Forbes comes with many years of experience of Headship both in Bangkok and previously in the Middle East.

External Inspection The British Schools Overseas (BSO) inspection was introduced by the UK government to recognise and support British schools

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Tanglin Trust School identifies its development priorities and direction via a Strategic Plan.

Our key reference during this process is the school’s Mission Statement supported by our Aims and Values which are approved by the Board of Governors. We reference these as a guide to our discussions and to ensure that our focus and development remain true to them. The Strategic Plan is reviewed annually and redrafted by the Management Team before being discussed with and approved by the Board of Governors. The Management Team (MT), includes myself (Chief Executive Officer), the Heads of Schools, the Chief Finance Officer, and the Directors of Learning, Development, Operations and Human Resources. Collectively, they bring to the table the views of the community, the latest educational thinking and their vast experience as we begin to review the Strategic Headlines. The Strategic Headlines cover areas of agreed commitment that underpin all planned development. The Management Team then drafts ‘Commitments’ under each heading and the MT members take those to their respective leadership teams to develop their particular School Improvement Plan. The Stategic Plan in full can be viewed here.

Student Roll Despite the arrival of new schools and the extension of some existing schools, we find ourselves with the highest student roll in history of 2,777 (50 more than last year).

Virtually all year groups are full and wait lists exist for some year groups. A considerable amount of work has been undertaken to streamline the application process and to facilitate families interested in joining us. By far the most successful addition has been the School Open Days. The Open Days have included presentations from and tours led by students. Many of the parents attending were even keener to enroll their children following the Open Days. However, we are not complacent and we will continue to review and develop the school to be the best we possibly can be.

Tanglin Lease Renewal Following a series of meetings and discussions with the Singapore Authorities, a new lease was offered to Tanglin Trust School in December 2014. The new lease runs until 2038 and it was agreed and signed by Tanglin Trust School Board of Governors in December 2014. With this degree of certainty for the future, we are now able to commit resources to providing appropriate spaces to cater for 2,800 students on a 4.5 hectare site.

Introducing the Gateway Project In July 2015 we will begin a very exciting building project that will sit between Gates A and B. All three schools will benefit from the new facilities and space provided. In addition we will be resurfacing the Astro areas in front of the school to make one continuous play area. See the following pages for illustrations.

Development Development at Tanglin is led by Cecilia Handel, Director of Development. The team’s focus is on inward investment – both establishing and maintaining revenue streams over and above tuition fee income. The core activity is management of the school’s Placement Right programme. Placement Rights accelerate access to the school for a fee. These were developed in response to the needs of the business community in Singapore enabling the urgent relocation of key staff. In addition to Placement Rights, the team manages sponsorship and advertising opportunites as well as the school Holiday Programme. T90 has provided a fantastic platform to grow sponsorship income from corporates. This is used to support projects in school in the academic year raised. The school Holiday Programme is now in its second year and is another initiative led by the Development Team.

TTS Foundation In 2012 Tanglin established a charitable Foundation. The purpose of this foundation is to give our students exceptional opportunities during their time at Tanglin. Projects supported by the TTS Foundation include a pilot scholarship programme and Tanglin currently has two scholars from Northern India in the Sixth Form. The plans for 2015 are aimed at raising community support for TTS Foundation through the launch of philanthropic giving.

Mindfulness Our whole school focus on ‘Mindfulness’ reflects a growing acknowledgement that schools need to take more responsibility for the ability of children to deal with and

get the most from life and all that it throws at them. Mindfulness means learning to direct our attention to our experience as it unfolds moment by moment with openminded curiosity and acceptance (not stress or anxiety). Each of our three schools is researching best practice from around the world to help them develop appropriate Mindfulness programmes to support our students and the curriculum.

Academic Achievements The academic record of Tanglin remains high as you will see from our external examination results (I/GCSE, A Level and IB), later in this document. The results pave the way for students to attend appropriate and prestigious universities (also listed). The maintenance of our worldwide reputation for academic achievement remains a priority for us alongside our commitment to nurture

good people who will be successful and happy whilst making a difference to the world we live in.

Tanglin Trust School’s 90th Anniversary Celebrations On 18 March 2015 Tanglin will be 90 years old - T90! As a school community, we have chosen to mark this remarkable heritage with special events that will take place between January 2015 and December 2015. The theme of the celebration is ‘Community and Inspiration’.

We will take this opportunity to draw closer to the community of Singapore, particularly our local community of One North. Our school began its life in 1925 with just a few children in an attap in The Tanglin Club, therefore, it is fitting that the opening event was held at The Tanglin Club where Alumni and many supporters of the school gathered in January to open the celebrations. We are very happy

to share the anniversary year with Singapore (50 years) and The Tanglin Club itself (150 years!). This makes the celebrations even more exciting and relevant. During the year we have arranged an Inspirational Speaker Series, a Whole School Concert, a visit by Scottish Opera, a Ball, a Shakespeare Festival, an Arts Festival, hosting of the FOBISIA Heads & Senior Leaders Conference, many curriculum projects and a birthday party! It is hoped that the new connections made during the year will grow and develop long after the anniversary year.

Peter Derby-Crook Chief Executive Officer

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Gateway Project Construction Period: July 2015 to August 2016 The new building will provide a frontage to the School

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Tanglin Circles The four Curriculum Drivers underpin learning at Tanglin, so that our curriculum reflects the mission, aims and values of the school. Academic challenge and personal development have long been strengths of the British education system and both these aspects are very important at Tanglin. In keeping with our vision to create ‘a community of lifelong learners who are able to contribute with confidence to our world’, we also focus on skills for learning rather than just specific knowledge and an awareness of community at both a local and global level. The Learner Profile attributes sum up our aspirations for Tanglin students as Reflective, Knowledgeable, Balanced, Caring, Open-minded, Principled, Risk-takers, Resilient Inquirers, Communicators and Thinkers. Young people with these qualities will truly be ready for life beyond school!

VALUES

Tanglin is a community where everyone is valued and included.

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To give students a consistently excellent quality of education in a safe and caring environment

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Working together in a safe, caring, yet stimulating environment, we set high expectations whilst offering strong support, resulting in a community of lifelong learners who can contribute with confidence to our world.

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Mission Statement Tanglin Trust School Singapore has a long tradition of providing British-based learning with an international perspective. At Tanglin we strive to make every individual feel valued, happy and successful. Responsibility, enthusiasm and participation are actively encouraged and integrity is prized.

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To nurture wellbalanced students who have a strong sense of right and wrong, respect for both themselves and others and are well on their way to becoming responsible citizens.

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AIMS

To ispire and enthuse all students, whatever their talents, to be passionate about striving to achieve their full potential in their academic, sporting

Ca r i n g We value our parent community and encourage their participation in school life.

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We value the opportunity for all to take risks, learn from mistakes, express themselves and reflect on life and learning.

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To ensure the continued relevance and sustainability of Tanglin so that it remains vital to Singapore and at the heart of the community it serves.

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We treat others as we would want to be treated ourselves.

LEARNER PROFILE

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We allow students time and space to be who they are and discover who they might become.

We are driven by our desire to teach students how to enjoy learning, playing and making friends.

We value teachers who learn and learners who teach.

Tanglin seeks to act ethically and according to the principles of social and environmental responsibility.

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Director of Learning research project, will have learned how to critically evaluate information and will be able to give full academic references. Despite a very challenging time difference, we have established an exciting collaboration with Kentucky Virtual Library in the USA to develop and adapt their online, interactive tool, which guides students through a research process.

Elements of this are already being used with our Junior School students and it will be developed further over the coming year so that it directly supports Tanglin’s approach to Information Literacy.

Technology to Support Learning

It is very important that as a student moves through Tanglin they are given appropriate challenges, which become opportunities for personal development as well as academic growth. As Director of Learning, I have an overview of that journey and of the threads that run through the curriculum to encourage consolidation of learning and continued progression. Reflecting on the past year, the threads that stand out are our developing approach to Information Literacy; our innovative use of Technology to Support Learning; the coordinated strategy for Modern Foreign Language Learning and the opportunities for personal development provided by Sport and the Arts.

Information Literacy Information Literacy remains a key focus across the school. Building on the work done on digital literacy skills and staying safe online, our emphasis is now shifting towards using information effectively. Each school is developing research skills in the curriculum so that children think about what information they need to answer a question or solve a problem, and the different sources of information that they can use. We are very fortunate to have an innovative and experienced library team who are leading the development of research skills across the school. They are now working with curriculum leaders and teachers to build in more opportunities for inquiry and research into the curriculum so that skills are learned and reinforced as children progress through the school. Even the youngest children learn that projects have different stages - ‘plan’, ‘do’ and ‘review’ - and are encouraged to recognise what is their own work and what is the work of others. By the end of Senior School all students will have had the experience of completing a significant

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Mobile technology, mainly in the form of the iPad for now, continues to have an impact on teaching and learning across the school and the number of devices in school is growing rapidly. The 2012-3 school year saw three year groups of students, from Year 6 to Year 8, using their own personal iPads to support and enhance learning at school and at home.

The ease of use, portability and versatility of the iPad, along with its unobtrusiveness when not in use, makes it an ideal tool for the classroom and led to the decision to extend the use of personal iPads into Year 10 as well as Year 9 for this year. This decision was taken after a careful weighing up of the pros and cons of different devices, including laptops, for the older students. A key consideration for us was that we were looking for the best mobile device to support teaching and learning, not the most powerful device and not the best device for extended typing or document creation. It is an important part of our overall strategy that students will still have access to shared desktop computers or laptops for those kinds of ‘production’ tasks.

It is not just the older students who are becoming familiar with mobile technology.

All year groups from Nursery to Year 5 have access to shared iPads so that students can benefit from the educational apps and learn how to integrate a range of media into their projects. Beginning with Year 1 this year, we are moving to a model where each class will have its own set of shared devices, giving individual class teachers much more flexibility in their use. This model will be extended to Years 2, 3 and 4 over the next two years, while Year 5 students will be expected to have their own iPads from 2015-16.

After extensive testing and development, the Early Years (Nursery and Reception) online ‘Interactive Learning Dairies (ILD)’ have gone live this year. These digital portfolios replace the physical record books previously used, with the key advantage of being accessible at anytime by parents and teachers. With both

teachers and class assistants now equipped with iPads, the recording of evidence is easier than ever before, resulting in rich portfolios for each student. We will be exploring how similar techniques might be used to record and share progress in other parts of the school in future.

Behind the scenes, our internet and network infrastructure has seen considerable investment and upgrading to be able to cope with the increased number of machines using our wireless network. This has been a huge factor in the success of the technology supporting learning, without the frustrations caused by slow or unreliable network access.

Languages Modern Foreign Languages (MFL) have always formed an important part of the curriculum at Tanglin and we have a particular advantage as a 3-18 school of being able to plan progression in Languages from Nursery to the Sixth Form.

Mandarin has now been firmly established in the Infant and Junior Schools, and the impact of those lessons is being seen clearly in the standard of our Year 6 students moving into the Senior School. It is also pleasing to note the increased popularity of Mandarin in the Senior School as the students moving up have had more and more experience of the language.

The most exciting development in Languages over the past year has not been about the MFL curriculum however, but about the support that the school can give to students who speak a second language at home. The ‘mother tongue’ programme that has been launched in the Senior School initially, aims to encourage such students to continue to develop their skills in their home language

through individual or group tuition, leading to an appropriate qualification. Sixth Form students who are fluent in a second language have the opportunity to study the literature component of the IB Diploma in that language and achieve a ‘bilingual Diploma’. This is a very highly regarded qualification and we hope that many of our ‘mother tongue’ students will aspire to this achievement.

Sport We remain committed to offering our students a wide choice of sporting and other activities through our Competitive Sports, CCA (Co-Curricular Activities) and SRC (Sports and Recreation Clubs) programmes and we encourage all students to participate. Many of our students are performing at a high level with some being selected for National teams in swimming, touch rugby and rugby. The size of our operation in Sport and Activities now demands that we restructure the leadership and management teams. We have therefore moved away from a pyramid structure to a devolved school by school structure that passes responsibility for all that happens in Sport and Activities firmly to the Head of School and the staff below him or her. We believe that these changes will result in a more efficient programme that responds to the particular needs of each school.

The administration of teams, practices and competitive games is one of our largest logistical challenges with thousands of communications and updates moving between school, staff, parents and students

per week. To improve this process we have recently introduced an administrative tool called CHQ which has improved both the efficiency and professionalism of communication around sport.

Tanglin competitive teams have enjoyed considerable success this year in netball, football, rugby, touch rugby, swimming and gymnastics. Emerging sports such as basketball, badminton and golf are growing and attracting more students to participate.

The presence of top international sportsmen and women in school such as ‘Liverpool Legends’ and two GB team international swimmers has inspired our staff and students.

To provide some context for the size of our provision, over the past year we fielded over 80 competitive teams in 14 different sports.

The Arts Participation in the Arts plays a crucial part in the development of all students and our Visual Art, Music, Drama, Dance and Film departments continue to provide a vast array of wonderful opportunities and experiences for our students. Performances range from the large scale productions such as the Year 6 ‘Peter Pan’ and the Senior School’s ‘Little Shop of Horrors’, all the way down to individual lunchtime recitals or early morning busking.

There are always opportunities for our most accomplished artists to display their talent, often outside of Tanglin; over the past year for example, as well as our in-house performances and exhibitions, Art students

have exhibited in the Singapore International Schools Art Exhibition and Film Studies students competed in the Moving Image Award (UK) competition, winning first prize.

However, our essential aim for the Arts is that it should be a vehicle for students to grow in confidence and creativity, whatever their talents. This growth is demonstrated time and time again in the Arts curriculum and especially through opportunities to engage with visiting artists, or to collaborate with students from other schools. Just a few examples of these opportunities for collaboration are: the Infant School Singing Playground Leaders, hosting a visit from their counterparts in UWC; instrumental students from Years 5 and 6 attending the FOBISIA Performing Arts Carnival in KL; Senior School students attending the SEASAC Arts Festival, hosted by Tanglin.

The passion and professionalism of our teaching staff in promoting the Arts and nurturing young talent is simply outstanding.

However it is also important to note that the range of activities offered would not be possible without the high level of technical support making sure that the creative ideas are realised to their full potential. This year we have strengthened the Arts Faculty technical team and also made organisational changes to the Theatre and Events team, to ensure that we can maintain this standard as the Arts programme continues to grow.

John Ridley Director of Learning

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Infant School curriculum nowadays!), Learning Hubs, cameras and iPod touches, Lego Wedo, walkie talkies, digital tables and the soft launch of our Learning Platform, through Firefly, we have also encouraged the children to be mindful and reflective.

Term 3 was a whirlwind of parties, celebrations and bittersweet farewells as we said goodbye to Mrs Chandran.

Highlights included the Mad Hatter’s Tea Party where we also celebrated Mrs Stead’s 60th birthday and a wonderful farewell dinner for Infant staff and VIPs. However, before we knew it, the end of term had arrived and with it we waved goodbye to Mrs Chandran and her family.

Starting Term 1, my first term as Head of School, was also quite a whirlwind of new teacher and TLA inductions, orientations and information evenings, concerts, open mornings and of course lots of learning, laughter and Christmas!

Technology for All...whilst remaining mindful Technology is a key part of all of our lives, and our children deserve to have access to this important part of the curriculum. However, we also believe they deserve a balanced approach to their learning and a time to be reflective and mindful. Therefore, to achieve this goal, along with the introduction of our pilot project of 1:2 iPads in Year 1, laptops, remote control cars, Beebots, Probots and Roamers to support coding and programming (yes they have to do that as part of the

This is by focusing on enhancing the pastoral wellbeing of our children and staff through making the Learner Profile more visible and meaningful to our younger children.

In collaboration with our KS1 (Key Stage 1) children, the ‘Tree of Wisdom’ has been introduced and within the upper branches live our Learner Profile owls in Year 2 whilst within the tree’s trunk live the Tanglin Teds in Year 1. Both the ‘owls’ and ‘Rainbow Ted’ are used to enhance the children’s understanding of the characteristics of a learner and embody the key skills, habits and attitudes which all children need to acquire as 21st century learners.

A new learning reflection wall in Nursery and a book in Reception have been introduced enabling children to showcase their learning and success. This will also enable the Learner Profile to become more integrated across the school.

Children in Year 1 and Year 2 are stretching their abstract thinking muscles across the curriculum with the help of ‘Boggle’ puppets and monsters who pose a range of philosophical questions, e.g. ‘Was the Gingerbread Man right to run away?’, ‘Would you rather have a magnificent mind or a superior strength?’

As the ability to communicate and express your thoughts clearly is a life skill, it is important that children can draw upon a range of emotional vocabulary to help them convey how they feel. ‘Moppy’, a loveable fluffy creature from outer space, who changes colour each time he experiences a different

emotion, has been introduced to help children develop their ability to understand and manage their emotions.

As there have been a few children who have, and are still, experiencing separation anxiety in the mornings, we have introduced the Kimochi (translated as ‘feeling’ from Japanese) nesting hearts which helps children recognise and communicate their feelings. When family members are separated it is a way in which each person can keep a heart as a tangible, playful way to stay connected.

Our Infant teacher, Ann Prior-Lim, having been inspired by ‘The Mindful Child’ by Susan Kaiser Greenland has been incorporating a range of mindfulness practices to children across Year 1 as a way of enhancing their health and wellbeing. Focused breathing and the introduction to what the children have called a ‘mindfulness stick’ (similar to a snow globe) has had a powerful impact on their ability to focus after a busy play time. Children have then been very keen to share what they have learnt with others.

This is coupled with thinking about others, and our emphasis on Our World initiatives.

In November, inspired by the UK charity ‘Children in Need’, we introduced Pudsey Bear into the Infant School. We decided to ‘wear spots to raise lots’ and we did indeed raise lots. In fact, we raised $4,066 and have donated this to the Singapore Children’s Cancer Foundation and the Singapore Make A Wish charities which were chosen by the Infant School Student Council.

Opportunities for All Another key aspect of the Infant School is ensuring opportunities are available for everyone, whether you can sing, play an instrument or have a speaking role in assembly to name just a few. These opportunities increase as the children progress up through the Infants to include snack and lunch time activities such as Tech Leaders, Choir, Library, Ukulele, Strings, Music Technology, Drumming and Recorders.

Following a survey to our parents, we have also recently launched an after school Mandarin SRC to complement those currently being offered, we will continue to monitor the take up for this.

New experiences are offered on a different level for Year 2 children through the rebranding of Children’s University, a CCA style session after lunch on Fridays where the whole of the year group mix up and participate in an even wider variety of inspiring opportunities.

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“Last time I chose ‘Healthy Cooking’, I loved the club because when I got home I could eat all the delicious food that I had made. I learnt that when you make food yourself it tastes much better!” Elizabeth Goh “My Children’s University club was ‘Touch Rugby’, I liked all the games I played, especially the full matches. I learnt new rugby skills and I learned how to work in a team. It was awesome!” Saranyan Mahindran “In Children’s University I did the Ipad club, I learnt lots about new apps and green screening, my favourite part was making videos, it was really cool.” Anjali Sharma “I did ukulele and Infant band. In ukulele you get to learn lots of different notes. It made me want to get my own ukulele so I did.” Olivia Caldwell “I did rock climbing, it was really cool. We had harnesses and then we could go all the way to the top.”

Maria Derold “I did jewellery making. We used beads to make lots of different necklaces and bracelets. It was good.” Chiara Cavalli “I did Healthy Cooking, it was fun. I got to make lots of different foods.”

Riyana Chatal “I did sewing. It was great. I sewed a present.” Elina Rashad “I chose Cooking as my activity because it’s nice to take what you’ve made home and eat it! I also wanted to learn how to cook so that it helps me when I’m older.” Kai Milla “I chose Touch Rugby because I’ve never played it and because my Dad has always wanted me to play it too. It will also help me stay fit and healthy.” William Simkins

You will be familiar with the leadership posts available to our children, easily spotted by the range of fashionable accessories modeled such as hats, badges and tabards! We have schoolwide leaders starting from Nursery with Eco Monitors and Sun Monitors and other roles that are exclusively for Year 1 and 2 such as the Student Council and Tech Leaders. Now we have added Singing Leaders and Playground Captains to our repertoire.

What does it mean to be an Eco Monitor?

What does it mean to be a sun monitor?

“You have to turn off the whiteboard and iPad to save battery power and electricity.” Harry Falting (Y1)

“I felt so excited to be chosen as a sun monitor, I like being able to remind everyone to wear their hats and sometimes the teachers too!.” Sophia Addington-Smith (Y1)

“You have to close the doors to stop the hot air coming in.” Jack Hooton (Y1) “You have to remember to turn off the lights.” Nicola Cook (Reception) “You have to close the door when you go out to play or the Aircon will come out.” Ashwin Sarma (Reception)

“You have to remember to wear your hat outside or else you might get burnt.” Tommy Gray (Y1) “After playing in the sun you have to drink water because you get sweaty. At the fun parks you need to remember to wear sun screen.” Lily Bartlett (Reception)

All the children talked about feeling proud about being asked to take on this role.

Additional resources have been provided throughout the year with a little bit of help from our PTA Friends. You will spot the larger bikes and trikes near the Creative Play Area and also the drums. Thank you PTA! Opportunities are not exclusive to our children; staff also have access to outstanding Continuing Professional Development (CPD) from visiting consultants or indeed even have the opportunity to lead sessions for other educators across the region through Job Alike Workshops. We also offer Project Points to staff who are interested in establishing a new initiative such as the TLAs leading the Singing Playground.

And finally...

Look out for our new KS1 Creative Play Area; it aims to rival our EYFS (Early Years Foundation Stage) playground, if indeed that is possible!

Paula Craigie Head of Infant School

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Junior School provides additional opportunities for creativity and enhances the integration of technology across the curriculum. Again, thank you to the PTA for funding the new equipment. We value your support and appreciate the hard work that goes into organising the events that made this possible.

Speaking Up

‘Equipped with his five senses, man explores the universe around him and calls the adventure Science.’ Edwin Powell Hubble, 1954 In a year which has seen so many highlights, the development of Science has been a major success. From the opening of the new Junior School Science Laboratory to the visit of scientists from the UK national STEM Centre, the school’s investment in Science has been reflected in rising standards and an active participation in learning. It has been exciting to observe children engaging their five senses and exploring the universe with such enthusiasm.

“I like going into the science lab because I love all the experiments and using the equipment. It makes science fun!” Alana (Y3) Parents have been equally enthusiastic about science and we were delighted that so many mums and dads wanted to attend the recent workshop that we had to hold an extra session. Thank you to the PTA for funding the laboratory. We look forward to welcoming the STEM scientists back to the Junior School in the new academic year so that we can continue to build upon our success.

Technology and Innovation The development of technology has also featured strongly. The opening of the new Media Technology Room, affectionately known as the ‘Fab Lab’ by the children, builds upon Tanglin’s ninety year tradition of innovation.

Incorporating four 3D printers, green screens and robotic sets within an inviting and interactive environment, this specialist facility

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While children are learning to express themselves using a wide range of media and technology, there is still a very special place for the spoken word in the Junior School. Our inaugural Speak Up competition judged by representatives from Toastmasters International provided a showcase for our most able public speakers. However, the English Speaking Board provides all children with the opportunity to develop public speaking skills and become confident communicators. We are delighted to have extended the ESB programme across the Junior School and we are very proud of the high standards that our children achieved in the formal assessments. More importantly, we value the richness that the programme brings to school life. Personal choice is a key element of ESB and it is a pleasure listening to the children make presentations on subjects that interest and inspire them. It is also a pleasure listening to the children recite their chosen poem to peers and parents. From Kipling to Keats and Shakespeare to Silverstein, the range of poetry has been nothing short of uplifting.

Inspiring Literature Indeed, quality literature underpins our approach to the teaching of Reading and Writing across the Junior School. The library is very much the heart of the school and the past year has seen a wealth of enrichment opportunities for the children. Events such as the Readers Cup and Open Mic Poetry Session have encouraged children to engage with literature; and on World Book Day Tanglin entered the Guinness Book of World Records for the most people gathered dressed as a storybook character. This remarkable achievement captures the energy and enthusiasm that drives our development of the curriculum. We have been delighted and inspired by visiting authors such as James Mayhew, Morris Gleitzman, Matt Dickenson, Jacqueline Harvey, Adan Jimenez, Felicia Low-Jimenez and Jantzen Lee. James Mayhew shared his skills as a writer and also as an illustrator and an artist, collaborating with a group of children to create our beautiful 90th anniversary mural. The mural is on display in the corridor leading to the library and is well worth a visit. Again, the school’s investment in Literature is reflected in rising standards in both Reading and Writing and we are very

“I enjoy trying to solve the challenges. I love it so much it makes me want to try it again at home.” Prishni (Y5) proud of our children’s achievements. This trend is equally apparent in Mathematics and we are proud of the team of mathematicians who will be representing the school at the FOBISIA Primary Maths Tournament in Shanghai.

Our commitment to a broad and balanced curriculum provides children with a wealth of opportunities over the course of the year.

Chinese continues to develop with children in Year 5 and Year 6 now studying the language for two hours a week. The addition of after school language clubs and the introduction of mother tongue provision for French, Spanish and Japanese complements MFL (Modern Foreign Languages) in the curriculum and reflects the school’s commitment to meeting the needs of its global community. We look forward to building on this next year with Hindi and German set to be added to the mother tongue programme.

Story Telling and the Arts The Arts are flourishing in the Junior School and we are delighted to be able to extend opportunities for children to participate in the UK Arts Award. A wide range of performances have delighted audiences across the year, with children embracing the opportunity to take centre stage and shine in the spotlight.

Performances in Year 3 and Year 5 featured drama with Year 3 classes telling the stories of the Selfish Giant and The Tiger and the Wise Man, and Year 5 classes retelling the classic mythologies; Theseus and the Minotaur and Perseus and Medusa. Year 4’s performance had a musical focus and delivered an important environmental message about sustainability. Year 6’s production of Peter Pan was a real highlight and took us on a magical journey to Neverland. Entertaining performances from Loose Canon, Horrible Histories and New Blue from Yale have complemented our arts programme and provided children with the opportunity to meet and learn from the experts. Similarly,

“It is great to use all of the equipment in the lab as it gives me a chance to really explore science.” Cosmo (Y5)

children have enjoyed visits to see My Fair Lady and the Singapore Symphony Orchestra.

We are proud to have our own Junior School drama studio and a dedicated drama specialist. The positive impact of this can be seen in the the growing number of opportunities for children to participate in drama within the curriculum, through the CCA programme and at events such as the ISTA Festival. We are equally proud of our music provision. Our music classrooms were upgraded over the summer and we continue to build upon the wealth of opportunities within the curriculum with Year 3 children learning the ukulele, Year 4 children learning the violin or the cello and Year 5 children learning a wind or brass instrument.

Congratulations to the 29 children who were awarded a bursary from the TTS Foundation to continue their study of a wind or brass instrument outside of music classes. Beyond the curriculum we are delighted that so many children are taking their music to a higher level and contributing to our ensembles programme. Music brings something very special to our school and highlights from the past year include the Junior Musicians in Concert, the Junior School Ensembles Concert and the FOBISIA Performing Arts Festival.

Physical Wellbeing Three hours of Physical Education each week provides balance in the curriculum and promotes an active and healthy lifestyle. In school, each and every child represented their House at Sports Day, the House Swimming Gala and, of course, the Murphy Cup. Combining team spirit, healthy competition and lots of fun, House Sports are celebrated events in the Junior School calendar. We were very pleased to extend our programme with the introduction of House Basketball and House Netball in Year 6 in Term 2 of last year. Well done to Beruang House for winning

both of these events as well as claiming the Murphy Cup (2014) and Sports Day (2014).

Congratulations to Singa House for winning this year’s House Swimming Gala. Junior School athletes have performed brilliantly in inter-school events both here in Singapore and internationally. We are particularly proud of the U11 Girls and Boys Football team who won the ACSIS (Athletic Conference of Singapore International Schools) league and went unbeaten in the process. Our footballers went on to excel overseas, winning three out of four competitions at the Phuket Football Tournament and enjoying success at the FOBISIA Games in Kuala Lumpur. Athletics also featured prominently with Tanglin claiming second place at both the ACSIS Athletics and Cross Country finals and putting in a strong performance at the FOBISIA Games. Some of the most memorable performances have come in Swimming and Gymnastics with Junior School children succeeding in a wide range of events both as individuals and as part of a team. Well done to everyone who has represented team Tanglin this year.

Wider Learning A key theme in the development of the curriculum in recent years has been the emphasis on personal development. We greatly value educating the whole child and have spent considerable time encouraging the children to demonstrate RESPECT (Responsibility, Environment, Safety, Principles, Empathy, Courtesy, Trust) in genuine instances around school and when interacting with the wider community. An example of Junior School children interacting with the world around them and making a positive difference is by their participation in our HCA (High Commissioner Award) CCA. Not only are children given the opportunity to learn and practise philanthropy but they also travel to Cambodia to support the Caring for Cambodia charity in a range of ways. Closer to home and within the four walls of Tanglin we have a wide range of responsibilities for the children to opt to take on and to further involve themselves in the daily happenings of a busy school day.

Each class has elected class representatives who can then go on to be a member of the Junior School Student Council - these children make a big impact on things around the school as do the House Captains who model superb sportsmanship and generate excitement at House sporting events. In addition to this, we fully embrace the fact that an average school day is a busy day, therefore we are excited to be moving forward with Mindfulness practice throughout the school. Mindfulness has been shared with the children in the form of ‘Mini Mindful Moments’ and as the experience and

understanding blossoms, so does the benefit that is felt from having these moments in the day.

Another way in which we are opening up to the world around us is through the development of our Outdoor Education programme. A real highlight was the introduction of the Year 3 residential visit to Singapore Zoo. Incorporating exciting behind the scenes tours of the zoo, the highlight of the trip is singing around the campfire and sleeping in tents. The Year 4 and Year 5 residentials have both been extended by an additional night. Year 4’s sleep-over at the aquarium created moments of genuine awe and wonder. The introduction of the jungle trek and high ropes course for Year 5 in Malacca was also a great success, raising the level of challenge and taking children outside their comfort zone.

Information literacy and mindfulness are key priorities for 2015/2016. Our focus on information literacy aims to support children accessing the wealth of information available online. Being able to reference online material appropriately will be a significant feature of this development. Our focus on mindfulness aims to empower children to engage with the present and promote wellbeing. We want to provide children with strategies that enable them to flourish in the fast paced world in which we live. Therefore, as Tanglin enters its 90th anniversary year, there is so much to celebrate and so much to look forward to.

In reflecting on this success, I would like to recognise the energy, effort and enthusiasm of the staff who drive the development of the school and regularly go above and beyond for the children in their care. It is a privilege to lead such a dedicated group of professionals and I would like to thank them for their commitment. It is also important to recognise the contribution of parents. I welcome the high level of involvement from our community and appreciate the different ways in which parents support their children (at home and at school). I would particularly like to thank everyone who participated in the annual survey and the PYG (Parent Year Group) forum. Your feedback continues to make a difference, leading for example to the development of the Term 1 progress reports to include cohort data, the increase in specialist art and the review of campus security. I look forward to building upon this dialogue in the year ahead. Best wishes for 2015 and the Year of the Goat.

David Ingram Head of Junior School

17

Senior School

The range of activities in the Senior School is immense. Please find herein some examples (this is intended to be representative rather than definitive) that give you a flavour of our work during the last year and some of our thoughts about future priorities.

High Achievement As I was saying to staff at our first meeting of this academic year: “It’s difficult to imagine a better year and I feel enormously privileged to have spent the latter stages of my career at a school where the skill, knowledge and commitment of my colleagues is matched only by the enthusiasm, high expectations and endeavours of our students.”

One doesn’t have to go far to find ample evidence for the above. It’s been a bumper year for inspections and reviews; the Senior School has had no fewer than three – BSO (British School Overseas), ISQM (International Schools Quality Mark) and the IB 5-Year Review. These reports were unequivocal in regarding the school as outstanding, both as a whole and in terms of significant categories such as leadership, teaching and learning, provision, outcomes and pastoral care (to name some of the most important).

We were also delighted to receive notification in September that Tanglin had been awarded the highly accredited Gold Secondary Geography Quality Mark (SGQM) award from the Geographical Association. Tanglin’s Geography department was deemed to be considered a Centre of Excellence for the ‘school’s contribution to disseminating quality approaches to the teaching of geography’ and management ‘by enthusiastic curriculum leaders who are able to inspire their colleagues’. Tanglin’s Centre of Excellence status makes it one of only three schools outside the UK to be given such an accolade.

Also in September, we rose to the challenge of organising and hosting the Inaugural FOBISIA

18

Student Leadership Conference with delegates of 41 Head Girls and Head Boys from 11 schools in the region. A huge success, the conference underlined how important it is to get our student leaders together so that they can meet with, and be inspired by, like-minded young people in similar positions. We very much look forward to sending our Head Team to this conference every year. Following the conference, the team decided that happiness was to be their central theme for the year and they subsequently led assemblies for their fellow students on this theme to encourage consideration of wellbeing. Student leaders have been playing a more noticeable role in Open Days this year and never cease to impress us with their industry, openness and confidence.

In 2014, the Senior School reached its full capacity in terms of student numbers and is now most definitely firing on all cylinders: the buildings hum with a sense of excitement and positive energy.

Learning and Assessment We offer a breathtaking range of opportunities to our students: a diverse curriculum, an abundance of co and extra curricular activities and innumerable trips and excursions outside of school. We are proud to offer our students such a wide choice of high quality options, so that by following their own interests, passions and strengths, each can pursue their own individual path here at Tanglin and beyond.

Training remains an important priority for the Senior School. As an example of additional opportunities this year, we introduced lunchtime Teaching & Learning Workshops that were run by teachers for teachers. These provided colleagues with an opportunity to share and discuss good practice and were very popular with virtually all sessions being

fully booked. We also developed our lesson observation form to include a focus on teaching approaches.

The next period (3-5 years) will see profound changes to both A Levels and GCSE. Every subject specification is being rewritten with the intention that content should be more challenging and ambitious, and that assessment be more rigorous. Another change we are acting on as a result of changes to UK policy is modification of our Key Stage 3 assessment policy. With the government scrapping national curriculum levels, we have an opportunity to reflect on that system’s strengths and weaknesses and develop a new system fit for students here at Tanglin.

We are always reflecting upon the relevance of our curriculum, and this year we have taken the opportunity to introduce an inquiry based course into Year 9 Humanities. Greater autonomy will enable us to ensure learning is ever more finely tuned to our students’ needs.

The curriculum needs to have more practical and vocational options and we hope that the realisation of the new Gateway building masterplan delivers that in the next few years.

As the A Level curriculum becomes more demanding, it might be the case that the IB cohort numbers increase. We continue to consider the IB Career-Related Programme as a means of delivering a more vocational and accessible course for some of our students.

Confidence with Technology This year marks the third year of our fouryear tablet rollout, with all students in Years 7 to 10 bringing their own iPads to school leaving the last stage of the rollout to be completed as our current Year 10s move into Year 11. The Year 10 iNinjas have had several opportunities to demonstrate their expertise

19

Senior School to mature into knowledgeable, open-minded and principled global citizens through facing challenges and reflecting on a world that they value, experience, explore and enjoy.

and student leadership skills, both in helping younger students with their online portfolios and Google skills and in sharing our journey with visitors at Open Mornings. They will soon be mentoring our Year 8s, offering practical guidance on a big issue that faces all of today’s teenagers: being smart and safe with social media.

Several members of the Technology for Learning Faculty have become certified Apple and Google trainers and this academic year (so far) over 100 staff have taken advantage of this internal professional development opportunity to become Apple-certified themselves in apps such as Keynote and iMovie.

The Showbie app is fast transforming the traditional ‘marking’ process. It allows teachers to instantly collect students’ digital or handwritten work and to give them immediate, annotated video feedback that they can act upon between lessons.

Continuing at Portsdown Road, as we will until 2038 at least, means that departments and sections of the school must consider the exciting possibilities of fresh development or remodelling. One such example is provided

by Film Studies which has been planning for the future. In a couple of years, due to the popularity of the subject, the department will need to move to a new location within the school. Work is already being done to decide on the layout of the pedagogic space in order to enhance students’ pre- and postproduction skills. Film production rooms with studio lighting and cyclorama walls for green screen work will enable them to capture high quality moving images. Their work will be scrutinised and viewed in the purpose-built screening room with university-style banked seating. Specialist post-production rooms,

20

such as a Foley room for sound design and a colour grading room, will enable our students to put the finishing touches to their work. All in all, we anticipate that the quality of films produced by our students in the future will be something to behold. We expect this facility to be available from 2016 onwards.

Artistic Talents It’s gratifying to read reports about the endeavours of our Arts Alumni as it gives us a picture of the way in which we are influencing the futures of our students.

Melissa Jarvis, from the class of 2006, took A Level Art and remembers Tanglin as a very creative environment. Her journey has been one of great success in the creative world, so much so that in 2013 she was promoted to brand manager for the Lancôme line of products for all of Africa. Since Melissa left Tanglin, universities and employers have started to view creativity as an increasingly desirable quality and our Arts provision has grown and adapted accordingly. Our facilities have been upgraded significantly in the last year, with modifications to Drama studios and the introduction of an ICT suite in the Art department. In addition, students and teachers are supported by an expanding team of technicians. The introduction of more practical, vocational and design-based subjects, such as Graphic Communications, which moved into Year 11 for the first time last year, gives students choice alongside the more traditional Arts subjects. Melissa was greatly impressed by our facilities during her recent visit and we hope that our current and future Arts students will be able to make a difference in the creative world just as she has.

Wider Opportunities We passionately strive to enable our students

In that spirit, we continue to provide an incredible range of inspiring, active Outdoor Education programmes that facilitate profound personal growth and development for our students (outside the classroom).

This commitment to empowerment and engagement enables us to help each student to find their potential, nowhere more so than in the first year of Senior School and our new Wild Week for Year 7. However, there are also many links to the formal academic curriculum and all our programmed activities are framed by this sense of place and community. There is clear progression in terms of duration and intensity on all our programmes from Early Years up to the Sixth Form Travel and Adventure expeditions, while we take great care to avoid repetition of activities from year to year.

Along the same lines, students are given additional opportunities and experiences by accessing support through TTS Foundation funding or from the Alumni Grant and Deirdre Lew Service Awards. It is very heartening to see the extent to which some students are inspired to extend their service activities outside school hours and during holidays. The Alumni Grant (available to Year 13 students) has supported a range of activities this year including Interrailing in Europe, exploring South Korea’s Demilitarised Zone, teaching English in Guatemala and a cultural trip to Paris. The Deirdre Lew Service Award, which is available to Years 10, 11, 12 and 13 has supported students in working with children in schools in India and in Malaysia.

Since 2013, over 70 Tanglin students have entered the World Scholar’s Cup competition; an academic competition involving debate, essay-writing and targeted knowledge testing (via individual/team quizzes). One Tanglin team won the 2014 Shanghai Regional Round (Seniors) whilst another placed 4th (Juniors).

In the Global Round at Star Vista, all three Senior teams came in the top 40 and one team placed 4th. Six teams (including two Juniors) qualified for the final Tournament of Champions, held at Yale University, where one team placed 3rd and another Senior team earned an ‘honourable mention.’ Considering there were over 12,000 entrants this year, Tanglin teams have performed extremely well.

In 2014 we launched the Mother Tongue Programme (after an initial pilot in 2013) and created a post for a Mother Tongue

Coordinator to drive the programme ahead.

Some statistics below summarise the progress to date: • 312 students in the Senior School have some connection to a non-English mother tongue • At least 192 students in the Infant and Junior School have some connection to a non-English mother tongue. We expect that number to grow as we audit the experience of more established students.

After a small-scale pilot in 2013, there are now: • 12 tutors teaching French, Mandarin, Spanish, German, Dutch (in lesson time) and clubs in Greek, German, Dutch, Hindi, Japanese and Danish • 60 students studying mother tongue in school with a tutor at Key Stage 3 • 8 Year 9 students who have replaced Classics with self-study (with proof that they are following some sort of tuition/course externally) • 4 students studying mother tongue in school with a tutor at Key Stage 4 • 1 student studying Dutch at IB as Language A. Looking ahead, we want to expand the programme to other languages and eagerly anticipate the programme flourishing further up the school as our younger students progress.

Personal Development Throughout the year we have tried to raise the understanding of the importance of wellbeing to our community. Taking care of yourself, finding time to relax and the time to work hard are vital for our young students to achieve their potential. During the newly introduced Wellbeing Weeks we have allowed the students some extra free time by not setting homework. We have encouraged them, along with friends and

family, to use this time to reconnect with each other by going out for family dinners, the cinema, reading to younger siblings or doing exercise, for example. The newly established homework timetable allows students to take a greater responsibility in developing their time management skills so they can achieve a satisfying balance in their activities.

We encourage experienced students to be role models for our youngsters and the new Year 10 mentoring programme has been a considerable success. Going into Year 5 classes on a weekly basis to assist with reading, maths and public speaking, the Year 10 students have gained valuable experience in planning and preparing materials while developing their interest in and empathy with our younger students and the challenges they face.

Simultaneously, the Year 5 students have been able to develop friendships with our Senior students that will, in many cases, continue throughout their time at Tanglin.

We have also developed a stress-reducing approach to exam preparation for students in Years 11, 12 and 13 during PSHCE (Personal, Social, Health and Citizenship Education), appointed a new transition Assistant Head of Year in Year 12 and revised our UGC (University Guidance and Counselling) structure to focus on relationship building with students and families. The fine-tuning of our Sixth Form application and interview processes have led to fewer course changes in Term 1 of Year 12 over the past two years.

Academic results remain excellent and continue to improve year on year. At I/GCSE, 176 students took their GCSEs across 28 subjects. 87% of all grades achieved were A* to B and 34% of all grades achieved were A*. 100% of students achieved five or more passes at A* to C and thirteen students achieved 10 A* grades or more.

Our most recent A Level cohort of 84 students had a 100% pass rate with 93% of their grades in the range A* to C, with 53% of our students

taking the Extended Project Qualification (EPQ) achieving A* or A. We are increasingly finding that the EPQ is valued by universities as a measure of advanced study skills.

Our third IB cohort of 42 students achieved an outstanding overall average points score of 38.1 (compared with the global average of 29.8), a record high for our students and a point score which would place Tanglin in a top position in UK IB school league tables. Just under a third of our students scored 39 points or more and seven students scored 43 to 45 points. However, one of the most remarkable achievements was for all our students to have achieved at least 32 points.

While it is important to recognise and celebrate these results, perhaps more significant is that the vast majority of students secured places at their universities and colleges of first or second choice including LSE, Imperial, Kings, Oxford, Cambridge, Warwick, Durham, Bristol, Edinburgh and UCL. We were delighted that all six students who were offered conditional places at Oxbridge were successful.

My personal highlight of the year was the Graduation of the Class of 2014. Resplendent in their gowns and cheered on by the whole school as they took their last official walk around the Tanglin campus, many of them were taken aback by the unexpected emotion of their last day. The special Headmaster’s Awards for curiosity, community and humility, went to as fine a group of students as I can recall, not least that for humility. The eulogies on their behalf were both heart-warming and inspirational. It was rewarding to see many of our new Alumni return to Tanglin from their first term at university, particularly for the Sixth Form panto, which this year, with its combination of wit and technical creativity, was arguably the best ever.

You might suspect, and not be far off the mark, that my identification of the graduation as a highlight is in some way connected with the prospect of my own departure later this year. I shall do so with mixed feelings, of which the greatest, by far, is gratitude. It is not given to many, in the twilight of their careers, to experience the upside of change along with a renewal of essential values and the fruition of thoughtful plans, in an atmosphere of supportive collegiality and friendship that invariably believes in, and focuses on, the needs of the individual. I am most fortunate.

Neil Turrell Head of Senior School

21

Examination Results – I/GCSE 2014 I/GCSE Examination Results for (Class of 2016)

I/GCSE Results Table

Year

I/GCSE examination results for Class of 2016 (2014) – 100% of Tanglin students achieving 5 A* to C

100%

No. of No. of Candidates Subjects

90% 80%

2012

141

70%

24

UK National Average 68.8% of students achieving 5 A* to C

60% 50% 2013

173

40%

26

20% 176

10%

28

176

students took I/GCSE examinations in 28 subjects

30%

2014

I/GCSE Summary for 2014 (Class of 2016)

66%

0% 2010

2011

2012

2013

2014

of all grades achieved were A* or A

2014 I/GCSE Examination Results for (Class of 2016)

Subject

No. of candidates

No. Of Grades

% A*/A % A*-B % A*-C

A*

A

B

C

D

E

F

G

U

Art & Design

42

8

17

13

4

—

—

—

—

—

60%

90%

100%

Astronomy

5

—

3

1

1

—

—

—

—

—

60%

80%

100%

Biology

91

62

22

4

3

—

—

—

—

—

92%

97%

100%

Business Studies

71

18

22

16

13

2

—

—

—

—

56%

79%

97%

Chemistry

91

44

33

11

2

1

—

—

—

—

85%

97%

99%

Chinese

39

26

5

7

1

—

—

—

—

—

79%

97%

100%

Classical Civilisation

12

2

4

5

1

—

—

—

—

—

50%

92%

100%

Computer Studies

15

2

10

1

2

—

—

—

—

—

80%

87%

100%

Dance

10

1

5

2

2

—

—

—

—

—

60%

80%

100%

Drama & Theatre Studies

38

11

16

5

5

1

—

—

—

—

71%

84%

97%

English Language

176

54

75

40

7

—

—

—

—

—

73%

96%

100%

English Literature

176

82

63

26

4

1

—

—

—

—

82%

97%

99%

Film Studies

43

14

17

12

—

—

—

—

—

—

72%

100%

100%

French

66

19

12

12

8

15

—

—

—

—

47%

65%

77%

Geography

78

30

35

11

2

—

—

—

—

—

83%

97%

100%

German

22

7

6

4

4

1

—

—

—

—

59%

77%

95%

History

71

23

24

15

8

1

—

—

—

—

66%

87%

99%

ICT

24

4

12

6

2

—

—

—

—

—

67%

92%

100%

Latin

10

6

2

2

—

—

—

—

—

—

80%

100%

100%

Mathematics - CIE

120

34

31

34

19

2

—

—

—

—

54%

83%

98%

Mathematics - Edexcel

58

3

11

22

20

2

—

—

—

—

24%

62%

97%

Music

16

7

6

2

1

—

—

—

—

—

81%

94%

100%

Physical Education

45

8

10

17

6

4

—

—

—

—

40%

78%

91%

Physics

91

53

30

6

2

—

—

—

—

—

91%

98%

100%

Psychology

34

4

21

9

—

—

—

—

—

—

74%

100%

100%

Religious Studies

11

8

3

—

—

—

—

—

—

—

100%

100%

100%

Science (Double)

168

15

39

57

29

12

8

4

2

2

32%

66%

83%

87%

of all grades achieved were A* to B

34%

of all grades achieved were A*

13

students achieved 10 or more A*s

Equivalency Table I/GCSE UK Grading

USA Grading

A*/A

A+/A

B

A-/B+

C

B/B-

D

C+/C

Spanish

50

20

8

16

6

—

—

—

—

—

56%

88%

100%

TOTAL

1673

565

542

356

152

42

8

4

2

2

—

—

—

E

C-/D+

TOTAL %

100%

34%

32%

21%

9%

3%

0%

0%

0%

0%

66%

87%

97%

F/G

F

22

Examination Results – A Levels 2014 A Level Examination Results Year

% of Tanglin Students achieving all A Grades

No. of Average Candidates UCAS Point Score

TTS Average 30%

2012

TTS Average 40%

2013

TTS Average 50%

2014

A Level Results Table

UK Average 26.0%

2012

76

2014

386

% of Tanglin Students achieving A-B Grades TTS Average 70%

2013

96

414

2012

TTS Average 74%

2013

TTS Average 74%

2014

UK Average 52.4%

2014

% of Tanglin Students achieving A-C Grades TTS Average 90%

2014

84

2012

TTS Average 88%

446

2013

TTS Average 93% UK Average 78.7%

Subject

No. of candidates

No. of Grades

2014 2014

% A*-E

%A*-B

%A*-C

A*

A

B

C

D

E

U

Art & Design

4

2

—

1

1

—

—

—

100%

75%

100%

Biology

22

5

9

2

5

1

—

—

100%

73%

95%

Business Studies

15

1

—

6

7

1

—

—

100%

47%

93%

Chemistry

23

3

9

6

3

1

1

—

100%

78%

91%

Chinese

2

—

1

1

—

—

—

—

100%

100%

100%

Drama & Theatre Studies

3

—

—

—

3

—

—

—

100%

0%

100%

Economics

21

3

7

6

4

1

—

—

100%

76%

95%

English Literature

27

—

6

4

14

3

—

—

100%

37%

89%

Film Studies

15

—

4

11

—

—

—

—

100%

100%

100%

French

5

—

5

—

—

—

—

—

100%

100%

100%

Further Mathematics

12

4

5

2

1

—

—

—

100%

92%

100%

Geography

21

6

8

4

2

1

—

—

100%

86%

95%

German

1

1

—

—

—

—

—

—

100%

100%

100%

Government & Politics

5

1

2

1

1

—

—

—

100%

80%

100%

History

17

1

5

7

4

—

—

—

100%

76%

100%

Mathematics

48

14

11

12

6

5

—

—

100%

77%

90%

Physical Education

2

1

1

—

—

—

—

—

100%

100%

100%

Physics

23

4

13

2

1

3

—

—

100%

83%

87%

Psychology

21

4

9

5

1

2

—

—

100%

86%

90%

Religious Studies

5

1

2

—

2

—

—

—

100%

60%

100%

Spanish

7

—

3

3

—

1

—

—

100%

86%

86%

TOTAL

299

51

100

73

55

19

1

—

100%

—

—

—

17

33

24

18

6

—

—

100%

—

—

TOTAL %

Extended Project Qualification

A Level Summary for 2014

100%

pass rate of A Level students

50%

of grades were at A* or A, while 93% were in the A* to C range

446

average UCAS points tariff per A Level student

53%

of students taking the EPQ achieved A*/A: we are increasingly finding that the EPQ is being valued by universities

6

students were successful in gaining entrance to Universities of Oxford & Cambridge

Equivalency Table A Level UK Grading

USA Grading

A*/A

A+/A

B

A-/B+

C

B/B-

D

C+/C

TOTAL

83

29

15

15

18

5

1

—

100%

E

C-/D+

TOTAL %

100

35

18

18

22

6

1.2

—

100%

U

F

23

Examination Results – IB Diploma

IB Results Table

2014 IB Examination Results Year

No. of Candidates

Tanglin % Passed Diploma

World % Passed Diploma

2012

43

95

80.1

2013

44

100

78.5

2014

42

100

80 (approx.)

2014 IB Results - EE & TOK

2014 IB Examination Results

Subject

Tanglin Students Average Diploma Score (out of 45) TTS Average 36.7

2012

TTS Average 37.0

2013

TTS Average 38.1 World Average 29.8

No. of Candidates

2014 2012-2014

No. Of Grades

7–3%

3

4

5

6

7

English A1 Lang & Lit HL

14

—

—

—

7

7

100

English A1 Lang & Lit SL EnglishA1 Lit HL English A1 Lit SL French B HL FrenchB SL German B HL German B SL Chinese - Mandarin AB. SL Chinese - Mandarin B SL Spanish AB. HL Spanish B SL Economics HL Economics SL Env. and Soc. SL Geography HL History- Europe/Me HL History- Europe/Me SL Philosophy HL Psychology HL Psychology SL Business & Man. HL Business.& Man. SL Biology HL Biology SL Chemistry HL Chemistry SL Physics HL Maths Studies SL Maths HL Maths SL Film HL Film SL Music HL Theatre HL Visual Arts A HL Visual Arts A SL TOTAL

10 10 8 1 6 3 6 4 3 15 5 13 5 2 3 7 2 6 5 3 7 1 16 13 11 6 5 11 10 22 5 2 3 4 7 1 43

— — — — — — — — — — — — — — — — — — — — — — — — — — — 1 — 1 — — — — — — 2

— 2 1 — 1 — — — — — — — — — — — — 1 — — — — — — — — — — 3 2 — — 1 — — — 11

2 3 3 — 4 — 1 1 — 2 2 — — 2 1 — — 1 2 — — — 5 6 3 — 2 2 3 7 1 — — — — — 56

7 5 4 — 1 1 4 2 2 8 3 6 1 — 2 6 1 3 — 1 7 — 9 6 6 3 — 4 2 10 2 — 2 2 5 1 124

1 — — 1 — 2 1 1 1 5 — 7 4 — — 1 1 1 3 2 — 1 2 1 2 3 3 4 2 2 2 2 — 2 2 — 62

100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 —

Subject

No. of Candidates A

B

IB Diploma Summary for 2014

100%

pass rate for all of our students who completed a regulation IB Diploma

558

average UCAS points tariff per IB student

2 7

scored maximum 45 points

scored 43 or more

No. Of Grades C

D

Extended Essay English A1

4

—

4

—

—

Business & Man

6

1

3

2

—

Economics

7

—

2

4

1

Geography

2

1

1

—

—

History

5

1

2

2

—

Philosophy

1

1

—

—

—

Psychology

4

4

—

—

—

World Religion

1

1

—

—

—

Biology

5

2

1

2

—

Chemistry

2

—

1

1

—

Music

1

—

—

1

—

Visual Arts

3

2

1

—

— —

Theatre

1

1

—

—

TOTAL

42

14

15

12

1

TOK

42

13

23

5

—

24

Equivalency Table IB Grading

USA Grading

7

A+

6

A/A-

5

B+/B/B-

4

C+/C

3

C-/D+

2

D/D-

1

F

Graduate Destinations The following gives an overview of the many universities Tanglin graduates have attended in the last five years.

UK Universities Abertay University Bath Spa University Cardiff University Falmouth University Glasgow School of Art Goldsmiths, University of London Greenwich University Heriot-Watt University Hult International Business School, London Imperial College, London Keele University Kings College, London Kingston University Lancaster University Leeds Metropolitan University Liverpool John Moores University London School of Economics London South Bank University Loughborough University Middlesex University Northumbria University Nottingham Trent University Oxford Brookes University Plymouth University Queen Mary, University of London Royal Holloway, University of London Royal Veterinary College, London Sheffield Hallam University SOAS, University of London St George’s, University of London Swansea University University College London University of Aberdeen University of Arts, London University of Bath University of Birmingham University of Bristol University of Cambridge University of Creative Arts University of Dundee University of Durham University of East Anglia University of Edinburgh

University of Essex University of Exeter University of Glasgow University of Gloucestershire University of Hull University of Kent University of Leeds University of Leicester University of Manchester University of Newcastle University of Northampton University of Nottingham University of Oxford University of Portsmouth University of Sheffield University of Southampton University of St. Andrews University of Sterling University of Strathclyde University of Surrey University of Sussex University of the West of England, Bristol University of Ulster University of Wales, Trinity St David University of Warwick University of Westminster University of York Winchester University

Europe Erasmus University, Rotterdam IE University, Spain Toulouse Business School Trinity College, Dublin University of Rome USA and Canada Boston University Columbia College, Canada Connecticut College Florida International University Georgia Institute of Technology McGill University New York University Northeastern University Pratt Institute Texas A&M University Tufts University University of British Columbia University of Calgary, Canada University of California, Irvine University of California, Santa Cruz University of Miami University of Virginia Wellesley College Williams College

Asian Universities Hong Kong University KAIST, South Korea La Salle College of the Arts, Singapore National University Singapore Waseda University, Japan Yonsei University, South Korea Australia Deakin University University of Melbourne University of Sydney University of New South Wales University of Western Australia Macquarie University

25

Financial Overview Tanglin Trust School Ltd is a company limited by guarantee and is registered as a charity under the Charities Act. The school is governed by a Board of Governors that serves without remuneration. All key financial decisions including establishment of annual budget and schedule of fees are reviewed and approved by the Board of Governors. The Board of Governors also ensures that an annual audit is conducted.

The audited financial results for the 2013-14 school year compare favourably to the Board approved budget. This outcome was achieved as a result of sustained student enrolment and continuous cost containment efforts.

Ongoing enrolment management practices resulted in average student enrolment and new student admission standing at over 2,700 and 580 students respectively. Total school fee revenue (including Building Funds and Placement Rights) comprised 97% of total revenue, with other miscellaneous revenue making up the remaining 3% of total revenue. Revenue composition for 2013-14 remained consistent with 2012-13.

It is notable that Tanglin fees are comparable to the majority of similar schools in Singapore: School

Infant

Junior

Senior

Year Group

Tanglin Trust School $

4 Schools’ Average $

TTS vs 4 Schools’ Average %

Nursery

23,754

20,801

14%

Reception

29,099

28,894

0.7%

Year 1

29,564

31,791

(7%)

Year 2

29,564

31,791

(7%)

Year 3

31,121

31,821

(2%)

Year 4

31,121

31,821

(2%)

Year 5

31,121

31,821

(2%)

Year 6

31,121

31,821

(2%)

Year 7

35,904

36,004

(0.3%)

Year 8

35,904

36,004

(0.3%)

Year 9

35,904

36,004

(0.3%)

Year 10

37,622

36,710

2%

Year 11

37,622

37,228

1%

Year 12

39,467

37,549

5%

Year 13

39,467

38,070

4%

• School fees include tuition fees and building fund and are inclusive of GST • Fees of 4 comparable schools in Singapore are used for the above analysis

FY13/14 Revenue $89,121,118

26

Building Fund, 11%

Depreciation, 10%

Enrolment Fees, 2%

Teaching Resources, 5%

Placement Rights, 4%

Campus Operations, 4%

Others, 3%

Technology & Admin 4%

Tuition Fees, 80%

Salaries & Benefits, 77%

FY13/14 Expenses $80,172,552

In its continuous efforts to provide outstanding education services, Tanglin employs a total of 585 staff members; 261 faculty and 324 support and management staff. Staff salaries and benefits remained the single largest category of expenses, representing 77% of total costs.

Depreciation made up the next largest category at 10% of total costs while expenditure for Teaching Resources, Campus Operations, Technology and Administration made up the remaining 13%. Overall, the cost composition for all categories of expenses in 2013-14 remained fairly consistent with 2012-13.

Significant renewal efforts in 2013-14 included the completion of the building project to provide a vehicle exit road that will allow through traffic, Senior Library and English Department upgrading works as well as general refurbishment works mainly for acoustic and carpentry works for Junior music rooms, fitting out for Junior School staff rooms, replacement of clock system for whole school, enhancement to current PA system for better coverage, among others. School renewal efforts totalling $4m were spent in 2013-14 in order to provide quality facilities to support education services as well as to maintain the campus as it continues to age.

Net Surplus in Operating and Building Funds are added to school’s reserve and are primarily for developing and maintaining the school’s premises, to fund lease renewal as well as to finance the school in the event of unexpected future decline in enrolment. Revenue from Placement Rights has also contributed a significant amount to the above reserves.

27

Financial Overview The Relationship between School Income, Operating Budget and Reserve 2013/2014 Total

Annual Operating Budget (1)

Building Funds (BF) (2)

Placement Rights (3)

S$ m

S$ m

S$ m

S$ m

Tuition Fees

76

76

Building Fund

10

Income (School fees)

Placement Rights

Less Operating Costs

3 76

(80)

(80)

(4)

Transfer from building fund (Approx. 60% of BF, to cover the cost of depreciation – on capital items only)

(1) The Annual Operating Budget The Annual Operating Budget (AOB) from Tuition Fees is planned to make no surplus. It reflects, at the time of planning, the estimated cost of running the school for the coming year.

Historically, the budget has been managed very successfully and an annual surplus of 0.5% or less of the revenue has accrued, with the exception of 2010/11 and 2013/2014 where student enrolment numbers were higher than expected or budgeted as well as successful cost containment efforts.

Therefore, until a transfer from the Building Fund is made to the AOB, it stands at a deficit.

A transfer at the level of depreciation of capital items is made to the AOB each year bringing it to a balanced budget with no or minimal surplus.

28

3

89

Deficit

Statutory Accounts Reserve for the year (4)

10

6

(6)

(Equal to Deficit)

9

2

(2) The Building Fund The Building Fund has two purposes: – to fund the cash-flow required to pay for new buildings or upgrades, as well as lease renewals – to pay for the annual costs of maintaining the land and buildings for the school The rationale for the Building Fund fees is to ensure that parents pay a smooth annual fee, irrespective of the stage of the building or lease cycle the school is in, and that the Building Fund over a cycle is in neither surplus or deficit.

The Building Fund requirements are modelled on a rolling 15 year basis. Currently, a new site development plan is being drafted that will significantly enhance resources.

4

3

(3) Placement Rights Tanglin Trust School’s programme of Placement Rights is designed to offer accelerated access to a small percentage of places in exchange for a significant contribution to the school.

Two forms of Placement Rights are available, Guaranteed Placement Rights which offer a guaranteed place at school priced as SGD$165,000 exclusive of GST and Standard Placement Rights which places a nominee in a higher priority on the relevant waitlist, these are priced at SGD$85,000 exclusive of GST. In both instances a child needs to meet the school’s entry criteria.

The Placement Right scheme is of particular benefit to individuals or companies seeking

to relocate to Singapore at short notice by enabling access to Tanglin Trust School. From the school’s perspective Placement Right income represents a significant income stream which forms part of the school’s reserves and will be used to secure the school’s future both by contributing to the cost of the lease renewal and the associated building projects.

We are fortunate that a small amount of Placement Right income is diverted annually to support the TTS Foundation which manages the Our World Fund. This is used to support enrichment projects within the school.

(4) Reserves The annual contribution to the Reserve held by the school in a given year constitutes: – surplus/deficit on the Operating / Management Accounts in that year – accumulation of Placement Rights revenue in that year – surplus/deficit on the Building Fund in that year The Statutory Surplus each year is materially made up of Placement Rights and Building Fund, neither of which are considered operational in nature and are hence carried into the Reserve.

The reserves are currently accumulating and in 2013/14 stood at SGD$86m. The accumulation of reserves takes into consideration a contingency of one academic term’s expenses as well as the significant cost of redeveloping our Portsdown Road site, which is a requirement of the recently finalised extension to our land lease. The new lease term takes the school up to 2038 on the current site. The Reserve will form only part of future major capital development requirements, possibly alongside a loan agreement.

29

Parent Teacher Association (PTA)

The aim of our PTA is to work towards creating a good relationship between the parents and the school. We do this by creating a forum for discussion and debate through the PYG process, hosting social functions for both teachers and parents and organising large scale events which involve the whole community, such as the Christmas and Summer Fairs.

Some events are purely social and the aim is to create a tighter bond in our community and a positive experience of parenting and teaching at Tanglin.

The larger events are fundraisers and the monies raised contribute towards significant projects which are able to be realised earlier as a result of this funding.

Over the last year these have included: • Junior Robotics Lab • Senior Robotics Lab and Digital Centre • New Trikes for the Infant Playground • Instruments and storage for the Infant School • Singing Playgrounds Initiative

30

It is a privilege to be part of a committee that can make a difference to the experience of our children at Tanglin by encouraging collaboration between parents and teachers and raising funds to enhance the facilities available. After meeting a large number of parents through the PTA events there is one thing I have found that links us all together and that is our expectations for our children.

We all want the best for them and we all want the school to deliver that.

As a parent, you have a direct influence on the experience both you and your children will have at Tanglin. We have an informal meeting once a month in the PTA office which anyone can attend. If you have time, please come and see what we are up to. You may or may not have anything to add but if you want to make things happen, if you want to be part of an organisation that can make a difference then this is the place to be.

We look forward to meeting you.

Caroline Bittar PTA President

31

Tanglin Trust School 95 Portsdown Road Singapore 139299 t: +65 6778 0771 f: +65 6777 5862 w: www.tts.edu.sg