JAMES W. ROBINSON SECONDARY SCHOOL PARENT INFORMATION NIGHT FALL 2015.
St. Andrews, Green Valley, Secondary School Parent Handbook
description
Transcript of St. Andrews, Green Valley, Secondary School Parent Handbook
WELCOME 2
From the Head of Secondary
St. Andrews Mission Statement
PROGRAMME OVERVIEW 5
Years 7-13
Professional Development of Staff
Library
Form Groups, Tutor time and assemblies
ASSESSMENT AND REPORTING 9
Reporting Procedures and Parent/Teacher
Conferences
DEVELOPING INDEPENDENCE 10
At Break Times
Home-School Communication
Looking After Belongings
Lockers
Personal Items at School
Mobile Phones at school
Lost Property
Homework
Parents Absent from home
SCHOOL SUPPORT SERVICES 13
English as an Additional Language (EAL)
Special Educational Needs (SEN)
STUDENT SERVICES 14
The Canteen
Transportation
Health
SUPPORTIVE SCHOOL 16
ENVIRONMENT
Student Council
Behaviour Management
Class Placements
Emergency Evacuation
Security
Cleaning and Cleaning Staff
EXTRA CURRICULAR ACTIVITIES 18
The Activities Programme
Lunchtime and Interschool Sports
Programmes
Cultural Celebrations
SCHOOL LIFE 19
The School Calendar
Timings of the School Day
Playgrounds and break Duty
Dress Code
Makeup and jewellery
Laptops and similar devices
Arrival at School
Absence from School or Late Arrival
Early Departure
Extended Absence
Field Trips
School Photographs
Student Visitors
Using the Campus After School
REFERENCE 22
New to the Country?
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Contents
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The Secondary School runs from Year 7 (11 year olds) to Year 13 (18 year olds) and we
have approximately 160 students of 30 nationalities. As with the school as a whole,
the Secondary section has seen a growth in numbers over the last few years and this
continues as we expand into 2 form entry up to Year 11 this year.
Although the school continues to expand, 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 2 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 29 full time and 3 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 qualifi cation. They have wide experience of international
education and all except those that teach modern foreign languages have taught in the
UK. 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 (August/July).
Former students are studying around the world at the present time in a diverse range
of schools and universities within a number of diff erent 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 Europe, 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
Neil Wrightson
Head of Secondary
St. Andrews is an IB World School fully accredited by the Centre for British Teaching
Welcome
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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.
KNOWLEDGE
They explore concepts, ideas and issues
that have local and global signifi cance.
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 confi dently and creatively in
more than one language and in a variety
of modes of communication. They work
eff ectively 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 diff erence 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
Mission Statement
To develop independent, confi dent lifelong learners.
To this end the school supports the Learner Profi le 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.
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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 diff ering situations
that drive their abilities to express and
perform.
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Programme
Overview
We are an English medium school
that broadly uses the English National
Curriculum as its basis in Years 7, 8 and
9. This is modifi ed to refl ect 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 interacting with the
curriculum.
In Years 10 and 11 our students
study a range of subjects leading to
external examinations off ered by either
Cambridge University or the EDEXCEL
organization, based in the UK. These (I)
GCSE (International General Certifi cate 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 off ered by the International
Baccalaureate Organisation based in
Switzerland. Success at I.B. 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 off ered 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 Languge) 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.
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 eleven units a year.
Students also engage in scientifi c
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investigations by making accurate
observations, handling instruments,
recording and comparing data, and
formulating explanations using their
own scientifi c 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.
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
eff ect communities in the future
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.
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.
PHYSICAL EDUCATION
Through PE students are able to build their
self-esteem, confi dence, cooperation
and fi tness. 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.
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
confi dence 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 fi nal 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.
DRAMA
Students have the opportunity to develop
self awareness and self confi dence
through action in Drama. The subject
helps students to think logically and
develop ways in which to communicate
their ideas to others.
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
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self-esteem, creativity and teamwork.
It also promotes problem-solving and
analytical skills and aids gross and fi ne
motor development. As an integral part
of cultures, past and present, Music
helps pupils to understand the world
around them.
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 off ered at three diff erent levels; for
those new to Thai, those with some Thai
and those who are native Thai speakers.
Thai is taught following Thai government
guidelines.
Under current Thai Law, Thai is
compulsory for Thai students. Thai for
foreigners is mainly off ered to Asian
students and other students will normally
study French.
FRENCH
French is off ered to non-Thai students
as a foreign language. This language
choice is strongly recommended if you
are non-Asian.
Non-Asian students willing to learn
Thai instead of French must justify their
reason for doing so. They should also
note that they will have fewer IGCSE
choices in year 11.
For French native speakers, a private
tutor may be available to teach during or
after school time (at extra cost).
DUTCH
These lessons are available for Dutch or
Belgium students for whom Dutch is their
fi rst language. The lessons are off ered
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
specifi c classroom is located in block 1.
The Dutch Department is fi nancially
supported by the Dutch government.
This enables us to keep the Dutch
curriculum up to date and supports our
library and other resources regarding
Dutch lessons.
For more information you can contact
the Dutch Department, by sending an
e-mail to:
or, by calling:
(038 893 716 – 8, 038 893 719) and ask
for ext: 202
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
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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
INFORMATION COMMUNICATION
TECHNOLOGY
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
specifi c ICT lessons from specialist
teachers to further develop their skills. In
years 7-9 students have a double lesson
per week with the ICT specialists and in
year 10-11 they have the option to study
for the IGCSE ICT course. The school
has 3 ICT labs and additional computers
in subject areas which are all networked
and connected to the internet. The IB
students are currently issued with their
own netbooks.
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 Literac y : to develop
students’ skills in fi nding and using
information independently
• Reading: to develop confi dence and
enjoyment of literature
• Access: to access information within
and beyond the school
• 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
comfor table environment for the
school community to share
A main goal of the library is to build upon
its small collection. We continue to add
stock to the library on a regular basis,
especially in relation to research material
required for older students. It is a slow
but continuous process.
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.
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BOOK CLUBS
Helping students learn to read and love
reading is a team eff ort. 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 .
BOOK FAIRS
A book fair is regularly organised during
our book week.
Form groups,
Tutor time and
Assemblies
FORM GROUPS
Each Secondary school student is placed
in a form group. Students in Years 7, 8, 9,
10 and 11 have one 40 minute period per
week where their form meets together
specifi cally for the purpose of pastoral
care and assemblies.
FORM TUTORS
Each 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 etc.
The form tutor is the fi rst person that both
students and parents should contact
when there are issues that aff ect a child.
ASSEMBLIES
At specifi c times 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.
SPECIAL EVENTS
These will be called to feature guest
artists from the community and beyond,
to share school-wide initiatives or
celebrate school-wide success.
Assessment and
Reporting
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.
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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.
At the end of term one and term
two teachers complete a ‘bullet
point’ assessment of each child’s
progress indicating eff ort and
achievement. This is followed up
by a conference with each child’s
parents. A non-contact day is used
to complete this task. This gives both
teachers and parents the opportunity
to interact freely.
In term three a narrative report is
completed by teachers. This report
refl ects 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 notifi cation that a
child is leaving well in advance of the
departure date.
Developing
Independence
AT BREAK TIMES
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
Profi le, 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 but they
will only interfere in a game if they are
requested or if the game is deemed
dangerous to the student’s health.
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Home-School
Communication
PARENT ADVICE/PERMISSION
Letters from parents are required
regarding:
• A child’s absence from school
• A child’s not taking part in school
activities
• Students going on fi eld trips.
Students cannot par ticipate in a
fi eld trip without parental permission.
• Parents requesting the nurse give
medication to their child
• 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
communicate using this book. Students
also use this book to record their
homework. Please check these books at
least weekly and sign them to show this.
Form tutors will do the same.
CURRICULUM LETTERS
These letters go out near the start of a
new term and give you an idea of what
your child will study over the next few
months. A copy of the curriculum letter
will also go to the Receptionist, who will
translate any information if required.
THAI BYTES – THE SCHOOL
NEWSLETTER
This usually comes out every month.
All teachers and students are able to
contribute and articles keep you up to
date with what is happening in school.
SPOTLIGHT ON SECONDARY- THE
SECONDARY SCHOOL NEWS SHEET
This usually goes out bi-weekly and
informs parents of activities that are
specifi cally related to Secondary
students.
WEBSITE
The school website:
www.standrewsgreenvalley.com is now
updated on a weekly basis and a lot of
information can be found there. Please
have a look on a regular basis.
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 cell phones etc should be kept.
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Each student must provide their own
padlock with 3 keys. (one for the student,
one as a spare at home and one given to
their form tutor, which can be used in the
event of the fi rst key being lost). If a key is
lost, the student must get a replacement
made at the earliest possible opportunity.
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.
We would therefore prefer that these
items stay at home.
If you allow your child to bring these items
to school, we will not take responsibility
for them. Your child will be responsible
for any loss or damage.
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.
All Secondary students MUST switch off
their mobile phones whilst in school and
keep them locked in their locker until the
end of the school day. Cell phones are
valuable items and we do not wish to
have them getting lost or damaged.
If a child needs to call home during the
school day they may do so from the
school offi ce. 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 offi ce 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!
Students who are found carrying a
mobile phone during the school day will
have them taken and stored safely in
the offi ce safe. These may be collected
at the end of the day for a fi rst ‘off ence’
or the end of the week for subsequent
‘off ences’.
Please support us and encourage your
child to leave his/her cell-phone at home
if at all possible as they are not needed
during the school day.
Lost Property
Lost property will be sent to the front
offi ce or the Head of Secondary’s offi ce.
Please contact the offi ce regarding
anything your child has lost. Periodically
lost items will be laid out in the foyer to
encourage students to ‘fi nd’ their losses.
By labeling everything your child brings
from home you are assuring it is returned
much sooner.
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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
diff erentiated so is the homework your
child completes. They should fi nd
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 must 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 eff ective, 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 specifi c 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.
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 to the school in
advance, addressed to Mr. Wrightson,
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.
School Support
Services
English as an Additional Language (EAL)
We currently have up to one third of
our students on the EAL register. These
students are classifi ed using the Neale
Scale into Beginners, Intermediate
and Advanced users. Five teachers
are employed to meet the needs of the
school population. Ruth Mullan is the
EAL coordinator and she works along-
side teachers supporting these students.
She can be contacted at rmullan@
standrews-schools.com if you wish to
discuss any issue in regard to EAL.
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Special Educational
Needs (SEN)
Special Educational Needs caters for
students who are:
• Educational ly able – Gif ted and
Talented
• Students who need support to
achieve benchmark expectations.
The numbers of students registered
continually changes as does their need
for support.
Lidia Hewitt is the SEN coordinator
([email protected]) and
works along-side teachers supporting
these students.
There is a specifi c process that teachers
are required to follow in regard to SEN
and parents are involved once several
intervention strategies have been tried
with little success.
Student Services
THE 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 near the hard court.
At lunch time the students walk to the
canteen to eat lunch. The canteen is a 2
minute walk from Block 2. The students
line up and select their food, then sit
quietly and 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 structure. Khun Penny is available
in the school offi ce each morning so that
canteen bills can be paid. Parents are
encouraged to pay these bills in person
as sending money with students can
sometimes be problematic.
Vegetarianism and allergies can be
catered for. Please make sure that Khun
Penny is aware of your 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 eat with their classmates.
Transportation
The school provides transportation if this
is required. We manage the bus service
and maintain a high quality of provision.
In an attempt to make this accessible to
all students the school does not charge
for the management of the bus service.
The cost of the transportation depends
upon the area covered by each bus and
the use of expressways.
The current list of transportation charges
is available from the school offi ce. These
and any other enquiries regarding buses
should be directed to Khun Nadda.
All students are permitted to travel on the
school buses.
We aim to provide a school bus service
that is safe, reliable and effi cient.
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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. Only U Certifi cate movies 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.
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 at the front of the school
and over near the hard court. They will
start arriving from about 8.00am.
Health
A clinic staff ed by registered nurses
is located on the ground fl oor of the
administration building. A log is kept of
all treatment and parents are notifi ed 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
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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 fi le.
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 1 0 d a y s f r o m
onset of symptoms
• School Sores M u s t b e f u l l y
covered and
approved by nurse
• Ring Worm M u s t b e f u l l y
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. We are continually planting
trees to help overcome the lack of shade
on the campus and providing artifi cial
shade for your child to play in.
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 preventors of sun-stroke.
Supportive School
Environment
STUDENT LEADERSHIP
Student Council
The Student Councils have
representatives from Year 1 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 notifi cation and
ratifi cation before they are acted upon.
They also run assemblies and drive their
collective initiatives.
Behaviour
Management
There are four ‘rules’ that we follow in the
school. These are depicted in four words:
• Honest
• Responsible
• Respectful
• Safe
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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
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.
Security
The school has four security staff . Two
work at night and the other two during the
day. The Head of Security is Khun Udom.
He can be found on the security desk
as you walk on the campus. He speaks
basic English and will do anything he can
to help you.
A sticker system operates for vehicles.
All vehicles with a school sticker have
free access to the campus. Other
vehicles may be required to sign in and
out as they arrive and leave the Green
Valley entrance.
Cleaning and
Cleaning Staff
The Head Cleaner is Khun Noi. She also
runs the Uniform Shop. Any concerns
and issues regarding cleanliness should
be sent to her directly. Cleaners start
work at 7.30am and fi nish at 5.00pm.
Teachers are responsible for getting
students to clean obvious debris from
the fl oors 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
breakfast at 9.30am for 30 minutes. 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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Extra Curricular
Activities
THE ACTIVITIE PROGRAMME
A variety of activities are off ered 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 on the weekend.
Most teaching staff are expected to run
an activity and parents are encouraged to
off er their skills to enrich the programme
further.
Activities change termly, please ask
for details of our current activities
programme. Jeff LaMantia is the teacher
responsible for organizing the activities
programme and he can be contacted at
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 eff ort to
respect all and celebrate our cultural
diversity.
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THE SCHOOL CALENDAR
This is distributed in term three every school year. This will be sent via email and posted
on the school website.
Timings of the school day
MONDAY-WEDNESDAY
8.00 am Morning Meeting for staff , student busses begin to arrive
8.15 am Students go to lockers
8.20 am Students to form rooms for registration and tutor activities
8.40 am Lessons Begin
10.40-11.00 am Morning Break
12.20 -1.20 pm Lunch
3.20 pm Home time for students (2.40pm on Fridays)
THURSDAY
8.00 am Morning Meeting for staff , student busses begin to arrive
8.15 am Students go to lockers
8.20 am Students to form rooms
8.40 am Lessons Begin
10.40-11.00 am Morning Break
12.20 -1.00 pm Lunch
3.20 pm Home time for students
FRIDAY
8.00 am Morning Meeting for staff , student busses begin to arrive
8.15 am Students go to lockers
8.20 am Students to form rooms
8.40 am Lessons Begin
10.40-11.00 am Morning Break
12.20 -1.00 pm Lunch
3.00 pm Home time for students
School Life
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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 fi nancial 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 totally
responsible for their own property. If in
the slightest doubt, students should not
wear such items to school.
LAPTOPS AND SIMILAR DEVICES
In years 7-11 we do not recommend
students to bring laptops or similar
devices to school. They are fragile,
valuable pieces of equipment that are
easy to get damaged or lost. Where a
student insists on bringing their laptop
or similar device to school, they do so
entirely at their own risk. They are asked
to keep it securely stored in their locker
at all times, except the specifi c lesson
for which they have brought it. Laptops
should always be securely locked away
during break or lunch times. School
cannot accept responsibility for lost
or damaged laptops and we sincerely
ask that parents carefully consider this
before allowing their child to bring in
such equipment.
Obviously students need to have a way
of transferring data between school
and home however and we ask that all
students have their own USB memory
stick. This should be physically labeled
with their name and electronically
renamed, so that it can be returned to
the student, should it be found. This
should avoid the need for any student to
have to bring in a laptop.
ARRIVAL AT SCHOOL
Students should begin arriving at school
after 8.00am. Secondary students are
permitted into school buildings after
8.15am when teachers are inside the
building and on duty at this time. All
staff have a duty of care at this time and
teachers will be rostered on playground
duty from 8.00am.
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ABSENCE FROM SCHOOL OR LATE
ARRIVAL
Parents are asked to telephone or send
a note of explanation to the Form 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 offi ce to sign in, if arriving after
8:30am and she will adjust the offi cial
school record accordingly.
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. Prior to departure the
parent and child are asked to see the
receptionist and sign-out. 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 fi eld trips are
therefore an integral part of learning.
St. Andrews uses recommended
standard adult/child ratios when going
on fi eld trips. Teachers may organise
parental help with fi eld 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. Thai Bytes
will keep you informed of dates and
times for this event.
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 aff ect 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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New to the country?
Moving from one country to another to
live can be chaotic and a life changing
experience. This transition, whether
it be your fi rst or one of many, is likely
to create many confl icting feelings;
exhilaration at the new and diff erent,
sadness from feeling lonely, frustration
with new ways of doing and being. These
feelings are completely normal. Almost all
expatriates (no matter how experienced)
feel some level of transition stress when
moving to a new country. Some people
move through transition quickly, others
can take up to a year or longer to feel
comfortable in their new country.
For yourself:
• Try to understand that people in your
family maybe transitioning at diff erent
rates
• Be kind to yourself and to those
around you
• Try to look after yourself; keep an eye
on your diet (and alcohol intake) and
make sure you get enough sleep
• Exercise - you may not feel like it,
but it is one of the best solutions to
feeling stressed
• Try to keep a sense of humor and look
for the positives in every situation
• When someone invites you to an
event or suggests you give them a
ring – try it
Children need special time with you
during the early days in a new place:
• Try and identify your child’s special
space where they feel most
comfortable (it is often their bed). Set
it up according to their desires (even if it
doesn’t make sense to you at the time)
• Make a space in every day where
you do nothing but listen to your
child. When they talk about their
feelings, acknowledge them – don’t
try to get them to feel diff erently. If
they are identifying problems don’t
step in and solve them but support
them to come up with their own
solutions. Children need to feel
a sense of control over their new
environment too.
For your family:
• Routine. Try to re-establish the
positive family routines from home as
soon as possible.
• Rituals. Does your family have
special celebrations, ways of
doing things together or special
meals together? Keep them going.
• Relationships. Be kind to each other
and recognize that the ups and
downs you are all experiencing
are a normal part of transition and
that they will pass.
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Green Valley Campus
Moo 7, Banchang-Makham Koo
Road, Banchang, Rayong 21130
Tel: +66 (0) 3803 0701
Email: [email protected]
www.standrews-schools.com