regents handbook · 09.09.13term 1 asas start 18.10.13 boarding house close 4 pm 19.- 27.10.13 oct...
TRANSCRIPT
REGENTS HANDBOOKEARLY YEARS AND PRIMARY
Dear Parents,
Welcome to the Regents International School Pattaya’s Primary School.
I trust the information in this Handbook is relevant and useful. It is designed to serve as an essential communication tool between the school and our parents and will be updated as and when necessary.
The Primary School operates an ‘Open Door’ policy and as such parents are most welcome to contact myself or other staff members as and when they have any matters they may want to discuss.
Please make good use of the Handbook, keep it in a safe place for future reference and please do not hesitate to contact a staff member if any questions or concerns arise.
Wishing parents and children a successful, enjoyable and productive time with us at the Regents’ Primary School.
Sincerely,
NoNie ADAMs, HeAD of PriMAry
OUR MISSION STATEMENT
Regents International School Pattaya aims to provide a secure and nurturing co-educational day and boarding environment in which students develop the skills and values necessary to realise their potential and make a positive contribution to society.
The school actively fosters academic excellence, international awareness, understanding of environmental issues, enjoyment of challenge, experience of leadership and commitment to the service of others
AUGUsT
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JANUAry
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12.08.13 HM Queen’S BirTHday25.08.13 Boarding HouSeS open 4 pM For neW BoarderS, yr 7, 12 BoarderS26.08.13 TerM 1 STarTS (neW STudenTS, yr. 7, 12), Boarding HouSeS open aT 4pM27.08.13 FirST day For all oTHer STudenTS
08.09.13 JeSTer’S Fair aT ScHool09.09.13TerM 1 aSaS STarT
18.10.13 Boarding HouSe cloSe 4 pM19.- 27.10.13 ocT HalF-TerM Break23.10.13 cHulalongkorn day
09.11.13 STaFF Training day (BTn, aT ScHool)15.11.13 loy kraTHong day in ScHool25.11.13 TerM 1 aSaS FiniSH29.11.-01.12.13 Service conFerence in ScHool30.11.13 priMary coMMuniTy cHriSTMaS Fair
04.12.13 year 1 cHriSTMaS SHoW05.12.13 HM king’S BirTHday (ScHool Holiday)13.12.13 TerM endS – Boarding HouSeS cloSe 1 pM14.12.13 -06.12.2014 TerM Break31.12.13 neW year’S eve
01.01.14 neW year’S day06.01.14 Full STaFF inSeT/Boarding HouSe open 4 pM07.01.14 FirST day oF TerM 213. -17.01.14 Secondary rSW20.01.14 TerM 2 aSaS STarT
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FeBruary
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10. -14.02.14 priMary rSW14.02.14 inTernaTional day / MakHa BucHa day 15.-23.02.14 HalF –TerM Break
28.03.14 cHild cenTred conFerenceS (priMary)31.03.14 TerM 2 aSaS FiniSH
04.04.14 TerM endS – Boarding HouSe cloSed 1 pM05.-20.04.14 TerM Break13.-15.04.14 Songkarn Holiday19.04.14 paTTaya Songkran day20.04.14 Boarding HouSe open 4 pM21 apr FirST day oF TerM 3 28 apr TerM 3 aSaS STarT
01.05.14 laBour day (ScHool Holiday)12.05.14 ScHool cloSed (excepT For exaMS)13.05.14 viSakHa BucHa day (ScHool Holiday)
12.06.14 TerM 3 aSaS FiniSH27.06.14TerM endS 12.30, Boarding HouSe cloSe 1 pM28.06.14 TerM Break
CalENdaR of EvENTS foR ThE aCadEmiC yEaR 2013/2014
ROOM NAME POSITION EMAIL ADDRESS
108B (p) nonie adaMS Head oF priMary [email protected]
101a (p) Maxine WaTkinSon depuTy Head oF priMary [email protected]
214B (p) karyn WalTon aSSiSTanT principal priMary karyn. [email protected]
101 (ey) kaTe rand Head oF early yearS [email protected]
102-pnT (ey) Sara griFFin pre - nurSery TeacHer [email protected]
104-nT (ey) Helen dixon depuTy Head oF early yearS [email protected]
105-nr (ey) Tina daly nurSery TeacHer [email protected]
106-nT (ey) kaTie ayerS nurSery TeacHer [email protected]
106-nT (ey) JulieT perrin nurSery TeacHer [email protected]
204-rT (ey) Jackie craMpTon recepTion TeacHer [email protected]
205-rr (ey) vicky SeeSHaan recepTion TeacHer [email protected]
206-rS (ey) JaMie perrin recepTion TeacHer [email protected]
112-y1T (p) Helen Ball year 1 TeacHer [email protected]
113-y1r (p) Jenny HernandeZ- STalder year 1 TeacHer [email protected]
114-y1S (p) ricHard reardon Head oF key STage 1 [email protected]
107-y2T(p) laura creW year 2 TeacHer [email protected]
109-y2r (p) Jo SMiTH year 2 TeacHer [email protected]
110-y2S (p) claire Furlong year leader oF year 2 [email protected]
102-y3T (p) eliZaBeTH eaTon year 3 TeacHer [email protected]
103-y3r (p) HannaH naoWaSuk Head oF lkS2 [email protected]
103-y3r (p) STeve roSe year 3 TeacHer [email protected]
104-y3S (p) naT MulFord year leader oF year 3 [email protected]
105-y3p (p) graHaM WHiTTaker year 3 TeacHer [email protected]
201-y4T (p) dougal FleTcHer year 4 TeacHer [email protected]
202-y4r (p) colM roWan year 4 TeacHer [email protected]
203-y4S (p) kayleigH SMiTH year 4 TeacHer [email protected]
204-y4p (p) andreW ingraM year leader oF year 4 [email protected]
205-y5T (p) JonaTHan creW year 5 TeacHer [email protected]
206-y5r (p) david naTHan year 5 TeacHer [email protected]
207-y5S (p) nikki aSHley year leader oF year 5 [email protected]
208-y6T (p) JaMeS Baker Head oF ukS 2 [email protected]
209-y6r (p) Jo BroWn year 6 TeacHer [email protected]
210-y6S (p) peTe locke year 6 TeacHer [email protected]
213-y6p (p) eMily kay year 6 TeacHer [email protected]
214a (p) eddie SToneS Head oF priMary eSl [email protected]
REGENTS’ pRimaRy SChool TEaChiNG STaff liST 2013/2014
210-y6S (p) peTe locke year 6 TeacHer [email protected]
213-y6p (p) eMily kay year 6 TeacHer [email protected]
214a (p) eddie SToneS Head oF priMary eSl [email protected]
211a (p) louiSe nealon priMary eSl TeacHer [email protected]
211B (p) Tony leMBo priMary eSl TeacHer [email protected]
212a (p) eMily guMB priMary eSl TeacHer [email protected]
212B (p) Marie andreWS priMary eSl TeacHer [email protected]
120/lS (p) Tricia gray Head oF learning SupporT [email protected]
212/lS (p) JacQueline HunTer learning SupporT aSSiSTanT [email protected]
119a/lS (p) dale FarringTon learning SupporT aSSiSTanT [email protected]
119B/lS (p) Becca JovellanoS learning SupporT aSSiSTanT [email protected]
icT (p) peTer WillanS icT coordinaTor [email protected]
liBrary (p) eleanore Fairlie-WilliaMSon priMary liBrarian [email protected]
liBrary (p) MaM MaHingSapan priMary liBrarian aSSiSTanT [email protected]
pe paul Madden Head oF pe [email protected]
pe SaM nicHollS priMary pe TeacHer [email protected]
pe roSlyn Mcconnell priMary pe TeacHer [email protected]
pe roBerT rudling priMary pe TeacHer [email protected]
pe Meena cHaraenSa-nga priMary pe TeacHer aSSiSTanT [email protected]
MuSic (S) roBerT duFF Head oF MuSic [email protected]
MuSic (p) lucy leWiS priMary MuSic coordinaTor [email protected]
MFl (l) yolanda HoMS Head oF MFl [email protected]
MFl (l) pHilip kilgallon FrencH TeacHer [email protected]
MFl (l) Jean-Marc cHicHe Mandarin TeacHer [email protected]
MFl (l) STepHanie Morand SpaniSH TeacHer [email protected]
arT (S) Helen Burden arT SpecialiST [email protected]
rM 119a (p) dale FarringTon round SQuare evenTS [email protected]
rm 204 (p) andreW ingraM aFTer ScHool acTiviTieS [email protected]
rm 202 (p) colM roWan Moodle coordinaTor [email protected]
rm 213 (p) eMily kay gloBal claSSrooM leader [email protected]
avril BarneS-roBerTS Head oF eliZaBeTH HouSe [email protected]
ScoTT Fairlie Head oF ST andreW’S [email protected]
* (S) Secondary Building, (P) Primary Building, (L) Languages Building
211a (p) louiSe nealon priMary eSl TeacHer [email protected]
211B (p) Tony leMBo priMary eSl TeacHer [email protected]
* Telephone (Switchboard) : +66 (0) 38 418 777; Fax: +66 (0) 38 418 778
POSITION STAFF MEMBERScHOOL ExTENSION
ScHOOL EMAIL ScHOOL MOBILE
Head oF caMpuS Mike WalTon 101 [email protected]
Head oF priMary nonie adaMS 500 [email protected]
depuTy Head oF priMary Maxine WaTkinSon 504 [email protected]
aSSiSTanT Head oF priMary karyn WalTon 503 [email protected]
priMary SecreTary karnravee (May) Sundarodaka 501 [email protected] 086 341 2589
adMiSSionS oFFicer nadia FiSHer 222, 223 [email protected] 086 341 2587
Head oF early yearS kaTe rand 117 [email protected]
Head oF key STage1 ricHard reardon - [email protected]
Head oF loWer key STage 2 andy ingraM - [email protected]
Head oF upper key STage 2 JaMeS Baker - [email protected]
Head oF eSl eddy SToneS - [email protected]
Head oF learning SupporT Tricia gray - [email protected]
aFTer ScHool acTiviTieS coordinaTor (priMary) andy ingraM - [email protected]
priMary round SQuarecoordinaTor dale FarringTon 149 [email protected]
WHOLE ScHOOL ADMINISTRATION cONTAcT DETAILS
BurSar kirSTy paiBoonTanaSin 125 [email protected] 081 855 7131
depuTy BurSar ancHaSa (an) cHaTSiricHok 136 [email protected]
FaciliTieS Manager
TranSporT deparTMenT liaiSon
BoonyieM (WilliaM) dokkeo 115 [email protected]
Head oF Boarding STeve rand 414 [email protected] 081 522 8081
Head oF caMpuS’ pa kaMpirada (kaTie) HongpeTcHraSMi 120 [email protected]
Finance Manager SiraWuT SuWannapHo
103,104, 106 [email protected] 086 341 2588
adMiSSionS Manager ian STeele 223 [email protected] 086 341 2587
Head oF adMiSSionS & MarkeTing TiM eaTon 222 [email protected] 086 347 2803
REGENTS’ pRimaRy SChool STaff CoNTaCT dETailS
principal: Mike WalTon
Head oF priMary: nonie adaMS
depuTy Head oF priMary: Maxine WaTkinSon
aSSiSTanT Head oF priMary: karyn WalTon
Head oF early yearS: kaTe rand
Head oF lkS2: andreW ingraM
curriculuM leaderS
claSS TeacHerS / SpecialiST TeacHerS
learning SupporT STaFF eSl STaFF
TeacHing aSSiSTanTS
Head oF learning SupporT: Tricia gray
Head oF priMary eSl: eddy SToneS
Head oF kS1: ricH reardon
Head oF ukS2: JaMeS Baker
aCadEmiC oRGaNiSaTioN of REGENTS’ pRimaRy SChool
TimiNG of ThE SChool day
EaRly yEaRS – fouNdaTioN STaGE
A staff member is on duty in the Early Years playground from 8:00 each morning. children should not arrive before this time. children should be collected by parents or carers no later than 1.40. Parents should contact their child’s class teacher if there is an occasion when they child might not be able to collect their child on time.
Morning Session 1 - 8:30 am
Break and Snack 10.00 – 10.35 am
Morning Session 2
Pre Nursery and Nursery
Reception
10.30 – 11.30
10:35 – 12.00
Lunch and Play
Pre Nursery and Nursery
Reception
11.30 – 12.30
12.00 – 12.45
Afternoon Session
Pre Nursery and Nursery
Reception
12.30 – 1.30
12.45 – 1.30
Pack-up and story time 1.30 pm
Going home time 1.40 pm
RECEpTioN iN TERmS 2 aNd 3
Morning Session 1 8:30 am
Break and Snack 10.00 – 10.35 am
Morning Session 2 10.35 – 12.00
Lunch and Play 12.00 – 1.00
Afternoon Session 1 1.00 – 1.50
Afternoon play 1.50 – 2.10
Afternoon Session 2 2.10 – 2.50
yEaRS 1 - 6
A staff member is on duty under the ‘arches’ at the front of the Primary building and on the Key Stage 2 playground from 7:50 am. children should not arrive at school before this time.
(Activities take place on Monday and Thursday afternoons for children in Years 3 – 6. Please refer to the After School Activities page of the handbook for termly starting and finishing dates.)
children should be collected by parents or carers no later than 3:10. Please contact your child’s class teacher or the Primary secretary if there is an occasion when your child might not be collected by this time. After 3:10, children waiting to be collected by parents or carers will be on the seats outside the Primary secretary’s office.
Registration and Lessons commence
8:30 am
Break 10:30 – 10.45 am
KS1 Lunch and Play 11:30 – 12:25 pm
KS2 Lunch and Play 12.10 – 1.05 pm
KS1 afternoon break 1:50 – 2:05 pm
Dismissal 3:00 pm
Activities (KS2 only) 3:10 – 4:15 pm
Please note: children are not allowed to play in the KS1 playground whilst waiting to be collected as there is no teacher-supervision in the playground after school. children are not allowed to visit the nearby shops and food vendors until they are in the company of a parent or guardian.
aTTENdaNCE aNd abSENCE
Parents of Primary students should inform the Primary office if their child will be picked up after school on a certain day and will therefore not require the bus on this day.
Students should make every effort to get on the bus on time, both in the morning and afternoon.
Students should respect and take notice of the Drivers, Bus Monitors and Bus Prefects at all times.
If a child is experiencing any problems when travelling on the school bus they are encouraged to talk to their class teacher or another trusted adult in the Primary school.
If any parent has a complaint or concern regarding the behaviour of a child or children on the school bus, please contact your child’s class teacher or Key Stage coordinator. If a parent has a query regarding the timing of the bus or bus routes, please contact the Primary Secretary: [email protected]
Parents will be contacted by their child’s class teacher or Key Stage coordinator if their child has been behaving inappropriately on the school bus. continued inappropriate behaviour on the school bus may result in a child being suspended from school transport for an agreed period of time.
children are expected to attend school on each day that the school is open. If for any reason your child is absent from school then please contact the school by telephone through the Primary Office. If your child has been absent from school for one day or more please send a letter to the class teacher explaining the absence on the child’s return to school.
If you know in advance that your child will be absent from school please inform the school in writing. This letter should be addressed to the Head of Primary. We would discourage children’s absence from school except under extraordinary circumstances.
If you are taking your child away from school for a period longer than one week the school cannot be responsible to set work for that time; however teachers can suggest a number of activities that will help your child if the absence is prolonged.
Swimming and games are an integral part of the Physical Education programme at Regents International School Pattaya and all children are expected to take part in these lessons each week. If for any reason your children cannot take part (i.e. they have broken their arm or have a doctor’s note) then the class teacher should be informed in writing. In general, if a child can take part in lessons in the classroom they are considered well enough to take part in the Physical Education lessons. If they do not have a written note from a parent they will be expected to join the rest of the class for the lesson.
SChool buSES
The school provides a comprehensive bus service for its students. If desired, arrangements will be made as part of the admission’s process. Every school bus has an allocated Bus Monitor and it is expected that the children will be polite and cooperative at all times towards the bus driver, the monitor and the other children on the bus.
If the student does not get on the bus in the morning within 5 minutes of the usual arrival time it will be assumed that the student will not be requiring the service that day and the bus will proceed to the next pick up point.
For Primary students, an adult must be present to receive the student at the drop off point. If an adult is not present, the bus will return the student to school and the parents will be contacted.
Regulations for students when traveling on the school buses:
· Students must sit down at all times when on the bus and keep their safety belts fastened.
· No eating or drinking is allowed on the bus.
· Buses are not allowed to stop to make purchases or fill up with petrol whilst students are on the bus. Students therefore should not ask the drivers or bus monitors to stop to buy food etc.
· No fighting, swearing or shouting is allowed. Any disciplinary problems will be referred to the Head of School by the Transport Department. In the event that students are causing a disturbance on the bus, the driver will stop at a convenient place until all students are quiet again.
aRRival aNd diSmiSSal
aRRival
8.00am: children begin to arrive at school:
children in Years 1 – 3 may take their bags to their classroom and put them in their locker outside the classroom, placing their reading / home learning folder in the appropriate tray as necessary.
children in Year 4 should leave their bags in the designated ‘bag zone’ downstairs until the bell goes.
children in UKS2 may take their belongings upstairs to their lockers
All children in Years 1 – 6 play in the KS2 playground until class time begins.
8.25am: line-up bell is rung.
8.30am: children leave the playground in their class line with their class teacher
Any child who arrives after 8.30am should go straight to their classroom. If the register has been taken then they should go to the office and make sure they are marked as present by the school secretary.
diSmiSSal
3.00pm: children are dismissed from classrooms
Bus children wait in the KS2 playground with their bus monitor and then walk to their bus in a supervised group.
children being collected by car wait on the steps at the arches under the supervision of staff on duty. children cannot cross the road on their own to go the secondary building, Tuck Shop or the playground at the end of the day. If children are not collected by 3:10pm they will be taken to wait outside the Primary office. children in Key Stage 1 who do not catch the school bus are collected from the classrooms.
Taking children out of school at other times during the day:
If parents need to take their child out of school at any other time, for example, for a doctor’s appointment, then they should collect their child from the classroom. It is very important then to go to the Primary Office and sign your child out. This involves signing the book which will be given to you by the Primary secretary and then receiving a slip of paper which you will need to show to the guard at the gate
in order to leave the school grounds. This is an essential security measure to enable the school to keep your child safe. If someone other than a parent is coming to collect a child they must have written permission from the parent and one form of identification.
laTE SChool buS
A ‘late bus’ is provided for those children whose parents pay for regular school transport to and from school. Please find all details in the chapter ‘School buses’
KS1 ChildREN
KS1 children participating in any after school club will be taken by a staff member – teacher, teaching assistant, Gap staff member - to their late bus. They will be left in the care of the bus driver or monitor until the bus is ready for departure. KS1 children do not walk by themselves to the late bus under any circumstances. This is made clear to all KS1 children by their club teacher / leader and reiterated at frequent intervals.
KS2 ChildREN
KS2 children participating in ASAs based in the Primary building will wait in the KS2 playground at the end of their Activity for their bus monitor. Once all children are present and accounted for the monitor will escort the children to their late bus. KS2 children participating in clubs or Sports on a Tuesday and Wednesday afternoon make their way to their late bus independently. There is only 1 late bus and it waits in the same place every Tuesday and Wednesday.
pRimaRy RouNd SquaRE
· Primary Round Square Awards: celebrates the efforts and achievements the children have made over the course of the year in contributing to the Round Square ethos.
· Primary Round Square conference: interested Year 5 and 6 children travel internationally each year to represent our school at the annual Primary Round Square conference with one or two members of staff.
RouNd SquaRE WEEK
The last week of the first half of Term 2 is dedicated to actively involving all Primary children in Round Square related projects, trips and activities. Many parents choose to contibute their time and expertise and we provide all parents with detailed information prior to the beginning of Round Square Week.
pRimaRy CommuNiTy paRTNERS pRoGRammE
Each Primary Year Group is linked with a community Partner:
· learning to relate to, and talk with, people from all walks of life
· remembering to consider the needs of others and to
The Round Square organisation is underpinned by 6 pillars known as the IDEALS: Internationalism, Democracy, Environment, Adventure, Leadership and Service. In Primary, we endeavour to infuse the Round Square ethos and philosophy into the day-to-day life of the students through:
· Assemblies: ensuring that our Key Stage assemblies address each pillar several times over the course of the year;
· curriculum planning: ensuring that learning opportunities created for our children focus on each Round Square pillar at least once each year;
· class display: each KS2 class room has an IDEALS board which highlights the 6 Round Square pillars;
· After School Activities: the activities in which the children participate relate to one or more of the 6 pillars;
· Primary Round Square Pillar Leaders and council: enables children to develop an understanding of democracy and enhance their leadership skills;
· Eco-dudes and Natural Helpers: provides our children with the opportunity to take action in caring for our environment and for each other;
make service to others a natural part of their lives
· understanding that one person can make a difference in the life of others through perhaps small but important actions
· learning to empathise without pity but with purpose and reflection
children are often taken out of their ‘comfort zone’ when working and learning with our community partners which challenges them personally, socially and intellectually. In this way our children learn to deal successfully with unfamiliar situations or problems, they develop independence and the ability to use their initiative, creative thinking and organisational skills. We believe that the development of these core skills, values and attributes also have a positive impact on each child’s level of attainment in the classroom by enabling them to be resilient, resourceful and reflective learners.
All interactions with our community Partners are carefully planned and overseen by teaching staff, with normal standards of health and safety for school trips applying.
YEAR GROUP cOMMUNITY PARTNER
Early Years Father Ray Day care
Year 1 Tamar centre
Year 2 Fountain of Life
Year 3 Bang Phra Bird Breeding centre
Year 4 Abundant Life Home
Year 5 Mechai Pattana School
Year 6 Wat Pong School
ESL Heartt 2000, Wat Pong School,
IcT and Library Baan Subchareon School
LS /Student Guild Melissa cosgrove Sanuk Day care
At the beginning of each academic year staff in each year group plans their interactions and links with their community Partner, ensuring meaningful and purposeful curriculum integration. As the year progresses, these plans can change to make room for new opportunities and for children’s initiatives. We welcome parental involvement when working with our community Partners. If any parent has a particular desire to work with one of the community Partners above, please see your child’s class teacher or the Head of Primary.
We believe that the academic, social and personal learning opportunities generated through our community Partners
programme is a very important part of the curriculum that we provide for the children at Regents International School Pattaya. We celebrate our community partnerships through our bi-weekly newsletters, in assemblies and with special presentations
pRimaRy CommuNiTy ChEST
Over the course of the academic year we have 3 main events which raise money for our community Partners:
Term 1 Mufti and Donation Day
Term 2 coin challenge
Term 3 Spellathon
The funds generated from these events go into our Primary community chest. These funds are then used to support our various community Partners in different ways. For example:
· purchasing medicine for children at the Abundant Life Home
· paying for transportation costs for children from Baan Koh Phi Phi to visit our school
· purchasing play equipment for the Fountain of Life and Mercy centre children
Suggestions for how to distribute the community chest funds come from staff, parents, students and our community Partners.
A permanent display in school illustrates how much money the community chest holds and how the funds are being distributed. This information is also regularly communicated to parents through the Primary Newsletter.
mufTi aNd doNaTioN day
Each year in the first half of Term 1 we hold a Mufti and Donation Day in which all Primary year groups participate. In exchange for children being allowed to come to school in their own clothes, not school uniform, children bring in 1 or 2 small items that will benefit their Year Group’s community Partner. For example, bags of rice and tinned food are donated for the Abundant Life Home, stationary items for the Fountain of Life and toiletries for the Old Peoples’ Home. Over the course of the term each year group visits their community Partner and hands over the collected donations.
All children who study at Regents International School Pattaya are provided with opportunities to extend or enrich their learning opportunities. This might be in one particular subject area, cross-curricular or as a global citizen. We ensure these opportunities are identified and provided for effectively. Some opportunities are open to and available for all children who are interested to participate in; others have a limited participation requirement and on these occasions children are selected based on levels of attainment in class or expressed interest. Parents are always informed as and when appropriate.
Extension and enrichment learning opportunities include:
· Internal competitions including writing competitions, poetry recitals, art exhibitions public speaking and mental maths quizzes
· National competitions in Mathematics and English
· International competitions in Mathematics, English and PE
· November Novel Writing month: an opportunity to write then publish a novel
EXTENSioN aNd ENRiChmENT lEaRNiNG oppoRTuNiTiES
· Local cluster Days: major international schools in the Eastern Seaboard provide days based on English, Mathematics, Science and Thinking Skills
· National cluster Days: major international schools in Thailand provide days based on Reading, Forensic Science, Mathematics, Leadership and Design Technology
· After School Activities and clubs: an opportunity to enrich areas of interest such as sport, drama, art, service projects, photography, IcT and crafts
Global CiTizENShip
All children are guided in the keeping a diary to self-reflect on opportunities encompassing:
Learning to know... personal confidence, how to facilitate debate, academic achievement and to speak more than one language
Learning to be... a team player, innovative and proactive, a public speaker, challenged and to have a sense of personal adventure.
Learning to do... personal target setting, expressing the artist inside you, business and social enterprise and self-reflection.
Learning to live together... community partnerships, sustainably aware of the environment, community service and culturally aware and interactive.
ThE Global ClaSSRoom
As part of the Nord Anglia Education Group all children in KS2 are encouraged to participate in the online Global classroom. Opportunities include:
· Discussion, debate, problem solving, being creative
· Primary Global community: develop attitudes and skills that lead to high achievement and self-reflection: being open minded, embracing new ideas and perspectives, building convincing arguments and defending them to others, collaborating and helping others to learn
· Explore: ‘Digging up the Past,’ ‘Maths Playground,’ ‘Debating Zone,’ ‘Book club,’ ‘Global Matters’ and ‘I-Stream.’
ThE ENGliSh NaTioNal CuRRiCulum
English is not a first language, mother-tongue nor the language they speak most at home. It is sometimes referred to as EAL - English as an Additional Language.
CuRRiCulum STaTEmENT
The curriculum is all the planned activities which are organised in order to promote learning, personal growth and development. It includes not only the formal requirements of the English National curriculum but also the range of extra-curricular activities that the school organises to enrich the experience of children. It also includes the ‘hidden curriculum’ or what the children learn from the way they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so they can achieve their true potential within a safe and caring environment.
Our Primary School curriculum is underpinned by the values outlined by the English National curriculum on which it is based:
Education, at home and at school, is a route to the spiritual, moral, social, cultural, physical and mental development and thus well-being of the individual
Education is also a route to equality of opportunity for all, a healthy and just democracy, a productive economy and sustainable development
Education should reflect the enduring values that contribute to that end, including valuing ourselves, our families and other relationships, the wider groups to which we belong, the diversity in our society and the environment in which we live
Education should reaffirm our commitment to the virtues of truth, justice, honesty, trust and sense of duty
Education must enable us to respond positively to the opportunities and challenges of the rapidly changing world in which we live and work. Individuals need to be prepared to engage with economic, social and cultural change including continued globalisation, new work and leisure patterns and with the rapid expansion of communication technologies.
Our curriculum therefore is:
· broad, balanced and rich: a curricular experience that fosters learning across all areas and which responds to all
GloSSaRy of TERmS
Key Stages – Organisational term for grouping children in relation to their age/year group (see organisation of students)
Foundation Stage curriculum – Guidance for teaching Early Years children aged from 2.5 to 5 years.
Early Learning Goals (ELG) – curriculum covered in the Foundation Stage (see organisation of the curriculum)
Programme of study – the content and skills to be taught and the context for that teaching within each subject.
Attainment target – each subject has one or more of these targets. Each target identifies the knowledge, skills and understanding which pupils of different abilities and maturities are expected to have by the end of the key stage.
Level Descriptions – provide the basis for assessing children’s performance.
Assessment is generally a broad term used to cover tests, examinations and all the ways in which teachers check and monitor children’s learning and measure progress and achievement.
Tests describe short, usually written, assessments set and marked by teachers to see how well an individual, group or class has learned over a period of time or on a particular topic.
Long-term plans – topics for the year linked to the Literacy and Numeracy Frameworks
Medium-term plans – integrating each subject’s attainment targets within the topic
Short-term (Weekly) plans – the outworking of the attainment targets into lesson objectives and classroom activities
Literacy - The English component of the English National curriculum is taught predominantly through Literacy lessons structured by the National Literacy Strategy and the Primary Framework for Literacy. Literacy skills are developed though all curriculum areas.
Numeracy - The Mathematics component of the English National curriculum is taught predominantly through Numeracy lessons structured by the National Numeracy Strategy and The Primary Framework for Numeracy.
ESL – English as a Second Language. children for whom
facets of a person’s development and intelligences;
· creative: creativity is embedded in the curriculum, encouraging our children to become resourceful, responsive and resilient learners in our constantly changing world;
· challenging and individual: the curriculum and its
oRGaNiSaTioN of ThE STudENTS
EARLY YEARS KEY STAGE 1 LOWER KEY STAGE 2 UPPER KEY STAGE 2
Age 2.5 - 5 years 5 – 7 years 7 – 9 years 9 – 11 years
Year Group
Pre-Nursery
Nursery
Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
English National curriculum Key Stage
Foundation Stage Key Stage 1 Key Stage 2
Maximum number of children in class
Pre-Nursery: 12
Nursery: 16
Reception: 18
20 children
per class.22 children per class.
In exceptional circumstances we will temporarily accept 2 more children in each KS1 and KS2 class.
oRGaNiSaTioN of ThE CuRRiCulum
EARLY YEARS KEY STAGE 1 / KEY STAGE 2
cur
ricu
lum
are
as
cove
red
Personal, Social and Emotional Development, communication, Language and Literacy, Problem Solving, Reasoning and Numeracy, Knowledge and Understanding of the World, Physical Development, creative Development
Literacy, Mathematics, Science , Design Technology (DT), Information communication Technology (IcT), Geography, History , Art and Design, Thai Language and culture, Modern Foreign languages (KS2),, Music, Personal, Social and Health Education (PSHE), Physical education, Library skills
Spec
ialis
t
Teac
hing
Sup
port Physical Education, Music, Information
communication Technology (IcT), Library skills
Physical Education, Music, Thai Language and culture , Modern Foreign Languages (in KS2), Information communication Technology (IcT), Library skills
Specialist Drama and Performance and Art teachers are used to support each year group in the delivery of their curriculum over the course of the year.
delivery are flexible, responding to individual needs and building upon prior learning for each and every child. This is essential to ensure that all are motivated by their learning experiences.
· international: we seek opportunities to celebrate and embrace our unique context and international perspective.
diSSEmiNaTioN of CuRRiCulum iNfoRmaTioN To paRENTS
Over the course of the academic year curriculum information is given to parents in a variety of ways:
WHAT? WHEN? WHY?
Mee
t the
Tea
cher
s
In the 2nd week of the academic year
At this time parents meet their child’s teacher and receive an information booklet which outlines what that year group will be learning during the year. The Term 1 topics are outlined as is general information regarding literacy and numeracy, home learning.
Lear
ning
Lo
oks
Term 1
Term 3
Parents are invited into school to school to spend time sharing their child’s learning with them. Together, parent/s and child can look through work books, admire work on display, and take a tour of the classroom.
Year
Gro
up
Term
ly
Info
rmat
ion
At the beginning of each term
Teachers from each year group send information to parents that, among other things, inform parents about the topics and areas of learning to be covered that term. curriculum related educational visits that have been planned for that term are also highlighted.
Prim
ary
New
slet
ter
Every 2nd Friday
The newsletter highlights aspects of our children’s learning in all year groups over the course of academic year. It also has a section, ‘curriculum corner’, which informs parents about the curriculum, highlighting areas of development, upcoming curriculum events and enables parents to stay in touch with teaching and learning within the school.
cur
ricu
lum
In
form
atio
n Pr
esen
tati
ons
At various times throughout the year
The curriculum information sessions for parents take place both in the evening and during the day. The timings of presentations are varied so that as many parents as possible are able to attend and benefit from the highly informative sessions. Plenty of advance notice is given to parents regarding the timing and focus of the presentations through the Primary Newsletter.
cur
ricu
lum
Foc
us
Day
s
At regular intervals over the course of the academic year
Parents are invited to school to share in their child’s educational experience as we focus for an afternoon a day or a week on one particular area of curriculum, for example, Numeracy and Science Days, International Day, Book Week etc. These days are an innovative, interactive and interesting experience for both parents and children as learning is shared and parents gain an additional perspective and greater understanding of Regents’ approach to learning and teaching.
Rep
orts End of the 1st and 3rd terms.
A summary of all curriculum areas studied by each year group accompanies each child’s written report.
Year
Gro
up
cur
ricu
lum
c
onta
ct S
heet
s
Friday of each school week
(Years 1 – 6)
Information regarding the Literacy, Numeracy and Topic focus for the coming week is sent to parents each Friday afternoon on the Weekly contact Sheet. Notes regarding special events, upcoming trips and requests to parents are also recorded here. Weekly contact Sheets are emailed to parents every Friday so it is essential that we have parents’ correct email address on file.
Please note: We are making greater use of email with which to communicate with parents. It is therefore important to make sure that the Primary Office has an accurate record of parents’ email addresses. If parents change their email address we ask that the Primary Office is pleased informed of these important changes immediately so that efficient communication can continue.
REpoRTiNG To paRENTS
TERm oNE
DATE FORMAT DETAIL
16.09.
Initial Attainment Report
Settling in record - EY
Highlights children’s beginning of Year levels for reading, Writing, Mathematics, Science and IcT and targets for the end of the academic year. Also included are comments informing parents of attitudes to learning, behavior and short-term actions to promote progress.
Early Years parents are invited for an informal meeting with teachers. Meetings will last approximately 10 minutes.
29.11
Term 1 written report R- Y6
Please note: there is no written report for children in PN or Nursery in Term 1.
Highlights children’s effort in all subjects and level of achievement in English, Maths, IcT and Science. Personal and social aspects are considered, targets set and child’s comment included.
Reception children’s progress is noted across all 6 areas of learning
03.12, 04.12,
Boarders: 06.12.
Term 1
Parent – Teacher consultations
An opportunity for parents to discuss their child’s progress / report with their child’s teacher and to see samples of their child’s class work.
consultations last for approximately 10 minutes and will take place between 3:00 pm and 5.30 pm.
(4pm on Friday).
TERm TWo
27.03.child centred conferences cccs
PN – Y6An opportunity for parents to share samples of their child’s work whilst having a 3-way dialogue about their child’s learning and future progress.
Please note: there are no lessons on this day. children come into school with their parents for their cLc / cccs appointment and then return home. A crèche will be available for children while parents and siblings are having their conference.
TERm ThREE
13.06. Term 3 written report
(PN – Y6)
Highlights children’s effort in all subjects and level of achievement in English, Maths, IcT and Integrated Topic. Personal and social aspects are considered, targets are reviewed and child’s comment included.
18.06., 19.06.
Boarders:
20.06.
Term 3
Parent – Teacher consultations
(PN – Y6)
An opportunity for parents to discuss their child’s progress / report with their child’s teacher and to see samples of their child’s class work.
consultations last for 10 minutes and will take place between 3:00 pm and 5.30 pm
(4pm on Friday).
opEN dooR poliCy
Parents are welcome to make a mutually convenient appointment with their child’s teacher at any time to discuss any concerns or queries.
aSSESSmENT
Throughout the year each child will undergo a number of both informal and formal assessments. Teachers are constantly assessing the children’s progress in informal yet structured ways and giving written and / or oral feedback based on the learning intention or objective of the lesson.
foRmal aNd iNfoRmal aSSESSmENT iN yEaRS 1 – 6
WHEN? WHAT? HOW IS THE INFORMATION USED?
Beginning of school year or on-entry
Online English, Mathematics, IcT and Science assessments (Y2 – 6)
Reading scheme assessment
Writing assessment
The information generated is used to:
plan appropriate teaching tasks
set individual & group learning targets
establish pupil achievement baselines, identify strengths / areas of concern.
Weekly
Individual and group reading
Spelling and Mental Maths quizzes
Written Assessment for Learning feedback in students’ books
Home Learning feedback in Home Learning Journals
Individual student target tracking
The information generated is:
communicated to parents through weekly (or more frequent) comments in Reading Records and Home Learning Journals,
used to track each child’s progress over the course of the year
Termly
English online assessment
Mathematics teacher (and online where appropriate) assessment
Reading scheme assessment
Writing assessment
Science online assessment
IcT online assessment
Information generated is used to:
plan appropriately differentiated learning and teaching tasks;
review and update group and individual learning targets;
continue to identify children’s strengths and any areas of concern;
review the planned curriculum;
determine achievement and effort levels, which are communicated in end of term reports and termly conferences;
review the effectiveness of the taught curriculum and make changes as needed
During the year
Investigation assessment
At the end of the year in
Years 2 -6
Online Assessments in English, Mathematics, Science and IcT
(Y2 - Y6)
These assessments may be oral, written or practical depending on the nature of the topic and activity. For example, in Investigation the assessment may be based on an experiment carried out within a group so that the teacher can determine how well the children’s scientific enquiry skills are progressing. Writing on the other hand will be more formal and involve the children in creating a piece of work independently in a particular genre such as narrative, instructions or report writing.
At the end of the academic year each year group from Year 2 onwards will complete age-appropriate standardised assessment tasks. These assessment tasks are in an online format, i.e. using a computer not pencil and paper. The data and information generated through these online assessments helps teachers to generate an overall level
of attainment for each child based on English National curriculum levels as well as providing valuable feedback for the school as a whole on the levels of attainment in English and Mathematics.
aSSESSmENT iN EaRly yEaRS
On arrival and throughout Early Years, children are informally assessed using the Development Matters Guidelines as recommended by the Statutory Framework for the Early Years Foundation Stage (EYFS). On-going assessment is an integral part of the learning and development process carried by the teachers as part of the normal routine of the day. This gives them information about the child’s skills in each of the areas of learning and development. This information is used by teachers to
plan focussed and differentiated activities for the children throughout the year.
At the end of the Reception Year, children are assessed in writing, reading and numeracy to inform teachers in preparation for starting Year 1. Formative assessment gathered is shared with parents during Parent Teacher consultations and with Year 1 teachers during the end of academic year transition process.
TRaCKiNG STudENT pRoGRESS
We ensure that every child is given the opportunity to achieve their full academic potential through rigorous and systematic assessment, target-setting and tracking procedures. The following gives an insight into how the tracking of student progress works at Regents International School Pattaya’s Primary School:
What?
All formal and informal assessments recorded in our online, fully integrated, tracking system
Tracking checkpoint meetings in each year group six times per year with the AHoP and DHoP, Learning Support and ESL staff
Attainment and progress in the areas of Reading, Writing, Mathematics, Science, Investigation and IcT are monitored, tracked and reviewed at least half-termly
Data analysed to raise standards, set targets and improve progress
Pupil Progress Trackers to identify individual progress resulting in the setting on individual current and end-of year attainment targets.
Why?
To inform planning, teaching and learning
As a diagnostic tool to measure progress of each child
To ensure individual needs are targeted and activities
provided according to these needs
To enable identification of intervention programmes required e.g. Learning Support, Booster Groups, Extension and Enrichment Opportunities
If you would like to learn more about tracking and assessment please do attend the Parents Pupil Assessment, Tracking and Target-Setting Workshop in Term 1. This is a hands-on opportunity to learn some of the techniques we use across school, ideas for parents to use with Home Learning and to assist with their understanding of the process. Further details will be communicated through an open invitation in the Primary Newsletter; this meeting will be held shortly before half-term in Term 1.
ClaSS plaCEmENT RaTioNalE
Which year group and class will my child be placed in?
Students starting at Regents International School Pattaya are placed in the year group appropriate for their age. Please see the class Placement chart over the page. The actual class in the year group in which the child is placed will depend on the numbers in each class and other factors such as those outlined below. We endeavour to place each child in the class where they will be most happy and secure.
can a child be placed in a year group above or below their chronological age?
As a school we firmly believe that children learn best when placed in their correct chronological age group and this is the school’s policy. In exceptional circumstances, the school may recommend to parents that a child be placed in a year group different to that of the child’s chronological age. When making any decisions about year group placement, a child’s personal and social, physical and academic development are all taken into consideration.
If parents have any queries or questions about the above policy they should contact the Head of Primary.
Are classes re-grouped each academic year?
In the Primary school it is necessary to re-group our classes each academic year due to the size of the school and the nature of the groupings which develop during the course of each academic year. Regents International School Pattaya has a constant enrolment policy; as a result we take in children throughout the year placing them in classes where places are available. By the end of an academic year, with children joining and leaving the class, class demographics can become quite unbalanced.
Therefore, rather than move a class to the next year level as a whole group, we choose to re-group our classes prior to the beginning of each academic year. This ensures that each class starts the academic year with a balanced student profile.
What criteria do staff use to determine the new glass groupings?
During the third term the new class lists are made with the following criteria in mind:
boys/girls, nationalities, National curriculum levels, ESL – levels of English , Learning Support needs, leadership qualities, friendship groups
can parents request a particular teacher or friendship grouping for their child?
Naturally parents have an interest in the class in which their child will be placed and some will feel strongly about having a voice in the selection of their child’s class. However, there are many considerations that need to be made in order to create successful classrooms no matter who the teacher is. As teachers we have an understanding of how complex a ‘balancing act’ this can be. For example, friendships should be looked at positively and reflectively; are they conducive to children’s learning? Does a dominant friend limit a peer’s ability to reach their true potential?
As the teachers compile the balanced class lists, they will, where possible and appropriate, factor in parent input as well as their own sense of which teacher would be a good match with a given student. Balanced classes are the first priority, however, and much consultation between all relevant teachers and Key Stage coordinators takes place prior to confirming the final class groups.
When do parents find out about the new class groupings and teachers?
Prior to the end of Term 3 parents will be receive a booklet with information about:
their child’s new class
their child’s teacher for the new academic year
the class curriculum in Term 1 of the new year
the names of a few friends who will be in the same class
During the last week of Term 3, children will visit their new classroom, in their new class group and, where possible, meet their new teacher; this is called Transition Morning and generally takes place on the second-last day of the school year.
The Head of Primary reviews all class lists and any parental concerns regarding a child’s class placement should be directed to her.
Please see the Placement equivalent table on the next page.
plaCEmENT EquivalENT TablE (aCadEmiC yEaR 2013-2014)B
IRT
HD
AY
R
AN
GE
AG
E A
S IN
20
13-2
014
REG
ENT
S c
LASS
PLA
cEM
ENT
(U
K)
USA
/
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NA
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AI
TH
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ENGliSh aS a SECoNd laNGuaGE (ESl)
Numeracy and Topic.
half SuppoRT
Students who have been assessed as requiring Half Support are able to attend the mainstream Literacy lessons but they still require some specialist support with grammar or vocabulary. During literacy lessons ESL teachers support small groups of Half Support Students in class and ‘scaffold’ their learning in order to allow them to access the mainstream curriculum. If they require it, students on Half Support may also receive specialist ESL support during other subjects, such as Guided Reading, Numeracy and Topic.
How long do students continue to receive ESL Support?
We are proud to say that many Primary students graduate from the ESL programme every year. Their successful graduation depends on a number of factors including access to English at home, student ability on admission and levels of individual aptitude and self-motivation. All students receiving ESL support are regularly assessed and their ESL status is reviewed by the Head of Primary ESL on a termly basis. Students are encouraged to make progress and all are encouraged to move into the mainstream when they are ready. When a student’s ESL status is reviewed, this is done in consultation with the parents, ESL Teachers and class Teachers. Students continue to be monitored by the ESL Department after leaving the ESL programme and their progress regularly reviewed. If an individual student is making very slow progress we may consider request an additional assessment from the Learning Support Department.
How do we assess our students?
We assess all students upon entry in the areas of Speaking & Listening, Reading and Writing. We assess according to English National curriculum standards in Literacy and also use our own cambridge ESL levels to determine progress. We assess reading levels monthly using PM and Nc Levels and we assess Phonics levels using Letters & Sounds Phases. We are constantly trying to improve our assessment practices and we are currently developing new ways of assessing speaking and listening, including recording examples using various multimedia.
Who are the ESL Department?
What is ESL?
ESL means ‘English as a Second Language’. ESL students generally have one or more parents who do not speak English at home and have been assessed by the ESL Department as needing additional, specialist ESL support with their English.
Who are our students?
We take pride in the fact that many of our international students are bilingual or even multilingual. Bilingual students function in more than one language in their everyday lives. For these students, English is a second or ‘additional’ language. Bilingual pupils may be received by the School at any time throughout the school year. Some are immediately able to cope successfully within the mainstream classroom, both socially and academically. Others students however, may be:
Beginners in English and new to the English curriculum.
Students who are not yet fluent enough in English to allow them to cope in the mainstream English curriculum without additional specialist language support.
Students who need help with one or more specific skills essential for on-going academic success in school, for example skills in speaking or writing fluently.
What support do we provide?
The ESL Department provides two levels of support: Full Support and Half Support. Both of these kinds of support involve additional costs to cover the specialist tuition that ESL students require. Details of the costs are available from the school Finance Office.
full ESl SuppoRT
Students on Full Support are generally beginners in English who are unable to follow the mainstream Literacy curriculum without mediation. These students are withdrawn every day to a separate classroom during Literacy time and taught by a specialist ESL Teacher. These classes are generally smaller than mainstream classes to enable ESL Teachers to provide more individualised support. Teachers provide intensive language development to enable the ESL student to (eventually) join the mainstream, class. If they require it, students on Full Support may also get specialist ESL support during other subjects, such as Guided Reading,
We have an experienced and motivated team of 6 Specialist ESL teachers. Photographs and further details about these teachers are available on the school website. We provide an introductory session for parents at the beginning of the School year when you can meet our teachers; however we are happy for you to contact us at any time if you would like discuss your child’s progress. We also meet formally at the end of each term to discuss ESL reports and general progress. If you wish to make an appointment to meet your child’s ESL Teacher, please write a note in your child’s Home Learning Journal, or send us an e-mail. If you have any general enquiries or suggestions please contact the Head of Primary ESL, Mr. Eddy Stones at: [email protected]. We are always happy to receive your feedback.
Ms. Louise Nealon Year 1 Full Support
Ms. Emily Gumb, Year 4 Full Support, Year 3 Half Support
Mrs. Marie Andrews, Year 2 Full Support, Year 1 Half Support
Mr. Eddy Stones, Year 3 Full Support, Year 4 Half Support
Mr. Tony Lembo, Years 5 & 6, Full Support
Ms. Amy Barrick, Years 5 & 6, Half Support
lEaRNiNG SuppoRT
Regents International School Pattaya is proud to be an inclusive school. We recognise that children are individuals who learn in different ways and for a variety of reasons it may sometimes be necessary to provide some type of intervention. This can take many forms and often children will be supported in the mainstream classroom, by a teacher who is able to help them focus on the activity and who may use different methods to help the child understand the concepts being taught. They may also help children who need to record what they are learning in a different way to the other children in the class. Another option is to offer withdrawal lessons where children will
be taught a similar content to the main class lesson but in a small group and in a quiet, calm environment where it is easier to focus attention.
children who are currently on the Learning Support Register have a variety of difficulties ranging from poor short term memory or concentration issues, to more diagnosable conditions such as High Functioning Autism and Asperger’s syndrome. We recognise and put appropriate intervention in place for dyslexic tendencies, dyscalculia or dyspraxia (Sensory Integration), and also Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity
Disorder (ADHD). Some children experience either receptive or expressive language difficulties and we work closely with Speech and Language therapists to integrate therapy and continue programmes in school.
children with learning disabilities are identified in different ways, some are referred for assessment by their class teacher who has noticed difficulties with regular class work, others may be referred by one of the specialist teachers (eg music, MFL, IcT, PE or ESL), while some children are referred by
their parents who have noticed that their child experiences difficulties with some aspects of learning.
When a child is referred to the Learning Support Department appropriate assessments are completed which include information from the class teacher and parents. The results of these assessments are discussed with parents and ‘next steps’ are identified. If the child comes into the Learning Support Programme they will be seen by an LS teacher for a prescribed number of lessons/sessions per week – this may be ‘in-class’ support, or it may be on a ‘withdrawal’ basis. Individual Educational Plans (IEPs) are compiled by the LS teacher in consultation with the class teacher and any other specialists. The IEPs detail the type, form and content of the support that the child will receive and targets to aim for. They are shared with all teaching
staff and the parents, and are reviewed at the end of each term when new targets will be set. children with identified difficulties will also be entitled to special arrangements for all examinations; this can be extra time or a reader, or possibly the use of a laptop or an amanuensis. The appropriate special arrangements are determined by the results of Learning Support assessments.
In certain cases the school will make recommendations that the child should have a referral to an outside agency such as an Educational Psychologist, Paediatrician, child Psychiatrist, Occupational Therapist or Speech and Language Therapist. These are independent professionals who make assessments and give reports which are valuable in helping to draw up a scheme of work to benefit to the children.
children who move to Regents International School Pattaya with a learning difficulty already identified will be added to the register and provision will be made to support these children. The school asks that copies of previous reports, IEPs and assessments be given to the school at the
point of enrolment.
modERN foREiGN laNGuaGES aNd Thai lESSoNS
oRGaNiSaTioN of modERN foREiGN
laNGuaGES (mfl)
Year 3: children study a term each of French, Spanish and Mandarin.
Years 4, 5 and 6: at the end of Year 3, or as children enter the school in Years 4 and 5 and 6, children must select which language they would like to study for the remainder of their time in Primary. children can choose between French, Spanish and Mandarin. children studying a MFL will receive a 40 minute lesson of their chosen language each week with a language specialist teacher.
ESl ChildREN
children who receive full ESL support will not learn a MFL; instead they will have extra English lessons with a member of the ESL team. Once a certain standard of English has been attained, children will then be invited to learn a MFL.
Likewise, children who are transitioning from Full to Literacy ESL support will spend one term receiving extra English lessons before joining the MFL programme. Any parents with concerns or questions regarding the above
information should contact the Head of ESL or their child’s ESL teacher.
Thai laW
In accordance with Thai law, all children of Thai nationality must study 4 periods of Thai language from Y2 upwards. This prevents children with Thai nationality from being able to study a modern foreign language as the MFL lessons take place when the Thai children are attending their compulsory Thai lessons.
children who have mixed Thai nationality e.g. Thai / English, Thai / German, can choose whether they wish to follow the Thai for Thai language course or the Thai for Foreigners language course. If a child opts for the Thai for Thai language course, they will not be able to study an MFL. Parents for whom this is relevant should clarify with their child’s class teacher which Thai language course they would like their child to pursue. Non-Thai children, in accordance with Thai law, must also learn Thai whilst being educated at an International school in Thailand. Non-Thai children must study Thai Language and culture from Reception upwards. children from Y1 upwards receive 2 x 30 minute lessons of Thai per week.
maNdaRiN laNGuaGE Club
All children are able to join the after-school Mandarin Language club if they are interested in learning this language but are unable to do so during school hours. The club runs once a week, for one hour and is taught by a native Mandarin-speaking teacher. There is a small charge for attending this club.
For further information regarding the above information, please see either the Deputy or Head of Primary.
homE lEaRNiNG GuidEliNES
to complete at home with their child on the weekend.
Year 2
5-10 minutes reading or sharing a book each night
5 minutes spent on learning spelling words each night
No more than 40 minutes of home learning tasks per week linked to the class curriculum
Year 3
Up to 15 minutes of reading each night
5 – 10 minutes spent on learning spelling each evening
Up to 60 minutes per week on cross-curricula home-learning tasks
Year 4
At least 15 minutes of reading each night
5 - 10 minutes spent on learning spelling each evening
Up to 1.5 hours per week on cross-curriculum home learning tasks
Year 5 & 620 minutes of reading each night
5 – 10 minutes spent on learning spelling words each night
30 – 40 minutes 4 times a week on home learning tasks
NB. Boarders have ‘prep’ each evening Monday – Thursday for up to 40 minutes.
Are Home Learning Diaries used?
Key Stage 1 children have a Home Learning folder which travels to and from school each day.
Year 1 children will have their reading book and reading record in this folder along with their spelling sheet.
Year 2 children will have their reading book along with
For full details of the home learning programme at Regents International School Pattaya please see the ‘Home Learning Booklet’, which is distributed to parents at the ‘Meet the Teachers’ evenings, or is available from the Primary secretary.
Why do we give home learning?
Home learning is used to both consolidate and extend children’s learning and as such is an integral part of the curriculum. It provides pupils with the opportunity to prepare for and further develop work in class and is suited to the individual learning needs of each child.
We believe that the best type of home learning will effectively encourage self-reliance, creativity and problem-solving in a purposeful and meaningful way. Teachers work in year groups to plan home learning tasks and projects well in advance and the set tasks aim to further develop students’ knowledge and understanding of focus concepts or skills.
Home learning assignments and tasks also provide a valuable link between school and home, enabling parents to play an active part in their child’s learning.
How much home learning is my child expected to do?
Year 1
5 minutes of reading or sharing a book each night
5 minutes spent on learning spelling words each night
The Y1 weekly contact sheets will be used from time-to-time to suggest topic-linked activities that parents may like
their Home Learning Journal which contains the reading record. The journal will contain each week’s spelling sheet plus the suggested additional home learning tasks that children may like to complete. class teachers will make a weekly comment regarding the child’s home learning efforts and achievements.
Lower Key Stage 2 children have a Home / School Journal which can be used by staff, parents and children to record all pertinent messages and home learning details. This must be brought into school each day. Teachers will write a weekly comment relating to each child’s home learning and / or in class efforts that week. Please note that the LKS2 Home / School Journal is also used to record the students’ weekly reading efforts. Please refer to the ‘Reading at Home’ page for additional information on the home reading expectations.
Upper Key Stage 2 children have a Home /School Journal. When the children are given home learning they are expected to write it in their home / school journal. When it is completed, a parent should sign the diary after checking the work. The class teacher will sign the diary and make a comment each week. Please note that the UKS2 Home / School Journal is also used to record the students’ weekly reading efforts. Please refer to the ‘Reading at Home’ page for additional information on the home reading expectations.
How can parents support their child’s home learning efforts?
Parents are asked to support their child and the school with regards to home learning by:
listening to reading and discussing what has been read
checking and showing interest in home learning
offering support and encouragement as needed
helping to gather resources or materials as needed
ensuring that their child has a suitable environment in which to complete set tasks
signing the home learning diary as and when required
contacting the class teacher if their child is experiencing any difficulties with home learning
contacting the class teacher or Key Stage coordinator if they have any questions of concerns about the home learning programme.
Is home learning set in the first week of the academic year?
No formal home learning is set during the first week of the academic year. All children are expected to read daily during this time. Additionally, parents can use this time to encourage children to talk to about how they are settling into their new class and year group, the new teachers they have met, friends they have made and topics they are studying.
REadiNG aT homE
Reading both at school and at home is highly valued. In addition to the set home learning tasks, children are encouraged to read at home every night.
children are expected to read every night and to record their reading in their Reading Record. All children should have a plastic wallet in which to transport their reading book and Reading Diary. These are supplied for Key Stage 1 children but Key Stage 2 children should purchase their own as part of their classroom equipment.
The recommended home reading times are as follows:
Early Years
Parents are encouraged to read to, and discuss books and stories with, their children in their mother tongue each night for 5 to 10 minutes.
Reception
As above, but also include letter sounds and names and reading of sight words and simple sentences when it becomes appropriate for your child.
Key Stage 1
5 to 10 minutes of reading and / or sharing a book each night.
Lower Key Stage 2: Years 3 and 4
At least 15 minutes of reading and / or sharing a book each night.
Upper Key Stage 2: Years 5 and 6
Year 5 and 6 children should aim to read 20 minutes or more each night.
Whilst listening to your child read and providing positive support for their efforts is essential, it is also beneficial to encourage your child to interact with their text by asking those questions which enable them to formulate opinions and express their thoughts and views.
REadiNG RECoRdS
All children in Years R – 6 will have a reading diary or record. It is expected that children will record their daily home reading in their Reading Record. Teachers and, where applicable, Teaching Assistants, will monitor children’s Reading Records carefully. children can record reading completed from a school reading book or their own books from home.
Please note that in KS1 and 2 the children’s reading record is incorporated into their Home / School Journal – they do not have a separate reading record like the younger students.
When your child is given a home reading task it is possible to complete it in a variety of ways, such as reading aloud to an adult or older brother or sister, being read to, sharing the reading or reading silently. When selecting a book to send home with your child, the teacher will ensure that the text is of a suitable level for your child. Your child will often bring home a book to reread, to practise fluency, to discuss with you or to complete another task. After listening to your child read please make a comment on the reading for the teacher (and the child) and sign the record.
ChaNGiNG REadiNG booKS
Key Stage 1
Reading books will be changed on Mondays, Wednesdays and Fridays except when there is a short week.
Key Stage 2
At this stage many children are independent readers who are no longer using the school reading scheme and may take a week or more to read a book. Others who are developing
readers may read a couple of books in one week. Therefore reading books will be changed as required depending on the reading development of the individual child.
Should you have any immediate concerns about your child’s reading either at school or home please contact your child’s class teacher.
pRimaRy libRaRy
Location, hours and staff: Our Primary School building has a Primary Library that serves both pupils and staff. It is on
the ground floor of our building, near the music room. The Library has one full-time Librarian and one full time Assistant. It is open during the school week from 8:00am-4:00pm. Pupils and parents are welcome to borrow before and after school and during lunch any day of the week. Also, a schedule of library classes is posted outside the library and there are free study/borrowing hours when the library is open to anyone.
Aim: The aim of the library is to enable pupils to be confident in using libraries and to encourage users to enjoy the resources. To
achieve this each class has one timetabled library period a week. During this session the Librarian will spend time either discussing books, reading aloud or teaching library and research skills. Pupils can also borrow books to take home.
Borrowing books: Pupils can use the library at lunch time where they can change their books, research, relax or read quietly. All classes visit the library but the number of books they can borrow varies depending on age.
YEAR GROUP cONDITIONS ON BORROWING
Nursery and Pre-Nursery They do not borrow during classes but may borrow when accompanied by a parent.
Reception classes 1 book from Early Years section with Library bag
KS1 classes 1 book or multimedia resource (DVD/cD-Rom) or story sack.
KS2 classes 2 books, multimedia resources or story sacks.
Exceptions: Year 6Students with good borrowing records may borrow 3 books beginning in Term 3 or more with permission of classroom teacher and/or parents.
* No multimedia will be loaned out unless a library bag is being utilized.
General procedures: Pupils are encouraged to take library books home. Books are stamped for one week but they can be renewed if needed longer. Pupils are taught that books are precious and that it is important to look after them. For this reason, we strongly encourage the purchase of a library bag or folder which is used exclusively for library books. Learning to be responsible to return books in good condition and on due time is important and the Librarian will often talk to pupils about this. Library bags can be purchased at the Uniform Shop however; any large, water resistant bag/folder is acceptable.
Use of the Library: Pupils gain confidence in using libraries by doing their own research and teachers can send groups into the library to do this. Independent research, whether using books, a database or the internet is extremely valuable. The Primary Librarians are always keen to encourage reading and organise a Book club Scheme during the year and hold regular Book Sales which are very popular. To be introduced to a variety of creative, imaginative literature is an enriching and necessary part of your child’s education.
pRimaRy pRizE-GiviNG
At Regents International School Pattaya we are constantly giving children constructive and positive feedback about their achievement and effort; throughout the year many certificates, house points and stickers are awarded to encourage and reward children.
However at the end of the year we have a special ceremony; this is called The Prize-Giving Assembly. It is a formal occasion for Key Stage 2 children and a little less formal for Key Stage 1, although both ceremonies are held in the Globe Theatre.
In Early Years, children receive certificates at the end of the year in an age-appropriate assembly.
In Key Stage 1 all children receive a certificate from their teacher, celebrating an individual effort or achievement
pertinent to that child. The overall theme of the ceremony is the celebration of a wonderful year at school for all children. All parents are invited to this ceremony which is usually one morning in the last week of the academic year.
In Key Stage 2 the awards are more specific including recognition of both effort and achievement in particular curriculum areas as well as acknowledging contributions and commitment to Global citizenship. The children receive a certificate and a book token as a prize. Only parents of children receiving prizes, or those performing a musical item, are invited to attend this ceremony due to limited seating available in the Globe Theatre.
Both the KS1 and KS2 Prize Giving assemblies also feature musical performances by our talented Primary students.
Every student is expected to come very smartly dressed to both the Key Stage 1 and Key Stage 2 Prize Giving ceremonies including:
wearing a school tie
wearing polished black school shoes
hair neatly combed / brushed / tied back
clean and neat uniform
SChool NuRSE
A full-time registered nurse is based in main Primary building and they work closely with the teaching staff to provide a high level of care for children who are sick or hurt during the school day. The infirmary rooms are equipped with essential medicine, observation and examination beds. To reduce the chances of making other children ill, please do not send your child to school if he or she has any of the following: fever, diarrhoea, vomiting, head lice
CoNTaCTiNG paRENTS
Parents are contacted by the school nurse or Primary Secretary and asked to collect their child from school if their child has a fever, has vomited, is taking prescribed medication and complains of feeling unwell, has had a serious accident. So that the school can contact parents speedily when necessary, please do make sure that the Primary Secretary is informed of any changes to contact details immediately.
mEdiCaTioN
children must not bring medication to school and take it without adult supervision. The school nurse will look after medicines sent in with a child and will supervise the child taking the medicine. Medicines will only be given if there is a written and signed note from a parent / guardian. No prescription drugs will be given to a child unless specifically instructed by the physician or with the consent of parents.
allERGiES
As part of the Admissions’ process, parents are asked to detail any allergies or health issues their child may have on the appropriate form. class teachers all receive a copy of these forms. In the case of serious allergies (e.g. nuts) the whole staff is made aware of the child and the potential risks to his or her health.
aCCidENTS
Parents will be informed immediately after any serious accident and before a child is taken to hospital. If parents cannot be contacted, and it is thought appropriate, the child will be taken immediately to Bangkok Pattaya Hospital and school staff will continue to attempt to contact parents. A detailed report of the incident will be written and a copy
hEalTh aNd SafETy
given to parents (if requested), Head of Primary and any other officials who require it.
Parents will be informed of accidents of a less serious nature that have been dealt with by the medical staff on site by a note in the child’s bag from the school nurse.
EmERGENCy fiRST RESpoNSE
All staff members are trained in Emergency First Response procedures each academic year so that their knowledge and skills are always current. comprehensive First Aid kits are taken on all school trips.
fiRE aNd EvaCuaTioN dRillS
Fire and evacuation drills are held at least termly with all students, Pre-Nursery through to Year 6. children quickly become familiar with the proper protocol during drills and learn to follow teachers’ instructions quietly, calmly and immediately.
Please note that we are a ‘nut-free school’ and no nuts or food containing nuts should be brought into school.
If a child has had a contagious disease (e.g. chicken Pox) they should not return to school before the appropriate time and parents should follow the advice of their doctor for this.
bEhaviouR / CodE of CoNduCT / SChool RulES
Everyone at Regents is encouraged to develop to his or her full academic and creative potential. We aim to enable our pupils to become responsible and respectful citizens of the international community. We are a caring school community and it is our intention that everyone within this community feels secure, valued and respected. The vast majority of pupils at Regents International School Pattaya conduct themselves very well, being well mannered and well behaved. There are occasions however, when certain children do misbehave and need to be corrected. Our School Behaviour policy focuses on the fostering and reinforcement of positive behaviour models, the values of respect and honesty and places an emphasis on the children taking responsibility for their own actions.
SChool RulES:
These rules are general school rules, which come from our ethos as a nurturing, learning environment.
When asked to do something by an adult in school, children should do it the first time.
children should always walk quietly and sensibly in and around the school.
children are expected to be kind, polite and thoughtful to everyone.
All equipment and belongings should be treated with care and respect.
children should always try their best and take pride in what they do.
Every person in our school has rights and with these come the responsibility to ensure that no one’s rights are infringed upon. All our students are expected to conform to a basic standard of behaviour based on politeness, obedience and civility.
As a school our focus is on developing self-aware and responsible children through the use of good role models. We aim to achieve this through the praising, rewarding and reinforcing of ‘good’ behaviours. For example, praise for using good manners, rewarded with house points for helping to tidy up without being asked and being given roles of responsibility through Round Square, Student Guild and playground patrol. In KS1, the children receive certificates for good behaviour and manners in the weekly assembly.
However, we recognise that there is a need for sanctions. The school employs a number of sanctions to enforce the school rules and to ensure a safe and positive learning environment. While these sanctions appear to be hierarchical, we recognise that each child and each situation is different and therefore the strategy employed may well be different. children may be asked to sit on their own if they are disturbing others while working, they may have to stay in at playtime to complete unfinished work, children may be sent to the Head of Key Stage, Deputy Head or Head of Primary to be spoken to. In cases of persistent inappropriate behaviour in school, parents will be notified and a plan of action made to ensure the behaviour improves. In extreme cases a child may be suspended from school or expelled permanently.
The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. We do all that is necessary to ensure that all children attend school free from fear.
All members of staff are aware of the regulations regarding the use of force by teachers, as set out in the UK DfES circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to control or Restrain Pupils. Teachers in our school do not hit, push or slap children. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with UK government guidelines on the restraint of children.
ThE RolE of paRENTS
The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school. We explain the school rules in the school prospectus, and we expect parents to read these and support them. We expect parents to support their child’s learning and to co-operate with the school. We try to build a supportive dialogue between the home and the school and we inform parents immediately if we have concerns about their child’s welfare or behaviour. If the school has to use reasonable sanctions to punish a child, parents are asked to support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Head or Deputy Head of Primary.
ThE houSE SySTEm
Each child at Regents International School Pattaya is allocated a ‘House’ on their arrival at the school (Years PN – 6).
The houses are named after Thai precious stones. Originally they were named after flowers but everyone always kept calling them by their colours rather than the name. A few years ago the school held a competition to decide on the new names. The students then voted for their favourites from the short-listed suggestions.
The 4 Primary school Houses are:
BuSSarakuM (yelloW)
pailin (Blue)
MorakoT (green)
TaBTiM (red)
The idea behind the House System is to encourage team building, friendly competition etc. Each year House captains, selected from our Y6 students, are appointed to lead each house in various activities and competitions.
The House System is very popular and the children can gain house points throughout the week for good work, good
behaviour, being especially considerate or kind or helpful, contributing to Round Square initiatives such as recycling or littler patrol, for example. The points are totalled at the end of the week and the results announced in the Key Stage assemblies. The results are always greeted enthusiastically when announced every Friday! Each term one child from each house in each key stage receives a prize for earning the most house points and at the end of the school year a trophy is awarded to the House with the most points.
Throughout the year there are various inter house competitions, which are mainly held during Activities, and are keenly contested and prove very popular with the students and staff. When children take part in Sports Days and Swimming Galas they do so by representing their house and wear their Primary House t-shirt.
Also available for purchase are hats in the 4 House colours; these are not mandatory but many children choose to wear these hats to school as their ‘school hat’.
pRimaRy CuRRiCulum TRipS
At Regents we make a big effort to take learning outside the classroom as much as possible. children will learn about directions by orienteering in the playground, mini-beats by going on a mini-beast hunt, forces by ‘launching’ rockets in the playground, performance poetry by using the play-time audience. In addition we arrange curriculum-linked day and over-night trips for our students which aim to bring their learning to life and to provide each child with memorable and meaningful learning experiences.
Below is an overview of the trips and adventures planned for our students for the 2013 - 2014 academic year.
Residential trips begin in Y4. Although participation in all trips is optional, we ask that parents consider that the trips are planned as an integral part of the curriculum and if a child does not attend a trip they will have missed a valuable learning experience.
comprehensive information is sent to parents well in advance of any year group trip. Quite often parents are invited to accompany their child on a particular trip (day trips only, not residential); however there are also times when we are not able to invite all parents due to space or health and safety reasons. We appreciate parents’ understanding at these times.
TERM 1 TERM 2 TERM 3
Early Years
Trips will be organised relating to the topics being studied and interests of the children.
Year 1
1.1 Grand Regent’s Thai homes
1.2 Big Bee Farm
1.3 Bear center
2.1 Birds and Bees Resort
2.2 Khao Mai KaeoUnderwater World Pattaya
Year 2 Naklua Market and Temple Bangkok Pattaya HospitalPost Office
Bowling
Year 31.1 Zoo Trip
1.2 community Partner Trip
2.1 Mini Siam
2.2 community Partner Trip
Ancient Egypt Residential
(in school)
Year 4community Partner trip to Abundant Life Home
Khao Yai Residential
(3 days/2 nights)community Partner trip
Year 5 Reservoir Visit chinese MuseumAyutthaya Barge Trip
(3 days, 2 nights)
Year 6chiang Mai / Hill Tribes (5 days,45 nights)
River Kwai (3 days, 2 nights)
ESL / LS Adventure Day (on-site)
RESidENTial TRipS
Residential trips are those which take the children away from school for one or more nights. In general, the number of nights of a residential trip increases as the children move further up the school as does the challenging nature of the trip.
The aims of each residential trip are as follows:
To develop children’s independence, self-reliance and self-confidence
To promote a wide range of friendship groups
To develop children’s ability to meet different challenge in
a positive and resilient way
To take children ‘out of their comfort-zone’ in a safe and carefully monitored environment
To provide real-life, practical and fun learning experiences that cannot be replicated in a classroom setting and which link directly to curriculum content.
hEalTh aNd SafETy
All residential trips undergo a rigorous risk assessment before being confirmed as being suitable for our children. The nearest hospitals and medical facilities are identified and contact details for these facilities are known to all trip
leaders. First Aid kits are carried by every teacher on each trip. At least one bi-lingual staff member accompanies every trip to provide translations as and when needed.
CommuNiCaTioN WiTh paRENTS
Parents are kept up-to-date with how residential trips are progressing through regular – at least daily - email communication. Mobile phones are not permitted to
be taken by children on residential trips as easy access to telephones by children can undermine several of the objectives of the trip. Mobiles can also be easily lost, broken or stolen and distract the children from the focus of the trip. Emergency contact with the lead teacher on each trip can be made at any time through the Primary Office, the Head or Deputy Head of Primary. Parents are provided with all necessary contact phone numbers and details prior to the departure of the trip.
YEAR GROUP LOcATION DURATION TERM cURRIcULUM LINK
4 Khao Yai National Park 3 days, 2 nights 2Rainforests – animals, vegetation, ecosystems and locations.
5 Ayutthaya (barge trip) 3 days, 2 nights 3 Thai history – ancient capital city of Thailand.
6chiang Mai 5 days, 4 nights 1 Hill-tribes of Thailand
Kanchanaburi (River Kwai) 3 days, 2 nights 3 World War 2
EXTENdEd lEaRNiNG pRoGRam
When? Monday and Thursday throughout the school year – see dates below.
What time? Activities last for an hour and 10 minutes after school from 3.10pm to 4.20pm.
For whom? The After School Activities Programme is open to all Key Stage 2 children.
Who runs the Activities? Primary teaching staff lead the Activities.
After School Activities (ASAs) are not compulsory and children do not have to participate in the programme at all. However, if children would like to participate, they can do so as follows:
** Year 3: one Activity per week **
** Years 4, 5 and 6: 1 or 2 Activities per week **
ThE bENEfiTS
We encourage children to take part in Activities so they can make the most of the school and the opportunities it has to offer. children develop their social skills during activities and it is a great way for them to broaden their social circle beyond their class and year group.
RouNd SquaRE
“challenge yourself to become creative, be active, and take part in service”
This is our whole school ASAs motto and we very much look forward to parents supporting their children in achieving this. The activities on offer all target one or more of these three important areas of personal development and we are encouraging students to choose activities that hit all
three throughout the academic year. This complements the school’s holistic approach to education based upon the 6 Round Square IDEALS.
children will have the opportunity to choose activities every term and the activity they choose will last for the duration of that term. Students who are involved in Primary choir, school football and swimming teams, Round Square council, Eco Dudes, school rock band and Natural Helpers will be involved in their rehearsals, meetings or training sessions during the Activity time. These groups are all part of the Activities programme.
CommuNiTy SERviCE
We have very strong links with our Primary community Partners and we make sure that our ASA programme is well utilised to strengthen and extend these links. A community Service Project ASA could involve the student going off campus each week to work at the community Partner site e.g. gardening at the Mercy centre. It may involve the student preparing on campus e.g. making games or resources for the Blind School, rehearsing a play or song for the Elderly Persons Home, and then travelling to the community Partner site every 4 weeks or so to present finished products or perform a
musical or dramatic item.
If children are participating in ASAs on both a Monday and a Thursday we do ask that one of the chosen options is a service-based ASA.
CloThiNG
All children involved in an activity are expected to change their clothes at the end of the school day so that they are more appropriately dressed for Activities. This
usually means wearing shorts, trousers etc and a T shirt. If the children are involved in a sporting activity then the appropriate footwear should also be worn. School PE kit can also be worn but parents should note that activities can get messy. If the children are inappropriately dressed for the activity they will not be allowed to take part.
TRaNSpoRT homE
children participating in the Activities programme can either be picked up by parents / carers at 4:20 or take a late bus home, if they normally use school transport.
A request to children and parents:
It is important that once letters for Activities are sent home they be completed as soon as possible and returned to school before the deadline written on each letter. This helps us immensely in placing children in an activity group they desire and in making the necessary transport arrangements for your child.
If you have any questions about the After School Activities Programme please contact the After School Activities co-ordinator: Mr Andy Ingram Email: [email protected]
ClubS
In addition to the ASA programme, a range of clubs are also offered on different days after school in which the children can participate if they are interested. These clubs are run by adults not employed by Regents International School Pattaya and attract additional costs. Separate information about each club is sent to parents at the appropriate time.
clubs may include:
Yoga , Football coaching, Mandarin , Guitar, Kung Fu, Tae Kwan Do, Ballet,cricket
Queries regarding clubs should be directed to the Primary Secretary.
daTES foR youR diaRy
AcTIVITY DATES FOR 2013 – 2014:
START FINISH
Term1 Mo 09.09. Mo 25.11.
Term 2 Mo 20.01. Mo 31.03.
Term 3 Mo 28.04. Thu 12.06.
ThE WEll-dRESSEd Child
GENERal appEaRaNCE
Pupils from Regents International School Pattaya should wear their uniform with pride. Whenever they are wearing their uniform they are representing the school and lasting impressions of the school are being given. By wearing their uniform with pride, the students are earning respect for themselves and for our school community.
EaRly yEaRS’ ChildREN
White polo t-shirt with school badge
Maroon PE shorts
White socks
Runners / gym shoes (any colour)
The Early Years’ programme is very much based around learning through play, hands-on discovery, exploring, being active and involved. There is no separate uniform for our Early Years children – the PE kit (as outlined above) is their regular uniform for everyday use.
Please note that open-toed sandals, flip flops or crocs are not allowed.
GuidEliNES foR all pRimaRy:
School shirt – plain white with badge
Tie (for formal occasions)
Socks – plain white or with school badge
Shoes – black leather or plain black sports shoes – no coloured laces, soles or emblems on the shoes.
Belt – black leather (optional)
GiRlS
Skirt – plaid
Hair: Neat and tidy, (no extravagant styles or added colours).
Long hair should be tied back with a simple clip or band.
No bandanas or headscarves.
Jewellery:
A watch
One pair of stud earrings
No other jewellery unless it is of social, cultural or religious significance and then it should be discreet.
boyS
Trousers – plaid shorts
Hair – traditional style, (no extravagant styles or added colours).
Jewellery: a watch
No other jewellery unless it is of social, cultural or religious significance and then it should be discreet.
“No hat, no play”
children are not allowed to play outside at break times unless they are wearing a hat. The school uniform shop sells a range of hats for children in Early Years through to Year 6. children can also choose to wear a hat of their own choice.
WEaRiNG ThE uNifoRm CoRRECTly
Girls should have their top buttons fastened but boys may have their top button undone.
The children are expected to wear their ties on formal occasions but not on a daily basis, e.g. school photo day, Prize Giving, Music concerts.
Shirts should be tucked in.
Shorts and skirts should be worn at the waist and not low on the hips.
Shoes should be clean and polished.
Jewellery is allowed but only within the guidelines given above.
Make up and nail polish is not allowed.
Hair styles should be neat and within the guidelines above.
Worn or frayed clothing will need to be replaced.
pE aNd SWimmiNG KiT
White polo t-shirt with school badge
Maroon PE shorts
White socks
Runners / gym shoes (any colour)
House T-shirt for House competition days
Regents’ swimming costume (Years 1 – 6). children in Early Years can wear their own swimming costume.
Towel
Flip flops for walking to and from swimming pool.
Goggles and swimming cap - optional
We trust that parents and students will support this dress code by ensuring that only correct items are purchased and that the children leave home appropriately dressed.
children cannot use the school phone to call home if they have forgotten their PE or swimming kit – this will hopefully help them to remember and be well-prepared for each activity in school.
ChaNGiNG CloThES foR SpECialiST lESSoNS
Early Years
The children can wear their PE kit every day of the week if they wish. On the days that the children have PE and Swimming lessons, they should wear their PE kit.
Years 1 – 4
The children can wear their PE kit to school on the days they have a PE or swimming lesson. After a swimming lesson the children can change back into their PE kit for the remainder of the day. There is no need for the children to bring their school uniform to school on PE or swimming days.
Years 5 and 6
If the PE lesson is before 1st break, the children can come to school in their PE kit. They must bring their school uniform with them and change into school uniform after their PE lesson.
If the PE lesson is after 1st break, the children must come to school in their school uniform, change into their PE kit at the allotted time and then back into school uniform after their PE lesson.
If the PE lesson is the last lesson of the day, the children may remain in their PE kit to travel home.
On swimming lesson days, the children should come to school in their school uniform as usual and change into their swimming kit for their lesson. They will change back into their uniform after their swimming lesson
Labelling: Please ensure that all items of clothing and all belongings brought into school are clearly labelled.
School Uniform Shop: School uniform should be purchased only at the School Uniform Shop located in the new Early
Years building. Hours of operation:
Monday – Thursday: 8:30 am – 4:45pm
Friday: 8:30am – 4pm
closed for lunch each day from: 1:15 – 2:15
STaTioNERy paCKS, EXERCiSE booKS aNd EquipmENT
Early Years and Key Stage One
Each Early Years and Key Stage One classroom is fully equipped with the necessary stationery that the children will use on a daily basis. The children do not need to bring any of their own equipment to school. We do find that children in Y2 sometimes like to bring their own pencil case to school with ‘special’ colouring pencils or felt-tips. This is fine but we do ask that all equipment brought to school is clearly labelled with the child’s name.
Key Stage Two
At the beginning of each academic year, (or on starting school), each KS2 child will receive a stationery pack containing pencils, crayons, and other stationery items necessary to complete their classroom activities. As items are used parents are asked to replace them and ensure that their children have all the necessary equipment to begin
each day.
children should provide their own pencil case in which to store their equipment. The plastic zip lock wallet provided is used to transport a child’s Home Learning Journal and reading book to and from school. can we please ask that children clearly label their equipment once they receive it?
Exercise books, folders and paper are supplied by the school and given to each class teacher when a child begins in their class.
KS2 STaTioNERy paCK CoNTENTS
KEY
STA
GE
TW
O S
TAT
ION
ERY
PA
cK
Plastic zip lock wallet
HB pencils – Staedtler
Eraser – Staedtler
Pencil sharpener
Plastic ruler – 30cm
colouring Pencils 12 colours
Felt Tip Pens 12 colours – Pilot
Small scissors - 5.5”
Gluestick – Elephant 22g.
Highlighters set of 4 - yellow, green, pink, blue
Protractor + compass set (Years 5 and 6 only)
CElEbRaTiNG biRThdayS aT SChool
biRThday paRTiES
We like children to be able to celebrate their birthdays at school but by necessity these celebrations can only be brief; we cannot hold parties at school in our classrooms during school time.
If parents would like their child to have an in-class celebration for their child’s birthday, we ask that parents please contact the child’s class teacher to arrange a suitable time for the celebration to take place. In general, this celebration will take place 10 minutes prior to break or home time. We request that parents ensure that a time has been agreed with the class teacher before bringing a birthday cake into school.
paRTy food
Ideally, parents should provide either of the following for their child’s in-class birthday celebration:
individual muffins or cupcakes
a slab cake which is easy to cut and distribute
Please make sure that any cake brought into school does not contain nuts of any type.
Parents are also responsible for bringing candles, serviettes or paper plates, a knife (if needed) and matches or a lighter to school; the class teacher will not be able to provide any of the above.
Food not suitable for in-class birthday celebrations:
any food from ‘fast-food’ places such as KFc or McDonalds
ice cream cakes
hot food of any sort e.g. pizza
sweets, candies, packets of chips or crisps, jellies, ice-cream etc
fizzy drinks or sodas
Even if it is their birthday, children are required to wear regular school uniform – party dresses or party clothes are not suitable for learning at school.
Please note: if a child brings any food from the above list into school at any time the food will be held by the class teacher and, where appropriate, returned to the child to take home at the end of the day. A note will be written to the child’s parent to explain why the food was not suitable for school.
GifT baGS
We appreciate that on occasion the birthday child likes to give his / her classmates a small ‘gift-bag’. We have no objection to these being handed out at school but we must stress that they cannot contain sweets, candies, chocolates etc. We aim to be a Healthy Eating school and therefore cannot accept or condone the eating of ‘junk’ food at school. Many parents do not wish their children to be given food of this type without their consent or prior knowledge. We do not want to disappoint any child by not distributing gift bags so parents are asked to please ensure that they do not contain any inappropriate food items.
paRENT CommuNiCaTioN aNd iNvolvEmENT
Diary or Journal each week, (and make a comment where relevant).
Meet your child’s teachers: attend the ‘Meet the Teachers’ event held early in the academic year. Attend the termly consultation opportunities; your child will thrive on the interest you show in the progress they are making at school.
Attendance: make sure your child attends school every day, unless he or she is sick.
Learning targets: be aware of your child’s learning targets, (communicated termly with parents through written reports and Parent-Teacher consultations), and find fun ways to work on these at home with your child. Your child’s class teacher will be very happy to give assistance and suggestions.
Most importantly, if you have any concerns about your child’s education, make an appointment to see your child’s class teacher as soon as possible.
ThE paRENTS’ REpRESENTaTivE GRoup
Aim: To provide a structured, cohesive and formal means of communication between parents and the Leadership Team (LT).
objECTivES:
To seek and provide satisfactory responses to parents either individually or as a whole.
To establish and maintain the trust of parents in resolving their concerns and issues, by enabling them to raise issues to a strong body, and in a potentially anonymous manner.
To communicate issues raised by parents to the LT in a constructive, timely and streamlined format.
To meet monthly with the LT (immediately after the Parents and Friends meeting) to discuss and conclude issues raised.
To provide the LT with a strong reliable advisory body.
To host a termly open forum session.
To provide parents of new students with guidance and information.
To seek to improve communication from the school to the parents.
To further improve the environment in which our children our educated.
At Regents we believe that clear and efficient channels of communication between parents and teachers are of the utmost importance and will help to ensure that each child gets the most out of his / her time at our school. We ask that parents contact their child’s class teacher if:
· there are changes in the home environment that may impact upon your child e.g. mother or father going away for longer than normal, an ill relative, a special visitor coming to stay;
· your child is unhappy or reluctant to come school;
· your child is ill or unable to participate in all school activities.
How can I communicate with my child’s teacher?
Email – refer to the Staff contact and Primary Teaching Staff information at the front of this handbook. All staff will check emails before 8:45am each school day and respond as soon as it is practically possible.
Reading Record – every child from Reception to Year 6 has a Reading Record or a Home – School contact Journal in which teachers write every week, (more frequently for our younger children). Parents are also asked to write comments about their child’s reading.
contact Books and Home Learning Diaries
Early Years children have a Home-School contact book which provides a basis for daily communication between parents and teachers.
KS1 & KS2 children all have Home Learning folders or diaries where details of their weekly Home Learning tasks are recorded. Any pertinent messages from parents can also be recorded here.
How can I be involved with my child’s learning?
curriculum: be aware of what your child is learning about in school. Read the termly curriculum information and talk to your child about it. Encourage your children to do their own research and / or reading on the termly topics. Make use of the internet, libraries and any of your own resources. come to the special curriculum Days and Parents’ Information sessions which are held each term.
Home learning: ensure your child does the set home learning each night / week. If you have any concerns about your child’s home learning, make an appointment to see your child’s teacher. Sign your child’s Home Learning
pRG CoNTaCTS:
carina Persson, chairman: [email protected]
Kerrin Whitcombe, Secretary: [email protected]
DATE TIME VENUE ITEM
Mon, 10 Sep 2012
Mon, 8 Oct 2012
Mon, 12 Nov 2012
Mon, 10 Dec 2012
Mon, 14 Jan 2012
Mon, 11 Feb 2012
Mon, 11 Mar 2012
Mon, 13 May 2012
Mon, 10 June 2012
08.45
Roundhouse
Roundhouse
Roundhouse
MW House
Roundhouse
Roundhouse
Roundhouse
Roundhouse
MW House
Parents are invited to submit requests for topics that they would like to have presentations on at the Parents and Friends monthly meetings. Please feel free to submit these requests to the PRG chairman, Secretary or Head of School.
Parents and Friends meetings are highlighted in the Primary Newsletter and email reminders are sent to all parents several days before the event.
Parents and Friends meetings take place on the 2nd Monday of every month in the Roundhouse at 8:45. All parents are warmly invited to attend these informal yet informative monthly gatherings. There is usually a presentation to parents by key members of staff and the Heads of School.
SuppoRTiNG youR Child’S lEaRNiNG aT homE
· Try to keep up to date with what your child is learning at school and talk regularly about it.
· Help your child to be ready to learn and not tired when they go to school.
· Make sure your child does not miss any time at school unless they are ill.
Please contact your child’s teacher if you need any further support or advice.
hEalThy EaTiNG
At Regents International School Pattaya we are concerned with the education of the whole child and therefore consider their diet and health to be an important aspect of school life.
moRNiNG SNaCKS
children in Early Years are given a healthy snack and a drink of milk provided by school in their classroom mid-morning before outside play time. Parents should not give their Early Years’ child an alternative morning snack.
children in Key Stage 1 eat their snack in their classroom before they
go out to the KS1 playground to play. children in Key Stage 2 eat their snack in the Snack Zone which is an area set aside in the playground for this purpose.
We encourage the children to eat healthy food and so would ask parents to send in snacks such as fruit, raw vegetables, plain or rice crackers, dried fruit, a small sandwich or a healthy muffin.
The following food or snacks are not allowed in school at any time: any food containing nuts, sweets/candies,
Parents have the most important role to play in helping their child to succeed. They are a child’s first teacher and as such, can teach their child how to learn.
As children spend less than 15% of their waking hours at school there is an abundance of time at home during which effective learning techniques can be established and encouraged.
Alistair Smith, a well-respected UK based researcher and lecturer in the field of Accelerated Learning, suggests the following 5 strategies for effectively encouraging learning at home:
· Be positive and supportive
· Encourage planning and goal setting
· Make connections with what your child already knows
· Help your child learn by seeing, hearing and doing
· Use reviewing to help your child remember things
The UK Qualifications and curriculum Authority (QcA) has the following advice to offer:
7 ways to help your child do well at school:
· Make sure you know what home learning is set and encourage your child to do it thoroughly.
· At home, encourage your child to read quietly for 20 minutes each day. Or spend 20 minutes reading with your very young child each day.
· Find opportunities for your child to use numbers in everyday situations and encourage them to work out sums in their head.
· Encourage your child to follow up interests and talk about them.
chocolate treats, and packets of chips or crisps, packets of chocolate or sweet biscuits, fizzy drinks or sodas.
We consider our environment to be very important too and would ask parents to consider the amount of plastic wrapping the snack has and the litter this will generate.
We suggest fruit pieces as a healthy, wrap-free snack.
luNCh
Early Years children eat lunch in their own dining room and are supervised by the class teachers and assistants. They are encouraged to eat a little of each food group and to try new foods as appropriate.
Years 1 to 6 eat lunch in the Primary dining room. They are supervised by their class teacher, the teaching assistant and other members of staff. We encourage the children to talk with each other and the adults at their table and use good table manners. children are encouraged to choose from a variety of food groups when selecting from the buffet offered. There is always fruit and salad to supplement the main courses on offer. children are encouraged to drink plenty of water throughout the day and at lunch time.
WaTER boTTlES
children need to bring their own water bottle to school each day from which they can drink as and when they need. children can refill their water bottles with drinking water available at school.
Please note:
We are a ‘nut-free school’ so as not to endanger the health of those children and staff who suffer from severe nut allergies. Please do not send your child to school with nuts or food containing nuts.
children are not allowed to share food with each other as parents send children to school with the food that they want their child to eat.
loST pRopERTy
All clothes (especially school uniform) and belongings that come to school should be labeled with the child’s name and class. When items are found they are checked for a name and returned to the owner if possible before being placed in lost property.
All lost property is brought to the Primary Office. Precious items such as money, glasses and jewellery are handed to The Primary Secretary. Other items are left on the shelves outside the Primary Office. Bags that are left after school are placed inside the door of the Primary Office if they are not claimed.
Money should not be brought to school except in an envelope with the child’s name and class clearly written on the envelope. The envelope should then be given to the class teacher for safe keeping. Any money that is found and not claimed for over a week will be placed into the Round Square funds.
Any hats, trainers, clothes which remain unclaimed for a longer period of time will be sent to one of Regents International School Pattaya adopted schools.
Electronic toys, Game boys, Walkmans, MP3 players, mobile phones and cD players are not allowed in school. We would encourage children not to bring expensive items to school. Electronic dictionaries ARE allowed but should be named with ‘tippex’ or a suitable marker.
Parents may come to look through the lost property boxes at any time, as may the children.
uSEful WEbSiTES foR paRENTS aNd ChildREN
www.counton.com
www.eslcafe.com/idea/index.cgi?Gramma
www.gridclub.com
www.funbrain.com
www.bbc.co.uk/gameskids
www.poetry4kids.com/
www.bbc.co.uk/science
www.show.me.uk/games/games.html
www.funbrain.com
www.mandygregory.com/printablecenters.htm
www.nrich.maths.org
www.ilovemathsgames.com/puzzles.html
www.arcademicskillbuilders.com
www.myths.e2bn.org/story_creator
The above is a miniscule selection of the information and resources available on the web. The more you investigate and explore different sites the more you will discover.
www.dfes.gov.uk/parents The Department for Education and Skills site contains very useful information, particularly in relation to standards in school. The above url will take you straight to the parents’ part of the website. You should be able to find the answers to all your questions related to the National curriculum at this site.
www.parentsonline.gov.uk Provides a very comprehensive guide for parents on the breadth and depth of educational resources available on the web today. Also highlights a number of useful / interesting links to other websites.
www.education.com This is an online community that provides information and resources for parents, teachers and children.
foR you aNd youR Child/ChildREN . . .
Why not have some fun with your children and explore the following websites together? They provide information, activities, games, competitions and lots more. Some also have separate sections for parents.
www.scienceyear.com
www.crickweb.co.uk
