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St. Andrews Green Valley, Primary School Parent Handbook
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Primary School
Parent Handbookwww.standrews-schools.com
Green Valley
INTRODUCTION 2
Welcome from the Head of Primary
Mission Statement
THE SCHOOL 4
Primary Leadership Team
Structure of the Primary School
Curriculum Overview
Facilities
Daily Routine
School Year
Map of School
GENERAL INFORMATION 13
Absence from School or Late Arrival
Assemblies
Assessment
Behaviour Management
Book Club
Calendar
Canteen
Class Parties
Class Placements
Cleaning and Cleaning Staff
Communication with Parents
Communication Tools
Cultural Celebrations
English as an Additional Language (EAL)
Emergency Evacuation
Extended Absence
Extra-Curricular Activities
Field Trips
Homework
Instrumental Music
Inter-School Sport
Learning Support (Special Educational
Needs)
Learning Support Assistants (LSA)
Library
Lost Property
Medical Care and Medical Information
Mobile Telephones
Notice of Withdrawal
Parents Absent from Home
Parent Involvement
Parent Teacher Conferences
Personal Items at School
Play Times – Outdoor and Indoor Options
Playgrounds and Break Duty
Professional Development
Recycling
Reporting Procedures
School Photographs
Security
Student Council
Student-led Conferences
Student Visitors
Teacher Assistants
Transition
Transportation
Uniform
- 1 -
Contents
- 2 -
Welcome to our beautiful school environment that has been purposefully built and
structured to create a unique and special education for your child.
At St. Andrews, we believe that primary education lays the foundations for life and should
be a hugely positive, rich experience for all children. Our school off ers a broad and
balanced curriculum, a happy, safe and supportive atmosphere, with a strong commitment
to helping all children succeed whatever their background or abilities.
We believe in providing an education where children are engaged by learning that
develops and stretches them and excites their imagination so that they enjoy the richness
and diversity of their learning. Learning at our school takes place in many diff erent ways:
out-of-doors, through play, in small groups, through art, music and sport, from each
other by listening, by watching and by doing.
We strive to enable our students to develop socially and emotionally so that they take
pride in their learning and want to do well. We believe in off ering a curriculum that is
purposeful, relevant, challenging and engaging.
Through a range of teaching strategies in the classroom all students are motivated to
achieve high academic standards. Learning environments are structured to develop
problem solving abilities and a range of transferable skills. ICT is an integral part of
classroom practice, allowing all students to meet the demands of today’s technologically
driven society.
While academic excellence is an important goal, we also value the development of
the child as a whole. Social skills, self-evaluation and the raising of self-esteem are
fundamental to good classroom practice. We fully believe that children learn best when
they are happy and feel respected as individuals. We encourage students to take an
active part in an inquiry based learning process, to set goals, to be independent learners
and self-evaluate their progress.
The appetite and zest for learning of children in their primary years is unrivalled. Our
carefully selected team of talented teachers provides a primary school experience that is
designed to bring out the very best in the children that we teach. I hope that this Primary
Handbook gives you the information that you require to understand how our school
works. Please feel free to contact me at anytime if you require further information.
Yours sincerely,
Simon McCloskey
Head of Primary
Welcome
- 3 -
INQUIRERS
They develop their natural curiosity.
They acquire the skills necessary to
conduct inquiry and research and show
independence in learning. They actively
enjoy learning and this love of learning
will be sustained throughout their lives.
KNOWLEDGE
They explore concepts, ideas and issues
that have local and global signifi cance.
In so doing, they acquire in-depth
knowledge and develop understanding
across a broad and balanced range of
disciplines.
THINKERS
They exercise initiative in applying
thinking skills critically and creatively
to recognize and approach complex
problems, and make reasoned, ethical
decisions.
COMMUNICATORS
They understand and express ideas and
information confi dently and creatively in
more than one language and in a variety
of modes of communication. They work
eff ectively and willingly in collaboration
with others.
PRINCIPLED
They act with integrity and honesty, with
a strong sense of fairness, justice and
respect for the dignity of the individual,
groups and communities. They take
responsibility for their own actions and
the consequences that accompany
them.
OPEN-MINDED
They understand and appreciate their
own cultures and personal histories,
and are open to the perspectives, values
and traditions of other individuals and
communities. They are accustomed to
seeking and evaluating a range of points
of view, and are willing to grow from the
experience.
CARING
They show empathy, compassion
and respect towards the needs and
feelings of others. They have a personal
commitment to service, and act to make
a positive diff erence to the lives of others
and to the environment.
RISK-TAKERS
They approach unfamiliar situations
and uncertainty with courage and
forethought, and have the independence
of spirit to explore new roles, ideas and
Mission Statement
‘We aim to develop independent, confi dent, lifelong learners’
To this end the school supports the Learner Profi le from the International
Baccalaureate. These outcomes are the driving force behind each and every
classroom interaction.
The aim is to develop internationally minded people who recognise their place
in the world and their need to make it a better place.
- 4 -
strategies. They are brave and articulate
in defending their beliefs.
BALANCED
They understand the importance of
intellectual, physical and emotional
balance to achieve personal well being
for themselves and others.
REFLECTIVE
They give thoughtful consideration
to their own learning and experience.
They are able to assess and understand
their strengths and limitations in order
to support their learning and personal
development.
CREATIVE
They develop their natural need to ‘try
out’ and ‘be what they can’. They are not
afraid to experiment with media and to
place themselves in diff ering situations
that drive their abilities to express and
perform.
The School
Ms. Jane Thompson:
Early Years Phase Leader
Jane currently teaches in the Reception
Class and is responsible for the Early
Years Phase of the school (Nursery,
Kindergarten and Reception)
Mr. Gary Foster:
Lower Primary Coordinator
Gary currently teaches in Year 2 and has
responsibility for coordinating Years 1 to
3 in the Primary School.
Ms. Oanh Crouch:
Deputy Head of Primary and
Upper Primary Coordinator
Oanh teaches EAL and coordinates
Years 4 to 6. In her role as Deputy Head,
she assists the Head of Primary with the
administration and management of the
Primary School.
Primary School
Leadership Team
- 5 -
The school consists of mixed ability
classes from Nursery to Year 6. The
maximum class size in the Primary
School is 20 students (16 in Nursery
and 18 in the Kindergarten). The total
population of the Primary School is
around 250 students (2 classes per year
level).
Class allocations are made each year
on the basis of a variety of criteria
including gender, ability, learning needs
and personality. Each class has a fully-
qualifi ed, full time Class Teacher. Nursery,
KG, Reception, Year 1 and 2 classes also
have a Teaching Assistant in each class.
Two additional Teaching Assistants are
shared between the Year 3 – 6 Classes.
EAL (English as an Additional Language)
teachers also support learning throughout
the primary age range for those children
who are receiving EAL support. Learning
Support Assistants are also employed to
assist students with Special Educational
Needs (SEN).
In addition, we have specialist staff
who have responsibility for Music,
Physical Education, Thai, Dutch, French
and Mandarin. Children are generally
placed in classes according to their
age at the start of the academic year
(1st September) and are organized as
follows:
Early Years (Foundation)
Nursery From 2.5 years old
Kindergarten 3 years old at the start of the academic year
Reception 4 years old at the start of the academic year
Lower Primary
Year 1 5 years old at the start of the academic year
Year 2 6 years old at the start of the academic year
Year 3 7 years old at the start of the academic year
Upper Primary
Year 4 8 years old at the start of the academic year
Year 5 9 years old at the start of the academic year
Year 6 10 years old at the start of the academic year
Structure of the
Primary School
- 6 -
Curriculum
Overview
Our curriculum is based upon the
UK National Curriculum, which we
have carefully adapted to suit the
requirements of the broad international
community of which we are members.
Children are taught using thematic units
of inquiry through which they explore
relevant, interesting and challenging
topics. Within each unit of work, class
teachers and specialist teachers outline
the specifi c learning objectives and the
major focus for each area of learning.
Our programme of inquiry has been
tailored to ensure that children cover all
curriculum areas in a manner which is
developmentally appropriate, ensuring
full coverage of a broad and balanced
curriculum as they move through the
Primary School. Before each unit of
work, parents receive a curriculum letter
that outlines the scope of work from
each area of learning and development.
Detailed curriculum outlines for all
subjects and all ages can be downloaded
from our Primary Curriculum Wikispace
(www.standrews-primar ycurriculum.
wikispaces.com). We off er a creative,
exciting, relevant and challenging
primary curriculum. We provide regular
workshops and information sessions
throughout the year for parents to
support their understanding of teaching
and learning at St. Andrews.
Early Years Curriculum
During each unit of work, class teachers
will identify developmental goals from
the UK’s Early Years Foundation Stage.
They will use the following six areas of
learning and development from which to
plan, assess and report.
• Personal, Social and Emotional
• Communication, Language & Literacy
• Knowledge and Understanding
of the World
• Problem Solving, Reasoning and
Numeracy
• Creative Development
• Physical Development
Primary Years Curriculum
During each unit of work, teachers
will identify learning objectives from
the school’s curriculum framework for
each subject. The school’s curriculum
framework documents have been
compiled using the Cambridge
International Primary Curriculum and the
UK National Curriculum.
SUMMARY OF PRIMARY SUBJECTS
ENGLISH
English is the medium in which we teach
and learn, play and interact. It permeates
the entire school day. We learn English,
learn through English and learn about
English.
We aim to teach our children to use
language as eff ectively as they can in
a wide variety of situations. Children
will be introduced to many types of
literature including fi ction, non-fi ction
and poetry and will be encouraged to
read widely. Children are also given
numerous opportunities to develop their
presentation and performance skills
in class, school productions and in
assemblies.
- 7 -
Our English Curriculum Framework is
divided into the following four strands,
as shown below.
• Usage (Phonics, Spelling, Vocabulary,
Grammar and Punctuation)
• Reading
• Writing
• Speaking and Listening
MATHEMATICS
We aim to give the children a good
understanding of the mathematical skills
we teach, and confi dence in applying
them to everyday situations. Early work
is essentially practical, and enables the
children to handle equipment and make
discoveries about volume, capacity,
sets, measurement, time and numbers.
Children learn to record their fi ndings
in a meaningful way on paper and thus
start to bridge the gulf between practical
and abstract activities. Our approach
throughout the school is based on
understanding the mathematical
processes.
Our Mathematics Curriculum Framework
is divided into the following four strands,
as shown below.
• Number (Numbers and the number
system, Calculations, Mental Skills),
• Problem Solving,
• Organising and Using Data,
• Shape, Space and Measures
(Patterns and properties of shape,
Properties of position and
movement, measures).
ICT
Information and communication
technology (ICT) prepares pupils to
participate in a rapidly changing world
in which work and other activities are
increasingly transformed by access
to varied and developing technology.
Children at our school use ICT tools
to fi nd, explore, analyse, exchange
and present information responsibly,
creatively and with discrimination. They
learn how to employ ICT to enable rapid
access to ideas and experiences from
a wide range of people, communities
and cultures. Increased capability in
the use of ICT promotes initiative and
independent learning, with children
being able to make informed judgments
about when and where to use ICT to best
eff ect and to consider its implications for
home and school, both now and in the
future.
Our ICT Curriculum Framework is
divided into the following six strands, as
shown below.
• Basic Operations and Concepts
• Communication
• Research and Awareness
• Handling Data
• Modelling and Simulation
• Control and Sensing
SCIENCE
Science for children means exploring,
discovering, investigating and
understanding the world around them.
Science is largely a practical subject
that involves children doing things for
themselves. Our aim in setting practical
tasks is to encourage children to ask
questions, conduct experiments, test
theories, increase their knowledge and
skills and to enable them to work with
each other co-operatively.
- 8 -
Our Science Curriculum Framework is
divided into the following four strands,
as shown below.
• Scientifi c Inquiry
• Life Processes and Living Things
• Materials and their Properties
• Physical Processes
HISTORICAL, GEOGRAPHICAL AND
SOCIAL UNDERSTANDING
Historical, geographical and social
understanding fi res children’s curiosity
and imagination about who we are,
where we have come from, where we
live and where we might be going next.
It connects the past with the present and
the future, helps children make sense of
our place in the world and is central to
their development as informed, active
and responsible citizens.
This area of learning encourages children
to investigate the world around them,
from the local to the global. They learn
about the impact of their actions on the
planet and understand the importance of
developing a future that is sustainable.
Through exploring cultures, beliefs,
values, human rights and responsibilities,
children develop a deeper understanding
of themselves and others, and a sense of
belonging.
They see how societies are organised
and shaped by people’s values and
actions, and how communities can live
and work together.
Children learn about diversity and
interdependence, fairness and justice.
They begin to understand how events
that happened long ago can aff ect our
lives today and how our actions shape
the future.
MUSIC
Children are taught Music throughout
the school by specialist Music Teachers
during curriculum time. Individual
instrumental tuition is available and
Music Theory Lessons leading to
Associated Board Grades take place
during extra-curricular activity time.
The Curriculum Framework is divided
into the following fi ve strands, as shown
below.
• Performing - singing and performing
instruments
• Creating and composing
• Notation
• Listening and appreciation
• Music in society
PHYSICAL EDUCATION
We aim to provide a Physical Education
curriculum that off ers balance and
diversity. We off er opportunities for
every child to experiment with a
wide range of physical activities. The
activities we provide are diff erentiated
to accommodate a wide range of
ability which encourages motivation
and progression of skills. Children
are taught P.E. during curriculum time
by qualifi ed specialist teachers. They
also have numerous opportunities to
participate in a range of competitive
and non-competitive sport during extra-
curricular activities. The P.E. Curriculum
Framework is divided into the following
eight strands, as shown below.
• Body control and spatial awareness
• Adventure Challenge
• Athletics
• Movement to music (dance)
• Games
- 9 -
• Gymnastics
• Health-related activities
• Swimming
ART, CRAFT AND DESIGN
In art, craft and design the children will
be taught the creative, imaginative and
practical skills needed to express ideas
and feelings, to record observations, and
to design and make images and artifacts.
Children will be introduced to the work
of artists, craftspeople and designers
in order to develop their appreciation
of the richness of our diverse cultural
heritage. They will work individually, as
a group, and as a whole class. The art
curriculum is divided into the two strands
of responding and creating.
PSHE
Students learn about themselves as
growing and changing individuals with
their own experiences and ideas, and
as members of their communities. They
learn the rules and skills for keeping
themselves healthy and safe and for
behaving well. They have opportunities
to take more responsibility, individually
and as a group, for their own learning
and learn how to make more confi dent
and informed choices about their health
and environment. Through discussions,
role play and circle time, they learn about
their own and other people’s feelings
and become aware of the views, needs
and rights of other children and people.
As members of a class and school
community, they learn social skills such
as how to share, take turns, play, help
others and resolve simple arguments.
They begin to take an active part in the
life of their school and its community.
PSHE is divided into the following six
strands, as shown below.
• Dispositions and Attitudes
• Self-confi dence and Self-esteem
• Making relationships
• Behaviour
• Self-control and Self-Care
THAI
Children are engaged in the language
through interesting exercises, games
and stories. By using these mechanisms
the children become enthusiastic
participants in their own learning. The
programme relates to everyday life and
routine giving children opportunities
to use Thai in real-life situations. This
programme enhances this interaction
through the study of festivals, traditions,
customs and language.
The language component includes
speaking, listening, reading and writing.
Separate lessons are provided for native
and non-native speakers.
DUTCH
Dutch is taught during language
curriculum time. Lessons are available for
Dutch or Belgian children or for children
who speak Dutch as their fi rst language.
The lessons are off ered to children from
Reception through to Secondary School,
IB Diploma level.
The Dutch lessons are structured
according to the benchmarks for Dutch
language set by the Dutch Government
and Inspector of Education. Our aim is to
provide lessons that will enable children
to read, write and comprehend the Dutch
language.
- 10 -
A classroom for Dutch lessons is located
in Teaching Block1.
The Dutch Department is fi nancially
supported by the Dutch government.
This enables us to keep the Dutch
curriculum up to date and support our
library and other resources regarding
Dutch lessons.
For more information you can contact
the school by sending an e-mail to:
Peter van Bochoven
or, by calling:
(038 893 716 – 8, 038 893 719)
and ask for ext: 202
FRENCH
French is off ered to children in Years
5 and 6. The objectives of the French
primary classes are to allow the children
to enjoy discovering a new language,
think about the way the language works
and introduce them to a new culture.
The children learn through computer
software, videos, songs, reading,
interviews and games.
MANDARIN
Mandarin is off ered during our Extra
Curricular Activity Programme for children
in Years 3 to Year 6. The programme’s
goal is verbal communication. Children
will be taught to speak and listen to
Mandarin in a supportive environment.
Facilities
St. Andrews has a purpose built campus,
with extensive playing fi elds and riding
stables. It is set amongst three golf
courses in rural surroundings.
General teaching classrooms are
grouped to allow for a team approach
to learning. The current structure is as
follows:
• Early Years Area – Nursery,
Kindergarten and Reception
• Teaching Block One (Downstairs)
Year One and Two
• Teaching Block One (Upstairs)
Year Three and Four
• Teaching Block Two (Downstairs)
Year Five and Six
Each classroom is equipped with a digital
projector or interactive whiteboard. There
are pods of computers in each learning
area and three IT suites that teachers
can timetable to use with their classes.
There are several small group rooms
adjacent to the general classrooms used
for EAL or SEN support teaching. Our
library is well stocked for the primary
age range and children have access to a
range of musical instruments in our two
specialist Music classrooms. The school
has a covered basketball court, training
pitches and the use of the 25 metre
swimming pool at the Green Valley Golf
Complex. School meals are delivered to
classrooms throughout the Early Years.
From Year One, children use the canteen
facilities.
- 11 -
Daily Routine
School commences at 8.30 am for all
Primary School students. Playground
supervision begins at 8.00 am and
children should not arrive before this
time. When the bell rings to signal the
start of the school day, children in Years
One to Four assemble in their designated
class lines underneath the shaded area
in the Teaching Block One Playground.
Children in Year Five and Six make
their way independently to class when
instructed by the duty teachers. Children
in the Early Years are welcomed into their
classrooms by class teachers from 8.20
am onwards.
Children in the Nursery Class and
Kindergarten fi nish their school day at
12.20 pm. If Kindergarten children are
attending school for the full day, they
fi nish at 3.20 pm with the rest of the
school.
The School Day is divided into eight
lessons that are forty minutes in length
(seven on a Friday). Break time is
scheduled between 10.40 am and 11.00
am and lunch time is scheduled between
12.20 pm and 1.20 pm. Children in the
Early Years who are on a half day eat
their lunches in class before they go
home. The school day ends at 3.20 pm
Monday to Thursday and at 2.40 pm on
Fridays.
Period Time Span Duration in Minutes
Registration/Class Time 8.30 – 8.40 am 10
Period 1 8.40 – 9.20 am 40
Period 2 9.20 – 10.00 am 40
Period 3 10.00 – 10.40 am 40
Break Time 10.40 – 11.00 am 20
Period 4 11.00 – 11.40 am 40
Period 5 11.40 am – 12.20 pm 40
Lunch Break (EY half day children go home) 12.20 – 1.20 pm 60
Period 6 1.20 – 2.00 pm 40
Period 7 2.00 – 2.40 pm 40
Period 8 (Monday to Thursday only) 2.40 – 3.20 pm 40
The Daily Primary Timetable is as follows:
- 12 -
School Year
The school year generally starts at the
end of August and ends at the beginning
of July. The year is divided into three
terms. The calendar is distributed by the
beginning of term three every school year.
This will be sent via email and is posted
on the school website. New parents will
receive their copy upon enrolment.
Map of the School
The Primary Classes are grouped in
three areas. The Early Years Classrooms
occupy their own green space to the
left of the campus as you arrive at
school. Children in Years 1 to 4 are
located in Teaching Block 1 (TB1).
Secondary Classrooms and Years 5 and
6 Classrooms are located in Teaching
Block 2 (TB2). The Reception area and
School Offi ce can be found directly
on your right as you arrive at the main
entrance. The Head of Primary’s Offi ce
can be found immediately upon entering
Teaching Block 1.
Playground
Playing Field
Play
AreaCar Park
Pond
Hard Court
Art/Drama
& PE
Early Years
Centre
Block 2
Main Secondary
Block
Block 1Primary School
Teaching Areas
C.O.R.E.
Science
Thai
Classes
& Admin
Sports Field
St Andrews International School
- 13 -
Absense from
School
Parents are asked to telephone or send
a note of explanation to the Classroom
Teacher if a child is absent through
sickness or any other reason. If your
children arrive at school after 8.30 am
please ask them to report to the school
receptionist at the front offi ce to sign in
so that the register can be altered.
Occasionally, a child may need to leave
school before the end of the school day.
Primary children can leave when prior
communication has been received from
a parent. Prior to departure the parent
and child are asked to see the school
receptionist and sign-out. This is in-case
of an emergency evacuation. Primary
children are not permitted to leave the
campus without a parent or nominated
adult during the school day.
Assemblies
We encourage everyone to feel a part of
the school community but also to value
the communities within communities that
exist within the school. Our Assemblies
provide a chance to celebrate
achievement, share work, perform
and pass on important information.
Assemblies are also used to refl ect
and discuss things such as behaviour
expectations, community service or
important global events.
Assessment
We promote assessment for learning.
We believe that children should be
encouraged to know what they are
learning, how they are learning it and why
they are learning it. Assessment is built
into the learning and not just included at
the end.
Teachers use a range of diff erent
strategies to assess knowledge,
understanding and skills.
Examples of assessment might include:
• Teacher/child interviews at the
beginning and end of a unit
• Weekly tests
• Checklists that are completed by the
teacher/children
• Teacher/child generated rubrics
• Self-assessment
• Peer-assessment
• Student Portfolios with annotated
selections
• Writing Profi les
• Observational notes
In addition to these methods of
assessment, we also use a range of
standarised assessment that help us
compare your child’s progress with
international or UK norms.
GROUP READING TEST (NFER GRT
6-14) AND SINGLE WORD SPELLING
TEST (SWST)
These assessments are used by teachers
to determine an approximate reading or
General Information
- 14 -
spelling age, monitor progress over the
year and to enable a comparison with UK
averages.
ACER INTERNATIONAL SCHOOL
ASSESSMENT
ISA Tests are administered to children
in Years 4-6. The tests are used to
monitor mathematical literacy, reading
and writing over time. They are marked
externally and enable the school to
compare results with other students
at the same grade level from other
international schools, monitor student
and whole school performance over time
and provide detailed information about
the kinds of skills that students have
mastered and those they need to learn.
NFER PROGRESS IN ENGLISH AND
MATHEMATICS
Progress Tests are administered to
children in Years 1-6. The tests are
used to provide baseline assessment
of children’s ability in English and
Mathematics compared to UK norms.
They are marked online and enable
teachers to monitor and identify specifi c
strengths and areas for improvement.
They also provide data that enables the
school to track and monitor children’s
progress as they move through the
school.
These assessment strategies and tools
help us build a whole picture of what your
child is able to do. Teachers are able to
provide accurate reports to parents by
combining a wide range of ongoing in-
class assessment with data provided
by international or UK norm referenced
standardised tests.
Behaviour
Management
Good discipline is essential for a
productive learning environment and
it is necessary that the children obey
our school rules for their own safety.
Few children ever give great cause
for concern in this respect, although it
would be an unusual child who did not
earn a reprimand from time to time. Our
policy is to treat children with respect in
a civilised and friendly manner. However,
misbehaviour and discourtesy will be
met with fi rmness and loss of privileges.
There are four ‘rules’ that we follow in
the Primary school. These are depicted
in four words:
• Honest
• Responsible
• Respectful
• Safe
All teachers follow these rules when
dealing with children. These words are
displayed in all classrooms and referred
to regularly by both teachers and
children.
Book Club
Each term we distribute an international
school, book club catalogue to
help provide good quality books to
families through a mail-order system.
The magazines and order forms are
distributed through the Classroom
Teachers each term and collected by the
library staff .
- 15 -
Calendar
The school year generally starts at the
end of August and ends at the beginning
of July. The year is divided into three
terms. The calendar is distributed by the
beginning of term three every school year.
This will be sent via email and is posted
on the school website. New parents will
receive their copy upon enrolment.
Canteen
Khun Penny
( p e n n y b @ s t a n d r e w s - s c h o o l s . c o m )
operates the canteen. She provides
morning snack and lunches to all children
and adults who wish to purchase meals
from her. Children may also choose to
bring their own morning snack or packed
lunch from home.
Morning snack is delivered to the
classrooms in Nursery, Kindergarten,
Reception, and Years 1 to 4. This snack
consists of fruit, vegetables and biscuits.
Children in Years 5 and 6 may purchase
their morning tea from a mobile food
counter that is driven to the hard court.
Nursery, Kindergarten and Reception
children have lunch delivered to
their classrooms. Children eat in the
classroom and all dishes are returned to
the canteen to be washed.
The children from Years 1 to 6 walk to
the canteen to eat lunch. The children
line up and select their food, then sit
quietly and eat. Teachers in Years 1 and
2 tend to eat with their classes. There is
always a teacher on duty in the canteen
to supervise the children whilst they eat.
Billing is between each family and Khun
Penny. The school does not participate
in this structure. Khun Penny is available
in the school offi ce each morning so that
canteen bills can be paid. Parents are
encouraged to pay these bills in person
as sending money with children can
sometimes be problematic.
The relevant costs are as follows:
• Early Years (Nursery, KG and
Reception) – 45 Baht per day
• Primary (Years 1-6) – 50 Baht per day
Vegetarianism and allergies can be
catered for. Please make sure that Khun
Penny is aware of your preferences.
Using the canteen is not compulsory.
You may choose to send healthy, well-
balanced food to school with your child if
you wish. Your child will still eat with their
classmates.
Class Parties
From time to time individual classes hold
‘Class Parties’ to celebrate a special
event, say farewell to a student or
celebrate the end of term. Teachers will
often ask for food or drinks to be sent
along to be shared at this time – please
send along healthy food and snacks.
Parents are often invited to join in the
celebrations. Birthday celebrations
should be limited to a cake to share and
a drink.
Class Placements
Teachers’ professional judgment is
sought in placing children in classes
for the new academic year. As many
- 16 -
educational perspectives as possible are
considered when placing children.
Elements that are taken into account
include:
• Academic ability
• Behaviour
• EAL needs
• Ethnicity
• Friendship groups
• Gender
• SEN needs
Class lists are distributed to parents
before children participate in a Transition
Day near the end of Term Three.
Cleaning and
Cleaning Staff
The Head Cleaner is Khun Noi. She also
runs the Uniform Shop. Any concerns
and issues regarding cleanliness should
be sent to her directly. Cleaners start
work at 7.30 am and fi nish at 5.00 pm.
Teachers are responsible for getting
children to clean obvious debris from
the fl oors and surfaces at the end of
the school day. Children are expected
to tidy up after themselves at all times.
This includes washing paint brushes and
cleaning up general spills.
Cleaners are available all day. They have
breakfast at 9.30 am for 30 minutes and
have lunch after classes resume at lunch
time. There is always a cleaner available
although most cleaning happens after
school once children have gone home.
Communication
with Parents
We provide regular communication
about children’s progress with termly
reports, a yearly parent conference and
a yearly student-led conference. We also
provide various opportunities throughout
the year to fi nd out what children have
been learning by inviting parents into
school for various end of unit ‘learning
journeys’ or presentations of work.
If you would like further opportunities
to discuss your child’s progress you are
always welcome to make an appointment
to speak with teachers. E-mail is the
primary form of written communication
with parents. Please make sure we have
your most recent email address.
Communication
Tools
CURRICULUM LETTERS
These letters are sent to primary parents
at the start of a new unit of work. They
are year level-based and are sent to
parents by email and posted on the
school website.
PRIMARY FOCUS
This is a fortnightly newsletter that keeps
you up to date with all the events and
activities taking place in the primary
school. It is written by the Head of Primary
and is emailed to all primary parents and
posted on the school website.
- 17 -
THAI BYTES
This a monthly, whole school newsletter
with photographs of school events
articles by staff and students. This will be
e-mailed to all parents each month and
posted on the school website.
PARENT WORKSHOPS
We off er a workshop every half term to
enable primary parents to have a better
understanding of teaching and learning
at St. Andrews.
COMMUNICATION BOOKS
These books move between home and
school daily. Both teachers and parents
communicate using this book. Primary
children also use this book to record
homework. Please check these books
daily and answer any questions as soon
as possible.
GENERAL APPOINTMENTS
We encourage discussions about
learning to occur with the teacher, child
and parent together as this encourages
responsibility and continued learning.
However parents are welcome to
arrange an appointment with their child’s
teacher at any time should they wish to
talk about their child’s learning alone. We
ask that parents do not ask for a meeting
without prior arrangement in order to
allow teachers to focus on teaching and
learning during the school day and to
allow meeting preparation time.
Cultural
Celebrations
St. Andrews has a diverse community
and a wide range of languages and
cultures are represented within our
staff , children and parents. We value
this mosaic of diversity. We believe
that it is important to educate our
community so that we all understand
the uniqueness of our own culture and
our interconnectedness with the culture
of others. Additionally we value the
culture of Thailand as our host country.
We utilise our connectedness through
the curriculum and with the members
of our community who reside within it.
Throughout the year we celebrate various
important cultural events including Loy
Kratong and Songkran.
English as
an Additional
Language (EAL)
EAL students are classifi ed using the
Neale Scale into Beginners, Intermediate
and Advanced users. Five fully qualifi ed
primary teachers are employed to meet
the needs of the school population. Ruth
Mullan is the EAL Coordinator and she
works along-side teachers supporting
these children. She can be contacted
at [email protected] if
you wish to discuss any issue in regard
to EAL. The Head of Primary meets
once a week with the EAL Coordinator
to discuss specifi c children and the
programmes that are run in the primary
school. Parents, whose children are on
the EAL register, pay additional fees for
this service.
- 18 -
Emergency
Evacuation
Established procedures exist for staff
and children to follow in the event of a
need to evacuate the school buildings.
In such circumstances, the safety of all
community members on campus is of
paramount importance.
Emergency evacuation procedures
can be found on laminated posters in
every classroom. All members of the
community are expected to follow them
once the alarm bell has been rung. Please
proceed to the designated assembly
points and wait for instructions. Children
and teachers regularly practise these
procedures in case of an unlikely event
occurring.
Extended Absence
Parents are kindly requested to advise
class teachers if children are likely to be
absent from school for an extended period
of time. Whilst it is not easy to replicate
the school-learning environment when
you are away, teachers may be able to
provide work or some guidance for the
student’s continued learning whilst they
are absent from school.
Extra-Curricular
Activities
The aim of our Activity programme is to
give children the chance to experience
and learn new skills or expand and
develop existing skills. We try to ensure
that children gain enjoyment, healthy
exercise, new skills and hopefully the
motivation to take those activities they
enjoy with them into adult life. Extra-
Curricular activities give children the
chance to experience diff erent teachers
and teaching styles and reap the
benefi ts from this. The programme also
gives teachers a chance to give of their
knowledge and expertise not only in their
teaching subject but also from whatever
interests and experience they have.
The range of activities we off er include:
• Horsemanship
• FOBISSEA Team Training
• Team Sports such as basketball,
football, T-Ball and Volleyball
• Golf lessons
• Drama
• School Newspaper
• Swimming
• Taekwondo
• Athletics
• Thai
• Mandarin
• Arts and Crafts
• Instrumental and Singing lessons
Field Trips
Children participate in school fi eld trips
throughout the year. They are connected
to the learning taking place in class and
are designed to engage and stimulate
children to promote discussion and
inquiry. Class Teachers will inform you of
upcoming trips in the Curriculum Letters
that you receive at the beginning of each
half term.
- 19 -
Before the trip takes place, class teachers
will provide parents with a detailed letter
and consent form. Children without
parental consent remain at school and
attend a diff erent class.
Homework
We believe that Primary age children
should participate in relevant and
appropriate tasks outside of the school
environment in order to reinforce,
consolidate and extend learning.
Homework should promote the learning
partnership between home and school
and encourage self-organizational skills
and independent learning.
Homework should be:
Clear - Children should have a very clear
understanding of what they are required
to do for the homework.
Concise – Children should be able to
complete their homework in the agreed
time.
Connected – The homework should
reinforce and consolidate the work
currently taking place in class.
TIME ALLOCATED
KG & Reception - Up to 1 hour per week
Year 1 and 2 - 1 hour per week
Year 3 and 4 - 1.5 hours per week
Year 5 and 6 - 30 minutes per day
CONTENT
KG and Reception
Sharing books and discussing the
learning taking place in class.
Year 1
Reading every day, 1 piece of work with
a Literacy, Unit or Maths focus.
Year 2
Reading every day, 1 piece of work with
a Maths focus, 1 piece of work with a
Literacy or Unit focus.
Year 3 and 4
Reading every day, 1 piece of work with
a Maths focus, 1 piece of work with a
Literacy or Unit focus and preparation for
spelling and mental Maths tests.
Additional homework may also be set by
specialist subject teachers from time to
time.
Year 5 and 6
Reading every day, 1 piece of work with
a Maths focus, 1 piece of work with
an English focus, 1 piece of work with
a Unit focus (Science, Social Studies
etc.), preparation for spelling and mental
Maths tests. Additional homework may
also be set by specialist subject teachers
from time to time.
RESPONSIBILITIES
It is the teacher’s responsibility to make
sure that work is diff erentiated according
to the needs of the child and that the child
clearly understands what is required.
It is the child’s responsibility to make
sure they understand what is required,
complete and hand in homework on
time.
It is the parent’s responsibility to provide
support and encouragement and ensure
that children have the resources and
working space necessary to complete
the homework.
- 20 -
Instrumental Music
An instrumental music programme is
off ered to all children from Year 1. These
children have tuition after school, at
lunch time or are taken from classes
by the instrumental music teacher at
diff ering times over the week so children
do not miss the same lessons. Children
are expected to ‘catch up’ the lessons
they miss. There is an additional cost
for instrumental music instruction. We
currently off er tuition in piano, violin
and guitar. For further information about
instrumental lessons please contact the
Head of Music, Amanda McCloskey
Inter-school Sport
Sport plays an important part in our
children’s lives. Many teams are organised
for internal and external competition.
Training for these competitions happens
during extra-curricular activities, at lunch
time or after school. The PE Department
will notify parents of up-coming
competitions, so you are fully informed.
Learning
Support (Special
Educational Needs)
Special Educational Needs caters for
children who are:
• Educationally able – Gifted and
Talented
• Children who need support to
achieve expectations.
The numbers of children registered
continually changes as does their
need for support. One teacher and fi ve
learning support assistants (LSA) are
currently employed to work with these
children. Their support comes in the form
of either pull-out or in-class activities
depending on individual needs and the
task that they have been allocated. The
Head of Primary meets regularly with the
Learning Support Coordinator to discuss
specifi c children and the programmes
that are run in the Primary School.
There is a specifi c process that teachers
are required to follow in regard to SEN
and parents are involved once several
intervention strategies have been tried.
Once the school has tried several
intervention strategies and a child is still
not making considerable progress we
will call on more specialised help.
In the past we have used educational
psychologists, speech therapists and
occupational therapists. They produce
extensive reports that teachers are
guided through and help teachers
implement strategies and activities
that help your child make the progress
required to succeed. All costs are
incurred by the families involved.
Learning Support
Assistants (LSA)
These assistants are employed
specifi cally to help children who are
on the SEN register. They are the
direct responsibility of the Learning
Support Coordinator. Their hours are
from 8.00 am until 4.00 pm. Learning
Support Assistants have an extensive
- 21 -
job description that includes preparing
for lessons, teaching small groups and
supervision.
Library
The library supports the information
and recreational reading needs of the
primary school community. The Library
is the large building in the middle of the
campus. Parents are asked to help their
children be responsible borrowers by
encouraging them to keep books in a
set place and return them on time. Any
book that is not returned to the library
within seven days becomes overdue.
Notices are sent out regularly from the
library to remind borrowers to return
the item before new books may be
borrowed. Users will be charged for the
replacement cost of any lost books. The
library is open from 8.00am until 4.00pm
daily.
Lost Property
All items that come from home should
be labelled clearly with your child’s
name. Lost property will be sent to the
School Secretary in the front offi ce.
Periodically lost items are displayed in
the foyer to encourage children to ‘fi nd’
their losses. By labelling everything your
child brings from home you are assuring
it is returned as soon as it is found.
Medical Care
and Medical
Information
A clinic staff ed by registered nurses
is located on the ground fl oor of the
administration building. A log is kept of
all treatment and parents are notifi ed of
every visit a child makes. If accident or
injury occurs, the nurse will call you as
soon as possible.
ILLNESS
We are concerned about your child’s
health and safety at all times. We try
very hard to make sure they have a safe
environment to work and play. We would
also like St. Andrews to be a healthy
place to work and we ask you to keep
your child at home if they are ill or have
a fever. Any infectious diseases or any
change in your child’s health status
should be communicated to the school
as soon as possible.
Please make sure that all absences from
school are communicated in written form
– both notes and email are acceptable.
INJURIES
The School Nurse will call parents in the
event that a child needs to go home due
to illness or injury. In the event of a serious
injury or illness, the nurse will contact
you so your child can be transported to
hospital for further attention. (Bangkok
Pattaya Hospital or Bangkok Rayong
Hospital) If necessary, the nurse or
designated person will accompany your
child to the hospital and meet you there.
- 22 -
MEDICATION AT SCHOOL
The School Nurse must administer all
medication during school hours. Please
make sure this advice comes in a written
note with your name clearly stated at
the bottom including your signature.
All medicines must be in their original
container, clearly labelled in English/
Thai with your child’s name and dosage
to be given. A few over-the-counter
medications (i.e. Panadol, Ibuprofen) are
available and can be given if parental
permission is on fi le.
MEDICAL RECORDS
It is very important that the School
Nurse has complete, updated medical
records for all children. Please complete
and submit the medical forms with your
enrolment forms and keep us updated
of any new conditions or immunisations.
Also, be sure to keep the school updated
with work, home and mobile numbers
of parents/guardians and emergency
contact information.
HEAD LICE
If a child is suspected of having head lice
the child will be sent to the school nurse
by the class teacher. The school nurse
will check the child’s head and if live lice
are found the parents will be contacted
to collect the child so they can be treated
with the recommended shampoo. Once
a child has been treated they may return
to school, once the School Nurse has
been informed by the parent.
The School Nurse will check all class
members once lice has been discovered
or reported from that class. Classes
with siblings will also be checked at this
time. Once again any children who are
found with live lice, the parents will be
contacted to collect the child so they
can be treated with the recommended
shampoo. All other children will be issued
with a school letter to take home alerting
parents of head lice in their child’s class,
so their child can be monitored.
ILLNESSES AND EXCLUSION FROM
SCHOOL
Exclusion times for the following
illnesses are:
Measles 7 days from the
appearance of rash
German Measles 5 days from the
appearance of rash
Chicken Pox 5 days from the
appearance of rash
Mumps 10 days from onset
of symptoms
Sores Must be fully covered
& approved by nurse
Ring Worm Must be fully covered
& approved by nurse
Head Lice Until treated
Virus Temperature above
37.5 degrees Celsius
SUN SENSE
A small amount of sun can be healthy but
too much can lead to painful burns and
sun-stroke. We are continually planting
trees to help overcome the lack of shade
on the campus and providing artifi cial
shade for your child to play in.
All children are expected to have a hat to
wear outside and to carry a water bottle
from lesson to lesson and at break times.
Your child may drink at anytime and there
are times when we will ask them to drink
to prevent dehydration. We also provide
inside play options every lunch hour so
your child can take a break from the sun.
- 23 -
Mobile Telephones
We fi rmly discourage any mobile phones
at school and do not support their usage.
There is an offi ce phone and we will call
you if we believe your child needs you
rather than us. Please support us and
encourage your child to leave his/her
cell-phone at home.
Notice of
Withdrawal
Please inform the school in writing with
plenty of time before children leave the
school. This enables us to ensure reports
and transition papers are completed
and ready to pass onto your child’s new
school. It also enables teachers to spend
time, in class, with children to discuss
any social or emotional issues that may
come with transition to a new school or
country.
Parents absent
from Home
On rare occasions you may have to leave
home. During this time we would advise
that you appoint a temporary guardian
who is responsible for your child during
this absence. This guardian will act in
loco-parentis. This person may have
to work with the school regarding your
child’s social, emotional or intellectual
development, support the school in
dealing with issues that arise and take
responsibility in case of accident or
injury.
Please write a letter to the school,
addressed to the Head of Primary,
informing us of that decision and the
guardians contact details.
Parents
Involvement
We welcome all parents into the school.
Please feel free to be a part of our
learning environment. Please speak to
your child’s Class Teacher if you would
like to help out. You can become more
involved with our school in the following
ways:
CLASS PARENT
This person has a liaison role between
the class teacher and the parent body.
They are there to help the classroom run
smoothly. The class parent may assist
the class teacher by fi nding out about
things in the community, helping to fi nd
other parent helpers for fi eld trips and in-
class activities and generally assisting.
CLASS HELPERS
Some parents come to class and help
by taking individual and small groups of
children. These tasks are planned and
prepared by teachers and the parent
follows the teacher’s plans.
FIELD TRIP HELPERS
Parents will volunteer to participate in
activities that are outside the school
campus. As a volunteer you can expect
to have plans and to know the objectives
and the behaviour expectations of the
children before you leave. You will often
be expected to supervise a small group
of children and complete a set task.
- 24 -
SHARING SESSIONS
Classes frequently ask parents to attend
school to participate in class activities.
These sessions are either formal or
informal and are organised by both the
children and their teachers. Your role is
to turn up and enjoy!
LEARNING JOURNEYS, EXHIBITIONS
AND DISPLAYS OF WORK
These often happen at the end of a unit
of work and enable children to share
learning with parents. The children talk
about the ‘why’ and the ‘how’ of learning
as well as the ‘what’.
Parent Teacher
Conferences
Parent Teacher Conferences take place
at the end of the fi rst term. The meetings
provide parents with an opportunity
to discuss children’s progress. A non-
contact day is allocated for this purpose.
Parents are provided with End of Term
Report and are allocated an appointment
time in writing before the Parent Teacher
Conference day.
Personal Items at
School
Children get excited when a new craze
starts and they may wish to bring this
toy or item to school to share with their
friends. When these items come to
school they are sometimes lost, broken
or swapped unwisely. Teachers then
have to spend time trying to resolve
these issues instead of teaching your
child. Often there is no resolution to
these problems and it causes undue
stress both at school and at home.
We would therefore prefer that these
items stay at home. If you allow your
child to bring these items to school, we
will not take responsibility for them. Your
child will be responsible for any losses
or damage.
Play Times –
Outdoor and Indoor
Options
There are designated areas of play for
groups of children in the Primary school.
Each area has its own set of expectations.
They are reviewed regularly by the
teachers who supervise these areas and
the children who play in them through the
Student Council. Nursery, Kindergarten
and Reception children play inside the
U-shape of their buildings. Years 1 to 4
play on the fi eld adjacent to Block 1 and
the Year 5 and 6 children play on the hard
court and training pitches. The foyers of
Block 1 and 2 are open for children to
play in for half of the lunch break. This
gives children an opportunity to get out
of the heat if they wish to do so.
Playgrounds and
Break Duty
Primary staff members are rostered on
duty during break time. Staff members
on duty will:
- 25 -
• Monitor behaviour
• Apply the school consequences for
inappropriate behaviour
• Repor t accidents/injuries to the
School Nurse
• Listen to students and be fair in
dealing with them
• Inter vene early in any obser ved
misbehaviour
• Cordon off any unsafe area/equipment
Professional
Development
St. Andrews is committed to the
professional development of their staff
be they professional or support staff .
To this end, Teachers attend workshops
locally and internationally. Some of this
development happens on non-contact
days when children are on holidays and
some occurs whilst school is in session.
A Substitute Teacher will be employed
to cover your child’s class while the
Classroom Teacher is away if this
professional development is scheduled
during class time. Professional
development sessions are held monthly
in the Primary School. A staff meeting is
put aside for this purpose and teachers
implement this professional development
in their classrooms.
Recycling
The school has four recycling bins close
to the entrance of Teaching Block One.
Children are encouraged to recycle
plastic bottles, cans, paper, clothes and
shoes.
Reporting
Procedures
In addition to providing regular, valuable
feedback to children, a schedule of
regular reports ensures that parents
remain informed about their child’s
progress. Teachers also contact parents
to report on achievement or to inform
parents of concerns or changes in their
child’s progress.
We encourage discussions about
learning to occur with the teacher, child
and parent together as this encourages
responsibility and continued learning.
However parents are welcome to
arrange an appointment with their child’s
teacher at any time should they wish to
talk about their child’s learning alone. We
ask that parents do not ask for a meeting
without prior arrangement in order to
allow teachers to focus on teaching and
learning during the school day.
In addition to meetings requested by
parents and teachers the following are
scheduled reporting times:
• Settling-in Reports – After one month
at school each new child receives a
settling in report. This report tells you
how your child has adapted to the
new schooling situation.
• At the end of each term, teachers
complete a report on each child’s
and progress progress. In Term
One this is followed up with a
Parent Conference. In Term Two
this is followed up with a Student-led
Conference.
- 26 -
• In Term Three a report is completed
by teachers. This report is copied
and sent home. This report refl ects
on the child’s development and
progress throughout the year.
School
Photographs
Each year photographers come to
school to take photos of all the children.
These photos are then made available to
parents who are interested. We will keep
you informed of dates and times for this
event through the school newsletter.
Security
The school hires four security staff . Two
work at night and the other two during
the day. The Head of Security is Khun
Udom. He can be found on the security
desk as you walk on the campus. A
sticker system operates for vehicles.
Guests to the school are required to sign
in at the entrance.
Student Council
The Student Council has representatives
from Year 2 through to Year 6. These
children help to make decisions on behalf
of the children in the Primary school.
Their decisions are fed to the Primary
Leadership Team for discussion. Student
Council members are encouraged to
organize formal class meetings with their
class and contribute to Assemblies. This
structure teaches children about the
decision-making process and gives the
children in classes a voice.
Student-led
Conferences
Near the end of Term Two, parents
are invited to attend Student-led
Conferences to fi nd out more about
their child’s progress. This meeting gives
parents an opportunity to:
• listen to children explain what they
have been learning in class
• ask children questions about their
work
• jointly evaluate work and set targets
• speak with the Class Teacher and
Specialist Teachers to discuss
children’s progress
Parents are informed about this day in
writing and are allocated a time to visit
classrooms with their children.
Student Visitors
A request can be made to classroom
teachers for a family’s guest or relative
to visit our school and in particular the
classroom for a day. Please make the
request to the Head of Primary. The guest
or relative should be approximately the
same age as the child they are visiting.
The Classroom Teacher has the right to
decline if the visit is likely to adversely
interrupt their teaching for that day.
Teacher Assistants
Class Teachers from Nursery through to
Year 2 have full time teacher assistants.
There is one teacher assistant for Years
3 and 4 and one for Years 5 and 6.
- 27 -
Teacher assistants have an extensive
job description that includes preparing
for lessons, teaching small groups and
supervision. Children are expected
to show respect for them at all times.
Teacher assistants are available to help
you with translation if necessary.
Transition
International Schools are places where
transition is a way of life. Children move
from one country to another or one part
of a country to another. Primary school
too is a time of transition - from home to
school and from a Primary emphasis to
a Secondary one. We are very aware of
this transition and the impact it has on
the lives of the children who are in our
care. Transition activities are not one-off
stand-alone sessions. They are continual
and happen throughout the school year
and take on many forms.
As we support children in their transitions
we recognize that each child has specifi c
needs that can be tailored for. Parents are
encouraged to discuss transitions with
their children and classroom teachers to
enable this to happen.
As a school community we formally
support transition through:
• A common curriculum framework
and language for learning
• Information sessions between
teachers in relation to their ‘new’
class
• A formal transition programme
between Year 6 and Year 7
• A buddy programme for new children
joining the school during the year.
• A Thai focus within the curriculum
to encourage a connection to our
host country
Transportation
The school provides transportation if this
is required. We manage the bus service
and maintain a high quality of provision.
The cost of the transportation depends
upon the area covered by each bus.
The current list of transportation charges
is available from the school offi ce. These
and any other enquiries regarding buses
should be directed to Khun Nadda.
[email protected]. All
students beginning with Nursery are
permitted to travel on the school buses.
We aim to provide a school bus service
that is safe, reliable and effi cient.
Each bus has a Driver and a Bus Monitor.
The bus should not leave without both
members of the team. Bus monitors are
in mobile phone contact with the school
at all times. Children are expected to
show respect to both members of the
bus team.
All buses are air-conditioned, have seat
belts and DVD players. We are happy
for children to take it in turns to bring
their own DVD’s for viewing. Only U
certifi cate movies are permitted.
Children are expected to wear a seat
belt whenever they are on a bus. Bus
Monitors are required to make sure they
are fastened safely when leaving home/
leaving on a school trip/leaving school.
Children are not permitted to unbuckle
- 28 -
during the journey. Parents may wish to
provide car seats for children in Nursery
and Kindergarten.
LEAVING HOME
You will be given a pick-up schedule.
Please make sure your child is ready
and waiting for the bus. If you are late
then everyone on that route is late. Bus
monitors will log the time your child gets
on the bus.
ARRIVAL AT SCHOOL
Buses arrive at the front of the school
and over near the hard court. They will
start arriving from 8.00 am. All Early
Years and Year 1 children are walked
by the Bus Monitor to their classrooms.
Children in Years 2 to 6 walk to their
rooms independently.
DEPARTURE FROM SCHOOL
Teachers or teacher assistants of
Nursery, Kindergarten, Reception and
Year 1 and 2 children accompany their
bus children to the bus, making sure they
are secured onto the correct bus. Once a
child is on a bus, they are not permitted
to leave it.
Uniform
School uniforms are available in the
uniform shop in the School Reception
area. Khun Noi is in charge of this shop.
Please see her regarding any uniform
enquiries. The school uniform for children
in the primary school is as follows:
BOYS
Blue and white striped shirt
Blue shorts
White Socks
Black Shoes
GIRLS
Blue and white striped shirt
Blue Culottes
OR
Blue and White striped dress
White Socks
Black Shoes
PHYSICAL EDUCATION UNIFORM
FOR BOTH BOYS AND GIRLS
Blue Shorts
Blue Shirts
White sport socks
Trainers
Notes
Green Valley Campus
Moo 7, Banchang-Makham Koo
Road, Banchang, Rayong 21130
Tel: +66 (0) 3803 0701
Email: [email protected]
www.standrews-schools.com
