Garden International

School

ISQM Accreditation Report Inspection team: Steve Howland MBE (Lead Inspector) Deborah Wring Jim Alexander Date of visit: 24–26 May 2017

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1. Introduction 1.1 Education Development Trust accreditation

The purpose of accreditation is to bring about school improvement. Although accredited status is often perceived as an end in itself, the process is underpinned by the principle that the school self-evaluation activities in which schools engage, are of equal importance. In this sense, accreditation serves two goals: - To provide a means by which parents and students are assured that the school has been judged

by independent evaluators to meet rigorous quality standards; - To support the school’s development through moderation of its own self-evaluation. The school improvement plan is crucial in ensuring on-going development. The accreditation provides recommendations for the school, which should be incorporated into the school improvement plan.

Principles underpinning the accreditation model

- Accreditation criteria are rooted in high standards; they relate to international standards and

benchmarks, and to other inspection regimes (for example, Ofsted (England) and, in the case of Thailand, ONESQA from the Thai ministry)

- It is a cost effective means of providing quality assurance - The model is developmental – it is grounded in self-evaluation with the school providing an

evaluation of its own performance Grades awarded

Judgements are made on a four-point scale as: Grade 1: Outstanding Grade 2: Good Grade 3: Satisfactory Grade 4: Unsatisfactory

Accreditation status

Gold accredited status is awarded when the school is given Grade 1 meaning Outstanding judgements in all of the following sections: Standards and achievement Teaching and learning Leadership and management

Silver accredited status is awarded when the school is given at least Grade 2 or higher meaning

Good judgements or higher in all of the following sections: Standards and achievement Teaching and learning Leadership and management

Bronze accredited status is awarded when the school is given at least Grade 3 or higher meaning Satisfactory judgements or higher in all of the following sections: Standards and achievement Teaching and learning Leadership and management

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Evidence base

Introduction

This ISQM verification inspection was carried out by a team of three Education Development Trust inspectors. It was the school’s first accreditation visit. During three days, the team observed 41 lessons and held 24 meetings during which discussions with staff, students, parents and governors took place. Inspectors scrutinised students’ work and school documents and generally observed the school at work.

2. School context

Garden International School is an independent, co-educational school that provides an education for students aged two to 18 years. It is part of the MBF Taylors Ltd. Education Group, which owns two international schools and a large bilingual school in Thailand. The school has two campuses, separated by the Yen Akart Road in Sathorn in downtown Bangkok. The first school (known as the infant school) caters for children in early years to Year 2 and is situated on the site of the original school, which was founded with six children in September 1999. The primary and secondary schools are located over the road and currently cater for students in Years 3 to 12. Year 13 will open in September 2017. After 14 years of steady growth, the school has expanded rapidly after moving from one to two class entry in the foundation stage in 2015 and extending into Year 12 in 2016. It currently has 319 students on roll with 82 in the foundation stage, 135 in the primary school and 102 in the secondary school. Approximately 44% of students are Thai nationals and the rest come from 39 different countries. English is the language of instruction for all students. Approximately 96% of students speak English as an additional language. Children in the foundation stage (Early Years, Nursery and Reception) follow the early years foundation stage curriculum and students in Years 2 to 9 study the national curriculum for England and Wales. Both curricula have been modified to benefit from the school’s multicultural population and its location in Thailand. Students in Years 10 and 11 study the Cambridge International General Certificate of Education (IGCSE) examination courses which lead to the Cambridge International Advanced Subsidiary (AS) and Advanced (A) level examination courses in Years 12 and 13. A programme of extra-curricular activities, trips and visitors support the main curriculum. A well-qualified and experienced team of 29 teachers provides an average ratio of approximately one teacher to 11 students. Students’ learning is supported further by 18 graduate teaching assistants. A team of 18 administrative, maintenance and security staff help the school to run smoothly. Students benefit from a school in a green and leafy environment. Facilities include some modern, airy classrooms, two science laboratories, computer suites, two libraries, outdoor gardens and play areas, a covered basketball and football court and a swimming pool. The school is regulated by the Thai Ministry of Education’s Office for National Education Standards and Quality Assessment (ONESQA). It is also a member of the International Schools Association of Thailand (ISAT) and is an approved Cambridge International Examinations (CIE) centre and AQA Oxford centre.

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Report summary

Accreditation status

Garden International School is recognised as having met the required standards for

accreditation.

The school has been awarded the Education Development Trust International School Quality Mark at Silver level which reflects the Good judgements or higher described within this report. This accreditation is valid from June 2017 to June 2020.

Overview of main strengths and areas for development

Report headlines

The standards reached by children in the foundation stage are above average. Children enter the foundation stage with levels of development that are well below those typical for their age. Throughout the Early Years, Nursery and Reception year groups they make good progress in all areas of learning. In Reception, children make outstanding progress in English and mathematics. By the end of the foundation stage, seven out of 10 children reach a good level of development.

Students make good progress throughout the primary and secondary schools in English, mathematics, science and information and communication technology (ICT). Students in key stage 4 make outstanding progress in English. Students reach standards of attainment that are above those expected for their age in English, mathematics, science and ICT. Students reach standards that are high and well above world international IGCSE examination averages in English language, English literature, biology and ICT (computer science).

Students’ personal development is outstanding. Their attendance is above average and improving. Their behaviour in lessons and around the school and their attitudes to school and learning are outstanding.

The quality of teaching, learning and assessment throughout the school is good. An increasing amount is outstanding. Consequently, students reach at least above average attainment in their work and examinations and demonstrate outstanding levels of personal development.

The quality of the school’s broad, balanced and well-planned curriculum is good. It is supplemented by an outstanding range of extra-curricular activities and enrichment opportunities. The curriculum promotes students’ good academic outcomes and outstanding personal development.

The quality and quantity of the school’s accommodation and resources are good. Well qualified, experienced and appropriately deployed staff provide a good quality of teaching and learning in clean buildings situated in a calm, green and leafy grounds.

The degree to which the school cares for and supports its students is good. The provision for helping students to stay healthy is outstanding. A high priority is given to the good safeguarding of students and their good safety and security at school.

The quality of the school’s leadership, management and governance is good. A very well led team of motivated staff provides a fully inclusive, good quality education for students who achieve and develop well.

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Recommended areas for development

Increase still further the proportion of outstanding teaching by consistently using high quality questions and learning activities that challenge the most able students.

Raise attainment and improve progress even further by setting measureable objectives within school development plans that target specific improvements in students’ academic outcomes.

Standard 1: The standards reached by students in their work and the progress they make

in the core subjects of English, mathematics, science and ICT

Highlights and recommendations

Most children achieve a good level of development by the end of Reception because they make good or better progress throughout the three year groups in the foundation stage.

In English, students make good progress throughout key stages 1, 2 and 3 and reach standards of attainment that are above average. They make outstanding progress in key stage 4 and reach a high level of attainment.

Students make good progress in mathematics throughout all key stages and reach standards that are above those expected for their age.

In science, students make good progress in every key stage and achieve standards of attainment that are above those expected for their age. Students reach a high standard of attainment in their IGCSE biology examinations.

Students make good progress in ICT in every key stage and reach standards that are above those expected for their age. Students reach a high standard of attainment in their IGCSE computer science examinations.

Early Years Foundation Stage Children start in the early years of the school’s foundation stage when they are two years old. They join with English language skills which are low. By the end of the school year they make good progress and are confident enough to select books to identify key vocabulary such as the different names of dinosaurs; they show these proudly to other children. Due to the high quality provision in the foundation stage, most children make good progress in Nursery and outstanding progress in Reception. By the end of Reception most reach the expected standard of attainment in speaking, listening, reading and writing. Children in Nursery combine their number and language skills by using the ‘Three Little Pigs’ story to help them sequence and order numbers and events. In Reception, children make outstanding progress in language skills due to the focus on ‘talk for writing’. They become increasingly skilful at placing words into speech bubbles when recording what someone says. They use their phonic knowledge to spell complex words ‘we are going to spell “disobedient” for you – and we’re not in Year 6 you know, we are only three and a half’, said one group of children. Children in the early years start with mathematics skills which are well below those typical for their age. However, they soon establish a firm foundation to their understanding of number, shape and measure. They learn to count to 20 and beyond. They know that collections of

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objects can be divided into halves and quarters or doubled. They explore the properties of shapes in their environment. At the start of each day, children are organised into specific groups so they can reinforce and extend their understanding of certain skills. For example, children in Nursery use a pop-up dragon game to order numbers to 20, while children in Reception use farm animals to count in multiples of four. Children apply these skills throughout the day to well-designed tasks that are freely available for them to choose. As a result, most children make outstanding progress in mathematics through the Nursery and Reception year groups to reach the expected standard of attainment. Throughout the foundation stage, children make good progress when developing their scientific understanding of the world. By the end of Reception, almost three quarters of the children reach the expected standard of attainment. Their natural curiosity and willingness to ask questions result in their good development of knowledge and understanding about living and non-livings things. Through play and exploration, they learn actively about why things happen and how things work. For example, children develop their skills of scientific investigation by experimenting with batteries, circuit boards and bulbs. They consolidate their understanding by talking about and recording their findings in words and pictures. Children have a good understanding of how plants and animals grow and develop, and appreciate the need to care for living things and the environment. Nursery children, for example, care for germinating sunflower seeds that are grown successfully in clear plastic bags stuck to the glass door of their classroom. They enjoy watching them grow. From their low starting points when entering the foundation stage, children make good progress in ICT. By the time they leave Reception, four fifths reach the expected standard in understanding the world of technology. Children play enthusiastically with, and explore, a range of digital devices including computers, touch pads, talking postcards and walkie-talkies. As a result, they develop a good understanding of how technology helps them learn about their world. Children enjoy using computers during play-based learning and in specific ICT lessons. As a result, they use a mouse and keyboard well and know how to use successfully, and find their way around, different programs. Through exploration and experimentation, they intuitively learn and improve their computer skills while developing their knowledge and understanding in other subjects. For example, Nursery children improve their skills of counting when successfully using a program that rewards them with a big green tick for counting the right number of fish that swim across a computer screen. Children enter the foundation stage with levels of development that are low. In every year group, they make good progress so that, by the time they leave Reception, seven out of 10 achieve a good level of development. Good language acquisition results in children who listen carefully and speak well. By playing co-operatively and taking turns, they develop friendly and positive relationships. This leads to outstanding behaviour from children who frequently manage their feelings well. The very positive and supportive learning environment in every class nurtures respectful children. They appreciate each other and the adults who guide and care for them. Children are often free to choose their own way to learn, which makes them willing to have a go at new and sometimes difficult things. Consequently, children are confident and have good levels of concentration and tenacity. Boys in Reception cheered when finally, after a lot of hard work and testing of different materials, they decided to use glue and sticky tape to cover successfully their large cardboard boxes with paper. Children enjoy physical activity and especially completing obstacle courses, swimming and playing games. As a result, their gross motor skills are above average. Some of the most able children can hurdle over obstacles, side-

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step and then hurdle again. Lots of drawing, painting, cutting and handling small objects, such as construction toys, result in their above average fine motor skills. Role playing, singing, dancing and painting enable them to express their ideas creatively and imaginatively. Above all, children throughout the foundation stage are happy. They thrive in a very positive environment which teaches them at an early age that learning is fun and exciting. This prepares them exceptionally well for a successful entry into Year 1. English

In key stages 1 and 2, students make good progress and reach standards which are above those expected for their age. In 2016, students in Year 6 completed end-of-key-stage-2 tests (SATs) in reading, grammar, punctuation, spelling and writing. Nine out of 10 students reached or exceeded the expected standard. In Year 1, students write in sentences and become increasingly accurate in their use of punctuation and different tenses. By Year 2, they write sentences and use adjectives well to describe, for instance, the characteristics of their favourite animals. Students throughout key stage 2 write confidently for different purposes. For example, in Year 4, they present balanced arguments confidently and use persuasive devices to convey their views. By the end of the key stage, students use skilfully descriptive language to portray their own fantasy worlds and places. Using Bram Stoker’s ‘Dracula’ as a stimulus for creative writing, students in Year 6 invented ‘the Institute of Idiosy’ and ‘Luniversity’. Students develop a love of reading throughout the primary school, which enhances their learning in many subjects. Well-develop discursive skills enable them to share, explore and develop well their ideas and skills. In key stage 3, students make good progress and reach standards that are above those expected for their age. They use skilfully their knowledge and understanding of Shakespearean drama to answer successfully increasingly challenging questions about context and plot. They are exposed to different types of writing and texts from which they model their written work well and adapt cleverly the tone in their extended writing to convey different meanings.

The progress made by students in key stage 4 is outstanding. This has led to a trend of high attainment over time. Students’ IGCSE examination results in 2016 were exceptionally high. In English language, 100% achieved grades A* to C, and 56% gained an A* or A grade. Their performance in English literature was even better and well above international averages. Every student achieved at least a grade B and 88% were awarded grades A* or A. Typically, students in Year 11 can expertly use their literary criticism skills. For example, they discuss and analyse, from memory, Priestley’s use of characterisation to convey key messages in ‘An Inspector Calls’. A new A-level English course has started this year. Current assessment data indicates that students are making good progress and are on track to attain their target grades in their AS-level examinations. Mathematics Students make good progress in key stage 1 so that, by the end of Year 2, all students are in line with and increasingly above the expected standard for their age. In Year 1, for example, students’ good knowledge of their multiplication tables helps them solve word problems.

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Students in Year 2 have a good understanding of the names of 3-D shapes and their properties. They use accurately age-appropriate and subject-specific vocabulary in their work. Throughout key stage 2, students make good progress so that, by the end of Year 6, all students are in line with, and increasingly above, the expected standard for their age. In Year 5, students use effectively their mathematical knowledge to calculate the volume of shapes. They solve problems using data from charts and graphs with confidence. Students in Year 6 are precise when measuring angles with a protractor. Students make good progress in lessons because teachers check their knowledge and understanding thoroughly and adjust their teaching accordingly. Students apply their good mathematical, knowledge, understanding and skills in other subjects such as science and computing. Students continue to make good progress throughout the secondary school and reach standards of attainment that are above those expected for their age. Students in key stage 3 have a thorough understanding of many aspects of algebra and geometry. They apply their knowledge of calculating speed, distance and time to solve successfully complex-word problems. A key strength of students’ learning is the acquisition of a precise and accurate mathematical vocabulary, which they apply well to their learning. Most students present their work neatly, which helps to ensure accuracy in their calculations. In 2016, students’ attainment in their IGCSE mathematics examinations was above international averages for grades A* to C. Students in the current sixth form are making good progress as they work towards their AS-level examinations. Science Students in key stage 1 make good progress and reach a standard above that expected for their age. They have a good knowledge and understanding of plants, animals and everyday materials. They learn effectively through first-hand practical experimentation that is fuelled by their natural curiosity and propensity to ask questions. Consequently, they develop good skills of scientific observation and investigation. Students in Year 1 thoroughly enjoy learning about germinating seeds. They plant their own bean sprouts, watch them grow, and carefully record their observations in their science books. In key stage 2, students continue to make good progress and reach standards of attainment that are above those expected for their age. In the end of key stage 2 SATs, students consistently perform above the expected standard. Students develop good levels of knowledge, understanding and skills by working scientifically. By the end of Year 6, they plan well different types of experiments and know how to produce the right conditions for a fair test. For instance, students collaboratively decide how to control experimental variables when designing a scientific investigation to measure the effect of different physical exercises upon heart rate. Students use properly a range of scientific apparatus and measure things accurately. They record their findings in a variety of ways, such as in tables and charts, and draw sensible conclusions from their results. Students carry on making good progress throughout key stage 3 and reach levels of attainment that are above the expected standard for their age. Scientific investigations help them acquire

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good scientific attitudes, experimental skills and powers of analysis and evaluation. Students in Year 7, for example, make an indicator out of cabbage water that enables them to measure the acidity and alkalinity of different substances. Those in Year 9 proficiently use their mobile phones to record sounds in different parts of the school. They make a sound map, which they link to their prior knowledge and understanding about pollution. Students in key stage 4 make good progress to reach standards of attainment that are often above the world IGCSE examination grade averages. In coordinated science, students have achieved a 100% pass rate for grades A* to C since 2014. In June 2016, some students sat, for the first time, examinations in three separate sciences. They achieved above the world averages for grades A* to C in biology, chemistry and physics and well above the world average for grades A* to A in biology. Attainment in biology is high. The students in Year 12 who are studying A-level biology and chemistry are making good progress. They are on course to reach levels of attainment in their AS-level examinations that are commensurate with their abilities. Information and Communication Technology (ICT) Students in key stage 1 make good progress and reach standards of attainment that are above those expected for their age. As novice programmers, they cleverly write simple code that tells a computer what to do. They have a good understanding of why errors in sequences of instructions need to be debugged. Consequently, they debug their own programs successfully and make them work properly. For example, students in Year 2 write and debug computer programs that accurately move a robot around a course on a computer screen. Students also have well-developed skills for manipulating and presenting words, numbers and pictures and for saving and retrieving files. Throughout key stage 2, students make good progress. By the end of Year 6, they reach standards of attainment that are above the expected standard for their age. In Year 3, students continue to improve their programming skills and build on the solid foundation acquired in key stage 1. For example, they capably write and debug programs that make a cartoon dinosaur move in a variety of ways towards its food and eat it. In Year 6, about one third of students are so good at programming that they achieve standards expected of a student at the end of Year 7. They write successful algorithmic codes that cause a cartoon character to fill a hole in the ground with soil and, when full, move to the next hole and fill that in too. Students have good skills of digital literacy. They use multi-media involving hyper-links to video and sound files to enhance their learning in other subjects. Students go on to make good progress in key stage 3. By the time they complete Year 9, they attain standards that are above those expected for their age. In addition to using computers well for research, presentation and communication, they use effectively at least two programming languages. They understand complex concepts such as how to use binary numbers in basic coding. For example, students in Year 9 understand the binary codes that that computers use to send letters, digits, control and special characters from one computer to another. In key stage 4, students who opt to study computer science make good progress and reach high standards of attainment in their IGCSE examinations. In June 2016, they achieved grades A* and A.

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Standard 2: Students’ personal development Highlights and recommendations

Students’ personal development is outstanding.

Attendance is good and improving.

Behaviour in lessons and around the school is outstanding.

Students exhibit high levels of maturity and respect each other’s different cultures and backgrounds.

High levels of collaboration between students in lessons and in free time contribute to a nurturing climate for learning in which all students feel able to succeed.

Students’ attitudes to learning and to each other are outstanding.

Students from all year groups show a strong commitment to their own learning and personal development, and to that of others.

Relationships at all levels are warm and genuine and students show care and consideration for adults and peers alike.

Students seize the opportunities on offer to them to develop their creative, independent and sporting skills.

Students’ personal development is outstanding in all phases of the school. Attendance is good and improving. Punctuality has improved significantly due to the messages students and parents receive from the school about the positive correlation between high attendance and high achievement. A positive, welcoming start to the school day sets the tone for behaviour that is courteous and respectful at all times. Students strive to meet teachers’ expectations of behaviour and need very few reminders about their conduct. There is a high level of maturity in the way students conduct themselves, while retaining a sense of enjoyment in all that they do. Students value the support they receive from their teachers. Consequently, in order to maintain the positive environment in which they thrive, they are confident to report to adults any concerns they might have about the behaviour of other students. The rewards for academic, community and environment (ACE) ensure all students have opportunities to succeed. Students new to the school settle quickly. They mention how different the school is from their, often larger, former school, and that they now feel like a member of ‘one big family’. Students feel looked after well and refer any personal or academic worries to a range of adults in the school. They are confident that the very few bullying incidents are dealt with swiftly and effectively, and parents confirm this.

Relationships are positive in all aspects of school life. For example, in Year 5, students immerse themselves in their chosen books while sharing sofas and chairs with their friends. In lessons, students are keen to work with their teachers and their peers and, when things do not go to plan, they work together to resolve issues. Students value feedback from their teachers and strive to improve their work. High quality presentation and the quality of their completed work demonstrate students take pride in their work and have a strong determination to succeed.

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Students seize the growing range of opportunities to assume leadership roles. The newly established roles of head boy, head girl and prefects in Year 12 enable them to lead by example. For instance, they have set up a mentoring system which supports younger students with their reading and emotional development. Students also assume leadership roles during inter-house competitions. They also show concern for others by working at the Mercy Centre, which supports poor children and communities in Bangkok. Students take part, often successfully, in a range of local and international competitions. For example, in the recent ‘Tournament of Minds’, the school won first prize in Thailand. Consequently, students have progressed to the next stage in Australia. Plenty of competitions and activities develop very well students’ strong social, creative and physical development.

Standard 3: Teaching, learning and assessment

Highlights and recommendations

The quality of teaching, learning and assessment is good.

Teachers know their subjects well. They enable students of all abilities to acquire the skills, knowledge and vocabulary they need for their future learning.

Throughout the school, teachers create a purposeful and encouraging ethos where students strive hard for success in their learning and behaviour.

Well-trained and experienced support staff are deployed effectively to support students’ good learning and progress in lessons.

Teachers plan lessons that build effectively upon students’ prior learning and understanding.

Teachers make sure that students have a good understanding of their targets and what steps they need to take to succeed.

Teachers support students’ personal development exceptionally well.

Some teachers do not always use questions well enough to identify when students, particularly the most able, are ready to move on to a greater challenge in their learning.

Across the school, the quality of teaching and learning is securely good and increasingly outstanding. The vast majority of teachers plan lessons that meet the needs of different abilities. They set work that supports and challenges different groups well. Teachers make good use of their subject knowledge to bring learning to life and so motivate students. For example, children in the early years develop their problem-solving skills by playing the ‘padlocked boxes’ game. This requires them to solve a sum before selecting the correct key for opening the box. Students in Year 5 extend their knowledge of volume and space by creating and interpreting graphs and charts from real-life situations.

Teachers revise well students’ previous learning at the start of lessons. This provides a good platform for learning. They use a range of strategies to help students think and successfully develop their reasoning skills. However, some teachers do not always use questions well enough to identify when students, particularly the most able, are ready to move on to a greater challenge in their learning.

Positive relationships and students’ outstanding attitudes to learning are key consequences of effective teaching and learning. Students feel confident to ‘have a go’ and tackle new work. They are not afraid to take risks and to learn from their mistakes. Students are ambitious and aim to

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achieve well in all aspects of school life. This is particularly evident in the proportion of students that achieve high standards in their IGCSE English, biology and computer science examinations.

Good teaching encourages students to answer questions and share their knowledge. They explain clearly their thinking and understanding to others, using a well-informed subject-specific vocabulary. Well-planned group work causes students to collaborate exceptionally well with one another. Consequently, they develop strong leadership skills and co-operate very effectively in teams and to achieve shared goals. Accurate assessments are made for students who speak English as an additional language. This ensures they receive appropriate and well-considered support to make good progress in all aspects of their learning. Accurate assessments are also made for the students who start school at various times during the academic year. This ensures that work is provided at the right level of challenge. Consequently, students achieve well. Teachers have a very positive impact on students’ outstanding personal development. For example, students in Year 10 are encouraged in design technology to reflect upon their moral responsibility as graphic designers when promoting healthy lifestyles with advertisements for fast food.

Well-trained and effective teaching assistants provide dedicated support to several aspects of students’ learning. For instance, they provide skilful individual support to enable the small minority of students who have special educational needs and/or disabilities to make good progress. Staff form exceptionally strong bonds with children in the early years, which helps them to settle in quickly and make a very effective start to their education.

Students have a good understanding of their own achievements and know how to improve their work. For example, children in Reception explain: ‘Today I need to improve my pencil grip so that I can write more neatly.’ Teachers mark students’ work regularly and accurately. As a result, students act promptly on the feedback they receive, which reinforces well their knowledge, understanding and skills. Students take pride in presenting their work to a high standard because they are encouraged by their teachers to develop accuracy and precision in their work. Typically, their presentation of statistical and graphical data in science and mathematics is good and the displays of their work around the school are of a high standard. Standard 4: The curriculum Highlights and recommendations

The quality of the curriculum is good.

The curriculum is broad, balanced and well planned. Consequently, it makes a significant contribution to the good progress and standards of attainment that students of all ages and abilities, including those who have special educational needs and/or disabilities, achieve in a wide range of subjects.

Students are inspired by the outstanding provision of extra-curricular activities and enrichment opportunities, which promote students’ outstanding personal development.

The quality of the curriculum throughout the school is good. In the foundation stage, children follow the early years foundation stage curriculum used by schools in England. In key stages 1

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to 3, learning is based on the national curriculum for England. It is, however, appropriately adapted to take advantage of the school’s diverse student population and location in Thailand. In key stage 4, students study for Cambridge IGCSE examinations. In Year 12, they follow the Cambridge A-level programme. The curriculum is effectively modified to ensure students, regardless of their ability or additional needs, are encouraged to develop the knowledge, understanding and skills they need for their next steps in learning. It enables students to learn well, not only in individual subjects, but across a range of specialties. Well-designed links between subjects enable students to make meaningful connections between ideas and concepts. For example, students in Year 6 learn how to improve their ICT presentation skills when learning about geological, economic, and environmental issues in humanities. Good procedures to support the large proportion of students who speak English as an additional language swiftly enable them to access the full curriculum and make good progress. Curriculum provision for the few students who have special educational needs and/or disabilities is good. The use of regular assessments and frequent monitoring of students’ progress enable support to be targeted carefully at students’ individual needs. As a result, they make good progress. The curriculum is regularly reviewed and revised by senior leaders and heads of departments. They analyse the outcomes from tests and examinations and adjust the curriculum so that it improve standards. For example, staff in the mathematics department are raising their expectations of what secondary students should learn, so that a greater proportion reach the highest standards in their IGCSE examinations. In the foundation stage, the analysis of the curriculum’s impact upon learning outcomes is particularly strong. This, and good teaching, support children to make at least good progress. The school provides well-considered guidance for students’ future education and careers. Students receive good practical support from the recently appointed head of sixth form who helps them make decisions about university courses. Almost all students who leave the school go to other schools or local universities. Students have excellent opportunities to enrich and develop their outstanding personal development and well-being. The good curriculum for personal, social and health education (PSHE) ensures they develop a good understanding of how to keep themselves healthy, safe, and aware of the dangers of misusing drugs and alcohol. Students have opportunities to participate in several sporting, creative and scientific pursuits. The curriculum is enriched by an outstanding programme of well-planned and imaginative extra-curricular activities. These are very well attended and appreciated by students. Students of all ages are offered the opportunity for regular educational visits. For example, children in the early years visit the Children’s Discovery Museum, which develops their good scientific knowledge, understanding and skills. Students in Year 2 visit the recently renovated historic central Bangkok post office and develop their good understanding of history and geography. The school also invites a range of visitors to supplement students’ learning in lessons. For example, students recently enjoyed the visit made by the Pro Musica String Quartet.

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Standard 5: The quality and quantity of the school’s accommodation and resources

Highlights and recommendations

The quality and quantity of the school’s accommodation and resources are good.

The school has well-qualified, experienced teaching staff and their annual turnover is very low.

Leaders and teachers make good use of the buildings and improving facilities, which are maintained well and kept clean and tidy.

Displays around the school are of a very high quality and celebrate students’ good work.

The school grounds offer a calm, green and peaceful oasis in the heart of the vibrant city of Bangkok.

Recruiting good quality staff is given a high priority by senior leaders. Teachers’ backgrounds are vetted and checks are carried out on their qualifications and suitability for posts. Consequently, safe, well-qualified, experienced and committed teachers are appropriately deployed throughout the school. The provision of classroom specialists in the primary school and subject specialists in the secondary school results in students’ good quality of learning. There is a good adult-student ratio in all classrooms, which helps staff meet the needs of every student. The leaders of the foundation stage, primary and secondary schools are specialists in their phases. This good quality provision ensures staff are led by people who know what they are doing. For example, the recently appointed head of foundation stage brings to the school a background of moderating standards in the UK. This ensures the accurate assessment of standards in the foundation stage. Teachers keep up to date with curriculum changes in England and with relevant examination specifications. The annual turnover of staff is very low. The school grounds provide a calm and peaceful environment for students and staff to enjoy. The green and leafy, tranquil setting promotes students’ spiritual development well. The school makes effective use of its good accommodation, which is kept clean and well ordered due to a good rolling programme of regular maintenance. The school also makes good use of a community swimming pool next to the school. The displays in the Thai, Chinese and French classrooms promote students’ good cultural understanding and an appreciation of diversity. Students take advantage of the covered football and basketball area to exercise in their free time and during physical education lessons. The school has two libraries which are well stocked. In addition to housing books and other learning resources, they provide a calm and pleasant environment which students use well for studying and revising for examinations. Standard 6: How well the school cares for and supports its students

Highlights and recommendations

Leaders place a high priority on the safeguarding of all children.

Concerns from students and parents are taken seriously, dealt with and resolved promptly.

The school’s child protection policy, referral procedures and annual training inform all staff of the actions to be taken to secure children’s safety.

Transport and site transfer arrangements are robust at the start, during and at the end of the day.

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The provision for helping students to remain healthy is outstanding because there is a strong commitment to looking after students’ health and well-being through well-organised medical care and a focus on physical fitness.

Leaders display a commitment to the safeguarding of children. Secure arrangements for child protection meet requirements. In line with the Thailand Child Protection Act 2003, the school has promoted staff confidence in reporting freely any safeguarding concerns. All staff sign to confirm that they understand and agree with the school’s child protection policy, including the expectations of staff conduct. All staff receive annual safeguarding training for which attendance registers are kept. Recruitment procedures communicate the school’s rigorous approach to keeping children safe; for example, job advertisements emphasise the importance of safeguarding children. Arrangements to look after students’ physical health are outstanding. They are robust and led by a well-qualified school nurse. Students’ medical needs are well known to the nurse and meticulous records detail and track any illnesses and injuries. The school’s canteens offer a choice of healthy meals. Canteen staff are aware of students’ food allergies. Physical education lessons promote the adoption of healthy life-styles. Leaders place a high priority on providing tight security at both school sites. School guards are conscientious in their duties. They ensure that students and staff cross the road between the two schools safely. School grounds are maintained well so that students can play safely. Fire and lockdown procedures are robust. Fire drills ensure that students exit buildings quickly yet safely. The school leases four high quality minibuses, which are serviced, licenced and insured. They provide an outstanding service that helps to keep students safe and comfortable when travelling to and from school. Staff monitor students closely to ensure they are supported appropriately. Students who have special educational needs and/or disabilities have individual education plans which are shared with parents. Teaching assistants provide support to specific students, while encouraging independence and good learning. Thorough induction procedures support new students well. Consequently, they are made to feel welcome and they settle quickly into school. If students experience difficulties, prompt liaison with parents and special arrangements make sure that they integrate fully into school life. Parental concerns are given high priority and solutions to problems are found in the best interests of students and their families. Leaders have implemented good systems to support the learning and emotional needs of students. External professionals, such as an educational psychologist, are used well to support students when needed. Year 12 students mentor younger students and support their emotional well-being. This improves their learning. Transitions from one part of the school to another have improved. For example, the move from the primary to secondary phase now includes a full day of activities including taster lessons and meetings with tutors. This helps students to get to know some of their new teachers. As a result, they feel a part of the secondary school before joining it.

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Standard 7.0 The school’s partnership with parents and the community Highlights and recommendations

The school’s partnership with parents and the community are good.

Parents are proud of the school and the FROGS parents’ association supports the school well.

Frequent, high quality communication ensures that parents are kept well informed about their children’s learning and development.

Parents’ concerns are taken seriously and school leaders take prompt action to bring about solutions.

Written reports are informative. They detail students’ attainment and progress and offer guidance on the next steps in learning. Through reporting, parents are made increasingly aware of the link between attendance and achievement.

The school enjoys a strong and mutually supportive relationship with parents. Parents are overwhelmingly positive about the school’s leadership and staff. They are proud of the school and its ‘family spirit’. Some parents speak warmly about how moving their child to the school has ‘transformed their lives’. Others speak of the skilful way in which teachers ‘unlocked the potential’ of children, irrespective of needs. Parents have brought about changes in the school, such as the planned additional French provision for next year. They are keen to be involved in whatever way is useful. Regular and varied methods of communication, such as ‘class dojo’, and popular forms of social media, keep parents well informed about their child’s progress and welfare throughout the school day. A weekly newsletter and the informative school website celebrate students’ achievements and activities, such as the Year 1 ‘Gruffalo Crumble’ event. Most of the school’s communication with families is translated into Thai. The daily accessibility of staff in the first school and the appointment system in the primary and secondary schools give parents good contact with leaders and teachers. Consequently, parents’ queries are dealt with promptly. Additionally, a clear and robust complaints’ policy with escalating procedures ensures that complaints are resolved effectively and efficiently. Feedback from parents is sought regularly. Attendance at parents’ meetings has increased significantly due to improved communication, the targeting of key students and a change of location for parents with children in the secondary school. Reports on students’ progress are detailed and offer next steps for students ’ learning. There are growing links with local and international communities and organisations. Students take part in a broad range of sporting competitions against other schools in South East Asia. The school’s ‘Music Challenge’ invites other schools in the community to the campus to enjoy music performances. Students learn the value of caring for others through experiences like the Shoebox programme through which students learn that ‘a little box goes a long way’.

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Standard 8: Leadership, management and governance

Highlights and recommendations

Leadership, management and governance are good.

Leaders use actively the clear and widely communicated student learner profile to steer the school towards the delivery of its mission and the achievement of its vision.

The school operates legally and in accordance with Thai regulations. The membership of several professional bodies helps to ensure that the school maintains high professional standards and a responsible code of ethics.

The school is financially healthy and provides good value for money.

Leaders have successfully expanded the school and improved its provision for students by completing the objectives in the school’s development plans.

The relationships between leaders, managers, governors and staff are strong and result in good team work, high morale and good role models for students.

Leaders and managers know the strengths and weaknesses of the school because the school’s self-evaluation is good.

The promotion of inclusion by leaders, managers and governors is good.

The recruitment, retention and professional development of staff are good.

The school has a good capacity for further improvement.

Targets within development plans do not focus sufficiently on improving specific academic outcomes for students.

The quality of leadership, management and governance throughout the school is good. Led by a caring, passionate and decisive principal, the school’s effective senior leadership team works collaboratively with the senior executive board and staff to deliver successfully the school’s aims and objectives. The board has, in conjunction with senior leaders, firmly established a clear vision, mission and philosophy for the school. This set of commitments has been translated into a well-defined and widely communicated list of learning outcomes for students, known as the student learner profile. It is often referred to by leaders in staff meetings and referenced carefully in development plans. Consequently, it is successfully focusing the school on striving to achieve its vision of becoming ‘internationally recognised as a leading provider of quality student-centred international education’. The board ensures that the school operates in accordance with the Thai Ministry of Education’s regulations and that all staff are appropriately qualified and working legally. The school is a member of several professional bodies including the Office for National Education Standards and Quality Assessment (ONESQA) and The Teachers Council of Thailand (KHURUSAPHA). This ensures that the school has high professional standards and a responsible code of ethics. The principal and his accounts team prepare and manage an annual budget which is scrutinised and approved by the board. Additional operational and resource budgets are managed effectively by the senior leadership team who ensure that staff have the resources they need to deliver the school’s objectives. Consequently, the school is financially healthy and well equipped to resource students’ learning and welfare. The school is able to fully meet its contractually binding financial obligations, which are guaranteed by its parent company, MBF Taylors Ltd.

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Education Group. Given that the school makes a modest profit while delivering good academic outcomes and outstanding personal development, it provides good value for money. The board has full confidence in the principal and empowers him to set the school’s strategic direction and to manage its daily operation. The board holds him to account through an appraisal process that requires him to achieve specific objectives within the school’s development plan. All objectives have been successfully completed to date. Consequently, the school is fully staffed, expanding rapidly and now providing A-level courses for sixth formers. It is also improving its facilities on its existing site where the tenancy has been extended for 17 years. Although the achievement of key objectives is highly commendable, targets within development plans do not always focus enough on improving specific academic outcomes for students. Professional relationships between the board, principal, senior leaders and staff are strong and respectful. Leadership teams throughout the school work well together and are effective. Every member of the senior leadership team teaches and most provide extra-curricular activities. Consequently, senior leaders set a good example of professional practice for staff and students. Staff morale is high and teacher retention is good. A strong sense of common purpose, combined with effective team work, is successfully producing good teaching, good academic outcomes and outstanding personal development. As a result of good school self-evaluation that includes seeking the views of students, staff and parents, the school knows well its strengths and weaknesses. It knows that the diversity of its students, good academic outcomes and the high expectations of staff are significant strengths. It also knows that it needs to increase the number of support staff in the secondary school to cater even more effectively for the additional learning needs of some students. As a result, leaders have, with the full support of the board, taken decisive action to appoint an extra learning support teacher in September 2017. This demonstrates that the school actively promotes inclusiveness for all students irrespective of their needs, race, gender and abilities. Consequently, students with special educational needs and/or disabilities do well academically and personally. The management of the recruitment, induction, deployment, retention and workload of staff is good. The performance management of teachers is also good and has successfully improved the quality of teaching and learning.

Leaders and managers are highly committed to the continuing professional development of staff. Although it is sometimes difficult to source locally available training opportunities, the school provides a good range of in-house and externally resourced training courses. Best practice in the classroom is also shared with colleagues. Staff returning from external courses cascade their learning throughout the school. Consequently, staff are motivated to remain in a school that supports their professional development and improves their career opportunities.

The school has a proven track record of strong improvement over the past two years. Consequently, its governors, leaders, managers and staff have established a very strong capacity for further improvement.