Curriculum Policy

Curriculum Policy

Policy Category; Academic

Responsible: Vice - Principal Academic

Created: March 2017

Last review date: January 2019

Next review date: July 2019

Curriculum Policy
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THE CURRICULUM VISION

Our academic vision for all children at DBS is set out in the School’s Unique DBS Vision. The School’s
vision is to nurture future leaders through:

An Enhanced British Curriculum

Our education programme combines a progressive and rigorous academic curriculum with a fulfilling
and diverse co-curriculum. By combining these elements, students benefit from an extended school day
and the opportunity to develop as able, well-rounded young people. Our enhanced British curriculum
ultimately prepares students for IGCSEs/GCSEs and A-Levels.

Academic Excellence for All

With the encouragement and support of dedicated teachers, students benefit from a personalised
approach to teaching and learning that encourages them to reach their highest levels of achievement.
Our motto, Semper Ad Maiora (always to greater things) embraces challenge and we want all Denla British
School students to be fully engaged in their learning, work hard and excel.

Entrepreneurship

The demand for young people with an entrepreneurial mindset is continuously increasing. The global
economy that today’s young people graduate into necessitates individuals who are business-minded,
problem-solvers, strong leaders, and excellent team players. At Denla British School, experiential
learning helps students to develop these skills and introduces them to the concept of entrepreneurship.

Preserving Thainess

We are committed to preserving the “Thainess” of our society, by placing importance on Thai
language, culture, and arts. We also value the need to teach our students the importance of respect,
thoughtfulness, kindness, generosity and mindfulness. Our students benefit from the rigour and
breadth of an enhanced British curriculum, without losing their strong links to Thai culture.

CURRICULUM AIMS

At Denla British School, our curriculum aims to:

1. Encourage every child to make the most of his/her intellectual potential by:

● Offering an enhanced British style curriculum that reflects the best practices of UK
independent schools.
● Creating outstanding learning experiences and promoting high standards of achievement for
children of all abilities.
● Creating inspiring and stimulating learning environments.
● Delivering a broad curriculum in order to provide intellectual, moral, spiritual, emotional,
cultural and physical education of the highest quality.
● Promoting a positive approach to learning and equipping the children with the skills necessary
to become lifelong independent learners.
● Offering expert and rigorous teaching to all children.
● Supporting those with learning difficulties and challenging and stretching the more able.
● Supporting those children who may wish to enter a Senior School overseas.
● Preparing children for entrance to their chosen universities either in Thailand or abroad.

DBS Curriculum Policy
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2. In addition, the curriculum aims to develop individuals by:

● Teaching Thai language and developing awareness of Thai culture and traditions through
learning activities, celebrations and events.
● Acquiring entrepreneurial skills through a range of experiences that will ultimately lead to
formal qualifications.
● Providing experiences of a wide range of activities through an extensive programme of
co-curricular activities as part of an extended school day so that children can discover an
interest and talent outside the classroom.
● Underpinning the curriculum with an emphasis on student well-being and pastoral care.
● Encouraging every child to be thoughtful, sympathetic and tolerant of others whilst developing
the self confidence to express and defend ideas and opinions.
● Enabling children to develop a respect for themselves and high self-esteem.
● Living and working co-operatively with others through the teaching of mindfulness and
well-being.
● Developing in children a respect for other people, their property and their environment.
● Helping children to become physically fit and regard sport and physical exercise as an important
part of a healthy and well-balanced life.

INTRODUCTION TO THE DBS CURRICULUM

Academic Programme

At DBS we set high standards for all children in every aspect of their education and aim to develop the
whole child. Teachers have high expectations of each child and constantly strive to facilitate each
child’s potential in all areas. Children learn to develop individual motivation, sustain concentration and
work cooperatively with others.

The school follows the National Curriculum for England, but with enhancements and adaptations
where appropriate, to reflect the distinctive nature of Thailand and the school’s commitment to
offering all children an enhanced British curriculum. In addition to this, other wider curriculum areas
are incorporated to ensure children are taught about aspects of their personal and social health and
about environmental and moral issues.

Pride is integral to the DBS ethos and children are expected to take great care and pay attention to the
presentation of themselves and their work. High standards and values are mirrored in every aspect of
DBS; from the stimulating learning environment to the conduct and behaviour of all staff and children,
as well as in the high standard of attainment and achievement.

Curriculum Overview

Denla British School provides all students with an outstanding international style, British independent
day school education that will prepare them well to be a critical part of an increasingly competitive
global environment. The school embraces the principles of a UK independent day school, providing
opportunities for co-curricular activities and enhanced curriculum time.

The English National Curriculum sets out a clear and full entitlement to the learning for all students. It
determines the content of what should be taught and sets targets for learning. It gives teachers, students
and parents a clear understanding of the skills and knowledge that students will gain at DBS.

The English National Curriculum allows learners to make a smooth and seamless transition from one
school to another, throughout the world. Standard assessments are carried out throughout the academic

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year and the results are used to compare our standards with other schools in the UK and
internationally.

The curriculum emphasises the importance of English language, Maths, Science, Thai language and
Culture, Mandarin, and entrepreneurialism and innovation complemented by an excellent programme
for the Arts, Sports, Music and Drama.

The curriculum is under-pinned by a Well-being programme that is a fundamental part of the
curriculum, and is reflective of the Thai ethos. It promotes the acquisition of skills necessary for
achievement e.g. time management, and an opportunity to practise self-control, decision-making and
management of stress. Good mental and physical health are paramount to happiness. Mindfulness and
reflection are important elements of every child’s journey through DBS.

As the students progress to Y5, the curriculum will become increasingly more academic in its focus and
will ensure rigour and challenge so that all students can meet or exceed their potential as they prepare
for their Senior education.

Specialist teaching is a feature of the School with children benefiting from the experience of teachers
with specific subject expertise, as early as EY1 in Thai, Mandarin, PE/Games and Music.

All students will be taught by specialist teachers in all subject areas from Y5. Students will be prepared
for IGCSE/GCSE examinations and A’ Level qualifications and accreditations as appropriate, in the
Senior School.

Children take steps along their learning journey every day at DBS, developing skills that are broad and
transferable. These help children to make sense of the world in which they live. Children are
encouraged to become effective, enthusiastic and independent learners who are committed to lifelong
learning and to becoming responsible global citizens. Our curriculum is unique and evolves each year,
influenced by the needs and interests of the children, current issues and local opportunities.

Enhanced by specialist teaching, the curriculum follows a themed, cross-curricular approach in the
Pre-Prep and Prep up to Y4, which allows children to be immersed in subjects and to make tangible
and appropriate links. Our holistic approach is based on the English National Curriculum and Early
Years Foundation Stage (EYFS) with a clear emphasis on teaching skills and concepts that challenge
children at all levels. Every opportunity is used to embrace first hand experiences and educational visits
are used widely to enhance learning. The learning goes beyond the curriculum expectations and is
enhanced with a co-curricular programme of sports, music and the arts to develop further a child’s
personal development; these are integral to the day.
As the students move through the school and into the Senior School, specialist teaching (which starts in
Y5), is focussed more heavily on preparation for IGCSE examinations at the end of Y11 and A level
qualifications at the end of Y13. Early entry for IGCSEs is possible for very able students.
The school’s curricular provision focuses on ‘Academic Excellence for All’ at every stage of the school.
Students are encouraged not only to demonstrate knowledge and understanding in context but also
apply this understanding of mastery across a range of situations. The DBS learner profile is integral to
the development of a child as a learner and progressively builds a range of learning behaviours, skills
and attitudes thus enabling our children to grow into independent young people, mindful of themselves
and others and equipped for the future.

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ORGANISATION AND PLANNING

Denla British School is organised into three distinct phases:

Pre - Prep which is formed of EY1 - Y2, ages 3 to 7.
Prep which is formed of Y3 - Y8, ages 7 to 13.
Senior which is formed of Y9 - Y13, ages 13 to 18.

Our curriculum is well planned for each age group and ensures that students are able to acquire
knowledge and understanding, develop and practise new skills, and make progress in a range of areas of
learning.

When evaluating the quality of the curriculum, we consider:

● How we design our curriculum to ensure that it is broad, well balanced and covers all the
required areas of learning. We modify our curriculum and teaching to meet the needs of
individuals and groups of students including our gifted and talented and disabled students or
those with a special educational need.
● The impact of the curriculum on students’ academic and personal development and in
preparing them for the opportunities, choices, responsibilities and experiences of adult life;
● The contribution of the curriculum to the school’s particular ethos and aims and the impact
on students’ academic and personal development and well-being;
● How well curriculum planning is supported by appropriate schemes of work, builds
systematically upon students’ prior experience and plans for progression;
● The extent to which the curriculum is enriched by extra-curricular opportunities and through
collaboration with other schools and organisations, including, for example, to provide
appropriate careers guidance for our senior students and
● The views of our students, parents and staff.

Planning Our Curriculum

● We plan our curriculum ensuring we meet the requirements of the National Curriculum and
the Early Years Curriculum whilst being mindful of the local context.
● We plan our curriculum in three phases. We agree a long-term plan for year. This indicates
what topics are to be taught in each term, and to which groups of children. We review our
long-term plan on an annual basis.
● With our medium-term plans, we give clear guidance on the objectives and teaching
strategies that we use when teaching each topic.
● Our short-term plans are those that our teachers write on a weekly or daily basis. We use
these to set out the learning objectives for each session, and to identify what resources and
activities we are going to use in the lesson.

Long term plans: S chemes of Work give an annual overview of what curriculum content will be
taught with teachers highlighting for the appropriate year groups the specific curricular content they
aim to cover. The overview policies and plans are updated by our Heads of Department following
liaison with all teaching staff.

Medium term planning: This indicates WHEN the material will be delivered and is prepared on a
half-termly basis from the Scheme of Work in response to individual group needs. It includes
teaching objectives and resources.

Short term planning: Short term plans are on a daily basis and include the individual LESSON
PLAN that details the learning objectives, strategies and activities. Short term planning identifies the

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resources we are going to use in the lesson. These plans are concerned with HOW material is taught
and with the minutiae of delivery. There is a section for “Evaluation”. The Vice-Principal Academic
and the Head of Pre Prep have regular access to these to support teaching and learning and
monitoring and evaluation.

CURRICULUM OUTLINE

Year Curriculum Outline Benchmarking and
Assessment points
Academic Behaviours (EY) & Learner
Profile (Y1-13)
Pre-Prep EY1 - Y2
EY1 - 7 areas of the EYFS Learning behaviours Early Essence tracking:

EY2 curriculum. ‘Characteristics of learning’ ● 22-36 months
from EYFS Development ● 30-50 months
7 areas of learning: Matters ● 40-60 months
● Early Learning
● Physical Development • playing and exploring Goals
● Communication and • active learning
Language • creating and thinking Baseline:
● Personal, Social and critically ● 3 assessment
Emotional Development points throughout
● Literacy the year
● Mathematics ● GL progress test
● Expressive Arts and end of EY2
Design
● Understanding the World

Enhanced Curriculum:

Thai language
Mandarin
Well-being

Specialist teaching in:

Thai language
Mandarin
Music
PE
Swimming

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Year National Curriculum for DBS learner profile (age ● End of year
1 - 2 England 2014 - Key Stage 1 appropriate) expectations for
National
● Leadership
Enhanced Curriculum: Curriculum
● Independence ● Phonics screening
Thai language end of Y1
Mandarin ● Responsibility ● RWI progress
Well-being ● Reflection tests
● GL progress tests
Specialist teaching in: ● Critical Thinking in English, Maths
● SATS end of Y 2
● Enquiry
Thai language
Mandarin ● Innovation
Music
PE ● Risk Taking
Swimming ● Emotional
Intelligence
● Resilience
Prep Y 3-8
Y3-4 National Curriculum for DBS learner profile (age ● End of year
England 2014 - Lower Key appropriate) expectations for
Stage 2 National
● Leadership
Curriculum
Enhanced Curriculum: ● Independence ● Language and
literacy
Thai language ● Responsibility ● RWI progress
Mandarin ● Reflection tests
Well-being ● GL progress tests
Co-curricular - music, arts, ● Critical Thinking in English, Maths
Games and Science
● Enquiry
Enhanced Curriculum Time
● Innovation
● Risk Taking
Thai language ● Emotional
Mandarin Intelligence
Music
PE ● Resilience
Swimming


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Y 5-6 National Curriculum for DBS learner profile ● End of year
England 2014 - Upper Key expectations for
Stage 2 ● *Leadership National
● *Independence
Curriculum
● *Responsibility
Enhanced Curriculum: ● End of year
● Reflection
examinations
● Critical Thinking
Thai language ● GL progress tests
● Enquiry
Mandarin in English, Maths
● *Innovation
Well-being and Science
● Risk Taking
Co-curricular - music, arts, ● SATS end of Year
● Emotional Intelligence
Games 6
● Resilience
*greater emphasis in Upper
Specialist teaching in: Prep

All subjects

Y 7-8 National Curriculum for DBS learner profile ● End of year
England 2014 - Key Stage 3 expectations for
● *Leadership
(completed by end of Y8) National
● *Independence Curriculum
Enhanced Curriculum: ● End of year
● *Responsibility examinations
Thai language ● Reflection ● GL progress tests
Mandarin in English, Maths
Well-being ● Critical Thinking and Science
Co-curricular - music, arts,
● Enquiry
Games
Enhanced Curriculum Time ● *Innovation

Specialist teaching in: ● Risk Taking
● Emotional
All subjects Intelligence
● Resilience
*greater emphasis in Upper
Prep


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Senior Y9-13
Year Y9 - Foundation year for DBS learner profile ● End of year

9-11 IGCSEs examinations
● Leadership

Y10 - Y11: ICGSEs ● Independence ● IGCSE results

Enhanced Curriculum: ● Responsibility
● Reflection
Thai language
Mandarin ● Critical Thinking
Well-being
● Enquiry
Co-curricular - music, arts,
Games ● Innovation
DofE International Award in Y9 ● Risk Taking
(Bronze). ● Emotional
IGCSE and A level Guidance and Intelligence
Careers
● Resilience
DofE International Silver Award
- optional in Y10.


All subjects.

Early entry for IGCSEs is
possible for very able students.

Year A Levels DBS learner profile ● Sept of Yr 12:
12-13 ALIS, for A Level
● Leadership
Enhanced Curriculum: predictions
● Independence
EPQ ● End of year
Well-being ● Responsibility examinations
Co-curricular - music, arts, ● Reflection
Games ● A level results
Enhanced Curriculum Time ● Critical Thinking
University Guidance and Careers
● Enquiry
DofE International Gold Award -
optional in Y12. ● Innovation

Specialist teaching in: ● Risk Taking
● Emotional Intelligence
All subjects.
● Resilience
TIME ALLOCATIONS
The timetable is constantly under review and is subject to changes in staff and in staff responsibility.
The aims of our timetabling policy are to ensure that every student has access to all areas of the
timetable.

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Co-curriculum and Enhanced Curriculum Time

At DBS we use our Co-curriculum and Enhanced Curriculum Time to deliver co-curricular activities.
We believe that to achieve our vision to provide excellent all-round education enrichment activities
must be integrated within the main school day. The School’s extended day ensures that every child is
given opportunities to discover interests and talents beyond the classroom, helping them to build
character, teamwork skills and self-confidence. Our broad co-curricular and clubs programme will offer
activities such as:

● Sports - such as swimming, football, netball, basketball, tennis, athletics, gymnastics,
badminton, dance.
● Additional Music
● Additional Thai and Mandarin
● Art
● Drama
● Technology and Computing
● Young Enterprise
● Debating
● Outdoor Pursuits
Your child’s timetable provides exact details of the co-curricular activities they will follow each term.

Learning Support

We offer individual programmes for students with a diagnosed specific learning difficulty as well as give
provision for students who may require learning support at some point during their academic studies.
All provision is aimed at the individual student’s special learning needs and is cross-curricular wherever

possible. Student support is often through individual, small group withdrawal systems or in-class
support and is carried out by our learning support team who use effective learning strategies and
appropriate programmes to help remove barriers to learning in mainstream classes.
DBS can only admit children with moderate learning needs and there might be occasions where the
individual support requires an additional charge. These matters will be addressed with individual
parents as appropriate and the charges are detailed in the School’s Charging and Additional Fees
Policy.
English Learners
At DBS a teacher's role, regardless of subject specialism is to promote children’s development of
English language allowing them to gain full access to the curriculum. They will do this through:

● Extending children’s knowledge and use of English by providing them with opportunities to
undertake activities alongside good models of English.

● Providing language support for children according to their individual needs.

● Promoting academic achievement according to cognitive level rather than English language
level.

● Actively liaising and working in partnership with parents.


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For children for whom English is a second language, studying English language based subjects could
initially be challenging. The additional ESL Programmes provided by DBS aim to raise students’
self-esteem in overcoming any challenges and facilitate access to the UK National Curriculum.
DBS has developed a bespoke English Language curriculum and is also developing English Language
programmes for specific purposes to suit students individual requirements. On entering the school, all
learners undergo an individual assessment in order to clarify these needs. We actively encourage parents
to be part of this process. The programmes:
● Help children for whom English is a second language build self confidence in learning and
participating in an English school environment.
● Enable learners to develop language through interactive child centred activities where the teacher
acts as a facilitator and guide.
● Develop student’s English language skills in listening, speaking, reading and writing.
● Help children be active while participating in academic and non-academic activities conducted in
English.
● Assist children listen and respond fully to English speaking teachers.
● Help children produce quality work in English and make presentations in English in a confident
manner.
● Put students on the pathway and develop the academic English skills necessary for university
entrance in the UK or Thailand
Activities are also created so that students will not be afraid of obstacles and will learn through
discovery. Teachers will give full support while at the same time encourage them to push through
boundaries and have fun in the process of finding solutions.

DBS offers support for students who have some English language proficiency, but are behind in their
age appropriate benchmark assessments and/or other assessments at key points throughout the year.
The students are withdrawn from some of their regular lessons for small group and/or one-to-one
tuition. This support programme carries an additional cost to parents.

A more intensive ESL programme is available for for students who are new to English and have little
or no English language proficiency. There is an additional charge to parents for students who are
required to follow this programme that is taught in small groups.

MONITORING

Curriculum monitoring and evaluation is essential for the planning and development of the curriculum.
The Vice-Principal Academic is responsible for the overall school curriculum in liaison with the Head
of Pre-Prep and Prep for EY1 - Y2. The SMT observe lessons as part of the School’s Professional
Review Development (PRD) policy and with Heads of Departments, monitor lesson plans, scrutinise
and moderate children’s work, monitor student progress through data collection and tracking and,
evaluate learning spaces through learning walks in order to support their self-evaluation of the
curriculum and the teaching and learning.

At DBS everyone is a learner and our staff will continue to up-level their practice through a variety of
ways and share their expertise with colleagues. The Principal is responsible for monitoring the way the
school curriculum is implemented. Whole school and department targets are integral to the School
Development Plan and subject plans for Heads of Department to monitor their identified areas and
actions to measure the impact of these on the quality of learning, teaching and provision in the subject.

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Assessment

Focused assessment is an essential element of high quality teaching. It allows learning to be planned
and taught accurately to meet the needs of all children, ensuring high levels of expectation and
excellence for all. Our approach in Prep-Prep and Prep is focused on assessment for learning and
progress and is evaluated by meeting, not meeting, exceeding or mastery against the key learning
objectives of the national end of year expectations. These observations of the children’s successes are
ongoing and reflected upon throughout the year. GL Progress tests also support the progress measure
and are sat at the end of each year up to Y9. In Seniors CAT4 tests will predict the students’ grades
and our IGCSEs and A Levels examination results allow us to celebrate the progress and attainment of
our students.

The Development Matters Guidance and Early Learning Goals are used to assess children’s progress in
EY1 and EY2 during the year.

We will also use E2P application based tracking technology to share ongoing progress and celebrate
success directly with parents.

DBS Assessment Calendar Overview 2018/19
End of Term 1 End of Term End of Term 3
Admission On entry December 2 March June
ELG
assessment
Play based through ELG progress ELG progress ELG progress
observation against teacher update; Term 1 update; Term 2 update; Term 3
EY1 UK Early Learning observation Report Report Report
(3-4) Goals (ELG)
ELG
assessment
Play based through ELG progress ELG progress ELG progress
observation against teacher update; Term 1 update; Term 2 update; Term 3
EY2 UK Early Learning observation Report Report Report
(4-5) Goals (ELG)
Play based
observation, Teacher Teacher
phonics, reading, GL EY2 Assessment; Assessment; GL Y1 Progress
Y1 writing and maths Progress Tests Term 1 Report Term 2 Report Tests; Term 3 Report
(5-6) activity
Play based
observation, Teacher Teacher UK SATs; GL Y2
phonics, reading, GL Y1 Assessment; Assessment; Progress Tests; Term
Y2 writing and maths Progress Tests Term 1 Report Term 2 Report 3 Report
(6-7) activity
GL Y2 Teacher Teacher
Y3 Progress Tests Assessment; Assessment; GL Y3 Progress
(7-8) CAT4 Term 1 Report Term 2 Report Tests; Term 3 Report

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GL Y5 Teacher Teacher UK SATs; GL Y6
Y6 Progress Tests Assessment; Assessment; Progress Tests; Term
(10-11) CAT4 Term 1 Report Term 2 Report 3 Report
GL Y6
Y7 Progress Tests GL Y7 Progress
GL Y7
(12-13) CAT4 Term 1 Report Term 2 Report Tests Term 3 Report
GL Y8
GL Y9
Y10 Progress Tests GCSEs and iGCSEs;
(14-15) CAT4 Term 1 Report Term 2 Report Term 3 Report
Y11
(15-16) CAT4 Term 1 Report Term 2 Report Term 3 Report

ENTREPRENEURIALISM

Enterprise education is about developing high aspirations and creating ambition. Enterprise education
is about creating future economic prosperity both locally and nationally.

DBS definition: a project or undertaking, typically one that is based around problems solving and linked
to the real world, where learners demonstrate a growth mindset to overcome barriers and take risks in
their learning to be creative and ‘have a go’. Children take ownership and work together in teams often
developing an understanding of financial management. Enterprise is usually seen when learners work
together and the end result is a culmination of skills and learning behaviours. Enterprise should link to
the curriculum and be age appropriate in expectation, concept and context.

From Year 5 upwards children may make creative links with outside communities or business
partnerships to gain a wider and deeper perspective of their area.

During the process children will:

• Problem Solve
• Make Good Decisions
• Solve Problems
• Work With Others
• Reflect On And Review Outcomes
• Personal Development
• Use Creativity
• Communicate Effectively
• Use Their Initiative

At DBS children will have the opportunity to take part in a range of entrepreneurial activities across the
year and across the year groups. Namely the activities promoted are:

● Product
● Service
● Campaign
● Event
● Project – e.g. tidy up
● Enterprise lessons


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The Department for Education in the UK, defines enterprise education as: ‘Enterprise capability,
supported by financial capability and economic and business understanding. Our concept of enterprise
embraces future employees, not just future entrepreneurs, and also social enterprise. We define
enterprise capability as innovation, creativity, risk-management and risk-taking, and a can do attitude
and the drive to make ideas happen’.

What does Enterprise look like at DBS:

HOMEWORK


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At DBS, homework is seen as a partnership between parents, teachers and children. It is an important
part of a child’s learning, which aims to maintain standards of achievement and maximise educational
opportunity beyond the school day.

Homework is set regularly throughout the school, gradually increasing in quantity and complexity as
students get older. In Pre-Prep, teachers will share on a weekly basis, skills that would benefit from
practice at home. This could include daily reading, phonics practise, basic number and theme
preparation.

In Y3 and Y4, longer term project-based homework will be set for students, which encourages the
development of skills. In Y5 and above, some age appropriate homework should be given every night
in the core subjects of English, Mathematics, Science, Mandarin and Thai. Further detail will be
provided in a homework timetable produced at the start of the academic year. Reading for pleasure
should be considered as part of the homework set.

Homework should be recorded into the homework section of Communication Diaries (Y5-8) by the
student on the day that it is set. Some homework may be given to last over a number of nights or it
may need to be done for the next day. The completion date should be made clear when the task is set.
Guidance for students and parents is provided on the Parent Portal and the Homework Policy, which is
updated at the start of every academic year.

DAILY READING

A crucial part of home learning is daily reading. As a guide, we expect children to read each day.
Reading is the key to unlocking so much other learning; so as well as fostering a love of reading and
books, the impact on learning in other areas of the curriculum will be accelerated.

COMMUNICATION WITH PARENTS

We believe that parents have a fundamental role to play in helping students to learn. We do all we can
to inform parents and guardians about what and how their children are learning by:

● Holding parents’ evenings to explain our school strategies.
● Sending information to parents and guardians at the start of each term in which we outline the
topics that the students will be studying during that term at school.
● Sending regular reports to parents and guardians in which we explain the progress made by
each child and indicate how the child can improve further.
● Explaining to parents and guardians how they can support their students with homework. We
suggest support for older students with their projects and investigative work.
● Posting information on the parent and public pages of the school website.
● Being available - we have an open door policy.

We believe that parents have the responsibility to support their students and the school in
implementing school policies. We would like parents to:

● Ensure that their child has the best attendance and punctuality record possible.
● Do their best to keep their child healthy and fit to attend school.
● Inform school if there are matters outside of school that are likely to affect a child’s
performance or behaviour at school.
● Promote a positive attitude towards school, staff and learning in general.

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● fulfil the requirements set out in the homework agreement.

CONCERNS AND COMPLAINTS

Parents who have concerns about any aspect of the curriculum should discuss these in the first
instance with the student's class teacher, specialist teacher or form tutor. If the issue is not resolved
parents should contact the Vice-Principal Academic. If there is no resolution then parents should
write to the Principal.


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