Dear Parents and Guardians,
The number of participants now using the Parent Portal has increased to 362 participants. Additionally, teachers and parents continue to engage, particularly via Managebac and Seesaw. If you have any worries regarding how your child is doing in school, please contact the homeroom or subject teacher directly. It is possible to make an appointment to discuss any questions or concerns you may have. We will be sending a questionnaire to all parents new to the school shortly for feedback on our admissions process and for feedback on transition to our school. The SLT will also be holding meetings in Vietnamese and Korean during the coming weeks for parents.
It was noted last week that a particularly important policy in school is the Safeguarding Policy. All teachers in the school are trained in the safeguarding of children through a UK organization, EduCare . The school also references ‘’Keeping Children Safe in Education”, published by the UK Department of Education. These safeguarding policies and practices exist to ensure that every child, regardless of their age, disability, gender reassignment, race, religion or belief, sex, or sexual orientation, has a right to equal protection from harm.
We do support the pastoral care of students in school through a Personal Health and Social Education curriculum, Advisory Programme and we monitor socialization and behaviour through a Safeguarding Committee, chaired by Ms. Shane, email@example.com who is our Designated Safeguarding Lead, and Student Wellbeing Committee, chaired by Ms. Aubrey, firstname.lastname@example.org. The school has recently introduced an assessment to provide insights into Pupil Attitudes to Self and School (PASS) and inform how better we might cater for the need of students. In line with one of our EIS Learning principles we are also now monitoring student assessment more systematically. Leaders of Learning for Assessment Data have been appointed to oversee and work with teachers on monitoring student progress.
EIS students receive timely and targeted feedback
- so ongoing assessment should be regular, strategic, and informative enough to give students direction in how they can develop and enhance their skills.
- so, students are given feedback that is linked directly to rubrics.
Typically, there are four important types of assessment of a student’s progress. These are:
- Diagnostic/Baseline: This assesses a student’s strengths, weaknesses, and skills. The assessments provide an understanding of a student’s prior learning on which the teacher can build learning.
- Formative: This assesses a student’s learning during instruction so that the teacher can monitor a student progress, provide feedback for improvement and monitor targets.
- Summative: This assesses a student’s achievement or attainment at a particular point in time e.g. end of a unit of study or end of term.
- Norm Referenced: This assess a student’s current level of learning in specific areas against a definitive group.
The school has introduced GL Assessments to assess Cognitive Ability (CAT4), Numeracy, Literacy, and Science to benchmark the progress of our students to inform planning of differentiation of teaching in the classroom.
Head of School