1. education
2. school

St Andrews International School, Bangkok
Sukhumvit Soi 71
British Schools Overseas Inspection report
23-26 March 2015
Mike Hewlett
Sally Lane
Paul James
Richard Cheetham
Age Group: 2-18
Report Published: April 2015
Report reference Number: 1021
Purpose and scope of the inspection
This inspection report follows the English Department for Education (DfE) Schedule
for the inspection of British schools overseas. The inspection was carried out by four
inspectors from CfBT Education Trust who spent four days at the school. CfBT is a
body approved by the British Government for the purpose of inspecting schools in
England and overseas and quality assured by the Office for Standards in Education
(Ofsted).
CfBT Education Trust is one of the world’s leading not-for-profit education
companies, providing a range of education services in the UK and internationally.
CfBT employs over 2,500 staff worldwide, all working on projects relating to
educational quality.
To be recognised by the Department for Education, a British School Overseas
must have an inspection report which shows that their performance against all
the standards is at least satisfactory. This reflects the standards required for
continuing registration as a school in England. Schools meeting the standards
will have their inspection reports published on the Department's website and
will be registered on Edubase.
Inspectors report on the extent to which schools meet the relevant Standards for
British Schools Overseas. The inspection follows closely the framework for the
inspection of independent schools in England but, where appropriate, also takes
account of compliance with local regulations.
The Standards are as follows:
1. The quality of education provided by the school (Curriculum, Teaching and
Assessment).
2. The spiritual, moral, social and cultural development of pupils.
3. The welfare, health and safety of the pupils.
4. The suitability of the proprietor and staff.
5. The premises and accommodation.
6. The provision of information for parents, carers and others.
7. The school’s procedures for handling complaints.
8. The quality of provision for boarding.
9. Leadership and management of the school.
2
The purposes of the inspections are to:
help schools to improve the quality and effectiveness of pupils’ education and of
the care for their welfare
provide rigorous and reliable inspection reports which help schools to recognise
and celebrate their strengths and to identify and remedy any weaknesses
inform parents and the wider public of the quality of British schools overseas by
placing reports in the public domain.
Key for inspection grades
Grade 1
Outstanding
Grade 2
Good
Grade 3
Satisfactory
Grade 4
Inadequate
Proportions used in the report
90–100% Vast/overwhelming majority or almost all
75–90% Very large majority, most
65–74% Large majority
51–64% Majority
35–49% Minority
20–34% Small minority
4–19% Very small minority, few
0–3% Almost none/very few
Information about the school
St Andrews International School, Bangkok was founded in 2001. In 2012, it joined the
Nord Anglia Education group of schools. Currently, there are 958 pupils on roll in
total, aged between two and 18 years. There are currently 496 pupils in the primary
phases of the school and 462 are high school pupils of whom 103 are in Key Stage 5
(Years 12 & 13).
St Andrews is a multi-national school community with pupils from over 42 different
nationalities. Its stated aim is to ‘Provide an inclusive, international educ ation in a
happy, supportive and stimulating environment’. The majority of pupils speak English
as an additional language and the school makes special provision for 86 pupils who
are identified as having special educational needs.
3
In the primary school, pupils follow the English National Curriculum while, in the high
school, pupils are offered the Cambridge and Edexcel IGCSE/GCSE courses as well
as the International Baccalaureate Diploma programme (IB). Pupils successfully
move onto higher education and have won places at numerous universities in
Thailand and overseas, including Bath, Warwick and Herriot-Watt in the United
Kingdom. Over 70% of the teaching staff is expatriate with a wide range of
international experiences. The majority are United Kingdom (UK) educated and
trained and staff turnover is relatively low with the average length of stay being
approximately four years.
Summary of the evidence base used by the inspection team
This BSO inspection was carried out by four CfBT Education Trust inspectors.
Concurrently, the inspection team inspected the school against the CfBT
International Schools Quality Mark (ISQM) framework. This part of the work was led
by Richard Cheetham who was responsible for writing a separate ISQM report. The
inspection team used the same evidence base for reaching the judgements to be
found in both reports. In total, inspectors visited 84 lessons and some of these were
jointly observed by school leaders and inspectors. They held 42 meetings including
those with the Principal and other school leaders, staff and parents and
representatives of the Board. Inspectors talked with pupils in formal interviews, in
lessons and as they met them around the school. Inspectors also observed the work
of the school and looked at self evaluation, improvement plans, pupils’ reports,
policies, assessment and tracking systems, safeguarding procedures and pupils’
work. Inspectors examined the results of questionnaire surveys returned by parents
and followed up on issues that were raised.
Evaluation of the school
St Andrews International School, Bangkok is an outstanding school. It provides a
high quality education for all of its pupils and fully meets the standards for British
Schools Overseas.
A large majority of children who join St Andrews in Nursery or Reception classes are
learning English as an additional language. Typical of many international schools,
there are high levels of pupil mobility so that few pupils spend their whole school life
at the school. Unsurprisingly, those who do remain at the school longer make the
best progress overall. Against this background of a fluctuating school population,
almost all pupils in this non-selective school make excellent progress from their
various starting points. This is illustrated by their impressive performance in external
examinations. Pupils consistently exceed the average grades found in UK schools at
the end of Key Stage 4 and Key Stage 5.
Children who join the school in Nursery and Reception classes often have limited
understanding of English. Consequently, their skills in communication and language
are well below what is typical for children of this age. Similarly, their personal, social
and emotional development (PSED) and physical development (PD) are also below
those typical for children of this age. For example, many children struggle with selfhelp skills such as dressing and undressing.
4
By the time children reach the end of the early years, most children are working at
levels that meet or exceed the early learning goals (ELGs). This represents good and
often outstanding progress.
In communication and literacy, for example, they make rapid strides in their ability to
communicate in English so that almost all are able to engage in conversation and
explain what they have learnt during an activity. Similarly, impressive progress is
evident in their understanding of books and in their writing skills. Many children are
able to retell stories in the correct sequence and make a good attempt at reading
words using their phonic knowledge. They use pencils confidently to write and some
form simple sentences.
Children’s personal, social and emotional development also shows a marked
improvement. Most display growing levels of independence and are happy to plan
activities for themselves. They also work very well as members of a group and are
beginning to recognise how what they do affects others, such as learning to take
turns, tidy away and listen attentively when someone else is speaking.
Both indoors and outside, children’s physical development is encouraged and
planned for well. Consequently, children climb, balance and travel around objects
confidently and safely. They show a good awareness of space and some already talk
about the importance of being healthy. Progress in this area is very well supported by
the attractive outdoor environment that has been thoughtfully developed for children
in this part of the school.
Children’s mathematical development is a real strength. Numerous practical
opportunities enable them to reinforce their learning of numbers in their imaginative
play as, for example, they count how many beans Jack was given by the giant in the
story they had just read. Most are beginning to use mathematical language and
understand bigger, smaller, heavier and longer. Some higher attaining children talk
about symmetry. They successfully complete simple addition and subtraction
problems with a few counting to 100 and beyond.
Pupils reach standards in English that are generally well above UK benchmarks and
their progress is outstanding. Throughout the primary years, pupils build on the
excellent start that they made in early years. Building on their oracy skills, pupils
rapidly learn to recognise simple words and phrases, then learn to read with
understanding more complex words and sentences. Their writing skills develop well
with some forming well-developed narrative text by the end of Year 2.
Pupils make rapid progress, particularly in their writing skills and reach good
standards by the end of Year 6. The highest attainers here produce some
exceptional longer pieces of writing that are marked by: clarity of expression,
variation of sentence length to produce dramatic effect and use of a wide vocabulary
derived from a breadth of reading. This is often expressive when spoken aloud.
5
Throughout the high school, excellent progress continues although the further
development of speaking skills slows at this point. There is a lack of accuracy in
some speech, hesitancy and a looseness of expression that listeners can sometimes
find hard to interpret. However, reading is confident and fluent across a range of
genres and writing continues to develop well. The former brings empathy and insight
into characters and motivations in fiction: the latter features well-constructed longer
pieces marked by flowing but concise expression and accurate use of a range of
punctuation.
In the sixth form, students’ oral presentation still needs work in terms of their ability to
be succinct. However, most read widely beyond set texts and bring this breadth to
bear on controlled analytical writing which is very well structured and referenced.
In science, levels of attainment and progress are outstanding for almost all students
Results in IB are particularly good at Higher level. IGCSE examination results show
that the proportion of students attaining the highest grades is substantially above UK
averages. More importantly, most students attain above their predicted grades based
on previous testing, indicating outstanding progress.
Primary-aged pupils achieve high standards in mathematics. Almost all pupils make
the progress expected of them and approximately a third makes more than expected
progress. Throughout the primary phase, pupils solve problems with addition and
subtraction, find the fractions of amounts in relation to money, convert fractions to
their simplest form and understand mathematical vocabulary. Pupils have plenty of
opportunities to think logically and solve real-life problems. By the time they reach
Year 6, they can solve single and multi-step word problems, by identifying the
operations needed and checking their answers.
Younger secondary pupils develop their understanding of perimeter, area and
volume of different shapes. They use their knowledge of pie charts and Venn
diagrams to solve a crime scene investigation. They make excellent progress so that,
by the time they complete their IGCSE examinations, they attain results that exceed
both UK and international benchmarks. Pupils are prepared well for examinations,
particularly through the identifying and correcting of common mistakes.
In the IB, students continue to make outstanding progress in their understanding of,
for example, quadratics, exponential and logarithmic functions, derivative calculus
and matrices. They show confidence in completing examination questions,
demonstrating outstanding mathematical understanding.
Pupils develop scientific investigation skills through the primary phase within the
context of their themed topic. Pupils in Year 3 make predictions, devise experiments
and review their findings when deciding on a suitably durable rock for road building in
6
the rainforest. Year 4 pupils can also identify what is important in a fair test. Year 5
pupils could create a model of the water cycle, following the teacher’s guide, but did
not apply their earlier knowledge of scientific method to design or test their model.
However, Year 6 pupils lead their own learning, applying the principles of the lB
learner profile, as risk takers and critical thinkers. They devise experiments to expl ore
variables affecting yeast growth and evaluate their findings.
In Key Stage 3, pupils acquire knowledge through guided experiments. In Year 7,
almost all pupils successfully relate heating and cooling to particle movement, Year 8
pupils discover the structure of organs by dissection. Almost all pupils in Year 9 have
a clear understanding of the differences in current flow through series and parallel
circuits.
By the end of Key Stage 4, in spite of the focus on knowledge acquisition required of
IGCSE, lessons apply IB methodology. This is so that all pupils develop key skills of
data analysis and devise their own graphical representations. All pupils apply critical
thinking to construct their own experiments, supporting improvement in their
examination responses.
In the post-16 phase, students have a good grasp of dependent and independent
variables, can identify scientific uncertainties and apply these skills to presentation of
their findings. Students’ presentations indicate a clear grasp of advanced concepts
such as glycolysis in human cells.
Pupils’ attainment in ICT is high. Throughout the school and across the key stages,
pupils are skilled and competent at using new technology and regard it very much as
an essential tool for learning. Across the departments, pupils demonstrate good
knowledge and skills in ICT and apply these successfully to support their learning in
other subjects. They make good progress and enjoy the numerous opportunities to
develop their skills and deepen their understanding of the use of technology.
Most pupils are confident and competent users and understand the importance of
ensuring accurate input of data if their activities are going to be successful. This was
well illustrated in Year 2 classes, where pupils were programming a toy car so that it
would draw a square on the paper they provided. Almost all were able to work out
their ‘input’ errors when their drawing was incomplete. By the end of Key Stage 2,
pupils are producing high quality presentations with text, graphics and media.
Excellent progress is maintained across the secondary phase. As a result, pupils’
attainment in IGCSE ICT and computer studies’ examinations is considerably higher
than pass rates for pupils in the UK. In secondary school, pupils develop an
appreciation of the power and range of computer applications. As they progress
through Key Stage 4, pupils understand systems design and programming concepts.
Older pupils’ impressive ICT knowledge and skills provide them with a solid
7
foundation if they choose to take the IB computer studies course which has recently
been introduced as an option in Year 12.
As well as achieving success in the core subjects of the curriculum, pupils’
attainment in other subjects is also high and their progress is rapid. Some of these
subjects have small numbers of pupils taking the examination so any statistical
comparison is unreliable. Nevertheless, the overall picture is that pupils have an
increasingly wide range of subject options open to them and, whatever they choose,
almost all achieve well.
Summary of other judgements against the BSO standards:
The quality of the curriculum provided by the school is outstanding (see Standard 1
below).
The standards of teaching and assessment are outstanding overall (see Standard 1
below). Just occasionally, the quality of teaching, pupils’ learning and assessment do
not meet these highest standards. This happens when pupils are given insufficient
time to respond to questions in lessons or when they do not follow up on guidance
given to them on how they could improve.
Pupils’ spiritual, moral, social and cultural development is outstanding (see Standard
2 below).
The welfare, health and safety of the pupils are outstanding (see Standard 3 below).
The standard for the suitability of the proprietor and staff is met (see Standard 4
below).
The premises and accommodation are of good quality (see Standard 5 below).
The provision of Information for parents is excellent. (see Standard 6 below).
The school’s procedures for handling complaints are highly effective (see Standard 7
below).
The leadership and management of the school are outstanding (see Standard 9
below). The school recognises that pupil progress tracking systems and cross-phase
links need further improvement in some subjects so that a whole-school overview is
more readily available.
8
As a result of this inspection, undertaken during March 2015, the school has
demonstrated that it meets the Standards for British Schools Overseas. This
judgement is endorsed by the British Government, quality assured by the
Office for Standards in Education (Ofsted) and is valid for a period of three
years.
Standard 1. The quality of education provided by the school
The school curriculum is outstanding, providing a rich full-time education for all
pupils. The curriculum has been substantially redesigned since the previous
inspection. It is imaginative and recent initiatives such as The Great St Andrews’
Lesson and High Performance Learning initiative incorporate the IB learner profile
across all phases. This is reflected in detailed schemes of work and lesson plans.
While the requirements of the IGCSE are met in full, the number of subjects entered
is limited to allow more time to focus on skills and so ensure transferability to UK
schools and preparation for UK universities.
Flexibility has been introduced in the high school by the use of carousels. In the
primary phase, an adapted approach to England’s new National Curriculum is in
place for the next academic year. Pursuit of this curriculum is an important part of the
school’s Britishness, and this is supported by elements of British culture, such as the
works of Shakespeare in English, the use of pounds sterling in some topics in
mathematics and direct or comparative reference to British culture, politics and
institutions in history and geography. All pupils acquire the skills of speaking,
listening, literacy and numeracy, principally in English. However, other first languages
and cultures are reflected in curricular opportunities in Thai for all, French, German
and Japanese.
Themed topics form the basis of the curriculum in Key Stages 1 and 2, incorporating
technology, mathematical and scientific investigations and exploration of moral and
social issues. Visiting speakers, including some from the UK, enhance the lessons.
Educational visits are important parts of the structure of each theme, adding context
to the learning.
The Creativity, Action and Service (CAS) elements of the IB and the school’s own
’pre-CAS’ in Key Stages 3 and 4, ensure high school pupils make similar
connections. An exceptional programme of extra-curricular provision offers a range of
cultural, creative, social and physical activities each term, extending the core
curriculum. Swimming is particularly important and almost all pupils participate in the
Aquathon, combining running and swimming, with a focus on participation rather than
winning.
9
The curriculum provides outstanding support for those pupils with additional needs,
so that all pupils participate fully and achieve well in all phases. The ASDAN
programme is an unusual provision in an international school, helping some more
challenged pupils in high school to achieve through the development of life skills.
Pupils learning English as an additional language receive a well-modified curriculum
in many classes. School leaders are committed to improving the inclusive access of
these pupils in the classroom alongside existing support through extraction lessons.
In early years, the areas of learning are carefully woven together, providing children
with an exciting and stimulating curriculum. The focus is on active learning; exploring
the environment and learning through play. Detailed records and accurate
observations successfully inform next steps to meet individuals’ needs.
Personal, Social and Health Education (PSHE), CAS and pre-CAS programmes
support the social, moral, spiritual and cultural development of all pupils and help to
prepare them for adult life. However, some pupils feel that greater guidance
throughout the high school, would broaden their understanding of different careers’
options around the world and the school already has plans in place for this
development.
The quality of teaching, learning and assessment is outstanding across the school.
This results in pupils making very rapid rates of progress throughout the school, in all
subjects. Highly motivated and confident teachers; mostly recruited from the UK,
prepare well-resourced, interesting activities. Effective teamwork, sharing of planning
and best practice, all has a positive impact on the quality of teaching and learning.
Skilled teachers have a secure knowledge of their subject, how to teach it and how
pupils learn. This results in carefully planned, challenging lessons that engage pupils’
interest and enable them to fulfil their potential and beyond. Questioning is used
extremely well by teachers to develop critical thinking and to support and challenge
pupils. This was particularly effective in a mixed ability Year 7 mathematics lesson
where pupils had different levels of understanding in finding the value of Pi. In a few
lessons, teachers do not allow pupils sufficient thinking time to answer effectively, but
mostly, pupils are articulate, with a willingness to participate. Time in lessons is used
productively and teachers make very good use of the resources and facilities that are
available to them. They have high levels of proficiency in using interactive
whiteboards.
All pupils, irrespective of their cultural background, achieve well against their
challenging targets. The large numbers of pupils who speak English as an additional
language cope well in class because most teachers reinforce vocabulary well.
In the vast majority of lessons, support staff have a strong impact on learning,
particularly in primary classrooms where they have good working relationships with
the classroom teacher. Assessment is used well throughout lessons to assess
learning, allowing teachers to modify learning. Teachers also use information from
10
formative and summative assessments to plan effective lessons that closely match
different levels of ability. Accurate assessment systems are in place to track pupils’
progress against their own targets and against UK and international standards, which
informs intervention. Effective assessment also identifies those with additional needs.
Teachers use the schools marking policy to regularly assess pupils’ work. There are
some exemplary examples of marking across subjects, particularly in English, but in
some subjects, comments about what pupils need to do to progress further do not
encourage pupils to respond or follow up the suggestions. Effective use is made of
self and peer assessment.
Throughout the school pupils display superb attitudes to learning; from the moment
children arrive in school, they learn to plan tasks carefully and take some
responsibility for their own learning. They are aware of what to do to be successful
and can reflect on what they have achieved and how to improve their work. In all
lessons, pupils are well behaved, highly motivated learners, who can work well
independently and collaboratively. Teachers create positive learning environments
where pupils want to succeed, feel their efforts are valued and there is purpose to
what they do.
Standard 2. The spiritual, moral, social and cultural development of the pupils
The school’s provision for spiritual, moral, social and cultural development is
outstandingly effective. The ethos encourages self esteem and mutual respect, as
illustrated in a recent magazine article written by a new pupil. As a result, pupils are
articulate and confident and they suggest that the school’s international nature is one
of its greatest strengths. Pupils enjoy school and this is reflected in outstanding
attendance and punctuality to lessons. Behaviour in class and around the school
illustrates a respect for diversity and difference and, in consequence, there is virtually
no bullying. Any disagreements are swiftly resolved, with the assistance of staff when
necessary.
Pupils’ spirituality is enhanced throughout the taught curriculum and extra-curricular
programmes. Instrumental music is played by all pupils from Year 4 upwards and
most pupils perform – occasionally as whole year groups - in assemblies, concerts
and even ‘busking’ in the dining room as pupils and parents arrive. Residential trips
for each year group in Key Stages 1 and 2 provide academic enrichment, but also
personal challenge and development of a sense of adventure and self confidence.
This is continued into the high school, through the CAS element of the IB diploma
and the school’s own pre-CAS in Key Stages 3 and 4. Pupils experience success in
sporting events in trans-Asiatic competitions as well as a vast range of internal
sporting activities. The house structure is vertical and assemblies provide
opportunities for older pupils to model excellence, but also to offer younger pupils
support in their endeavours.
11
Pupils experience values of democracy as senior team leaders are elected at each
key stage to be the pupil voice for their age group. The Britishness of the school is
also evident in recent school performances of classical plays such as The Elephant
Man and The Mousetrap. These cultural events support pupils’ social and moral
development, encouraging them to consider the needs of others, within school and in
the wider community. Pupils’ social awareness is challenged, not only in raising
money for local charities, but also through regular direct involvement by Years 1 to
13 with Bangkok Refugees’ Centre and Rainbow House. They work through art and
drama productions with orphans and refugees at their centres and in school.
Traditional days raise awareness of Thai culture. International Day provides an
opportunity for pupils to educate one another about their diverse backgrounds and to
develop their understanding of British culture, including quintessential elements such
as the serving of cream teas. Cultural development is fostered between the age
groups, with the Year 10 film club teaching Year 6 pupils editing skills and how to
create storyboards.
The breadth of the spiritual, moral, social and cultural development is reflected in a
recent school magazine. This included pupils’ poetry and visual arts in the medium of
photography and an item about Tokyo, written in French. There were also articles
about global women’s rights, child abuse, being new to the school and issues such
as ’Do looks actually mean everything?’ These all provided excellent examples of the
writer’s spiritual development, moral judgements, social awareness and crosscultural understanding.
Standard 3. The welfare, health and safety of the pupils
The measures to promote the welfare, health and safety of pupils are outstanding
and reflect the inclusive nature of the school where pupils feel part of a happy
community. The school has an anti-bullying policy and pupils say there is no bullying
of any kind. Pupils who join the school feel particularly welcomed.
The school is a healthy and safe environment. The buildings are well maintained and
hygienic. The site is secure and the emergency/ disaster plan allows leaders to
manage emergency situations. School guards are vigilant in their duties. Regular fire
drills take place. These are recorded effectively as are all other aspects of health and
safety, giving the school a clear picture of trends and issues to investigate. Health
and safety are also rigorously audited externally to conform to local regulatory
requirements. Comprehensive risk assessments for trips are in place.
The attendance and behaviour of pupils are exemplary and positive behaviour is
successfully promoted through a variety of awards. In the high school, the philosophy
is that, instead of rules and sanctions, staff cultivate a supportive environment based
on trust and self discipline. Supervision is appropriate for a school that encourages
pupils to manage their own behaviour and relationships. Pupils are well known to
staff and to each other. Any incidents are reported and parents are informed.
12
Those pupils who need extra personal support seek the help of the well qualified and
effective school counsellor. Pupils know about the need to keep healthy; healthy
eating options are available and many sports are on offer. Large numbers of pupils
take part in the school’s extensive swimming programme.
Two qualified nurses provide medical care and have effective systems for recording
incidents and alerting teachers to medical issues. The details of pupils with serious
medical conditions are circulated to all. School transport is well maintained and all
have seatbelts and CCTV cameras to ensure the safety of pupils.
The school has child protection policies that are reviewed regularly. Teachers and
other staff have completed a child protection course with certification. Safeguarding
arrangements are rigorous and meet the same expectations as those found in
schools in the UK. The Principal is aware of cultural sensitivities and acts
accordingly, making good use of the support available from British and other
embassies where necessary.
Standard 4. The suitability of the proprietor and staff
This standard is fully met. The Board, working through the Principal and
administrative staff, ensure that all the required checks are in place to confirm that
staff are suitable to work with children and that they have the right to work in
Thailand.
Standard 5. The premises and accommodation
Over time, the school has expanded its accommodation to cater for increasing pupil
numbers. Currently, staff and pupils make the most of what the school provides on
this compact site. There is no overcrowding and the facilities are very well used.
Lunch times are staggered to enable pupils to eat comfortably and then use the
grounds for recreation. There are good facilities for teaching specialist subjects such
as science and drama and extensive indoor and outdoor sports facilities to promote
healthy living and practice across a range of sports. There are several computer
suites for different age groups; a well-organised library with some study space and
outdoor areas for children in the early years to experience free-flow activities. The
school recognises that the accommodation is approaching its limits for the current
school population and is planning improvements. The new accommodation will
shortly include a separate Key Stage 1 building and, in the medium term, a building
containing, for instance an auditorium and an IB suite.
Classrooms and corridors in many parts of the school offer a good learning
atmosphere with good examples of current pupils’ work, for instance, on display in
the primary phase. Classrooms are well maintained and clean. They have interactive
whiteboards or digital projectors which staff use well to enliven learning. WiFi is
13
available throughout the site for access to the internet. The site is looked after well by
ground staff and security staff ensure that pupils and staff are safe in school.
Standard 6. The provision of information for parents, carers and others
The provision of information for parents, carers and others is outstanding. All the
information required by the BSO standard is readily available via the school’s
comprehensive website. Parents comment very favourably on the high quality of the
information they receive and how quickly staff members respond to queries, often vi a
email. ‘There are never any barriers, staff are friendly and approachable and will
always go the extra mile’, was typical of the comments received by the visiting
inspection/accreditation team.
Regular, high quality newsletters are sent to parents via email and the school’s virtual
learning environment (VLE) is an excellent vehicle for ensuring that the regular flow
of information between school and home is maintained. For example, it allows
parents to access information about their children’s homework, including whether it
has been completed on time, assessments they have received and attendance
figures. Its use is well embedded in the secondary school and is growing in primary.
Attendance at consultation evenings is very high at over 90%, with similarly high
numbers supporting concerts and other school events. Many parents, who
responded to surveys issued by the school, and also in their discussions with
inspectors, confirmed that the excellent communication systems contribute to the
progress made by their children.
The school has built an extensive network of community links and uses these very
productively to enhance and widen the experiences for pupils. In primary, pupils
undertake a wide range of local trips to places of interest linked to a topic they are
studying as well as longer residential visits. Older pupils visit the Mercy Centre in
Bangkok to teach English and there are numerous charitable events where pupils
support local good causes. For example, during the time of the inspection, pupils
were ‘busking’ in locations around the school in an attempt to raise money for the
Bangkok Refugee Centre. An active association for parents, the Parent Teacher
Group, organises a comprehensive range of social events and fundraising activities
as well as providing good links with staff of the school. All of these links contribute
well to the high quality of education that the school is able to provide for its pupils.
14
Standard 7. The school’s procedures for handling complaints
The school meets all the requirements of the standards. The complaints’ procedures
are clear and full details are available on the school’s website. This is regularly
updated. Scrutiny of the school’s records indicates that complaints are rare and
almost all concerns are dealt with at the informal stage. At their meeting with
inspectors, parents confirmed that any concerns or complaints made to the school
were dealt with promptly and fairly.
Standard 8. The quality of provision for boarding
Not applicable
Standard 9. Leadership and management of the school
The leadership and management of the school are excellent. Over time, the Principal
makes an outstanding contribution to both the growth of the school and to its
continuing improvement. He has provided the determination in pursuit of the vision
for the school to provide ‘an inclusive, international education in a happy, supportive
and stimulating environment, where all the needs of the individual learner are met.’
The inspection confirms that this vision is understood by the school community and
lived out each day. As the school grows, senior leadership is fully committed to
ensuring that this continues.
The senior leadership team is at once a stabilising and energising force within the
school. Their separate and collective responsibilities are clear and carried out very
well. Central to these are the tone they set, the expectations they have and the way
that responsibility is effectively devolved throughout this growing school. Together,
they introduce improvements in a considered way and monitor any impact to judge
effectiveness. Good examples here are the curriculum changes introduced to
enhance pupils’ learning experiences. Leadership in early years is strong and has
ensured that changes to the curriculum and assessing children’s progress have been
introduced seamlessly.
Systems and routines are well established so that teaching and learning can take
place in a settled, ordered environment. Staff and pupils know what is expected of
them. Duties are carried out conscientiously and everyone plays their part. Security
and safeguarding are vigilant but unobtrusive; systems across the school are well
tried and regular reviews maintain a high level of efficiency. Cooperation and
friendliness help oil the wheels and high, mutual expectations ensure that deadlines
are met.
15
The school’s self-review document is largely accurate. It is founded on good systems
for monitoring pupils’ performance and the quality of teaching and learning. This
information also feeds into the continuing professional development programme and
helps to determine the school’s improvement priorities. For example, work on the
document What makes a great St Andrews lesson followed discussions about
observations of lessons and enabled all staff to contribute their views.
The review process also spots where there are gaps or where any improvements are
required. Changing the way in which the English as an additional language
programme is delivered is a good example of how rigorous self-review can lead to
improved provision and outcomes for pupils. Communication within the school’s
phases is very effective. Year leaders, subject leaders and heads of phase all work
well together to ensure the continuity of pupils’ learning. These largely middle
managers are consistent in their approach and are making increasingly good use of
the school’s system for tracking pupils’ progress. This has the potential to track
progress across the school and provide for instance a whole school view of the
progress of pupils with special educational needs or of all pupils’ progress across
phases. Sometimes, this potential is not fully realised as, for example, in science and
in ICT leader links between Key Stages 2 and 3.
The quality of teaching and learning is a central concern of management. Guidance,
training, joint planning and monitoring all play their part in ensuring that quality-first
teaching is more often the norm than the exception. Subject and phase leaders set
strong personal examples, are involved in lesson planning and in regularly looking at
the quality of teaching. They provide coaching and suggest improvements over the
year. Support is offered along with well-directed training to reach the school’s high
expectations. Some teachers were not aware of their precise areas of further
improvement and the inspection found that, while teaching was outstanding overall,
there was unevenness to the distribution of excellence. Pupils confirm that, after their
experiences in other schools, they appreciate the support and direction offered by the
teachers in this school.
School leaders and the governing board are clear about the separation of
responsibilities and this works well. The Nord Anglia Education Board sets
challenging but realistic strategic targets for the school. The Regional Managing
Director knows the school well, provides excellent support and successfully holds
staff to account. For example, the performance of the Principal and his senior
leadership team is regularly reviewed.
The school is very successful in the recruitment, training and retention of high quality
staff. There is much greater stability found in the teaching staff here than is generally
the experience in international schools. Consequently, any changes introduced can
be tracked and evaluated over a longer term with staff who initiated the change still
present to check how effective it had been. Parents report about how they value the
continuity in staffing at St Andrews. A large majority of teaching staff are British16
trained and qualified. This enables them to teach confidently the UK curriculum and
to prepare pupils well for their futures.
Efficient systems ensure that all financial, legal and safeguarding regulations are
met. For example, the process for recruitment checks is exemplary. As a fully
inclusive school, leaders actively promote equal opportunities and are rigorous in
tackling any form of discrimination.
Compliance with regulatory requirements
St Andrews International School, Bangkok fully meets the requirements for British
Schools Overseas.
What the school could do to improve further
While not required by regulations, the school might wish to consider the following
points for development:
• Refine further the analysis and use of the data on pupils’ achievement, and
strengthen curriculum links, in a few subjects, between primary and high school.
• Increase the proportion of outstanding teaching across the school through the
sustained and rigorous use of the school document What makes a great St Andrews’
lesson.
17
The quality of education
Overall quality of education
√
How well the curriculum and other activities meet the range of needs
and interests of pupils
√
How effective teaching and assessment are in meeting the full range of
pupils’ needs
√
How well pupils make progress in their learning
√
Pupils’ spiritual, moral, social and cultural development
Quality of provision for pupils’ spiritual, moral, social and cultural
development
√
The behaviour of pupils
√
Welfare, health and safety of pupils
The overall welfare, health and safety of pupils
√
The quality of provision for boarding
Not applicable
Leadership and management
Overall effectiveness of leadership and management
18
√
Inadequate
Satisfactory
Good
Outstanding
Summary of inspection judgements
School details
Name of school
St Andrews International School, Bangkok
Type of school
International School
Date school opened
2001
Age range of pupils
2-18
Gender of pupils
Mixed
Number on roll (full-time pupils)
958
Number on roll (part-time pupils) 0
Annual fees (day pupils)
254,700 Baht- 510,300 Baht
Annual fees (boarders)
Not applicable
Address of school
No. 9 Soi Pridi-Banomyong 20, Sukhumvit Soi 71
Wattana, Prakhanong, Bangkok 10110 Thailand
Telephone number
Sukhumvit Campus +66 2 381-2387, +66 2 381-2388
Fax number
Sukhumvit Campus +66 2 391-5227
Email address
schooloffice@standrews.ac.th
Headteacher
Mr Paul Schofield
Proprietor
Mr Robert Walls
19
GLOSSARY
Achievement – Progress made by a pupil taking his/her individual circumstances and
starting point into account.
Accreditation – The system whereby a school or similar organisation is assessed
against agreed standards and if deemed as having achieved the standards required
is provided with some form of official certification or recognition.
Accreditation Board – The body responsible for the strategic direction, operation and
conduct of the accreditation service provided by CfBT
Assessment – The process of finding out how well pupils have learnt what they have
been taught. It is a continuous process that occurs throughout the school year, using
a variety of forms for different purposes.
Attainment – The level pupils reach, usually measured by reference to benchmarks,
such as test and examination results.
British Schools Overseas Inspection (BSO) – Inspection framework and standards
defined by the DfE for British schools overseas to opt to be inspected against.
CfBT Education Trust – CfBT is one of the world’s leading not-for-profit education
companies providing a range of education services in the UK and internationally.
Central Support Team – Personnel based in CfBT Head Office who are responsible
for the administration of the various educational services provided to international
schools.
Combined or Joint Visit – a BSO Inspection visit combined with an ISQM
accreditation or re-accreditation visit conducted (or DSIB inspection in Dubai) at the
request of the school. This will be carried out concurrently with reference to both
frameworks and sets of standards. Some of the standards against which the school
will be inspected are common, but some of the BSO standards relate to the British
nature of the school.
Cycle of Inspection – The period of three years between BSO inspection visits.
20
Curriculum – The educational programmes or courses of study taught by a school
including subjects and activities inside and outside the classroom, as well as extracurricular enrichment programmes.
Dubai Schools Inspection Bureau (DSIB) – All private schools in Dubai are required
by the Knowledge and Human Development Authority to be inspected by the Dubai
Schools Inspection Bureau (DSIB). A joint DSIB/BSO inspection may be requested
through the KHDA’s strategic partner CfBT Education Trust.
Leadership – Leadership at any level (for example principals/headteachers,
governors, board members, team/subject leaders) involves setting direction,
empowering staff to work effectively, creating a suitable environment for learning,
and setting an example to others. It entails different skills from management.
Learning – Pupils’ gains in knowledge, skills and understanding.
Management – The practical business of running a school, department or aspect of a
school’s work in an efficient and useful way.
Ofsted – The Office for Standards in Education, Children’s Services and Skills is the
non-ministerial government department of Her Majesty’s Chief Inspector of Schools
in England and is responsible for school inspections in England.
Progress – The gains in learning made between two points in time. A pupil can be
described as having made insufficient progress, satisfactory, good, or outstanding
progress in relation to his/her starting point.
School self-evaluation – The identification by the staff of a school of its strengths and
weaknesses across the key aspects of its performance. Effective self-evaluation
focuses specifically on the impact of the school’s work on the outcomes for pupils.
Standards –
(1) The levels of knowledge, understanding and skills that pupils and a school
demonstrates at a particular point in time.
(2) The evaluation requirements to be used in the inspection of British Schools
Overseas.
Teaching – All activities undertaken by the teacher aimed at enhancing pupils’
learning.
21
With 40 years' experience of delivering education services worldwide CfBT Education
Trust exists solely to provide education for public benefit.
Teaching and learning are the essence of what we do and we have more than 2,500
staff around the world designing and delivering services. CfBT staff support
educational reform, teach, advise, research and train. As one of the top 30 charities
in the UK, we work for and with individuals and communities in order to help them
reach their potential
CfBT has built a reputation for providing high quality educational support and
inspection services to national organisations such as Ofsted, the Teacher Training
Agency and to schools in the north of England. Our main aim is to improve schools
through high quality school inspections. We have strong values and a clear vision to
deliver a world class inspection service that will directly contribute to improving the
quality of teaching, learning and care of all children and young people in settings,
schools and colleges.
CfBT first delivered inspections on behalf of Ofsted in 1993. Since then we have
developed our experience and expertise in the field of school evaluation and
improvement to become one of the UK's first major providers of inspection services.
CfBT Education Trust has been successful in bidding for the recent tender to manage
inspection services on behalf of the office for Standards in Education, Children's
Services and Skills (Ofsted). CfBT is currently responsible for delivering inspection
services in schools (both maintained and independent), the learning and skills sector
and initial training education.
If you would like a copy of this document in a different format, such as large print or
Braille, please telephone 0118 902 1674, or email enquiries@cfbt.com.
You may copy all or parts of this document for non-commercial educational
purposes, as long as you give details of the source and date of publication and do
not alter the information in any way.
CfBT Education Trust
60 Queens Road
Reading RG1 4BS
T: +44 (0) 118 902 1000
Report reference no: 1021
22