Hong Kong (SAR) China - Bradbury School · Hong Kong (SAR) China Team Evaluation Report 05 - 11 May 2018 Principal - Sandra Webster. ... rates of returns by sections within the community

Bradbury School

Hong Kong (SAR) China

Team Evaluation Report

05 - 11 May 2018

Principal - Sandra Webster

Table of Contents

Part 1: Basic Information - Team Evaluation

Part 1: School Overview - Student Admissions and Attrition - TeamEvaluation

Part 1: School Overview - Faculty and Administration - Team Evaluation

Part 1: School Overview - School-Wide Students' AchievementInformation - Team Evaluation

Part 1: School Overview - The Local and Regulatory Environment -Team Evaluation

Part 1: The CIS Community Survey - Team Evaluation

Part 1: Financial Information - SWOT Analysis - Team Evaluation

Part 1: Financial Information - Audit - Team Evaluation

Part 1: Financial Information - Financial Management - Team Evaluation

Part 1: Financial Information - Financial Planning - Team Evaluation

Part 1: Financial Information - Insurances, Investment Policies and DebtManagement - Team Evaluation

Part 1: Financial Information - Collections - Team Evaluation

Part 2: Domain A - Evaluative Commentary - Team Evaluation

Part 2: Domain A - Standard A1 - Team Evaluation




1

2

3

4

5

6

9

11

12

13

14

15

16

17

19

21

23





Part 2: Domain A - Planned Actions - Team Evaluation

Part 2: Domain B - Evaluative Commentary - Team Evaluation

Part 2: Domain B - Standard B1 - Team Evaluation









Part 2: Domain B - Planned Actions - Team Evaluation

Part 2: Domain D (Elementary/Primary) - Evaluative Commentary -Team Evaluation

Part 2: Domain D (Elementary/Primary) - Standard D1 - TeamEvaluation


25

27

29

31

33

34

36

38

40

42

44

46

48

50

52

54

56

58

60











Part 2: Domain D (Elementary/Primary) - Planned Actions - TeamEvaluation

Part 2: Domain E - Evaluative Commentary - Team Evaluation

Part 2: Domain E - Standard E1 - Team Evaluation



63

65

68

70

72

74

76

78

80

83

85

87

89

91

94







Part 2: Domain E - Planned Actions - Team Evaluation

Part 2: Domain F - Evaluative Commentary - Team Evaluation

Part 2: Domain F - Standard F1 - Team Evaluation







Part 2: Domain F - Planned Actions - Team Evaluation

Part 2: Domain G - Evaluative Commentary - Team Evaluation

Part 2: Domain G - Standard G1 - Team Evaluation



Part 2: Domain G - Planned Actions - Team Evaluation

96

98

100

102

104

105

107

109

111

113

115

117

119

121

123

125

126

128

131

133

136

Part 2: Domain H - Evaluative Commentary - Team Evaluation

Part 2: Domain H - Standard H1 - Team Evaluation

Part 2: Domain H - Standard H2 - Team Evaluation

Part 2: Domain H - Planned Actions - Team Evaluation

Part 3: Conclusions - Team Evaluation

137

138

141

144

146

Part 1: Basic Information - Team EvaluationThe information required is contextual: how the school is structured, accreditation history and anyrecent changes to the school.

Ratings Rubric

There is no Rubric for this response.

Self RatingsNo Rating

Evaluator RatingsNot Rated

Evaluator Reason for Rating

This narrative provides contextual information for the Team Evaluation as a whole.

Commendations Recommendations

Page 1

Part 1: School Overview - Student Admissions

and Attrition - Team EvaluationThe school describes and analyses student admissions and attrition data to provide an overview,in numeric terms, of the growth, stability or otherwise of the enrollment and the degree ofmobility of the student population.

Ratings Rubric







Page 2

Part 1: School Overview - Faculty and

Administration - Team EvaluationThe school uses data on faculty and administration to offer insights into the growth and stabilityof the school, including the rationale for trends in staffing.

Ratings Rubric







Page 3

Part 1: School Overview - School-Wide

Students' Achievement Information - Team

EvaluationData on the achievements of the students show trends in academic attainment, as well asoffering the school the opportunity to exemplify the broader achievements of the students, inthose areas that may be less obviously measurable.

Ratings Rubric







Page 4

Part 1: School Overview - The Local and

Regulatory Environment - Team EvaluationThe school's narrative on the local and regulatory environment helps to give the context to theschool's operations and its own Guiding Statements.

Ratings Rubric


Self RatingsMet





Page 5

Part 1: The CIS Community Survey - Team

EvaluationThe school develops a narrative based on an analysis of the survey results including (but notconfined to) the points of analysis detailed in the instructions. While the statistics emerging fromthe survey will be of interest, it will be much more important for Evaluation Team Members toread how the school has acted or plans to act to produce institutional improvement in responseto the main survey findings.

Ratings Rubric





The school’s narrative regarding the summary of the CIS Community Survey was supportiveof the guiding statements’ appropriateness from the stakeholders' perspective. The narrativewould have been clarified further if the evaluators had been given access to the statisticalrates of returns by sections within the community cohort. This would have given moredefinition and substance to the perceptions of the community. For instance, the schoolreport mentioned the response rates were a little disappointing in the numbers submitted forthe parents’ survey. The evaluators asked what this meant statistically to the school (only17.2% of parents responded). Generally the survey indicated strengths lay in:

the ethical and open manner within which the School Council operates;

the curriculum reflects the guiding statements;

use of technology in teaching and learning is widespread;

Page 6

students are engaged positively in learning;

Bradbury School is a safe, healthy and caring environment, and;

all respondents understand school expectations.

There was a very high level of agreement that there is a qualified and experienced staff.

The evaluators recognised that much of the summary focused on the positive aspects of theschool and while this might be valid, the summary did not develop further on areas requiringstrengthening. In regard to the latter, areas of concern included:

• attention to mother tongue; • more use of students’ own history and culture;• management of the site and Internet network issues; • identification of a student’s special skills and talents on admission and after enrolment;• the strategies and markers for the identification of victims of child abuse, and; • a more regular review of the guiding statements involving all stakeholders.

Reading the summary, it was unclear what the response levels were for the constituentgroups but on reading the detailed reports held at the school the evaluators were moreconfident in assessing the response levels. This was very high for teaching faculty, supportstaff and the board (100%). Of a student body of about 720, Years 5 and 6 were asked torespond, with 100% response rate. All parents were asked to respond online but theresponse rate of 17.2% was very low and of this group 124 attempted the return, with 95completing it. The Evaluation Team concurs with the school’s observation that the parentresponse was very low and cannot be considered as representative of general parentalperception.

Some statistics were given in the summary relating to comparing responses betweenconstituent groups but not in a consistent way, nor with an appropriate approach to a level ofanalysis that would be expected by an Evaluation Team. For example, "whilst the teachersand students felt that emergency procedures were in place and regularly practiced, 14% ofthe support staff disagreed with this". However, again the individual reports helped withmuch more detail. Where the report summary compared responses between constituentgroups these were rather superficial. The summary could have developed the comparative

Page 7

analysis in more detail to strengthen the validity of the survey results and enable morespecific future planning.

The Evaluation Team believes greater use could have been made of the CIS survey data inanalysing the school ratings and conclusions but there were areas where good use wasmade of data to support the school’s own observations, such as in Domain F. To quoteexamples:

• use of data in F3 – 100% of teaching staff and 88.6% of support staff agreed that ''theschool provides professional development that is relevant to my needs'’. • Also in F3, 92.5% of teaching staff and 91.4% of support staff agreed that ‘'there is adefined process and expectations to receive professional development related to theschools identified priorities'’.

The summary stated that the school was building some concerns into developmentplanning, notably EAL, mother tongue, the school network and child safeguarding. Thesefocus points will need to be verified.


Page 8

Part 1: Financial Information - SWOT Analysis -

Team EvaluationThe analysis of the strengths, weaknesses, opportunities and threats offers the school theopportunity to demonstrate its capability in financial analysis and management. It is vital, inaccreditation, to be able to assess the school's financial stability and sustainability.

Ratings Rubric





The pre-visit review of the school’s financial statements conducted by CIS in February 2018demonstrated that there were no discernible issues regarding the school’s financial stability.It was acknowledged that the Financial Summary shows a deficit in the staffing budget (thisis not normally the case) and is being fully addressed by the school. The school also hashealthy reserve funds built up over the years through surpluses. The CIS 2018 review and theEvaluation Team conclusion is that the School Council, with the expert support and planningof its financial sub-committee, is a major strength which permeates many of the financialinformation sub-sections below. One challenge identified by the school was the impact ofthe change in student demographics, with more Chinese families enroling their children. Thishas put pressure on EAL provision in relation to ESF’s admission policy that children musthave, or be taught, a specified level of English to be able to access the full curriculum. Thisnaturally leads to the need for additional human resources and financial pressure. Theschool has opened a Year 1 class especially assisting such students in an intensive Englishprogramme with a view to admitting them into the ‘regular’ class in Year 2. Financialchallenges also come from the static student roll situation, including a fall in waiting lists.

Page 9

This is due to a number of local Hong Kong factors and rising primary education competitionfrom other schools.

CommendationsPart 1 Financial Information [Major] – TheSchool Council and the finance sub-committee for their careful attention tothe financial management of the schoolwhich significantly enhances theoperation of the school.

Recommendations

Page 10

Part 1: Financial Information - Audit - Team

EvaluationThe school describes its internal and external audit arrangements to indicate how it assessesbusiness risk and how it uses checks and balances to improve financial and businessmanagement.

Ratings Rubric





Currently the ESF external audit annually selects a number of Foundation Schools forfinancial review. All schools have a standard external audit every 2-3 years. After discussionwith the business management personnel, they shared with the evaluators that ESF isconsidering an annual audit of all its member schools. At other times, issues areappropriately addressed via the School Council and its finance sub committee. Theevaluators accessed and cited the August 2017 ESF audit report. The Evaluation Team issatisfied that auditing compliance has been met.


Page 11

Part 1: Financial Information - Financial

Management - Team EvaluationThe school demonstrates how it manages its finances and how well it manages its finances. Thisis an opportunity for the shool to show how the Board/Governing Body excersises itsresponsibilities in financial planning and stewardship, as well as the roles of the senior officers inthe school's administration.

Ratings Rubric





There is a Financial Procedure Manual. There are in place appropriate procedures andsafeguards re spending authorization. The Financial Sub-Committee meets 6-8 times a yearprior to the School Council meeting and together they have a very sound oversight on thefinancial management of the school which the evaluators confirm. There is significantfinancial information and support on the ESF Centre’s network. The evaluators are confidentthat storage of financial information is robust within the school and appropriate backup withthe ESF Centre.


Page 12

Part 1: Financial Information - Financial

Planning - Team EvaluationThe school outlines how it plans financially and relates this to the its strategic planning and theschool's Purpose and Direction.

Ratings Rubric





The evaluators are satisfied that the financial planning is guided well in the medium and longterm by the school’s strategic plan which accords with CIS Code of Ethics and the school’sguiding statements. Through the SWOT data analysis the School Council is well aware of thefinancial challenges it faces and is paying attention to possible ways in which these may beaddressed. In this they have the support of the ESF expertise but are also dependent on ESFdirectives and procedures.


Page 13

Part 1: Financial Information - Insurances,

Investment Policies and Debt Management -

Team EvaluationThe school demonstrates its approach to investment, how it funds growth and the insurancepolicies taken out by the school to cover risk and liability in its activities.

Ratings Rubric





The ESF covers insurance requirements for all students, employees, volunteers and helpersboth within the campus and on trips beyond the campus. The ESF has oversight forinvestment proposals and endorses protection from any potential liabilities, includingpotential debt management.


Page 14

Part 1: Financial Information - Collections -

Team EvaluationThe school demonstrates how debts are collected and the managerial processes in place tocollect dues and to minimise debt.

Ratings Rubric





Collections and contingencies relating to unpaid tuition fees are managed by the ESF Centrefinance department in collaboration with the Principal and appropriate school personnel. Theevaluators observed such procedures are clear, organised and followed.


Page 15

Part 2: Domain A - Evaluative Commentary -

Team EvaluationThe school uses the Essential Questions and Guided Development Questions to inform itsinvestigation and support the gathering of evidence and self-evaluation against the Standards inthe Domain.

Ratings Rubric





The evaluative commentary makes clear reference to the essential questions and provides abig picture overview of Domain A, highlighting the school’s strong ownership of the missionand vision as evidenced by staff, students and parents.

Through review of documentation, observations and discussions with faculty, the evaluatorswere able to determine the level of attainment for most of the standards in this domain.Commendations mainly relate to the guiding statements and the role they play in the school.Recommendations in this domain focus primarily on student voice in the review of guidingstatements and the recently created definition of high quality teaching and learning.


Page 16

Part 2: Domain A - Standard A1 - Team

EvaluationThe school's purpose, direction and decision-making is guided by clear guiding statements thatare appropriate for the needs of all constituent groups.

Ratings Rubric

Team Evaluation Criteria A1i. The Guiding Statements are used as suitable reference points indecision-making. Future Aspirations A1i. How can the Guiding Statements be constantlyreevaluated because of the changing needs and circumstances of the students?

Self RatingsMet

Evaluator RatingsMet


The guiding statements feature prominently at the school as was evidenced throughobservations of the guiding statements being displayed around the school and inconversations with students. There is clear documented evidence supporting ownership ofthe guiding statements by all stakeholders in the school, especially as seen through theGuiding Statements Review Policy, which includes an annual review as well as a more broad-based review every five years. Survey results confirm 90.4% of students either agree orstrongly agree that they understand the school’s mission, vision and values. Evidence of the guiding statements as reference points in decision-making was viewedthrough the Guidelines for Completing the Curriculum Development Plan as well as theStrategic Plan. During conversations with the Domain A Committee, the evaluators learnedthat the guiding statements provide focus for teachers as they promote nurturing the wholechild. The school continues to ensure the community has access to the guiding statementsand other school reports and policies that echo the guiding statements through their school

Page 17

website and school reports.

CommendationsDomain A Standard 1 [Major] - Thefaculty for commitment to the guidingstatements and ensuring they are central,clearly accessible and embedded in everyaspect of teaching and learning.

RecommendationsNone at this time.

Page 18


EvaluationThe school's Guiding Statements conform to the CIS Code of Ethics.

Ratings Rubric

Team Evaluation Criteria A2i. The Guiding Statements, and their ethical basis, influence howthe school operates. Future Aspirations A2i. How does the school evaluate the ethical basisof its decisions?

Self RatingsMet



The school’s commitment to the moral principles outlined in the CIS Code of Ethics isapparent in the school’s implementation and commitment to fulfilling the promise of theguiding statements. Evidence of the education, safety and well-being of the students wasshared through a sample Principal report that highlighted and promoted these areas to theschool community. During conversations with the Domain A Committee, the evaluatorslearned that the three Rules of Respect already in place at the school promote and supportstudents in understanding and practising a culture of empathy and understanding.Classroom observations of children collaborating and supporting each other confirmed thisculture. The emphasis placed on developing the explanatory model “Brad”, demonstrates theschool’s commitment to fostering well-being in children and staff. The ‘Brad’ model includesa focus on the IB Learner Profile as well as the school's own values built around the threeRules of Respect. The school’s efforts in promoting global citizenship are embedded throughactions such as Action Day and working towards achieving ‘green flag’ status as an Eco-

Page 19

School.

CommendationsNone at this time.


Page 20


EvaluationThe Guiding Statements endorse the school's commitment to developing intercultural learning.

Ratings Rubric

Team Evaluation Criteria A3i. The school puts into action its definition of international/intercultural learning, both inside and beyond the classroom, as evidenced by the learning ofstudents. Future Aspirations A3i. How well is the students’ learning developing theircapacities as global citizens, and how is this reflected in their learning and in theirbehaviours?

Self RatingsMet



Following feedback from the evaluators at the Preparatory Evaluation visit, all thestakeholders at the school have contributed to the development of an appropriate definitionof global citizenship which highlights taking action as a responsible citizen. Global citizenship/intercultural learning is a key aspect of an IB World School. The self-studyreported that the students are provided with opportunities to explore current affairs andengage in discussions from multiple perspectives to help with fostering the development ofglobal citizenship. During conversations with the Domain A Committee, the evaluatorslearned of examples that demonstrate global citizenship is embedded in the school culture,including but not limited to:

the celebration of mother tongue;

exploring diversity and commonality amongst peers in the classroom;

Page 21

participation in Action Day.

This evidence further supports the international/intercultural learning both inside theclassroom and beyond.



Page 22


EvaluationThe school is committed to the values inherent in the UN Convention on the Rights of the Child(1990).

Ratings Rubric

Team Evaluation Criteria A4i. All interactions between adults and students are conducted inalignment with the values within the UN Convention on the Rights of the Child and the CISCode of Ethics. Future Aspirations A4i. How do relationships between adults and studentscontribute to the students’ learning quality and to the nature of their learning? How do weknow?




The evaluators agree with the school’s rating of Met, whilst acknowledging some tasks willcontinue to be focused on during the next strategic plan. While the school’s guidingstatements do not make direct reference to the UN Convention on the Rights of the Child,they do show commitment to the moral principles outlined in the CIS Code of Ethics. Theemphasis placed on developing the explanatory model “Brad” at Bradbury, supports theschool’s commitment to fostering well-being in children and staff. The evaluators observed the UN Convention on the Rights of the Child to be displayedaround the school in child friendly language. Conversations with the Domain A Committeeconfirmed that while the rights of the child are embedded in several units of inquiry,including a Year 5 Unit of Inquiry into refugees, they could be more explicitly stated in schooldocumentation.

Page 23


RecommendationsDomain A Standard 4 - The SeniorLeadership Team identify persons ofresponsibility and timeline targets for thestrategic plans referencing the UNConvention on the Rights of the Child insupport of student well-being.

Page 24


EvaluationAll school constituent groups are involved and engaged with the development and review of theGuiding Statements on a planned and regular basis.

Ratings Rubric

Team Evaluation Criteria A5i. The review process for the Guiding Statements is genuinelyconsultative, involves all constituent groups and the constituents are engaged with theschool’s purpose and direction. Future Aspirations A5i. How do the views of the school’sconstituents influence the school’s purpose and direction?

Self RatingsMet



Following feedback from the evaluators at the Preparatory Evaluation visit, all thestakeholders at the school have contributed to the development of an appropriate ReviewPolicy for their guiding statements. The policy clearly identifies the definition of their guidingstatements, the members of the school community involved in the review, as well as theprocess for the review. The stated policy reports that the guiding statements will be reviewedannually by the School Council and either remain for another year or undergo a broaderreview. In addition, the guiding statements will be reviewed every five years by a broad-basedcommunity team. However, there is some flexibility of this in practice based on the needs ofthe school. Survey results reported that 92.7% of the 17.2% of parents who responded either agree orstrongly agree that they were invited to review the school’s mission, vision or values while79.4% of students either disagree or strongly disagree they were invited to review the

Page 25

school’s mission, vision or values. In conversations with the Student Council Facilitator, theevaluators learned that only student council representatives were invited to attend thereview of the guiding statements and reflections on this process determined that moredialogue with the whole student body should be considered in the future.


RecommendationsDomain A Standard 5 - The SeniorLeadership Team canvass the studentbody more widely to review and evaluatethe effectiveness of the guidingstatements.

Page 26


EvaluationThe school has an effective means of monitoring and evaluating the implementation of itsGuiding Statements.

Ratings Rubric

Team Evaluation Criteria A6i. The review and evaluation of the Guiding Statements iseffective and provides data that informs the school’s direction. Future Aspirations A6i. How isthe review and evaluation of the Guiding Statements informing the Board in their strategicoversight of the school?

Self RatingsMet

Evaluator RatingsNot Met


Following feedback from the evaluators at the Preparatory Evaluation visit, the school is stillexploring ways in which they can measure and evaluate the effectiveness of their guidingstatements. The recent review process of the guiding statements provided the school withsome data to analyse and support measuring the effectiveness of the guiding statements.Using existing data such as school surveys with a more critical and analytical reflectionwould further support the school in future decision-making.


RecommendationsDomain A Standard 6 - The Senior

Page 27

Leadership Team formalise a writtenprocess and clear indicators to measurethe success of the school’simplementation of the guidingstatements.

Page 28


EvaluationThe school has developed and adopted a contextually-appropriate definition of high qualitylearning and identified expected learning outcomes at each stage of a student's pathway throughthe school.

Ratings Rubric

Team Evaluation Criteria A7i. The contextually-appropriate definition of high quality learningis related to students’ expected learning outcomes and referenced to standards. FutureAspirations A7i. How consistent is the application of the school’s definition of high qualitypractice, and how is the school addressing any inconsistencies in practice?

Self RatingsNot Met



Through the adoption of the Primary Years Programme (PYP), the school uses the criteriaand performance standards of the PYP to identify expected learning outcomes at each stageof a student’s journey through the school. These Scope and Sequence documents areavailable to access via the school website. The Evaluation Team viewed evidence of the ESFPrimary Curriculum Years 1-6 curriculum leaflet, which outlines learning at the schoolthrough a description of the PYP framework and structured, purposeful inquiry. At the time of the Team Evaluation visit, the school shared its specific formal definition ofhigh quality teaching and learning, which includes numerous links to other documents andpolicies around teaching and learning at the school. The self-study indicated this was made apriority after the Preparatory Evaluation. The definition is available to the school communityvia the school website. Conversations with the Domain A Committee confirmed the definition

Page 29

is in the first draft stage and was formed through connecting teaching and learning policiesalready in place.


RecommendationsDomain A Standard 7 - The SeniorLeadership Team evaluate anddisseminate the school’s formaldefinition of high quality teaching andlearning to support consistency inpractice.

Page 30


EvaluationThe school is inclusive in its admissions procedures, as defined by its Guiding Statements.

Ratings Rubric

Team Evaluation Criteria A8i. The Admissions policy, process and its outcomes are evaluatedregularly in the context of the Guiding Statements to assess its inclusivity within the terms ofthe policy. Future Aspirations A8i. How inclusive is the school in the context of its admissionspolicy and how well-matched is the programme to those students enrolled?

Self RatingsNot Met



In conversations with the Domain A Committee, the evaluators learned that the ESFAdmissions Policy has clear guidelines for the age of students and admissions to specificgrade levels. This can be challenging for the school; for example, when students are enteringmid year from different countries and school calendars. The school website clearly outlines the Admissions Information for the school as well as theExternal ESF Admissions information. During admissions, children must demonstratesufficient language skills to engage with the curriculum and this is assessed through a play-based approach. In response to changes in the school’s demographics, the school nowenrols Y1 students in an Intensive English class when they do not meet the languagerequirements for admissions. There are also twenty-one spaces available for students withadditional learning needs.

Page 31


RecommendationsDomain A Standard 8 - The SeniorLeadership Team continues toimplement and evaluate theeffectiveness of the Intensive EnglishClass as it complements the school’sinclusivity model in the admissionspolicy.

Page 32

Part 2: Domain A - Planned Actions - Team

EvaluationAs a result of the self-evaluation, the school identifies the actions necessary to strengthen thisaspect of school life. The Self-Study should be action-orientated, with evidence-based evaluationleading to informed planning and proposed actions, in line with the school's Guiding Statements.

Ratings Rubric





The evaluators found the identified planned actions complement the self-study report andare linked to specific standards in Domain A, especially the core standard, A4: ‘'The school iscommitted to the values inherent in the UN Convention on the Rights of the Child (1990)'’.

Incorporating additional recommendations outlined in the planned actions would strengthenthis area in relation to persons of responsibility and timelines for actions.

Recommendations arising from the Evaluation Team will be considered for the next strategicplan (August 2018).


Page 33

Part 2: Domain B - Evaluative Commentary -


Ratings Rubric





The evaluative commentary makes clear reference to each of the essential questions tovarying degrees but has not included comment on the guided development questions. Brief,positive summations of the self-study in each of these areas accords with the evaluators’observations; there is a high level of alignment. However, the self-study commentary hasdescribed rather than evaluated an overview of Domain B and there is no reference to areasof potential challenge or concern. The survey results could have been used to substantiateclaims and indicate perceptions of both strengths and areas for closer scrutiny. This wouldassist future planning.

The evaluators used the preliminary report, the self-study, face-to-face meetings with arange of stakeholders, school documentation and classroom observation to develop a rating.

In Domain B, all standards are Met or Exceeded in the self-study and evaluators’ report. Thehighly effective working relationship between the Principal and the School Council [B1] andthe empowerment this gives the Principal to lead the school towards its mission [B2] is

Page 34

recognised as Exceeded in both the self-study and evaluators’ report. While the self-studyrated B7 as Met the evaluators believe there is evidence to rate this as Exceeded. Practicegoes beyond meeting the standard to illustrating an exemplary model for a CIS school. Theevaluators’ commendations are focussed mainly in the above standards. They reflect thecentral role of guiding statements, shared values and goals across the school communityand effective practices to achieve the mission.

Standards 3, 4, 5, 6, 8 and 9 are Met in both the self-study and evaluators’ response,recognising that further ongoing review and evaluation are implicit in the rating.

Recommendations from both groups focus mainly on ways to measure and evaluatesuccess, particularly in how the School Council formalises its self-review and strategies forvalue-adding.


Page 35

Part 2: Domain B - Standard B1 - Team

EvaluationThe respective roles and responsibilities of governance and ownership, and leadership andmanagement, are suitably defined in writing and respected in practice for the sustainabledevelopment of the school.

Ratings Rubric

Team Evaluation Criteria B1i. The roles and responsibilities of ownership, governance,leadership and management are clearly defined, formally articulated in approved policy,understood and respected by all members of the school community and reflected inpractice. Future Aspirations B1i. How is governance developing as a result of orientation,systematic training and how is this training evaluated?

Self RatingsExceeded

Evaluator RatingsExceeded


The school has clear, relevant and effective policies and documentation which define theroles and responsibilities of governance and ownership. School Council members bring areasof expertise that directly relate to the school’s needs (law, finance, education, etc.) and add toan effective learning environment. Leadership and management roles are distinct indefinition and practice. These are well understood and supported across the schoolcommunity, as evidenced in the survey where most respondents (100% in the SchoolCouncil) agreed or strongly agreed. In talking to staff, students and parents, it was apparentto the evaluators that the unambiguous and harmonious distinction of leadership rolesengenders confidence within the school community and enhances the learning environmentfor students in a range of ways, not least as a model for their own leadership roles with peers.The evaluators agreed that the school’s future aspiration of developing the quality of

Page 36

governance through orientation, systematic training and evaluation of the School Council isthe next step to adding value to their roles. This is addressed in B8: "appraisal of the Headand the board".

CommendationsDomain B Standard 1 [Major] - ThePrincipal and School Council fordeveloping a current governancestructure and practice that fosters apositive, effective learning environmentin line with guiding statements whilstplanning areas of future professionalgrowth.


Page 37


EvaluationThe Head of the School is empowered to be the educational leader of the school, implementingthe mission and has ultimate responsibility and accountability for the students' education andwell-being.

Ratings Rubric

Team Evaluation Criteria B2i. The Head’s role as the educational leader is unambiguous,supported by clear and widely understood structures and lines of reporting that distinguishbetween governance and leadership functions and practice at the school is indicative ofshared understandings about roles and responsibilities and lines of authority. FutureAspirations B2i. Is the relationship between the Head and the Proprietors/ Governors apartnership based on a shared vision, trust, common understandings about roles andresponsibilities thus empowering the Head to provide leadership for the total schoolprogramme?

Self RatingsExceeded



There is a strongly held view across the school community that an excellent workingrelationship exists between the School Council and the Principal. This is endorsed by the highlevels of agreement in the survey across school sectors (given the fact that only 17.2% ofparents responded). This accord is fostered by the fact that the responsibilities of thePrincipal are clearly delineated in accessible documentation and align with the school’s ethosand mandated requirements. Recognised common and shared understandings of theguiding statements and mission add cohesion to the working partnership. Regular andspecific communication regarding the workings of the school is presented to the School

Page 38

Council by the Principal. A stated need by a School Council member to know more about thecurriculum led to the Principal re-structuring meetings so that a curriculum leader speaks atthe start of each meeting. Such initiatives foster trust and understanding that the school’seducational aims remain central. There is recognition in the self-study that the SchoolCouncil and the Principal will now need to find ways to measure the degree and effectivenessof their shared understandings.

CommendationsDomain B Standard 2 - The SchoolCouncil for its role in empowering thePrincipal to effectively lead the schooltowards fulfilling its mission.

Domain B Standard 2 - The Principal forbeing pro-active in ensuring thatcommunication between the school andSchool Council is thorough, relevant andeffective in enabling them to jointly fulfilthe school’s mission.


Page 39


EvaluationThe Proprietors/ Governors ensure there are educational and financial plans to support theschool's viability, the mission, the programmes used to fulfil that mission, and that these plans areexplained to the school community.

Ratings Rubric

Team Evaluation Criteria B3i. Proprietors/ Governors have developed, formally approved andeffectively communicated educational plans for the near and long term that ensure schoolviability, are aligned to the mission and fully support the range of programmes offered by theschool. Future Aspirations B3i. How detailed is educational and financial planning embeddedin practice, effectively communicated, and widely understood? How does this ensure that theschool is aligned to its mission, able to finance its development into the future and, in theprocess, fully support current and future programmes?

Self RatingsMet



There is evidence of detailed educational and financial planning for short and long-termgoals that are linked to the guiding statements through the Strategic Plan, Annual Plan andCurriculum Plan ratified by the School Council. Reflection and communication occursthrough the Annual Report and includes survey data. In speaking to staff, they confirmedthat the line management structure is clear and effective both in curriculum innovation andbudget requirements. The systems are well understood, operate smoothly and areconsidered fair in relation to communication channels and prompt response to requests. Forexample, a focus on STEAM this year involved both educational innovation and financialsupport for resources. Needs were linked clearly to the explicit goals of the 2018 academic

Page 40

plan, then the system worked effectively to enhance the STEAM programme. The widerschool community has access to initiatives through a range of channels. In a broad sense,the School Council has begun to consider how the efficacy and alignment of these practicescan be measured further in terms of meeting the school’s needs, though 90% of the SchoolCouncil agreed or strongly agreed that all requirements are currently met. This suggests thatthe School Council considers that a more formalised reflection process may contributefurther insight to their review.

CommendationsDomain B Standard 3 - The SchoolCouncil and Principal for detailed,relevant long-and-short term educationaland financial plans that support themission and are widely and effectivelycommunicated.


Page 41


EvaluationGovernance is constituted to enable the school to have a clear and appropriate sense of directionand continuity.

Ratings Rubric

Team Evaluation Criteria B4i. A legally compliant governance structure enables the school tohave a clear and well defined direction, the relevant statutes and/or articles of associationare translated into policy and embedded in practice and the Board can provide continuity forthe school in the event of a sudden change in structure, ownership and/or leadership. FutureAspirations B4i. How well established is the governance, legally compliant and providing theschool with sound direction and effective support? B4ii. How well placed is the Board to fulfilessential governance duties and provide continuity for the school in the event of a suddenchange in structure, ownership and/or leadership?

Self RatingsMet



The School Council operates under the direction of English Schools Foundation (ESF) andcomplies with all governance requirements. In turn, ESF complies with all Hong Konggovernment legal requirements. There is ample evidence through documentation anddiscussion that this occurs in relation to strategic direction, curriculum and budget approval,staff management (including appraisal of the Principal) and development. The survey resultsindicate general agreement that the school provides continuity, a clear direction and canrespond to sudden change. 22% of School Council do not agree. The evaluators found someevidence of agreed and practical planning for continuity in the event of a sudden changewithin ESF policies (Critical Incident Procedures, Business Continuity Plan for EPICOR). No

Page 42

policy was sighted which focuses on leadership change but practical procedures andpractices are in place and to some extent embedded in job descriptions of the Principal andVice Principal. The school has undergone a demographic change in student enrolments overthe last several years which has had a financial consequence. One response has been thatthe school has established a new enrolment stream, largely from Chinese families. This hasled to the establishment of an Intensive English Class (IEC) to cater for students who are notproficient in English.


RecommendationsDomain B Standard 4 - The SchoolCouncil, in consultation with the Principal,considers the scope of English SchoolsFoundation policies currently in placethat deal with change and transition inrelation to their governance duties in theevent of sudden change.

Page 43


EvaluationThe Guiding Statements drive strategic planning and the school's strategic decision-making.

Ratings Rubric

Team Evaluation Criteria B5i. The links between the school’s Guiding Statements, thestrategic plan and decision making are fully understood by the Proprietors/ Governors,school leadership, faculty and members of the wider school community and are clearlyreflected in actual practice. Future Aspirations B5i. How well understood are the linksbetween the school’s purpose and direction, Strategic Planning and strategic decision-making? B5ii. Do all members of the school community have an understanding of what theschool stands for, embedded in practice and subject to ongoing review and reflection?

Self RatingsMet



Guiding statements are central to all aspects of the school and reviewed on a regular basis.Survey feedback and the self-study suggests they are well understood and supported acrossthe community, though some School Council responses indicate a more thoroughunderstanding on their part is needed. The evaluators endorse the future aspiration toensure that all members of the school community have a thorough understanding,promoted through '‘ongoing review and reflection'’. The high level of agreement fromsupport staff (94.4%) and teaching faculty (97.5%) accords with the evaluators’ observationthat the guiding statements are embedded meaningfully and effectively in curriculum. Theyare the basis for overt, practical links to decision-making and the strategic plan.

Page 44

CommendationsDomain B Standard 5 [Major] - TheSenior Leadership Team for facilitatingand ensuring that the guiding statementsconsistently direct the school in fulfillingits mission.


Page 45


EvaluationThe leadership of the school has the inter-cultural competencies, perspectives and appreciationneeded for the school's unique cultural context.

Ratings Rubric

Team Evaluation Criteria B6i. The Head is suitably qualified and ensures that interculturalcompetencies, perspectives and appreciation relevant to the school’s cultural context areembedded in relationships between and among all school constituents, in the curriculum andin the day to day life of the school. Future Aspirations B6i. To what extent are interculturalcompetencies and perspectives embedded in the curriculum, in relationships between allmembers of the school community, and reflected in the day-to-day life of the school?

Self RatingsMet



The Principal has been proactive in leading development of the mission, guiding statementsand rules of respect that embed and promote intercultural competencies as a central value.There is evidence throughout the school that this is a dynamic part of both the curriculumand the social ethos of the school community. In terms of international perspectivesevidence includes (but is not restricted to:• over 45 nationalities represented in staff and students• promotion of mother tongue• a wide range of texts and resources in the library in languages other than English• Units of Inquiry that focus on different cultures• Year 6 Culture Day

Page 46

The Senior Leadership Team has drawn on local knowledge and expertise within the staff todevelop connections with the host community. Chinese language and culture plays anincreasing role in the school. The establishment of a Year 1 transition class for Chinesestudents developing competencies in English has been successfully implemented.Awareness of the host culture is shown through:• Language Policy Mandarin Chinese (Putonghua)• Chinese Club• celebration of Chinese New Year• Service activities involving the local community.

The evaluators observed that intercultural opportunities are offered and celebrated withinand beyond the curriculum.



Page 47


EvaluationThe working relationship between the Proprietors/ Governors and the Head of School isestablished to sustain high morale, positive professional relationships, and a conducive climate forteaching, learning, and students' well-being.

Ratings Rubric

Team Evaluation Criteria B7i. The working relationship between the Head and theProprietors/ Governors is well defined, articulated in policy, reflected in actual practice andestablishes and sustains high morale, positive professional relationships and a climate that isconducive for teaching, learning and student wellbeing. Future Aspirations B7i. Is the workingrelationship between the Head and Proprietors/ Governors based on a strong sense ofpartnership, clear understandings about roles and responsibilities, effectively communicated,open and mutually supportive? B7ii. Is the working relationship between the Head andProprietors/ Governors subject to ongoing reflection of its overall effectiveness in promotinga school culture that sustains high morale, positive professional relationships and a climatethat is conducive for teaching, learning and students’ wellbeing?

Self RatingsMet



The working relationship between the Proprietors/ Governors and the Principal is clearlydefined through role descriptions and in line with the requirements of ESF. There is anexcellent organisational chart which shows lines of management; documentation showsresponsibilities are clearly explained. In talking to a range of staff regarding their roles andresponsibilities, the evaluators noted confident understandings and articulate explanations.There is a collegial atmosphere prevailing within the staff and students that is celebrated by

Page 48

parents, "the whole community is caring" and "my child wants to teach me stuff". Sharingtasks and supporting each other’s learning was observed in all groups. It was apparent to theevaluators that the excellent working relationship between the Principal and the SchoolCouncil is a model which is repeated in the school community at large. This has encouragedinitiatives through confidently shared ideas (the Telly Tubby area is an example of studentinitiative). Support staff noted their ideas are taken up and respected in the school. One ofthe key characteristics of the school community is the value attached to sharing andrespecting ideas in a positive and accepting environment. In considering future aspirationsthe self-study recognises the need for the Proprietors/Governors and the Principal tomaintain "ongoing reflection on overall effectiveness" in meeting this standard. Theevaluators concur with this aspiration.

CommendationsDomain B Standard 7 [Major] - ThePrincipal and Proprietors/Governors fordeveloping a collaborative and positiveschool climate and ethos that fosterspositive professional relationships and aneffective learning and well-beingenvironment for students.

Domain B Standard 7 - Students, staffand parents for their enthusiasm inembracing collaborative and supportiveopportunities to create a vibrant learningcommunity.


Page 49


EvaluationThere are clearly formulated written policies and practices which are applied to bring consistencyand clarity to school operations.

Ratings Rubric

Team Evaluation Criteria B8i. The Proprietors /Governors have developed, formally approvedand implemented a policy manual that is supported by relevant procedures. This includespolicy related to the appraisal of the Head and the Board and is systematically reviewed on aregular basis, bringing consistency and clarity to school operations. Future Aspirations B8i. Towhat extent is policy and associated operational procedures embedded in practice,consistently implemented, effectively communicated, widely understood by faculty, staff,parents and students where applicable and subject to regular and systematic review?

Self RatingsMet



There is ample evidence in written and oral feedback that the school complies with Standard8. Procedures, lines of management, policies and expectations are understood across theschool community. In survey responses almost 90% of the School Council agreed.Discussions with staff and parents reinforced this view. Most policy and proceduraldocuments are readily available on Google Share site and all policies accessible in hard copyin the Principal’s office.

The self-study states that "board members regularly undergo a systematic review in line withESF PRD policy applied to all staff". It was noted by the evaluators that an ESF Self-Evaluation Template (Appendix IV) is in the School Councillors’ Handbook (2017). A number

Page 50

of School Council members are new this year and have completed ESF induction andprofessional development training, as well as more informal induction with the Head ofSchool. It would be expected that new School Council members would not have had anopportunity to undergo review yet. However, longer standing School Council members saidthey were unaware of review or appraisal and none had undergone it formally. The AnnualPlan 2017-2018 states as an Action Point: "Council to develop means of regular self review tomeasure its effectiveness as a governing body". In fact, the School Council uses feedbackfrom surveys and end of year reflection time and ongoing discussion to monitor how it isachieving its goals. Future planning incorporates this feedback. As yet, there is no formalprocess in place whereby the School Council measures its success in achieving its goals, orby which individuals can assess their own development. The evaluators noted a futureaspiration to develop "regular and systematic review" in line with the Annual Plan.


RecommendationsDomain B Standard 8 – The SchoolCouncil in consultation with the Principaland English Schools Foundationguidelines formalises a self-review policyand practice which meets its specificcontextual needs in the next strategicplan.

Page 51


EvaluationThere is a clear roadmap for the storage, access and use of data to enhance learning.

Ratings Rubric

Team Evaluation Criteria B9i. The technology strategy identifies the school’s plan for thestorage, use and analysis of data to support students in their learning. The authority for data-driven decision making is disseminated to teachers. Future Aspirations B9i. How is the use ofdata for operational and teaching purposes to support students’ meaningful learning beingevaluated and with what success criteria?

Self RatingsMet



The school is proactive in upgrading technologies appropriate for changing learning needsand differentiation, though no model for measuring the added value of technologies is inplace yet. It is an aspirational goal. The school also upgrades as appropriate the systems thatsupport areas such as the finance department. Access to professional development isavailable and encouraged. This is offered by ESF as well as the school. Security measures arein place as appropriate, extending to parent information evenings on cyberbullying, forexample. Financial data is stored in the school and centrally by ESF, with the school alsomaintaining hard copy records in a secure environment. An ESF Business Continuity Plan forEPICOR was reviewed and approved in 2017.


Page 52

None at this time. None at this time.

Page 53

Part 2: Domain B - Planned Actions - Team

EvaluationAs a result of the self-evaluation, the school identifies the actions necessary to strengthen thisaspect of school life. The Self-Study should be action-orientated, with evidence-based evaluationleading to informed planning and proposed actions, in line with the school's Guiding Statements.

Ratings Rubric





The evaluators agree with Domain B Committee observations that there is much tocommend in Domain B.

The evaluators noted that future aspirations tended to reflect CIS statements andpredominately relate to ways of evaluating success. This is a valid starting point fordeveloping more specific and contextual statements that lead to planned actions that will beconsidered in the next strategic plan. Currently, the planned actions are very limited in scopeand links with knowledge gained from the surveys or evidence presented in the self-studyare not always apparent or connected. The evaluators were told that this process willcontinue and further analysis will inform future planning toward the next strategic plan inAugust.

The school has listed 3 planned actions arising from the self-study of Domain B. These relateto promoting the new guiding statements, organising a day for the School Council to writethe next strategic plan and informing the School Council of the appraisal process for the

Page 54

Principal. The evaluators consider these appropriate and they are already in train. These willall be completed by August 2018. However, the evaluators consider more reflection andanalysis of the standards and surveys would have given the school more specific directionand planning focus. The Principal has stated that the recommendations arising from theTeam Evaluation will be discussed and considered for incorporation in relation to the nextstrategic plan in August. The recommendations arising from the evaluators’ observationsrelate chiefly to the School Council and its future plans to develop self-review and ongoingmeasures of success in a sustainable learning environment.


Page 55

Part 2: Domain D (Elementary/Primary) -

Evaluative Commentary - Team EvaluationThe school uses the Essential Questions and Guided Development Questions to inform itsinvestigation and support the gathering of evidence and self-evaluation against the Standards inthe Domain.

Ratings Rubric





The PYP philosophy and framework guide teaching and learning for assessment. The schoolhas demonstrated a collaboratively planned, taught and assessed curriculum utilising theGoogle Suite tool. The school Programme of Inquiry (POI) is available to the community andis reflected on yearly. Open-ended maths strategies and STEAM activities have an increasedlevel of focus. Student Agency has been identified as a priority and student data will becollected to guide the 2018-2019 POI review. The school systematically reports on studentlearning in the short, medium and long term guided by the school’s Assessment Recordingand Reporting Policy (ARR) and detailed in the Assessment Recording & Reporting Schedule.This schedule includes update and review of SEN IEPs. The Assessment Recording &Reporting Schedule provides a consistent and transparent framework which enablesteachers, students and parents to be informed about student learning over time. Thecurriculum and teaching practices support a variety of learning needs in mainstreamclassroom environments. The support for Learning Support, Individuals Needs and IntensiveEnglish has positively created a culture of inclusion and collaboration across the school. Thishas also created opportunities to engage students in micro-teaching and increased small

Page 56

group instruction. The school began development of Technology and Engineering scope andsequence to further enhance technologies being used to transform teaching and learning.The students are very engaged in sharing their learning with all community members.

CommendationsDomain D Evaluative Commentary - Thestaff for focusing on enhancing studentagency by collecting student interestdata to assist in planning 2018-2019Programme of Inquiry.


Page 57


Standard D1 - Team EvaluationTeaching enables all students to gain access to the curriculum and to have the opportunities forsuccess in their learning, relative to their abilities.

Ratings Rubric

Team Evaluation Criteria D1i. The teaching strategies and support resources for the taughtcurriculum allow all students to learn and be successful. D1ii. The classroom environmentand teaching strategies accommodate varied learning styles and needs. D1iii. LearningSupport is provided to students with special learning challenges as well as to those whorequire additional direction to fulfil their potential. Future Aspirations D1i. To what extent areteachers provided with ongoing professional development opportunities, resources, andsupport to create the best possible learning environment for their students?

Self RatingsMet



The PYP methodologies implemented by teachers to facilitate learning enable all studentswith opportunities to learn and be successful. Of the 100% of teachers surveyed, all agreedor strongly agreed “teachers’ strategies accommodate varied learning styles and needs”. TheHead of Learning Support and Individual Needs (LS/IN) and Individual Needs co-teachers areinvolved in collaborative planning processes to enhance differentiation and accommodate avariety of individual needs. Of the 100% of students surveyed, 95.6% agreed or stronglyagreed “the school takes account of my learning needs”. The evaluators noted throughdiscussion that teachers also collaborate with outside professionals to further addressindividual student needs. The school has started an Intensive English Class (IEC) for Year 1students with limited English proficiency who require additional support to fulfill their

Page 58

potential. The evaluators viewed data that indicated all IEC students (although not required)are on track to meet or exceed all Year 2 admissions language requirements.

CommendationsDomain D Standard 1 – The teachers andeducational assistants for their proactiveresponse to working with each other andoutside agencies to further studentlearning.


Page 59


Standard D2 - Team EvaluationThere are effective procedures in place, supported by policies, to identify the varied needs ofstudents, both at admission and whilst enrolled, to ensure that all students may benefit from theschool's programmes.

Ratings Rubric

Team Evaluation Criteria D2i. Professional training and support is provided for all teachers inthe identification and referral of students with special learning needs, gifts and talents. D2ii.The school periodically reviews its admissions policies and procedures, and its provision oflearning support for students, in line with revisions of the school’s Guiding Statements andwith significant changes in student demographics. D2iii. The school uses means to maximizeevery student’s selfexpectation of high academic attainment. Future Aspirations D2i. To whatextent does the school use research to enrich its understanding of the ways in whichstudents learn in order to identify the means to improve support for their learning? D2ii. Towhat extent does the school consider whether expanding the admission of students withexceptional needs, gifts and talents may benefit the community and strengthen the school’sprogrammes?

Self RatingsMet



The school provides professional training and support for teachers and educationalassistants. The identification and referral of students with special needs, including gifted andtalented, is highlighted in the school's Inclusion and SEN Policy. The school’s broadadmission information is documented on the school website describing an interviewscreening process for all Year levels and that “from Year 2, children need to be able to read

Page 60

and write English as well, at a level commensurate with their peers”. Information relating tostudents’ learning needs is collected at admission when available. Of the 17.2% of parentssurveyed, 68.1% agreed or strongly agreed “the unique abilities and needs of my child wereidentified prior to entry into the school”. Of the 100% of teachers surveyed, 70.1% agreed orstrongly agreed “I am informed about the unique abilities of newly enrolled students beforeadmission to my classes”. Teachers refer students to the Head of LS/IN through discussion or by email when a concernarises. This practice is described by the Head of LS/IN as the most effective as it “allowsteachers to share concerns at an early stage, immediately”. The Head of LS/IN creates anindividual Student Log in Google docs that is accessible to the Head of LS/IN and thestudent’s teacher. These Google docs and SEN IEPs are shared with parents throughout theyear. Guided by the Assessment Recording & Reporting Schedule, students are tracked withongoing, diagnostic, formative and summative assessment to inform next steps of teaching.Additional support is provided when required. The evaluators observed multiple staffmembers engaged in leading small group instruction and micro-teaching in the classroomenvironment; more so in the IN classrooms. Of the 17.2% of parents surveyed, 94.9% agreedor strongly agreed their "child’s learning needs are adequately supported by the school”. Theevaluators noted a high level of praise by parents for the LS/IS programme especially theinclusive model and the IEC as it allows each student an opportunity to be a successfullearner. One parent shared, “my son said all teachers support all students. We are all atdifferent levels, at different times, for different things”. As highlighted in the self-study andevidenced through Committee D feedback, the school recognises that "the strengthening ofcross school moderation in maths and language would further support student progress”.

CommendationsDomain D Standard 2 [Major] - TheSenior Leadership Team for continuing tocollaboratively develop and enhance theIndividual Needs, Learning Support andIntensive English programmes to supporta wider variety of student needs.

RecommendationsDomain D Standard 2 - The SeniorLeadership Team review and strengthenthe SEN policy and the admissions policyto adequately address identification ofunique abilities and needs of a childincluding SEN, EAL, and Gifted and

Page 61

Domain D Standard 2 - The staff foreffective deployment of humanresources to engage students in micro-teaching and small group instruction.

Talented which will have a positiveimpact on student learning prior toadmission or during a child’s time at theschool.

Page 62


Standard D3 - Team EvaluationTeaching and the assessment of learning are monitored and evaluated in a planned manner inresponse to students' needs, data from varied assessment of students' learning and reflectionupon pedagogy.

Ratings Rubric

Team Evaluation Criteria D3i. Differentiation of teaching and assessment strategies is evidentin the classroom. D3ii. Teachers ensure that individual students’ needs and learning styles arealigned with assessment strategies. D3iii. Assessment data are used to inform teachingstrategies, lesson content, and/or assessment tools. D3iv. A schoolwide Assessment Policy isin place. Future Aspirations D3i. How consistently and how well are teachers focusing on thedevelopment of authentic assessment tools and strategies for all ages, abilities? D3ii. Arethere designated times provided for faculty to reflect upon their teaching, to share effectivestrategies, and to identify how best to support students’ learning? If so, how well are theseopportunities used?

Self RatingsMet



A school wide Assessment Recording and Reporting Policy (ARR) is in place. The AssessmentRecording & Reporting Schedule outlines data collection tools which provide teachers withdata and feedback about student learning to inform classroom, small group andindividualized instruction. Of the 100% of teachers surveyed, all agreed or strongly agreed“teachers use assessment data to inform teaching and assessment strategies”. The Units ofInquiry (UOI) are sometimes developed with multiple assessment tasks giving studentsoptions that may cater to their learning style. Assessment is aligned to individual learning

Page 63

needs in LS/IN/IE classrooms. The evaluators observed evidence of differentiation ofteaching in the classroom, especially in mathematics with “Extra” challenge questions built inand differentiated assessment strategies through conversations with teachers and inplanning documents. Of the 100% of teachers surveyed, all agreed or strongly agreed“differentiation of teaching and assessment strategies is evident in the classroom”.Theschool has curriculum teams dedicated to improving practice and a better understanding ofstudent achievement and programme delivery over time.

CommendationsDomain D Standard 3 - The teachers forprompt implementation followingprofessional learning of open-endedmathematics strategies to extendstudent learning.


Page 64


Standard D4 - Team EvaluationStudents' progress is tracked systematically, using a range of achievement data in order tosupport the students in maximising their potential.

Ratings Rubric

Team Evaluation Criteria D4i. The school implements a systematic process for the collectionand analysis of students’ achievement data. This is used to identify accomplishments andgaps in students’ learning, to monitor improvement and examine individual growth over time.D4ii. The school provides timely, meaningful, and clearly understood information reflectingthe achievement of each child. D4iii. External examination and/or standardised test resultsare used to measure students’ learning of the taught curriculum, benchmark with other,similar schools and to support on-going students’ achievement. Future Aspirations D4i. Towhat degree does the school prioritise professional development targeted at buildingteachers and school leaders’ data literacy skills? D4ii. To what extent do students engage inthe selfassessment of their learning and are they able to share their learning with others?D4iii. How effectively is information regarding the progress of each child made available toboth students and parents through school communication channels and with whatconsequences?

Self RatingsMet



Of the 100% of teachers surveyed, 97.6% agreed or strongly agreed “the school implementsa systematic process for the monitoring of students’ achievement data”. The AssessmentRecording & Reporting Schedule demonstrates teachers systematically collect data andutilise a range of student learning evidence including:

Page 65

digital records (videos, e-portfolio’s, Seesaw) to inform planning

differentiation

teaching strategies

next steps in teaching

reporting to parents and IN referrals.

However, evaluators have identified through conversations with stakeholders that the policyand schedule is not fully implemented and more consistent immediate feedback would bewelcomed by parents so they can better support student learning at home. Gateway, the ESFonline reporting platform, allows parents to view one aspect of ongoing student progressand access the December and June formal reports. The formal reporting process has beenaligned to the PYP five essential elements and reflects assessment tasks identified in thescope and sequence documents. Of the 100% of students surveyed, 88.9% agreed orstrongly agreed “I receive regular feedback on my work”. Of the 17.2% of parents surveyed,87.6% agreed or strongly agreed “the school provides sufficient information reflecting theachievement and progress of my child”. This suggests that most forms of reporting aremeaningful and clearly understood by the majority of students and parents.


RecommendationsDomain D Standard 4 - The Head ofAssessment Recording and Reportingconsiders collaboratively reviewing theAssessment Recording and ReportingPolicy and Assessment Recording andReporting Schedule with stakeholdergroups to strengthen the policies andensure a shared understanding, reflectionon and best communication of eachstudent's learning experience.

Page 66

Page 67


Standard D5 - Team EvaluationTeaching engages the students in their learning to ensure that planned learning outcomes maybe achieved.

Ratings Rubric

Team Evaluation Criteria D5i. Students are able to articulate what they are doing and howthey are learning. D5ii. Students are engaged in their learning in line with the School Mission,Vision, and Values. D5iii. Students have opportunities to share their learning with their peers.D5iv. Teachers create learning opportunities which challenge students to achieve theirpotential. Future Aspirations D5i. To assess some learner outcomes, how do students chooseself-evaluation tools to best suit their learning needs? D5ii. Do teachers generate and modellessons providing students with multiple levels of engagement and increasingly complexlearning? And, if so, with what consequences for the students’ learning?

Self RatingsMet



The evaluators observed students engaged in learning which aligned with the school'sguiding statements: "Inspiring learners, inquiring together, enhancing our world". Of the17.2% of parents surveyed, 97.9% agreed or strongly agreed “my child is engaged in his or herlearning”. The evaluators observed students are able to articulate what they are doing andhow they are learning. Of the 100% of students surveyed, 92.9% agreed or strongly agreed “Ihave opportunities to share what I am learning with my peers”. Of the 100% of teacherssurveyed, 97.5% agreed or strongly agreed “classroom learning activities encouragepersonalised engagement from students with their learning”. Teachers create innovative andcreative learning opportunities including project-based engagements, STEAM activities and

Page 68

technology to engage and challenge students to achieve their full potential. A parenthighlighted “across the school there is a ‘have a go’ approach” to learning experiences.Assessment strategies used include a variety of learning experiences that allow for studentreflection and self-assessment, inquiry, discovery and problem solving.

CommendationsDomain D Standard 5 - The students forbeing engaged in their learning andcourageous risk-takers in sharing theirlearning with all community members.

Domain D Standard 5 - Team leaders andteachers for integrating STEAM activitiesand linking them to the Units of Inquiryto enrich the student learningexperience.


Page 69


Standard D6 - Team EvaluationThe assessment of students' learning and its reporting is based on clear, shared and intelligiblecriteria that represent the attainment of knowledge, understanding, skills and behaviours.

Ratings Rubric

Team Evaluation Criteria D6i. Students and parents know what each assessment gradestands for. D6ii. Students can explain or demonstrate their learning. D6iii. Studentsunderstand the connection between their engagement in a learning activity and assessmentresults. Future Aspirations D61. How effectively do student-led conferences demonstrate thestudent’s awareness of her/his progress vis-a-vis expected learning outcomes?

Self RatingsMet



The assessment of all aspects of student learning is based on the PYP criteria and agreedScope and Sequence with many internal forms of assessment reflecting outcomes designedat the team planning level, which enables teachers to provide feedback and conferencing.Teachers are additionally guided and held accountable by the Assessment Recording andReporting Schedule. Developing moderation practices across the school ensures agreementon standards and evidence while a 4-point reporting scale documents students’ level ofunderstanding, with clear definitions, on the ESF Gateway system. Of the 100% of studentssurveyed, 88.9% agreed or strongly agreed “I know what my marks/assessment gradesmean”. Of the 17.2% of parents surveyed, 90.7% agreed or strongly agreed “I understandwhat my child’s marks/assessment grades mean”. Of the 100% of teachers surveyed, 97.6%agreed or strongly agreed “students and parents know the meaning of marks/grades used inassessment”.

Page 70

Evaluators asked students about what they were learning, their current Unit of Inquiry andwhat they might be expected to know at the end of a unit. Evaluators observed that studentswere always eager to share their learning and, in most cases, answer knowledgeably. Of the100% of teachers surveyed, all agreed or strongly agreed “students can explain ordemonstrate their learning”.

Of the 17.2% of parents surveyed, 78.3% agreed or strongly agreed “the school continuouslyassesses my child’s progress and keeps me informed” and 77.1% that “I receive writteninformation about the learning objectives and teachers’ expectations for my child’sclasswork”. The evaluators noted through conversations with students, parents and teachershome-school communication is more frequent in the lower Years than in the upper Years.


RecommendationsDomain D Standard 6 - Based on theparent survey data, the Head ofAssessment Recording and Reportingand the PYP Coordinator consider waysto continue to build sharedunderstanding (including frequency andtimelines for communication) aroundassessment and promote at-homelearning dialogue between students andparents.

Page 71


Standard D7 - Team EvaluationTeaching draws on appropriate cultural and authentic contexts to provide meaning to thestudents in their intercultural development.

Ratings Rubric

Team Evaluation Criteria D7i. All programmes - curricular and cocurricular - provideopportunities for students to experience and learn from a variety of cultures. D7ii. Studentscan share specific examples of their intercultural learning. Future Aspirations D7i. Howeffectively does curriculum documentation incorporate explicit learning outcomesreferencing the school’s cultural context, those of the students, as well as global issues? D7ii.How do students articulate the importance of global citizenship and demonstrate thisthrough their behaviours?

Self RatingsMet



The Programme of Inquiry builds intercultural understanding for students through some ofthe Units of Inquiry(UOI), Central Ideas and Lines of Inquiry which encourage an awarenessof real-life issues, explore diversity within Hong Kong and the world outside. The Domain DCommittee highlighted that “all year groups are addressing intercultural understanding in atleast one UOI”. The school provides students with the opportunity to reflect on their ownlinguistic and cultural background and those of their peers. The Year level teams designlearning engagements around authentic contexts including incursions, excursions, and use ofcommunity expertise. Staff shared with the evaluators that a “Parent Expert” survey was sentout at the beginning of the year to build a Google database of “Parent Experts” to draw on asa resource.

Page 72

A member of staff highlighted to evaluators that looking for opportunities to developintercultural understanding is “difficult, it’s a part of their (students) lives”. Of the 100% ofteachers surveyed, 90.2% agreed or strongly agreed “the cultural diversity of the schoolcommunity is used to enrich teaching and learning”. Of the 17.2% of parents surveyed, 88.5%agreed or strongly agreed “the local cultures are used to enrich my child’s learning”.



Page 73


Standard D8 - Team EvaluationA range of high quality media and information technology is used meaningfully to enrich thequality of the students' learning.

Ratings Rubric

Team Evaluation Criteria D8i. The school has a strategic plan, including financial implications,for the acquisition and educational use of media and information technology. D8ii. The useof media and information technology is integrated into teaching and assessment through atechnology for learning plan in order to enrich students’ learning. D8iii. Media andinformation technology are used as a means to differentiate teaching and learning accordingto the needs, proficiencies and learning styles of groups and individual students. FutureAspirations D8i. To what extent is media and information technology incorporated intoteaching and assessment as a means to promote critical and creative thinking? D8ii. Howdoes the school use media and information technology to enhance collaboration between itsstudents and other learners elsewhere? D8iii. How well is media and information technologyused to explore models of blended learning?

Self RatingsMet



Of the 100% of students surveyed, 99.9% agreed or strongly agreed “InformationTechnology (IT) is used to enhance my learning”. The evaluators found through observationand discussions with community members that the use of Media and InformationTechnology is embedded across the school to supplement and/or support the taughtcurriculum. Of the 100% of teachers surveyed, 100% agreed or strongly agreed “the use ofmedia and information technology is integrated into teaching and assessment in order to

Page 74

enrich students’ learning”. The ESF learning technology scope and sequence is being usedschool-wide to ensure effective coverage of learning goals. The evaluators observedstudents addressing these goals in classroom learning and in specialist subjects. Studentsand parents sign a “Responsible Use Policy for Learning” at school and Digital Citizenship istaught at each Year level throughout the school to ensure the safe and appropriate use ofdigital technologies in and out of school.

The school is well resourced to support learning technologies which should increasingly becapitalized on to enhance collaboration between students and innovate learningexperiences. As noted by the Domain D committee, “the staff would benefit from continuedtraining to ensure that all teachers are confident in a range of equipment and programmesto further support the integration of digital technologies in the curriculum” including, but notlimited to:

? Google Classroom? Mathletics? iPads? Chromebooks? Interactive whiteboards? Document cameras? Apple TVs


RecommendationsDomain D Standard 8 - The SeniorLeadership Team consider ways tofurther develop flexible and differentiatedIT training programmes in collaborationwith the IT department and IT skilledfaculty members to ensure consistencyof implementation across classrooms.

Page 75


Standard D9 - Team EvaluationThere are formal processes in place for recording, analysing, and reporting evidence of bothschool-wide achievement and individual student's performance to parents and other appropriatestakeholders as a means of measuring success in meeting stated goals.

Ratings Rubric

Team Evaluation Criteria D9i. The school’s system of recording, analysing, and reportingstudents’ progress and achievement are aligned to the school’s Guiding Statements and tocriteria described in the school-wide assessment policy. D9ii. The school has systematicmeans of assessing, analysing, recording and reporting the performance of individual studentand school-wide performance compared with students elsewhere. D9iii. Assistance isprovided to parents and students in understanding and interpreting reports of students’effort and achievement. D9iv. Data from graduates or past students are considered whendetermining the effectiveness of the school’s programme. D9v. Reports of individualstudent’s progress and achievement are retained by the school for a given length of time inaccordance with published policy. Future Aspirations D9i. How is evidence on individual andschool-wide achievement recorded and reported to enable authorised stakeholders toanalyse and draw inferences? D9ii. What evidence is there of students’ achievement beingrecorded and reported in multiple ways in alignment with school - wide policies onassessment methodologies? D9iii. How are students involved in the assessment, recordingand reporting of achievement in ways that will support raising self-expectation of academicachievement? D9iv. How well is the recording and reporting of evidence of achievement usedas part of a feedback loop with the aim of enhancing schoolwide and individual student’sachievement?

Self RatingsMet


Page 76


The evaluators confirmed that a balanced range of assessments is in place to provide clearand concise evidence to support reporting on student performance. An extensive range ofreporting practices is guided by the school-wide Assessment Recording and Reporting Policy(ARR). An Assessment Recording and Reporting Schedule systematises the collection ofevidence of student progress and achievement. Student work is collected in portfolios andworkbooks to inform feedback conversations with students, parents, and other teachers. Thestudents have a voice in reporting their learning, which aids their agency, through variousexperiences such as presentations, class assemblies, gallery walks and poetry cafes. Thestandardisation of data collection is used to monitor overall student performance and informteachers and parents in a variety of ways such as identifying students at risk. Thisidentification allows teachers and parents to intervene and provide support when necessary.Individual Education Plans (IEPs) are developed and shared with parents four times a year. Ofthe 100% of teachers surveyed, 97.6% agreed or strongly agreed “the school has systematicmeans for assessing, analysing recording and reporting on school-wide performance” while97.5% felt the same for “individual student’s performance”. The school publishes externalstandardised assessment data and summaries in the school’s Annual Report, which isavailable to all community stakeholders and ESF.



Page 77


Standard D10 - Team EvaluationThere is sufficient teaching time allocated throughout the school to enable the plannedcurriculum to be taught effectively.

Ratings Rubric

Team Evaluation Criteria D10i. The schedule is planned in such a way as to avoid recurringinterruptions to specific subjects, activities, and access to resources. D10ii. The schedule isplanned and managed in such a way as to maximize the amount of time that students spendengaged in learning tasks. D10iii. Allocation of teaching time to subjects complies with therequirements of curricular and examination/assess ment/testing authorities. D10iv. Theschool has a policy in respect of teaching time lost for reasons both within and beyond itscontrol. Future Aspirations D10i. To what extent does the school consider the use of flexibletime for teaching and learning in accordance with: the ages and learning needs of students;the nature of the curriculum; the maximum use of resources; and other specific reasons suchas blended learning and real time collaboration with learners elsewhere? D10ii. How has theschool considered ways of adapting the annual calendar in support of maximising students’learning?

Self RatingsMet



Of the 100% of teachers surveyed, 98.6% agreed or strongly agreed “the school’s schedule isplanned and managed in such a way as to maximise the amount of time that students spendengaged in learning tasks”. The school's schedule is planned and structured to provideuninterrupted slots of adequate time allocations to ensure effective delivery of the core andspecialist curriculum areas. In the lower Years, the schedule allows for long uninterrupted

Page 78

blocks of learning time. In the upper Years, the schedule provides Team Teaching Timewhich also allows opportunities for teachers to support student learning through micro-teaching. Year group timetabling demonstrates a balance UOI and stand-alone subject areaswhich Year group teachers negotiate in scheduled collaborative planning meetings. Yeargroup teachers also have weekly scheduled planning meetings with the PYP Coordinator andPhase Leaders. The Homework Policy, which is more choice based for students, guidesextended learning beyond the school day. The school recognises many students travel longdistances and provides Bradbury Active Morning daily and a variety of after school learningactivities to make access to school as smooth as possible. The school should considerensuring students’ well-being includes appropriate physical breaks during the school day aswell.



Page 79


Standard D11 - Team EvaluationStudents with specific learning needs, including gifted and talented students, are given supportfrom suitably qualified personnel to gain access to the curriculum and to make suitable progress,relative to their capabilities.

Ratings Rubric

Team Evaluation Criteria D11i. Staff is trained to use equipment and facilities which aredesigned or modified as appropriate to ensure access to learning for all enrolled students.D11ii. The school makes effective use of community resources to enhance access to thecurriculum for students with special learning needs, including gifted and talented students.D11iii. The curriculum design, teaching strategies and support resources provided, includingmedia and information technology, ensure that all students, including those with learningneeds and identified gifts and talents, can profit from school offerings and that all studentsare challenged by the content of their courses. D11iv. Professional training is provided for allteachers to ensure that they differentiate teaching to meet the needs of all students. FutureAspirations D11i. How does the school apply methodologies used in the support ofexceptional learning needs, gifts and talents to raise the level of challenge for all students?D11ii. How does the school collaborate with other schools to share expertise and to maximisethe provision of learning support for students in the wider physical or online communities?D11iii. Does the school consider: an adaptive curriculum; flexible scheduling; and flexiblestaffing in order to provide a creative and challenging learning experience for all enrolledstudents including those with exceptional needs, gifts, and talents?

Self RatingsMet



Page 80

Of the 100% of students surveyed, 97.8% agreed or strongly agreed “I know where to go forsupport for my learning when I need it”. The learning support staff function as an integralpart of the school’s educational programme to ensure success for each student. A teamapproach involves:

-students-parents-Learning Support and Individual Needs teachers-Educational Assistants

Faculty, including Educational Assistants, are regularly trained to ensure access to learningfor all students and the school makes use of some community resources including onsiteOccupational Therapy which teachers can attend to learn how to best support their studentsneeds. The Individual Needs support in the mainstream classroom is student specific andincludes individualised education programmes. Additional adult support and small groupteaching is used to address an identified gap in learning and access to the mainstreamcurriculum. Of the 100% of teachers surveyed, 85.4% agreed or strongly agreed “teachersreceive sufficient training to differentiate teaching to meet the needs of Gifted and Talentedstudents”.

Referrals of students who may require additional support may be made by parents,classroom teachers, Head of LS/IN, outside agencies and/or the ESF Assessment and ReviewPanel. Differentiated teacher questions are evidenced in unit planners (factual, conceptual,and provocative) which cater for all ranges of learning needs. The Senior Leadership Teamrun Maths extension programmes for referred students.

The school has committed to 21 Learning Support places for students with moderatelearning difficulties. These places are allocated centrally by ESF SEN admissions guided bythe ESF Levels of Adjustment Matrix. The fully qualified Head of LS/IS coordinates a team ofqualified Learning Support and Inclusion Needs Teachers and three Learning SupportEducational Assistants to support the students placed by ESF. Students with LS places haveIndividual Education Plans which are collaboratively reviewed by teachers with parents fourtimes a year. There is regular communication between the Learning Support staff, teachers

Page 81

and parents to monitor progress and effectiveness of interventions. Parents of studentsaccessing LS, IN, and IEC shared with evaluators the strength of these programmes and howvaluable they have been in meeting their students needs. The school encourages onsite,parent-funded Occupational Therapy and Speech Therapy for students overseen by theHead of LS/IN.

CommendationsDomain D Standard 11 - The Head ofLearning Support/Individual Needs,Inclusive Education Class leader and thefaculty for supporting an inclusiveapproach to mainstream instruction toenhance each student's experience.


Page 82


Standard D12 - Team EvaluationStudents with specific language needs are given support from suitably qualified personnel to gainaccess to the curriculum and to make suitable progress, relative to their capabilities.

Ratings Rubric

Team Evaluation Criteria D12i. All teachers and assistants have received appropriate trainingand use pedagogical approaches which support the specific needs of language learners.D12ii. The school periodically reviews its admissions policies and procedures and its provisionof language support in line with revisions of the school’s Guiding Statements and withsignificant changes in student demographics. D12iii. The school makes effective use ofcommunity resources to enhance access to the curriculum for students with specificlanguage needs. D12iv. The school engages with parents on how best to support thelanguage development of their children, including the language of the home. D12v. Theschool recognises, and provides access to, students’ mother tongues and the language ofthe host country. Future Aspirations D12i. To what degree does the school provideprogrammes in students’ mother tongues and the language of the country in which theschool is located? D12ii. How does the school consider and evaluate the applicability of bestpractices in language teaching in areas and school systems beyond its traditional frame ofreference? D12iii. Does the school investigate the association between language and learningand, if so, consider the means to develop its curriculum accordingly?

Self RatingsMet



The school views all teachers and educational assistants as language teachers. Of the 100%of teachers surveyed, 92.7% agreed or strongly agreed “The school helps teachers learn

Page 83

strategies to accommodate students who need English support”. This has created a culturethat informs planning and professional learning for staff. Language addenda make explicitlanguage learning needs of all UOIs, with EAL pedagogy informing layout. A significantnumber of teachers have completed the TESLMC training and all staff have been involved inlanguage and grammar scaffolding CPD and utilise these strategies in the mainstreamclassroom environment. Referred students have access to an onsite Speech Therapist (whichis funded by parents) who attend IEP meetings in addition to sharing observations, tools andstrategies with class teachers.

The school’s broad admission information is documented on the school website, describingan interview screening process for all Year levels and stating that “from Year 2, children needto be able to read and write English as well, at a level commensurate with their peers” with anew Year 1 Intensive English Class piloted this year (which is not in line with general EFSguidelines). The evaluators viewed data that indicated all IEC students, although not requiredto be, are on track to meet or exceed all Year 2 admissions language requirements. Thishighlights the strength of the programme to date.

Of the 17.2% of parents surveyed, 75.3% agreed or strongly agreed “the school has engagedwith me on how to best support my child’s language development”. Of the 100% of studentssurveyed, 64% agreed or strongly agreed “the school recognises and provides resourcesrelated to the language I mainly speak at home”. The school organises student-led, mother-tongue tour groups for prospective parents. The parent community voluntarily facilitatessome after-school, mother-tongue language programmes which show the community’sfocus on mother tongue.



Page 84


Planned Actions - Team EvaluationAs a result of the self-evaluation, the school identifies the actions necessary to strengthen thisaspect of school life. The Self-Study should be action-orientated, with evidence-based evaluationleading to informed planning and proposed actions, in line with the school's Guiding Statements

Ratings Rubric





The evaluators found the planned 3 actions identified in the self-study report are linked tospecific standards in Domain D; specifically D2 (Core), D8, and D11. The planned actionaround D11 “Implementation of ESF Gifted and Talented Policy once it has been completed”does not demonstrate a use of data, analysis, or evidence to inform planned actions. Allsuggested planned actions created by the school need to be reviewed. Incorporatingadditions to the school-identified planned actions is essential to strengthen this area. Furtheraction plans should have depth and include indicators for success, persons of responsibilityand timelines for actions with regard to each planned action. Recommendations from theEvaluation Team will form part of the planning for the next strategic plan. The evaluatorsencourage the Domain D committee to critically review all data aligned to Domain D in orderto develop specific action plans linked to guiding statements.


Page 85

Page 86

Part 2: Domain E - Evaluative Commentary -


Ratings Rubric





The evaluative commentary makes clear reference to the essential questions and provides abig picture overview of Domain E, highlighting the school’s focus on the students’ safety andwell-being.

Through review of documentation, observations and discussions with faculty, the evaluatorswere able to determine a high level of attainment for most of the standards in this domain.Commendations mainly relate to the health, safety and well-being of the students.

Recommendations in this domain focus primarily on strengthening child safeguardingpractices and health and safety documentation.


Page 87

Page 88

Part 2: Domain E - Standard E1 - Team

EvaluationThe school environment is characterised by openness, fairness, trust, and mutual respect tosupport students' learning and well-being, listen to their views and develop their leadershipqualities.

Ratings Rubric

Team Evaluation Criteria E1i. The school fosters students’ leadership and voice, and haschannels through which students can give input to the school regarding their learning andwell-being. E1ii. Service learning, environmental stewardship and community partnerships areareas of focus for developing student leadership and voice. Future Aspirations E1i. Does theschool regularly research, identify and implement enhanced practices as, for example,students’ peer mentoring programmes, and a regular programme of parent education andengagement in their child’s learning and wellbeing?

Self RatingsMet



More than sufficient evidence was reviewed to support this rating. The school culture ischaracterised by openness, fairness, trust and mutual respect. Interviews with staff, students,and parents indicate a strong and positive climate. The emphasis placed on developing theexplanatory model “Brad” at the school further supports the school’s commitment tofostering well-being in children and staff. This model also includes the school’s Rules ofRespect, comprising respecting yourself, others and the environment.

Various opportunities are provided for students to share their voice and develop leadershipattributes. Conversations with Student Council confirmed programmes like Playground

Page 89

Buddy Benches are in place to support students during play. When asked for words todescribe the school, students shared, '‘green’', ‘'caring'’, ‘'friendly’' and ‘'enjoyable’', reinforcingthe positive culture of the school.

Service learning is a prominent part of the school’s community and the students have ampleopportunities to participate in different projects and events. Of the 100% of the studentswho took the survey, 99% either agree or strongly agree that the school providesopportunities to engage in service learning or community service.

CommendationsDomain E Standard 1 [Major] - The staff,parents and students for maintaining aculture of mutual respect and trust whichillustrates the school's mission.


Page 90


EvaluationThe school has documented effective written policies to safeguard and promote the welfare of allenrolled students.

Ratings Rubric

Team Evaluation Criteria E2i. The school has in place formal learning programmes related tochild protection including areas such as personal safety, grooming, online safety, and healthysexual behaviour. E2ii. School safeguarding and child protection policies and procedures aresubject to an annual, scheduled review and revision. E2iii. The school develops meaningfuland effective relationships with external organisations and bodies that are able to provideappropriate support and advice on matters related to child protection. E2iv. All reports ofsuspected or disclosed abuse and any actions taken by the school are securely archived,regardless of the conclusions reached. E2v. The school gives due regard to building andfacility design, layout, designation and use to ensure the safety and protection of students.Future Aspirations E2i. How well does the school research, investigate and implementpractices such as: engaging with local community resources, as appropriate within theschool’s cultural context and its national environment, to, for example: establish acommunity-based Child Protection team to include medical, legal, social services, counsellingand police authorities to assist the school in developing its programmes and procedures andto act as a resource to school personnel when handling specific cases of abuse?

Self RatingsNot Met



The school has a Child Protection Policy in place. This policy includes descriptions for therole of Child Protection Officer, the definition of child abuse as well as guidelines on

Page 91

managing child protection in the school. The Child Protection Policy is available to thecommunity on the school’s website.

The explanatory model “Brad” at the school identifies who are the Child Protection Officers.However, the description of the Child Protection Officer role does not include clearly definedleadership duties for dealing with child welfare matters and cases in an age-appropriatemanner for the students.

While there are training courses for staff provided by ESF to support student well-being,faculty survey results (100% response) reported 30% of faculty did not have confidence intheir ability to detect child abuse, which suggests the need for targeted training.

The evaluators observed the building and layout of the school supports the safety and well-being of the students. For example, this was evidenced by appropriate provisions for theseparation of adult and children bathroom facilities and rooftop access doors being locked atall times. As the self-study indicates in response to the Preparatory Evaluation, ESF are preparingfoundation-wide policy and guidance on criminal background checks for all volunteers. Theevaluators learned the policy is in draft form and has yet to be ratified.


RecommendationsDomain E Standard 2 - The SchoolLeadership Team implements the ESFpolicy on background checks forvolunteers as soon as it has been ratifiedto ensure consistency across the schoolin background checks to safeguardstudent well-being.

Domain E Standard 2 - The SchoolLeadership Team ensures that all staff

Page 92

participate in regular professionaltraining in student safeguarding,especially those new to the school, tostrengthen support of student well-being.

Page 93


EvaluationThe school implements policies and procedures in relation to anti-bullying, child protection,complaints, security, safeguarding, behaviour, discipline, sanctions, rewards and restraint, healtheducation and health records.

Ratings Rubric

Team Evaluation Criteria E3i. The policy and procedures for the well-being of students areeffective. They are reviewed regularly and evaluated with the specific needs of all students inmind. Future Aspirations E3i. How does the school consider the specific needs and wellnessof students according to their individual needs?

Self RatingsMet



The school policies and procedures are in place and available on the school website for thecommunity to access. The school’s Code of Conduct is available to the community throughthe Parent Handbook as well as the school website. The school has included training inSocial Thinking to support the physical and mental health, and emotional well-being of thestudents. These elements are included in the explanatory model “Brad”. The evaluatorsvisited the nurse’s station and viewed comprehensive medical information recorded in theschool’s management platform Gateway.

In conversations with the Domain E Committee, the evaluators learned all policies andprocedures are shared and available to faculty and parents, which complements the surveyresults of 100% of faculty being aware of the school’s policies and practices related to health,safety and security. Of the 17.2% of parents who responded to the survey, 96.9% trust that

Page 94

their child is safe at school.



Page 95


EvaluationThe standards of health, safety and security are supported by written policies and effectiveprocedures, which exceed, where possible, local regulatory requirements.

Ratings Rubric

Team Evaluation Criteria E4i. The school has developed a critical incident managementhandbook which is regularly reviewed and updated with input from local authorities or otherexperts. E4ii. Procedures are in place to evacuate to an offsite location if necessary. FutureAspirations E4i. How effectively and systematically does the school review all emergencyprocedures, identify and implement enhanced emergency procedures using informationavailable from expert sources?

Self RatingsMet



The school has policies and procedures in place to meet health, safety and securitystandards. A Critical Incident Policy is available to ensure the health and safety of students,personnel and visitors. The evaluators were provided with certificates of inspection andregulation from the local authorities which effectively support the school’s facilities inmeeting local health and safety standards. The school has a Health and Safety Officer whoconducts monthly inspections of the campus with a focus in any areas of concern withregard to health and safety. There is no formal schedule of meetings or minutes of a Healthand Safety Committee but in discussions with the Health and Safety Officer, the evaluatorsare confident that these meetings occur as and when required.

The self-study reported the school conducts regular safety drills. Upon request during the

Page 96

visit, the school shared Health and Safety Leader Tick Sheets dated from previous drills andemails with feedback on the drills. There was no formal record of logs or drills, their times orformal method for collecting feedback available to the evaluators.

Emergency evacuations and lockdown procedures have been developed and are detailed inthe Critical Incident Policy. Due to inclement weather and Hong Kong government directives,the evaluators were unable to observe an evacuation drill during the visit. However, inconversations with students the evaluators learned that the students are knowledgeableregarding the fire and lockdown procedures and confident in sharing the practices theyfollow during these drills.

In conversations with the Domain E Committee, the evaluators learned that faculty are awareand have an understanding of policies and procedures in place that support the safety ofstudents.


RecommendationsDomain E Standard 4 - The Health andSafety Officer and Site Manager create aschedule for the Health and SafetyCommittee to meet on a regular basis tostrengthen this school provision, andprovide a formal platform for feedback.

Page 97


EvaluationThe school has policies and procedures in place to provide safety against hazards such as fire,earthquake or intruders: these exceed, where possible, local regulatory requirements.

Ratings Rubric

Team Evaluation Criteria E5i. To the extent possible, the school is able to support students’learning in the event of school closure. Future Aspirations E5i. How effective is riskassessment and the analysis of near accidents/near misses, and how well does this informthe school as a learning community?

Self RatingsMet



The school has policies and procedures in place to provide safety against possible hazards.The Critical Incident Policy includes procedures for emergency situations that requireevacuation, lockdown and other possible situations. Conversations with staff confirmedunderstanding of these procedures as well as knowledge on where to locate them. An SMSservice is in place to inform the whole parent body of emergency situations.

The facilities at the school provide a safe environment which promotes student learning andwell-being. The evaluators observed the school lift being used in a safe and responsible way.The entrances to the school are locked and operated only by members of staff.

The evaluators viewed evidence of Health and Safety inspections, and were informed thatthese occur once a month. While the self-study stated fire drills and lockdown drills arepractised regularly, the evaluators found no evidence of a formal record or log or reflections

Page 98

on the effectiveness of these drills.

While there was no documented action plan available to the evaluators for a platform tosupport student learning in the event of school closure, discussions with the Health andSafety Officer confirmed the following platforms are used in such cases: -Buzz-Google Classroom-Mathletics-Big Universe -Seesaw


RecommendationsDomain E Standard 5 - The Health andSafety Officer and Site Manager furtherdevelop a formal process for recordingsafety drill times, collecting feedback andreporting actions so as to strengthen thisschool provision.

Page 99


EvaluationThe school provides health care and health education to support students' well-being andenhance access to learning opportunities.

Ratings Rubric

Team Evaluation Criteria E6i. The school facilitates school community awareness andunderstanding of local health services, local health requirements and potential healthconcerns. Future Aspirations E6i. How does the school play an advocacy role inunderstanding and responding to potential health hazards in the local and broadercommunity?

Self RatingsMet



The school has a dedicated full time health care professional to support the students andteachers on campus. There is a clear set of guidelines in place for School HealthProfessionals in ESF schools, which includes detailed daily routines to ensure services are inplace.

In conversations with the school nurse, the evaluators learned of the high level ofcommunication and documentation between the school nurse and local Hong Kong healthagencies. Evidence of this was also observed with parents regarding health issues of theirchildren through Gateway updates and numerous documents shared with parents onillnesses and injuries. The nurse showed the evaluators excellent documentation andupdated pictures of students who suffer from varying allergies on campus. Faculty at theschool have access to the medical records of all the students through the school’s

Page 100

management platform.

The school nurse also supports Units of Inquiry, especially when focused on sex andrelationships, healthy eating and lifestyles. Of the 17.2% of parents who responded to thesurvey, 96.9% either agree or strongly agree that they are comfortable with the school’sattention to health matters.

Conversations with staff confirm first aid training is provided for all staff at the school. Theevaluators viewed evidence tracking the first aid training, including dates of renewal.

CommendationsDomain E Standard 6 - The school nursefor her consistent support anddevelopment of health services and highlevel of communication with students,teachers and parents to promote studentwell-being.


Page 101


EvaluationThere is an effective and implemented written policy and procedures, including risk assessment,to support the health, safety and security of students on activities outside the school.

Ratings Rubric

Team Evaluation Criteria E7i. The school works with the appropriate safety authorities toregularly evaluate and renew its external activity risk procedures in light of changingconditions and circumstances. External activity risk procedures are shared with communitypartners, e.g. athletic associations or MUN networks, to ensure consistency of procedureswhen students are travelling. Future Aspirations E7i. How does the school research, identifyand implement enhanced practices in child protection and risk management in off-campusactivities?

Self RatingsMet



Various forms are required for school trips, including checklists for determining risk levels oftrips, medical and risk management forms to support the health, safety and security ofstudents. The evaluators viewed sufficient examples of risk assessments for various trips.

Through discussions with the Domain E Committee, the evaluators learned that all possiblevenues for field trips are expected to undergo a preliminary visit, even if the school has beento the venue in the past. This practice supports keeping the risk assessments up to date.Classes on field trips take first aid kits and medical information from the managementplatform to ensure students' health and safety while off campus.

Page 102



Page 103


EvaluationThe school offers university/college counselling, assessment, referral, educational and careerplanning guidance suitable to the age/maturation of all the students in its care.

Ratings Rubric

Team Evaluation Criteria E8i. The school regularly evaluates the effectiveness of itscounselling programmes and services using data from the students’ profile and achievement.Future Aspirations E8i. How does the school regularly research, identify and implementenhanced practises, e.g. the use of data on alumni as part of the ongoing evaluation process?

Self RatingsNot Rated



This standard is not applicable to this school at this time.


Page 104


EvaluationThose students and families making transitions between divisions of the school, and in and out ofthe school are supported effectively through advice, counselling and appropriate information.

Ratings Rubric

Team Evaluation Criteria E9i. The school designates qualified staff with the expertise to plan,implement and evaluate transition activities and programmes for students and families aswell as to train and support faculty in the delivery of transition programmes and activities.Future Aspirations E9i. How well does the school research, identify and implement enhancedpractices in relation to transitory families, also considering those students remaining atschool when others move on?

Self RatingsMet



The admissions team and phase leaders at the school have an age-appropriate transitionprocess in place for students in transition within the school which includes visits to meet newteachers and learning environments. Teachers also communicate with colleagues to ensuresufficient information is received on the transitioning students. Conversations with teachersconfirmed the transitions within the school are comprehensive and highly supportive ofstudents' well-being.

The admissions team and phase leaders follow the ESF Admissions process whentransitioning new students into the school. Of the 17.2% of parents who completed thesurvey, 91.7% either agree or strongly agree that appropriate services were provided for theirchild when they first transitioned into the school.

Page 105



Page 106

Part 2: Domain E - Planned Actions - Team

EvaluationAs a result of the self-evaluation, the school identifies the actions necessary to strengthen thisaspect of school life. The Self-Study should be action-orientated, with evidence-based evaluationleading to informed planning and proposed actions, in line with the school's Guiding Statements

Ratings Rubric

There is no Rubric for this response




The evaluators found the planned actions identified complement the self-study report andare linked to specific standards in Domain E, especially the core standard, E2: "The schoolhas documented effective written policies to safeguard and promote the welfare of allenrolled students".

A further recommendation focuses on the Health and Safety Committee and theirdocumentation of school practices.

Incorporating additions to the recommendations in the report into the school’s statedplanned actions would strengthen this area, in regard to persons of responsibility andtimelines for actions.

The evaluators were informed that recommendations arising from the Team Evaluation willbe considered for inclusion in the next strategic plan.

Page 107


Page 108

Part 2: Domain F - Evaluative Commentary -


Ratings Rubric





The evaluative commentary makes reference to the essential questions and provides a bigpicture of Domain F, highlighting the school's focus on providing excellent PD opportunitiesfor all staff and clearly defining policy and procedures for staff recruitment which areeffectively implemented.

Through the review of documentation, observations and discussions with the faculty, theevaluators were able to determine the level of attainment for the standards in the Domain F.Commendations were given to the Senior Leadership Team for implementing effectiverecruitment and screening procedures which ensure staff are appropriately qualified andexperienced.


Page 109

Page 110

Part 2: Domain F - Standard F1 - Team

EvaluationThe faculty and support staff is sufficient in numbers, experience, qualifications, andcompetencies.

Ratings Rubric

Team Evaluation Criteria F1i. There are sufficient numbers of faculty and support staff,appropriately qualified and experienced, to ensure students have the best learningexperiences possible in line with the school’s curriculum and cocurricular activities. Themajority of faculty have advanced qualifications. The majority of faculty have undertakentraining specific to the curriculum. Future Aspirations F1i. How are faculty members regularlyupdating their training, specific to the curriculum and the school’s cultural context? To whatextent are similar opportunities offered to all staff to support their role in the school?

Self RatingsMet



The evaluators noted that the teacher/student ratios meet the needs of the students tosupport student learning. Staff have been assigned teaching duties and responsibilitiesaccording to their professional competence. Workloads allow staff to be effective and thissupports developmental learning.

The school has developed effectively implemented recruitment and screening proceduresthat ensure that all employees are appropriately qualified. The Domain F committee statedthat the school appoints teachers with the most suitable credentials and experience in orderto ensure that students have high quality learning experiences in line with the whole-schoolgoals and curriculum. There are annual recruitment panels from the school that support the

Page 111

recruitment and screening process.

The school also follows established procedures for teacher registration, accreditation andreference checks conducted through an outside agency "EE Voices". Teachers indicated thatthey received the necessary assistance they needed from the ESF HR Department to applyfor Hong Kong Teacher registration.

CommendationsDomain F Standard 1 [Major] - The SeniorLeadership Team for implementingeffective recruitment and screeningprocedures which ensure that staff areappropriately qualified and experiencedto ensure an optimal learning experiencefor the students.


Page 112


EvaluationPrior to the appointment of all staff (including volunteers), appropriate background checks havebeen carried out to confirm their identity, medical fitness, right to work in the country, previousemployment history, character references and, where appropriate, qualifications and professionalreferences. This information been taken into account in determining whether their appointmentwill be confirmed.

Ratings Rubric

Team Evaluation Criteria F2i. Regular background checks are undertaken for all employeesand volunteers. Future Aspirations F2i. How is the effectiveness of regular backgroundchecks and referencing for all employees routinised, embedded into school practices andprocedures and evaluated?

Self RatingsMet



The evaluators, through meetings with the appropriate staff, noted that the school has clearprocedures in place and has carried out background criminal record checks on members ofstaff to ensure the protection of students. The background checks are undertaken by “EEVoices” subcontracted to ESF for both Hong Kong and overseas checks. However, volunteerbackground checks is still under an ESF process of development. In discussion with theDomain F Committee, the evaluators found that the school has detailed and cleardocumentation pertaining to the protection and safety of students. These were made clearto the staff as part of the induction process and are detailed in the Staff Handbook. The UNConvention on the Rights of the Child is evidenced in Units of Inquiry.

Page 113

The Staff Handbook provides extensive guidance on the expectations of staff and fullyidentifies all necessary policies and procedures to enable staff to promote the mission.

CommendationsDomain F Standard 2 - The SeniorLeadership Team for commencingimplementation of a detailed childprotection policy which ensuresawareness, prevention andresponsiveness towards the protectionand safety of students.

RecommendationsDomain F Standard 2 - The Principal, inconsultation with the English SchoolsFoundation, expedites theimplementation of background checksfor volunteers in the interests of childsafeguarding.

Page 114


EvaluationThe school provides for the continuous professional development of faculty and staff that relatesto school priorities, the professional needs of the staff and contributes to the students' learning.

Ratings Rubric

Team Evaluation Criteria F3i. There is a clearly defined process and expectations for allfaculty and staff to receive PD related to the school’s identified priorities, and theirprofessional needs, which supports students’ learning. Future Aspirations F3i. To what extentdoes PD create professional learning communities and how effective a learning communityis the school as a whole? F3ii. What is the school faculty, staff and administrationendeavouring to learn from its students?

Self RatingsMet



The evaluators noted the extensive provision for professional development at the school.After discussion with the Domain F committee it is clear that the school, in collaboration withESF, offers a comprehensive programme of ongoing continuous professional developmentto the teaching as well as non-teaching staff based on the whole school goals and individualgoals. Opportunities to participate in PD both inside and outside of school are available tothe staff for improving teaching and learning that contributes to students' learning. Theschool’s performance appraisal system is linked to individual goal setting and encouragesCPD in line with agreed school goals provided by “ESF experts and external agency”.

As the school is a member of IB, EARCOS and ACAMIS, the Principal, Vice Principal and theSenior Leadership Team have attended recent conferences which help in updating the

Page 115

current best practices in school.

The school arranged for world class facilitators to reflect on the strategic plan and enhancethe teaching practice in Mathematics and English.

The evaluators also noted that the school in collaboration with ESF offers a PD budget whichis overseen by a designated SLT Member thereby providing for ongoing professionaldevelopment of all staff which is relevant to their needs.

The survey results show that 100% of staff either agree or strongly agree that the schoolprovides for the continuous professional development of faculty and staff related to schoolpriorities, the professional needs of the staff and contributes to the students’ learning. Thisaccords with the evaluators’ observations.

CommendationsDomain F Standard 3 - The EnglishSchools Foundation and the SeniorLeadership Team for providingprofessional development opportunitieswhich are in line with the agreed wholeschool goals, to assist its staff and toenhance student learning.


Page 116


EvaluationStaff recruitment and retention is managed in accordance with the CIS Code of Ethics.

Ratings Rubric

Team Evaluation Criteria F4i. There is a clearly defined policy and procedures statement forstaff recruitment and retention in accordance with the CIS Code of Ethics which is widelyunderstood by current and prospective staff. As a direct result, staff turnover does not affectteaching and learning. Future Aspirations F4i. How is the CIS Code of Ethics used andcontextualised in the school? F4ii. Is there an ethically sound policy and procedures for therecruitment and retention of staff and how widely is it understood by all members of theschool community? F4iii. How is succession planned and managed for the sustainabledevelopment of the school?

Self RatingsMet



The evaluators agree that there is a transparent staff recruitment process which takes intoaccount the ESF regulation & CIS Code of Ethics and complies with all local laws andregulations.

The school promotes global citizenship by recruiting staff both from the home country andfrom a variety of other countries.

Staff expectations are clearly outlined in the Staff Handbook and various ESF policies such asthe Disciplinary Policy, Performance Management Policy, Complaints Policy, Grievance Policy,etc.

Page 117

In order to ensure retention of staff, at the time of employment all employees are given awritten contract containing conditions of employment which are competitive and clearlyarticulated.The school provides new staff with a comprehensive induction programme.

The survey results show that 100% of staff either agree or strongly agree that staff retentionhas a positive influence on the quality of teaching and learning. This accords with theevaluators’ observations.

CommendationsDomain F Standard 4 - The SeniorLeadership Team for recruiting highlyexperienced and qualified staff who bringabout a positive influence on the qualityof teaching and learning.


Page 118


EvaluationThe appraisal/performance management system is defined and implemented for all faculty andstaff, based on pre-determined, explicit criteria and is supported by a programme of professionaldevelopment and/or training which is linked to appraisal outcomes and other school priorities forstudents' learning.

Ratings Rubric

Team Evaluation Criteria F5i. All faculty and staff understand the performance evaluationpolicy and procedures and are entered in the process. There are clear links betweenperformance evaluation, the school’s priorities and CPD. Future Aspirations F5i. Howeffectively does performance evaluation inform the continuous development of the schoolas well as the individual? To what extent is the process continuous?

Self RatingsMet



The evaluators noted that the Professional Reflection and Development format providesclear guidelines on the performance management of staff throughout the school. Staff meetwith their line manager three times a year to discuss and review their goals and theirprogress in achieving them.

The evaluators noted that there was a review process in place which clearly links theProfessional Reflection and Development Goals to the CPD of staff and to enhancingstudent learning. The school has developed a very comprehensive and detailed appraisalsystem including self-reflection, goal setting and links to professional development andschool priorities. The system is consistently applied and is seen to be fair and appropriate.

Page 119

Teachers spoke positively and appreciatively of the support given to them by their linemanagers, the professional development opportunities provided by the school and theyvalued the collegial approach towards sharing and developing best practice.

CommendationsDomain F Standard 5 - The SeniorLeadership Team for setting appropriateperformance management policies,procedures and system in place, whichhelp identify the professionaldevelopment needs of staff and enhancethe quality of teaching and learning inthe whole school.


Page 120


EvaluationWritten policies and guidelines establish expectations for the performance of all staff- faculty andsupport staff -which are applied consistently.

Ratings Rubric

Team Evaluation Criteria F6i. As well as job descriptions, there is associated documentation(such as a Staff Handbook) to ensure expectations for all staff are understood and appliedconsistently and widely disseminated. Future Aspirations F6i. How effectively are roles andresponsibilities evolving dynamically in relation to changing needs and circumstances? F6ii.To what extent are students involved in evaluating staff roles and responsibilities?

Self RatingsMet



The evaluators noted that, in addition to the initial contracts and job descriptions, the StaffHandbook provides extensive guidance on the expectations of staff and fully identifies allnecessary policies and procedures to enable the staff to fulfill the school’s mission.

The Domain F committee stated that the Staff Handbook is regularly reviewed and updatedannually by the Senior Leadership Team. All new staff are given a copy of the handbook atthe start of the year in which they join, and are taken through its contents. The handbook isalso available online for existing staff.

Various documents such as the ESF Teacher and Leadership Capability Frameworks and theESF Professional Code help teachers in understanding the expectations laid down by theschool for all staff members and guide them in their professional behaviours and

Page 121

responsibilities to promote good staff relations and effective performance.

The survey results show that 97.5% of staff either agree or strongly agree that theyunderstand expectations of them. This accords with the evaluators’ observations.

CommendationsDomain F Standard 6 - The SeniorLeadership Team for providing a range ofwritten documentation which is widelyavailable and clearly links performanceexpectations of staff to the school’sguiding statements.


Page 122


EvaluationAll staff is employed under a written contract or employment agreement which states theprincipal terms of agreement between the employee and the school, and which provides forsalaries and other benefits that are appropriate to the position and to the school's context.

Ratings Rubric

Team Evaluation Criteria F7i. All staff has contracts (or the equivalent local document whichis translated into the employee’s home language). F7ii. Salaries and benefits are outlined forall staff in an open and transparent manner, and relate to a published scale. F7iii. Contracts,salaries and benefits are clearly understood by all employees. Future Aspirations F7i. Howeffective is the placement of any staff member with respect to their qualifications, experienceand duties undertaken at school? F7ii. How creative is staff deployment relative to thechanging needs and circumstances of the students?

Self RatingsMet



The evaluators observed that the board demonstrated a high degree of alignment tostandard F7.

The contracts offered to both expatriate and host country faculty and staff are clear andexplicit; details of salary and benefits are transparent and specified on the respectivecontract. Faculty remuneration is based on a published ESF-wide increment scale and salarypackages are commensurately determined by a point on the scale which relates to the yearsof teaching and other relevant experience and qualifications. The overall compensationpackages are such that the school is able to attract and retain qualified and appropriately

Page 123

experienced faculty and staff. Faculty and staff are satisfied with their terms of employmentand the provisions made for them. However, the self-study indicates a lack of transparencysurrounding the projected changes to the contracts of Educational Assistants.

The survey results show that 100% of staff either agree or strongly agree that theemployment agreement clearly states the principal terms of agreement between theemployee and the school. This accords with the evaluators’ observations.


RecommendationsDomain F Standard 7 - The Support StaffRepresentative, in consultation with theEnglish Schools Foundation, ensures thatsupport staff are fully informed ofprojected contractual changes.

Page 124

Part 2: Domain F - Planned Actions - Team


Ratings Rubric





The evaluators found the planned actions identified complement the self-study report andare linked to specific standards in Domain F. The school has effective documentation, writtenpolicies and procedures statements for staff recruitment and retention in accordance withESF Regulations and CIS Code of Ethics which is widely understood by all staff.


Page 125

Part 2: Domain G - Evaluative Commentary -


Ratings Rubric


Self RatingsMet



The evaluative commentary makes reference to the essential questions and provides a bigpicture of Domain G, highlighting the school's focus on providing the curriculum in full andoffers a safe, secure, clean and healthy environment for students and adults.

Through the review of documentation, observations and discussions with the faculty, theevaluators were able to determine the level of attainment for the standards in Domain G.Commendations mainly relate to librarian, teachers, ICT team and support staff for providingthe appropriate learning environment and offering a safe and secure environment forstudents.


Page 126

Page 127

Part 2: Domain G - Standard G1 - Team

EvaluationThe school maintains accommodation, grounds, facilities, services and equipment to enable it tofulfil its mission, provide the curriculum in full and offer a safe, secure, clean and healthyenvironment for the students and adults at the school.

Ratings Rubric

Team Evaluation Criteria G1i. Physical facilities, teaching and learning spaces and equipmentare well maintained and fully support the school’s mission and sustain the learningprogrammes. G1ii. Policies and practices are in place related to building and facility design,layout, designation and use to ensure best practice in child safety and protection. FutureAspirations G1i. How well does the school ensure that the continual improvement of schoolpremises, physical accommodation, infrastructure, equipment and safety is informed byresearch into best practice? G1ii. To what extent is the school’s future planning consideringinnovative learning practices, internationally-defined rather than defined by the school itself?




The evaluators observed the progress made on maintenance of the infrastructure to providesafe, clean and healthy environments for students and adults. The school premises are keptin an acceptably clean state at all times.

In discussion with the Domain G Committee, the evaluators learned that the school has aHealth and Safety Coordinator and Site Manager who monitor and review the school facilitiesto check for necessary maintenance work or hazards. In talking to the Health & SafetyCoordinator it is noted that any hazard seen is rectified in a timely manner. However, there

Page 128

are no formal schedule meetings conducted by the Health and Safety Coordinator and SiteManager to measure the effectiveness of the health and safety policies and procedures.

The evaluators noted through discussions with teachers, parents and students that there arecomprehensive policies and procedures that are well understood across the schoolcommunity to ensure the safety and welfare of staff, students and visitors. Most policy andprocedural documents are readily available on the Google Share site. These include fireevacuation and lockdown procedures.

The evaluators observed teachers' customised learning spaces to accommodate all students,create learning opportunities that include a variety of learning experiences and allowstudents to learn in their individual learning styles. Changes made to the playground haveopened the space to more active learning opportunities.

The evaluators observed that the library environment has excellent resources and vibrantatmosphere, ensuring stimulating collaborative learning and independent access by thestudents themselves e.g. self-check-out systems laid down across the library.

The evaluators observed environmentally responsible practices in place: the installation ofGreen Walls across the school buildings shows a commitment to environmentalism.

The survey results show 100% students either agree or strongly agree classroom and otherteaching spaces provide an appropriate atmosphere for learning. The survey results show93% parents either agree or strongly agree with the school’s commitment to maintaining thepremises and equipment. This accords with the evaluators’ observations.

CommendationsDomain G Standard 1 - The librarian andhome room teachers for creatingstimulating learning environmentscustomised to students' needs topromote students' learning and the


Page 129

responsibilities of global citizenship.

Page 130


EvaluationThe technology infrastructure and data systems support the school's teaching, learning andmanagerial needs.

Ratings Rubric

Team Evaluation Criteria G2i. Information and Communication Technology provision isevidenced in a Board approved Technology Plan, effectively supports and integratessuccessfully with the provision of other media and print resources to enhance all learningprogrammes, including personalised learning programmes, and sustains the managementand operational functions of the school. Future Aspirations G2i. How does the school activelyengage in research and development to explore the use of new technologies in enhancingstudents’ learning? G2ii. How is technology provision embedded in whole school strategicdevelopment focused on students, their learning, well-being and achievements?

Self RatingsMet



The evaluators noted that the Internet has been improved and upgraded and the currentInternet Service Provider allows greater bandwidth and increases the Internet speed. Thisadequately supports the school’s educational, management and operational functions. TheIT department has introduced new Wi-Fi access points for Year 3 and plans to graduallyintroduce it to the whole school.

In discussion with the Domain G committee the evaluators found that the school has a highcommitment to using technology as a learning resource. The staff has identified ways inwhich the school actively engages in exploring new technologies to enhance learning.

Page 131

The survey results show 96% of students either agree or strongly agree that they havesufficient access to technology that enhances their learning. This accords with theevaluators’ observations.

CommendationsDomain G Standard 2 [Major] - The ICTteam for making significant progress inthe development and use of technologyand network services which allows forfaster Internet use for teaching andlearning as well as administrativepurposes.


Page 132


EvaluationThe school provides or arranges for auxiliary services as required to support its mission and theeducation programmes offered, and ensures that such services meet acceptable standards ofsafety, efficiency and comfort.

Ratings Rubric

Team Evaluation Criteria G3i. The school uses and monitors the effectiveness of auxiliaryservices to ensure maintenance, cleanliness, security, food services and transportation arehigh quality, meet the expectations of the school community and are aligned to the school’smission and Guiding Statements. G3ii. The providers of auxiliary services are cognisant of therequirements to support the school’s Guiding Statements and provide formal staff trainingand professional development to improve services. G3iii. The school has in place policies andformal procedures for conducting criminal record checks on all auxiliary staff, contractorsand volunteers. These child protection policies and practices are subject to regular review.Future Aspirations G3i. How does the school engage in improving the quality of its auxiliaryservices, by conducting research to identify industry -best practice? G3ii. To what extent ispolicy and practice in child protection embedded? G3iii. How active are providers of auxiliaryservicers in their efforts to provide culturally-appropriate, formal training and relevantprofessional development to their staff?

Self RatingsMet



In discussion with parents, they highly commended the excellent communication andmedical services. The school provides medical check-ups and dentistry services for allstudents. It is also noted that the school provides first aid training for all its staff members, in

Page 133

particular to cater for students with various allergies and asthma. The ESF managementplatform Gateway allows parents to access and communicate with the school.

In discussions with the Domain G committee, and observations, the evaluators noted thatthe support staff make a very positive impact on student learning and make a well-appreciated contribution to school life, thereby supporting the school’s mission (inclassrooms the support staff is so completely engaged with the students that one cannotdifferentiate between them and a teacher).

The evaluators observed the school buses are well-maintained and have regulatory seatbelts installed. Each bus is equipped with a first aid kit for emergencies and Bus Mothersaccompany the students on the daily run to and from school to ensure student safety. Thesurvey results show 76.1% of parents either agree or strongly agree and were satisfied withthe school bus system.

The evaluators observed that the school provides a variety of auxillary services which ensuresafety, efficiency and comfort for students. The positive contribution made by all schoolsupport personnel towards the safety and well-being of the students is greatly appreciatedby teachers and parents. This accords with the evaluators’ observations.

The survey results show 97% of parents either agree or strongly agree that the schoolprovides a secure environment for all members of school community. This accords with theevaluators’ observations.

The survey results show 89.2% of students either agree or strongly agree that the schoolprovides a clean and hygienic environment. This accords with the evaluators’ observations.

CommendationsDomain G Standard 3 - The maintenancestaff for ensuring high level ofmaintenance, cleanliness and safety forstudents, faculty and the community


Page 134

which promotes student well-being.

Page 135

Part 2: Domain G - Planned Actions - Team


Ratings Rubric





The evaluators found the planned actions identified complement the self-study report andare linked to specific standards in Domain G. The school has effective systems in place and avariety of auxiliary services to ensure safety, efficiency and comfort for all students, which arecommended.

There were no recommendations from the evaluators in Domain G.


Page 136

Part 2: Domain H - Evaluative Commentary -


Ratings Rubric





The school values effective communication and engaging parents as partners in the processof learning. Led by the Principal, the school community has created a positive communityculture. The school has looked outside its walls to partner with numerous organisations toenhance each student's learning experience. There is an emphasis on action and involvingparents in this process which empowers learners to be socially and globally responsible.


Page 137

Part 2: Domain H - Standard H1 - Team

EvaluationEffective communications foster a productive home-school partnership and a positive learningcommunity.

Ratings Rubric

Team Evaluation Criteria H1i. The quality of communications between school and homeenhance the education received by the students and take place in accordance with themission, aims and values of the school. This includes inducting parents new to the schoolcommunity. Future Aspirations H1i. How does the school know that parents understand andsubscribe to the mission, aims and values? And how does this benefit the students?

Self RatingsMet



The school actively engages parents in their child's education and view parents as partners.Of the 100% of teachers surveyed, 100% agreed or strongly agreed “parent partnership isseen as important at Bradbury School”. This partnership has been collaboratively identifiedby both parents and teachers as essential to enhance each student's experience. The schoolsolicits not only parent viewpoints on the school and educational programme but also invitesthem to be contributors to the school community. Parents are involved in the School Council,PTA, surveys and numerous school events and student-led action initiatives. Acomprehensive Parent Handbook is available on the school website and updated annually.

The evaluators observed from the leadership through to the receptionist, an all-aroundpositive attitude and approachable demeanour of faculty and staff which set the tone forparents when sharing feedback. Teachers are accessible and ready to engage before and

Page 138

after school. The school has developed a culture where parents are invited, included,involved and seen as partners in this inclusive learning community. Parents said they knowwhom they should speak with regarding issues to ensure concerns are addressed by thecorrect person. They know whom to approach to direct them to the proper person.

Although only 17.2% of parents completed the recent school survey, evaluators notedthrough discussions with parents a high level of engagement, satisfaction withcommunication and positive support for the school. This was reflected in the limited surveyresults; 97.9% agreed or strongly agreed “the school effectively manages parentalcommunications”. Of the 100% of teachers surveyed, all agreed or strongly agreed “theschool effective manages parental communication”.

Early in the admission process, the school “builds strong foundations” with parents inrealising its vision. The evaluators observed students touring prospective parents around theschool utilising their mother tongue (in this case Spanish) making families feel welcome.Once students are admitted, the school connects incoming families with existing families,especially those new to Hong Kong who speak the same language and/or are from the samenation. This facilitates a smooth transition into both the school and life in Hong Kong.

CommendationsDomain H Standard 1 [Major] - The SeniorLeadership Team for developing a robustand productive home-school relationshipthat enhances the positive learningculture that brings life to the guidingstatements.

Domain H Standard 1 - The teachers forproactive communication and planningfor parent engagements within the Unitsof Inquiry, often with an action focus,ensuring a strong partnership with


Page 139

parents in student learning.

Page 140

Part 2: Domain H - Standard H2 - Team

EvaluationThe school establishes partnerships and networks with other schools, locally and beyond thecountry, to enrich the learning opportunities available to the students, including, for example,service, mentoring, internships and the development of students' leadership.

Ratings Rubric

Team Evaluation Criteria H2i. The school has dedicated staff to manage parentalcommunications and relationships. H2ii. Systems are in place to facilitate home-schoolrelationships through the appropriate use of technology and digital resources. H2iii. Externalpartnerships enrich and deepen students’ learning, including service learning. FutureAspirations H2i. How well does the school know the cultural context of the parents and howeffectively is this considered in appropriate methods and styles of communication?

Self RatingsMet



Partnerships, including with parents, are in place and the school has dedicated staff tomanage parental communication with parents including, but not limited to, the OfficeManager and the Front of House Staff. The school attempts to meet a variety of parentcommunication needs; for example, the school newsletter is posted on the school website,emailed to parents and also in hard copy upon request. Of the 17.2% of parents surveyed,96.9% agreed or strongly agreed “the Bradbury School newsletter is an effective tool fordisseminating information to parents”.

The PYP philosophy and framework guide action and service learning at the school. Astudent described “the learning is very creative” and another “math is real world”. These

Page 141

statements evidenced by the artifacts of learning around the school, providing numerousexamples of students, parents and other community members taking action. Of the 100% ofstudents surveyed, 97.2% agreed or strongly agreed “the school provides opportunities todevelop my leadership skills”. The evaluators met with the Student Council which identifiedtheir role as “ask people in their class” and “make it (Bradbury) a better school”. Actionidentified in that meeting included a learning bench project, Box of Hope initiative, and ahomeless clothing drive. In the meeting the Domain H Committee, the teachers identifiedone of the “roles of action is to engage parents” in their child learning. Action Day includesthe community and 300 parents attended.

Through action and strong external partnerships, the school enhances students’ learning,leadership skills and intercultural understanding, as well as creating opportunities to connectwith the local community and beyond. Of the 17.2% of parents surveyed, 95.8% agreed orstrongly agreed “school programmes provide sufficient opportunities for my child toparticipate in community service”. Of the 100% of teachers surveyed, 100% agreed orstrongly agreed “partnerships external to the school enrich students’ learning”. Externalpartnerships include, but are not limited to: -ESF primary schools-Local schools-ESF professional networks-The University of Hong Kong-The University of Sunderland (UK)-Indo Starfish Foundation in Cambodia-Association of Chinese and Mongolian International Schools (ACAMIS)-St. Mary’s Home for the Aged-Sunshine Action-Mothers Choice-Bethune Home-Plastic Free Seas

The school supports high school students with work experience placements. The school alsohas an extensive range of co-curricular activities to engage students.

Page 142



Page 143

Part 2: Domain H - Planned Actions - Team


Ratings Rubric





The evaluators found one planned action identified in the self-study report which was notlinked to an indicator. Additions to the school-identified planned actions are essential tostrengthen this area. Further action plans should have depth and include areas such asindicators for success, persons of responsibility, and timelines for actions with regard to eachplanned action. Recommendations from the Evaluation Team will need to be considered forthe next strategic plan. The evaluators encourage the Domain H committee to furthercritically review all data aligned to Domain H in order to develop more detailed plannedactions.

The ethos of a CIS accreditation visit is continuous school improvement throughaccreditation. As critical friends, the evaluators ask the Domain H committee to explore datapoints to inform and drive planned actions. Two relevant examples to consider from thesurvey would be:

-areas of higher disagreements; such as 18.8% of parents disagree that they “receive

Page 144

information about the learning objectives and teachers’ expectations for my child’sclasswork”;-any misalignments; such as the student response (97.7%) regarding opportunities todevelop leadership skills and parent response (84.4%) to ensure students understandleadership skills and parents receive clear communication of their child developingleadership skills.


Page 145

Part 3: Conclusions - Team EvaluationAn opportunity for the school to summarise the self-reflection and self-evaluation process.

Ratings Rubric





There were 5 CIS Evaluators and 2 IB Visitors to Bradbury School, Hong Kong from 5-11 May2018. During their time at the school the evaluators met with:• a representative of English Schools Foundation• the Principal• the School Council• the Senior Leadership Team• Domain committee representatives• student representatives• faculty and other staff• parent representatives

During these meetings the evaluators explained the accreditation process and answeredquestions arising from CIS documentation and processes. The school has been engaged inpreparing for the 5 Year Re-Accreditation Visit for 18 months and the evaluators believe theschool had sufficient support and knowledge to complete the accreditation process.

The school is exemplified by cohesion and stability, which are not easy attributes in adynamic international context. Many factors contribute to this, including the central and

Page 146

widely understood mission and guiding statements, a low turnover of staff (including the 12-year term of the Principal to date), an excellent working relationship between the Principaland the School Council and widespread commitment to intercultural values aligned with theCIS Code of Ethics. The 3 yearly Strategic Plan and Annual Plan give guidance and assuranceof stability in the day to day focus of the school. The School Council is mostly new this yearbut already has an informed understanding of its discrete role from that of the Principal andis building on a foundation of excellent support for the mission.

Faculty and staff are well qualified and experienced, many with long-term residence in HongKong. A shared community learning environment that accords with the mission is apparent,bringing parents and teachers in partnership and taking students into the local world as bothteachers and learners. Guiding statements are central to every aspect of educational life andthe evaluators noted well-articulated understandings as well as practice across all sectors.Clearly articulated lines of management and transparent role descriptions ensure the pro-active Senior Leadership Team presides over a well-run school. The evaluators saw a ‘well-oiled machine’ in relation to the day to day management of the school. Faculty and staff areappreciative of this and the freedom it allows to engage with educational vision rather thanpragmatic function.

Students are at the heart of strategic decision-making. Enthusiasm, student empowermentand collaboration were the characteristics most prevalent in classroom visits. These werevibrant places where inclusion, peer and teacher consultation, teamwork and customisedindividual scope for engagement were the norm. The students have a respected voice withinthe community through the Student Council and the evaluators were delighted with itsconfidence, pride and power to get things done. Like other sectors of the school, theycelebrate difference and are advocates for inclusion. They enjoy a range of action andservice opportunities in the local community and beyond.

Through Google Share there is an informed partnership between parents and teachers,which is enhanced by numerous opportunities for information sharing and individualconsultation with teachers. Parents appreciate the ease and speed of communication,information evenings, social and fundraising events, a dynamic Parent Teacher Associationand customised facilities within the school for parents to meet, many on a regular basis.

Page 147

The school has demonstrated a genuine commitment to continuous improvement andembraced the CIS accreditation process in striving to meet its mission. Throughout the visitthe evaluators noted the commitment of all members of the school community to ensurepositive student outcomes.This can be attributed largely to established and recentdevelopments that include but are not limited to:

• Relevant, embedded and practised mission and guiding statements to which all sectors ofthe school community are committed; • Enthusiastic commitment to international mindedness and the characteristics of a globalcitizen;• Skilled and professional strategic and financial planning which facilitates the schoolachieving its mission;• Excellent professional working relationship between the Principal and the School Councilwhich fosters stability, security and trust in school leadership;• Dedicated faculty and staff who work collaboratively to ensure learning goals are achievedand student well-being is assured;• A culture of innovation, risk-taking and sharing that encourage students to ‘have a go’;• Strong parent/school partnerships that utilise a range of communication practices,including user-friendly technologies in order to promote the success and well-being ofindividual students;• An attractive, vibrant physical environment that provides activity-oriented outdoor space tocounter the bus commute for 90% of students.

We would like to extend our best wishes to the school and its future development based onnew knowledge and insights. In wishing to assist the school on its path of continuousimprovement the evaluators have made a number of recommendations that they think willbe of value to the school’s planning, the most significant being:

• Use data generated by the surveys and self-study to more fully and effectively analyse andevaluate observations that lead to more detailed planned actions linked to the 4 drivers ofpurpose and direction, students’ learning, student well-being and global citizenship;• Continue to investigate ways to evaluate understandings and embedding of the missionand guiding statements to enhance ongoing commitment from the whole school

Page 148

community;• Set up a model whereby the School Council can reflect on its achievement in a regular andformalised manner to inform its purpose and direction;• Continue to develop ways to measure success in relation to students’ learning and well-being;• Continue to work with English Schools Foundation to obtain police record checks for allregular volunteers to further safeguard students’ well-being.

The evaluators extend their sincere thanks to everyone at Bradbury School for the verywarm welcome and generous hospitality received during the visit. The cooperation andcommitment to accreditation was a significant characteristic of the school before and duringthe visit. The evaluators would like to thank the Principal Sandra Webster. In addition, wethank members of the School Council, English Schools Foundation representative, SeniorLeadership Team, faculty, staff and students. Each gave generous time and thought to theevaluators so that discussions were open and friendly, focussed and helpful.

We wish to extend our appreciation to the school for enabling an enjoyable and productivevisit. Special thanks are due to the Vice Principal Stephen Fennelly who coordinated the visitand Palmy Tong who managed its logistical aspects.

We extend our best wishes to the school as it enters the next stage of its self-improvementand accreditation journey.

CommendationsCommendations:Part 1 Financial Information [Major] – TheSchool Council and the finance sub-committee for their careful attention tothe financial management of the schoolwhich significantly enhances theoperation of the school.Domain A Standard 1 [Major] - The

RecommendationsRecommendations:Domain A Standard 4 - The SeniorLeadership Team identify persons ofresponsibility and timeline targets for thestrategic plans referencing the UNConvention on the Rights of the Child insupport of student well-being. Domain A Standard 5 - The Senior

Page 149

faculty for their commitment to theguiding statements and ensuring theyare central, clearly accessible andembedded in every aspect of teachingand learning.Domain B Standard 1 [Major] - ThePrincipal and School Council fordeveloping a current governancestructure and practice that fosters apositive, effective learning environmentin line with guiding statements whilstplanning areas of future professionalgrowth.Domain B Standard 2 - The SchoolCouncil for its role in empowering thePrincipal to effectively lead the schooltowards fulfilling its mission. Domain B Standard 2 - The Principal forbeing pro-active in ensuring thatcommunication between the school andSchool Council is thorough, relevant andeffective in enabling them to jointly fulfilthe school’s mission.Domain B Standard 3 - The SchoolCouncil and Principal for detailed,relevant long-and-short term educationaland financial plans that support themission and are widely and effectivelycommunicated.Domain B Standard 5 [Major] - TheSenior Leadership Team for facilitatingand ensuring that the guiding statementsconsistently direct the school in fulfilling

Leadership Team canvass the studentbody more widely to review and evaluatethe effectiveness of the guidingstatements.Domain A Standard 6 - The SeniorLeadership Team formalise a writtenprocess and clear indicators to measurethe success of the school’simplementation of the guidingstatements. Domain A Standard 7 [Major] - TheSenior Leadership Team evaluate,formalise and disseminate the school’sformal definition of high quality teachingand learning to support consistency inpractice. Domain A Standard 8 - The SeniorLeadership Team continues toimplement and evaluate theeffectiveness of the Intensive EnglishClass as it complements the school’sinclusivity model in the admissions policy.Domain B Standard 4 - The SchoolCouncil, in consultation with the Principal,considers the scope of English SchoolsFoundation policies currently in placethat deal with change and transition inrelation to their governance duties in theevent of sudden change.Domain B Standard 8 - The SchoolCouncil in consultation with the Principaland English Schools Foundationguidelines formalises a self-review policy

Page 150

its mission.Domain B Standard 7 [Major] - ThePrincipal and Proprietors/Governors fordeveloping a collaborative and positiveschool climate and ethos that fosterspositive professional relationships and aneffective learning and well-beingenvironment for students.Domain B Standard 7 - Students, staffand parents for their enthusiasm inembracing collaborative and supportiveopportunities to create a vibrant learningcommunity.Domain D Evaluative Commentary - Thestaff for focusing on enhancing studentagency by collecting student interestdata to assist in planning 2018-2019Programme of Inquiry.Domain D Standard 1 - The teachers andeducational assistants for proactiveresponse to working with each other andoutside agencies to further studentlearning.Domain D Standard 2 [Major] - TheSenior Leadership Team for continuing tocollaboratively develop and enhance theIndividual Needs, Learning Support andIntensive English programmes to supporta wider variety of student needs. Domain D Standard 2 - The staff foreffective deployment of humanresources to engage students in micro-teaching and small group instruction.

and practice which meets its specificcontextual needs in the next strategicplan.Domain D Standard 2 - The SeniorLeadership Team review and strengthenthe SEN policy and the admissions policyto adequately address identification ofunique abilities and needs of a childincluding SEN, EAL, and Gifted andTalented which will have a positiveimpact on student learning prior toadmission or during a child’s time at theschool.Domain D Standard 4 - The Head ofAssessment Recording and Reportingconsiders collaboratively reviewing theAssessment Recording and ReportingPolicy and Assessment Recording andReporting Schedule with stakeholdergroups to strengthen the policies andensure a shared understanding, reflectionon and best communication of eachstudent's learning experience.Domain D Standard 6 - Based on theparent survey data, the Head ofAssessment Recording and Reportingand the PYP Coordinator consider waysto continue to build sharedunderstanding (including frequency andtimelines for communication) aroundassessment and promote at-homelearning dialogue between students andparents.

Page 151

Domain D Standard 3 - The teachers forprompt implementation followingprofessional learning of open-endedmathematics strategies to extendstudent learning.Domain D Standard 5 - The students forbeing engaged in their learning andcourageous (risk-taker) in sharing theirlearning with all community members. Domain D Standard 5 - Year 4 teamleader and teachers for integratingSTEAM activities and linking them to theUnits of Inquiry to enrich the studentlearning experience.Domain D Standard 11 - The Head ofLearning Support/Individual Needs,Inclusive Education Class leader and thefaculty for supporting an inclusiveapproach to mainstream instruction toenhance each students' experience.Domain E Standard 1 [Major] - The staff,parents and students for maintaining aculture of mutual respect and trust whichillustrates the school's mission.Domain E Standard 6 - The school nursefor her consistent support anddevelopment of health services and highlevel of communication with students,teachers and parents to promote studentwell-being.Domain F Standard 1 [Major] - The SeniorLeadership Team for implementingeffective recruitment and screening

Domain D Standard 8 - The SeniorLeadership Team consider ways tofurther develop flexible and differentiatedIT training programmes in collaborationwith the IT department and IT skilledfaculty members to ensure consistencyof implementation across classrooms.Domain E Standard 2 - The SchoolLeadership Team implements the ESFpolicy on background checks forvolunteers as soon as it has been ratifiedto ensure consistency across the schoolin background checks to safeguardstudent well-being. Domain E Standard 2 - The SchoolLeadership Team ensures that all staffparticipate in regular professionaltraining in student safeguarding,especially those new to the school, tostrengthen support of student well-being. Domain E Standard 4 - The Health andSafety Officer and Site Manager create aschedule for the Health and SafetyCommittee to meet on a regular basis tostrengthen this school provision, andprovide a formal platform for feedback.Domain E Standard 5 - The Health andSafety Officer and Site Manager developand implement a formal process forrecording safety drill times, collectingfeedback and reporting actions so as tostrengthen this school provision.

Page 152

procedures which ensure that staff areappropriately qualified and experiencedto ensure an optimal learning experiencefor the students.Domain F Standard 2 - The SeniorLeadership Team for commencingimplementation of a detailed childprotection policy which ensuresawareness, prevention andresponsiveness towards the protectionand safety of students.Domain F Standard 3 - The EnglishSchools Foundation and the SeniorLeadership Team for providingprofessional development opportunitieswhich are in line with the agreed wholeschool goals, to assist its staff and toenhance student learning.Domain F Standard 4 - The SeniorLeadership Team for recruiting highlyexperienced and qualified staff who bringabout a positive influence on the qualityof teaching and learning.Domain F Standard 5 - The SeniorLeadership Team for setting appropriateperformance management policies,procedures and system in place, whichhelp identify the professionaldevelopment needs of staff and enhancethe quality of teaching and learning inthe whole school.Domain F Standard 6 - The SeniorLeadership Team for providing a range of

Domain F Standard 2 - The Principal, inconsultation with the English SchoolsFoundation, expedites theimplementation of background checksfor volunteers in the interests of childsafeguarding.Domain F Standard 7 - The Principal, inconsultation with the English SchoolsFoundation, ensures that support staffare more fully informed of projectedcontractual changes.

Page 153

written documentation which is widelyavailable and clearly links performanceexpectations of staff to the school’sguiding statements.Domain G Standard 1 - The librarian andhome room teachers for creatingstimulating learning environmentscustomised to students' needs topromote students' learning and theresponsibilities of global citizenship.Domain G Standard 2 [Major] - The ICTteam for making significant progress inthe development and use of technologyand network services which allows forfaster Internet use for teaching andlearning as well as administrativepurpose.Domain G Standard 3 - The maintenancestaff for ensuring high level ofmaintenance, cleanliness and safety forstudents, faculty and the communitywhich promotes student well-being.Domain H Standard 1 [Major] - The SeniorLeadership Team for developing a robustand productive home-school relationshipthat enhances the positive learningculture that brings life to the guidingstatements. Domain H Standard 1 - The teachers forproactive communication and planningfor parent engagements within the Unitsof Inquiry, often with an action focus,ensuring a strong partnership with

Page 154

parents in student learning.

Page 155

Documents

Hong Kong (SAR) China - Bradbury School · Hong Kong (SAR) China Team Evaluation Report 05 - 11 May 2018 Principal - Sandra Webster. ... rates of returns by sections within the community