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HeadStart International School Presentation for Primary Parents Monday 11 th March 2013.

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Presentation on theme: "HeadStart International School Presentation for Primary Parents Monday 11 th March 2013."— Presentation transcript:

1 HeadStart International School Presentation for Primary Parents Monday 11 th March 2013

2 Overview Attainment target levels and Cambridge Homework at HeadStart Primary School School growth over the years Academic year 2013 - 2014

3 Expected Level of Attainment when leaving the year group LevelY2Y3Y4Y5Y6 5c 4a 4b 4c 3a 3b 3c 2a 2b 2c 1 Expected Beyond Expectations Exceptional

4 Cambridge Curriculum at HeadStart English, mathematics and science; Cambridge Progression Tests from years 3–9 Cambridge Checkpoint Tests in Year 6 and Year 9 Cambridge IGCSE in Year 11

5 Cambridge Progression Tests English (2), mathematics (3) and science (2); Once a year; Marked in house; Entered online; Compared with results of schools worldwide;

6 Statistics 2011 - 2012




10 Cambridge Checkpoint Y6 An overview……………..

11 Who is this for?

12 Who marks the tests? The tests are all externally marked by Cambridge examiners in the UK.

13 The diagnostic reports generated by Cambridge Primary Checkpoint enable schools to: tailor individual learners’ learning programmes provide information for reporting to parents compare the performance of all learners taking tests in that session manage learning programmes as learners move between schools






19 IGCSE’s at HeadStart

20 Why Cambridge IGCSE? 144 Countries, 2600 SchoolsHalf a million studentsWorld’s most popular exam

21 Where are they accepted? Universities in Thailand (International) Universities around the world.

22 2012/13 IGCSE Subjects English as a First Language Mathematics Science (Double award) Geography Thai or Mandarin or French Business Studies ICT

23 2013/14 IGCSE Subjects English as a First Language Mathematics Physics Chemistry Biology Geography Thai or Mandarin or French Business Studies ICT PE

24 M6 Equivalence

25 Homework at HeadStart Weekly spellings ◦ Increase in amount and difficulty; ◦ Teach spelling rules; Reading ◦ Test the reading age (twice this year); ◦ Assign appropriate books; ◦ Reading books in the classroom and library; ◦ Online reading programmes:

26 Online Reading Programmes RAZ-kidsBug Club American; Levelled; Listen to, read and record your own voice; Multiple choice quiz at the end; Little or no teacher control required; UK; Levelled AND linked to ATL; Listen to and read; Variety of questions throughout the books; More teacher control and follow-up required; Teaching Tools available;

27 Homework at HeadStart MyiMaths ◦ Once a week; ◦ 3 or more tasks; ◦ Automatic marking; ◦ Linked to the ATL; ◦ Lesson module; ◦ Homework module; ◦ Games module;

28 62 170 320 417 430

29 8 11 20 26 27

30 46 77 92 105 117


32 Academic Year 2013 - 2014 Mixing up classes ◦ 4 years; ◦ Students come and go; ◦ Imbalance of nationalities and gender in some classes; Accreditation visit with CfBT

33 CfBT Education Trust

34 Global leading not-for-profit, independent provider of education and training services UK and worldwide, working extensively on behalf of governments wishing to review their national, private and international schools. One of the three providers of inspection services to Ofsted in England Who are CfBT?

35 Parents and students are assured that the school has been judged by independent evaluators to meet rigorous quality standards To support the school’s continuing development and improvement. The purposes of accreditation

36 Critical emphasis on each school’s own evaluation of its practices and performance, leading to robust planning for further improvement. The accreditation process is a partnership between the school and CfBT, which serves ultimately to improve outcomes for students.

37 Accreditation is awarded on the basis of standards related to international benchmarks related to other inspection regimes (Ofsted in England and the Thai Ministry). The accreditation model is developmental. It places great emphasis on each school’s review and evaluation of its own practices and performance. Principles underpinning the CfBT accreditation model

38 Good value for money. Assigned consultants provide high quality inputs: their visits are tightly focused and lead to action. The accreditation process produces measurable outcomes in terms of school performance. provides an on-going cycle of development for a school, which encourages school improvement.

39 The opportunity for a unique and effective professional partnership provides a school with expertise and an informed external perspective.

40 3 Star accredited status is where the students’ standards and progress, the teaching and learning, and the leadership and management are all considered outstanding. Levels of accreditation  Schools are awarded the ISQM for a period of 3 years at one of 4 levels:

41 2 Star accredited status is awarded to schools in which the students’ standards and progress, the teaching and learning, and the leadership and management are all considered good or outstanding.

42 1 Star (or Basic) accredited status is where all key aspects of the education offered are considered to be of at least a satisfactory standard.

43 Candidate status is awarded to schools once the Accreditation Board has considered and approved the school’s application for candidacy.

44 the accreditation team may identify one or more specific issues that the school will be asked to address within a specified timescale before Basic accredited status can be awarded.

45 Schools that achieve one of the four levels of accreditation recognition are also referred to as CfBT accreditation member schools.

46 Evaluations against these standards are made on a four-point scale: Grade 1 – OutstandingGrade 2 – GoodGrade 3 – SatisfactoryGrade 4 – Inadequate CfBT Accreditation Standards

47 The student’s English language and literacy skills & competence in mathematics and information and communication technology, are sufficient for them to make progress in all areas of the curriculum Standard 1: The standards reached by students in their work and the progress they make

48 Evaluations of the rate of students’ attendance at school, their behaviour towards adults and one another and their attitudes to school and to learning Standard 2: Students’ personal development

49 An evaluation of the extent to which the teaching enables the students to learn Standard 3: Teaching and learning

50 An evaluation of the extent to which the school’s curriculum meets the needs of all the students Standard 4: The curriculum

51 An evaluation of the school’s accommodation and the human and material resources at its disposal Standard 5: The quality and quantity of the school’s accommodation and resources

52 Evaluations of the school’s provision for ensuring the students’ welfare, health and safety Standard 6: How well the school cares for and supports its students

53 The quality of the information that all parents receive about the school, and particularly about students’ standards and progress The extent to which the school seeks and is responsive to the views of parents The extent to which the school provides a resource for, and draws from, the community Standard 7: The school’s partnership with parents and the community

54 An evaluation of how well the school is led and managed by its owners, governing board, the Director, the senior staff and others with specific responsibilities Standard 8: Leadership and management

55 The governance of the school The leadership and management of the school by the Director, the senior team and other staff with responsibilities The management of the school

56 The End

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