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JUNIOR SCHOOL PARENT HANDBOOK

VISION An Education Rich in Meaning and Possibility

MISSION We nurture a deep respect for diverse people, perspectives, and cultures, grounded in the Thai values that shape our school. Our students develop their own passions and strengths as they learn the importance of teamwork, integrity, leadership, and community, so that they can build a more sustainable and peaceful world. A lifelong love of learning is cultivated through a rich, expansive curriculum with opportunities for meaningful scholarship and co-curricular engagement. Our students learn to think independently, act with compassion, and approach personal and global challenges of tomorrow with creativity, resilience, and confidence, whilst caring for themselves and others.

CORE VALUES

Our values shape every aspect of school life, from the way students learn and lead to how they treat one another and engage with the world beyond the classroom. Rooted in the ethos of St Paul’s Girls’ School, and thoughtfully interpreted for an international community, these values provide a shared language and a strong moral compass, guiding students as they grow into confident, principled and compassionate young people. At SPGS International School Bangkok, values are explicitly taught and lived by everyone in the community. You will see them in the words and actions of our students and staff rather than as words displayed on classroom walls.

KINDNESS AND COMPASSION

PATIENCE AND PERSEVERANCE

Kindness is shown in both large and small acts without the expectation of anything in return. It is underpinned by thoughtfulness and empathy. Compassion comes from a deeper understanding of the situation of others and a wish to make the school community and the world a better place.

In an impatient world, we sometimes need to wait, to take our time, and to remember that some things take time to do well. Mistakes and failure are a vital part of learning, so students are given the strength to keep going when things are difficult. It is when patience and perseverance are combined that real success becomes possible.

RESPECT AND HUMILITY

CREATIVITY AND CURIOSITY

Respect is a broad concept that extends to people, places and ideas. Students learn the value of respect for everyone in a community and how to disagree with courtesy and integrity. With this comes the humility to accept that we are not always right and that with success comes responsibility.

Curiosity ensures that we ask good questions, explore ideas and never take anything for granted. Creativity is celebrated not only in the arts, but in problem-solving, innovation and intellectual risk-taking in all areas, nurturing a lifelong love of learning and discovery.

CONTENTS School Overview Welcome from the Headmaster Welcome from the Head of Junior School Junior School Overview How We Live and Learn School Leadership Team

7 8 9 10 11

Learning and Teaching Curriculum Guides Reporting to Parents Library and Reading Home Learning Co-Curricular Actvities and Enrichment

13 13 15 16 17

The School Day Early Years Schedules Key Stage 1 and 2 Schedules School Calendar Arrival Procedures Dismissal Procedures Student Attendance

19 20 21 22 23 25

Parent Communication and Information Toddle App Feedback and Complaints School Equipment and Devices Our Approach to Technology School Owned Devices Bring Your Own Device (BYOD) School Catering Birthdays Lost Property What to Wear at School

27 28 29 29 30 30 32 33 33 34

Student Wellbeing Pastoral Care Supporting Personal Growth Junior School Houses Medical Care Medical Communications Guidelines Weather and Air Quality Safeguarding Feedback, Concerns and Complaints Anti-Bullying

37 37 38 39 41 43 45 45 46

School Services and Further Information Site Access and Security Evacutions, Lockdowens and EmergencyPreparedness School Transport Brook Green Café School Shop

48 48 49 49 49

SCHOOL OVERVIEW

WELCOME FROM THE HEADMASTER

LEIGH O’HARA Headmaster

On behalf of everyone at SPGS International School Bangkok I would like to thank you for putting your trust in us as a Founding Parent. This will be no ordinary school and we will strive to give you and your children an exceptional experience. This guide will give you lots of practical information about the school and various procedures. We have worked hard to ensure that everything works smoothly from the first day but also know that things do not always go to plan. We have the same expectations of ourselves as we do the students and will be very happy to hear your feedback and to rectify any problems quickly. Therefore, information here may change as the school year progresses but we will keep you informed and up-to-date. You will find a section about the many ways you can give feedback to us in this guide. I look forward to working with you over the coming years and to seeing everyone in our school community growing together at the start of this incredible journey.

WELCOME FROM THE HEAD OF JUNIOR SCHOOL

JAY THOMPSON Head of Junior School

It is my pleasure to welcome you to SPGS International School Bangkok, a truly people-centred community where learning is limitless, inspiring, and deeply connected to both heart and mind. Our school is shaped by 120 years of St Paul’s Girls’ School excellence, ensuring that every child benefits from a world-renowned culture of intellectual curiosity, creative self-expression, and exceptional pastoral care. At the heart of every decision is the desire to empower each child to embrace their individuality, while understanding how to positively influence the world around them. From our flexible approach to school uniform to the wide range of co-curricular opportunities available throughout the day, we encourage all students to explore their passions, express themselves confidently, and develop the independence they need to thrive.

Our teachers build strong relationships with each child, enabling a deep understanding of their academic, social, and emotional development. This allows for a responsive and personalised approach, ensuring that all students feel supported, challenged, and known. We believe that children thrive when they feel safe, valued, and genuinely understood, and we are committed to creating an environment where every learner can flourish.

Our aim is to create a community where every child feels a strong sense of belonging and is inspired to grow with confidence, purpose, and curiosity. I look forward to working in close partnership with families to nurture each child’s learning journey and to support every student to thrive both within and beyond the classroom. As you explore this guide, I hope you gain a meaningful sense of the warmth, ambition, and care that define our Junior School community Our passionate educators are committed to bringing learning and the rich learning experiences that shape life at SPGS to life by creating environments and experiences which spark International School Bangkok. imagination and foster student agency. From play-based learning in the Early Years to an inquiry focused, concept-based curriculum in the Junior School, students are empowered to become active explorers who have the skills and mindset to understand the world around them. Our teachers develop a deep understanding of each child’s social, emotional, and academic needs, enabling them to create a highly individualised and supportive learning environment. I hope that you will gain a sense of our inclusive and ambitious learning environment. We look forward to welcoming you and your family to our community and working in partnership to create a school where every child feels seen, supported and inspired to achieve their limitless potential.

JUNIOR SCHOOL OVERVIEW The Junior School welcomes children from Pre-Nursery to Year 6, aged 2 to 11, and includes the Early Years, Key Stage 1 and Key Stage 2. In the Early Years, children develop confidence, independence and curiosity through exploration and relationships. In Key Stages 1 and 2, students follow an enhanced English National Curriculum, adapted to our international context. Learning is ambitious and inquiry focused, encouraging children to think deeply, ask thoughtful questions and make meaningful connections.

Age (on 31 August)

Year

Pre-Nursery

Nursery

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Phase

Every student is known, valued and supported as an individual. We create a caring and inclusive environment where children feel a strong sense of belonging and are encouraged to grow in confidence, independence and curiosity. Through thoughtful challenge and ongoing guidance, we empower students to think deeply, question bravely, act ethically and use their learning to make a positive contribution to the community around them. Children are allocated to year groups according to their age on 31 August. Classes are carefully balanced by gender, attainment, nationality and character, and are reorganised at the end of Reception, Key Stage 1 and Key Stage 2.

Location

School Division

Early Years Early Childhood Centre (ECC) Junior School

Key Stage 1

Key Stage 2

Main Building

HOW WE LIVE AND LEARN The SPGSI WAY The SPGSI Way underpins our approach to behaviour and helps promote a positive, compassionate, and respectful school culture. It is a shared code of conduct that all members of our community strive to follow. The SPGSI Way reflects the values that guide how we learn, work, and treat one another, and is referred to regularly throughout the school day to support and reinforce expectations. The 'I' in our SPGSI Way reminds each of us that we have a personal responsibility for the choices we make and the part we play in creating a positive school community.

SHARE KINDNESS

PRACTISE PERSEVERANCE

GROW CURIOUS

SHOW RESPECT

Scholar Habits Our Scholar Habits are linked to the school values and represent the attitudes and behaviours that help develop confident, independent learners. They are developed through everyday learning experiences, with the aim that all students learn to think deeply, question bravely and act ethically.

How Our School Values Shape The Scholar Habits

Kindness & Compassion

Respect & Humility

Patience & Perserverance

Creativity & Curiosity

Act with care and responsibility

Think critically and listen thoughtfully

Embrace challenges as a pathway to growth

Explore deeply and think beyond the obvious

We consider the impact of ideas and actions on others

We express ideas clearly, listen carefully and disagree respectfully

We use knowledge to contribute positively to our community and the wider world

We evaluate evidence, recognise bias and are willing to revise our thinking

We persist when learning is difficult, refine our work and strive for excellence

We connect ideas across subjects, see patterns and understand how parts influence a whole

We reflect on how we learn and adapt our strategies to improve

We ask thoughtful questions, challenge assumptions and explore new possibilities

SCHOOL LEADERSHIP TEAM

LEIGH O’HARA

JAY THOMPSON

ISABELLE PETERS

Headmaster

Head of Junior School

Director of Marketing & Admissions

headmaster@spgsibangkok.ac.th

jay.thompson@spgsibangkok.ac.th

isabelle.peters@spgsibangkok.ac.th

BEN GIRLING

VICKY MEREFIELD

EMILY LUKE

Deputy Head Pastoral

Deputy Head Learning & Teaching

Head of Early Years

ben.girling@spgsibangkok.ac.th

vicky.merefield@spgsibangkok.ac.th

emily.luke@spgsibangkok.ac.th

LEARNING AND TEACHING

CURRICULUM GUIDES Our curriculum guides help parents understand the learning experiences, expectations and progression planned for each stage of their child’s education. They offer useful context for conversations about learning at home and explain how teaching, assessment and support come together across the school. The Early Years and Key Stage 1 and 2 Curriculum Guides can be accessed through Toddle.

REPORTING TO PARENTS Reporting is an important part of the partnership between home and school. Through written reports, Parent-Teacher Conferences and ongoing communication, parents receive clear and meaningful feedback about their child's wellbeing and development. By working closely together, teachers and parents develop a shared understanding of each child's strengths, successes and next steps, ensuring they receive the right level of challenge and support both at school and at home. Our reporting is designed to help parents understand not only what their child has achieved, but also how they are growing as a learner. Teachers celebrate each child's strengths, identify areas for further development and explain the next steps in their learning journey. Together, teachers and parents discuss how these next steps can be supported through a shared approach at school and at home, with clear and meaningful targets to guide future progress.

Reporting Throughout The Year Term 1

Term 2

Term 3

Parent-Teacher Conferences (PTC)Settling-in Report

Parent-Teacher Conferences (PTC)

End of Year Report

Attainment and Scholar Habit Indicators Our written reports include both Attainment and Scholar Habits profiles. Attainment profiles show how securely a student is demonstrating the knowledge, understanding and skills expected within the curriculum at that point in the year. Scholar Habits profiles describe the attitudes and behaviours that support successful learning, including how students respond to challenge, work independently and collaboratively, reflect on feedback, think deeply, question bravely and act ethically. These profiles are not used to rank or compare students. Instead, they contribute to a broader understanding of each child's learning and development and are always accompanied by meaningful teacher feedback that celebrates strengths, identifies next steps and supports each student's individual learning journey.

Early Years Reports Settling-in Reports

End of Year Reports

Attendance and punctuality

How your child has settled into the environment and routines

How your child is approaching learning (e.g. confidence, independence, engagement, relationships)

A teacher comment on learning, development, and engagement

An overall teacher comment on how your child has settled in

Outcomes and next steps across the areas of learning

Next steps to support ongoing development

Key strengths and areas for development

Key Stage 1 & 2 Reports

Settling-in Reports

End of Year Reports

Attendance and Punctuality Scholar Habits Profile Attainment Profile Teacher comments for English, Maths, Science & Thai Individual Learning Goals and Agreed next steps An overall Class Teacher comment on how your child has settled in

Attendance & Punctuality Scholar Habits Profile Attainment Profile Teacher comments for all subjects including learning goals & next steps An overall class teacher comment for the year

LIBRARY AND READING We believe that enjoyment of reading is central to student learning and development. Our libraries provide a broad range of books across different interests and reading levels. In the Early Years, students regularly borrow books from the ECC Library and use classroom readers. In Key Stage 1 and Key Stage 2, students borrow and return books during weekly library sessions and at set lunchtime opening times. All students are expected to have a reading book available for use at home and during independent reading time in school. In Key Stage 1 and Key Stage 2, teachers use Renaissance Accelerated Reader (AR) to support and monitor independent reading. Each student is given a reading range, known as a ZPD, to help them choose books at an appropriate level. After completing a book, students take a short online quiz to check their understanding and earn points for their House. Parents will be given access to the AR Parent platform Term 1, where they can monitor their child's reading progress and celebrate their successes.

HOME LEARNING Home learning should be purposeful, balanced and closely linked to classroom learning. It is designed to consolidate understanding, build independence and encourage positive learning habits without creating unnecessary pressure. Reading is an important part of home learning. Students are expected to read regularly at home, either independently or with an adult, depending on their age and stage of development. Parents can support this by listening to their child read, asking questions about the text and encouraging a positive reading routine. Other home learning tasks may include practising key skills, completing short activities linked to current learning or preparing for upcoming lessons. Tasks should be manageable and appropriate to the student’s age and needs. If home learning becomes difficult, takes too long or causes concern, families should contact the Class Teacher so that appropriate support can be provided.

Home Learning Guidelines Year

Frequency

Year 1

3x10 minutes each Week

Reading: Shared reading with an adult

Year 2

2x15 minutes each Week

Reading: Minimum 10 minutes every evening

2x20 minutes each Week

Reading: Minimum 15 minutes every evening

Year 3 & 4

Expectations

Mathematics: Practice Activities & Times Tables Rockstars (TTRS)

Mathematics: Practice activities & Times Tables Rockstars (TTRS) Languages: Practice activities and vocabulary development tasks Inquiry: Occasional inquiry, reflection, or preparation activities

Year 5 & 6

3x30 - 40 minutes each Week

Reading: Minimum 20 minutes each evening Mathematics: Practice activities & Times Tables Rockstars (TTRS) Languages: Practice activities and vocabulary development tasks Inquiry: Research, project preparation, or presentation tasks linked to current units of learning Other: Knowledge retrieval, reflection, or revision activities designed to strengthen independent study habits

CO-CURRICULAR ACTIVITIES AND ENRICHMENT We believe that the co-curriculum is an essential part of a rich and well-rounded education. Learning does not take place only within formal lessons; co-curricular experiences provide equally valuable opportunities for students to discover new interests, deepen existing passions, develop character and build meaningful relationships. Together, the curriculum and co-curriculum work in partnership to nurture curious, compassionate and capable young people who are prepared to contribute positively to their communities and the wider world. Our programme offers a carefully balanced range of activities that cater for every child. Some activities are designed primarily for enjoyment, creativity and wellbeing, while others provide opportunities for students to develop specialist skills pursue personal interests, embrace leadership, perform, compete or challenge themselves through sustained practice. Whether trying something new or extending an existing talent, every child is encouraged to participate in a way that is meaningful to them. Students have the opportunity to participate in co-curricular activities during our dedicated lunchtime and after-school CCA sessions. While participation is optional, we strongly encourage every child to become actively involved in the wider life of the school and to experience a broad range of opportunities throughout the year. Class Teachers maintain an overview of each student's participation and regularly encourage children to become involved in activities that reflect their interests and strengths. Specialist Teachers also play an important role by identifying and encouraging students who demonstrate enthusiasm or talent within their subject areas to further develop these through co-curricular opportunities. This collaborative approach helps ensure that every child experiences a balanced programme that supports both personal enjoyment and individual growth. The vast majority of our co-curricular clubs are led by our own teachers, who have a deep understanding of the children in their care and bring genuine enthusiasm and expertise to the activities they offer. This creates continuity, strengthens relationships and ensures that students continue to feel known, valued and supported beyond the classroom. In addition, families may choose from a carefully selected programme of specialist paid activities delivered by trusted external providers. These activities complement our teacher-led programme and provide further opportunities for students to develop particular interests and talents. Our co-curricular programme reflects a broad and diverse range of interests, including: • Sports and Outdoor Education • Music and Performance • Arts and Crafts • Innovation and Inquiry • Languages • Academic Enrichment • Forest School • Service and Leadership Through regular participation, students develop confidence, independence, collaboration, resilience and a strong sense of belonging. These experiences enrich school life, strengthen learning and help every child discover who they are, what they enjoy and how they can contribute positively to the world around them.

Block

Dates

Autumn Term

7th September 2026 – 11th December 2026

Spring Term

18th January 2027 – 26th March 2027

Summer Term

26th April 2027 – 18th June 2027

THE SCHOOL DAY

EARLY YEARS SCHEDULES The Early Years day is designed to provide children with a balance of routine, exploration, specialist learning and opportunities for play both indoors and outdoors. Learning through play and inquiry is a key part of learning in the Early Years. Throughout the day, children experience a balance of focused group learning, child-initiated exploration, specialist experiences and indoor and outdoor play. Adults adapt learning opportunities in response to children’s interests, developmental needs and emerging ideas to support communication, creativity, problem solving and physical development.

Pre-Nursery Schedule Time

Activity

8.30 - 8.50

Soft Start

8.50 - 11.15

Indoor and Outdoor Learning

11.15 - 11.30

Singing and Group Time

11.30 - 12.00

Lunch

12.00 - 12.30

Calm Time and Storytelling

Nursery Schedule Time

Activity

8.15 - 9.30

Soft Start, Snack and Focused Group Learning

9.30 - 10.10

Specialist Experience

10.10 - 10.30

Singing and Storytelling

10.30 - 11.20

Outdoor Exploration

11.20 - 12.00

Lunch

12.00 - 13.00

Inquiry and Learning Through Play

13.00 - 13.40

Specialist Experience

13.40 - 14.15

Storytelling and Afternoon Snack

Reception Schedule Time

Activity

8.00 - 9.30

Soft Start, Snack and Focused Group Learning

9.30 - 10.10

Specialist Experience

10.10 - 11.10

Outdoor Exploration

11.10 - 11.45

Lunch

11.45 - 12.20

Focused Group Learning

12.20 - 13.00

Inquiry and Learning Through Play

13.00 - 13.40

Specialist Experience

13.40 - 14.30

Storytelling and Afternoon Snack

KEY STAGE 1 AND 2 SCHEDULES The Key Stage 1 and Key Stage 2 timetables provide a clear daily routine, with time for core learning, specialist teaching, pastoral care, play and social interaction. Teachers adapt learning to provide appropriate support, challenge and reflection for individuals and the class. The schedules below show a typical day. Specialist lessons, co-curricular activities and weekly routines may vary. Further information is available in the curriculum guides.

Time

Monday

7.50 - 8.10

Pastoral time

8.10 - 8.50

8.50 - 9.30

9.30 - 10.10

10.10 - 10.30

Break

10.30 - 11.10

11.10 - 11.50

11.50 - 12.20

Lunch

12.20 - 13.00

CCA

13.00 - 13.40

13.40 - 14.20

14.20 - 15.00

15.00 - 16.00

CCA

SCHOOL CALENDAR Academic Year 2026-2027 August 2026

September 2026 Sa

October 2026 Sa

19 26

November 2026 Mo

December 2026 Sa

January 2027

February 2027 We

March 2027 Fr

May 2027 Mo

April 2027

June 2027 Th

July 2027

National Holidays 12 Aug H.M. Queen Sirikit The Queen Mother’s Birthday / Mother’s Day 19 Oct Substitute Holiday (13 Oct) H.M. King Bhumibol Adulyadej the Great Memorial Day 23 Oct H.M. King Chulalongkorn the Great Memorial Day 5 Dec H.M. King Bhumibol Adulyadej’s Birthday / National Day / Father’s Day 21 Dec Substitute Holiday (5 Dec) H.M. King Bhumibol Adulyadej’s Birthday / National Day / Father’s Day 22 Dec Substitute Holiday (10 Dec) Constitution Day 31 Dec New Year’s Eve 1 Jan New Year’s Day 21 Feb Makha Bucha Day 22 Feb Substitute Holiday (21 Feb) Makha Bucha Day

6 Apr Chakri Memorial Day 13-15 Apr Songkran Day 1 May Labour Day 3 May Substitute Holiday (1 May) Labour Day 4 May Coronation Day 3 Jun H.M. Queen Suthida’s Birthday 4 Jun Substitute Holiday (20 May) Visakha Bucha Day 18 Jul Asahna Bucha Day 19 Jul Substitute Holiday (18 Jul) Asahna Bucha Day 28 Jul H.M. King Maha Vajiralongkorn’s Birthday

Autumn Term 25th August 2026 – 18th December 2026

Spring Term 11th January 2027 – 2nd April 2027

Summer Term 19th April 2027 – 25th June 2027

Term Start

Term End

Term Break

National Holiday

ARRIVAL PROCEDURES The pedestrian access gates at the school entrance open from 7.15am each day for families who wish to arrive a little earlier. Children should remain with an authorised adult in the Brook Green Café until the school day begins at 7.30am. A ‘Stop and Go’ zone is located on the ground floor, directly opposite the pedestrian access gates. Vehicles may stop in this area for a maximum of 15 seconds to allow children and other passengers to exit safely. A member of the academic team will be on duty from 7.30am to support children entering the school. Children should not be dropped off alone in the basement carpark. Families who wish to park and enter the school may use the designated parent and visitor parking bays located closest to the car park entrance. Please use the signed exit stairs nearest the car park entrance when entering and leaving the school. Parking spaces at the rear of the car park are reserved for staff. Emergency exits must only be used in the event of an emergency. Please follow all signage and the directions of the school security team when entering, parking and leaving the site.

Early Years Early Years children enjoy a 15-minute soft start each morning, allowing them to settle calmly and comfortably into the school day. Parents and carers may enter the ECC building 10 minutes before their child’s soft start time and accompany them to their assigned classroom. Up to two adults may accompany each child. At the classroom door, families are encouraged to share a warm goodbye before children are welcomed by their Class Teachers. Year Level

Soft-Start Time

Reception

8.00 - 8.15am

Nursery

8.15 - 8.30am

Pre-Nursery

8.30 - 8.45am

Children arriving after the soft start period should be brought to the ECC Reception where they will be signed in as late.

Key Stage 1 and 2 Children in Years 1 - 6 should make their way independently to their classrooms, where a member of the teaching team will be ready to welcome and supervise them from 7.30am. Students in Years 1 and 2 should enter the ECC building and make their way to their classrooms on Level 1. Students in Years 3 to 6 make their way to the Junior School Office and take the stairs to their classrooms on Level 2. Morning registration and pastoral time begins promptly at 7.50am. Any children arriving after this time are considered late and should be accompanied by their parent to the Junior School Reception to be signed in

Details

Time

Gates Open

7.15am

Children move to class

7.30am

Registration

7.50am

DISMISSAL PROCEDURES Parents are responsible for keeping their child’s dismissal arrangements up to date with the class teacher or relevant school office. Students will only be released to an authorised adult named on the school’s records. If you would like your child to be collected by someone other than those included on the authorised collector list, please contact the relevant school office in advance. You will be asked to provide the collector’s full name, their relationship to your child and the date of collection. Collectors will be required to present photo identification to the school office at the time of collection.

Early Years Authorised adults may enter through the ECC gates at the assigned dismissal times below and collect their children from their classroom. To ensure a smooth dismissal flow, parents are asked to kindly collect their children and leave the ECC with in a 15-minute window. Authorised adults may enter the ECC at the following times: • Pre-Nursery: • Nursery: • Reception:

12.30pm 2.15pm 2.30pm

Key Stage 1 and 2 The school day ends at 3.00pm with students making their way to either their CCA activity or parent collection. To help ensure a safe and calm transition, we kindly ask all authorised adults to remain in the Brook Green Café until the relevant collection times. The Great Hall will also be open from 2.45pm for Key Stage 2 parents to wait. Dismissal Time

Collection Time

Regular Dismissal

3.10pm

Location Years 1 & 2: ECC Dining Hall Years 3-6: Main Dining Hall

CCA Dismissal

4.10pm

Early and Late Collection If you need to collect your child before the end of the school day, please inform the relevant school office in advance. Please go to the reception in your child’s building when you arrive, and a member of staff will bring your child to you. During afternoon dismissal, we ask parents to collect their children promptly at the designated times. If a child has not been collected by the times listed below, they will be taken to the relevant school office and supervised by a member of staff until an authorised adult arrives. • Pre-Nursery: 12.45pm • Nursery: 2.30pm • Reception: 2.45pm • Key Stage 1 and 2: Regular dismissal 3.30pm and CCA Dismissal 4.30pm

STUDENT ATTENDANCE Regular attendance and punctuality are essential to each child’s progress and wellbeing. We expect students to attend school every day wherever possible, so they can benefit fully from their learning and wider school experience

Reporting an absence If your child will be absent, we ask parents to notify the school through the Toddle App before the start of morning registration. Please inform the Class teacher of the reason for the absence and expected return date. For absences of more than one day, please continue to update the school each day. If we have not received a reason for an absence, the School Office will contact you to confirm your child’s whereabouts and wellbeing.

Late arrival and early collection Students arriving late should report with an authorised adult to the ECC or Junior School Office before going to class. If your child needs to leave school early, please inform us in advance. All students must be signed out and will only be released to an authorised adult.

Leave during term time Family holidays and routine travel should be avoided during term time. If leave is required, please email the Head of Junior School in advance with the reason and dates. Approval is given at the school’s discretion. Medical and dental appointments should also be arranged outside school hours where possible.

Supporting attendance We monitor attendance and punctuality carefully. If we notice a pattern of absence or lateness, we will contact families and work together to understand any difficulties and provide appropriate support.

PARENT COMMUNICATION AND INFORMATION

TODDLE APP Toddle is our main parent communication platform. It is used for school updates, class communication, absence reporting, and other important information. Parents should download the Toddle app for their phone by scanning the QR code below. A unique login code will be shared at the start of term by the Class Teacher.

LAPTOP / TABLET CLICK HERE

TODDLE APP

*Toddle is our key platform for communication between school and home. Parents will use Toddle to receive school updates, view important announcements and follow aspects of their child’s learning journey.

SCHOOL OFFICE CONTACTS The School Office is the first point of contact for general enquiries and day-to-day school administration. If parents are unsure who to contact, the office team will direct the enquiry to the appropriate person

Location

Details

Contact

Welcome Centre Reception

HR, Finance and Headmaster’s Office

enquiries@spgsibangkok.ac.th 02-407-1111

ECC Reception

Pre-Nursery to Year 2 General Enquiries

ecc.enquiries@spgsibangkok.ac.th

Junior School Reception

Years 3 to 6 General Enquiries

js.enquiries@spgsibangkok.ac.th

ECC Clinic

Pre-Nursery to Year 2 Medical Enquiries

ecc.clinic@spgsibangkok.ac.th

Junior School Clinic

Years 3 to 6 Medical Enquiries

js.clinic@spgsibangkok.ac.th

FEEDBACK AND COMPLAINTS We value open and respectful communication with our families. Feedback from parents and students helps us understand what is working well and where we can continue to improve. We want families to feel comfortable asking questions, sharing suggestions and raising concerns. We encourage parents to speak with us as early as possible. Our aim is always to listen carefully, understand the situation and work together towards a positive resolution. Parent feedback is gathered through a number of ways including regular surveys, coffee mornings, informal conversations with staff and our electronic Parent Feedback Form . Parents can use the form at any time to share feedback, comments or suggestions by clicking the link or scanning the QR code. Access Our Feedback Form

Students are also encouraged to share their views. They can speak with a teacher or another trusted adult, use our student feedback form place written feedback in one of the feedback boxes around school, or contribute through opportunities such as the Student Council.

If you have a concern or complaint Most concerns can be resolved quickly through an informal conversation. Parents can contact the school through our Toddle app, email, phone, or speak directly with a member of staff or the School Office. We encourage parents to contact the person closest to the matter first: • Learning or classroom matters: Class Teacher • Pastoral or wellbeing matters: Class Teacher or relevant pastoral leader • Financial matters: Finance Office • Other school matters: Relevant member of staff or School Office We aim to acknowledge concerns within one working day. Where a longer conversation is needed, we will normally arrange a phone call or meeting within five working days. If a concern cannot be resolved informally, parents can follow the School’s formal complaints process. Complaints are treated respectfully and as confidentially as possible, with a focus on listening carefully, responding fairly and finding an appropriate resolution. Full details of the process, including how to make a formal complaint, can be found in the School’s Complaints Policy.

SCHOOL EQUIPMENT AND DEVICES Being prepared helps children begin each day feeling confident and ready to learn. Students should bring the items they need each day, and all belongings should be clearly labelled with their name. From Year 3 onwards, students are asked to bring a small set of basic personal stationery. Using their own equipment helps children learn to organise their belongings, become more independent and take responsibility for their learning. It also means that the items they use regularly are familiar and easy to find throughout the school day. Our classrooms are well equipped with a variety of shared resources. The school provides all books, specialist materials and equipment needed for lessons, including art and science resources. Students only need to bring the basic personal items listed below.

Required Equipment Early Years • • • •

school bag water bottle sun-safe hat two full sets of spare clothes, including underwear and socks

Key Stage 1 • school bag • sun-safe hat • water bottle

Key Stage 2 • • • • • • • • • •

school bag sun-safe hat water bottle pencil case erasers glue sticks blue pens (biro) 15cm rule coloured highlighters writing pencils

OUR APPROACH TO TECHNOLOGY Technology is used purposefully to enhance learning, rather than as a replacement for high-quality teaching, discussion, practical experience or interaction with others. When used appropriately, digital tools can help students research ideas, create and present work, collaborate, receive feedback and develop the skills needed to participate confidently and responsibly in an increasingly digital world. Our approach to digital learning is closely connected to the school’s values and Scholar Habits. Technology can encourage students to be creative and curious, to think deeply and question bravely, and to work with patience and perseverance when solving problems. Students are also expected to use digital tools with kindness, respect and humility, making responsible choices and acting ethically when communicating, creating and sharing content. Device use is always guided by the teacher and linked to a clear learning purpose. Students are not given unrestricted access to devices during the school day, and screen use is balanced carefully with reading, writing, discussion, physical activity, creativity and hands-on learning. The school also teaches students how to use technology safely, ethically and responsibly. This includes protecting personal information, communicating respectfully, evaluating online content and developing healthy habits around device use.

SCHOOL OWNED DEVICES Students in the Early Years and Key Stage 1 have access to a half-class set of school-owned iPads in each room. Additional devices are available for classes when needed. Devices are used selectively when they add clear value to learning, for example when students are documenting their work, creating digital content, practising specific skills or accessing age-appropriate educational resources. Where appropriate, students use iPads with a partner. We believe that shared device use can support the development of important skills such as communication, collaboration, turn-taking and problem-solving. When a learning activity requires individual device access, classes can draw on additional school-owned iPads. In Pre-Nursery, children do not use iPads. The emphasis remains on play, sensory exploration, movement, communication and interaction with adults and other children. All school-owned devices are securely managed and filtered. Access is limited to applications and content selected by the school and appropriate to each child’s age and stage of development.

BRING YOUR OWN DEVICE (BYOD) In Key Stage 2, the school operates a Bring Your Own Device programme. Having regular access to an individual device allows students to develop greater independence, organise their learning and use digital tools consistently across different subjects. Students are required to bring a fully charged iPad of their choice to school each day, along with a keyboard case and basic headphones. All devices and accessories should be clearly labelled with the student’s name. Students are expected to take appropriate care of their device and follow the school’s routines for its use, transport and storage. The school will support students in developing responsible habits; however, it cannot accept liability for the loss, theft or damage of personal devices or accessories brought onto the school premises. To support safeguarding and appropriate use, all student iPads must have the school’s filtering and device management software installed. The school may also require additional educational applications to support learning. Parents will be informed in advance when any new software needs to be installed. Before the start of school, parents are asked to read our and sign our acceptable use policy shared in Tems 1 Alongside our BYOD programme, all parents are asked to read the Bring Your Own Device (BYOD) Agreement Guidelines. Once you have read the guidelines, please complete the BYOD Authorisation form to confirm your agreement. Bring Your Own Device (BYOD) Agreement (link) BYOD Authorisation Form (link)

Mobile Phones and Smart Devices Students in the Early Years and Key Stage 1 should not bring electronic devices to school. Students in Key Stage 2 may bring a mobile phone if needed for communication before or after the school day. During school hours, mobile phones must remain switched off and stored safely in school bags. They may only be used with permission from a member of staff. Students should not bring smart devices to school. This includes smart watches, smart glasses, AI pins and any other device that can make calls, send messages, take photographs or record audio or video. If a student brings one of these devices to school, it will be confiscated and returned at the end of the school day.

Photography, Recording and Privacy To support safeguarding and protect children’s privacy, parents, visitors and students must not use mobile phones to take photographs or recordings inside school buildings, including classrooms and shared learning spaces. The school will take photographs and videos during lessons, celebrations and events where appropriate. These will be shared with parents through approved secure platforms and in line with the permissions provided by parents. At events where parent photography is permitted, photographs should be taken sensitively and respectfully. Images or recordings that include other children must not be shared on social media or other external platforms without the permission of their parents. Photography should never take place in circumstances that could cause embarrassment, discomfort or distress to a child or another member of the school community.

SCHOOL CATERING The school provides students with a nutritious morning snack, lunch and afternoon snack each day. Afternoon snacks are collected before students leave for home or attend their co-curricular activity. Our catering programme is designed to offer high-quality food, varied choices and positive dining experiences. Meals are prepared using fresh, wholesome ingredients and include a range of protein sources, including vegetarian options. Students can choose from a selection of Western and Asian dishes, alongside options such as salads, noodles and soups. Live cooking stations also allow selected dishes to be prepared and served freshly during the lunch period. Menus are carefully planned to provide balanced meals that support children’s health, wellbeing and development. They are developed with oversight from the professional chefs and shared regularly with parents each month through Toddle. The range of options is intended to encourage students to make healthy choices, develop confidence with different foods and learn table manners and dining etiquette. In the Early Years, lunchtimes reflect familiar, home-style routines. Children sit together around dining tables, supported by adults to develop independence, appropriate table manners and positive social habits. They are gently encouraged to try a variety of foods and to view mealtimes as a calm, enjoyable and shared experience. All food provided by the school is prepared with careful allergen awareness, including through the use of our specialist allergy kitchen. The school can accommodate a range of dietary requirements, including diagnosed allergies, medical needs and religious preferences. Parents must inform the school of any specific dietary requirements and provide medical documentation where necessary so that appropriate arrangements can be made. To help protect students with allergies, the school is a nut-free environment. Parents must not send food containing nuts or nut products to school, including peanut butter, chocolate-hazelnut spreads, cereal bars, trail mixes or other products that may contain nuts. While the school takes reasonable precautions to minimise risk, we cannot guarantee that the site is completely free from allergens.

BIRTHDAYS Celebrating birthdays together is a much-loved tradition at St Paul’s Girls’ School, and we are delighted to bring this special part of school life to Bangkok. Birthdays are marked with a song and a shared moment with classmates, helping each child feel recognised and valued. Where appropriate, Class Teachers may also share photographs of the celebration through Toddle. Parents are welcome to provide a small individual treat for each child in the class, such as a cupcake or fruit-based alternative. Treats should be provided in individual portions rather than as a whole cake, and parents should inform the Class Teacher in advance. All food must be nut-free and accompanied by any disposable items needed for serving. Where possible, we encourage families to choose biodegradable options, such as paper plates and wooden or bamboo utensils. To keep celebrations simple and inclusive, party bags and gifts should not be brought to school. Invitations to private birthday parties may only be distributed at school when every child in the class is invited.

LOST PROPERTY Please ensure that all personal belongings, uniform items, shoes, water bottles, lunch containers and school equipment are clearly labelled with your child’s full name. Clear labelling allows misplaced items to be returned quickly and reduces the amount of unclaimed property held by the school. All lost property is stored at the Welcome Centre reception. Parents are welcome to view the lost property during normal office hours. Students may also speak to their Class Teacher or the relevant school office if they have misplaced an item. The school will make reasonable efforts to return clearly labelled belongings. However, parents remain responsible for checking lost property promptly when an item is missing. Unclaimed items will be stored for one term. At the end of this period, items will be donated to a charity or disposed of responsibly.

WHAT TO WEAR AT SCHOOL In keeping with the tradition of St Paul’s Girls’ School, students at SPGS International School Bangkok do not wear a formal school uniform. We are proud to bring this distinctive approach to our Bangkok community, as it reflects our belief in recognising students as individuals and helping them develop confidence, independence and good judgement. Students may wear their own clothes, items from the school merchandise range, or a combination of both. Clothing should be comfortable, practical and suitable for an active school day, allowing students to participate fully in learning, play and physical activity. We recognise that some parents may wonder whether a non-uniform approach could create competition around brands, fashion or expensive clothing. Our intention is quite the opposite. Through our values, we encourage students to show respect and humility, appreciate individuality and understand that a person’s character and contribution matter far more than their appearance. Simple, practical clothing is encouraged, and there is no expectation for students to wear fashionable or expensive items. Teachers will help students develop thoughtful and responsible choices about what they wear. Clothing that is overly showy, inappropriate, unsafe or distracting from learning will be addressed sensitively and privately, with the school working alongside the student and parent to reinforce expectations. We believe this approach will make a positive contribution to our Bangkok community by allowing students to express their individuality while developing a strong shared identity grounded in belonging, respect and the values of the school.

Early Years and Key Stage 1 Clothing should allow children to move freely and take part fully in play-based learning. Recommended clothing includes: • shorts • leggings • t-shirts • polo tops • comfortable play clothes As children take part in activities such as painting, water play, and messy exploration, clothes may become dirty, so we encourage parents to send children in clothing that is appropriate for this. Children should wear shoes that are safe and supportive. Heeled or open-toed shoes are not permitted. We ask that children bring: • one pair of outdoor shoes (to be worn to school) • one pair of indoor shoes (easy for children to change independently) All items of clothing should be clearly labelled with your child’s name.

Key Stage 2

Jewellery

As students become more independent, we encourage them to make sensible choices about what they wear to school. Clothing should be comfortable, practical and suitable for the weather and activities planned that day. School-branded clothing is available but is entirely optional.

For health and safety reasons, jewellery is not allowed in the Early Years.

To help students take part safely and comfortably in school life, we ask them to avoid: • clothing that is overly revealing • clothing featuring inappropriate language or images • items that may be unsafe or unsuitable for school activities • makeup, nail polish and false nails

In Key Stage 1 and Key Stage 2, students may wear a standard watch and one small stud earring in each ear. Hooped or dangling earrings, rings, bracelets and necklaces should not be worn unless required for religious or cultural reasons. In this case, please request

PE and Swimming Kit On PE days, children should come to school wearing their PE kit. On swimming days, children should bring their swimming kit, including: • school swimsuit • towel • goggles • swimming cap (for long hair)

Hair Students should come to school with hair that is clean, neat and suitable for an active school day. Long hair should be tied back each day, while hair accessories should be safe and appropriate for school. The school respects children’s individuality and asks parents to speak with the Class Teacher if they have any questions.

STUDENT WELLBEING

PASTORAL CARE Pastoral care is central to life at School and is woven through every aspect of a child’s experience. It is not limited to particular lessons, programmes or members of staff. Every adult shares responsibility for helping students feel safe, known and supported. Our approach is proactive and preventative. Strong relationships allow staff to understand each child as an individual, recognise changes in their wellbeing or behaviour and provide support at an early stage. Students are supported by a network of caring adults, including Class Teachers, Specialist Teachers, Learning and Classroom Assistants, Learning Enrichment Team, nurses and wider school Pastoral Team. Our staff work closely with parents and each other to provide consistent and appropriate pastoral care to all children. Pastoral development is supported explicitly through weekly Wellbeing lessons, daily pastoral time and regular opportunities for reflection and discussion. It is also embedded throughout the curriculum, classroom routines, co-curricular activities, playtimes and everyday interactions. Students learn to recognise and communicate their emotions, build healthy relationships, resolve difficulties constructively, make responsible choices and seek help when they need it.

Our school values provide the foundation for this approach and are brought to life through the SPGSI Way, which helps students understand what these values look like in their everyday choices, relationships and actions. Students are encouraged to share kindness and compassion, practise patience and perseverance, grow curious and creative, and show respect and humility. When challenges or disagreements arise, staff respond calmly and without judgement, seeking to understand the perspectives and intentions of everyone involved. Through restorative conversations, students are supported to reflect on their choices, recognise their impact, take responsibility and repair relationships.

SCHOOL HOUSES The House system brings students from different year groups together as part of a wider school community. Each child belongs to a House and has opportunities to contribute through school events, shared activities and actions that reflect our values. Children and parent from the same family are placed in the same House, helping families share in House events and celebrations. The system supports a strong sense of belonging, builds relationships beyond each child’s class and encourages students to celebrate the achievements of others. In the founding year, the Junior School Houses are based on the four elements:

Air

Earth

Fire

Water

Yellow

Green

Red

Blue

When the Senior School opens in August 2027, the House system will develop further. Students across the school will have the opportunity to help choose the final House names, mascots and crests, creating a shared identity that reflects our growing community.

MEDICAL CARE Children learn best when they are healthy, comfortable and ready to take part in school life. Parents are asked to follow the guidance below to reduce the spread of illness and support the wellbeing of the community. Children should remain at home if they: • • • • • •

have a temperature of 37.5°C or above have vomited or had diarrhoea within the last 48 hours feel too unwell to participate comfortably in the school day require a level of care that cannot reasonably be provided in school have symptoms of an infectious condition where staying at home is recommended have been advised by a medical professional to remain at home

The school may request medical review, collection or a period at home where necessary to protect the wider school community.

Reporting Illness Absence due to illness should be reported through the Toddle App as early as possible. The school may request medical documentation for: • • • •

certain infectious illnesses extended illness absence repeated illness absence situations where confirmation is needed before return to school

Please ensure emergency contact details are kept up to date.

Illness During the School Day If a child becomes unwell during the school day, parents or emergency contacts may be asked to collect them. Children who develop vomiting or diarrhoea during the school day may return only after 48 hours have passed since their last episode.

Medical Guidance Condition

Fever (37.5°C or above)

May return to school after being fever-free for at least 24 hours without fever-reducing medication

Vomiting & Diarrhoea

May return to school after 48 hours have passed since the last episode

COVID-19

May return to school from Day 5 after symptom onset, provided they have been fever-free for at least 24 hours without medication and symptoms are improving

Influenza (Flu)

May return to school after a minimum of 3 days from symptom onset, provided they have been fever-free for at least 24 hours without medication and symptoms are improving

Hand, Foot and Mouth Disease (HFMD)

May return to school after a minimum of 3 days from symptom onset, provided they have been fever-free for at least 24 hours without medication and symptoms are improving

Chickenpox

Scarlet Fever / Group A Streptococcal Infection

Conjunctivitis

Attendance Guidance

May return to school after all spots have crusted over (typically around 5 days after rash onset)

May return to school after at least 24 hours of antibiotics, being fever-free for 24 hours and otherwise well

May attend if otherwise well. Where there is significant active discharge, the school may request collection until symptoms improve or treatment has commenced

Impetigo

May return to school 48 hours after commencing treatment or once lesions have crusted and can be covered

Head Lice

May return to school after once appropriate treatment has commenced

Ringworm

May return to school after treatment has commenced and affected areas should be covered where possible

Respiratory Symptoms (cough, cold, sore throat)

May attend if otherwise well. Students with fever, excessive secretions, persistent uncontrolled coughing or reduced participation may be asked to remain at home

Other Infectious Illnesses

The school may provide additional attendance guidance and exclusion periods depending on diagnosis, public health advice and outbreak management procedures

MEDICAL COMMUNICATIONS GUIDELINES

Minor concern requiring no further action

Parents will receive details of the clinic visit via email from the School Nurse or School Administrator

A more significant concern or injury (including head injuries or where monitoring may be required)

Parents will receive a phone call to inform them of the concern and treatment being given

Medical Emergency

An ambulance will be called immediately and parents contacted

Parents must ensure that the school has accurate and up-to-date information about their child’s health, including allergies, medical conditions, medication and emergency contact details. The nurses work closely with parents, teachers and relevant members of the pastoral and Learning Enrichment teams to ensure that medical needs are understood and that appropriate support is in place. All medical information is treated sensitively and shared only with staff who need it. If your child has a medical condition, allergy, dietary requirement or ongoing health need, please notify the school office. Where appropriate, the school may develop an Individual Health Plan in partnership with parents and medical professionals.

Medical Support The safety, health and wellbeing of our students and staff are among the school’s highest priorities. The school has two dedicated clinics, one located in the Early Childhood Centre (ECC) and one next to the Main Gym. Both clinics are staffed by fully qualified nurses who provide first aid, assess illness and injury, administer approved medication and support students with ongoing medical needs. If a student becomes unwell or is injured during the school day, they will be assessed by a school nurse and cared for in the clinic. The nurse will determine whether the student is able to return to class, should remain under observation or needs to be collected by a parent or authorised adult. Emergency services from BNH Hospital will be contacted when urgent medical treatment is required, and parents will be informed as soon as possible. The school maintains clear procedures for communicating with parents about visits to the clinic. The level and timing of communication will depend on the nature of the illness, injury or treatment provided. The table below outlines when and how parents can expect to be contacted.

Medication Where possible, medication should be given at home. If medication is required during the school day, parents must provide it directly to the school nurse with clear written instructions and any required consent forms. The Class Teacher should also be informed All medication must be: • in original packaging • clearly labelled with the student’s name • labelled with dosage and administration instructions Students should not bring medication into school independently or keep it in bags or classrooms unless this has been agreed in advance with the school. This includes inhalers, nasal sprays and other treatments. Non-essential products, including hand sanitiser or similar items, should not be brought onto campus unless requested or approved by the school.

Swimming and Physical Education (PE) Swimming and Physical Education are part of the school curriculum, and all students are expected to take part. If a child is well enough to attend school, they are normally expected to participate in Swimming and PE lessons. If a child is unable to take part for medical reasons, parents should provide a doctor’s note stating the reason and the period of non-participation. Doctor’s notes are valid for up to two weeks. If your child is unable to return to Swimming or PE after this time, an updated note will be required.

Managing Infectious Illness and Outbreaks The school monitors illness patterns across classes and year groups to help protect the health and wellbeing of the community. Where infectious illness is reported, the Health Team will review the situation and take appropriate action. This may include: • monitoring symptoms and attendance within the affected class or year group • enhanced cleaning of relevant learning spaces and shared areas • reminding parents about symptoms to look out for • asking children with symptoms to remain at home • seeking further medical or public health advice where needed • making temporary changes to routines, activities or group mixing where appropriate The school will not usually notify parents following a single isolated case unless further monitoring or action is required. Where there are multiple linked cases, or where illness begins to affect the safe operation of the school, parents in the affected class or year group will be informed. Any communication to parents may include: • symptoms to monitor • recommended actions for parents • temporary measures introduced by the school • return to school guidance, where relevant To protect privacy and confidentiality, the school will not share the identity of individual children, parents or staff members.

WEATHER AND AIR QUALITY The school monitors weather and air quality throughout the day to help students participate safely and comfortably in school life. Indoor spaces across the campus are supported by hospital-grade air filtration systems, while outdoor conditions are reviewed regularly. When necessary, lessons, playtimes, physical activities and other routines may be adjusted or moved indoors.

Air Quality Index (AQI) An overview of our AQI procedures is provided below, with further information available in the school’s Health and Safety Policy. If your child has asthma, respiratory concerns or another condition affected by air quality, please notify the school and provide relevant medical information. Parents who would like their child to wear a mask during periods of poor air quality may provide one in their child’s bag and inform the Class Teacher.

AQI

Classification

Core school response

0-99

Good to Moderate

Normal learning and play continue. Staff monitor students with known respiratory conditions

100-119

Unhealthy for sensitive groups

Modify outdoor activity for students with respiratory needs Early Years students stay indoors for at least 30 minutes each hour Key Stage 1 students stay indoors for at least 15 minutes each hour

120-149

Unhealthy for sensitive groups

Respiratory needs are monitored closely. High exertion activity is reduced Early Years students stay indoors for at least 45 minutes each hour Key Stage 1 students stay indoors for at least 15 minutes each hour

150-174

Unhealthy

175+

Unhealthy to Very Unhealthy

Outdoor activity is moved indoors, reduced or cancelled Early Years and Key Stage 1 remain indoors

All outdoor activities cease. All students remain indoors for break, lunch, PE, sport and co-curricular activities

Heat Index Guidelines The school uses the Heat Index, or “feels like” temperature, to guide decisions about outdoor activities. The Heat Index is monitored during the school day, particularly before outdoor activities. The school may adapt routines, move activities indoors, increase rest and water breaks, or limit outdoor activity during the hottest parts of the day.

Heat Index

Below 41°C

41°C to 44.9°C

45°C and above

School Response

Outdoor play and learning continues as normal Staff ensure regular access to drinking water, hats and shade Avoid prolonged waiting in direct sun and monitor students carefully

Outdoor activity must be modified Strenuous activity should be reduced and outdoor sessions shortened where appropriate Regular water and shade breaks provided High-intensity PE, running-based activities, competitive sport and prolonged outdoor play should be adapted or moved indoors where possible

Outdoor physical activities are suspended and all students moved to indoor activities PE, sport, active play, fixtures and outdoor CCAs must be moved indoors, postponed or cancelled Outdoor movement should be limited to necessary transitions only

Parents should inform the school of any medical condition or recent illness that may affect their child’s participation in hot weather. Any student showing signs of heat related illness will stop the activity, move to a cooler area and be referred to the Medical Centre. Parents will be informed if heat conditions lead to significant changes to outdoor events, fixtures, CCAs or off site visits. Further information is available in the school’s Health and Safety Policy.

SAFEGUARDING Safeguarding is at the heart of how we care for every child at SPGS. We believe that children learn and flourish when they feel safe, known and supported. Safeguarding is a shared responsibility, and we work closely with students, families and staff to create a culture where concerns are noticed, listened to and acted upon. If you have any concern about a child’s safety or wellbeing, however small it may seem, please share it with us. You do not need to be certain that something is wrong before reporting a concern. Speaking up early allows us to understand the situation and provide support where needed. Parents can report a concern directly to the Designated Safeguarding Lead (DSL) or another member of the Safeguarding Team. You can also use our confidential Parent Safeguarding Concern Form at any time by clicking the link or scanning the QR code below. This provides a direct way to share information with the School’s Safeguarding Team. All safeguarding concerns are taken seriously and managed carefully in line with the School’s Safeguarding and Child Protection Policy. Parents can also support us by sharing any changes or information that may affect their child’s safety, wellbeing or readiness to learn.

Safeguarding Team Our Safeguarding Team is led by the Designated Safeguarding Lead (DSL), who has overall responsibility for safeguarding and child protection across the School. The Deputy Designated Safeguarding Leads (DDSLs) support this work and respond to concerns when required. All members of the Safeguarding Team receive specialist training and are available to speak with parents, students and staff about any concern relating to a child’s safety or wellbeing.

BEN GIRLING

JAY THOMPSON

EMILY LUKE

VICKY MEREFIELD

Designated Safeguarding Lead (DSL)

Deputy Designated Safeguarding Lead (DDSL)

Report a Safeguarding Concern Or email to safeguarding@spgsibangkok.ac.th

ANTI-BULLYING The Junior School is committed to providing a safe, respectful and inclusive environment in which every child feels valued and able to learn. Bullying of any kind is not accepted. The school anti-bullying policy defines bullying as repeated, intentional behaviour that causes physical, emotional or social harm, including verbal, physical, social and online behaviour.

A proactive and preventative approach Our approach begins with building a culture in which bullying is less likely to occur. Through the SPGSI Way, our school values, pastoral time and the wider curriculum, children learn how to share kindness and compassion, show respect and humility, and respond appropriately when someone needs help. Teachers establish clear expectations for relationships and behaviour from the beginning of the year. Class agreements, regular discussions, stories, role play and age-appropriate learning help children understand friendship, inclusion, personal boundaries and the impact of their words and actions. Children are also taught how to recognise bullying, seek support and act safely if they are concerned about another child. Staff pay close attention to children’s friendships, interactions and wellbeing. Concerns are addressed early so that patterns of unkindness, exclusion or conflict do not become established. Not every disagreement or isolated incident is bullying, but all concerns are taken seriously and responded to with care.

Responding to concerns When a concern is raised, we approach the situation with curiosity rather than judgement. We listen carefully to everyone involved, seek to understand what has happened and consider both the intention behind the behaviour and its impact. We begin by assuming the best of each child while remaining clear that harmful behaviour must be addressed. Our response is guided by our values and restorative approach. This means supporting the child who has experienced harm, while also helping the child responsible to understand the impact of their actions, take responsibility and make meaningful changes. Responses may include individual support, restorative conversations, guidance from the pastoral team and appropriate consequences. Each situation is considered carefully, taking account of the children’s ages, needs and the nature of the concern. The school records and investigates reported concerns, communicates with parents as appropriate and continues to monitor the children involved. Follow-up is an important part of the process, as we want to ensure that relationships improve, agreed actions are followed and every child feels safe.

Working together Children and parents are encouraged to report concerns promptly to the child’s Class Teacher or a member of the pastoral or safeguarding team. Parents should not feel that they need to determine whether behaviour meets the definition of bullying before contacting the school. Sharing concerns early allows us to understand the situation and provide appropriate support. By working openly and respectfully with children and parents, we aim not only to stop bullying behaviour, but to help children develop the empathy, judgement and relationship skills they need to contribute positively to our community. More information can be found in the Anti-bullying Policy on the Toddle app.

SCHOOL SERVICES AND FURTHER INFORMATION

SITE ACCESS AND SECURITY To help keep students safe, access to the school site is carefully managed. All adults must follow the school’s security procedures and the directions of staff while on campus.

Parents and Authorised Adults Parents and authorised adults must wear their school-issued yellow photo lanyard at all times while on campus. Lanyards must not be shared or used by another person. Anyone who forgets their lanyard should report to the Welcome Centre Reception for a temporary pass. During the school day, adults wearing a yellow lanyard may access the Welcome Centre, Brook Green Café, ECC Reception and Junior School Reception. The Great Hall is also available for parent use during collection times from 2.45pm to 4.30pm each day. Classrooms, playgrounds and other areas of the school should not be accessed unless accompanied by a member of staff. Adults should use only the toilets designated for adult use.

Visitors Visitors must complete the school’s digital sign-in form before arriving on campus. On arrival, they should report to main gate security, where they will be signed in and issued with a red visitor lanyard. Visitors must present an official government-issued form of identification, such as a Thai national identity card or passport. They must wear their visitor lanyard throughout their visit and remain accompanied by a member of the school team at all times. Before leaving, visitors must sign out at the main gate security, return their visitor lanyard and collect their identification.

EVACUATIONS, LOCKDOWNS AND EMERGENCY PREPAREDNESS The safety of every child is our highest priority and we take our responsibility to provide a safe and secure school environment extremely seriously. Our approach is based on clear procedures, controlled access to the campus, careful supervision and regular review of our emergency arrangements. School leaders work closely with our security and facilities teams to identify potential risks, review procedures and strengthen our response where needed. All staff receive guidance on what to do in an emergency, and evacuation and lockdown procedures are practised regularly with students and staff. These drills are planned carefully so that children understand what to do without creating unnecessary anxiety. Procedures are reviewed following drills, changes to the campus or any significant incident, and adjustments are made where necessary.

Fire Evacuation If a potential fire or other emergency is reported, an announcement will be made across the school. This is a signal to remain alert and be prepared to evacuate if required. If the fire alarm sounds, everyone must evacuate immediately using the nearest safe exit. Parents and visitors should gather at the Emergency Meeting Point at the front of the school and follow the directions of school staff. Parents should not attempt to locate or remove their child during an evacuation. Staff are responsible for keeping classes together, supervising students and completing attendance checks so that every child can be accounted for safely. 48

Lockdown A designated lockdown signal will alert everyone on campus that lockdown procedures are in place. Parents and visitors should move immediately to the nearest safe and secure area, away from exposed spaces where possible. Mobile phones should be silenced, and everyone should remain quiet and follow the directions of school staff. Parents should not move around the campus or attempt to reach their child during a lockdown. Everyone must remain in place until an all-clear announcement is made by the school. In any emergency, our priority is to account for everyone on campus, protect students and allow trained staff to carry out the school’s established procedures safely and effectively.

SCHOOL TRANSPORT The school plans to introduce a school transport service for the 2027–28 academic year, subject to sufficient demand from families. Routes, collection points, timings and fees will be determined following consultation with parents and will be shared in advance of the service commencing. The school will aim to provide a safe, reliable and convenient transport option for families across key areas of Bangkok.

BROOK GREEN CAFÉ The Brook Green Café is open Monday to Friday from 7.15am to 9.00am and from 12.00pm to 4.00pm. Parents are welcome to use the cafe and seating areas during these times. During the school’s founding year, we will be offering a carefully selected range of refreshments. As the school grows, our menu will expand to offer a broader range of options for our parents. Both cash and electronic payments are accepted.

SCHOOL SHOP The School Shop is located in the Welcome Centre and is open Monday to Friday during school hours. Parents can purchase a range of school clothing and accessories, as well as selected school-branded merchandise. The range includes practical options for different activities and seasons, with additional items introduced as the school community grows. Parents are encouraged to contact the School Shop if they require guidance on sizing, availability or suitable items for their child.

AN EDUCATION RICH IN MEANING AND POSSIBILITY

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