Parent Information Booklet
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Beacon Hill School
Parent Information Booklet
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Parent Information Booklet
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A Message from the Principal Dear Parents, Welcome to Beacon Hill School! For those of you who are brand new to Beacon Hill School, I am very happy that you and your child are now a part of the ‘Beacon Hill Family’. For those of you who have a history with Beacon Hill, welcome back! We hope that the information provided in this handbook will help you and your child settle quickly and we look forward to working with you to ensure your child receives the best ‘all round education’ possible. I look forward to meeting you soon. Best wishes, Mr. James Harrison Principal
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Staff – 2014 / 2015 Principal Mr James Harrison Vice Principal Ms Susan Chung Yr 1 & 2 Phase Coordinator
Vice Principal Ms Rachael Blaik Y3 & 4 Phase & PYP Coordinator
1W 1G 1T
Miss Hannah Woollard Mr Andrew Greene Ms Jane Trotter
Room 201 Room 202 Room 203
2A 2J 2M
Miss Jane Andrews Ms Emily Jeves Mrs Charlotte Fennelly
Room 204 Room 205 Room 206
3H 3D 3K
Mr Dave Hubbard Mrs Chloe Dale Miss Susan King
Room 301 Room 302 Room 303
4M 4W 4C
Mrs Gabbe McKinnon Mrs Julie Wu Mrs Marie-Claire Mulligan
Room 401 Room 402 Room 403
5D 5B 5A
Mr Rudi Dray Ms Frances Burley Mrs Colleen Angell
Room 404 Room 405 Room 406
6L 6F 6H
Ms Laura Fisher Miss Jennifer Fearn Miss Katrina Heywood
Room 501 Room 503 Room 504
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Vice Principal (Acting) Mr Chad Pheasant Yr 5 & 6 Phase Coordinator
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Specialist and Single Subject Teachers Mrs Belinda McLaughlin
Head of Special Educational Needs
Ms Emily Jeves
English Coordinator
Ms Sharon Matthews
Year 1 & 2 Learning Support Teacher
Ms Amy Chan
Year 3 & 4 Learning Support Teacher
Mrs Collette Davies
Year 5 & 6 Learning Support Teacher
Mrs Lynn Xu
Head of Mandarin (Room 506)
Ms Xiao Bing Yu
Mandarin Teacher (Room 304)
Ms Pu Xu
Mandarin Teacher (Room 505)
Mr Scott Gibson
Head of Music / Music Teacher
Mr Chad Pheasant
Head of Learning Technologies
Mr Tim Teahan
Head of PE / PE Teacher
Educational Assistants 1W Mrs Jigisha Sanghvi
1G Mrs Skye Evers
2A Mrs Liza Turner 2J 3H Mrs Shams Kamaruddin 3D Ms Megan Lau
1T Mrs Vicky Travers 2F Ms Sarah Sanderson 3K Mrs Carlotta Mo
Y4 Ms Priya Samtani (FT) and Ms Kannis Tsui (PT) Y5 Mrs Priya Chainani (FT) and Ms Viola Tse (PT) Y6 Mrs Raju Jagtiani (FT) and Ms Viola Tse (PT)
SEN Educational Assistants Y1/2 Miss Cassie Chan Y3/4 Mr Duel Dealino Y5/6 Mrs Brigitte Lussier Miss Sammi Chan Mr Bernard Bagaoisan
Mandarin Educational Assistants Mrs Gina Wang
Mrs Chia Chi Chao
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Ms Catherine Lie
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Support Staff Office Manager / Admissions
Mrs. Barbara Woo
HR and Finance Manager
Mrs. Shiree Yam
Clerical Assistant
Ms Sarah Hui
Clerical Assistant
Mrs Shirley Yuen
Nurse
Ms. Rosalind Chen
Librarian
Mrs. Shirley Lowe
Assistant Librarian
Mrs Lucia Bersotti
ICT Manager
Mr. Gabriel Wu
ICT Support Technician
Mr Hung Tu
Head Caretaker
Mr Peter Wong
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Parent Information Booklet
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Term Dates 2014 - 2015 AUTUMN TERM 2014 Monday 18th August Tuesday 9th September Wednesday 1st October Thursday 2nd October Friday 3rd October Monday 20th to Friday 24th October Friday 19th December
Term begins – 8:45am School Closed - day following Mid-Autumn Festival School Closed - National Day School Closed - Chung Yeung Festival School Closed – ESF CPD Day Half Term Holiday End of Term - School Finishes at 12 noon
SPRING TERM 2015 Monday 5th January Monday 16th to Friday 20th February Monday 23rd & Tuesday 24th February Friday 27th March Monday 30th March to Friday 10th April
Term begins – 8:45am Chinese New Year Half Term Holiday School Closed – BHS CPD Days End of Term - School Finishes at 12 noon Easter Holiday – School Closed
SUMMER TERM 2015 Monday 13th April Friday 1st May Monday 4th May Friday 22nd May Monday 25th May Friday 26th June
Term begins – 8:45am School Closed – Labour Day School Closed- BHS CPD Day School Closed – BHS CPD Day School Closed – Buddha’s Birthday End of Term – School Finishes at 12 noon
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Introduction Welcome to Beacon Hill School. The information listed in this booklet should assist you in understanding our school and in particular Year 1. We hope your child enjoys their stay at Beacon Hill School and works hard to achieve success. The staff at Beacon Hill School requests your co-operation and support in making your child’s school life as successful and happy as possible. Parent meetings will be held during the year to bring you up-to-date with current methods and strategies in teaching, as it is likely there will be differences to your own schooling experience. Beacon Hill School aims to provide a safe, secure and caring environment where all our students, irrespective of ability, are valued as individuals. Our school is a happy place where students want to come and learn. The staff is made up of dedicated professionals providing an all-round education of the very highest quality academically, creatively and socially ensuring that each child has the opportunity to reach their potential. The students come to us from over thirty countries and this international mix adds a great deal to the atmosphere and the richness of the school experience. An active Parent Teacher Association and School Council support our school ensuring the school achieves its aims. Together through mutual support and participation we will be able to provide your child with experiences that will allow them to enjoy success and become a self-confident and happy member of Beacon Hill School. We are a community that is very proud of the school and we hope that you and your child will enjoy being a part of the Beacon Hill School family.
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The English Schools Foundation Beacon Hill School is part of the unique family of schools, which constitutes the English Schools Foundation. It is made up of nine primary schools, five secondary schools, two all through schools, four kindergartens and one school for students with special educational needs. These schools are located all over Hong Kong.
School History Beacon Hill School was founded on 11th September 1967 and moved to its present location in 1968. The school occupies a well-equipped seven storey building and has classroom space to accommodate a three form entry – a total of 540 students. The summer of 2004 saw a huge renovation of the sixth floor (funding shared by ESF and the PTA) resulting in a number of special purpose rooms that are state of the art; these include a fully equipped drama studio, music rooms, art room and library. During the summer of 2008 further redevelopment was implemented creating much improved facilities such as the resources and reprographics room and the multi-purpose rooms on the ground floor, along with playground development. Our dedicated ICT Room has been upgraded during the Christmas of 2008. During the summer of 2009 and 2010 redevelopments for the ‘shared areas’ at the end of each corridor and all classrooms have been carried out. During the summer of 2011 all classrooms had air conditioners replaced, the playground was resurfaced and new playground equipment was installed. During the summer of 2012, the main hall was completely refurbished. During the summer of 2013, our Learning Centre (Library) will be completely refurbished.
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Beacon Hill School Mission ‘The Beacon Hill School community is a safe, caring and stimulating environment where everyone is respected and valued. The students will have every opportunity to achieve in all aspects of school life and they will understand their responsibility as global citizens.’
The School Vision The curriculum at Beacon Hill School will be well balanced, meeting the academic, social, personal, emotional, physical and cultural needs of each child. It will celebrate the development of child–centred independent learning with particular reference to students’ own experiences and the community of Hong Kong. The students will be empowered and encouraged to become confident citizens of the future. The physical environment will be welcoming and stimulating throughout. The school building and immediate surroundings will be effectively managed and resourced so as to create a healthy and safe teaching and learning environment. Students will be motivated independent learners with the ability to acquire and apply knowledge. They will be confident, have a passion for learning and be ready to face new challenges. They will develop interpersonal skills enabling them to value all individuals and respect the worth of others. Above all they will enjoy coming to school. Parents/Families will be active partners in their students’ education. They will be proud to be an integral part of the school community. Teachers will be recognised as supportive and caring professionals who are sensitive to the needs of all members of the school community. Through reflective practice they will deliver a creative, imaginative, challenging and child-centred curriculum, which will ensure that the students of Beacon Hill School will have a passion for learning.
Collaboratively written by BHS students, parents and teachers. First presented, September 2004. Revised 2009
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International Baccalaureate Mission The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Primary Years Programme What Is The Primary Years Programme? Beacon Hill School is an International Baccalaureate (IB) World School authorised to implement the Primary Years Programme (PYP). Any school wishing to offer the PYP and attain IB World School status must first go through the authorisation process. The PYP is specially designed for students aged 3 to 12 and focuses on the development of the whole child, not only in the classroom, but also in the world outside through other environments where students learn. The PYP is a framework that meets students’ several needs: academic, social, physical, emotional and cultural. In essence the PYP, with its focus on the total growth of the child, touches hearts as well as minds. Students in the 21st century deal with the challenge of learning about an interconnected world where knowledge is constantly developing. The Primary Years Programme prepares students to be active participants in a lifelong journey of learning. At the core of the PYP is a commitment to structured inquiry as a medium for learning with cross curricular links to other subject areas. It is an effective approach to teach the knowledge, skills, concepts and attitudes that we value. The PYP is a comprehensive approach to teaching and learning with an international curriculum model that provides:
Guidelines for what students should learn
A teaching methodology
Assessment strategies
BHS offers the PYP because it puts the students at the centre of the learning process, explicitly values the diversity of its student, parent and teacher populations and strives to benefit from its diversity by exploring multiple perspectives and experiences. The PYP integrates best practices from different national curricula and draws on a wealth of knowledge and experience from international schools. Furthermore, it is line with current educational research. The PYP is a challenging programme that demands the best from both motivated students and teachers. 10
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What Will My Child Be Learning? The PYP provides an opportunity for learners to construct meaning, principally through concept-driven inquiry. Traditional academic subjects are part of the programme but it emphasises the interrelatedness of knowledge and skills through a transdisciplinary programme of inquiry. The most important premise of the PYP is that students learn through their own curiosity – and that it is the school’s responsibility to encourage them to be curious, to ask questions and to explore ways of finding the answers to their questions. This is called inquiry based learning, and it shapes our entire programme. There are six transdisciplinary themes which help teachers and students explore knowledge in the broadest sense of the word. Teacher and students use key questions that are conceptbased to structure the units of inquiry. Students acquire and apply a range of skills while developing an understanding of these important concepts. The PYP has designed a transdisciplinary curriculum, which draws the individual disciplines into a coherent whole, while preserving the essence of each subject. At BHS your child will:
Develop a deep understanding of important concepts Conduct research into knowledge which has local and global significance Acquire and practise a range of essential skills Provide opportunities for individual and collaborative planning and research Be encouraged to develop positive attitudes towards learning, the environment and other people. These attitudes include tolerance, respect, integrity, independence, enthusiasm, empathy, curiosity, creativity, cooperation, confidence, commitment and appreciation
Have the opportunity for involvement in responsible action and service. All PYP students are encouraged to be responsible members of their community
Learn a second language, Mandarin, which reflects the spirit of internationalism
Learn vital knowledge and skills in all subject areas - English, Mathematics, Science, Social Studies, the Arts (visual, dance, drama) with their classroom teacher as well as attend specialist lessons, Learning Centre (library), Physical Education and Music, once per week.
The most significant and distinctive feature of the PYP is the six transdisciplinary themes. These themes are about issues that are both important and meaningful for us all. The programme offers a balance between learning about or through the subject areas, and learning beyond them. The six themes of global significance create a transdisciplinary framework that allows students to go beyond the confines of learning within subject areas. From Year One onwards each year group will explore six dynamic and engaging Units of Inquiry, one under each of the following transdisciplinary themes:
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Who we are
Where we are in place and time
How we express ourselves
How the world works
How we organise ourselves
Sharing the planet
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An inquiry into the nature of the self; beliefs and values, personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities: What it means to be human An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on extend and enjoy our creativity; our appreciation of the aesthetic. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. An inquiry into the interconnectedness of human madesystems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on human kind and the environment. An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Teachers and students use key questions that are concept based to structure the units of inquiry. They acquire and apply transdisciplinary skills while developing an understanding of these important concepts. Student learning is reinforced and extended through off-site field trips, in-house speakers and experts and sharing amongst peers. Assessment is an important part of learning in the PYP as it allows students to reflect on what they know, understand and can do and therefore enhances learning. The teachers feedback to the students on a regular basis and this provides the direction, the tools and the encouragement for them to become more proficient, more skilful and better at understanding how to learn.
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In summary, The PYP aims to offer a balanced and engaging programme that focuses on acquiring significant knowledge, developing essential skills, understanding meaningful concepts, and developing positive attitudes, all of which may lead to thoughtful action. This is best articulated in the PYP Model:
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IB World School-the authorisation process To become an IB World School all schools must go through a challenging but rewarding authorisation process. This process is designed to support schools in making the decision to become IB World Schools and to allow the school time to fully understand the nature and requirements of the Primary Years Programme (PYP). Firstly, to become eligible for authorisation, schools must successfully complete various stages, which usually occur over a 2 to 3 year period. Schools first apply to become a candidate PYP School, and if granted by the IB the school takes on candidate status and trials the programme before an official authorisation visit. After a trial implementation, representatives from IB visit the school to ensure that the candidate school is genuinely committed to the pursuit of excellence in international education. The IB visiting team also ascertains the school’s preparedness to offer the programme and verifies that the school’s planning has been both systematic and comprehensive. BHS went along this journey as a candidate PYP School and following a very successful visit from IB in November 2009 and we were granted official IB World School status for the PYP in January 2010. Following authorisation, schools may receive further visits from IB teams to ensure that the educational standards of the programme are being maintained and developed, and three years after authorisation the school will go through a rigorous evaluation process by the IB to ensure the high standards are maintained. Following a successful evaluation visit the IB will continue to visit every 5 years. BHS went through the evaluation process in the 2012-13 academic school year. Programme evaluation is a requirement of the IB Organisation. The aim is for the IB to ensure on a regular basis that the standards and practices of the programme are being maintained. The BHS community received very positive feedback from the IB Evaluation team and this was confirmed in the written report which highlighted what we already do very well as a school and provided us with guidance to further develop the PYP at BHS. The programme standards and practices is the foundational document used by schools and the IB to ensure the quality of the programme is maintained. The implementation of the PYP is an on-going process and schools make a commitment of meeting all the standards, practices and programme requirements. Evaluation is a process of formal reflection involving all stake holders within the school community. During the process we will assess ourselves against the Programme standards and practices and programme requirements and identify major achievement during the period under review and as well as identify practices that need further development
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IB Learner Profile At Beacon Hill School we aim to enable students to become life-long learners and to equip them with the academic and life skills to take them in to the rapidly changing global world they are growing up in as responsible citizens. The PYP promotes strongly an international education, which is embodied in the IB Learner Profile. The PYP philosophy believes that schools should be proud to send out into the world students who exemplify the qualities expressed in this profile. This profile is central to the work of the PYP. It represents the qualities of internationalism which will develop in students the ability to live and work anywhere in our global society. An international person is one with the attributes and a disposition described in the following Learner Profile and applies to all people within the community including students, parents and BHS staff:
Profile
Definition
Inquirers
They develop their natural curiosity. They have acquired skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.
Thinkers Communicators
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Risk Takers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Principled
Caring
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Open Minded
They understand and appreciate their own cultures and personal histories, and are open to perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Balanced Reflective
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. International Baccalaureate Organization 2009
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Reporting Processes There are many ways in which we keep parents informed of the learning that is taking place. Parents will receive a weekly update via e-mail which will give information on what the students will be learning and events that may be scheduled for the following week. All parents will be invited to their child’s class assembly and a sharing of their learning in one unit of inquiry. In addition to this, we have the more formal reporting procedures as detailed below. *Dates may vary depending on the school calendar
Early September
October
The Year Ahead Meeting / Meet the Teacher Evening This is an opportunity to meet your child’s class teacher and find out about the exciting things that will happen in the year. Years 1 - 3 Parent Teacher Consultations Years 4-6 Parent Teacher Consultations (Parents have the option to include the child)
October/November
December March
March/April March/April June
In these meetings, parents will find out about their child’s progress and how they have adapted to the new year group. Targets will be set in these meetings. Students’ Portfolios will be sent home for a weekend. The portfolios are a record of the student’s learning journey. There will be samples of teacher and student chosen work and will demonstrate work across all areas of the curriculum. The portfolios will show how the student is reflecting on their learning. Reports on first Unit of Inquiry accessible on the Gateway Student Led Conference This will give the parents an opportunity to see their child as a learner. There will be various stations set up in the classroom and the students will lead their parents through each one. They may be sharing and talking about their work in English or teaching their parents some strategies for Mathematics. For Year 6 students and parents, areas for development will also be discussed in preparation for the Year 6 Exhibition Reports on Units of Inquiry 2 and 3 accessible on the Gateway Students’ Portfolios (a Record of their Learning Journey) will be sent home for a weekend End of Year Reports accessible on The Gateway
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CIS Accreditation In December 2008, Beacon Hill School became a member of the Council of International Schools (CIS) and began the process of accreditation. The accreditation process involves the school submitting an initial report on their Philosophy & Objectives, Curriculum, Governance and Management, Staff, Student Support Services, Resources and Students and Community Life. This is followed by a preliminary visit from the CIS accreditation team to assess our readiness to undertake the self-study process. The self-study is an 18 month process where all members of the school community undertake an evaluation of the school and identify areas of strength and areas for development. A team of 8 professionals from other international schools in the AsiaPacific region were invited to affirm the school’s self-evaluation in December 2010. In March 2011, Beacon Hill School became fully accredited by CIS and the report was extremely complimentary. An extract from the report perfectly summarises the ethos of Beacon Hill School: “Something that makes Beacon Hill School special is its passion for inclusion. Welcoming and providing programmatic support for students with additional learning needs is remarkable. The natural manner in which these students are assimilated into the student body is exceptional and a model for other international schools around the world. It fosters a sense of pride among the adults to watch all the students interact in such a way that it leads one to a new heartwarming definition of the word ‘normal’. Spending time at Beacon Hill school is inspirational.”
School Policies Specific school policies can be accessed via the school website www.beaconhill.edu.hk. ESF policies can be accessed via the ESF website www.esf.edu.hk.
Parental Involvement At BHS, we pride ourselves on the wonderful partnership we have with Parents. We welcome parental involvement by asking for volunteer helpers in the lower year levels to help with small groups or listen to students read. We encourage parents with expertise in particular areas to support the learning in units of inquiry by giving talks to the students. School excursions is another area where we welcome parent support. At the start of the year we provide a ‘Risk Assessment’ workshop for any parents wishing to attend school excursions so that they feel fully prepared to lead a group. We also encourage parents to be involved with the Parent Teacher Association (PTA) in organising special school events and activities.
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How to contact Beacon Hill School School Address:
23 Ede Rd Kowloon Tong, Hong Kong
Telephone Number:
2336 5221
Fax Number:
2338 7895
Web Address:
www.beaconhill.edu.hk
Email addresses: Principal
[email protected]
Vice Principal Yr 1 & Yr 2 Pastoral Care Miss Susan Chung
[email protected]
Vice Principal Yr 3 & Yr 4 Pastoral Care Mrs Rachael Dewhurst
[email protected]
Vice Principal Yr 5 & Yr 6 Pastoral Care Office Manager/ Admissions Secretary Mrs Barbara Woo
[email protected]
Accounts / HR Manager Mrs Shiree Yam
[email protected]
PTA Coordinator Ms J Chu
[email protected]
School Nurse:
[email protected]
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School Council Our school council consists of parent, PTA, community, staff and ESF representatives.
Chairperson
Mr Mike Tanner
Parent Representative PTA Representative
Mrs Annie Van Weerdenburg Mrs Michelle Tsang
Community Representative
Mrs Eva Cham Mrs Rhonda Lam
Principal
Mr James Harrison
Teacher Representatives
Ms Lynn Xu
Support Staff Representative
vacant
ESF Centre Representative
Mr Charles Caldwell
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Parents’ & Teachers’ Association The PTA is an integral part of the school – parent partnership. This is the existing PTA for the academic year 2013-14. This will change at the start of the new academic year via elections
Chairperson JCPTA Representative
Mr. Chris Lee
[email protected]
Vice Chairperson
Ms. Rowena Chow
[email protected]
Treasurer
Mr. Sze Chan
[email protected]
School Council Representative
Ms. Michelle Tsang
[email protected] Mrs. Annie Van Weerdenburg –
[email protected]
Parent Representatives
Mrs. Nazish Mavalvala
[email protected] Mrs. Sonia Jones
[email protected]
Mrs. Shareen Hellen
[email protected]
Mr. Tim Teahan Ms. Carman Chan
[email protected] [email protected] Mr. Paul Chan
[email protected] Principal
Mr. James Harrison
Teacher Representatives
Mr. Chad Pheasant Mrs. Charlotte Fennelly
[email protected] [email protected]
PTA Coordinator
Ms. Janley Chu
[email protected]
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[email protected]
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School Hours Monday – Friday : 8.45am – 3.00pm (Morning start : 8:45am) Break 1 – Yr 1, Yr 2 & Yr 3
- 10.30am - 10.50am
Break 2 – Yr 4, Yr 5 & Yr 6
- 10.55am – 11.15am
The ‘split break’ ensures all students have space to play in the playground
Lunch (12.45pm - 1.30pm) Yr 1, Yr 2 & Yr 3 students eat their lunch from 12.45pm – 1.05pm while Yr 4, Yr 5 & Yr 6 students play. At 1.10pm Yr 1, Yr 2 & Yr 3 students go and play while Yr 4, Yr 5 & Yr 6 students go back to their classrooms to eat their lunch. Educational Assistants supervise students during the eating part of lunch. Teachers and EAs supervise students in the playground during all break times. A member of the Senior Management Team is also available if required.
Dismissal for Year 1 At 2:55, Year 1 classes are brought to the front foyer where they are dismissed at 3pm. Bus children move to bus lines in the playground. Extra-curricular clubs are offered during the year for all age groups. These are posted on the school website shortly after the start of term 1. At the start of the year, Year 1 students leave school around lunchtime. It is important for you to inform the bus escorts and the school office, via email, if your child will not be using the bus service as normal due to your child’s participation in an activity.
Change in Routine Students are not permitted to leave the school premises during school hours, unless the school is informed by a parent. When a parent informs the school that a child must leave during school hours the parent, or an appointed representative, will come to the school to collect the child. This is necessary to ensure your child’s safety and to avoid unnecessary disruptions to the classroom routine.
Yr 1 & Yr 2 Dismissal At 2.55 pm Yr 1 and Yr 2 students are brought from their classrooms to the front foyer where they are dismissed at 3.00pm. Bus students move to bus lines. Extra-curricular clubs are offered during the year for all age groups. These can be found on the school website.
School Buses The school buses are run privately by independent bus companies. Any concerns related to a child’s bus should be directed directly to the bus company. Parents must also notify the school office and class teacher if the daily bus journey arrangements change for your child. This is necessary to ensure your child’s safety.
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School Assemblies
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Yr 1 - Yr 6
Golden Book Assembly - Monday (9.00am – 9.25am) A member of the Senior Leadership Team leads this assembly. Teachers select a child from their class for inclusion in the Golden Book – students are announced and their achievement celebrated by the school.
School Assembly – Friday (9.00am – 9.25am) Most weeks, individual classes present their class assembly. Notification of upcoming class assemblies is published in the Year Group Weekly Updates and Home-School Diaries.
The School Newsletter The School Newsletter is sent home to each family in the school every second Friday via email. A copy of the newsletter can also be viewed on the school website. The newsletter contains reports and notices and all forthcoming events at the school. Each week, on Fridays, we send home via email a weekly update for each year group. These are also available on the school website. These provide important information about upcoming events, trips and reminders as well as keeping parents informed as to what the students and teachers are doing in class.
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School Uniform There is no distinct Summer or Winter uniform as weather in Hong Kong is unpredictable and therefore the uniform collection can be worn all year round and item combinations selected depending upon the weather conditions. There is a distinct PE and daily uniform and children must always wear a BHS hat when playing outdoors. Most items can be obtained from the PTA office during the school day.
Girls Uniform
(suitable for warmer times of the year) Short sleeve blouse Skort School ankle socks Black polished shoes or sandals with closed toes Navy or red ribbons School hat Girls Uniform (suitable for cooler times of the year) Long sleeve blouse Skort or long trousers School ankle socks or stockings Black polished shoes or sandals with closed toes Navy or red ribbons Red school sweater or fleecy jacket School all weather jacket / wind jacket Scarves, gloves, ribbons etc. should wherever possible, be in the school colours Boys Uniform (suitable for warmer times of the year) Short sleeve shirt Shorts School ankle socks Black polished shoes School hat Boys Uniform (suitable for cooler times of the year) Long sleeve shirt Long trousers School ankle socks Red school sweater or fleecy jacket School all weather jacket / wind jacket Black polished shoes PE Uniform – Boys and Girls T-shirt with school logo Skirts – girls Shorts – boys White ankle socks White PE shoes or trainers School track suit School hat PE Jacket (for winter only) All students are required to have a BHS School Bag
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Toys, Jewellery and Special Items at School Anything brought to school is the child’s responsibility. To avoid distress, students should not bring precious or expensive belongings to play with in the playground. If something is brought to show, it should be left in the classroom all day. Only watches and stud earrings are permitted at school. Students wearing jewellery will be required to remove it during PE lessons as it presents a danger to them and to others.
Learning Centre Years 1 -3 Your child will visit the Learning Centre each week for a library lesson. During this time, your child will be returning and borrowing books to share with family at home. To avoid damage to the books, they must be carried to and from school in a waterproof book bag, which has been clearly labelled with your child’s name and class. School book bags are available from the PTA shop for a small fee. Learning Centre lessons include research activities related to class work and literature immersion, as well as learning to use the library and its computer system. Your child is encouraged to return and borrow new books each week; however, the borrowing time for each book is two weeks. In the event of your child not returning their book by the due date, the librarian will send a reminder letter home. Then if the book is still not returned, a second letter is sent home which includes the replacement cost of the book. Parents are required to pay for lost books or those that are damaged beyond repair. The Learning Centre is also open to Years 1, 2 and 3 during some lunch periods. Your child is able to visit during this time with their friends. Years 4 – 6 Children will visit the Learning Centre each week for a library lesson. This lesson will focus on developing research skills, as well as an understanding of the library and how it is set out. For part of the school year they will have two visits per week to allow the students to develop their inquiry skills. Years 4, 5 and 6 students are able to return and borrow books at break and lunch time throughout the week. Your child can borrow a maximum of two fiction and two non-fiction books. A book may be borrowed for up to two weeks. To avoid damage to the books, all students must carry their books to and from school in a clearly labelled waterproof bag. School book bags are available from the PTA shop for a small fee. In the event of your child not returning their book by the due date, the librarian will send a reminder letter home. Then if the book is still not returned, a second letter is sent home which includes the replacement cost of the book. Parents are required to pay for lost books or those that are damaged beyond repair. The Learning Centre is open during break and lunch for students to relax, borrow, read and complete class work or research tasks. The computers are available at this time for students to use.
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Mandarin Children in Years 1 and 2 have Mandarin lessons three times per week for 45 minutes each lesson. In Year 1 the class stays together, whereas in Year 2 the children are split into one of three Pathways to cater for the different levels of understanding. Children in Years 3 to 6 have daily Mandarin lessons.
Music All classes have one lesson per week taken by Mr Scott Gibson.
PE Year 1 and 2 classes have one PE session per week taken by Mr Tim Teahan.
PMP All children in Years 1 and 2 will have two 45 minutes sessions a week. A few children from other year groups will receive PMP sessions at other times in the week.
Learning Technology All classes receive one ICT lesson per week with the Learning Technology teacher.
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Health Students will not get the best out of their years at school unless they are healthy. Immunization for Primary One and Six Students The Immunization Team of the Department of Health visits BHS to offer vaccination to Primary One and Six Students ONLY. This is free of charge. More information about this will follow in due course. Student Health Service + / - School Dental Care Service for ALL Primary School Students The Student Health Service (SHS) include physical examination; screening for health problems related to growth, nutrition, blood pressure, vision, hearing, spine, psychological health and behaviour; individual counseling and health education. This service is provided free to “eligible students”; for non-eligible students, an annual fee will be charged. The School Dental Care Service (SDCS) Students are offered: Oral health education (i.e. good oral health care habits) Oral examination Basic dental treatments Preventive treatments Emergency service during office hours This service is also provided free to “eligible students”; for non-eligible students, a fee will be charged. Please Note: SHS + / - SDCS is a joint application and consent form. More detailed information about this will follow in due course. The Immunization, the Student Health Service + / - the School Dental Care Service; these are ALL OPTIONAL. Communicable Diseases AND Students’ Sickness Communicable diseases, for examples, Chickenpox, Influenza, Norovirus Infection, Acute Infectious Conjunctivitis, Head Lice, Fifth Disease, Hand, Foot and Mouth Disease (HFMD) and others may occur from time to time and we need to remain vigilant against them. Parents should check their child’s hair regularly for lice. If found, they should inform the school and have prompt treatment at home. If parents have any concerns regarding their child’s return to school, they should contact our school nurse. *IT IS IMPORTANT THAT THE SCHOOL IS NOTIFIED OF ALL CASES OF COMMUNICABLE DISEASES.* 27
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Most importantly, parents should not send their child to school if s/he is not well and / or when s/he has not completely recovered from illness. They should let him / her rest at home and / or seek medical advice promptly. The child should return to school when fit to do so as advised by the doctor. Parents should inform the school via e-mail explaining the reason for the absence (and immediately, if s/he is admitted to hospital). The child needs to regain his / her energy before returning to active school life, otherwise, complications will arise and may become serious.
The Administration of Medication We do not encourage medication to be given during school hours. If a child is prescribed medication, they should complete the course of medication at home and NOT at school. If it is absolutely necessary for a child to have the prescribed medication during school hours, a note from the doctor who prescribed the medication is required. In addition, a request in writing from the parent / guardian must be received with the correct ESF / BHS form completed and handed in to school. Contact Numbers Parents must inform the School Office (via e-mail) of any changes in their home number, office number and mobile number. If they are not in Hong Kong SAR, they must leave a contact number and a name of the person to contact, in case of need and / or emergency.
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Picking up and Dropping off Students - Questions and Answers Can parents park in the school grounds? Unfortunately we don’t even have enough space for all the staff to park their cars therefore no other cars are allowed to park in school either during or out of school hours, unless they have been given specific permission. Where can parents stop their car to let their child out in the mornings? If parents are just letting their child out and you are staying in the car, they may stop in front of the school. If they want to get out of the car for any reason they will need to park their car in a safe place well away from the school entrance. Where can parents stop their cars when collecting their child? They must always park their car in a safe place well away from the school entrance. Why can parents not stop just outside school to collect their child? We have 540 students leaving the school at the end of the day and our most important consideration is their safety. Parking in front of the school even for ten seconds is extremely dangerous because it, obscures the view of drivers and pedestrians forces people to make dangerous overtaking manoeuvres leads to traffic congestion Is there a special place for children and parents to cross Ede Road at the end of the school day? Yes. We have a special crossing area outside the main entrance, which is supervised by three experienced members of the support staff. They will give clear instructions about how and when it is safe to cross the road. Everyone who needs to cross Ede Road, both adults and students, should use the crossing area. Are there any other places parents should avoid parking their cars? Some of our students have a long journey on the school bus and these buses leave from Warwick Road. Not parking here would enable the buses to leave punctually and would also mean the students could get onto the buses as safely as possible. Children catching a school bus. What happens to them at the end of the school day? They make their way onto the playground where they line up before being escorted onto the bus. For children walking home up Ede Road, what should they do? They should leave the school through the main entrance. For children walking home down Ede Road. What should they do? They should leave the school through the Warwick Road (back steps) entrance. Why can’t students leave through the main entrance then walk down the road on the same side as the school? Doing this has the potential to be extremely dangerous as they have to walk past the entrance to the school car park. 29
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For children being collected. Children should be collected at the main entrance. What happens if parents want to change the arrangements for how their child leaves school at the end of the day? This should be avoided as changes in the arrangements tend to confuse the students and can be quite upsetting particularly for the younger ones. Sometimes changes are necessary and when this is the case the school office must be informed in writing (not a telephone call or verbally) for the attention of the class teacher. If appropriate a copy also needs to be given to the permanent bus escort.
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Tropical Cyclone Procedures SIGNAL 1
-
BHS will operate as NORMAL.
SIGNAL 3
-
BHS will operate as NORMAL unless advised by the Education Department, or ESF Foundation Management office.
SIGNAL 8
-
BHS will CLOSE.
If school is not in session when a typhoon is approaching Hong Kong, the Director of Education will, if circumstances warrant it make an announcement over local radio and television channels advising parents whether or not to send their students to school. The announcement will be made in the evening or early morning, and will be timed, whenever possible before students set out from their homes for school. The first radio announcement in the morning will be not later than 6.15am. The announcement will be repeated at regular and frequent intervals. Please ensure that you listen to radio and television announcements during inclement weather.
If the BHS day is in session under a No.1 or No.3 Signal, and the Director of Education is advised that the situation is likely to deteriorate rapidly, a Public Announcement will be made over local radio and television stations advising the immediate closure of schools. All students will remain in class awaiting dismissal by bus or being collected by a parent or designated responsible adult. E-mails will be sent to parents on our e-mailing list to inform them of the situation as well as SMS alerts to parents whose mobile phone numbers we have on record. Bus helpers will endeavour to ring individual parents to organise collection from drop off points. No students will be dropped off without a parent or designated responsible adult present at the drop off point. Non-bus students must be collected from the classroom as soon as possible. If the number 8 Signal is hoisted ALL BUSES will cease to operate and all students will need to be collected from the school. If the No. 8 Signal is hoisted once students have set out for school in the morning students will be kept in the school hall until it is safe to leave and they have been collected by a parent or designated responsible adult.
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Parent Information Booklet
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RAIN STORMS AMBER SIGNAL (i)
BHS will operate as NORMAL.
RED OR BLACK SIGNAL (i) (ii)
Before the start of school BHS will close for the whole day. After students have set off for school but before the commencement of school, students will be retained in their classrooms until it is safe to allow them to proceed home.
(iii)
When the BHS day is in session school will continue until the end of normal school hours and students will be retained until conditions are safe for them to return home.
(iv)
If the red or black rain storm warning is still in place at 4.00pm all buses including private mini-buses will be cancelled for the day. If the buses are cancelled parents will need to organise for the collection of their students when it is deemed to be safe to do so. Students will be kept safely at school until they are able to be collected. Under no circumstances will students be put on buses or released without a parent or designated adult to collect them during red or black rain storm earnings
No buses will operate during Red or Black rainstorm warnings. ALL STAFF should be at school as normal during amber or red rainstorm warnings. It the Black Rainstorm warning or Typhoon 8 Signal is lowered before 12pm, staff should make their way to school provided it is safe to do so.
THE SAFETY AND WELFARE OF BHS STUDENTS IS THE MOST IMPORTANT FACTOR.
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Rainstorm Warning (for students) The Amber, Red, Black warnings are independent of other warnings e.g. landslip or typhoon warnings.
Rainstorm Signal Hoisted
Before leaving home
School open
School closed
School closed
During school hours
Classes continue as normal
Remain in school
Remain in school
Typhoon Warning
Typhoon Signal Hoisted
No 8 or above
Before leaving home
Classes continue
School closed
During school hours
Classes continue
Remain in school
Please always refer to the school website (www.beaconhill.edu.hk) or ESF site (www.esf.edu.hk) for the most updated information during bad weather. SMS alerts may also be sent to parent mobile phone numbers we have on record.
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Home and School Links A child spends more time out of school than in it and so parents are their first and most important teachers. Learning begins with the child’s first experiences. Listening and talking are a vital part of all learning and are the foundations for reading and writing. Your child’s attitude to learning, school and other people will be formed in your home - what is valued by you will also be valued by them. There is a very strong relationship between home encouragement and school achievement, especially in reading and writing. The co-operation of home and school working together will be of benefit to your child.
Communicating with Teachers Your child’s teacher will always be happy to talk to you, but PLEASE ARRANGE AN APPOINTMENT BY CALLING AT THE OFFICE. Remember that teachers are very busy with children and do not have time for lengthy discussions at classroom doors or whilst on playground duty.
If Problems Arise........... At Home If there is a change in your child’s life, which affects their emotional well being, please let us know. Children’s behaviour and ability to work at school can be affected by disturbances in their lives. At School If a problem arises, please contact the class teacher first. If assistance is still required then contact the relevant Vice Principal (Phase Coordinator) or Mr. Harrison, the Principal, so that the matter can be investigated.
PLEASE REMEMBER THAT YOUR CHILD IS OUR PRIME CONCERN We are eager to work with you to make their school life happy
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What Your Child Will Need For School • • • • •
A school bag (labeled with name) from the PTA A library bag (labeled with name) from the PTA A lunch box and plastic drink bottle (labeled with name) A handkerchief / tissues A spare pair of underpants in a plastic bag in case of an accident
Preparing Your Child for School Talk to them about how exciting it will be. Buy them clothing which is easy for them to handle. Label clearly all articles, which they will bring to school. (First and surnames, with spaces for class name to be added). With 540 children in our school it is extremely difficult to trace the owners of unlabeled articles. Teach your child to: • put on and take off jumpers, shoes and socks. • tie shoelaces and do up buttons. • recognise and care for their own belongings. • open and close their school bag. • differentiate between break food and lunch. • unpack and eat their break and lunch. • put their rubbish in the bin. • make their needs known by raising their hand. • use and flush the toilet without assistance. • cover their mouth when they cough or sneeze. • notice when their face and hands are dirty and wash them. • use a handkerchief / tissue and put it away when not in use. • sit still and listen attentively when being spoken to or read to • talk about pictures in books. • answer and ask questions. • share and take turns. • care for toys and books. • finish a task and tidy up afterwards. • carry out simple instructions. • greet friends and adults by name. • say ‘please’ and ‘thank you’.
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On The First Day Please do not arrive too early. A long wait may be upsetting for your child. Be positive and encouraging. Show enthusiasm about school and assure your child that you will be waiting at the end of the day to listen to all they have done. Be prepared to ‘let go’ when they are taken to their classroom. If you are upset don’t let them see this or sense tension in your voice - they will only become upset too. If they cry or cling to you, leave immediately and they will soon settle down. Be on time to collect them in the afternoon. Your child will worry if you aren’t there to greet them and ask about their day.
Food at School Do not give your child too much food as Year 1 children become distressed if they cannot eat all that has been packed for them. Snack packed separately from lunch will avoid confusion at eating times. In the first weeks, don’t worry if all the food you have packed isn’t eaten. Remember to pack a healthy lunch and snacks as sweets and treats do not support brain-power and learning. Parents have the option to order and pay for a hot meal service provided by Delifresh. Details of this will be available from the PTA. As we have several students who have severe reactions to nuts and nut products, we do not allow nuts or products containing nuts into school. Please consider this when packing snacks and lunches. We do not allow children or their parents to bring in cakes, candies or goodies to share with their friends for birthdays or celebrations as this usually causes disruption to the day’s lessons.
Remember Children Need • • • • •
no unrealistic and stressful demands made on them. constant support and encouragement to face new situations. praise to develop self-confidence. opportunities to do things for themselves. special jobs at home to help develop independence and a sense of responsibility
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Make sure your child knows how to travel to and from school safely Keep your child safe on the way to and from school or the bus stop. Walk this route together several times and point out ..... SAFE ROAD CROSSINGS Cross here Look both ways for approaching traffic
DRIVEWAYS Watch out for cars reversing or turning
FOOTPATHS They’re the safest place to walk
DIRECT ROUTE Tell your child to go directly to and from school. Don’t stop to play or explore.
BUS STOP Stay off the road and keep close to the bus stop Cross the road after the bus has left. Remembering to look both ways for traffic.
A Final Note We hope this booklet has provided you with lots of useful information and we look forward to getting to know you and your child.
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