The HIS student is at the heart of everything we do. We recognise that students are more likely to reach their full potential when they are happy, balanced and working in an environment where they know that they are valued members of the community. In developing the whole child we are reinforcing the importance of social emotional wellbeing, emphasizing the significance of transferable skills and utilising a reflective approach in building independent, lifelong learners.
At Hanoi International School, MYP and DP Student Support Services encompasses homeroom, extra learning support, counselling, language acquisition and pastoral care.
The driving principle behind our student support services is to create and enhance a caring and positive learning environment for all. The objectives underpinning this aim are guided by aspects of both the International Baccalaureate and the mission statement of Hanoi International School.
We aim to help our students to develop into, “responsible, globally conscious citizens” (Hanoi International School mission statement) in encouraging them to be, “active, compassionate and lifelong learners who understand that other people, with their differences, can also be right” (IB mission statement).
In practice, and in everything we do, we strive to be, “Inquirers, Thinkers, Communicators, Principled, Open-Minded, Caring, Knowledgeable, Risk-Takers, Balanced and Reflective.” (IB Learner Profile attributes)
Every student is seen as special and the class teacher is responsible for understanding the needs of each individual within their class and catering to their learning styles. Intervention is intended to decrease risk factors and provide a firm basis for strong future development along the programme continuum.
Therefore, the purpose for intervention include:
- Provide support for students in developing academic skills in reading, writing, maths, Unit Of Inquiry (once children have enough language to access the curriculum), social emotional and organization
- Help teachers with students who need to affirm their self-identity
Identification and Intervention Procedures
It is the class/subject teacher’s role to identify the student’s learning style, scaffold their learning and differentiate the curriculum in order to help develop the student’s true potential.
Model of Action
Students’ learning needs are identified through a two stage model of assessment and provision. This graduated approach allows for a continuum of addressing students’ needs across the school, and recognises that students’ needs may vary or may be of a temporary nature.
Identified students either at Level 1 (Beginner/Developing) or Level 2 (Advanced) are placed on the ELS Programme at the appropriate stage. Teachers and parents are informed and appropriate action is taken. Support is provided on a pull-out or push-in basis in small groups or one-on-one. For Level 1 students, they are exempted from attending additional language classes until they reach Level 2.
Parents are seen as being vital in any student's education and therefore we strive to build a strong partnership with all parents. The school values the contribution of parents and encourages their participation in any decisions regarding any issues relating to their child. The school will inform parents if/when their child is first identified as requiring learning support provision and will inform parents on a regular basis of their child's progress. The school will also respond to expressions of concern made by parents.
Parents will provide the school with any information which may be relevant, including details about their child's health, early development and behaviour at home, or any learning support provision in the past. Parents will participate in their child's attempt to meet his/her targets, offering support and encouragement when necessary. Parents will collaborate with the school in working consistently with their child. Parents will liaise with the school by attending review meetings, informing ELS staff of any concerns that may occur between meetings and by contributing to any home-school liaison arrangements.
1. English as an Additional Language (EAL)
This program aims to assist students to develop their English language skills so as to access the full curriculum. Students are assessed and placed in appropriate additional or parallel classes to the mainstream English classes. There are up to 5 levels, from 1 being the weakest. Phase 1 and 2 students will be required to receive EAL support. As students progress they will be moved to a higher level class when appropriate. These are small classes where students will receive individual attention to support their English Language development.
2. Learning Support (LS)
This program is individualized for each student and built around details provided by observations, teacher feedback and assessment, both within the school and, if seen as necessary, using an external assessment educational expert. This data helps the school to develop an Individualized Education Plan (IEP) or a Student Success Plan (SSP) which is built collaboratively through meetings with parents, students, the school success team and, if required, input from external specialists. Within this program, students receive additional support, in or out of class, as determined by their level and nature of need. Options for learning support lessons include x 2, x 3 , x 6 a week, or multiples of these amounts. Close monitoring and reviewing of progress occurs throughout the year.
3. Focus Lessons (FL)
Focus lessons are aimed at students who may be struggling with a particular unit or subject. They can be quickly implemented to support students whose families and teachers believe it would be beneficial. Support can be 1-1 or in small groups, administered by a Learning Support Assistant (LSA) who is employed, trained and monitored by HIS. The LSA will work closely with the subject teacher and Head Student Success to monitor progress and to complete a four week observation. The purpose of the four week observation period is to ensure that the challenges the student is experiencing in a given subject are not indicative of a wider learning barrier. An IEP or SSP may not be necessary for focus lessons to begin, however, at the end of the four week observation period, next steps will be discussed in a collaborative meeting based on the findings. These next steps could include further focus lessons, learning support, a SSP and/or involvement of external specialists, depending on the conclusions drawn from the observation.