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Student Support

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)

Student Support in the Elementary School

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.

Home-school Partnership

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.