- How many Teachers and Teacher Learning Assistants (TLAs) are there per class?
- What qualifications do Teachers and Teacher Learning Assistants (TLAs) have?
- What is the maximum class size?
- How is behaviour managed in the Infant School?
- Do you provide after school activities?
- Do you teach Chinese?
- What facilities are there for physical development?
- What accreditations and awards has the Infant School received?
- My child isn’t British but I understand your curriculum is. How much of what they learn is relevant if they don’t go into the UK education system?
- How do you keep parents informed of their child's progress?
At Tanglin, we have high expectations of our children’s behaviour and use lots of positive language to promote behaviour which enables and encourages outstanding learning.
In the Early Years Foundation Stage (EYFS - Nursery & Reception), the children focus on three classroom promises which help them to develop a sense of what is expected right from the start. In Key Stage 1 (KS1 - Year 1 & 2), these extend to five promises.
The EYFS and KS1 have a similar approach to managing behaviour in ensuring that the classroom promises are adhered to. In EYFS, the children have three faces to display three simple emotions; happy, straight and a sad face, usually in the form of an animal face. In KS1, we have a traffic light system. Each day, the children start on a straight face/green light to promote a positive start to the day. When the children exhibit good examples of the promises, they move to the happy face or up to silver and gold. Rewards are given which are individual to each classroom, including certificates and stickers. If a child is not demonstrating the expected behaviour, sanctions with a warning are given and this gives children a choice to rectify their behaviour and move back up the traffic light or onto a straight face. If the children are still not responding, we give them some ‘thinking time’ in another classroom or a quiet spot in the classroom.
In KS1, we also have many other strategies to promote positive behaviour including paw prints/golden slippers – this is used to encourage sensible behaviour when walking around the school and lining up after break and lunchtimes. Whichever class is rewarded with the most amount of paw prints or golden slippers, a prize is given to them for the week.
Co-curricular activities (CCAs) include:
- Year 1 Taster Choir (in Term 3 lunchtimes)
- Year 2 Ensembles (lunchtimes)
- In Term 3, we offer a selection of CCAs to Year 2 children. These take place from 2.00-3.00pm.
In addition to the above, we also offer Infant Sports and Recreation Clubs (SRCs), for example, Tutus@Tanglin, British Guiding in Foreign Countries, British Scouts Overseas, Linguistic programmes, Sports and Activities.
The core focus in the Infant School is on the essential English skills; speaking, listening, reading and writing in order to deliver high standards in all other subjects.
All children have Mandarin lessons twice a week and a linguist in residence programme operates in the Early Years Foundation Stage (EYFS).
We also offer the following Mother Tongue programme for Infants:
- French, Mandarin, Japanese and Hindi.
We are an accredited member of the Independent Association of Prep Schools (IAPS) so that we benchmark ourselves against the very best.
We are the first school in Asia to achieve the Curiosity Approach Accreditation, and the first school in Asia to be awarded the Basic Skills Agency Quality Mark for EYFS and the Infant School. We have also been awarded the Primary Science Gold Quality Mark.
Our most recent inspection by British Schools Overseas (BSO) took place in February 2018 and the result was ‘Outstanding’ in all aspects.
We encourage a close home-school link through:
- Our open door policy. Parents are welcome before and after school to speak to staff
- An online interactive diary (Nursery & Reception) and Seesaw (Years 1 & 2) to record individual learning journeys
- Progress Reports at the end of Term 1 for Year 1 and 2
- Summative reports for all year groups at the end of Term 3
- A series of open classroom sessions where children share their learning informally with their parents
- Formal Parent Teacher Conferences twice a year.