St. Andrews International School, Sathorn welcomes students for whom English is not their first language.
Our academically robust, comprehensive and high level English as an Additional Language (EAL) programme is tailored and resourced to provide optimal conditions for the academic and personal success of students. Students are assessed and evaluated on campus by the EAL teacher, as space is limited.
At St. Andrews, language support is available to all students for whom English is not a first Language from Nursery onwards, in a number of forms, dependent on the level of support required.
St. Andrews International School, Sathorn is proud to host students from over 40 countries as we embrace and celebrate our internationalism. The EAL programme is delivered by specialist language teachers with specific pedagogical experience.
In order to maximise the benefits and outcomes of the programme and to ensure EAL and language acquisition is a whole school focus at St. Andrews, all staff are exposed professionally to the theory and pedagogy of English language teaching.
We understand that many children could need additional support at some time during their education for a wide variety of reasons. Learning Support Provision at St. Andrews International School, Sathorn is personalised for each child, using an ‘Assess, Plan, Do, Review’ response method to meet each child’s unique and diverse needs. Students, parents, school staff and if relevant, any external therapists meet regularly to set challenging goals and work together as a team to ensure they are accomplished.
We are an inclusive and an academically non-selective school, although we do assess each child on entry to ensure we are appropriately equipped to meet their need.
Classes are small at St. Andrews, meaning that in most cases special needs are able to be met within class with high quality teaching and differentiated learning opportunities. Although, in some cases we may assess that your child needs some additional learning support in order to meet their full potential.