About BCIS
Welcome to British Chinese International School (BCIS), Chiang Mai.

​
BCIS Mission Statement:
At BCIS we believe in creating a global environment that prepares our students to be creative, caring and independent thinkers. We work tirelessly to provide an international education in a beautiful, modern and well-designed educational environment.
BCIS Values:
Communitas, Animus, Honestas
Community, Courage, Character
The BCIS values were chosen to represent the core principals our school aims to instil in all our students.
BCIS Objectives
​
BCIS is committed to:
-
To provide an educational environment that develops students’ curiosity and creativity.
-
To develop responsible and engaged learners.
-
To foster tolerance, respect, and acceptance of others.
-
To build each student’s resilience and self-esteem.
-
To provide a curriculum that is rich and relevant and allows all students to succeed.
-
To promote a strong, supportive partnership between the school and the wider community.
-
To have high expectations of ourselves and others.
​
​
In the 2019 Ofsted framework, there is a lot of focus on ensuring learners are taught all subjects across the curriculum and that teachers, supported by school leaders, have the subject knowledge to teach and assess these effectively.
​
Here are the five headers of the new Ofsted framework with a brief overview of what they cover:
​
Quality of education:
-
Intent: Curriculum is ambitious and gives all learners the knowledge and cultural capital they need to succeed in life; the curriculum is coherently planned and sequenced; same ambitions for all learners; learners study full curriculum.
-
Implementation: Teachers have good subject knowledge with support from leaders; teachers present subjects clearly and identify misconceptions; taught to remember in the long term; use assessment effectively; environment, resources, and materials all conducive to positive learning; rigorous teaching of reading, mentioning reading for pleasure and phonics.
-
Impact: Effective learning across the curriculum (where relevant, this is reflected in test results; learners ready for the next phase in life; learner read widely).
Behaviour and attitudes:
-
High expectations; positive attitudes: show resilience
-
High attendance and punctual
-
Positive, respectful relationships: learners feel safe
​
Personal development:
-
The curriculum extends beyond the academic, technical or vocational
-
The curriculum covers pupil wellbeing
-
Prepares learners for the next steps
-
Prepares them for life in modern Britain – British values
Leadership and Management:
-
Clear, ambitious vision
-
Improve staff’s subject, pedagogical and pedagogical content knowledge
-
Aim to ensure all learners finish school: avoid off-rolling
-
Engage with learners and community
-
Engage with staff- help manage workload
-
Protect staff from bullying
-
Governors: have a clear vision and hold leaders to account; ensure fulfilling statutory duties
-
Effective and comprehensive safeguarding procedure
Arrangement for different types of provision
(This section mainly links to other guidance):
-
Early Years
-
Non-Association Independent Schools
-
Schools with early years settings
-
Schools with sixth forms
-
Settings with residential and boarding provision
-
Further education and skills provision