Diversity, Equity and Inclusion at Bangkok Patana

Diversity, Equity and Inclusion at Bangkok Patana

Table of Contents

Foreword Context

Learn about our unique context as a British international school in the Kingdom of Thailand

Hear from our Head of School - Chris Sammons

Patana’s Diversity

Our current community

Looking Back

Key achievements and developments in 2022/23

Context

angkok Patana School

Bangkok Patana School is a British international school based in the Kingdom of Thailand As such we are governed by Thai law and the Constitution of the Kingdom of Thailand B.E.2560 (2017) Sections 4,27 and 68.

We reference the following global laws and conventions to inform our approach to DEIJ work:

United Nations Universal Declaration of Human Rights of 1948

Foreword

Chris Sammons Head of School

A high proportion of students join in Foundation Stage and remain with us for their entire school journey to Year 13, so too do many staff remain here for large parts of their career Alumni often return to Bangkok Patana School with their own children seeking the same standards of care and education which they enjoyed.

As a result, the values of the Bangkok Patana Community have been passed to each new generation since 1957 DEI work sits at a key intersection between those values of WellBeing, Learning and Global Citizenship

Well-Being

Learning

Our school community has over 68 different nationalities We commit resources to build a curriculum that enables learners to honour their home language, to acquire new languages and to become fluent in E volunteer their time freely to share each o uently held on our site We have drawn f e International Baccalaureate to guid rous, develop different types of thin

To the best of our ability, inclusion and e eds, creating pathways of learning

Global Citizenship

“Each to his upmost” aw ire through the lens of DEI School lea ir international classrooms and recog forms for all of their children. This vision w ensure its fullest intention, that “studen al” As social, political and economic change ps knowledge and skills which enable ou throughout their lives.

Bangkok Patana

Guiding Statements

2309 Students, 660 Staff

PATANA’S

68 Passport Nationalities

Largest Groups: Thai, British, USA and Indian

We have 7 specialist teams, comprising 76 staff, who help to personalise learning for students with diverse needs.

(Teacher Assistants, SfL, LS, EAL, SALT, Enrichment, Extended Learning and Counselling)

Youngest Student - 2 years

Oldest Student - 19 years

DIVERSITY

71 Languages Spoken Click here to view the list! Self-Reported

49% Boys and 51 % Girls

36% of our Students are Dual Nationality

9 Faiths Practiced Self-Reported

Looking Back

Throughout the last academic year our achievements included:

Publication of the Patana DEIJ Language Guide

Establishment of DEIJ staff steering group

Policy review using the lens of DEIJ

Creation of systems to monitor and identify trends related to incidents of Identity Based Harm

Curriculum

Culture Campus

Review of our Primary PSHE curriculum to include more DEIJ themes

Introduction of explicit Global Citizenship curriculum for Key Stage 4

Expansion of the IB World Studies EE programme

Provision of a room for breast feeding mothers

Designation of gender neutral bathrooms and changing spaces

Improved accessibility for wheel chair users

Curriculum Looking Forward

Culture Campus

As we look ahead, here are our key DEIJ goals:

Develop our Interfaith Calendar into a Diversity Calendar, featuring a broad range of cultural celebrations and festivals

Partner team undertaking the whole school communications review to ensure diversity and inclusion lens

Create clear guidance for School staff to support them when leading DEIJ and responding to challenges

Primary Learning Habitats and Friendship Friday including explicit links to local charities through the curriculum.

Pilot various audit tools to support staff in developing their intercultural competence.

Further develop the scope and sequence of our PSHE and well-being curriculums

Partner with the school shop to establish processes to review new uniform items.

Continued development of the library collection, to ensure our learners can see themselves in the stories we share.

DEIJ Advocates

Anthony Casey ancs@patana ac th

Lisa Steciuk list@patana.ac.th

Collette Blackman cobl@patana.ac.th

Cindy Adair DEIJ Lead ciad@patana.ac.th

Joe O’Neil joon@patana ac th

Roshanak Lashkari rols@patana.ac.th

Rachel Jones rajo@patana.ac.th

Rick Kirtland riktpatana ac th

Lorna Conroy loco@patana.ac.th

Cheryl Rego chre@patana.ac.th

Emma Willinger emwi@patana ac th

Karel De Cock kade@patana.ac.th

Stephen Murgatroyd stmu@patana.ac.th

Kevin Keller kekl@patana.ac.th

David Wickenden dawi@patana ac th

Definitions

Diversity

The acknowledgement that our community has many different individuals, who have their own unique strengths and perspectives to share. These perspectives will be shaped by their intersecting identities, which may include; Race; Nationality; Age; Sexuality; Disability/Neurodiversity; Language Background; Gender; Faith, Socio-Economic Class and life experiences more generally.

Equity Justice

Equity refers to the goal that each community member receives access to the resources, opportunities, and educational support they need to succeed, regardless of their background or circumstances. It involves creating a learning environment where all students can thrive and reach their full potential. Equity differs from equality, which suggests all community members need the same provision; however, we know that this is not the case.

Inclusion

Inclusion is the act of ensuring all members of our community feel welcome and over time develop a sense of belonging. This means we commit to ensuring everyone has a voice, feels safe and that there is equity of opportunity in our curriculum, when moving around our campus and when participating in our extra-curricular and community activities.

Justice involves making sure everyone is treated fairly This usually means following a set of agreed rules, so that everyone feels respected and cared for When a community member is careless with their words or actions, we enact a process of restorative justice to help them understand the harm that may have been caused and the actions for resolution This may also involve age-appropriate education about history and global geo-politics as we aim to develop global citizens.