Annual Report 2016 / 2017 by Pechersk School International

ANNUAL REPORT 2016 / 2017 AN ACADEMIC SCHOOL YEAR STORY

PECHERSK SCHOOL INTERNATIONAL, KYIV, UKRAINE

CONTENTS A Place Where We Belong ………......................................................................................................3 An IB World School Since 2000 ...................................................................................………......….4 Our School Community ……….........................................................................................................5 Faculty Academic Qualifications ………..........................................................................................8 Accreditation / Self Study…............................................................................................…....…......9 The PSI Board Of Directors …..........................................................................................….…......10 Board Chairperson’s Report ……..........................................................................................……...12 School Director’s Report……..……...........................................................................................…...13 Primary School Principal’s Report …………....................................................................................14 Secondary School Principal’s Report ……………............................................................................15 PTA Annual Report ………….…………...............................................................................................16 The Primary Student Council Report ………..................................................................................18 The Secondary Student Council Report …….................................................................................19 Enrolment Annual Report ……........................................................................................................21 Infographics.....................................................................................................................................23 Opportunities And Experiences …………........................................................................................24 PSI Taking Action …………...............................................................................................................25 Marketing and Communication Annual Report.............................................................................26 Human Resources Annual Story ....................................................................................................27 Library Annual Report ....................................................................................................................28 Customer Service Annual Story ....................................................................................................29 Rebranding Project Annual Story .................................................................................................30 Academic Achievement ………….....................................................................................................32 PSI Graduating Class 2017 ………...................................................................................................34 University Offers To PSI Students ……….................................................................................. .....35 Our Graduates …………....................................................................................................................36 Strategic Plan - Bridge Year Action Plan ......................................................................................38 Parent Opinion Surveys ………....................................................................................................... 40 PSI Food Survey Report ..................................................................................................................46 Extra Curricular Activities Report ................................................................................................ 48 Participation Survey Report .......................................................................................................... 50 Phase II Construction Project Annual Story ……..........................................................................52 Financial Year Annual Story ……………...........................................................................................54 PSI Mission Words............................................................................................................................56 Alumni and Friends Association .....................................................................................................58 Where Are Our Alumni Now .............................................................................................................59

A PLACE WHERE WE BELONG

A PLACE WHERE WE BELONG M I S S I O N S TAT E M E N T

P E C H E R S K S C H O O L I N T E R N AT I O N A L K Y I V

MOTTO - A PLACE WHERE WE BELONG

Pechersk School International is a diverse LEARNING COMMUNITY

which provides in a an STUDENTACADEMICALLY

CENTRED

CHALLENGING

environment.

programme

As an IB world school, PSI is committed to developing well-rounded, GLOBAL CITIZENS

by promoting PERSONAL E CELLENCE in the classroom and beyond.

SCHOOL INTRODUCTION In 1995, a group of parents seeking a genuinely international school experience for their children in Kyiv worked together to found Pechersk School International Kyiv (PSI) as a private, non-profit school. In 2003, the school moved to its present site. As an English-medium school serving international and host national families in Kyiv, PSI attracts students from the diplomatic, government and business communities. Since 2000, PSI has been authorised to offer all three International Baccalaureate® (IB) programmes.

quickly made to feel part of the school, with a sense of being safe and cared for in a challenging and motivating learning environment that promotes personal excellence. This commitment is the reason why our school motto is ‘A Place Where We Belong.’ The real warmth of the school is the atmosphere of friendship combined with endeavour that is embodied by our students, parents and staff.

VISION STATEMENT Students are encouraged to explore their various abilities and interests to the fullest. Our extensive extracurricular activities programme gives students access to a wide range of clubs and sports, including overseas sports competitions, drama, music, student leadership roles, and community service activities.

We grow. We lead. We succeed.

The school is proud of its vibrant and diverse international community. We educate more than 400 students between the ages of 3 and 18 from more than 40 different countries. Students and staff joining PSI are 3

AN IB WORLD SCHOOL SINCE 2000 PECHERSK SCHOOL INTERNATIONAL KYIV, IS THE ONLY SCHOOL IN UKRAINE THAT HAS BEEN FULLY AUTHORISED SINCE 2000 TO OFFER ALL THREE INTERNATIONAL BACCALAUREATE (IB) PROGRAMMES FROM EARLY CHILDHOOD (3 YEAR OLDS) TO GRADE 12. A well-established programme in international schools for decades, the IB is also the fastest growing curriculum in the world and not only in international schools. Many national school systems are viewing the IB as â&#x20AC;&#x2DC;best educational practiceâ&#x20AC;&#x2122; and are adopting it, too. All three IB programmes (the Primary Years, Middle Years, and Diploma) provide rigorous curriculum content with a focus not only on acquiring knowledge but also on fully understanding and applying it. At PSI, daily learning is conducted in a nurturing and stimulating environment with the aim that each student will fulfill his/her potential through

inquiry, reflection and learning that is applied to real world contexts. Our IB teachers inspire students to become inquirers, knowledgeable, thinkers, communicators, principled, openminded, caring, risk-takers, balanced and reflective learners. Parents value the development of personal skills and attitudes relevant to the learning needs of today and the challenges of our world tomorrow. At PSI, we educate our students to be critical thinkers and compassionate citizens who take positive action in both the school and local community.

participation in global issues.

We also prepare students for global citizenship by emphasising intercultural understanding and

PSI, KYIV, UKRAINE

Universities and employers recognise the value of the IB programme that not only promotes high academic standards but does so in a framework of critical thinking, self-awareness and collaboration. As director, I see the skills, traits and awareness that the IB promotes as wonderful preparation for life in the twenty-first century. JOHN BURNS DIRECTOR

A PLACE WHERE WE BELONG

PSI COMMUNITY THE LEARNING EXPERIENCE AT PSI IS SHAPED BY A SPIRIT OF COMMUNITY, WHEREBY STUDENTS, TEACHERS AND PARENTS WORK TOGETHER TO ACHIEVE OUR GOALS OF CREATING INDEPENDENT LEARNERS AND GLOBAL CITIZENS IN ‘A PLACE WHERE WE BELONG.’ We anticipate that PSI students will become active, inquiring learners in pursuit of their individual journey towards excellence. Almost every graduating student moves on to tertiary education. At the same time, a broad range of opportunities and

experiences are valued at PSI both in our host country and abroad. They are provided through our Extra Curricular Activities Programme, special events calendar, our many service projects and an involvement in the CEESA network of schools. PSI has a strong

commitment to community service and action.

OUR COMMUNITY

UKRAINE

117

INDIA

AZERBAIJAN

USA

TURKEY

GEORGIA

HOLLAND

SOUTH KOREA

RUSSIAN FEDERATION

SPAIN

BULGARIA

CANADA

FINLAND

CZECH REPUBLIC

SWEDEN

CHINA

FRANCE

ISRAEL

DENMARK

ITALY

LITHUANIA

GREECE

POLAND

A PLACE WHERE WE BELONG

46 269 409

NATIONALITIES

FAMILIES

STUDENTS

ROMANIA

PAKISTAN

JAPAN

SERBIA

PORTUGAL

BELARUS

SWITZERLAND

SOUTH AFRICA

ARGENTINA

AUSTRALIA

MALAYSIA

COLOMBIA

BELGIUM

ARMENIA

LEBANON

BOSNIA AND HERZEGOVINA

CROATIA

MOLDOVA

GERMANY

ESTONIA

KAZAKHSTAN

HUNGARY

FACULTY ACADEMIC QUALIFICATIONS PSI teachers are all fully university trained and certified in their areas of instruction. Our teachers are actively engaged with their students, the school community and their own ongoing growth and development. Our staff undertake professional development initiatives each year and many pursue additional degrees in areas related to their specialisations.

TEACHING STAFF NATIONALITIES

STAFFING AREA BREAK DOWN

31 USA

61% Master’s Degree

41.8% Teachers

11 Ukraine

36% Bachelor’s Degree

20.9% Administration

7 Canada

3% PhD

20.9% Business / Office

10 UK 2 New Zealand 2 Australia 1 Ireland 1 Hungary 1 Philippines 1 Spain 1 Cameroon

TEACHING STAFF QUALIFICATIONS

16.4% Teacher Assistants

A PLACE WHERE WE BELONG

ACCREDITATION/ SELF STUDY

THE 2016-17 SCHOOL YEAR HAS BEEN A TIME OF IMPORTANT REFLECTION FOR PSI AS WE HAVE WORKED ON AN ENORMOUS SELFSTUDY PROJECT. This is an important part of our work with, and commitment to, the Council for International Schools (CIS) in Europe, the New England Association of Schools and Colleges (NEASC) in the United States, and all three of the IB programmes. Committees of teachers, parents, and administrators have looked at every facet of the school - from curriculum to the cafeteria, from governance to security, from facilities to our ECA programme. We have ranked ourselves against the standards for all three organisations

and identified areas of strength and areas for growth. In the fall of 2017, we will use those reflections to create our next fiveyear strategic plan, and will submit both the self-study and the plan to all three organisations. In February 2018, we will host a team of 15 educators from around the world who will spend a week at the school confirming our self study work and supporting us in our forward planning.

to all parents, students and staff who participated in the annual survey, attended PETs or PTA sessions to hear about the self study and / or who served on committees. Your input has been an invaluable and integral part of our reflection and planning process.

PATRICIA PUIA SECONDARY PRINCIPAL/ ACCREDITATION CHAIR

In the meantime, we offer our thanks

PSI, KYIV, UKRAINE 9

THE PSI BOARD OF DIRECTORS 2016-2017

ROBERT FARRELL UK Board Chairperson Facilities & Building Committee Self-Employed

TETIANA BUGASOVA UKRAINE Board Vice Chairperson Governance & Strategy Committee CMS Cameron McKenna, Head of Business Administration

SYDNEY SHORE CANADA Board Secretary, Facilities & Building Committee Media Specialist, Producer

A PLACE WHERE WE BELONG

PETER ERBEN DENMARK Board Member Governance and Strategy Committee Country Director

JOHN BURNS AUSTRALIA Non-Voting Board Member Director / All Committees Director, PSI

SHERYL BISTRANSKY USA Board Member Governance and Strategy Committee Diplomat, US Embassy

LINA NEMCHENKO UKRAINE Chairperson Facilities & Building Committee Partner, Baker & McKenzie

WILLIAM LAITINEN USA Board Treasurer Finance and Risk Management Committee. Economic Counselor, U.S. Embassy, Ukraine US Embassy

VITALII GORDUZ UKRAINE Board Member Finance and Risk Management Committee CEO, United Online Ventures

YULIYA BADRITDINOVA

OTILIA NAFTANAILA ROMANIA PTA Representative Non-Voting Board Member

ROBERT MCNEIL UK Board Member Finance Committee General Manager, Pulse

ALEX MUNTEANU USA Finance & Risk Management Committee Founder and Managing Partner, 4i Capital Partners

UKRAINE Governance & Strategy Committee Marketing & Communication Director, McDonaldâ&#x20AC;&#x2122;s Ukraine

OLGA GORDUSENKO UKRAINE Finance & Risk Management Committee Senior Engagement Manager, McKinsey & Company

ANNAHITA SARTY CANADA Staff Representative Non-Voting Board Member Spanish teacher, DP Extended Essay Coordinator 11

BOARD CHAIR’S ANNUAL STORY THANK YOU TO THE DIRECTOR, TO THE TEACHERS AND THE ADMINISTRATORS BUT ALSO TO THE STUDENTS AND THE PARENTS AT PSI. ALL OF YOU HAVE CONTRIBUTED TO ANOTHER VERY SUCCESSFUL SCHOOL YEAR, IT IS THANKS TO YOU THAT OUR SCHOOL IS GOING FROM STRENGTH TO STRENGTH. As we finish 2016-2017, PSI is growing again, with enrolment above four hundred for the first time since 2014, also with a huge expansion of facilities in the form of our Phase II building project, which is on schedule for our planned completion by the end of this school year. The school has a solid basis, both legally and financially, and we are well prepared for continued growth and development. Our academic results are testimony to great teaching practices, to the hard work of our students and the skill of our teachers. All thanks go to good management, sound leadership and perhaps most importantly, a positive and engaged school community. Just as last year we looked back at the first twenty years of PSI, this year has been spent looking forward - to the next twenty. For the near future, we are developing strategies to make the most of our new facilities. Students have provided some great input on the types of extracurricular activities they want and you can expect to see some significant changes once the new building is available. Also, parents have provided insight and suggestions on enabling better participation in 12

school events; this will play a role in future event planning. Looking farther ahead, the Futures Forum is an exciting initiative: an attempt to imagine the world that university graduates of 2040 will enter and to begin developing educational strategies for this not-so-distant future. The Futures Forum is just beginning, but if it gathers momentum, it could play a transformational part in the development of PSI. I would encourage everyone to get involved. Of course, there is always room for improvement, and the school leaders will continue to pursue positive change across all areas. But there are very strong indicators that PSI is a highfunctioning school: your feedback in the community survey, the excellent university offers our graduating class have already received, the foreseeable on-time completion of Phase II and the increasing enrolment numbers. It would be easy to sit back and just watch the school develop, but I believe that would mean wasting an opportunity and leaving the full potential of the school unrealised. PSI has the potential to become a leading international school, certainly in the

region and possibly beyond, building on today’s strengths and planning for tomorrow’s challenges. With those goals already in place, I am sure that PSI has a very bright future ahead. Unfortunately, these are my last months as chairperson and in Ukraine, so I will not get to share that future. I have greatly enjoyed my time working with the board of governors, who are an exceptional group of talented and unselfish people - the governance of your school could not be in safer hands. Also working with the director and the staff has been a hugely positive experience. I have enjoyed the opportunity to watch the running of the school first hand, not just through the prism of my own children’s experiences. It has given me a much greater appreciation of the IB programme and of all the thought and effort that goes into making PSI ‘a place where we belong.’ The school certainly felt that way for me and my family over the past four years, and I thank you all for that. ROB FARRELL, BOARD CHAIRPERSON PSI, KYIV, UKRAINE

A PLACE WHERE WE BELONG

DIRECTOR’S ANNUAL STORY IT HAS BEEN A VERY BUSY AND SUCCESSFUL YEAR AT PSI. ALSO QUITE AN EXCITING ONE AS WE WATCH THE PHASE 2 BUILDING PROJECT GROWING SO QUICKLY IN THE BACKGROUND OF THE CAMPUS.

DEAR PSI COMMUNITY: With new Vision and Mission Statements this academic school year, PSI continues to advance, but the pulse of the school remains strong and constant with our motto still ‘a place where we belong.’ These important guiding statements will take us through our current self study accreditation phase, and then beyond, to our full accreditation in March, 2018. PSI Kyiv is a world class international school. Our international accreditations, International Baccalaureate IB World School status, IB Diploma results and the list of university offers for our students, all indicate high quality. As I reflect on the 2016 / 2017 academic school year, I am so impressed by the students’ improvement, particularly as so many of them are working in their second or third language. A highlight of the school year is the partnership and engagement of many

groups, including the Parent Teacher Association (PTA), student leadership and CAS teams. Coupled with an evergrowing calendar of special days and events, the strong partnerships between the school, home and wider Kyiv community, are something for us all to be very proud of. The busy PSI board provides governance, strategy and credibility to all things PSI. Thank you to Rob Farrell for being chairperson for the past two years. We have appreciated his leadership and his ‘futures thinking’ in many areas. The school leaders and management team work very hard every day to drive the school’s development projects and plans forward. Our teachers do an amazing job both in their classrooms and across the ECA programme, on committees and special days. Our business and support staff contribute massively to the smooth running of the school on a daily basis. I congratulate and greatly thank everyone in the PSI community for their wonderful contributions. A special thank you and very best wishes to the Primary School leaders, Ms Tatz Lopukhin and Mr

Michael Palmer, who both complete extended periods at PSI. We thank them greatly for their dedication and many achievements with the staff and students. I close by wishing all students, families and staff who are leaving PSI and Kyiv, all the very best for the new school year and beyond. To those of you who are returning, we very much look forward to seeing you all once again in August for the 2017 / 2018 academic school year.

JOHN BURNS, DIRECTOR PSI, KYIV, UKRAINE 13

PRIMARY PRINCIPAL’S ANNUAL STORY

DEAR PSI COMMUNITY:

THE LEARNER PROFILE IS A FOUNDATIONAL ELEMENT OF PSI AND ANY IB SCHOOL. THOSE TEN WORDS ALLOW US TO FOCUS ON WHAT IT MEANS TO BE A GLOBAL CITIZEN AND A GOOD PERSON. STUDENT UNDERSTANDING OF THE PROFILE ATTRIBUTES IS UNDERSTOOD AND DEVELOPED OVER TIME, FROM EC THROUGH TO 12TH GRADE.

The approach to understanding the Learner Profile is developmental. In our youngest grades, we focus on our children hearing the words and being familiar with them. Next we focus on students using the words when working or solving problems. Lastly, we work on a developing deeper understanding of their definition and application. In the PYP, one way we develop understanding of the Learner Profile is to focus on one or two of these attributes in each unit of inquiry. Over time students learn that the word manifests itself in different ways during different units. For example, if we look at the word Risk Taker, during a unit on healthy foods the class might focus on how we are risk takers when we try new foods. Another time the students might focus on how there is good or dangerous risk taking. A third 14

approach might be the risks we take when we learn something new and the chances we take to share ideas with others. One of the aspects of the IB that drives us as a school is the focus on the whole child. The Learner Profile is part of our character education as well as our growth as learners. When students use or apply the Learner Profile, they ensure that good choices are being made and therefore our motto ‘A Place Where We Belong’ is reinforced.

TATZ LOPUKHIN PRIMARY PRINCIPAL, PSI, KYIV, UKRAINE

A PLACE WHERE WE BELONG

SECONDARY PRINCIPAL’S ANNUAL STORY MYP Personal Projects, a 3000-word original research and reflection paper and product of their own design. Grade 12 students turned in their 4000-word Extended Essays, Theory of Knowledge essays, and one Internal Assessment for each course. They are currently finishing up their May IB exams.

DEAR PSI COMMUNITY: The 2016-2017 school year in PSI Secondary has been a great example of the many ways in which we live our new mission statement. PSI’s diverse learning community includes students, parents and staff from more than 40 countries who have learnt together this year. One third of our staff attended training in the IB, child protective behaviours, counselling, and English-language learners in the mainstream classroom. We’ve offered parent sessions on the Middle Years Programme (MYP), the Diploma Programme (DP), college applications, and the challenges of adolescence. MYP students continue to take 8 separate courses each year, and DP students take 7 (including Theory of Knowledge). Our academically challenging programme includes the Grade 10

Our new Personal Excellence (PEx) programme in MYP homerooms focused on a student-centred environment, providing support and instruction in everything from managing stress and getting organised, to coping with adolescence, and reproductive health. Counsellors have trained Secondary students as classroom ambassadors to greet new PSI classmates, and have assisted students through every step of their college applications. Middle and High School social events, prom, and other Student Council initiatives encouraged students to make friends across grade levels so that PSI really is ‘a place where we belong.’ Our well-rounded, global citizens take part in our Creativity, Action, Service (CAS) programme, one of the strongest examples of the PSI spirit. Students support children with Down’s Syndrome, the visually impaired, and the homeless. They taught local kindergarten children to speak English, and built new

playground equipment for them. They helped ensure the health and safety of abandoned animals. They performed dozens of acts of selflessness and support for those in need. PSI Secondary School students have also had multiple opportunities to demonstrate personal excellence in the classroom and beyond. Both here and abroad, they participated in football, basketball, volleyball, track and field, cross-country, tennis and swimming. They participated in an international theatre conference, performed in two school plays, a Shakespeare festival, two Model United Nations conferences, and the Battle of the Bands. They were scholars, actors, authors, artists, statesmen, and rock stars! We can point to our academic successes in the form of DP results and standardised testing data that show our academic achievement. Yet our mission drives us to be so much more than that, and our Secondary School embraced those goals and demonstrated our commitment to them in every aspect of our programme.

PATRICIA PUIA SECONDARY PRINCIPAL PSI, KYIV, UKRAINE 15

PTA ANNUAL STORY THE PTA, THE PARENT TEACHER ASSOCIATION, IS AN ORGANISATION WITHIN PSI FOR PARENTS AND TEACHERS/STAFF, RUN BY PARENTS AND TEACHERS. THE PTA HAS ORGANISED SEVERAL EVENTS THROUGHOUT THIS YEAR.

BACK TO SCHOOL PICNIC

WELCOMING NEWCOMERS

The Back to School Picnic on the school playground was a great opportunity to welcome new families, get together with old friends and give the children a chance to play together. It was a perfect way to start the new school year.

For both parent and teacher newcomers to PSI, the PTA organised an evening of wine and cheese. It was a nice occasion for returning parents and teachers to mingle with our new arrivals in a relaxed atmosphere. The PTA also organised a Market Tour for new families to introduce them to some of our favourite shops and markets.

CISRI This year, the PTA and PSI started a new initiative called CISRI, which stands for Community Involvement and Social Responsibility Initiative. Through this initiative, the PTA will provide financial support to the studentsâ&#x20AC;&#x2122; social responsibility projects (social, community, elderly, disabled, kids, environment, etc).

A PLACE WHERE WE BELONG

INTERNATIONAL NIGHT

FUNDRAISING EVENT

On International Night we celebrated the different nationalities in our school community. It was an evening where adults and children enjoyed the many differences within our community at PSI. Every country represented, hosted a table where they provided a large selection of food, drinks and decorations from their home nation. The evening started with the Parade of Nations, where students proudly wore their national costumes and presented their countryâ&#x20AC;&#x2122;s flag. New for this year was an Art Space in the school cafeteria, during the event, where Ukrainian artists held creative master classes with the kids.

In April, the PTA organised a big fundraising event. The PTA Rocking Night party was an evening of so much fun, great drinks, food and dancing! All funds raised are allocated to CISRI and will thereby support the studentsâ&#x20AC;&#x2122; social responsibility projects.

In short, the PTA enjoyed another successful year of engaging parents, teachers and students in our school community.

WINTER BAZAAR At the bazaar, arts and crafts from local vendors were for sale. As always, there was a wide variety on offer, ranging from paintings, jewellery, pottery, and so much more.

THE PRIMARY STUDENT COUNCIL

ANNUAL STORY

SERVICE TO SCHOOL AND COMMUNITY

This yearâ&#x20AC;&#x2122;s Primary Student Council, advised by Jane Harrison and Jane Lueders, is comprised of two representatives from each class in Grades 3, 4 and 5, in addition to a president, vice president, treasurer and secretary. They began the year by looking at last yearâ&#x20AC;&#x2122;s Student Council projects and deciding whether or not they wished to continue them. As they wanted to be of service to the school and the community, they decided to continue to work with the Secondary School in collecting 18

bottle caps and plastic bottles to be recycled. Each week, the Student Council members visit the classroom they are responsible for and transfer the plastic to a big bin from which it is recycled.

as campus guides for the visiting Primary principal candidates. In their latest action, they colored 200 Easter Eggs and ran two Easter Egg Hunts for Grades EC-2 and 3-5 for the House Team Fun Week in April.

To be of more service to the community this year, the Student Council planned and held a Bake Sale to raise 3,000 UAH to help to pay for rehabilitation for a Ukrainian man who was in a wheelchair. For their service to the school, Student Council members met with the visiting IB team to give their opinions on life at PSI. They added the new tradition to Remembrance Day of carrying candles to start the assembly and they acted

The dedication of the Primary Student Council to serving their school and community is evident. They have learned to cooperate with each other, to give their ideas and feedback, and to communicate with fellow students in the Primary and Secondary Schools.They are also becoming more responsible leaders who realise, that through their actions, they can make a difference in their school and community.

A PLACE WHERE WE BELONG

THE SECONDARY STUDENT COUNCIL

ANNUAL STORY

This year, the Student Council has focused on building school spirit at PSI. We have led assemblies, held both a high school and a middle school informal social, hosted high school prom, and liaised with Ms. Puia to represent student interests. These are only a few of the things that we achieved in 2016-2017. The Student Council is an important organisation at PSI. We represent the students’ opinions and ideas. By leading the monthly assemblies, the Council members have had the opportunity to make these 45 minutes interesting by allowing student activities and achievements to be expressed from a student’s

perspective. The assemblies have also been a great opportunity to introduce new events and celebrate past successes, in addition to talking about the achievements of our sports teams. This year students have introduced a new format to the assemblies, including interactive games and activities to increase student engagement. To foster school spirit, we have organised spirit weeks and informal socials to encourage us all to mingle with fellow students from different grades. This helped students bond both between different grades, as well as across the Primary and Secondary Schools. Additionally, we increased

school spirit through holiday celebrations such as Valentine’s Day, where we delivered flowers, candies and teddy bears to students and teachers. We also organised events like the senior brunch to say farewell to our seniors in style. Finally, the Student Council also serves as a connection between students and the school administration, providing input to school plans and feedback on educational and social programmes at PSI. To that end, the Student Council officers have met several times with Ms. Puia to discuss issues ranging from the use of a Student Council Facebook page to the logistics of organising Prom. 19

ABOUT PSI

20 2000

40 72 OVER

NATIONALITIES

YEARS OLD IN AUGUST 2015

AN IB WORLD SCHOOL SINCE

OUR STUDENTS

% OF ALL CLASSROOM POSITIONS ARE HELD FOR EXPATRIATE STUDENTS

GRADUATES HAVE RECEIVED OFFERS FROM

LEADING UNIVERSITIES IN EUROPE AND NORTH AMERICA

OF PRIMARY STUDENTS WERE PROFICIENT OR ABOVE IN WRITING ON THE ACER TEST

OF OUR TEACHERS HAVE MASTERS OR ADVANCED DEGREES

1 6 FULLY QUALIFIED TEACHER TO EVERY

THERE IS

OF MIDDLE SCHOOL STUDENTS WERE PROFICIENT OR ABOVE IN MATH MAP RESULTS

GRADE 12 DIPLOMA SCORES HAVE RISEN FOR THE PAST

STUDENTS AT PSI

SCHOOL YEARS RUNNING

% OF GRADE 6-12 STUDENTS EARNED HONOURS OR HIGH HONOURS AWARDS IN 2016

OUR COMMUNITY INVOLVEMENT THERE HAVE BEEN

2000 11 46 WE HAVE SUPPORTED

OVER

OVERSEAS CEESA SPORTS AND CURRICULUM ACTIVITIES THIS YEAR

FACEBOOK FOLLOWERS

COMMUNITY SERVICE PROJECTS THIS YEAR

FACILITIES / RESOURCES A NEW BUILDING OF OVER

4500

OUR NEW BUILDING WILL INCREASE THE TOTAL LEARNING AREA BY

250

SCHOOL SPIRIT / HOUSE TEAM EVENTS WERE EXECUTED

CHROMEBOOKS

22,923

MATERIALS ACROSS BOTH LIBRARIES

A PLACE WHERE WE BELONG

ENROLMENT ANNUAL STORY STUDENT NUMBERS ARE VERY IMPORTANT TO INTERNATIONAL SCHOOLS. THEY MAKE UP ALMOST ALL OF OUR ANNUAL REVENUE, WHICH IN TURN ALLOWS US TO RUN ADDITIONAL PROGRAMMES AND OFFER MORE SUBJECTS TO

2016-2017

The pattern for this current school year and into 2017 / 2018 is a stable one, although any significant growth seems unlikely.

JANUARY

NOVEMBER

AUGUST

Although there is not a specific goal to ‘grow the school,’ strategies are now planned and documented to keep a ‘strong enrolment’ aimed at 450 to 500 students.

APRIL

PSI QUARTERLY ENROLMENT TREND 2011 - TO PRESENT

STUDENTS.

The 2013 / 2014 academic year saw the enrolment dip due to the difficult political and economic situation, both in Ukraine, and in Kyiv itself.

2015-2016 2014-2015

2012-2013 2011-2012

JUNE

2013-2014

Numbers of students

150

200

250

300

350

400

450 21

OPPORTUNITIES AND EXPERIENCES

CEESA

DRAMA

This year’s CEESA Conference in Sofia, entitled ‘Transforming Education Through Communities’, focused on how educators can communicate best practices in teaching and learning through forging strong links with each other. Whilst many of the presenters spoke on this topic, there were also a number of other workshops and seminars, including the librarians’ and athletic director’s job-a-likes, how to create a successful TEDx Talk, exploring Reggio-inspired practices and service learning. A number of PSI staff attended the event and learned a great deal from the presenters. Next year’s conference will be in Prague, affording another great opportunity for educators in the region to make contact with each other and go from strength to strength.

2016/17 has seen the drama department really stretch the boundaries in both student learning and performance opportunities. Several productions graced the stage this year, opening with the Paul Christopher-directed I Hate Hamlet. This was a brilliant comedy that allowed senior students to delve deeply into character. The winter was brightened by student performances in the 2nd annual Kyiv Inter-schools Shakespeare competition. A large number of actors, directors and designers starred on and off the stage, showing how Shakespeare’s works can still be relevant to modern audiences. In March, eight students made their way to Terezin in Czechia for the 2017 high school ISTA festival. Terezin was a truly amazing place and all the

students were moved by the history of the town and produced some truly memorable pieces that were inspired by their surroundings. But it doesn’t stop there... the beginning of May saw the opening of ‘The World’s Wife.’ Performed at Les Kurbas theatre, this was a directing project for our 11th grade Theatre Arts students, directing both student and staff actors who explored Carol Ann Duffy’s beautiful and harrowing feminist poems, . Finally for the year-end, our summer musical, Oliver! Set in modern day Kyiv, this innovative production asked audiences to examine their own surroundings and challenged both cast and crew to explore theatre that could make a significant change in their world.

FOUNDATION SCHOLARSHIP Each year, the PSI Foundation Scholarship recognises one exceptional current Grade 7 Ukrainian national school student with a full scholarship to study at PSI starting in Grade 8 and through to Grade 12. The scholarship begins for the successful student in August for the 2017 / 2018 academic school year. We are pleased to announce and introduce, 13-year-old Kateryna Yazovitska, as the successful scholarship recipient and look forward to her joining the PSI community in the new school year.

A PLACE WHERE WE BELONG

PSI TAKING ACTION about the very high standard of work on display.

EXTRA-CURRICULAR ACTIVITIES

CAS All IB Diploma students were involved in the CAS Programme. This year they participated in sustained, collaborative projects such as Kindergarten building and teaching, Animal shelter, Student Store, Visually Impaired Centre support, Djerela Centre, Down Syndrome Centre, Irpin Hospital support, Children of the World, and Children of Ukraine. More than half of the projects were student-initiated.

GRADE 5 EXHIBITION This year’s Grade 5 Exhibition came under the transdisciplinary theme of Sharing the Planet. A wide variety of issues were explored, including ‘The Loss of Culturally Significant Buildings in Kyiv’, Lack of Ukrainian Translated

Reading Material’, ‘Discrimination in Dance’ and ‘The Digital Divide.’ The students chose issues based on connections to their own passions and then set about developing questions based on the 8 PYP concepts: Form, Function, Causation, Change, Connection, Perspective, Reflection and Responsibility. This initiated the research stage of inquiry where the students had to use both primary and secondary sources to gather information. A formal report was then written using this information and preparations made to present their findings. The Arts component was again a highlight for many students, with the students being asked to represent the Exhibition in a song and dance routine. Overall, this was a very successful Exhibition with many positive comments received from staff, parents and other students

Pechersk School International offers a balanced Extra-Curricular Activities Programme (ECA), that supports, enriches, and encourages the development of lifelong skills. This is accomplished by providing a range of activities that bring together likeminded peers in an environment that promotes academic advancement, fosters teamwork, and encourages healthy competition. At PSI, students may choose and participate in the following categories: • Academic: bookworm, science club, math help, etc. • Sport: football, field hockey, karate, sports time, etc. • Art: dance, ceramics, painting, guitar, etc. • Media & Technology: lego, Ipad skills, robotics, makerspaceetc. • Social & Leadership: chess, registered playground, board games, etc. • Language: Russian, Spanish, etc.

French,

MARKETING AND COMMUNICATION ANNUAL STORY

DEAR PSI COMMUNITY: The Marketing and Communication Department is committed to developing PSI’s reputation and position in both local and global market as a progressive and dynamic international school. Our team had three main focuses for the 2016 2017 school year: • Reach people (both locally and abroad) and have them know / understand the high quality of PSI • Get people who make contact with or visit and tour PSI to enrol their children here. • Increase the affinity (‘love’) for PSI in both the internal and external community.

This school year, we have also been working on the following projects:

• Developing the Parent Ambassador Programme

• Creating a new Brand Book (new logo, updated PHE uniform, and merchandising)

• Increasing PSI’s ‘presence’ with website visits and Facebook ‘likes’ by 20%

• Developing a Navigation Brand Book for the new building • Increasing the number of NGOs, business organisations, and embassy contacts • Increasing the number of members in the Alumni and Friends Association • Developing the PSI Alumni and Friends Association in LinkedIn • Implementing and training support staff in our Customer Service Project • Updating procedures for prospective family school tours

A PLACE WHERE WE BELONG

HUMAN RESOURCES ANNUAL STORY

DEAR PSI COMMUNITY: The Human Resources Department is committed to partnering with the school community in attracting and retaining a first-rate, talented and diverse staff. Our team is passionate about promoting and maintaining a culture of employee engagement and inclusiveness where work is meaningful, employees are valued, and collaboration is celebrated. To achieve these objectives, the department provides a full-range of support services, programmes and resources in the areas of employee benefits, compensation, compliance, employee relations, recognition, talent management and training.

• Professional development school staff

• Customer Service training sessions throughout the year • Staff performance evaluation and bonuses • Upgraded local staff medical insurance • Staff satisfaction surveys Charted below are the total number of faculty and staff employees broken down by gender and years of service.

Human Resources also supported some existing services as well as launched a number of new strategic employee engagement initiatives: 25

LIBRARY ANNUAL STORY Please rate the choice of books and other library materials

Every year, the PSI librarians aim to increase patron usage of the libraries by ordering new and current titles as well as weeding the library collection in order to remove out of date and unpopular resources. The process of weeding allows us to maintain an up-to-date collection that is easily accessible by patrons. This school year, 1,563 copies were withdrawn based on a pre-determined criteria that include books that are in poor physical condition, out-of-date, inaccurate, irrelevant, obsolete, and of questionable origin. Approximately 800 new titles and replacement titles were purchased through foreign suppliers such as Follett Store, Book Depository and Amazon, as well as local suppliers including Dinternal and Linguist, and directly from book publishers such as Stary Lev and Veselka. The impact of this process has been an increase in circulation of 2,539, from 26

13,241 to 15,780 for the time period of 1/4/16 - 31/3/17, in comparison to the same time period of the previous year. Our patron satisfaction survey conducted in February revealed that, of the 162 respondents, over 80% of students, parents and staff rated our collection as either good or excellent. Our bi-annual inventory identifies that our collection currently consists of 22,923 copies of resources representing 19,256 individual titles. This includes ebooks, audio and visual materials, fiction and nonfiction hard copy books, professional development books, foreign language materials, periodicals, and reference materials. The value of this collection is estimated at $249,745.67. This year we have subscribed to our highest number of online databases and research websites, with 15 sites being actively used across the whole school.

The libraries are used by patrons for a variety of purposes throughout the day and school year, including research, recreation, as a collaborative learning space, and for book fairs and other community events. Please rate the selection of online databases (Encyclopedia Britannica, EBSCO, Tumblebooks, etc.)

A PLACE WHERE WE BELONG

CUSTOMER SERVICE PROJECT

AS AN IB WORLD SCHOOL, IT IS OUR INTENTION TO OFFER WORLD CLASS SERVICES IN EVERY ASPECT OF SCHOOL LIFE.

Because we continually assess all areas of what we do, this extended to an analysis, update, and an improvement of communication and personal services for our community members. If our motto is â&#x20AC;&#x2122;A Place Where We Belong,â&#x20AC;&#x2122; we must take up the challenge to continually foster such an environment that welcomes and values every individual and family. Essentially, where we thrive, we will all achieve excellence.

will understand the service vision and underpinning pillars, and we will be ready to begin an implementation process. Throughout this experience, we realised that this is indeed an ongoing journey that will not have a lasting effect unless the majority of staff are involved and take it on board. We value our community members and over the coming year will invite feedback on the experiences with our service culture as a whole.

To this end, over this academic year, we have focused on customer service training and implementation amongst PSI staff members. This has included the development of a service vision in order to bring staff together under a common focus and goal. We began with some workshops facilitated by an external consultant, followed by the collaboration and research of an ongoing focus group. By the end of this academic year, all support staff

REBRANDING PROJECT ANNUAL STORY

As part of PSI’s focus this year on 21st century learning and the future, the Marketing Department worked on a rebranding project. The goal was to bring our school logo - now 21 years old - into the future. All segments of the community looked at a range of choices and voted on both the new logo and its colour scheme. With a ‘winner’ firmly in place, the Marketing Department then worked to ensure that the new PSI ‘brand’ will be firmly embedded in our school. That work has included the following: • New PSI logo 28

• Brand Book • New PHE uniform concept THE TIMELINE OF THE PROJECT: AUGUST - OCTOBER 2016 - LOGO MODERNISATION OCTOBER - NOVEMBER 2016 - NEW PSI LOGO NOVEMBER 2016 - MARCH 2017 - NEW PHE UNIFORM CONCEPT MARCH - JUNE 2017 - BRAND BOOK JUNE - PRESENTATION TO COMMUNITY AUGUST 2017 - IMPLEMENTATION BEGINS

A PLACE WHERE WE BELONG

ACADEMIC ACHIEVEMENT FALL MAP ASSESSMENT

Twice each year, students in Grades 3 to 8 participate in the US based Measure of Academic Progress (MAP) standardised assessment programme. Over 5 million students from more than 50 countries participate in what is know to be ‘best practise’ external assessment. Assessments are conducted in the skills of reading and mathematics. Data is used to check on students’ achievement at a grade level and also to measure their learning growth rate. Over time and multiple assessments, the results are plotted and can

be evaluated on a ‘development continuum.’ Data is also used by the School to review teaching and learning programmes and to modify the curriculum to meet the needs of individual students, a class or grade level accordingly. PSI has performed strongly once again this year on the ‘fall’ round of MAP testing, with scores above the ‘all school mean’ in both reading and mathematics at every grade level.

The PSI results in maths and reading are presented alongside the worldwide data. This includes ‘all schools’ that offered the test, schools in Europe and finally

231 234 232 223

238 241 240 231

Grade 6

Grade 7

Grade 8

222 222 222 213

222 226 226 217

Grade 4

221 225 224 216

201 204 203 193

Grade 3

Grade 5

216 216 216 207

Grade 4

217 220 218 210

210 209 208 200

Grade 3

209 212 211 201

200 196 196 190

MATHEMATICS

195 193 193 185

schools in our own CEESA (Central Eastern Europe Schools Association) network group.

Grade 5

Grade 6

Grade 7

Grade 8

PSI CEESA Region CIS Region All Schools

READING PSI CEESA Region CIS Region All Schools

Important Note - As PSI is an inclusive school community, we believe our results should be reported in this manner, too. Therefore, this data includes every PSI student in Grades 6-8, including students who are new to the school, those attending English language support class and students with special learning needs. Some schools exempt these students, which inflates their results.

A PLACE WHERE WE BELONG

THE IB LEARNER PROFILE The International Baccalaureate Learner Profile describes a broad range of human capacities and responsibilities that go beyond academic success. They imply a commitment to help all members of the school community learn to respect themselves, others, and the world around them.

OPEN-MINDED

INQUIRERS

CARING CARING

KNOWLEDGEABLE

PRINCIPLED

BALANCED

REFLECTIVE

COMMUNICATORS

THINKERS THINKERS

RISK-TAKERS

PSI GRADUATING CLASS 2017 PSI HIGH SCHOOL GRADUATION AND IB DIPLOMA PROGRAMME

ASSESSMENT

OUR PERFORMANCE

Grades 11 and 12 follow a two-year programme designed for those who seek to enter higher education in universities worldwide.

Grades are based upon internally assessed assignments, externally assessed projects, and the end of programme examination papers. A students can earn up to 7 points in each of his or her 6 courses. The Theory of Knowledge and Extended Essay components provide the possibility of 3 additional points.

In recent years, PSI Diploma candidates have consistently scored higher than the world average and the average for our region. The class of 2016 recorded the highest total in school history for the Extended Essay. 60% of the class of 2016 earned either a B or an A in Theory of Knowledge compared to the world average of 34%.

PSI holds the prestigious IB World School status, making us one of 3000 schools in 120 countries that offer the IB Diploma Programme (DP), including some of the largest and most established international schools around the world. Major universities consider the DP as the most rigorous high school programme because of its combination of highly challenging academics, inquiry based research, and a commitment to service learning.

The total possible score in the IB Diploma is 45 points.

Since 2011, 86% of PSI students seeking the full IB Diploma have earned it.

*For the class of 2017, PSI has set a target of 35 average points and a 100% pass rate.

A PLACE WHERE WE BELONG

UNIVERSITY OFFERS TO PSI STUDENTS IN 2017

OTHER

Providence College

The University of Edinburgh

Marist College, Florence

Worcester Polytechnic Institute

University of Glasgow

Erasmus University Rotterdam

Southern Methodist University

University of Warwick

La Salle Campus Barcelona

Queenâ&#x20AC;&#x2122;s University Belfast

New York University, Abu Dhabi

Durham University

IE University, Madrid

University of Bristol

Anglo American University of Prague

Aberystwyth University

International University of Ukraine

University of Reading University of Bath University of Aberdeen University of Exeter University of Surrey Bournemouth University London College of Fashion University of Lincoln The University of Northampton Teesside University University of the West of Scotland Abertay University Kingâ&#x20AC;&#x2122;s College London

THE GRADUA 20

MIRONOV DANIIL UKRAINE International University of Ukraine

BESARAB KATERYNA UKRAINE The University of Warwick (UK)

CHOJNACKA SANDRA POLAND University of Glasgow, (UK)

KLYMETS KATERYNA UKRAINE IE University (Spain)

SPENCER YURI UK University of Lincoln (UK)

A PLACE WHERE WE BELONG

ATING CLASS 017

EFENDIIEVA TAMILA UKRAINE Anglo American University of Prague (Czech Republic)

FESTA ONDREJ CZECH REPUBLIC University of Aberdeen (UK)

KAMENIVSKYY YURIY UKRAINE Worcester Polytechnic Institute (USA)

YUSHCHENKO SOPHIA UKRAINE New York University in AbuDhabi

KHANDIGE BHARGAVI INDIA University of Reading (UK)

HAVRYLENKO NADIIA UKRAINE London College of Fashion (UK)

*UK university placements are conditional. They are only confirmed when DP final scores come out in July. 35

STRATEGIC PLAN BRIDGE YEAR ACTION PLAN 36

IN 2016 / 2017, PSI HAS BEEN PREPARING FOR ITS NEXT ACCREDITATION CYCLE, IN FEBRUARY 2018.

This is the process of re-accreditation by the Council for International Schools (CIS) in Europe and the New England Association of Schools and Colleges (NEASC) in the United States, as well as for our reauthorisation by all three IB programmes. In October 2016, the School hosted a Preliminary Visiting Team from CIS and NEASC, who confirmed that we were well positioned to undergo the self study. Since then, groups of teachers, support staff, parents and board members have reviewed the standards of all three organisations and reflected on PSI’s progress on those standards in what is called a self study. The first draft of the complete 350-page report will be finished in June, with the final section - our new strategic plan - slated for completion in the fall of 2017. We

will welcome a 14-person visiting team with representatives of all three organisation, in February 2018. After completing the self study process, a new strategic plan wasdeveloped. This being a transition year between strategic plans, a ‘bridge year’ action plan’ was developed. This included some ongoing development projects, projects requiring attention this year, and several future projects that we identified and wanted to begin imminently.

A PLACE WHERE WE BELONG

ITEM

ACTIONS & PROJECTS - TO BE UNDERTAKEN

Self Study Process Conducted & Report Completed

Mission & Vision Statements Completion • Excellence Standards Completion

Futures Forum / Committee Initiated

Phase 2 Building Project On Schedule • Phase 2 Interior Furniture & Fixtures Planning Completed • Phase 2 Playground & Grounds Planning Completed

Annual Curriculum Review Cycle Tasks • Defining Our Play Based Learning Plan • MYP eExamination Trial Completed

School Day / Lessons Period Schedule • Review / Development Re Phase 2 Changes / Opening

Special Educational Needs (SEN) Programme • HR & Resources Review / Development Completed

TA Annual Appraisal System • Cyclic Review / Development / New Policy Completed

Student Protective Behaviours Policy / Handbook Completion

Site Health & Safety • Emergency Procedures Handbook Completion • Annual Audit System (Interior / Exterior) Conducted

Customer Service - Staff Providing Regular Service Completed

Cross School Curriculum Transition (PYP / MYP / DP) • Developing a whole school English language goal for PSI 100% Completed

/3 to 2/3 Completed

DASHBOARD

Yet to Be Stated Or Under ⅓ Completed

ACCREDITATION / STRATEGIC ACTION PLAN CYCLE AND ‘BRIDGE YEAR’ 2015/2016

2016/2017

2017/2018

Vision Setting Goal Setting Self Study 2016/2017

New Strategic Plan October 2017

Accreditation Report November 2017

Accreditation Visit February/March 2018

Blue Sky Thinking Futures Forum 2012-2016 STRATEGIC PLAN FINAL

STRATEGIC NEW 5 YEAR PLAN ‘BRIDGE STRATEGIC PLAN YEAR’ FOR 2017-2022 37

PARENT OPINION SURVEY EACH YEAR, THE SCHOOL ASKS PARENTS, STUDENTS AND STAFF FOR FEEDBACK ON THE OVERALL PROGRAMME OFFERINGS AND SERVICES. THIS REPORT FOCUSES ON THE PARENT RESPONSES. 103 PARENTS (OF 266 FAMILIES) RESPONDED. In 2017, the school community was asked to participate in a new survey, the official Council of International Schools Climate Survey. As we are currently writing our self study report and associated development actions, this survey data is being used as a ‘checking mechanism’ against our current 2016 survey data, all feedback collected, and the report written by each self study team.

DOMAIN A SCHOOL PURPOSE AND DIRECTION

The school received over 86% of the responses as ‘agree’ or ‘strongly agree’ in this section. The highest was A1 at 96%. The lowest area was A5 at 87%.

In the 2017 / 2018 school year, we will continue to imbed the new mission and vision statements into strategic planning, programme delivery and the school culture.

STRONGLY DISAGREE DISAGREE

AGREE

STRONGLY AGREE

I understand the Mission, Vision, and Values of my child’s school. Count Row%

1 1.2%

2 2.4%

37 45.1%

42 51.2%

The school’s Mission includes attention to the development of global understanding and respect for diversity. Count Row%

2 2.4%

34 41.5%

44 53.7%

I have been invited to discuss and/or review the school’s Mission, Vision or Values. Count Row%

1 1.2%

7 8.5%

41 50.0%

30 36.6%

Count Row%

0 0.0%

6 7.3%

52 63.4%

24 29.3%

TOTAL

164

INDICATE YOUR LEVEL OF AGREEMENT WITH EACH STATEMENT.

The school successfully implements its Mission, Vision and Values.

140

A PLACE WHERE WE BELONG

DOMAIN B GOVERNANCE, LEADERSHIP AND OWNERSHIP

PSI received over 90% of the responses as ‘agree’ or ‘strongly agree’ in this section.

accreditation process. This document will drive forward this important area of school responsibility.

In the 2017 / 2018 school year, a new, five-year strategic plan will be written as part of the self study and

This section represents one of the most positive areas of the survey.

INDICATE YOUR LEVEL OF AGREEMENT WITH EACH STATEMENT.

STRONGLY DISAGREE DISAGREE

AGREE

STRONGLY AGREE

The Head of School, as the educational leader, shows ultimate responsibility and accountability for the students’ education and well-being. Count Row%

0 0.0%

6 7.7%

36 46.2%

35 44.9%

The actions of the school’s leadership are aligned with the school’s Mission and Values. Count Row%

0 0.0%

6 7.7%

54 69.2%

18 23.1%

The school’s educational plans are communicated to parents. Count Row%

0 0.0%

6 7.7%

44 56.4%

28 35.9%

I believe the school is financially secure. Count Row%

1 1.3%

0 0.0%

42 53.8%

32 29.3%

I believe the school operates in a financially responsible manner. Count Row%

1 1.3%

2 2.6%

47 60.3%

24 30.8%

The Mission, Vision, and Values of my child’s school guide the school in its decisionmaking. Count Row%

0 0.0%

5 6.5%

51 66.2%

20 26%

The Head of School and leadership team have the inter-cultural skills needed for the school’s unique cultural context. Count Row%

0 0.0%

6 7.8%

44 57.1%

27 35.1%

TOTAL

318

184

DOMAIN C THE CURRICULUM

The school received over 85% of the responses as ‘agree’ or ‘strongly agree’ on 8 of the 12 questions in this section. The following four questions fell below 85% and will be reviewed against the official self study report as well as the actions being set for development. • C2. The school’s curriculum provides my child with opportunities to learn about his/

her own culture as well as other cultures. • C2. The school provides my child with sufficient opportunities to learn languages other than the language of instruction used by the school. • C5. My child is appropriately supported academically. • C5. The curriculum meets my child’s needs.

STRONGLY DISAGREE DISAGREE

AGREE

STRONGLY AGREE

The school’s curriculum provides my child with opportunities to learn about her/his own culture as well as other cultures. Count Row%

1 1.3%

14 18.4%

42 55.3%

19 25.0%

The school provides my child with sufficient opportunities to learn languages other than the language of instruction used by the school. Count Row%

2 2.6%

20 26.3%

37 48.7%

16 21.1%

The cultural diversity of the school community is used to enrich my child’s learning. Count Row%

0 0.0%

7 9.2%

45 59.2%

24 31.6%

1 1.3%

2 2.6%

47 61.8%

26 34.2%

2 2.6%

3 3.9%

43 56.6%

25 32.9%

0 0.0%

7 9.2%

45 59.2%

24 31.6%

My child is appropriately supported academically. Count Row%

0 0.0%

12 15.8%

45 59.2%

19 25.0%

My child is appropriately supported socially. Count Row%

1 1.3%

6 7.9%

53 69.7%

15 19.7%

INDICATE YOUR LEVEL OF AGREEMENT WITH EACH STATEMENT.

The school uses information technology to enhance learning. Count Row% The school helps my child to use Information Technology (IT) and social media in a responsible way. Count Row% My child is appropriately challenged. Count Row%

My child is appropriately supported emotionally. Count Row%

2 2.6%

7 9.2%

51 67.1%

15 19.7%

The curriculum meets my child’s needs. Count Row%

0 0.0%

12 15.8%

48 63.2%

16 21.1%

Students experience intercultural learning through activities offered at the school. Count Row%

0 0.0%

8 49 10.5% 64.5%

19 25.0%

The student activities programmes match my child’s interests. Count Row%

0 0.0%

10 13.3%

50 66.7%

15 20.0%

TOTAL

108

560

228

A PLACE WHERE WE BELONG

DOMAIN D TEACHING AND ASSESSMENT FOR LEARNING

The school received over 85% of the responses as ‘agree’ or ‘strongly agree’ on 4 of the 9 questions in this section. 2 questions received below 75%. These are new concepts not previously asked. Specific review and development actions are required to address these areas while finalising the self study report. • D2 - The unique abilities and needs of my child were identified prior to entry into the school • D12 - The school has engaged with me on how to best support

INDICATE YOUR LEVEL OF AGREEMENT WITH EACH STATEMENT.

My child’s learning needs are adequately supported by the school. Count Row%

my child’s language development 3 questions received below 85% and will be reviewed against the official self study report as well as the actions being set for development. • D2 - The school monitors and shares the extent to which my child is benefiting from school programmes • D6 - The school continuously assesses my child’s progress and keeps me informed. • D7 - The local cultures are used to enrich my child’s learning.

STRONGLY DISAGREE DISAGREE

AGREE

STRONGLY AGREE

0 0.0%

48 64.0%

17 22.7%

9 12%

The school monitors and shares the extent to which my child is benefiting from school programmes. Count Row%

1 1.3%

12 16.0%

The unique abilities and needs of my child were identified prior to entry into the school. Count Row%

4 5.3%

26 34.7%

27 36.0%

8 10.7%

The school provides sufficient information reflecting the achievement and progress of my child. Count Row%

0 0.0%

10 13.3%

52 69.3%

13 17.3%

My child is engaged in her/his learning. Count Row%

0 0.0%

4 5.3%

48 64.0%

23 30.7%

I understand what my child’s marks/assessment grades mean. Count Row%

0 0.0%

5 6.7%

54 72.0%

14 18.7%

The school continuously assesses my child’s progress and keeps me informed. Count Row%

3 4.0%

17 22.7%

36 48%

11 14.7%

TOTAL

107

402

132

45 17 60.0% 22.7%

DOMAIN E STUDENTS’ LEARNING AND WELL-BEING

The school received over 90% of the responses as ‘agree’ or ‘strongly agree’ on 7 of the 9 questions in this section. 1 question received 85%, which is still a very positive response • E9 - When my child joined the school, appropriate support was provided to help him/her settle quickly and successfully.

INDICATE YOUR LEVEL OF AGREEMENT WITH EACH STATEMENT.

1 question received 57%. However, 35% of people marked this as not applicable. Only 8% disagreed, making this also a very positive response. • E8 I am satisfied the effectiveness of the school’s university/ college/career guidance and counselling processes

STRONGLY DISAGREE DISAGREE

AGREE

STRONGLY AGREE

The school promotes a supportive environment for students’ learning and wellbeing. Count

0 0.0%

4 5.3%

51 68.0%

19 25.3%

Count Row%

0 0.0%

3 4.0%

40 53.3%

32 42.7%

I understand the school’s expectations for my child’s behaviour. Count Row%

0 0.0%

1 1.3%

46 61.3%

28 37.3%

The school provides a healthy and safe environment for my child. Count Row%

0 1.3%

4 5.3%

46 61.3%

24 32.0%

I trust the school’s emergency procedures for critical incidents such as a fire, earthquake, or intruders. Count Row%

1 0.0

0 0.0%

45 60.0%

27 36.0%

I am comfortable with the school’s attention to health matters. Count Row%

0 0.0%

5 6.7%

44 58.7%

23 30.7%

I trust that my child is safe on school trips. Count Row%

0 0.0%

4 5.3%

49 65.3%

21 28.0%

0 0.0%

6 8.0%

30 40.0%

13 17.3%

Count Row%

2 2.7%

7 9.3%

42 56.0%

22 29.3%

TOTAL

393

209

Row% I trust that my child is safe at school.

I am satisfied with the effectiveness of the school’s university/college/career guidance and counselling processes. Count Row% When my child first joined the school, appropriate support was provided to help her/him settle quickly and successfully.

A PLACE WHERE WE BELONG

DOMAIN F SCHOOL STAFFING

• The school received over 90% of the responses as ‘agree’ or ‘strongly agree’ in this section. • In the 2017 / 2018 school year, a new, five-year, strategic plan will be written as part of the self study and accreditation process. This document will continue to drive

INDICATE YOUR LEVEL OF AGREEMENT WITH EACH STATEMENT.

My child’s teachers are qualified to teach the curriculum effectively. Count

forward this important area of school responsibility. • This section isone of the most positive areas of the survey.

STRONGLY DISAGREE DISAGREE

AGREE

STRONGLY AGREE

Row%

1 1.3%

3 4.0%

44 58.7%

26 34.7%

My child’s teachers are appropriately experienced to teach the curriculum effectively. Count Row%

0 0.0%

4 5.3%

46 61.3%

24 32.0%

My child’s classes are within the size limits published by the school. Count Row%

2 2.7%

42 56.0%

29 38.7%

My child’s teachers have the necessary skills to teach the curriculum. Count Row%

0 0.0%

5 6.7%

46 61.3%

24 32.0%

TOTAL

178

103

DOMAIN G PREMISES AND PHYSICAL ACCOMMODATION

The school received over 90% of the responses as ‘agree’ or ‘strongly agree’ on 4 of the 7 questions in this section. 1 question received 66%. However, 30% of people marked this as ‘not applicable’. Only 3% disagreed, making this also a very positive response. • G3 - I am satisfied with the school bus system 2 questions received below 75%. Specific review and development actions have already been written into

INDICATE YOUR LEVEL OF AGREEMENT WITH EACH STATEMENT.

School premises and equipment are well maintained. Count

the self study report in this area. In May of 2017, the school has ‘gone out to tender’ with the cafeteria contract as part of reviewing all food services. The new cafeteria opening in October 2017 will provide the time for many new initiatives to be implemented. • G3 - I am happy with the quality of the food service at school • G3 - I am happy with the nutritional value of the food served at the school STRONGLY DISAGREE DISAGREE

AGREE

STRONGLY AGREE

Row%

0 0.0%

3 4.0%

51 68.0%

28.0%

The classroom and other teaching spaces at my child’s school provide an appropriate environment for learning. Count Row%

0 0.0%

3 4.0%

53 70.7%

19 25.3% 43

STRONGLY DISAGREE DISAGREE

I am satisfied with the school’s bus system.

AGREE

STRONGLY AGREE

17 22.7%

Count Row%

0 0.0%

2 2.7%

33 44.0%

I am happy with the quality of food served at school. Count Row%

4 5.3%

20 26.7%

39 52.0%

9 12.0%

4 5.3%

18 24.0%

40 53.3%

9 12.0%

Count Row%

0 0.0%

2 2.7%

46 61.3%

27 36.0%

The school is a clean and hygienic environment. Count Row%

0 0.0%

4 5.3%

46 61.3%

25 33.3%

TOTAL

308

127

I am happy with the nutritional value of food served at school. Count Row% The school provides a secure environment for all members of the school community.

DOMAIN H COMMUNITY AND HOME PARTNERSHIPS

The school received over 85% of the responses as ‘agree’ or ‘strongly agree’ on 6 of the 8 questions in this section. The following two questions received 82% and 84% of the responses as ‘agree’ or ‘strongly agree’ and will be reviewed against the official self study report as well as the actions being set

INDICATE YOUR LEVEL OF AGREEMENT WITH EACH STATEMENT.

for development. • H1 - The school includes me in decisions about my child’s education. • H2 - School programmes provide sufficient opportunities for my child to participate in community service. STRONGLY DISAGREE DISAGREE

AGREE

STRONGLY AGREE

The school effectively manages parental communications. Count Row%

1 1.3%

6 8.0%

44 58.7%

24 32.0%

The school effectively manages parental relationships. Count Row%

1 1.3%

7 9.3%

45 60.0%

21 28.0%

Count Row%

0 0.0%

4 5.3%

48 64.0%

22 29.3%

The school includes me in decisions about my child’s education. Count Row%

1 1.3%

11 14.7%

46 61.3%

16 21.3%

I receive written information about the learning objectives and teachers’ expectations for my child’s classwork. Count Row%

0 0.0

10 13.3%

45 60.0%

20 26.7%

School programmes provide sufficient opportunities for my child to develop leadership skills. Count Row%

0 0.0%

4 5.3%

48 64.0%

18 24.0%

I am aware of the consequences for my child resulting from inappropriate behaviour.

A PLACE WHERE WE BELONG

STRONGLY DISAGREE DISAGREE

AGREE

STRONGLY AGREE

School programmes provide sufficient opportunities for my child to participate in community service. Count Row%

0 0.0%

6 8.0%

I am involved in the life of the school in ways which benefit my child’s learning. Count Row%

0 0.0%

5 6.7%

50 66.7%

14 18.7%

TOTAL

371

153

SCHOOL CUSTOM SECTION

The school received over 85% of the responses as ‘agree’ or ‘strongly agree ‘on 2 of the 4 questions in this section. 1 question received 84%. However, 12% of people marked this as ‘not applicable’. Only 4% disagreed, making this also a very positive response.

18 24.0%

45 60.0%

report as well as the actions being set for development. • I understand how my child is assessed in his/her IB programme.

• My child has many opportunities to demonstrate the IB Learner Profile. 1 question received 77% and will be reviewed against the official self study INDICATE YOUR LEVEL OF AGREEMENT WITH EACH STATEMENT.

The IB programme prepares my child for living and working in the 21st century. Count

STRONGLY DISAGREE DISAGREE

AGREE

STRONGLY AGREE

Row%

1 1.3%

2 2.7%

38 50.7%

26 34.7%

My child has many opportunities to demonstrate the IB Learner Profile. Count Row%

0 0.0%

3 4.0%

43 57.3%

20 26.7%

2 2.7%

4 5.3%

50 66.7%

19 25.3%

Count Row%

1 1.3%

9 12.0%

43 57.3%

15 20.0%

TOTAL

174

PSI students and staff regularly demonstrate that they are internationally minded. Count Row% I understand how my child is assessed in his/her IB programme.

PSI FOOD SURVEY REPORT

PSI SURVEYED PARENTS, TEACHERS AND STUDENTS REGARDING OUR CAFETERIA FOOD. ADULTS: WE HAD 127 RESPONDENTS: 83 PARENTS AND 41 TEACHERS, WITH A GOOD BALANCE ACROSS ALL GRADE LEVELS. STUDENTS: WE HAD

POSITIVE FEEDBACK

162 RESPONDENTS, A GREAT RESPONSE.

The key question was ‘do you have concerns about the cafeteria food?,’ 68.1% and 79.4% rated the meals average or above, with the majority rating a 3 (of 5) at 47.4%. 67.2% of customers have no concerns about the quality of ingredients being used in the cafeteria. 88% of customers would like organic products. 77% of parents would accept a cost increase to do so. Students were interested in organic ingredients (also reflected in their comments) but were not as accepting of a price increase, with only 41% agreeing.

Table 1

A PLACE WHERE WE BELONG

Would you be interested in the cafeteria serving organic meat and vegetables (when available) ingredients?

yes

77.2

22.8

Would you be interested in the cafeteria serving organic meat and vegetables (when available) if it meant a price increased?

11.8%

22.8%

77.2%

88.2%

yes

1. These are the most often listed reasons for not rating the food highly: • Some meals are considered tasty, others not • Not liking the plain pasta or plain rice

POINTS OF INTEREST

• Better balance on a plate (carbohydrates, protein, vegetables, etc.) and healthy meals • Greater variety of food / dishes over a week, month, etc. 2. These are the suggestions for changes that were overwhelmingly repeated: • Providing more options / choices for lunch, including international cuisine and adding fish • Increasing wholesome, healthy meals with better vegetarian selections • Adding a salad bar • Adding a steamed vegetable side dish (not just salad) • Adding fish • Serving pizza (from a pizza oven) • Serving fruit salad, and a greater variety of fruit (kiwi, for example) • Adding a pasta bar • Students would like hamburgers and french fries added to the menu.

RECOMMENDATIONS / ACTIONS

• Greater variety of food / dishes over a week, month, etc.

1. Conduct daily meal surveys to find out the popular and unpopular meals: 2. Raise price 5% increase organic produce and meat. This is the minimum amount that was suggested to support the student’s feedback. 3. The current cafeteria contractor should add new dishes to add greater variety each month. 4. Add a greater selection of international food / meals. 5. Review and improve on feedback of dry pasta and rice.

Top Ten Activities : by Grade Group Grade 3-5

81%

0.675

60%

Performing arts

27%

50%

Photography

21%

44%

38%

Computer prog.

28%

30%

19%

Craft style arts

27%

33%

Animation

33%

Visual arts

12%

18%

Music

27%

20%

Board/Think/ games

27%

20%

Science

28%

20%

25%

ELECTRONIC SURVEY REGARDING OUR EXTRA 13% 10% CURRICULAR ACTIVITIES (ECA) PROGRAMMES 7% 5% AND OFFERINGS TO THE PSI STUDENTS IN

GRADES 3 TO 12. WE RECEIVED 186 RESPONSES. Grade 3-5

Grade 6-8

Grade 9-12

Top Ten Activities : by Grade Group

Team sports Performing arts Photography Computer prog. Craft style arts Animation Visual arts Music Board/Think/ games Science 0%

The survey provided positive and confirming feedback about the school and its ECA programme in the following areas: • It is a little surprising that sports and the arts got exactly the same number of positive responses. • It is new data (but not surprising from general feedback) that media and IT are

24%

48%

72%

96%

Activity Type Title - Schoolwide Ranking

Activity Type - Schoolwide Ranking

Team sports

Table 1 Performing arts Photography

Media / Technology

ocial / Leadership

Language Clubs

Computer prog.

The Arts Sports

78% 54% 78%

Craft style arts Animation

Media / Technology Visual arts Social / Leadership

Academic clubs Language Clubs

Academic clubs

72% 50% 54%

Music

Grade 6-8 60% 78%

27%

50%

21%

44% 33%

33%

12%

18%

28%

40%

25%Board/Think/ games

Language 13%

60%

0.3

0.6

0.9

Grade 6-8

20%

Grade 9-12

40%

Grade 3-5

Grade 9-12

39%

20%

Fitness related

30%

23%

40%

Other

15%

36%

Performing arts Individual Sports

13%

14%

16%

10%

Craft style arts

38%

29%

Visual arts you be interested in23% Would the cafeteria serving

organic meat and vegetables (when available) if it meant a price increased? Music 25%

11% 14% 12%

45%20% 13%

Racket / net

20% 20%

Fitness related

49%

30%

45%

Respondents: 62(3-5), 65 (6-8), 17 (9-12)

50.0%

80%

Grade 9-12

61%

59%

23% 15%

Other

53%

60%

39%

74% 73%

30% 40% 36%

13% 13% 14%

Individual Sports

20% 16% 10% 13%

Martial Arts

15%

Grade 6-8

Team sports

55%

50%

48%

60%

Sports - Grade group preferences

13%

41%

1.2

48% 0%

80%

Racket / net

50.0%

50%

Clubs Science

The Arts61% - Grade group preferences 74% 73%

Martial Arts

54%

Music

13%

Academic clubs

Grade 3-5 Team sports

Visual arts

19% Social / Leadership

3-5 Grade 6-8 Sports - GradeGrade group preferences

Other

72%

Animation

38%

27%

Science

20%

12%

Computer prog.

Craft style arts Media / Technology 8%

30%

27%

48%

72%

28%

78%

Sports Photography

Grade 9-12

28%

Board/Think/ games

50% 48%

Performing arts

78%

Grade 3-5

Sports

78%

The Arts

Top Ten Activities : by Grade Group-1

The Arts

120%

areas where students would like to have more ECAs offered.

Respondents: 80(3-5), 84 (6-8), 22 (9-12)

0.9

), 16 (9-12)

12%

IN MARCH 2017, WE DISTRIBUTED AN 13%

POSITIVE FEEDBACK

erences

Grade 9-12

28%

EXTRA CURRICULAR ACTIVITIES REPORT

Grade 9-12

Grade 6-8

Team sports

20%

40%

60%

Respondents: 61 (3-5), 69 (6-8), 15 (9-12)

80%

Animation

Design tech.

40%

33%

13%

Web design

33%

25%

Visual arts

18%

13%

Music

Other

Grade 3-5

Grade 6-8

33%

Photography Computer prog.

12%

Craft style arts

27%

Animation

Board/Think/ games

27%

Science

28%

Visual arts Music

Board/Think/ games

Grade 9-12

Science

33%

25%

28%

18%30%

13% 19%

27%

20%33%

13% 10%

21%

44%

33%

38%

33%

25%

20%

12%

18%

13%

20%20%

27%

P27% LACE

10%

20% W HERE

28%

20%

W7%E

BELONG

Media - Grade group preferences Grade 3-5

Grade 6-8

Grade 9-12

Grade 3-5

Grade 6-8

Grade 3-5

rog.

59% 53%

Photography41%

44%

Computer prog.

38% Animation

tics

30%Robotics

19%

ech.

33% 33%

Other 0

18%

30%

25% 18% 13%

Top Ten : by Grade TopActivities Ten Activities : by Grade Group Group

59%

81%

53% 41% 44% 49% 44% 38% 44%

33%

13%

Web design

25% 13%

19%

33%

sign

ther

49%

44%

40% Design tech.

13%

44%

81%

33%

Team sports

Team sports Performing arts Performing artsPhotography Computer prog. Photography Craft style arts Computer prog. Animation Craft style arts Visual arts Animation Music Board/Think/ games Visual arts Science Music Board/Think/ games Science

40%

33% 33%

0.225

0.45

0.675

0.225

0.45

0.675

24%

48%

72%

96%

120%

Respondents: 80(3-5), 84 (6-8), 22 (9-12)

0.9

24%

48%

72%

96%

120%

Respondents: 80(3-5), 84 (6-8), 22 (9-12)

Respondents 57 (3-5), 61 (6-8), 16 (9-12)

0.9

Title

Respondents 57 (3-5), 61 (6-8), 16 (9-12)

As a result of the survey, data gathered and comments, the Team following sports Top Ten Activities : by Grade Group-1

recommendations will be actioned: Data / Research

Grade 3-5 Team sports

Grade 6-8

28%

Performing arts

Grade 9-12

60%

12%

Photography Computer prog. Craft style arts Team sports

Performing arts 27% 50% 8% • Gather a deeper level of feedback from theGroup-1 students to know exactly what Top Ten Activities : by Grade Animation Photography

21%

44%

38%

Performing arts Visual arts

prog. 28% 30% 19% performing or visualComputer arts classes or what team sports are preferred (other than Photography Music Craft style arts

football). Team sports

Animation

Photography

27%

Grade 3-5

Visual arts

27%

Board/Think/ games

33%

Grade 6-8

28%

Performing artsMusic Programme Planning

21%

33% 12%

Grade 9-12

60%

27%

50%

27%

44%

33% 18%

13%

Computer prog. games 25%Board/Think/

12%

13%

CraftScience style arts

38%

0.3

Animation

0.6

28% Visual arts • EstablishComputer the goalprog. ofScience the ECA programme, clearly communicate 28% 30% 19%it, and use it to

Music

Craft style arts 27% 13% govern programme development. For example, is33% this based on participation and Animation

33%

25%Board/Think/ games

33%

new experiences level coaching? Visual arts or is it driven by skill 12% development, 18% for high13% Science

RECOMMENDATIONS / ACTIONS

tion

Grade 9-12

Media - Grade group preferences

33%

phy

Grade 9-12

Grade 6-8

Sports

Music

27%

Board/Think/ games

0.3 Grade 3-5

Sports27% - Grade group preferences

• Select two team sports and two individual sports to run all year long. Science 28% Grade 3-5

Grade 6-8

Grade 9-12

• Offer these four sportsTeam at sports both an introductory and more advanced level. 61% 74% 73% Racket / net

39%

20%

• Offer other sports seasonally, in line with the30%CEESA sports calendar. Fitness related 23% 40% Other 15% 36% 13% • Offer ‘learn to swim’ and ‘swimming team’ programmes from October within both Individual Sports 13% 14% 20% Arts the ECA and SaturdayMartial programmes.

16%

10%

13%

Sports - Grade group preferences

The Arts

61%

74%

73%

Racket / net

39%

20%

Other

15%

36%

13%

Individual Sports

13%

14%

20%

Martial Arts

16%

10%

13%

• Run second activities activities Fitness related in the same week, 30%where popular 23% 40%are full. • Create greater participation in the Primary School production by making it a free activity Media • Develop new offerings in this important area. • Develop new programmes through the IT Department and with their involvement. • Run photography (film or electronic) for Grade 9 to 12 students to encourage their participation in ECAs.

Racket / net

20% 20%

Fitness related

• Provide additional activities toGrade our current offerings week to match the high 3-5 Grade 6-8 per Grade 9-12 interest.Team sports

Team sports

23% 15%

Other

13% 13% 14%

Individual Sports

20% 16% 10% 13%

Martial Arts 0%

Team sports

Respo

Racket / net Fitness related Other Individual Sports

Martial Arts 0%

ELECTRONIC SURVEY REGARDING PARENT PARTICIPATION IN EVENTS ORGANISED BY PSI. 103 RESPONSES WERE RECEIVED.

POSITIVE FEEDBACK

PARTICIPATION SURVEY REPORT

IN DECEMBER OF 2016, WE DISTRIBUTED AN

Aside from the four areas which were specifically surveyed (Sports Events / Annual General Meeting / MyPSI / Community Survey) there were questions about the level and type of participation in school events. The response was very positive. Only 4 (of 103) respondents site they felt that they ‘participate too much’ compared to 45 who said they would ‘like to participate more.’ The survey also showed that the levels of participation in PSI events are high. Of a selection of 10 different PSI events, only 12 parents said that they had not attended any, compared to 82 who said they had attended a PSI social event. Overall, the average number of events attended was nearly 5 (4.8) per respondent. Of the four specific areas surveyed, MyPSI’s Parent Portal had the highest level of participation. Nearly 50% of parents said that they used MyPSI more than once a week and a further 45% said they used it up to once a week. The main areas of use were listed as ‘Class Information’ and ‘Student Status.’ Only 5 parents said that they did not use MyPSI and there was no single reason for not using the portal that stood out. The fourth area of the survey covered the PSI Annual General Meeting (AGM) and its logistics. While less than 45% of respondents said that they had ever attended an AGM, the reasons that they reported for going were very positive. The most common reason for attending was ‘Interest - to learn more about PSI.’ This was followed by ‘Voting - selecting new board members.’ Only 2 of 46 reported attending because of ‘Problems - major issues to be addressed.’ Similarly for those who have never attended an AGM, the most common reasons given were logistical: ‘The timing and/ or location’ and ‘First year with the school’. These were followed by ‘No issues, the school is doing fine’ as the third most common reason for not attending the AGM. It is also worth noting that for those planning to attend the next AGM that ‘Interest’ and ‘Voting’ were the most common motivations. At the same time, ‘Happy with the way the school is run’ was the most common reason for not planning to attend.

Other Native Language

15%

Child Status

36%

33%

Bilingual

13%

Assignments

25%

15%

UnspeciÞed

16%

Parent Dir.

17%

12%

Other

A PLACE WHERE WE BELONG

Respondents by Native Language (103)

Regularly

Occasionally

What do you use MyPSI for (51/47)

49%

Class info

35%

36%

Child Status

Other

POINTS OF INTEREST

Native Ukrainian Bilingual

Native Russian UnspeciÞed

33%

15%

17% 12%

Parent Dir.

22%

Native English Other Native Language

25%

Assignments

17%

34%

4% 3% 0%

22.5%

45%

67.5%

90%

In the section on MyPSI, the data is uniformly positive but there are still suggestions for areas where the system could be improved. Specifically, the user friendliness and navigation aspects were mentioned. Keeping the content up-to-date and removing obsolete or redundant content was seen as desirable. A number of respondents requested that MyPSI be used more comprehensively to cover all aspects of communication with home, including things like assignments. Finally, a version of the portal for touch screen devices (phones and tablets) was requested. The data from this survey shows that levels of participation in PSI Sporting events varied widely between Primary School (low) and Secondary School (high), which was to be expected. However, there was also a significant variance between Ukrainian speakers (high) and Russian speakers (low), which was more surprising. The comments and suggestions highlighted that the main problems for parents lie in the timing and location or the sporting events. There were many suggestions for weekend and evening fixtures. Also mentioned was the provision of timely and detailed information about fixtures, including Google maps locators. Finally, there were a number of suggestions around the long-term provision of a variety of sports, something that will obviously become easier with the completion of the new gym, swimming pool, and access to the Litsey playing fields. In the section on the Annual General Meeting the data shows that parents with students in both Primary and Secondary Schools are far less likely to have attended an AGM. Perhaps more oddly, it also suggests that native English speakers are the group least likely to attend. It may be worth exploring the reasons for these surprising results. It is also clear that parents’ intentions to attend the AGM do not translate into attendance. Given that location and timing are the most cited reasons for not attending, it is important to have clarity that an evening AGM at the school is the preference of the majority. Although this cannot be realised during the building of Phase 2, it will be far more achievable after completion. The suggestions and comments indicate that there should be more effort spent on explaining why it is important to attend and that the AGM should become more participative. 51

PHASE II CONSTRUCTION PROJECT ANNUAL STORY THE ADDITION OF A NEW BUILDING ON CAMPUS WILL INCREASE THE TOTAL LEARNING AREA BY 43% WITHOUT SIGNIFICANT LOSS TO EXISTING ‘GREEN’ AREAS. THE NEW CAMPUS BUILDING AT THE BACK OF THE SITE WILL PROVIDE THE FOLLOWING FACILITIES:

6,738 sqm of space across five floors Purpose built Early Childhood Centre for three and four year olds with twice the space Physics/chemistry/biology laboratories Music/drama/visual arts rooms New dance studio Additional classrooms for teaching and learning Secondary School study space for DP students Auditorium that can seat 300, for assemblies, productions and special events Large double gymnasium and climbing wall

25m heated swimming pool with six lanes and small pool

More office space and meeting areas

Cafeteria seating 150 with on site kitchen and expanded menu

New playground area and campus beautification without significant loss to

existing green areas

Corridors linking the existing Primary School to the new building

A PLACE WHERE WE BELONG

SQUARE METRES OF

METRE HEATED SWIMMING POOL

SQUARE METRES OF NEW PLAYGROUND

NEW BUILDINGS ADDED TO OUR CAMPUS

SEAT AUDITORIUM

SQUARE METRES OF GYMNASIUM WITH CLIMBING WALL

SQUARE METRES OF

NEW CAFETERIA

TWICE THE CURRENT SPACE FOR THE NEW EARLY CHILDHOOD CENTRE

NEW CLASSROOMS

NEW DANCE STUDIO

OFFICES AND MEETING SPACES

SEATING CAPACITY FOR THE NEW CAFETERIA

PECHERSK SCHOOL INTERNATIONAL KYIV

FINANCIAL YEAR ANNUAL STORY

PSI IS A NOT FOR PROFIT SCHOOL GOVERNED BY ELECTED PARENTS TO THE SCHOOL BOARD. ALMOST ALL REVENUE COMES FROM TUITION FEES AND DONATIONS FROM PARENTS FOR THE DAILY RUNNING OF THE CAMPUS, AND TEACHING AND LEARNING PROGRAMMES. THE GRAPHS ILLUSTRATE REVENUE SOURCES AND EXPENSES FOR THE 2016-2017 ACADEMIC SCHOOL YEAR.

A PLACE WHERE WE BELONG

The graphs shown here are generally typical of not for profit international schools. Staff (and their expertise) are seen as the major expense and greatest asset of the school.

EXPENSES

REVENUE

77% Staff Expenses

91 % Tution

11% Educational

8 % Capital levy

4% Rent, Utilities, Maintenance

1 % Other

3% Development Projects 2% Equipment and Software 1% Taxes (profit tax, VAT) 1% Communication 1% Finance Charges This table displays the school’s financial performance over five years, including our forecast for the new 2017 / 2018 school year. The national economy remains a significant issue for the school, resulting in a decrease in expatriate student enrolments and revenue as a result over the past two years. Careful financial planning

and lowering of expenditures have been required during this period. The significant Capital Budget is earmarked for the Phase 2 Building Project. Much of this income comes from the capital levy included in the school tuition fees. The building project is financed solely through the school’s current finacial resources,

and loans. The Finance Committee also made the decision to increase the Contingency fund up to 25% from Operational Income during the next two years beginning from school year 2017-2018.

SCHOOL YEAR

2013 / 2014 ACTUAL

2014 / 2015 ACTUAL

2015 / 2016 ACTUAL

2016 / 2017 FORECAST

2016 / 2017 BUDGET

STUDENTS

423

384

392

386

405

OPERATIONAL INCOME 10 340 230

9 293 676

9 155 69

9 250 170

9 688 00

OPERATIONAL EXPENDITURE

9 919 103

8 474 041

7 972 72

8 202 053

8 800 980

OPERATIONAL REVENUE

421 127

819 635

1 182 96

1 048 117

887 022

CAPITAL BUDGET EXPENDITURE

551 497

162 679

966 325

7 739 714

822 758

CAPITAL BUDGET BALANCE

2 743 89

4 605 02

5 782 59

CONTINGENCY FUND

500 000

1 421 44 55

PSI PILLARS 56

A PLACE WHERE WE BELONG

LEARNING COMMUNITY

ACADEMICALLY CHALLENGING

STUDENT-CENTRED

GLOBAL CITIZENS

PERSONAL EXCELLENCE

ALUMNI AND FRIENDS ASSOCIATION

THE PSI ALUMNI AND FRIENDS ASSOCIATION WAS ESTABLISHED TO ENHANCE A CONTINUING RELATIONSHIP BETWEEN PSI AND ITS FORMER STAFF AND STUDENTS. BY EXTENDING INVITATIONS TO JOIN USING A VARIETY OF METHODS, SUCH AS DIRECT EMAILS, FACEBOOK, LINKEDIN AND FACE TO FACE CONTACT, WE HAVE MANAGED TO DOUBLE THE NUMBER OF MEMBERS OVER THE COURSE OF THIS ACADEMIC YEAR. WE ARE PLEASED TO SEE THIS TREND AND FEEL THERE IS MORE GROWTH YET TO COME. The LinkedIn account is updated regularly with weekly information posts in order for alumni and friends to remain aware of general PSI life and activities. Relevant news can help foster a continuing sense of 58

community and belonging. In time, we envision that this will be a platform for alumni to share memories and photos, be invited to events, and perhaps even for business networking. In addition, when this time of year

arrives and Grade 12 students prepare to leave PSI, we have begun to introduce them to the Alumni Association as a way to cultivate an ongoing relationship directly after graduation. This year, we have not only sent an invitation letter but also prepared a survey for all future alumni. We intend to use this ongoing feedback to better inform us about what they are looking for from PSI, in order to develop and maintain connections within our diverse community. Over this past year, we have had some remarkable reunions at PSI, jointly enjoyed by the students, teachers, and alumni involved. We therefore wish to nurture the importance of these ongoing relationships and the role that the LinkedIn Alumni and Friends Association can play.

A PLACE WHERE WE BELONG

WHERE ARE OUR ALUMNI NOW? USA

OTHER

College of William and Mary

University College London

University of Toronto

Yale University

City University London

Wisconsin International University in Ukraine

James Madison University

Guildford School of Acting

University of Groningen

Rochester Institute of Technology

University of Wales Trinity Saint David

University of Pennsylvania

The University of Warwick (2)

Clark University

The University of Edinburgh

Northeastern University

7A VIKTORA ZABILY KYIV, UKRAINE 03039 PSI.KIEV.UA +38 044 377 52 92 COMMUNICATION@PSI.KIEV.UA

INTRODUCING A NEW PSI LOGO FOR 2017-2018