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About BCIS

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


BCIS Mission Statement: 


At BCIS we believe in creating a global environment that prepares our students to be creative, caring and independent thinkers. We work tirelessly to provide an international education in a beautiful, modern and well-designed educational environment.  




BCIS Values:

Commūnitās Scientia Virtus

Community, Knowledge, Character  



The BCIS values were chosen to represent the core principals our school aims to instil in all our students.  



BCIS Objectives  

BCIS is committed to:


  • To provide an educational environment that develops students’ curiosity and creativity. 

  • To develop responsible and engaged learners. 

  • To foster tolerance, respect, and acceptance of others. 

  • To build each student’s resilience and self-esteem. 

  • To provide a curriculum that is rich and relevant and allows all students to succeed. 

  • To promote a strong, supportive partnership between the school and the wider community. 

  • To have high expectations of ourselves and others. 



In the 2019 Ofsted framework, there is a lot of focus on ensuring learners are taught all subjects across the curriculum and that teachers, supported by school leaders, have the subject knowledge to teach and assess these effectively. 

Here are the five headers of the new Ofsted framework with a brief overview of what they cover: 

Quality of education:

  • Intent: Curriculum is ambitious and gives all learners the knowledge and cultural capital they need to succeed in life; the curriculum is coherently planned and sequenced; same ambitions for all learners; learners study full curriculum. 

  • Implementation: Teachers have good subject knowledge with support from leaders; teachers present subjects clearly and identify misconceptions; taught to remember in the long term; use assessment effectively; environment, resources, and materials all conducive to positive learning; rigorous teaching of reading, mentioning reading for pleasure and phonics. 

  • Impact: Effective learning across the curriculum (where relevant, this is reflected in test results; learners ready for the next phase in life; learner read widely). 


Behaviour and attitudes:

  • High expectations; positive attitudes: show resilience 

  • High attendance and punctual 

  • Positive, respectful relationships: learners feel safe 

Personal development: 

  • The curriculum extends beyond the academic, technical or vocational 

  • The curriculum covers pupil wellbeing 

  • Prepares learners for the next steps 

  • Prepares them for life in modern Britain – British values 


Leadership and Management:

  • Clear, ambitious vision 

  • Improve staff’s subject, pedagogical and pedagogical content knowledge 

  • Aim to ensure all learners finish school: avoid off-rolling 

  • Engage with learners and community 

  • Engage with staff- help manage workload 

  • Protect staff from bullying 

  • Governors: have a clear vision and hold leaders to account; ensure fulfilling statutory duties 

  • Effective and comprehensive safeguarding procedure 


Arrangement for different types of provision 

(This section mainly links to other guidance):

  • Early Years 

  • Non-Association Independent Schools 

  • Schools with early years settings 

  • Schools with sixth forms 

  • Settings with residential and boarding provision 

  • Further education and skills provision 

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