There is a rich mixture of local and international, youthful and experienced teachers. The most critical matter is that the teachers we employ are good and proven professionals. The teachers appointed have prior experience of working in international environments and teaching the National Curriculum of England. All teachers are to be Cambridge certified in their respective fields of expertise.
44 – 46, Strada Henri Barbusse, Cluj-Napoca, Cluj County, Romania
Royal School fees are constructed to include a global price for tuition, first uniform, textbooks, and basic equipment in specific subjects. Parents can expect to pay additional fees for food, trips and some additional after school clubs.
Children will have the option to bring packed lunch but we encourage them to participate in the well planned school food offer. A healthy two course lunch, two snacks (fruits and cereals, sandwiches, homemade cakes) are also provided at morning break and afternoon break.
|08h15 to 08h30||Children received into school.|
|08h30 to 08h40||Registration|
|08h40 to 09h30||Period 1|
|09h30 to 10h20||Period 2|
|10h20 to 10h40||Morning Break & Snack|
|10h40 to 11h30||Period 3|
|11h30 to 12h20||Period 4|
|12h20 to 13h10||Lunch (either Lunch from a Catering company, or Packed Lunch, by advance notification)|
|13h10 to 14h00||Period 5|
|14h00 to 14h50||Period 6|
|14:50 to 15:10||Afternoon Break|
|16:00-18:00||Afterschool Clubs not included in Tuition Contracts|
Romanian, Hungarian, German, Spanish and French Mother Tongue speakers (only) will be scheduled twice per week, during the time allotted for Clubs (15h15 to 16h00). Students will follow a programme based on literature, spoken language, speaking and listening skills, as well as writing. Mother Tongue sessions are non-examination and will incorporate a vertical tutoring element with children of different ages present.
Communication is key to the success of any school and in reinforcing the triangle of education (Parents-Student-School). Therefore we take communication very seriously.
There are many opportunities throughout the school calendar to communicate directly with your child’s Teachers and/or Form Tutor. There are initial consultations after the first assessment period (normally late September/early October. There is also a full consultation toward the end of the first term, where progress is reviewed and full academic reports published. In late May/early June there is a further consultation with full academic reports- reviewing the academic year.
In the Primary section of the school you will receive a weekly newsletter for your child’s class which will detail topics/activities covered in the previous week as well as topics/activities in the forthcoming week – areas where you can support.
Students are also issued with planners at the beginning of the academic year and this should also be used to communicate, in written form, details of rewards, sanctions and homework. It is of the utmost importance that planners are checked by all parties and the use thereof is reinforced on a regular basis.
Students with identified specific needs may require higher levels of communication and this is evaluated on a needs basis.
For every subject, the National Curriculum of England provides level descriptors and a time frame (what level should correspond to what age). The level descriptors are included in the reports for Primary aged children up to Year 6 (11 years of age).
From Secondary (Year 7) students reports will contain percentage scores which will represent a whole range of assessments and will be weighted accordingly dependent upon the needs of each subject.
From Year 10 onwards (IGCSE), all students will receive both a percentage score and a grade (A*-G) based upon Cambridge Grade Boundaries.
All children will set attainment targets at the beginning of the academic year and these will be periodically reviewed. Where progress is slower than expected, this will be communicated to parents post haste – as too will be the scenario where students have exceeded their targets.
Students in Years 6 and 9 will write Cambridge Checkpoint Examinations which are a key diagnostic tool, assessed externally. Please note that there is a fee for Checkpoint Examinations which is published on an annual basis.
Students in Years 3, 4, 5, 7 and 8 will be assessed using the Cambridge Progression tests in English, Mathematics and Science. Again these are externally produced examinations, marked internally and analysed externally in order to give a strong sense of where strengths and weaknesses lie.
Yes, there is good access to the location. Line up in the morning from 08.15 – form teachers will bring students into their classrooms. A teacher on duty will guide the latecomers, upon registration at the reception desk. At the end of the day, the teachers will guide the students outside, to be picked up by parents at the agreed time. There will always be teachers on duty.
The school policy states that all classes will have capacity for 20 children. This policy is reviewed annually and in extreme cases for demand, class sizes may grow to a maximum of 22 children, exception reception class where the maximum of children will be 16-18.
The school will only register children from age 4 (the age of the child is calculated at 1st of Sept.)(Reception Class in UK Model). There are good local nurseries, which may become feeder units to Royal School.
Membership of the Board of Governors is by invitation only, but parents, friends who wish to become prospective members may have their names appended to a waiting list. The sitting membership of the Board is reviewed annually, so vacancies may arise. Board members are appointed on the basis of proven good deeds for the school community. Board members may use a single vote on those agenda matters brought to an elected decision. The Board has a clear and tangible constitution.
The Royal School is a community school. This is the essence of the ‘fourth way school’ model. The owner of the school is S4E Foundation and the president of the S4E F. is the legal representative, also Chair of the BOG
Board of Governors ensure the viability of Royal School and its positive impact in the local community. They own the overall vision of the school, champion various activities undertaken by the school as well as challenge and innovate when necessary. No single family or person owns the school.
The Board of Governors is a voluntary support group composed of parents, teachers, and broader community supporters. They have responsability for raising school standards through their three core strategic functions of:
a. Ensuring clarity of vision, ethos and strategic direction;
b. Holding the Headmaster to account for the educational performance of the school and its students; and
c. Overseeing the general performance of the school and making sure to contribute value- added programmes, projects, materials and resources across the whole spectrum of Royal School activity.
The Parents-Teachers-Friends Association (PTFA) is an organisation of parents and staff and broader community supporters. Its role is to encourage closer links between home and school.
PTFAs are best known for their fundraising work, but they have a useful social function too. The PFTA exists chiefly to bring added-value to the learning experience of children inside Royal School by contributing support and resources to the annual events calendar.
These three entities, alongside the teachers work in harmony to ensure the wellbeing and growth of the school and as such define the concept of the Royal School being a community school.
The Royal School is a community school. This is the essence of the ‘fourth way school’ model. The owner of the school is S4E Foundation.
All of our classrooms are equipped with the latest technologies including Smart Boards and Computers- all are used as part of a ‘Blended Learning’ approach to teaching and learning. Technology compliments the learning process but is not the most important resource in the room!
Our aim is to develop tech-savvy students and to bring an innovative approach to IT learning in the classroom.
This approach ensures that there is an appropriate balance between Teacher-IT-Group-Individual learning. This provides for the best engagement and motivation amongst the students as well as improving the quality of teaching.
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