Now enroling/ Perioadă de înscrieri activă
+40 770 103 108
Str. Henri Barbusse nr. 44-46, Cluj-Napoca
08:30 - 16:00
Monday to Friday
There will be a mixture of local and international teachers. We shall produce a rich blend of youth and experience. The most critical matter is that the teachers we employ are good and proven professionals. The teachers appointed will have prior experience of working in international environments and teaching the National Curriculum of England.
44 – 46, Henri Barbusse, Cluj-Napoca, Cluj County, Romania
The annual fee will be 6.050 euro for children throughout KS1-2 and Year 7. This fee will be constructed to include a global price for meals, first uniform and books, in addition to tuition. Only trips and some additional clubs will be added costs.
A school canteen is in operation from the first year, 2015. Children will have the option to bring packed lunch but we shall encourage them to participate in the well planned school food offer. The school will provide fruit and cereal snacks during morning breaks.
Many parents think a full day of school from 8 to 4 pm is too much. Being able to do homework at school would also be a big plus, and something we should actually try to achieve (week-ends can be treated differently).
Children will be received into school from 8.30, with 15 minutes registration (routine setting). Lessons begin at 08:45. There is a 15 minutes morning break, 60 minutes lunch break and a final 10 minutes break in the afternoon, before clubs. Lessons end at 15.00 but there will be a range of clubs, homework groups and extra language options until 15.50.
In primary school, there will be no homework for Reception and Year 1, 20 minutes per week Year 2, 30 minutes per week lower KS2 (year 3 and 4), 40-60 minutes per week upper KS2 (year 5 and 6). These are the recommended national prescriptions in England. Year 7 students will receive a maximum of 40 minutes homework daily.
Romanian, Hungarian and German, French, Japanese lessons (2 per week) will be scheduled – the activities planned will follow what the students learn in literacy, maths and science. We shall look at options for building other language lessons into the afterschool timetable. It is to be encouraged to have parents offer their own voluntary skills service in these hours, alongside the regular teachers.
There will be parents meetings – one with all parents at the beginning of the school year, to explain the programme the students will follow.
Individual meetings will be scheduled in mid- September, after the initial assessment; at the end of November, progress reports are to be issued and individual parents meetings to be scheduled. End of year reports are to be issued in mid-May, followed by individual parents meetings. Every Friday, the students will be writing in their student planner the number of merits, warnings and house points they received during the week. In special cases, communication with parents will be more frequent and will be scheduled upon the teacher’s or parent’s request. Group e-mail at the beginning of the week to keep parents up to date with the main activities scheduled in literacy, numeracy, science, geography and history. Parents will have access to Moodle through the school website and can check on grades and behaviour reports. Student diaries will be a medium for daily written contact.
For every subject, the NC of England provides level descriptors and a time frame (what level should correspond to what age). The level descriptors are included in the reports and the parents informed about them at the beginning of the academic year. All children will possess a Student Profile Folder and children with learning needs will receive individual education profiles (IEP). There are comprehensive scales of progression as part of the national literacy (such as the Oxford Reading Tree) and numeracy strategies. All children are set attainment targets according to their chronological level. These levels are available on the website and will be explained to all parents at start of the year. SATs tests are held at the end of KS1 and KS2. Optional internal tests are held annually but these are all standardized.
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. The only exception to this rule may occur in the Sixth Form population (16-19 years) of the future senior school.
The school will only register children from age 4 (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 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 plan is to open the secondary school in September 2016. However, there will be a mixed Year 7-8 entry group from the first year, 2015. From 2016 there will be the opening of Year 8 and Year 9 classes and Royal School will affiliate to Cambridge International Examinations.
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.
The S4E Founding Members 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.
All our classrooms will be equipped with the latest technologies including Smart Boards, computers and tablets for the children – where appropriate within the learning. Our aim is to develop tech-savvy students and bring an innovative approach to IT learning in the classroom.
For any other non-IT related subjects, our teachers will use a blended-learning approach through a mix of face-to-face and online means to ensure the best engagement and motivation as well as improving the quality of the teaching received.
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