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Special Educational Needs (SEN)

At Samakee, we place great importance on identifying special educational needs (SEN) early so that we can help children as quickly as possible. Once it has been decided that your child has SEN, staff working with your child take into account the Samakee SEN Policy. The policy describes how we help children with special educational needs at Samakee through a step-by-step or graduated approach.

Our graduated approach recognises that children and young people learn in different ways and can have different kinds or levels of SEN. So increasingly, step-by-step, specialist expertise is brought in to help our school with the difficulties that a child may have.

If your child does not seem to be making enough progress or needs a lot more extra help, the school may contact parents so that an assessment can be carried out for your child by a Developmental Paediatrician at Merak Clinic. This is only required for a very small number of children and is only necessary if the school cannot provide all the help that your child needs. It is usually only required for children who have the most significant and long-term special educational needs which need a very detailed assessment.

The approach may include:
an individually-designed learning programme
extra help from a learning support assistant who may be assigned to your child. This occurs if it is decided by the multidisciplinary team that your child is unable to access the curriculum independently. The decision is reached and agreed on by all people working with the child.
being taught individually or in a small group for regular short periods
drawing up a personal plan in liaison with Merak and or our Inclusion Leader, including setting targets for improvement, regular review of progress before setting new targets.
Merak HomeSchool meetings with parents, carers, Merak therapists and teachers who work with your child.

Meet the Teachers

The image shows two young women engaged in conversation in what appears to be a classroom or educational setting, with a whiteboard and various educational materials visible in the background.
St. Andrews Samakee : Caring Mentors

Beyond qualifications, our teachers act as caring mentors, utilizing small child-teacher ratios to ensure every student feels secure and supported. They are committed to recognizing, fostering, and celebrating the unique talents of every child.

A group of people, some wearing colorful clothing, are gathered around a table examining various items on display.
St. Andrews Samakee : Dedicated to Excellence

Our staff are friendly, dedicated, fully qualified, and experienced professionals who bring passion and expertise to every classroom. They are the driving force behind our commitment to high-quality British-style education.

Teachers have excellent subject knowledge. Lessons are well planned, and teachers use creative and stimulating resources to develop skills and understanding. Consequently, lessons are interesting and engaging. For students of all ages, from play based learning in early years to students in Year 9, teachers provide learners with a range of choices. They also ensure a good balance between teacher input and students actively learning.

- ISQM Visit Report, May 2024

 

 

 

 

 

 

 

 

 

Monica Sudhirak
Headteacher

I am very proud to have been the headteacher at St Andrews International School Samakee since our opening in 2000 and delighted that Samakee is recognised for the wonderful standard of inclusive education we provide.

Samakee has been awarded gold accreditation status during four consecutive inspections, 2012,  2015, 2018 and the last in May 2023. OUTSTANDING in all areas awarded by EDT and BSO is a fantastic achievement and could not have been accomplished without our school community’s strong support and commitment.  

In my 40 plus years in teaching, I have worked as a headteacher at four different schools and was head of Bangkok Patana’s Early Years Unit for many years and the founding head of the first St Andrews School in Thailand. After graduating from Brighton University in the U.K., I have specialised in early years education and, in particular, recognise the importance of play as a context for young children’s learning. I have also been a speaker and workshop presenter for the Thai Schools of Excellence Programme and involved in curriculum development and teacher training in Thai Schools. 

First School & Middle School Teachers

Upper School & Specialist Teachers