Three Year
StrategicPlan2020-2023

Three Year Strategic Plan 2020-2023

Contents

02

Section One:

Preamble										

`Page 04

Section Two:

The Strategic Plan – Priorities, Focus Areas and Commitments				Page 06

Section Three:

Review and Evaluation									Page 19

Three Year Strategic Plan 2020-2023

03

Three Year Strategic Plan 2020-2023

PREAMBLE
Strategic Intention - “From one of the best schools in Japan to one of the best schools globally”.

04

Learning

Identity

Inspiring young minds with exceptional opportunities

Demonstrating confidence in who we are and our place in society

Community

Infrastructure

Celebrating individuality and collective responsibility

Ensuring organisational strength to support students’ education

The British School in Tokyo (BST) is a
vibrant learning community where we seek
to inspire students through exceptional
opportunities, and where a commitment
to excellence in teaching is prioritised.
We work together as a school community
harnessing our considerable expertise,knowledge and energy to ensure students aresupported to achieve their personal best.

We have many strengths on which tobuild - a talented teaching staff who arecommitted to their profession, high-achieving
students who are eager to learn, an
accomplished and supportive parent bodyplus strong external partnerships. We arecommitted to building on our remarkablehistory in Japan and harnessing our strengths
to shape the next successful chapter of BST.

Not satisfied with being one of the best
schools in Japan we are embarking upon a
project that will ensure that BST becomes oneof the best schools globally. The school will
be a leader in British and international
education, preparing students to contributeto, and succeed in, a complex and uncertain
world.

The priorities, focus areas andcommitments in the Strategic Plan animate
our Strategic Vision and provide direction for
at least the next three years. The Plan
represents a roadmap for an ambitious futureforged by collective endeavour. Our work
will be enhanced by a commitment tomeasuring our progress rigorously, sharing
outcomes transparently, engaging honestlywith any challenges that our evaluations
reveal, and using that information to
improve. As such the Strategic Plan is a
fluid and dynamic document.
The Strategic Plan dovetails with preparations
for the opening of the new primary school
campus at Toranomon Azabudai in September
2023 and operational planning for the use of
the increased space for the secondary schoolat the Showa Women’s University (SWU)
campus. A separate detailed Operational Plan
guides the primary school’s preparations formoving to Toranomon Azabudai and thesecondary school’s evolution after that.

Three Year Strategic Plan 2020-2023

05

Three Year Strategic Plan 2020-2023

Strategic Priority: Learning
Focus Area

Strategic Commitments

Excellencein Teaching

To implement the school’s new Teaching Framework from Nursery to Year 13.

2020-2021

To implement the school’s new Teacher Professional Standards in primary and secondary and to ensure this is used meaningfully as part of
the new Teacher Professional Development Process.

2020-2021

To ensure a breadth of data is available to enable evidence based discussion about the quality of learning and teaching.

2020-2021

To support the Learning Leadership Teams in primary and secondary to develop innovative practice within their departments and teachingteams.

2020-2022

To provide cross school development training to all staff in concept based approaches to teaching and learning.

2020-2022

To ensure the ongoing evaluation of teaching and learning through targeted team reviews and a systematic approach to lesson walkthroughs and teacher feedback.

2020-2022

To align the professional development of staff with the school’s teaching and learning priorities in the areas of challenge for all, concept
based learning and aspects of the new BST Learner Profile.

2020-2022

To invest in quality continuous professional development for staff through school training and opportunities provided by school to school
networks in Japan and globally.

2020-2022

To develop a model for professional coaching throughout the school.

2020-2022

To embed the new Senior Leadership structure with a focus upon the academic and pastoral needs of each Key Stage.

2020-2022

To implement BST’s new Learner Profile from Nursery to Year 13.

2020-2021

To establish a Cross School Teaching and Learning Group led by the Cross-School Development Leader and ensure that it drives thedevelopment of the Learner Profile consistently across the school.

2020-2021

To support teaching teams across the school with targeted training and professional development that has a focus upon areas of the Learner
Profile and Teaching Framework.

2020-2021

To inform the wider community through workshops and forums on the importance of the Learner Profile and Teaching Framework.

2020-2021

The BST
Learner
Profile06

Priority Year(s)Three Year Strategic Plan 2020-2023

Strategic Priority: Learning
Focus Area

Challenge
and Support
for all
Learners

Strategic Commitments

Priority Year(s)To ensure the Learner Profile is used explicitly in team planning documents, lesson planning and in the school’s language of learning.

2021-2022

To ensure the school’s professional development communities focus on the development of key aspects of the Learner Profile.

2021-2022

To develop assessment, recording and reporting methods which aid the implementation of the Learner Profile and support students toreflect meaningfully on their learning.

2021-2023

To provide teachers with training in approaches to challenging all students in their learning and with a specific focus upon the most able
through training provided by associates of the Gerric Centre of the University of New South Wales.

2020-2021

To create a team of “challenge champions” across the school lead by the whole school Challenge Coordinator with the aim of developing
opportunities within teaching teams to identify highly able students and to extend all learners at BST.

2020-2021

To create a whole school Student Support Services team (Learning support, English as an Additional Language, Counselling and MedicalCare) which demonstrates a multidisciplinary approach to meet students Individual Needs.

2020-2021

To create a whole school Student Support Services register which clearly identifies student number and student need, to ensures a Team
Around the Child (TAC) approach is formed for students with co-occurring challenges.

2020-2021

To create community facing programmes / workshops/ forums that identify areas of support which promote parents as partners within
Student Support Services.

2021-2022

To define the nature of appropriate challenge for all students at BST.

2021-2022

To draft and successfully implement the school’s new Challenge Policy and approach across the school.

2021-2022

To enhance extra-curricular provision for enrichment and challenge.

2021-2022

To pilot a stage not age approach in targeted areas of the primary Key Stage 2 and secondary Key Stage 3 curriculum.

2022-2023

To ensure that Student Support Services operate a vertically aligned system of provision, linked to a response to intervention model, for all
students from Nursery to Year 13, with appropriate resources, rooming and staffing in place to meet individual and cohort need.

2022-2023

07Three Year Strategic Plan 2020-2023

Our strategic agenda for 2020-2023 is clearly ambitious and of pivotal importance for the long-term future of the school.
The extent of our success will depend upon the support, energy and skills of all members of the BST community.

Strategic Priority: Learning

08

Focus Area

Strategic Commitments

Priority Year(s)Curriculum
Innovation

To devise and implement a new whole school Language Policy which provides choice while supporting the development of Japanese at a
range of different levels.

2020-2021

To review the curriculum framework and structure in primary and secondary to ensure appropriateness of the school’s provision andsynergy with the development of the new BST Learner Profile. A specific focus upon transition points throughout the school, and EYFS/KeyStage 1, Key Stage 2 and 3 curricular.

2021-2022

To map and articulate the school’s curriculum vertically and horizontally from Nursery to Year 13.

2021-2023

To develop an alternative curriculum pathway with a select number of applied courses taught in Years 12-13.

2021-2022

To achieve a consistent assessment philosophy across the school where data for learning is used effectively. Tracking systems from year toyear and stage to stage are robust and well used. Conversations about learning throughout the school are data informed.

2021-2022

To provide students in primary and secondary with more opportunities for choice, independence and self-directed learning.

2022-2023

To evolve the curriculum in both primary and secondary to become more interconnected. Specifically, to include more opportunities foroverarching concepts and big ideas.

2022-2023

To appoint a cross school Information Literacy Teacher to deliver bespoke information literacy and critical evaluation courses for upperprimary and secondary learners.

2022-2023

To ensure the timetable in both primary and secondary is adapted to optimise the development of the new Learner Profile and revised
curriculum structures.

2022-2023

To develop a BST Diploma for students to be awarded at the end of primary and secondary. The Diploma to recognise the holistic nature of
a BST education and to celebrate students’ curricular and co-curricular involvement in the life of the school.

2022-2023

To plan for the establishment of a technology curriculum in secondary and primary from September 2024 onwards.

2022-2023

Three Year Strategic Plan 2020-2023

Strategic Priority: Learning
Focus Area

Strategic Commitments

Learning
Outdoors

To ensure BST’s outdoor learning programme dovetails with the development of the BST Learner Profile explicitly. An emphasis placed upontransferable skills in primary and secondary.

2020-2021

To establish an Outdoor Learning Cross School Development Group with the aim of ensuring a spiraling and progressive set of experiences
for learners throughout the school.

2020-2021

To appoint a cross school Outdoor Learning Coordinator responsible for the systematic development of the BST programme from primary
into secondary.

2021-2022

To systematically integrate the natural environments into the primary curriculum. This has been facilitated by prioritising professional
development sessions, collaborative planning with colleagues and development of the outdoor provision where possible.

2021-2022

To reevaluate the feasibility of establishing a BST outdoor education campus outside Tokyo.

2022-2023

To ensure BST provides continuous learning during periods of enforced campus closure due to a national or city wide emergency through arobust and responsive online approach.

2020-2021

To articulate a vision for the use of learning technology at BST.

2020-2021

To establish a Learning Technologies Cross School Development Group under the leadership of the Cross-School Development Leader.

2020-2021

To develop and implement an action plan for digital literacy and the use of learning technologies across the school.

2021-2022

To ensure a forward thinking digital infrastructure is in place to facilitate global collaboration. Specifically, to investigate and evaluate thefeasibility of a permanent virtual BST curriculum accessible worldwide – “BST GLOBAL”. To link “BST GLOBAL” with partner projects in the
United World Schools (UWS) network.

2021-2023

Learning
Technology

Priority Year(s)09Three Year Strategic Plan 2020-2023

Strategic Priority: Identity
Strategic Area

Strategic Commitments

Values in
ActionTo launch and implement the school’s revised and updated Guiding Statements.

2020-2021

To establish a mechanism by which the school’s new Guiding Statements are reviewed every three years to ensure alignment with theschool’s development needs.

2020-2021

To ensure the school’s Guiding Statements are known by all stakeholder groups and are referenced in school documentation, life andculture.

2020-2023

To ensure that the school’s revised Guiding Statements provide clear direction and inform decision making, planning and discussions at
each level of the school’s operation.

2020-2023

To use the Council of International Schools (CIS) accreditation process as a vehicle for school self-evaluation and external validation
against the Guiding Statements.

2021-2022

To maintain positive and mutually supportive relationships with our key partners at Shibuya Junior & Senior High School (SKG), Showa
Women’s University (SWU) and Mori Corporation through regular meetings at school leadership and Board level.

2020-2021

To complete a feasibility study and action plan for the establishment of a technology curriculum and hub at the Showa campus with theaim of introducing an integrated technology curriculum into years 7-13 from September 2024 onwards.

2020-2022

To work with our partners at SWU with the aim of planning for the growth of the secondary school after the primary school’s move in theautumn of 2023. Explicitly exploring the viability of establishing a distinct and new BST Senior School (Year 12 and Year 13) facility at the
SWU campus.

2020-2023

To establish an annual programme of school-to-school projects with SKG and SWU Junior High School. Student Councils and leaders
taking the lead in running one annual collaborative project with each school per year.

2020-2021

To establish a reciprocal Japanese and British cultural studies course with SWU for BST senior students and SWU undergraduates. The
course to be taught jointly by BST and SWU teachers.

2021-2022

To launch “BST GLOBAL” with our partner schools at UWS.

2022-2023

Partnerships

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Priority Year(s)Three Year Strategic Plan 2020-2023

Strategic Priority: Identity
Strategic Area

Strategic Commitments

Accreditation
and Networks

To have achieved Federation of Overseas British Schools in Asia (FOBISIA) accreditation with staff and students maximising the benefits ofmembership.

2020-2021

To have completed the Council of Overseas British International Schools (COBIS) elite Patrons’ Accreditation process.

2020-2021

To continue to actively participate in the Japanese Council of International Schools (JCIS) network and maintain strong ties with British
institutions in Japan.

2020-2021

To complete the preliminary and self-study stages of the CIS accreditation process. The outcomes of the process to inform a new planning
cycle for the school.

2021-2022

To evaluate the benefits of becoming a Round Square School as an enhanced element of BST Outdoors.

2021-2022

To evaluate how the school currently develops international mindedness and where this can be enhanced or further developed.

2020-2021

To launch the school’s new commitment to international mindedness with the community.

2020-2021

To establish more opportunities for celebrating the cultural diversity of the school.

2020-2021

To develop and articulate a new Languages Policy for the entire school that guarantees access to a broad range of languages but alsoprioritises Japanese language development at different levels.

2020-2021

To ensure that curriculum planning documents across the school include explicit reference to opportunities for developing international
mindedness.

2021-2022

To develop opportunities within the curriculum at primary and secondary level for citizenship to be taught within the context of Japaneseand British society.

2021-2022

To increasingly use Tokyo and Japan and as a resource for intercultural learning within the formal and informal curriculum of the school.

2021-2022

To introduce Global Perspectives as an examined course in Years 10 and 11.

2022-2023

International
Mindedness

Priority Year(s)11Three Year Strategic Plan 2020-2023

Strategic Priority: Community

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Strategic Area

Strategic Commitments

Priority Year(s)Wellbeing

To establish a Wellbeing Cross School Development Group to act as wellbeing champions.

2020-2021

To create and implement an action plan for community wellbeing via the Cross-School Development Group.

2020-2021

To implement professional training in the “Five Ways of Wellbeing” for all staff and with a focus upon cross school representatives.

2020-2021

To ensure that whole school professional development with a focus on wellbeing is happening regularly with sessions related to the “FiveWays of Wellbeing”.

2020-2021

To ensure a consistent approach to safeguarding systems and processes across the school.

2020-2021

To articulate a clearly defined vision for wellbeing at BST and to ensure this is implemented into every day school life based upon the“Five Ways of Wellbeing”.

2020-2022

To establish a working party including staff and parents to develop the school’s understanding and approach to gender diversity. The
group to develop recommendations for consideration by the Senior Leadership Team and an action plan for implementation.

2020-2022

To ensure wellbeing forums and workshops for parents are being facilitated for parents as part of the school’s parent forum schedule.

2021-2022

The wellbeing curriculum has been mapped across the school with the view to developing a spiraling approach to key concepts andthemes for students.

2021-2022

To respond to a full review of the school’s child protection procedures undertaken by International Child Protection Agency (ICPA) andrecommendations addressed.

2021-2022

To ensure a proactive cycle of safeguarding training for the whole community including support staff is in place.

2021-2022

To systematically review the school’s health and safety, risk assessment, emergency and crisis management procedures to ensure clarity
and alignment with international standards.

2021-2022

To ensure an emergency lockdown policy has been devised and is in place for both campuses.

2021-2022

Three Year Strategic Plan 2020-2023

Strategic Priority: Community
Strategic Area

Strategic Commitments

Celebration ofAchievement

To develop a culture of recognition for achievement in all its forms across the school.

2020-2021

To establish annual awards ceremonies in primary and secondary. To include achievement in a range of contexts and by different learners.

2020-2021

To prioritise the use of assemblies and weekly communications to the community as a means of celebrating achievement of students andstaff.

2020-2021

To fully develop further opportunities to showcase students learning and participation across the school.

2021-2022

To establish a school scholarship programme to recognise academic, sporting, creative and overall achievement by students in bothprimary and secondary.

2021-2022

To maximise interactive technology to allow for off campus participation in school events, forums, workshops and parents’ evenings.

2020-2021

To use focus groups and one on one interviews to gather in-depth knowledge of the BST community and open up conversations more
broadly and to create alignment in thinking.

2020-2021

To ensure parental engagement in the life of the school is maximised through a bilingual communication strategy, a revised Alumni
approach and development of the School Advisory Committee (SAC) and Parent Teacher Student Associations (PTSA) as channels ofcommunication.

2020-2022

To facilitate Open Days for current and prospective parents in both phases of the school.

2021-2022

To embed an annual calendar of parent forums across the school.

2021-2022

To establish in both primary and secondary parent teaching and learning discussion groups chaired by members of the SLT.

2021-2022

To ensure extracurricular provision across the school has been enhanced with more and varied opportunities for students at all ages.

2021-2022

To link where possible the extracurricular programme at the school to the development of the Learner Profile and the BST Student
Diplomas.

2022-2023

Engagement andInvolvement

Priority Year(s)13Three Year Strategic Plan 2020-2023

Strategic Priority: Community
Strategic Area

Strategic Commitments

Engagement andInvolvement

To ensure equity of contribution to the enhanced extracurricular programme by all staff.

2022-2023

To develop a culture of community responsibility and service throughout the school. Specifically, to ensure that each section of the school
has one significant community project each year.

2022-2023

To establish an integrated annual summer school at BST with the aim of integrating the school’s service providers, sports club affiliations
and elements of BST Outdoors.

2022-2023

To ensure that Student Councils in both primary and secondary are identifying meaningful legacy projects for completion each schoolyear.

2021-2022

To support the primary and secondary Student Councils in taking the lead in developing collaboration days with our partner schools at
SKG and SWU – one collaboration each year.

2021-2022

To support the primary and secondary Councils in meeting twice a year to share ideas on their legacy projects.

2021-2022

To ensure students are taking a more active role in leading school events. Events hosted by the Head Students and members of bothStudent Councils include the Spring Fair, school concerts and assemblies.

2021-2022

To ensure students are used as part of the learning walk methodology of evaluating lessons in primary and secondary and taking anactive part in senior staff recruitment.

2021-2022

To support senior school students in leading some targeted activities for younger learners with staff in a supporting role.

2021-2022

To review and adapt as necessary Behaviour Management, Rewards and Sanctions Policies in the primary and secondary schools toensure clarity and consistency of approach.

2020-2022

Professional development for staff has been prioritised to ensure clarity and consistency in relation to the primary and secondary school’s
behaviour management approach.

2020-2021

To ensure behaviour expectations for school assemblies, break and lunch have been clearly communicated and adhered to. All staff andlearners have been involved in this process.

2020-2021

Student Voice

Expectations

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Priority Year(s)Three Year Strategic Plan 2020-2023

Strategic Priority: Community
Strategic Area

Strategic Commitments

Priority Year(s)To ensure uniform standards are high and a shared sense of pride in individual and collective appearance is prioritised.

2020-2021

To prioritise a culture of positive respect from and for all members of the community through various channels of communication andengagement.

2020-2021

To review the current school uniform in both sections of the school and introduce a new uniform for primary in advance of the move tothe new campus.

2021-2022

To develop approaches to restorative practices as part of the wellbeing agenda. These approaches feature strongly in the school’s revised
Behaviour Policies.

2021-202215

Three Year Strategic Plan 2020-2023

Strategic Priority: Infrastructure
Strategic Area

Strategic Commitments

Facilities andResources
Development

To evaluate the usage of the school’s sports facilities at Nagasawa to ensure maximum utilisation by the school community and its
partners.

2020-2021

To conduct and respond to a short and long term rooming analysis at the Showa campus with the aim of maximising the utilisation ofcurrent space for learning.

2020-2021

To complete a feasibility study and an action plan for a new BST Senior School facility post 2023.

2020-2022

To draft a site management plan for both campuses to meet the long term learning and wellbeing needs.

2021-2022

To create an action plan for a technology hub at the Showa campus for secondary students from 2024 onwards.

2021-2022

To draft and effectively execute the Operations Plan for the moving the primary school to new campus site.

2021-2023

To ensure the primary school has been relocated to Toranomon Azabudai and the new campus opened.

2022-2023

To establish an environmental action group including staff, students and parents with the aim of creating an action plan to reduce theschool’s carbon footprint.

2020-2021

To establish a clear understanding of the school’s environmental footprint.

2020-2022

To implement a carbon reduction plan for BST – achieve a clear year on year reduction in the school’s carbon emissions from school
related electricity, food and resources consumption, transportation, against agreed targets.

2021-2022

To work towards a zero-waste culture at BST with a substantial reduction in non-degradable waste.

2021-2023

To provide opportunities for curriculum integration of the school’s environmental and sustainable goals.

2022-2023

Sustainability

16

Priority Year(s)Three Year Strategic Plan 2020-2023

Strategic Priority: Infrastructure
Strategic Area

Strategic Commitments

Communicationand MarketingTo evaluate the school’s current internal and external communication and marketing approaches and draft an action plan for immediate
development. To include:•
Streamlining the use of email•
One school calendar•
Consistent approach to the use of social media•
A bilingual approach to communication•
Introduction of an annual report, school prospectus, curriculum booklets and a new weekly newsletter•
Revamp and refresh the school’s website•
Maximising use of the Parent Portal

2020-2022

To implement a new Communications Policy (internal and external) and Marketing Strategy for the entire school.

2021-2022

To ensure online methods for forums, workshops and reporting to parents are being utilised judiciously across the school by staff, SLT and
the Board of Trustees.

2022-2023

To implement a new Human Resources and Recruitment Management System.

2020-2021

To conduct and respond to the recommendations of an external review of the Business Group structure and staffing.

2020-2021

To continuously refine the school’s emergency procedures. In particular, the school has ensured that campus evacuation sites have beentested fully.

2020-2021

To review the implementation of the new Human Resources and Recruitment Management System.

2021-2022

The school’s calendar has been reviewed and major recommendations considered and implemented if appropriate.

2021-2022

Systems andadministration

Priority Year(s)17Three Year Strategic Plan 2020-2023

Strategic Priority: Infrastructure
Strategic Area

Strategic Commitments

Development
andAdvancement

To establish a Development Subcommittee of the Board of Trustees.

2020-2021

To enact the Development Committee’s strategy and action plan for development funding.

2020-2021

To rebrand and relaunch the school’s Giving website.

2020-2021

To launch the public phase of BST’s funding strategy synchronising with discussions regarding the BST Senior School and Technology Hub.

2021-2022

To build a sustainable annual fund or the long-term development of facilities including the BST Senior School and Technology Hub.

2021-2023

To cultivate and maintain a culture of philanthropy.

2021-2023

To review and redraft if necessary the school’s admissions policy to align with the development agenda.

2021-2023

To implement the new Performance Development Process for Teachers and Teaching Assistants.

2020-2021

To conduct a full review of education and business staff remuneration, responsibility allowances and contracts and respond to the major
outcomes as necessary.

2020-2021

To review the middle leadership structure throughout the school.

2020-2021

To implement the new Rules of Employment for local and overseas hired staff.

2020-2021

To implement a new policy and tracking system for staff professional development in both the education and business teams.

2021-2022

To evaluate the new Leadership Team structure to ensure it meets the evolving needs of the school. Evaluating the impact in particularupon the development of teaching, learning and curriculum priorities.

2021-2022

To assess the staffing needs of the school and implement changes as necessary in advance of the new campus opening.

2021-2022

Staffing andTraining

18

Priority Year(s)Three Year Strategic Plan 2020-2023

REVIEW ANDEVALUATION
Our planning and review process is guided
by our values, mission and vision andsteered towards long term whole school
aims. As we seek to achieve these aims, we
identify development areas, and articulatealigned commitments, to grow theconditions for purposeful learning at BST.
Thus, our planning process is hierarchical,
progressive and accountable as below.
Underpinning the Strategic Plan are
annual Development Plans in the primaryand secondary sections of the school, as
well as subject and Year Group Team Action
Plans. The Strategic Plan builds upon thestrategic priorities of the previous plan andseeks to highlight the next significant steps
in the evolution of the school. The Strategic
Plan is a fluid and dynamic document. It is
likely to be adjusted over the three years as
an outcome of the CIS self-study process
and in response to the developing needs of
BST learners and the broader educationallandscape in Japan and regionally.

The cross-school development groups arealso key to enacting the school’s vision andreviewing our progress throughout the three
years. The cross-school development groups
for teaching and learning, learningtechnology, wellbeing and outdoor
education meet periodically throughout
the year and comprise staff from theprimary and secondary sections of theschool. Additionally, parents and students
will participate in these groups as
appropriate throughout the year.

Development Hierarchy

Frequency of Review

Reviewed by

Accountable to

BST Guiding Statements

3 years and annual agility checks

Mission and Vision Group andSenior Leadership Team

Board of Trustees

BST Strategic Plan

3 years and annual agility checks

Senior Leadership Team

Board of Trustees

Primary and Secondary
Development Plans

AnnualPrimary and Secondary Learning
Leadership Teams

Senior Leadership Team

Subject and Year Group Team
Action Plans

AnnualTeaching Teams

Learning Leadership Team LineManager19

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