student parent handbook · my name is simone sebban and, as the new head of secondary, i look...

SECONDARY SCHOOL

2016-17

©

&Student ParentHandbook

THE INTERNATIONAL SCHOOL OF MONACO

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Dear Parents and Students,

I would like to take this opportunity to welcome you to ISM’s Secondary School.

My name is Simone Sebban and, as the new Head of Secondary, I look forward to becominga member of the ISM community.

The IGCSE and IB Diploma Programmes, in their conceptualization and academic rigour,seek to develop “inquiring, knowledgeable and caring young people who help to create abetter and more peaceful world through intercultural understanding and respect.” Such is theMission Statement of the IBO, one, which could not be better adapted to the needs of the21st century, and an increasingly globalized world.

The following Handbook is intended to be a practical, informative guide to help youunderstand the daily operations of the Secondary School. It outlines ISM’s Mission Statementand Goals, the IGCSE and IB Curricula, as well as the policies outlining the school’s dailyoperations.

Should you have any questions or concerns, please do not hesitate to contact your child’sHomeroom teacher for years 10 and 11, the IGCSE/IB Coordinators for years 12 and 13 orthe College Counsellor.

I am looking forward to getting to know all of our students, parents and to working with theprofessional staff of ISM. I am certain that the 2016-17 academic year will be anothersuccessful year for ISM.

Sincerely Yours, Simone SebbanHead of Secondary School

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Head of Secondary Unit’s Welcome .................................................................................. 1

Mission statement ............................................................................................................... 4Guiding Principles ............................................................................................................... 5Core Values ......................................................................................................................... 6

ACADEMIC LIFE.................................................................................................................. 7A. The Programmes .......................................................................................................7B. Description of Grades .............................................................................................. 9C. Academic Honesty ................................................................................................ 10D. Assessment Policy ................................................................................................. 11E. Homework Policy .................................................................................................. 13F. Reporting to Parents ............................................................................................. 13G. Guidelines for External Tutors .................................................................................14

STUDENT LIFE ................................................................................................................. 15A. Pastoral Care ......................................................................................................... 15A. Student profile ....................................................................................................... 15B. Dress code ............................................................................................................ 16C. Extra-Curricular Activities ...................................................................................... 18D. University Counselling ........................................................................................... 18

EXPECTATION OF SECONDARY STUDENTS .................................................................. 20A. Code of Conduct .................................................................................................... 20B. Possible Sanctions ................................................................................................. 22C. Anti-Bullying Policy ................................................................................................ 24D. ICT Acceptable Use Statement.............................................................................. 26E. Drug Abuse ISM Policy .......................................................................................... 27

GENERAL ......................................................................................................................... 28A. Organisation .......................................................................................................... 28B. Health .................................................................................................................... 29C. Home and School .................................................................................................. 30D. ISM Parent Profile .................................................................................................. 31E. Director’s Panel ..................................................................................................... 31F. Concerns and Complains Policy ........................................................................... 32G. Prize-Giving and Graduation ................................................................................. 34H. Gifts ....................................................................................................................... 34

PARENTS ......................................................................................................................... 35


We will work with you and your child to do everything we can to ensure thathe/she becomes an academically successful, internationally-minded,caring person and a motivated learner able to communicate effectivelyusing two or more languages and well prepared for the challenges of anever-changing world.

Notre mission est d’assurer à nos élèves une réussite académique etpersonnelle et de leur transmettre un état d’esprit tourné versl’international. Nous développons leur désir de s’impliquer dans ce qu’ilsentreprennent et d’apprendre tout au long de leur vie. Ainsi, ils serontcapables d’assumer leur responsabilité de citoyens dans un monde enperpétuelle évolution.

OUR MISSION

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OUR GUIDING PRINCIPLES

1. STUDENTSChildren’s learning and their well-being will be the focus of all our decisions and activities.We will do all we can to help our students develop their abilities to the highest level of theirpotential.

2. ENVIRONMENT We will provide a physical and intellectual environment, which is nurturing, stimulating,healthy and safe for children and staff, creating an optimal setting for excellence in teachingand learning.

3. CURRICULUM We will choose and develop curricula, which are meaningful, challenging andinternationally recognized, and which provide the academic continuity to support the keyelements of our Mission Statement at each stage of development.

4. ENRICHMENT We will enhance and enrich our students’ learning by actively encouraging and supportingtheir participation in a wide variety of sporting, creative and cultural activities and events,which will develop existing talent and provide opportunities for new experiences.

5. RELATIONSHIPS We will learn to live and work individually and together, cultivating strong, caringrelationships between students, staff and parents, which are founded on integrity, mutualrespect, intercultural understanding and a commitment to peaceful and productiveresolution of conflict.

6. COMMUNICATION Acknowledging the importance of excellent communication skills, we will teach ourstudents to interact and communicate effectively with multiple audiences in more than onelanguage and through a variety of modes.

7. SERVICE We will engage our students in meaningful community service projects, which will lead toreflection and personal growth and where they can demonstrate the school’s values in reallife situations and take an active role in making their world a better place.

8. IMPROVEMENT We will support a process of continual improvement in our school. Recognizing that we livein a changing world, we will regularly assess and reflect on our practices, always strivingto implement better and more effective ways to accomplish our Mission.

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THE SCHOOL’S CORE VALUES

1. Be Caring and Compassionate.

2. Think critically and creatively.

3. Work cooperatively and independently.

4. Be a Team Builder and Leader.

5. Act with integrity and respect.

6. Listen and communicate effectively.

7. Act responsibly, making the right choices.

8. Lead a positive healthy life.

9. Have the Courage to speak up and be counted.

10. Take positive action to make our school, our community and the world a better place.

11. To be Internationally Minded


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The Secondary School, during its four-year cycle (class 10 - class 13), prepares students forthe following academic programmes, under two internationally recognized organisations:

1. The International General Certificate of Secondary Education (IGCSE), which isadministered by Cambridge International Examination (CIE), part of the University ofCambridge in the United Kingdom. This is a 2-year course.

2. The International Baccalaureate Diploma (IB Diploma), which is administered by theInternational Baccalaureate Organization (IB). This is a 2-year course.

The IGCSE is a two-year programme (Years 10 and 11) leading to individual subjectcertificates which are internationally recognized. Students follow the IGCSE syllabus and atthe end of Year 11, sit examinations which are set and graded by the CIE.

The programme encourages:

• The development of oral, written and practical skills• An investigative approach• Problem-solving• The application of skills, knowledge and understanding

The IGCSE programme provides a solid academic base for the subsequent IB DiplomaProgramme in Years 12 and 13. In addition, the results of the final IGCSE examinations assiststudents in determining their choice of IB subjects to be pursued in the IB DiplomaProgramme.

The IB Diploma Programme, for students aged 16 to 19, is an academically challenging andbalanced programme of education which prepares students for success at university and inlife beyond.

The Diploma Programme involves six subjects and candidates select one from each of thesix subject areas below. They choose three the “Higher” level, the others at the “Standard”level.

• Group 1: Studies in Language and Literature• Group 2: Language Acquisition• Group 3: Individuals and Societies• Group 4: Sciences• Group 5: Mathematics• Group 6: The Arts; or a second subject from either of groups 2, 3 or 4.


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In addition to pursuing these subjects, all Diploma Programme students complete threecompulsory core elements that are essential to the philosophy of the programme: theExtended Essay, Theory of Knowledge (TOK) and Creativity, Activity, Service (CAS).

• Extended Essay (some 4,000 words). Students undertake a piece of original researchinvestigating a topic of special interest.

• Theory of Knowledge is a required course of 100 hours, over the two years, thatstimulates critical reflection upon the knowledge and experience gained inside andoutside the classroom.

• CAS (Creativity, Action and Service) is a fundamental part of the Diploma Programmeand involves completing 150 hours of activities. Students participate in a wide variety ofCAS-appropriate personal projects, such as theatre productions, musical interests andsports and community service activities.

Requirements for entry to the full IB Diploma Programme:The IB Programme is suited to highly motivated students who show a positive work ethic andregular attendance. The Programme is demanding and rigorous and for entry, students mustsatisfy the ISM entry requirements, which are as follows: A* to C grades in at least 5 IGSCEexams (or equivalent), including English Language and Literature, one other Language,Mathematics, a Science and a Humanities subject. A realistic IB profile is a requirement forentry to the full IB Diploma Programme.

Following completion of the two-year programme, students undertake examinations set andassessed by the IB, which take place in May of their final year (Year 13).

3. The ISM Diploma /IB CertificatesThe ISM Diploma Programme is for students who show a satisfactory work ethic and regularattendance, but who do not have the academic profile to be able to successfully undertakethe full IB Diploma.Generally, students study at least four IB subjects. They also complete activities under theprogramme of Creativity, Action and Service (CAS). During the first semester of Class 12,there is continuous school based assessment and a review of the students’ progress.


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The grade descriptors outlined below are those used at ISM. They are based on theInternational Baccalaureate system.

Grade 7: is a mark of distinction. This grade is reserved for students who consistentlyproduce excellent work that shows originality, genuine understanding andinsight. The grade 7 demonstrates truly outstanding achievement.

Grade 6: is a mark of high merit. Grade 6 students complete assignments with care andaccuracy. Work shows originality, insight and understanding at a high level.

Grade 5: represents good achievement. Student assignments demonstrate goodunderstanding, if not originality. Assignments are completed with care andaccuracy.

Grade 4: signifies a pass. Students display reasonable understanding of the course workand are meeting the objectives of the course.

Grade 3: indicates that the student is either finding the coursework difficult, producingwork that does not show a reasonable level of understanding, or is not fulfillinghis or her potential. The teacher will make clear which the case is in a writtennarrative.

Grades 2 and 1: represent progress that is unsatisfactory and are considered “failinggrades.” They may reflect a lack of effort and failure to completeassignments properly or too high a level of difficulty for the student. Awritten teacher narrative and parent teacher conference will clarify thecause.

Letter L: next to a grade indicates that the student is currently studying English as asecond language and assignments, and the marking of assignments, may havebeen modified.

NG: indicates that the student may have recently joined the school or teaching groupand completed insufficient assignments for a grade to be awarded.

INC: signifies Incomplete. Assignments have not all been completed. This grade willbe changed to a 1 unless outstanding assignments are handed in within anagreed time limit.

Specific subject criteria, which are more detailed, are available from subject teachers.

Note that when classes are taught by levels, the grading is relative to the level at which thesubject is being studied.


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Academic honesty is an essential ethical principle both of ISM and in relation to theexpectations of IB world and IGCSE standards. All stakeholders of ISM (including studentsand parents) are expected to act responsibly and ethically in relation to the presentation ofany academic material submitted for marking and assessment. ISM undertakes to promotegood practice and to sanction those deemed guilty of academic misconduct.

Academic MisconductThe definition of academic misconduct of the International Baccalaureate Organisation is asfollows:‘Academic misconduct is a behaviour that results in, or may result in, the student or anyother student gaining an unfair advantage (or a behaviour that disadvantages otherstudents) in one or more assessment components.’ (Academic Honesty in the DiplomaProgramme 2016)

Categories of ‘academic misconduct’ in the IB are defined as follows:

If students are found to have been dishonest in the completion of academic work of whatevernature, the school will regard this as malpractice and appropriate sanctions will be applied,which will include the awarding of zero for the work. The IB organisation states: ‘Be awarethat a breach of IB regulations will have serious consequences.’Appropriate sanctions will also be applied where students have been dishonest in thecompletion of internal assignments, tests and examinations.

The academically honest student:DOES

• document source material in a formal and appropriate manner• use direct quotation appropriately• understand the concepts of plagiarism, collusion and misconduct in examinations• understand the consequences of any or all of the above• acknowledge explicitly and appropriately help provided by another person

DOES NOT• copy the work of other students• give another student his/her own work to copy• use notes during a test unless allowed by the teacher and permitted by the examinationrules

• do homework for another student• present material written largely by another as his/her own, including the work of anexternal tutor

• make inappropriate use of external tutors (See ‘Guidelines for External Tutors’)• obtain and submit pieces of writing written by someone else• write essays for other students• present artistic or creative work in any medium that has literally been reproduced exceptin a manner allowed by the teacher or permitted by the examination rules


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Consequences of Malpractice or Academic Misconduct

Students involved in academic misconduct as defined in this document will receive no creditfor the assignment and the student may be withdrawn from the course with the IBO. If thestudent is a Full Diploma candidate, this may result in the removal from the IB Diploma courseof study. The student may be placed on the ISM Diploma course of study. Resubmission ofthe assignment will not normally be permitted and internal ISM sanctions will also apply.Students involved in academic misconduct in the context of internal assignments, test andexaminations, will be subject to internal ISM sanctions.

It should be noted that the school has software at its disposal which assists in the detectionof plagiarised material.

ISM believes that assessment allows students to be active participants in their continuedlearning and teachers to be accountable for the learning opportunities they provide forstudents.

Principles of Assessment

• Assessment should be a supportive and positive process that is used to improvelearning and teaching.

• Assessment should be an integral part of the written curriculum and the school’sprogramme of instruction.

• Assessment should be based on a variety of different sources of evidence, strategiesand tools, and not confined to a single ‘testing’ method

• Assessment methods should be both formative (providing information to the learner tohelp him/her improve), and summative (recording attainment).

• A variety of assessment techniques should be used which are sensitive to differentlearning styles and the diversity of the school’s population.

• Assessment should provide students, teachers and parents with feedback and evidenceto evaluate the learning process.

• Assessment methods should be fair, transparent and free from bias. They should bevalid and linked to defined standards.

• The IB learner profile should play an important role in defining and assessing attitudesand approaches to learning.

• Student and teacher reflection is an important and essential part of the assessmentprocess.

• Assessment allows the school to monitor the effectiveness of programmes and providesdirection for development for teachers, students and parents.

• Reporting of progress to parents and students should be honest reflecting progress,achievement and effort.

The assessment component in the ISM curriculum can be divided into:

1. ASSESSING – how we discover what students know and have learned2. RECORDING – how we choose to collect and analyse data3. REPORTING – how we choose to communicate information


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Rationale for assessment

ISM assesses in order to:

• Assess the effectiveness of the environment on the student’s learning• Enhance and extend the student’s learning• Monitor student progress• Inform curriculum review• Determine the effectiveness of teaching

Assessment Practices

Details of assessment practices which teachers are expected to follow are contained in theindividual Departmental Handbooks. ISM Handbooks are published according to subject orfaculty as follows:

• English• Mathematics• Modern Languages• Science• Social Sciences/Humanities• Physical Education• Performing Arts

Assessment practices in all subject areas are documented as relevant to IB, IGCSE and thecurriculum followed from Years 7 to 9 inclusive. Details include marking, recording andreporting and homework policies.

Links

Links between this assessment policy and other policies are documented in the relevantdocuments. Please refer to the separate ISM policies on Language and Admissions.

Implementation, evaluation and review

ISM recognizes that an assessment policy is a working document. In this context, the Headsof Department are responsible for the process of continuous review of their schemes of work,of which the assessment policy for each subject forms an integral part. This is a collaborativeprocess, both within each department and on a school-wide basis, via regular departmentaland Heads of Department meetings. These forums provide the opportunity for teachers towork collaboratively, share ideas, and ensure that agreed measures for improvement arebeing implemented. In addition to the ISM induction training, which new teachers receiveprior to the beginning of the academic year, Heads of Department, Unit Heads, and the Co-ordinators of IB and IGCSE assume a supportive role to ensure that training is a continuousprocess.


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All students are expected to complete regular homework. Teachers try to be clear and explicitconcerning the purpose, scope and due date of assignments and students need to keepdetailed notes on homework assignments in their diaries. Students are expected to completehomework on time. If this is not possible for any reason, or if clarification is necessary,students should see the teacher concerned before the due date. Unless there is a validexcuse, the student can expect to be put in detention if he/she fails to do his/her homework.

Parental support is appreciated to ensure that homework is completed to the highestpossible standard.

At the end of the three trimesters, report cards reflecting the students’ performance are sentto parents. These report cards indicate the grades provided by each teacher for the individual coursesas well as the teachers’ evaluations of the efforts expended by the students in the specificsubjects using the following notations: “Very Good, Good, Inconsistent, Weak”. All end oftrimester reports and mid-term grade sheets are supplemented by comments of theHomeroom Teacher. In addition, all end of trimester reports contain comments of individualsubject teachers.

Parents should carefully review these report cards. These trimester cards are extremelyimportant in that they can signal to the parents where problems may be developing in eitherthe performance in specific subjects or in the attitudes of the students towards their studies.It is recommended that parents should not wait for special communications from the schoolbefore addressing problems identified in the report cards. If parents have questionsconcerning the contents of the trimester report cards, they should contact the HomeroomTeacher in the first instance.


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There are extra support sessions (or clinics) offered regularly and free of charge by teachersfrom the school outside lesson times and we encourage you to prompt your sons anddaughters to make use of them. The school is aware that some parents also choose toemploy private tutors to support their children.

This should not need to be the norm but can be beneficial in some circumstances:

• helping students to revise and reinforce the work they have done in class• identifying any learning gaps/missing topics and working to bridge them;• helping students to practise subject-specific skills until they have mastered them;• stretching students and stimulating their intellectual curiosity and confidence.

However, there have been a number of incidents lately where it would appear that sometutors may have exceeded this role. In order to ensure that tutors do not exceed this role,parents and students are asked to please bear in mind the following:

• the tutor should not do the student’s written homework or assignments with or forhim/her. Part of the reason teachers set homework is diagnostic – they need to be ableto see exactly where a student’s strengths and weaknesses lie so that they can tailortheir lessons to their needs.

• if teachers cannot be sure that routine assessed assignments are all a student’s ownwork, they have to devote valuable classroom time to ensuring that these assignmentsare completed under controlled conditions.

• for IB Candidates, tutors must never write any part of an Extended Essay or otherInternal Assessment or Theory of Knowledge essay. This constitutes serious academicdishonesty, which would render the student liable to disqualification from the Diploma.

• at IGCSE, 100% of the grade is based on the exams, and in most IB subjects the examsaccount for at least 50% of the overall grade. Therefore, students need to learn to workindependently if they are to succeed.

• tutors are requested never to use past papers published by either the IB or theCambridge IGCSE. There is a limited supply of these, and the school uses them – orparts of them – in mock exams.

If parents employ a tutor, ISM requests that parents draw his or her attention the aboveguidelines and ask for these principles to be followed.


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In the Secondary School, the Homeroom Teacher, in consultation with the Head of School, isresponsible for the well-being of every student in the class allocated. He/she provides a pointof contact for the student, parents and other teachers. The Homeroom Teacher will be thefirst contact with parents when there are concerns over a student’s academic progress, hisor her absences or behaviour.

Small classes and individual attention ensure that student progress and welfare are carefullymonitored as we strive to help our students become “academically successful, internationallyminded, caring and motivated learners able to communicate effectively using two or morelanguages and well prepared for the challenges of an ever-changing world.” (from ISMMission Statement)

A part-time Student Counsellor is also very much part of the pastoral care system and anAcademic Guidance Counsellor is very active in the college and course selection process forstudents, as well as supporting them with their college and university applications.

ISM students are IB learners who strive to become:

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conductinquiry and research and show independence in their learning. They actively enjoylearning and this love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and globalsignificance. In doing so, they acquire in-depth knowledge and developunderstanding across a broad and balanced range of disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively torecognize and approach complex problems, and make reasoned, ethicaldecisions.

Communicators: They understand and express ideas and information confidently andcreatively in more than one language and in a variety of modes ofcommunication. They work effectively and willingly in collaboration withothers.

Principled: They act with integrity and honesty, with a strong sense of fairness, justice andrespect for the dignity of the individual, groups and communities. They takeresponsibility for their own actions and the consequences that accompany them.

Open-minded: They understand and appreciate their own cultures and personal histories,and are open to the perspectives, values and traditions of other individualsand communities. They are accustomed to seeking and evaluating a range ofpoints of view, and are willing to grow from the experience.


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Caring: They show empathy, compassion and respect towards the needs and feelingsof others. They have a personal commitment to service, and act to make apositive difference to the lives of others and to the environment.

Risk-takers: They approach unfamiliar situations and uncertainty with courage andforethought, and have the independence of spirit to explore new roles, ideasand strategies. They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balanceto achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. Theyare able to assess and understand their strengths and limitations in order tosupport their learning and personal development.

Years 10 and 11

As from September 2016, all students in Years 10 and 11 will be expected to respect theschool’s accepted Dress Code, which is already in place Kindergarten through Year 9. Pleasesee the detailed information below.

Years 12 and 13

While not obliged to follow the ISM Dress Code, Year 12 and 13 students have aresponsibility to dress appropriately for school.The following guidelines must be respected:

• Clothing must be clean and neat.• Do not wear clothing with slogans or images that might be offensive to others.• Modest clothing must be worn - short skirts or clothing that displays inappropriateamounts of flesh are not acceptable.

• Appropriate footwear must be worn. High heels, platforms or beach flip flops are notappropriate.

• Jewellery must be modest. Body piercing is not acceptable with the exception ofmodest earrings for girls.

• Tattoos, violently coloured hair and body painting are not permitted.• Baggy trousers are not appropriate.

If there are questions about the appropriateness of a particular item of clothing, or any otheraction that will affect the way a student looks, then the Homeroom Teacher should be askedin advance. If a student arrives at school having disregarded these guidelines, he/she canexpect to be sent home to change into appropriate clothing


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The school has an official Sports Uniform for Classes 10 and 11 which must be worn for allPhysical Education and Sports activities. New students will receive these automatically whenthey join the school. Extra items can be ordered at any time. Forms and prices are availableat the Reception Desk.


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A programme of extra-curricular activities is devised at the beginning of the school year.Sporting activities include football, basketball and volleyball for both boys and girls. There isa choir and students may choose to learn an instrument, such as piano, drums, saxophoneor guitar. Please note there may be an additional charge for some of these activities.

The Secondary School has an active Student Council, elected by the student body. It helpsto organize various fund-raising and social events throughout the year.

In addition, students in the Secondary School have the opportunity to join the Model UnitedNations delegation, the International Award Scheme, the Philanthropic Club or theNewspaper.

Year 11 - The time of general exploration.

There will be one Year 11 group meeting, in which a general overview of universitypossibilities is covered. This information will be repeated during IB Orientation Week at theend of June. In addition, students and parents are encouraged to attend meetings during theschool day with various university representatives who come to ISM. The universitycounsellor is also available for individual meetings with students and/or parents of Year 11.(About half of the year typically exercises this option.) North America-bound students areencouraged to take the PSAT exam in October.

Key topics to be covered during Year 11:

1. The differences among the university course options in England/Wales and Scotland,the United States, Canada, and Anglophone options in The Netherlands and at Bocconiof Milan

2. The different entrance procedures3. The different costs4. The importance of the local environment beyond the university, notably the difference

between a non-campus university, such as UCL or NYU, and a campus university, suchas Durham or Duke University


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Year 12 - The beginning of work on specific applications, and increased research onindividual universities.

There will be further discussion of the essays and personal statements needed particularlyfor the US and the UK. All students will need to see the university counsellor about bothpotential university choices, individual progress toward their ultimate goals, and the CASprogramme, prior to the Toussaint holiday.

Before the end of the academic year, each student is encouraged to meet again with theuniversity counsellor, and each student is requested to have an outline (and if possible) anopening paragraph on his Personal Statement or US Essay. Those students needing summercourses to prepare art portfolios, others needing work or internship experience for a UKuniversity, or US applicants needing further work on SAT/Subject tests will be stronglyadvised to use the summer holiday for that purpose. Those applying for extremely selectivecourses, such as Oxbridge, will be advised to begin training for the oral interviews and writtentests. In June, there will be a sign-up session on the UCAS (British university admissions)website for all UK-bound students.

Year 13 - The application process itself

Every student in Year 13 will see the university counsellor individually by the end ofSeptember, in order to finalize course and country choices. Each student will be encouragedto have a list of universities that provides a variety of choices, from «dream» to easilyattainable institutions. Alternatively, a student may apply to four selective universities, in theUK, for example, with one «safety» choice, as long as he or she has other options, perhapsin Canada, or among Anglophone universities in continental Europe. (The Netherlands offersa particularly wide set of choices.)

The initial priority in September and early October will be on Oxbridge and US earlyapplications (the latter due in early November). Those who desire to apply to Oxbridge willhave their situations carefully monitored by the university counsellor, the director and thefaculty, in order to ensure that the application stands a reasonable chance of success. In theevent the Oxbridge application goes ahead, a training schedule for the interview in earlyDecember will be established.

US-bound students will be carefully coached in their Common Application essays, and thecounsellor will monitor their SAT (or ACT) results in order to be able to give the student someidea of whether his/her US applications stand a reasonable chance of success.

Canada provides a particularly good back-up opportunity for US or UK students as theapplications require very little work (decisions are based almost exclusively on school gradesand IB predicted grades) and Canada has excellent universities at a lower cost than those inthe US.In the spring, when admissions decisions are made (largely definitive for US, Canada and TheNetherlands, conditional for the UK) the counsellor will meet again with students for anyfurther advice needed on differences among universities and/or different educationalsystems.The counsellor and the IB Coordinator will take the necessary steps to try to ensure that theIBO sends exam results directly to universities, but students need to be warned that they mayneed to re-send their examination results themselves, due to the problems in theIBO/university interface.


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It is a condition of being a student at ISM that students and parents accept and observe theCode of Conduct.

ISM’s Code of Conduct is designed to help create a climate in which effective teaching andlearning can take place, in which all can work in a spirit of mutual respect and where there isconsideration for the individual and the wider school community.

This Code of Conduct aims to:

• Promote positive behaviour and conduct throughout the school community • Promote and build positive relationships based on mutual respect• Promote respect for property and the environment• Ensure fairness of treatment for all• Involve parents as active partners in the implementation of the ISM Code of Conduct• Assist students in developing independence by taking responsibility for their ownbehaviour

1. Respect for other peopleAll members of the School community are expected to adhere to the ISM philosophy ofrespect for self and respect for others.

2. Respect for property and the environmentAll members of the School community are expected to adhere to the ISM philosophy ofrespect for property and for the environment. This includes respect for School property andbuildings, as well as the property of other members of the School community.

In order to create and maintain a pleasant environment, litter should be placed in the binsprovided and every effort made to keep the School a litter-free environment. Students arerequested not to bring chewing gum to school. Accidental or deliberate damage must bereported immediately.

Students should ensure that posters will not cause offence to others and are placed only onthe boards provided.

The School provides every student with a lockable locker, but ultimately cannot beresponsible for students’ property. The School is not responsible for the security of lockers.

Students should not change their lockers. Lockers will be checked throughout the schoolyear by Homeroom Teachers.

The collecting and/or borrowing of money, clothing or equipment by students is not allowed,nor is the buying or selling of items without permission from the Unit Head.


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3 Respect for academic integrityAll students are expected to have read, understood and accepted the ISM Academic HonestyPolicy.

4. Respect for the working conditions of othersIt is expected that students will respect the need for quiet working conditions during theschool day. They should therefore not gather in areas where lessons take place.

Yr10 students must hand in their mobile phones to Homeroom Teachers during registrationat 8h20 every morning. They can then be collected from reception at the end of the schoolday. For all other students, mobile phones as well as other electronic equipment must beswitched off in class or risk confiscation. Improper use of camera-phones will have seriousconsequences. Students may not use the elevators in any of the school buildings.

A separate Internet Acceptable Use Policy is published and must be accepted by all users.

5. AttendanceRegular attendance is one of the most important factors determining success or failure atschool. Absences are disruptive and detrimental not only to the student concerned but alsoto the rest of the class and the professional efforts of the teacher. There is a close correlationbetween good attendance and good academic performance.

Only the School can authorise absences.Parents are particularly requested to observe the published school term dates and not torequest extra holidays in term time or to attempt to take their children out of school for otherreasons. The School can give the necessary permission for such absences only in the mostexceptional circumstances.

A record of attendance is kept centrally and by teachers each lesson. The record ofattendance is part of a student's school record and will normally be transmitted to any schoolor college requesting it.

Teachers will endeavour to assist students who must miss school for an authorised reason orfor a prolonged illness, so that a student’s progress can be maintained as far as possible. Onthe other hand, teachers cannot reasonably be expected to devote extra time and effort tohelp students who miss school for non-authorised absences.

It may not be possible to award grades to students who miss tests or assignments forwhatever reason, even for authorised absence.

In cases of unauthorised absence, students will be liable to sanctions. They must expect toreceive a "0" grade for work which was missed through unauthorised absence.

Students are expected to be on time for all classes and meetings for which they aretimetabled and to comply with the absence or late arrival procedures of the School.

If a student is involved in an activity (e.g. an off-site visit), which would result in missing aclass or other school event, permission should be requested from all relevant teachers inadvance. Students are expected to catch up on work which has been missed, and thisincludes classwork as well as homework.


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Notifying AbsenceAll students who have not registered before the end of the Homeroom period, will be markedas an ‘unauthorised late’.

In cases of foreseeable absence (e.g. a doctor’s appointment), the Homeroom teacher shouldbe contacted as far in advance as possible.

In cases of unforeseeable absence, (e.g. illness), the Secondary Assistant should be notifiedby parents by telephone call or email before 8h30 on each day of absence. Please either dial+377 93 25 68 20 or send an email to [email protected].

(1) Punctuality• Students are expected to arrive at school on time each day, unless extenuatingcircumstances prevail

• Students are expected to arrive and report to their Homeroom by 8.20 a.m. Any studentwho arrives after 8.20 a.m. will be marked as “late arrival”.

• Students are also expected to attend all classes during the school day.

(i) Consequences:

1. The Homeroom teacher will alert the Head of Secondary if a habitual late arrival problemis developing.

2. The Head of Secondary will request a meeting with the parents, to warn them of theconsequence of continued lateness. This will be followed up with a written warning.

3. Continued lateness will result in a further parent conference and detentions to make upthe missed work. A further written warning will be issued.

4. If the problem persists, the parents will be informed in writing by the Head of SecondarySchool that the student will not automatically be promoted to the next class.

The school believes in promoting, encouraging and rewarding good behaviour at all times.Where it is necessary to impose sanctions, however, they will be in accordance with thefollowing principles:

• Sanctions should be applied as soon after the event as possible• All sanctions should be fair, proportionate, reasonable and consistent • The Homeroom Teacher directly responsible for the student receiving a sanction shouldalways be notified that the sanction has been given and record it accordingly


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The following list of possible sanctions is neither exclusive, nor prescriptive, nor automatic.The list of possible sanctions below is intended to be for general guidance. Sanctions will beapplied in line with the circumstances of specific incidents.

• A verbal reprimand• A formal letter to parents• Extra work or repeating unsatisfactory work until it meets the required standard• Loss of privileges (e.g. Year11 not being allowed to leave the premises during the schoolday)

• Missing break time• Detention, including during lunch-time, after school and at weekends• School-based community service or imposition of a task (e.g. picking up litter, tidyingclassrooms, removing graffiti)

• Reduced grades in the case of academic malpractice (see Academic Honesty Policy)• Being placed ‘on report’ (for academic or behavioural reasons)• A Behaviour Contract signed by the student and monitored by the school• Exclusion from an activity, trip or academic course• Exclusion from an external examination (if a student has failed to meet courseworkrequirements)

• Temporary exclusion from school• Permanent exclusion from school

Roles and Responsibilities in the Decision-making Process

Students should expect to be told their behaviour is unacceptable or antisocial by anymember of staff who sees it as such. All necessary follow-up is usually done by theHomeroom Teacher.

The following points should be noted:

• Issues are often resolved satisfactorily via informal means• The school reserves the right to investigate possible misdemeanours without notifyingparents beforehand

• Homeroom Teachers should be informed of any problems as soon as possible• Heads of Department should also be informed if the issue is academic in nature• Parents should be kept informed• The established line of reporting is as follows: individual Teacher, Head of Departmentwhere appropriate, Homeroom Teacher, Unit Head, Director (See Concerns andComplaints Policy)

• Exclusion from an external exam will be discussed by the Homeroom Teacher, theIGCSE and IB Co-ordinators, the Guidance Counsellor and the Unit Head

• Only the Unit Head may impose the sanction of temporary exclusion • The sanction of permanent exclusion will be used only by the Unit Head, and afterconsultation with senior colleagues and the Director. In such a case there is a right ofappeal. (See Concerns and Complaints Policy)

• In the context of imposing sanctions, parents will normally be informed.


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ISM does not tolerate bullying in any form and all members of the school should becommitted and pro-active in ensuring a safe and caring environment which promotes growthand positive self-esteem for all.

At ISM we define bullying as

• A person or group exerting power over the victim, making them feel miserable,frightened, hurt and isolated. It can involve physical aggression, verbal harassment,purposeful exclusion or cyber bullying.

• It is a repeated action and goes on over time. • It is deliberate, intentional and not accidental. �

Aims

• To create a caring and compassionate community within the school • To provide for all a safe, supportive learning and work environment free from threat orfear.

• To create a school culture where bullying is unacceptable to staff, students, parents andcarers.

• To ensure that all members of the school community have the confidence to be able todisclose �and discuss bullying if it does occur.

• To develop procedures for noting, reporting, investigating and dealing with incidents ofbullying �behaviour.

• To meet any legal obligations which rest with the school. �

Procedures for noting and reporting an incident of bullying

• All reports of suspected bullying, no matter how trivial, will be investigated and dealt withby Class teachers / Homeroom teachers in the first instance.

• Serious cases of bullying will be referred immediately to the appropriate Unit Head• If it is established that bullying has taken place, parents of victims and victimisers will becontacted and a meeting will be arranged to discuss the incidents.

Procedures for investigating and dealing with bullying

When analysing incidents of bullying, teachers will seek answers to questions of: what? /where? / when? / who? and why? If a group is involved, each member will be spoken toseparately. Other students may also be spoken to in order to get a clearer picture of theincident itself and any other contributory factors.

• Full written records of any incidents will be kept by the Unit Heads. It may also beappropriate for students to write down their own accounts. Responsibility for keepingthese records will rest with the Unit Heads.

• In cases where it has been determined that bullying has occurred, the parents/ carers ofboth parties will be met with to explain the actions being taken and to discuss ways inwhich they can help or support the school’s actions.

• Separate follow-up meetings with both parties will also be arranged.


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• Both the ‘victim’ and ‘victimiser’ will be supported and at times required to attendexternal �specialist support. The ‘victim’ will receive support in order to deal with theirfeelings and the �‘victimiser’ in order to change this type of behaviour and prevent furtherincidents occurring.

• The following range of sanctions may be used in the case of proven bullying. However,each case�will be dealt with on an individual basis.

• Verbal warning – Unit Head�• Behavioural contract and Parent meeting with Unit Head• Suspension from specified school activities, on or off-site• After school detention�• Internal suspension within school�• Temporary suspension from school�• Permanent exclusion from school (following the established procedures)


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It is appropriate for staff and students to be allowed trust and freedom in using ICT for study,work and leisure. With freedom comes responsibility. The International School of Monacocannot control what people, all over the world, make available on the Internet and a smallproportion of the material which it is possible to access is not acceptable in school, whileother material must be treated with great sensitivity and care.

Exactly the same standards apply to electronic material, as to material in any other form. Ifmaterial is considered to be unacceptable by the school when presented in a book,magazine, video, audio tape or spoken form, then it is not acceptable on the ICT network.

We expect ALL ICT users (Students & Staff) to take responsibility in the following ways:

1. Not to access or even try to access any material which is:

• Violent or that which glorifies violence• Criminal, terrorist or glorified criminal activity (including drug abuse)• Racist or designed to incite racial hatred• Of extreme political opinion• Pornographic or with otherwise unsuitable sexual content• Crude, profane or with otherwise unsuitable language• In breach of the law, including copyright law, data protection, and computer misuse• Belongs to other users of ICT systems and which they do not have explicit permis-sion to use

2. Not to search for, or use websites that bypass the school's Internet filtering

3. Not to access social networking sites during normal working hours, lessons or duringprep time.

4. Not to download or even try to download any software without the explicit permissionof a member of the ICT systems support department

5. Not to attempt to install unauthorised and unlicensed software

6. To be extremely cautious about revealing any personal details and never to reveal ahome address or mobile telephone number, on social networking sites or e-mails tostrangers

7. Not to use other people's user ID or password, even with their permission

8. Not to interfere with or cause malicious damage to the ICT resources and facilities

9. To report any breach (deliberate or accidental) of this policy to the ICT Managerimmediately

In order to protect responsible users, electronic methods will be used to help preventaccess to unsuitable material. Any use of ICT may be monitored and recorded, includingthe contents of e-mail messages, to ensure that this policy is followed. The InternationalSchool of Monaco reserves the right to access all material stored on its ICT system, includ-ing that held in personal areas of staff and pupil accounts, including email mailboxes, forpurposes of ensuring appropriate use and health and safety.


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1. Preamble - Monaco Laws on narcoticsThe lists of substances classified as narcotics are those contained in the Ministerial

Decree n° 2015-386 of 08/06/1995 (hereinafter, the “ ” or the “ ”).The use or possession, buying or selling, giving or trafficking in Drugs is illegal in Monaco(the “ ”).

2. ISM’s approach and policy on Drug AbuseISM’s approach is to educate its students about the dangers of Drug Abuse. The Schoolworks closely with parents who remain ultimately responsible for their children’s behaviour.ISM’s policy is that any ISM student found guilty of Drug Abuse shall be liable forsuspension or expulsion from the School at the Director’s discretion.The school may reserve the right to conduct random Drug-testing on students aged 13 orabove.Students aged 13 or above may be required to undergo a Drug test if there is a suspicionthat Drugs have been abused.

3. Drug-testingDrug testing may be administered for all kinds of drugs (non-exhaustive list).Drug testing will normally be conducted by way of urine testing (but the School reservesthe right to adopt any other test as advised by a medical doctor).

4. Refusal to take a Drugs testRefusal to take a Drugs test may render the Student liable for expulsion.

5. Tampering Tampering, or attempting to tamper with samples, in order to alter the integrity and validityof the Drugs test, is prohibited and will render the student liable for expulsion.

6. CostsThe cost of the Drug testing (including the counter test as defined in the Drug TestingProtocol) is included in the tuition fees.

7. Drug Testing ProtocolThe School shall abide by its Drug Testing Protocol, which complements this Policy andis published in the Board Policy Manual available to all parents at the School. Respect forprivacy and confidentiality will be paramount.

SmokingThe school premises are smoke free zones for everyone. Students found smoking on theschool premises and its immediate surroundings during the school day or during any schoolsponsored activities outside the school, will receive a written warning. Repeated instanceswill result in suspension.

Alcohol AbuseThe use or possession, buying or selling of alcoholic beverages by any student of the Schoolon its premises or during school sponsored activities is prohibited.Any student who violates this policy shall be immediately suspended and may be expelledfrom the school.

Drug AbuseSee Appendices for full Policy on Drugs


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(1) ArrivalSchool officially begins each day at 8.15 and finishes at 16:15, except on Wednesdays, whenYear 10 finishes at 15.30. All other classes finish as usual at 16.15.Please note that no adult supervision is provided before 8.15 and after 16.30, except in thecase of detentions and organized extra-curricular activities.

(2) LunchAll year 10 students eat in the school’s cafeteria and the cost of the daily meal is

included in the tuition fees.

While students of these years still have access to the school cafeteria, theyare also given the priviledge of having lunch off the school premises, provided they supply aparental authorization form.

(3) Daily TimetablesDaily schedules are issued at the beginning of the school year.

(4) LibraryA well-stocked library is available to students and is also open to parents.

(5) Safety and SecurityThe doors leading to the Secondary School Unit are automatically closed during the school day.Fire and Emergency procedures are in place and are practised regularly with the students.

(6) Labels for ClothesParents are asked to label all their children’s possessions, and especially the Sports Uniform.Woven name tapes can be purchased from “De Fil en Aiguille” on rue Grimaldi, or orderedfrom Cash’s: www.jjcash.co.uk.

(7) School SuppliesSpecific textbooks are issued to the students at the beginning of each school year – theseare billed as an extra fee to parents.Library books are the property of the school. In the event that a book is lost, parents will beasked to reimburse the cost of replacement.

(8) YearbookA group of teachers and students work together to produce a Yearbook, which records themost important events of the year, and provides a wonderful souvenir for staff, parents andstudents.

(9) School PhotographsIndividual and class photographs are taken during the first term; the photographer sends anorder form directly to the parents and pictures may be ordered online.

(10) School DirectoryA school Telephone Directory listing the children with their telephone numbers is issued atthe beginning of each year. It is uniquely for the use of the parents and school personnel, butparents not wishing to be included are asked to inform the school’s Receptionist.


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(1) On AdmissionOn admission, all students are required to complete the school’s yellow medicalquestionnaire, as well as a blue medical form, which is required for the Monégasque medicalauthorities. Photocopies of each child’s up to date vaccination certificates must be attached.Parents are reminded that a vaccination against diphtheria, tetanus and polio is compulsoryin Monaco. BCG vaccination against TB is also requested. Parents should obtain a medicalcertificate from their doctor if any vaccinations are contra-indicated.

(2) Medical VisitDuring the school year new students undergo a medical examination carried out by the“Inspection Médicale”. This is a brief routine physical check- up and a brief report is then senthome to the parents. Parents are informed well in advance of the dates of these visits. Thesenow take place on school premises with ISM staff present.

(3) Emergency CardAn Emergency Card with the parent’s contact numbers, the names of further contact personsand other important information about the child, is filled in at the time of each child’sadmission to the school and updated at the beginning of each school year. Parents areresponsible for informing the school if any of this information changes during the school year.

(4) MedicationSchool policy does not allow school staff to dispense medicine to students without writtenconsent from the parents. Any medicine brought to school must be clearly labelled with thechild’s name and prescribed dosage. No responsibility can be accepted if a dose is missed.

(5) IllnessStudents who are obviously not well, who have sickness or diarrhoea or who have fevershould not be sent to school. In the case of contagious diseases, the school should benotified immediately, so that other parents can be informed.

(6) First Aid TrainingAll of our staff is trained to administer the basics in first aid. Several of our staff are fullytrained in this area and will be contacted to help, should an emergency arise.

(7) First Aid and EmergenciesThe school will administer whatever first aid measures seem necessary if a child is sick orinjured at school. Parents will be notified immediately or at the end of the school day, if thisis deemed more appropriate. If there is any concern, an ambulance will be called immediatelyand the injured or sick child will be taken to hospital, accompanied by a member of staff whoknows the child. The parents will be alerted to meet the ambulance at the hospital. If neitherof the parents nor the parents’ emergency contact person can be contacted, the school willproceed with whatever measures it deems necessary, on the advice of a medical practitioner.


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There are many ways in which parents and teacherscan keep in touch with each other and ISM activelyencourages this dialogue. The teachers, SecondaryHead and Director are always available to talk withparents and discuss their concerns.

(1) Personal AppointmentsThese can be made at any time during the school year. This is best arranged directly with theteacher or Homeroom Teacher concerned.

(2) Parent Teacher MeetingsThese more formal meetings are arranged during the school year. We urge you to takeadvantage of these to discuss your child’s progress with the class teacher.

(3) Written ReportsFull reports are issued in December and June, with a transcript issued at the end of Octoberand March.

(4) Parent HandbookThis Parent Handbook, which provides programme and curriculum information as well asdetails on the day to day organisation and policies which govern the school, is automaticallygiven to parents when they enter the school and is available on the ISM website.

(5) Information MeetingAn Information session, to explain the curriculum, the school’s philosophy and to answer anyquestions is held at the beginning of the school year. The Secondary School Handbook isdistributed to parents at this meeting.

(6) School NewsletterA general Newsletter, the ISM Gazette, which provides you with information on what ishappening throughout the school, is sent home approximately three times per trimester.

(7) Board CommuniquéThe Board of Trustees gives information and communicates its activities to the parent bodyby way of a Board Communiqué, which is sent home to parents at least twice a year.

(8) Annual ReportAt the end of each school year, all parents receive a copy of the Annual Report giving detailsand information on the previous year’s activities.


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ISM sees parents as partners, who help the School achieve its Mission and Goals:by understanding and accepting the School’s Mission Statement and Core Principles andabiding by school policies and practices.

by being committed to the school’s Vision for Learning and supporting its educationalprogrammes.

by encouraging their children to develop positive attitudes towards the school, to respect allmembers of the school community and by adherence to the school’s Code of Conduct.

by being open and honest in all their dealings with the school concerning their child’s learningand his or her social, emotional and behavioural needs.

by respecting the holiday periods provided within the school calendar and ensuring that theirchildren attend school regularly and arrive on time each day.

by supporting the school in its efforts to give their children a multilingual education.

by becoming involved in the school to help promote activities which will enrich and enhancethe curriculum, and provide opportunities for students to engage in action and service in thecommunity.

by strictly adhering to the lines of reporting as follows:

a. should there be a concern, contact the Classroom or Homeroom teacherb. if the issue is unresolved, contact the Unit Head.c. if the problem remains, you may contact the Director.

N.B. Parent concerns can only be communicated to the Board of Trustees, if the abovereporting lines have been strictly followed and the issue remains unsolved.

The Director’s Panel is set up:

a. to provide a forum for discussion and action on major issues stemming from a non-adherence by any member of the school community to:

- the ISM Mission Statement and IB Learner Profile - the Staff and Parent Profiles.- the School’s Reporting Lines.

b. to ensure a fair hearing and consistency in the application of the consequences of non-acceptable behaviour as described in the school’s Behavioural Expectations.

c. to give guidance in dealing with cases of any student’s excessive absence or non-compliance with any other school policy affecting his/her education.

Procedure:

Any staff member, parent or student may refer any concern regarding the above areas, inwriting to the Director. The Director will seek to resolve the issue in consultation withcolleagues as appropriate. In the event of failure to resolve the issue, the Director reservesthe right to convene a Director’s Panel. The Director’s Panel will examine the concerns and/orcomplaints and reach a conclusion on the matter(s) in question. The decision of the Director’sPanel is final.


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ISM considers parents to be partners in the education of the students, and believes thatcommunication is essential to the success of this partnership. This policy allows for concernsand complaints to be raised and resolved in an informal manner as well as setting out theformal procedures where an informal resolution is not possible or not appropriate.

In the context of responding to concerns and complaints, ISM believes that:

• The needs of the students are the principal consideration• All parties have a right to express a view• All views should be heard and valued• Concerns or complaints should be raised and addressed with courtesy andconsideration

• Concerns or complaints should be raised according to ISM procedures as outlined inthis document

(1) Informal Dispute ResolutionIf parents have any concerns about their children, they should normally speak first to themember of staff concerned, or the Home Room teacher, depending on the nature of thecomplaint. If these parties cannot resolve the matter together, s/he should contact theappropriate Head of Department, who will seek to resolve the issue satisfactorily. In caseswhere the matter remains unresolved, parents should contact the Head of Secondary whowill seek to further mediate and resolve the issue.

(2) Making a Formal ComplaintIn the case of failure to resolve a complaint following the Informal Dispute Resolutionprocedures as outlined above, a parent may make a formal complaint. All formal complaintsmust be made in writing. The complainant should write to the Head of Secondary, or if thecomplaint relates to Head of Secondary, to the Director. If the complaint relates to theDirector, the complainant should write to the Chairman of the Board of Directors.

The person who receives a formal complaint should ensure that the complainant has first ofall sought resolution by informal means. If this has not happened, it is the Head of Secondaryor Director’s responsibility (as appropriate), before pursuing the investigation further, to notifythe person being complained about of the existence and nature of the complaint and to seekhis or her views on the matter. (BUT, see ‘Safeguarding, Student Welfare and Safety’ policy).

If the complainant remains dissatisfied with the manner in which the formal complaint hasbeen handled by the Head of Secondary, s/he may refer the matter to the Director in writing.

Parents who remain dissatisfied with the outcome of their written complaint may appeal to aformally constituted Panel, in accordance with the procedures set out below:

• Upon written receipt of the notice to appeal, the Director will notify the Chairman of theBoard as soon as possible

• The Chairman of the Board will convene a Panel, charged with deciding the appeal ofthe resolution of the complaint

• At least one member of the Panel shall be independent of the management of theschool, and none may have been directly involved in the matters relating to thecomplaint


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The decision to either uphold or change the resolution of a complaint must be supported bya majority of the Panel. The decision of the Panel is final regarding all complaints.

Timescales for the management and resolution of the complaint will vary according to thenature of the complaint, but normally, ISM will seek to reach a resolution within three workingweeks from receipt of the complaint.

All complaints and the outcomes of such complaints will be kept for the record asappropriate.

(3) Hearing ProceduresIn the case of a hearing being convened, the following procedures will apply:

• The Panel will give the parents and the school at least 2 weeks’ notice of any hearing• Complainants and the person about whom the complaint has been made may attend thehearing, and may be accompanied by one other person, who may not be a legalrepresentative

• The Panel may appoint someone outside the Panel to take minutes of the hearing.Minutes will be reviewed and approved by the Panel and distributed to the school andthe complainant(s) within one week of approval

• The parents and the school may suggest the names of witnesses for the Panel tointerview. Whether or not a particular witness is interviewed rests entirely within thediscretion of the Panel

• The Panel will be appointed within two weeks of the Director’s receipt of the notice toappeal, and sooner where practicable

• The Panel will notify the Director and the complainant(s) in writing of its decision, withfindings and recommendations as soon as practicable.

(4) ConfidentialityAll persons present at the hearing are required to keep confidential all information obtainedin the course of the appeal, unless such information is already in the public domain.

An annual prize-giving ceremony takes place at the end of each academic year. Prizes areawarded for: Academic Excellence and for Excellent Attendance.


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For students in Year 13, a Graduation Ceremony takes place at the end of the year. This is avery special occasion with parents and guests being invited. In addition to the graduationdiplomas, a number of academic and other special prizes are awarded.

It is acknowledged that offering gifts to teachers and other employees at certain times of theyear are traditional for many parents and students. While the school Director does notprohibit teachers and employees from accepting gifts of nominal value on special occasions,employees should not accept expensive gifts, as this could create a conflict of interest. (Ingeneral an individual gift exceeding a value of Euros 250 is considered to be expensive).


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All parents are automatically members of the School’s Association, which gives them the rightto vote at the General Assembly.

A General Assembly of the members of the School Association (all parents and members ofthe Board of Trustees) is held at least once per year. The date, usually during the month ofApril or May, will be communicated to you well in advance.

This group of nine elected parents and representatives meets regularly with the school’sDirector to discuss educational policies, strategic planning and reporting operations.Elections to the Board take place every three years at the General Assembly, where allparents have a right to vote and to stand for election.

The PTA is made up of a representative for each class. All parents can attend the monthlyPTA meetings, the dates of which will be communicated to you via one of the Newsletters.The minutes of each PTA meeting are posted on the school’s notice board.

Each class has a parent representative who is a member of the Parent Teacher Associationand, as such, is present at all PTA meetings. This representative is there to represent theclass, welcome new parents and deal with matters of very general concern.

The Board of Trustees set up the School Council to serve as a vital link between themselves,the PTA and the school administration. Several committees work on projects, which willenhance and enrich the school’s academic programme.

- be a Class Representative- be a Library Volunteer- help with the Summer Fête- be on the School Council- help with the PTA Activities- help with school outings- share your expertise with students

The information the school has on your child is stored in the database and sent to you eachSeptember for verification. It is essential for good communication and also for securitypurposes that you help us keep this information updated. All changes should becommunicated in writing to the school’s Receptionist.


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