Parents Handbook

Information for Parents

2013/14

Apartado 333, C/San Miguel km 3/5, Santa Gertrudis, 07814 Ibiza Tel: 971 19 76 72 ■ Fax: 971 19 72 51

Email: [email protected]

Morna International College - Information for Parents

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Content Welcome

Welcome to Morna International College 3

Curriculum

The British Education System 4

Reporting Progress 4-5

Homework 6

Daily Procedures

Daily schedule 7-9

Entering and leaving the college 10

Equipment that students need to bring 10-11

Student dress code 11

Communication with Parents/Guardians 11-12

Medical attention 13

Pastoral Care

Management of Behaviour 14-19

The House System 20

The Student Council 20

Students with Additional Needs

Special Educational Needs 21

English as a Second Language Learners 21

Additional Services

Lunch Service 21

Excursions 22

Extra Curricular Activities 22

Finance

Payment Procedures 23-24

Index of Staff

Staff Academic Year 2013/2014 25-27


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Welcome to Morna International College

Morna International College is a privately owned, independent school which provides an inclusive

education based on the English National Curriculum.

The school covers the whole of the 3 to 18 age range, with a two form entry through the primary

school and one class in each of the secondary year groups with learning organised into streamed

teaching groups. There are 17 different nationalities resulting in a demographic student population

of approximately 2/3rd international with approximately 1/3rd Spanish. Morna International College

is located near to the village of Santa Gertrudis in Ibiza on a 35000m2 site in attractive rural

surroundings.

The campus has purpose built classrooms that include specialised facilities such as a science

laboratory, newly equipped Apple computer room, music and art room. There is also a dining

room and kitchen area. Sports facilities consist of two multi-purpose courts, one of which has an

artificial grass surface, as well as a highly original fitness trail in a section of woodlands on the site,

a dance/gymnastics studio and access to a local swimming pool.

The college is about to embark on an ambitious expansion building programme which will create

additional specialist learning and teaching facilities including science laboratories; a library, a sixth

form block, music rooms as well as improved sporting and recreational facilities.


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The British Education System

Morna International College operates on the basis of the British Education System whilst satisfying

the statutory demands placed by the ‘Ministerio de Educación’ in Spain. Students learn exclusively

in English with the exception of Spanish and German lessons. Native Spanish students are taught

Catalan, Spanish and German.

The British Education System comprises of four distinct stages before students have the option to

progress to university. Children as young as 2 ¾ can enter the Early Years Foundation Stage

(EYFS) which is a 2-3 year programme focussing on personal, physical and creative development

as well as language/communication and numerical development. The Early Years Foundation

Stage prepares children for entry to Primary Education at the age of 5.

Primary Education is a 6-year programme (school years 1-6) comprising of a broad range of

subjects including core areas of Literacy, Numeracy and Science complimented by foundation

subjects of Art, Design Technology, Geography, History, Information Technology, Music, Physical

Education and Personal Social Health Education (PSHE). Progress is assessed through on-going

assessments, class tests, internal examinations in November and June as well as national

examinations called ‘SATs’ on completion of Primary Education in Year 6.

Secondary Education is a 5-year programme (school years 7-11) comprising of a similar range of

subjects to that of Primary Education. Once again progress is assessed through on-going

assessments, class tests and internal examinations in November and June. The final two years of

Secondary Education are spent completing 2-year ‘IGCSE’ programmes in 9 or 10 chosen subject

areas including the mandatory elements of English Language, Mathematics, Science (double

award) and Spanish – the other 5-6 subjects being chosen by the student. IGCSEs are external

examinations administered by the Cambridge University and Edexcel Examination Boards and carry

international recognition.

On completion of Secondary Education, students progress to the General Certificate of Education

(baccalaureate equivalent) which is a 2-year programme culminating in the external ‘Advanced

Level’ examinations; once again administered by the Cambridge University and Edexcel

Examination Boards. At this stage students choose between 3 and 5 subject areas to study in

greater detail.

Reporting Progress

It is imperative we report how the students are learning in a manner that leads to continual

progress. Written reports are completed three times per year (October, February/March and June).

The first and third report is an interim report that provides a summary of two the following key

aspects:

(i) Effort and learning for behaviour using a 5 star grading (5 stars being excellent and 1

being unacceptable)


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(ii) Level of attainment using the National Curriculum attainment levels and sub-levels.

Levels 1-8 are sub-divided into C, B, A with "C" representing the lowest and "A"

representing the highest sub-division within a level. The National Curriculum attainment

levels are used to set improvement targets. * Please refer to parental guide to National

Curriculum attainment on the school website.

The middle report, which is written at the mid-point in the academic year, is a much more detailed

written report focusing on following three aspects:

(i) Effort and learning for behaviour using a 5 star grading (5 stars being excellent)

(ii) Level of attainment using the National Curriculum attainment levels and sub-levels

(iii) Learning progress and target setting to maximise continued learning improvement

The importance of subject specific target setting through focusing on personalised learning will

ensure continual progress and development resulting in improved attainment over a period of

time.

Students in Years 1-9 will be assessed using the National Curriculum attainment levels. When

students enter Year 10 they will begin their formal IGCSE examination courses and their

assessments will be judged against IGCSE attainment grades (A*-E). Estimated grades will be

used in written reports and targets given to maximise progress against the examination

assessment criteria. The same process applies to "A" Level students in the 6th form (Years 12-13).

Assessment of learning

In order to monitor individual progress teachers will use two assessment approaches commonly

known as formative and summative.

Formative assessments are made through the teacher-student relationship whereby the teacher

will use their professional judgement to make continuous assessments. Typical formative

assessment judgements are made through questioning; marking class work, listening to group

discussions and assessing homework. The importance of feedback and communication on next-

step targets is very important in maximising continual progress.

Summative assessment are tests which can be moderated against a given criteria. The most

commonly used tests, or examinations, are Standardised Attainment Tests (SATs) – which are

taken at the end of each Key Stage, and IGCSE and “A” Levels.

External Examinations

Students take external examinations in Year 11 (IGCSE) and in Years 12 and 13 (AS and A level)

these being the qualifications that they use for access into further and higher education. Entry

into Years 12 and 13 is conditional on satisfactory performance in the IGCSE and AS examinations

respectively.

External examinations take place during May and June.


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Homework

Homework is considered an important aspect of learning at Morna International College as it

reinforces skills and techniques learnt in lessons whilst promoting greater learner independence.

Homework also prepares students to succeed in independent research and study skills that will be

necessary when preparing for external examinations.

Amount of Homework

The school undertakes to provide appropriate homework for all students, and to ensure that this

work is checked or gone over in class by the teacher. The amount of homework issued daily and

the range of subjects for which homework is given differs according to the age and therefore level

of independent learning skills of the students. The following should be used as a guide:

Nursery: Reading development

Key Stage 1 (Years 1 & 2): 10 – 20 minutes per night (reading & spelling)

Key Stage 2 (Years 3, 4, 5 & 6): 30 – 60 minutes per night (reading, spelling &

numeracy)

Key Stage 3 (Years 7, 8 & 9): 20 – 30 minutes per subject, per night, 2-3 subjects (1

hour – 1 hour 30 minutes per night)

Key Stage 4 (Years 10 & 11): 30 – 45 minutes per subject, per night, 3-4 subjects (1

hour 45 minutes – 2 hours 15 minutes per night)

The above should be used as a guide only. The school issues a homework timetable to secondary

students at the start of the school year listing which subjects they can expect to receive homework

for each night.

Content – Primary section

In the Primary section homework is based mainly on Literacy and Numeracy tasks, set from

Monday to Thursday, Friday being the day that skills are usually tested.

Content – Secondary section

Students in the secondary section receive homework assignments on a daily basis, typically two-

three assignments in Years 7 to 9 and three-four assignments (depending on options taken) in

Years 10 and 11.

Furthermore, teachers may give study/revision tasks in addition to the standard homework

activities at certain times – for example in preparation for examinations.

The secondary homework is posted on the school's portal www.mornaonline.com each evening by

5pm so students and their parents can access their homework.

Quality of Homework and positive attitude

Homework is viewed upon as an integral part of learning at Morna International College and as

such students are expected to give homework the same level of priority as work completed in

class. Teachers will always assess completed homework tasks submitted by students and should

http://www.mornaonline.com/


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they feel that a student has not spent the necessary time, thought or effort on a particular task

the student will be spoken to and action taken in the same way as if a student produced the same

sort of work in class.

Daily Schedule

Timetable of lessons for students differ according to age group and varying needs. The following

tables summarise daily schedules at Morna International College:

Infants in EYFS

First teaching block 09:00-10:30h

Break 10:30-11:00h

Second teaching block 11:00-12.00h

Lunch break 12:00-14:00h

Third teaching block 14:00-15:00h

Home time activities 15:00-15:35h

* The teaching blocks of time are broken up into smaller periods of time with the focus on learning

through play with interaction with teachers and adults.

Primary (Years 1-6)

Registration 08:55-09:00h

Period 1 09:00-09:45h

Period 2 09.45-10:30h

Break 10:30-10:50h

Period 3 10:50-11:35h

Period 4 11:35-12:20h


Period 5 13:20-14:05h

Period 6 14:05-14:45h

Break 14:45-14:55h

Period 7 14.55-15:35h

* Periods within the Primary School are 45 minutes in length although there are three periods of 1

hour 30 minutes, which allows for flexibility.


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Secondary


Period 1 09:00-09:30h

Period 2 09:30-10:00h

Period 3

Period 4

10:00-10:30h

10:30-11:00h

Break 11:00-11:20h

Period 5 11:20-11.50h

Period 6 11:50-12:20h

Period 7 12:20-12:50h

Period 8 12:50-13:20h



Period 9 14:15-14:45h

Period 10 14:45-15:15h

Period 11 15:15-15:45h

* Most period in the secondary school day, especially in the morning, are double periods of an

hour.

Entering and Leaving the School

Foundation Stage / Infants section

Children should be brought into the Infants building between 08:50h and 09:00h where they will

be received directly by their class teacher or assistant. Similarly at the end of the school day,

parents/guardians should meet the children inside the building at the classroom door. Children

can be picked up from 15:00h to 15:35h.

Primary section

At the start of the day children should be left with the duty teacher at the primary section gate.

From there they are sent to the play area (or classrooms on rainy days) and supervised until line

up time (08:55h). Two duty teachers are present for supervision from 08:40h.

At the end of the day children in Years 1 and 2 should be met directly at their classroom door,

where they will be handed over by their tutor. Children in Years 3 and 4 meet their parents at the

top of the ramp and Years 5 and 6 are taken by their tutor to the waiting area between the car

park and the classrooms where they are received by their parents/guardians. On rainy days all

pupils will wait inside their classrooms for parents/guardians to collect them.


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Secondary section

Students wait in the outdoor communal areas until registration at 08:55h. A duty teacher is

present supervising from 08:35h. Students are released directly from classrooms at 15:45h.

Late arrivals

All students are expected to arrive by 09:00h at the latest. Any pupils arriving after 09:00h should

report to the office to sign in before going to class. Late arrivals are monitored with disciplinary

action taken when a student is identified as being persistently late (please refer to Absence Policy).

School gate

The main gate is kept closed between 09:15h until 14:55h. Parents needing to enter should speak

to the office via the intercom first.

Absences

All absences, including part-day absences, should be justified by parents/guardians either in

writing or via a phone call to the school office. A complete record is kept of all absences –

authorised and unauthorised. In order for an absence to be classed as ‘authorised’, the school

must receive the written notification from the parents/guardian.

Adults collecting students

Students in the Infants and Primary sections are handed directly from parents to supervising

teachers at the start of the school day and vice versa at the end of the day. If they are being met

by a different person who is not known to the school, tutors should be warned of this via a note or

telephone call to the office by midday. Students in the Secondary section are allowed to leave

independently at the end of the school day, unless the school receives a specific request to the

contrary. With the exception of Years 12 and 13, pupils are not allowed to leave the school site

during the day. If pupils have to leave early they should be collected by their parents at the school

office. Year 12 and 13 students are only allowed to leave the school site during break times and

lunch times ensuring that they sign in and out at the school office.

Older students who wish to drive to school in motorised vehicles must ensure that they have a

licence and comply with all safety regulations (helmet etc). Vehicles should be parked in the

teachers’ parking area throughout the day. Other pupils may not be taken as passengers unless

the school has received written authorisation from their parents.

Students should not be on the school premises before 08:35h. In the afternoon pupils should only

remain on the premises after 15:45h if they are participating in extra-curricular activities.

Signing in at reception

All parents and visitors entering the school site during the day between the hours of 09.15-15.00h

must sign in at reception. The school has a responsibility to monitor all visitors and ensure the

students are cared for whilst under our supervision. All visitors will be issued with a visitors badge

and will be escorted around the site where appropriate.


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Equipment that students need to bring

The school provides all specialised teaching resources. Students in Nursery & Reception Classes

do not need to bring any writing equipment.

Years 1 - 6

Pencil case with: writing pencils, ruler, rubber, pencil sharpener, glue-stick and coloured pencils.

Years 3 to 6 require an A4 size homework folder.

Years 5 and 6

In addition to the items listed for Years 1 and 4, pupils will need a basic calculator for some

numeracy classes.

Years 7 - 13

Pencil case with pen, pencil, ruler, rubber, pencil sharpener, glue-stick, coloured pencils, scissors,

highlighter pen and protractor. In addition, a simple scientific calculator (model recommended by

the Mathematics department is a CASIO fx-82ES).

Dictionaries are provided within the school for class use but children will need suitable dictionaries

at home for homework in all language subjects.

PE Kit

Students should bring their PE kit on the day that they have Physical Education classes (please

refer to your child’s copy of the timetable). Foundation Stage, Year 1 and 2 pupils may come to

school dressed in their kit while students from Year 3 upwards should bring their kit in a bag,

ready to change into.

The school has a range of sports clothing produced by the manufacturer ‘Nike’ which can be

purchased from the school office including shirt, shorts, tracksuit top and trousers. It is

mandatory for students to wear the official PE kit. Furthermore, pupils should have suitable

footwear to change into (high ankled fashion trainers, shoes, etc, are not permitted).

Student Dress Code

Foundation Stage – Year 6

Navy Blue Gingham Dress (girls during the summer months) Navy Blue Skirt / Pinafore Dress / Shorts / Trousers (girls)

Navy Blue Trousers or Shorts (boys) Red Cardigan / Jumper with School Logo White, Navy Blue, Black or Red Plain Socks or Tights (Girls) Navy Blue, Black or White Shoes, Boots, Sandals or Trainers

Please note that the children in the NURSERY class are allowed to wear the sports tracksuits with the white polo every day if parents wish. Year 7 – Year 11

White Polo Shirt - Short / Long Sleeve with School Logo Grey Hoodie Sweatshirt with School Badge


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MIC Red & Grey Baseball Jacket Navy Blue Trousers, Shorts, Skirt

Navy Blue, Black, White Plain Socks Navy Blue, Black or White Shoes, Boots or Trainers

Students are not allowed to wear to following items of clothing under any circumstances:

Jeans of any colour (including black or navy blue) Sweatshirts, hoodies or jumpers which do not have the school badge Leggings or Flip flops

Facial piercing / tattoos / extreme hair colours are not deemed appropriate. All school uniform can be purchased at the school office at any time during the year. Dress Code for 6th Form students Students are required to dress appropriately for a studying and learning environment. They should act as an example to the younger children in the school, and represent the school in a positive light at all times.

Male students

Plain t-shirts are preferred. No offensive slogans on T-shirts

Denim jeans or trousers may be worn so long as they look smart and have no holes or

tears in them

Shorts may be worn so long as they are smart and tailored, no casual or beachwear type

Bermuda shorts may be worn

Trousers and shorts must be worn on the waist, no underwear should be exposed

No flip flops are permitted

Female students

Denim jeans or skirts may be worn so long as they look smart and have no holes or tears

in them

Shorts may be worn so long as they are smart and tailored, no casual or beachwear type

Bermuda shorts may be worn

No low cut tops are permitted

No short mini-skirts or ‘short’ shorts are permitted

No see-through garments are permitted

No flip flops are permitted

No crop/belly tops may be worn

Communication with Parents/Guardians

The form tutor

The form tutor is responsible for monitoring the attendance, behaviour, academic progress and

general well being of the students in his or her class. Therefore under normal circumstances the

tutor is the person whom parents/guardians should contact to discuss any issue related to their

child.


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In the Infants and Primary sections the form tutor is also the class teacher for the majority of

subjects. In the Secondary section the tutor teaches their particular subject area in addition to

teaching the content of the PSHE (Personal, Social and Health Education) programme to their tutor

group.

School diary

Students in secondary are issued with a school diary which they should use to keep record of

homework, tasks set or any other reminders. It is expected that students will carry these diaries

with them to school each day and have them readily available for inspection, primarily by their

class tutor but also by subject tutors when necessary. The diary also serves as a means of

communication. Parents/guardians and tutors may use it to exchange brief notes and therefore

answer simple queries without need for a tutorial meeting. Parents/guardians should remember to

sign to confirm that they have read a teachers note and teachers will do likewise.

Letters

Information published during the academic year, relating to meetings, trips, special events and

other reminders is sent out in letters that are given directly to the students or via email.

Parents/guardians should therefore remind their children on a regular basis to give them any new

letters that have been sent out. All letters are available on the school's website.

E-mail

The school makes regular use of e-mail for direct communication between teachers or tutors and

parents/guardians. Parents should ensure that their current e-mail address is included on the lists

kept in the school office and inform of any change.

Reports

Written reports are completed three times per year.

Meetings

General parents meetings are held early in the first term in order for parents to familiarise with

teachers and tutors as well as to receive information about the objectives for the current academic

year.

At the start of the second and third term the school conducts parent-teacher meetings which

consist of short individual appointments and give the opportunity to discuss progress with all of

your child’s teachers.

Other meetings, spread throughout the year are organised to give specific information about

curriculum, options or changes from one section of the school to another. These meetings are

normally for parents/guardians in Reception (transfer from Infants to Primary), Year 6 (transfer

from Primary to Secondary), Year 9 (IGCSE courses and options) and Year 11 (‘A’ level courses

and options).


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Medical Attention

Minor accidents on school site are dealt with by a member of the office staff who has first aid

training. If pupils are in need of medical attention, a parent or guardian is contacted and asked to

take the child, or if the situation is considered an emergency parents/guardians are contacted and

the pupil is taken directly to the hospital (Urgencias).

Forms are kept in the school office for any claims on the school’s medical insurance.

Children with infectious illnesses should not be brought to school (excepting common colds).

Similarly children with head lice should not attend school until they have been fully treated. If a

child is vomiting it is advisable to keep the child at for 48 hours.

Teachers cannot normally administer medicines to children and parents/guardians should organise

for medicines to be taken outside of school hours. In cases where this is impossible, the medicine

should be handed in to the school office with written instructions signed by parents/guardians.

Before administering aspirins or equivalent the office staff will contact parents/guardians by

telephone for authorisation.


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Pastoral Care

Management of Behaviour

The Behaviour For Learning Policy at Morna International College is based on the principle that

every student has the right to learn in a safe, caring, calm, respectful, supportive and engaging

environment. The overriding principle is that:

There is an expectation that every student will behave in a manner that facilitates and

supports a positive learning environment as directed by the teacher.

The teacher is responsible for the learning environment and will issue classroom management

strategies and sanctions when a student, or students, prevent other students from learning.

Preventing fellow students from engaging in the learning process through deliberate acts of

disruption, rudeness, aggression, bullying or disobedience will not be tolerated.

All students have a choice in how they behave and they must take responsibility for their actions.

The teachers and adults at Morna International College will be treated with respect and will treat

the students with respect.

The sanctions will be consistently implemented when students fail to meet the behaviour for

learning expectations set out below. The purpose of having such a clear and consistent policy is to

ensure that those who students who want to learn can learn in a positive learning environment

without being constantly disrupted by those students who choose to behave inappropriately.

The sanctions will be consistently used to establish and maintain the expected learning

environment.

The staff believe very strongly that it is vitally important to recognise, celebrate and reward those

students who consistently behave in a manner which supports and facilitates the positive learning

environment we are striving to achieve.

There are a number of rewards, which have been designed in consultation with the student body,

which recognise and celebrate the many students who are a credit to Morna International College.

Sanctions - part 1: Progressive management sanctions

1. Verbal warning issued following "normal" teacher classroom management strategies i.e. visual

clues, reminding students of expected behaviour etc... The first stage of the sanction process is

started when a teacher says

"I'm giving you a verbal warning"

2. If the student's behaviour continues to disrupt the learning process the teacher will write the

student's name on the whiteboard. This is a clear visual sign that the student is failing to

meet the learning behaviour expectations.


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3. If the student's behaviour continues to disrupt the learning process following the first two steps

the student's name will be circled on the whiteboard. At this stage the teacher will also

issue a behaviour slip with will result in a break time detention the following day in the "inclusion

room". A behaviour slip can be issued at any time if a teacher deems it appropriate.

The behaviour slip will be completed by the teacher in the class and the student will be

informed they have been given a behaviour slip.

The behaviour slip will be passed to the student's form tutor who will discuss it with the

student during the morning registration session.

(Failure to attend a break time detention will result in a second detention being issued.)

4. If the student's behaviour continues to disrupt the learning process at this stage the next

sanction is a very serious.

The student will be removed from the learning environment and escorted to

the "inclusion room" where they will spend the next 24 hours of school life in

an internal isolation away from their peers.

This isolation includes any social breaks and activities which may have been planned.

The student will be expected to work hard during this period and reflect on their behaviour.

The student will be supervised at all times and will have break and lunch with a Senior

Leader.

The teacher who issued the internal isolation will come and discuss their expectation with

the student before they are re-integrated.

Parents will be informed via a phone call and/or letter of the reason for an internal

isolation.

Sanctions - part 2: Immediate removal from the learning environment

In order to ensure the teacher maintains a positive learning environment there is a "no refusal"

sanction which can supersede the previous sanctions if the teacher feels it is necessary to employ.

The "no refusal" sanction will be used if a student's behaviour is particularly defiant, obnoxious or

difficult. if a teacher says

"Are you refusing to follow my instructions?"

If the student fails to behave in a positive manner then an automatic 1-day (24 hours period with

no social time) internal isolation will be issued.

Examples of such behaviours are:

walking away from a teacher who is addressing them

arguing with a teacher

turning away from a teacher when being disciplined

actual verbal refusal to carry out a teachers' instructions


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(List not exhausive)

In the event of a single serious behavioural incident a student will be sent to the "inclusion room"

immediately. If a teacher or adult deems a student's behaviour to warrant an immediate period in

the inclusion room the previous classroom management sanction will not be used. Examples of

serious inappropriate behaviours are:

foul and abusive language

racial, sexual or homophobic bullying

acts of physical aggression towards others

(List is not exhaustive)

The following Code of Behaviour is displayed in each classroom and acts as a reminder of our

expectations.

The School Code of Behaviour

I AM AWARE THAT ALL THE SCHOOL RULES EXIST FOR A REASON AND I WILL ALWAYS TRY TO

UNDERSTAND THOSE REASONS.

1. I will be at school before 8:55 each day and will arrive punctually to registration and all of my

classes throughout the day.

2. I will bring a note from my parents to justify absence or lateness and will catch up on any work

missed while I was away.

3. I will never leave the school premises without permission during the school day.

4. I will listen attentively in all lessons and do all work to the best of my ability. I will take all the

necessary books and basic writing equipment to each lesson.

5. I will spend the correct amount of time on homework and hand this in on time.

6. I will show respect for everyone with whom I share the school, teachers, pupils and other staff.

I expect to receive help when I ask for it and in return I will offer help when I am asked.

7. I will look after all school buildings and property at all times. I will respect other peoples’ property

and never take anything without permission.

8. I will look after the environment by never leaving litter around the school and by reminding

others not to do so.

9. I understand that if I bring a mobile phone it should be switched off throughout the school day.

I also understand that chewing gum is not allowed in school.

10. I will not bring tobacco, alcohol, illegal substances or weapons into the school, knowing that I

may lose my place in the school if I do so.

11. I will come to school dressed in uniform (if it is required in my year group) or in a suitable way

for a working environment and I understand that my tutor or the head teacher will have the final

say as to whether my clothing is suitable.

AT ALL TIMES I WILL TREAT OTHER PEOPLE AS I WOULD LIKE TO BE TREATED MYSELF. I WILL

RESPECT THE ENVIRONMENT AND THOSE THAT I SHARE IT WITH


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Summary of available sanctions

Counselling

Quite often, in the first instance, problems can be dealt with directly by talking to the pupil, the

traditional ‘telling off’ or a longer conversation discussing the reasons why certain behaviour is

unacceptable.

Poor quality work can be accompanied by the appropriate comment or a ‘sad face’ and, if

appropriate, children may be required to repeat work, having been made aware of the reasons for

the first version being inadequate.

Loss of free time

This is the most frequently used sanction and consists of children losing part or all their break or

lunchtime. It should be accompanied by some task which may be written work (e.g. copying the

school rules) or a ‘social service’ type assignment such as collecting litter. Teachers imposing this

sanction should ensure that the child is supervised.

Referral

In cases of repeated offence or offences that may be considered very serious (such or bullying) the

pupil may be referred to the Tutor, Head of section or Headteacher who will back up any punishment

imposed by the teacher or impose the punishment themselves. These cases are usually followed up

by a meeting with parents.

The normal sequence of referral is:

Teacher- Form Tutor- Co-ordinator - Headteacher.

After-school detention

For repeated or less trivial offences, Tutors or Heads of Section may impose an after-school

detention. This consists in the pupil staying at school from 15:45 to 16:30, with a work assignment.

In these cases the Head of Section should be informed and the secretary will send a letter to parents

giving at least 24hrs notice and explaining the reason for the punishment and ensure that a signed

copy is returned. Pupils in after school detentions are supervised by the Tutor or Head of section.

Meeting with parents or notification

The school consider that parents should be informed of any major or persistent disciplinary problems

involving their child. Meetings of this nature are usually with the Tutor and the Co-ordinator or

Headteacher and parents are asked to reinforce and support any disciplinary action taking by the

school. In cases where a meeting is not considered necessary parents may still be notified in writing

of a particular incident and asked to acknowledge receipt of this notification.

Daily report

Use of a daily report is normally made in cases of a persistent behaviour or work/effort problem and

form tutors may use this measure after discussing the case with the Head of section. The daily report

allows a period of very close monitoring to be imposed on a child and specific ‘target’ for

improvement in work or behaviour can be established in advance with the pupil. Tutors review the

comments on the report form each day and give encouragement when improvement has been made.


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The time for which this measure imposed depends on the improvement made and the nature of the

problem but one week would be typical. The completed forms also provide useful information for

follow up meetings with parents.

Suspensions

In cases of more serious or repeated offences the school may impose an ‘in school’ suspension on

pupils. This suspension consists of isolating a student from the rest of their class for up to three

entire school days, with academic work being provided.

Another option is suspension out of the school for one or several days.

The Head of section and Headteacher must be directly involved in any decisions regarding

suspensions. Repeated suspensions would lead to serious doubt about the viability of the child

continuing their education in this school.

Behaviour contract and withdrawal of student from the school

In cases of very serious offences or repeated offences with no positive response to other measures,

the school may issue a final written warning and require the student to sign a behaviour contract

which states that any further breaking of school rules will result in the pupil being expelled from the

school.

External exclusion

The Headteacher, or designated Senior Leader in the Headteacher’s absence, will issue an external

exclusion from the school premises for extreme acts of mis-behaviour, defiance or continual

inappropriate behaviour.

If a student is externally excluded from the school premises there will always be a re-integration

meeting between the student, his / her parents and the Headteacher where a behavioural support

plan will be discussed and implemented.

The final sanction available is that of permanent exclusion from Morna International College.

It is our hope that this final sanction is never implemented as our Behaviour For Learning Policy

aims to encourage the assist the student in making better choices in their behaviour in order that

they can learn effectively in a supportive environment and, more importantly, that other students

can learn in a supportive learning environment.

Rewards

It is imperative we recognise and celebrate the positive behaviour and attitude of our students as

well as impose sanctions to those students to on occasions fail to meet our expectations.

There are numerous extrinsic rewards systems which are used to celebrate the student’s

achievements and successes.

Secret student

A student is randomly picked from each form group every day

That student must behave appropriately in their lessons

If they do, they gain a form point and they are told the student was the next morning.


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If they fail to behave as expected, they don't get the point but they are not told who let

the form down!

The Student Council agreed that stage 2 of the Behaviour For Learning Policy (name

written on the board) results in a failure

Stages 3 and 4 would also result in a failure

The Student Council agreed on a 80% success rate during the first term

There is a collective peer pressure to behave appropriately

The Student Council and staff will agree on a suitable reward for best form in KS3 and KS4

at the end of each term

Celebrating individual achievement

‘Merit awards’ will be awarded for “Better than usual effort and/or work and help around the

school”. The Student Council agreed that each Key Stage should be set the following target each

term:

The following rewards for achieving the set targets were also agreed with the Student Council:

The student, plus a friend, is “off timetable for the day and negotiates with a teacher to assist in

their subject”. It was agreed that the work missed would be done to ensure academic standards

are upheld.

Headteacher's award

Teaching staff will inform the Head of Secondary School when a student has produced an

outstanding piece of work or has made a significant contribution to the learning process. This will

be recognised and celebrated by postcards being sent home or issued to parents.

Assemblies

Apart from collecting certificates of commendation and announcing house results the assembly

may be used for giving groups or individual pupils the opportunity to show and talk about

outstanding pieces of work or for other references to excellent behaviour, etc. Teachers may also

utilise assemblies to highlight such achievement, progress or conduct.

Assigning responsibilities

Giving responsibilities is another way utilized in order to both encourage and reward good

behaviour.

Prizes

At the end of the school year, prizes are awarded for overall achievement and for

effort/improvement in each of the subject areas as well as a special prize for collaboration within

the school.


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The House System in Primary

On entering the Primary section pupils are assigned to one of three houses named after islands off

the shore of Ibiza:

Tagomago (Green)

Conejera (Yellow)

Es Palmador (Red)

Students can accumulate points for their house through their daily achievements and through

inter-house competitions that are organised throughout the year. At the end of the year the

house with the most points are awarded the annual trophy.

Each House has an elected ‘House Captain’ and ‘Vice-Captain’ in the Primary years. These

students undertake various responsibilities.

The Vertical Tutor System in Secondary

The students in Key Stage 3, 4 and 5 are organised into vertical tutor groups in order to improve

their social and academic development. The student council were involved in the decision,

structure and naming of the new vertical tutor groups during the 2012/13 academic year. The

groups are as follows:

Key Stage 3

Four vertical groups named after the Harry Potter houses

Gryffindor

Hufflepuff

Ravenclaw

Slytherin

Key Stage 4 and 5

Three vertical groups named after the army codes

Alpha

Bravo

Charlie

The Student Council

The college operates a student council that has the purpose of involving the student body in the

leadership and management of the school. Students from Year 3 upwards are elected by their

peers to represent their form. The student council meet with the Headteacher to discuss ideas,

policies as well as being an important part in interviewing new staff. A minimum of one meeting

per half-term is organised though in the lead up to events this may increase up to one meeting per

week if necessary.

Each class in the Secondary section elects one or two students to represent them on the student

council. Furthermore, Primary House Captains act as representatives for the Primary School

during meetings.

Students with Additional Educational Learning Needs and Disabilities


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Morna International College has an inclusive educational philosophy with no entrance examination

criteria. Students all of abilities are valued equally and we are proud of our diversity of academic,

social, physical and cultural students. The school seeks to raise the achievement, remove barriers

to learning and provide a curriculum which is differentiated in order to meet the needs of every

student. All students with Special Educational Needs and Disabilities (SEND) are valued, respected

and viewed as equal members of the school community.

The Learning Support Leading Teacher, sometimes referred to as a SENCo in other schools, is

responsible for leading the additional learning support offered to students in order that they can

make progress in their learning.

The Learning Support Leading Teacher will assess and identify students thought to have a special,

or additional, educational learning need. An ‘Individual Education Plan’ (IEP) is then created and a

proposal of recommended support is made to parents/guardians. Upon making the proposal, the

school invites parents/guardians for a meeting to discuss how best to support the student.

Effective communication with parents/guardians is vital and learning support team organise coffee

mornings where parents can drop in and discuss how their child is progressing.

English as a Second Language Learners (TEFL)

The college comprises of a diverse student body including a broad range of nationalities and

language backgrounds. Similarly to students with special, or additional, educational learning

needs, students for whom English is not their primary language at home are supported through

specialist TEFL teaching in addition to being integrated into mainstream education within the

college.

Regular assessments are made in respect of the level of attainment in Literacy (Primary) and

English Language (Secondary) of all students. Additional support by means of withdrawal during

lessons, additional lessons at lunch time or after school session are available to those students

whose assessments show that they have the need. In the case of an application to join the school

from a pupil with very limited knowledge of English, the school reserves the right to offer a place

on the condition that additional support is utilised, with the parents/guardians expected to pay a

fee proportional to the amount of support necessary until such time as deemed unnecessary and

the student can access the English taught curriculum.

Lunch Service

The school provides a lunch service with food prepared by contracted caterers locally. A menu is

published, following a monthly cycle, with different menus for the summer and winter periods.

Lunches are paid for on an individual ticket basis and tickets may be bought in advance by

parents/guardians or older students at the school office.

The dining room is supervised by members of the teaching staff. There is a very pleasant picnic

area which is used when the weather is deemed warm enough (most of the year). Foundation

Stage, Primary and Secondary eat at separate sittings. Students who do not use the school lunch

service still use the same dining room but should bring a packed lunch from home, which should

include something to drink. The school provides heating and cooling facilities.


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Pupils may not leave the school site at lunchtime to buy food elsewhere (with the exception of

Years 12 and 13).

Excursions

Excursions are organised according to their availability, educational value and relevance to the

teaching programme. Students are normally offered at least one excursion opportunity per term.

At the end of each year all students are often given the opportunity to participate in a more leisure

orientated excursion.

Secondary School students are usually given the opportunity to participate in a residential

excursion once a year. These invaluable trips may follow a ‘character building’ outdoor and

adventurous theme or alternatively follow a curriculum-based theme such as a city visit covering

modern language, art or music type objectives.

Notification about excursions is sent home in separate letters via the pupils. If pupils are intending

to participate it is essential that parents/guardians sign the authorisation form and return it to the

school office, along with payment, in advance of the excursion. Pupils who do not participate in

an excursion are expected to attend school on the given day and must bring a note from their

parents/guardians to confirm this decision.

Extra Curricular Activities

The extra-curricular activities programme offers an extensive range of academic, sporting and

creative activities from 15.45. The programme is delivered by the teaching staff as well as outside

agencies that have provided all the appropriate qualification, insurance and screening certificates.

Full details and charges are published at the start of each year so that pupils can sign up in

September for activities starting in October.

Financial Information including payment procedures


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Inscription Fee (new pupils only):

When your child has completed the application process and has been offered a place in the school

(or a place on the waiting list), an inscription fee of €1000 per child is payable. With this payment

your child will receive a welcome pack and will be placed on the class list or waiting list. Should

you subsequently change your plans and not continue with this application the school will only be

able to refund 50% of this inscription fee. The inscription fee is not part of the school fees and is

not discounted from the school fees at any time.

School Fees:

School Fees are paid on a term-by-term basis and payments are strictly made on the following

dates:

40% of yearly fee to be paid by 1st September

30% of yearly fee to be paid by 1st January

30% of yearly fee to be paid by 1st April

Payments can be made monthly (September – June) a 5% increment will be added for using this

facility. Please apply for this option directly at the finance office.

A discount of 10% is made for second child and any subsequent children at 15%.

The school prefers that payments are made by form of a bank transfer, please find bank details

below. If you require that we set up a direct debit facility direct from your Spanish bank account

please contact the school finance office directly. Credit cards and cheques are accepted at the

Finance office if required. Cash payments are NOT accepted for paying the school fees or extra-

curricular activities.

Name of Bank: Banco Sabadell

Address: Plaza La Iglesia s/n Santa Gertrudis

07814 Ibiza -Baleares Name of Account: Morna International College Account Number: 0081-1406-91-0001034612 IBAN: ES9500811406910001034612 Swift / BIC: BSABESBB

PLEASE GIVE STUDENTS NAME AS REFERENCE OF TRANSFER

An invoice for the Autumn term will be sent to parents/guardians via the pupils or by Email in June

for the following term. Invoices will be sent before the commencement of each term to inform

parents/guardians of next payment due.


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Deposit

At the end of the second term students pay a deposit to reserve places for the following academic

year. This will be added onto the third terms payment and shown on the invoice. The deposit

will then be deducted from the first payment of the new academic year. The deposit is €500 per

child. If your child is not returning for the next academic year you must give notice in writing to

the school before the end of May and we will refund the deposit in full.

TEFL Fees

If your child enters the school with an insufficient knowledge of the English language (deemed

from an interview and placement test) it may be required that you child receive extra TEFL support

which will result in an additional cost to parents.

Exams

Please note that the yearly school fee does not include external examinations. Normally, exams

will be paid for in April with the third terms payment.

Extra-Curricular Activities

Extra-curricular activities are charged termly. Reminders will be sent out via the students or by

email and payments made directly at the school main office, by credit card or by bank transfer.

School Lunch

School lunch tickets can be purchased at the main office; you are required to buy a minimum of 10

tickets. Your child must come to each day with either a lunch ticket or a packed lunch.

Uniforms

Uniforms can be purchased all year at the main office.


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Staff for the 2013/2014 Academic Year

*Indicates a member of staff listed twice

Name Position in School Qualifications

Senior Leadership Team

Colin Sinclair* Headteacher / Director

Geography teacher

B Ed. Hons. Secondary Education, Masters

Degree in Education, NPQH

Fiona Robertson* Head of Primary, Class teacher /

Tutor Year 3

BA French, PGCE

Sian Griffiths* Foundation Stage Coordinator,

Reception Class teacher / Tutor

B Ed. Primary Education

Tony Webster* Head of Secondary

Mathematics Co-ordinator

Physics, Maths, Business Studies,

History teacher

BSc (Eng, Hons), PGCE

Julie Harwood* Finance Manager

BTEC National Diploma

Computer Science

Early Years Foundations Teachers

Sommer Amari Nursery teacher / tutor

EYFS Literacy Leader

BA Hons. Visual Studies/ History of Art,

PGCE specializing in Early Years Education

Elen Griffiths Reception Class teacher / tutor

EYFS Numeracy Leader

B Ed. Hons. Primary Education

Sian Griffiths* Reception Class teacher / tutor

Foundation Stage Coordinator


Primary Teachers

Annie Ritchie Year 1 Tutor MA, Diploma in Education

Caroline Franklin Year 1 Tutor BA Hons. Primary Education

Amanda Brady Year 2 Tutor B Ed. Hons. Primary Education

Sommer Amari Year 2 Tutor


Fiona Robertson* Year 3 Tutor

Head of Primary

BA French, PGCE

Thea Hart Year 3 Tutor BMUS. Hons. PGCE


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Sarah Wilson Year 4 Tutor BA Hons. Business in Europe (Spanish)

Primary GTP

Sophie Richardson Year 4 Tutor BA Hons. International Relations &

Spanish, Primary PGCE, CELTA (TEFL)

Ross Clifton Year 5 Tutor

Primary ICT & Science Leader

LLB Hons. Law, PGCE Primary

Sophie Dillon

Year 5 Tutor

Literacy liaison Leader

BA Sociology/Health Studies combined

Hons. PGCE Primary

Lesley Allen Year 6 Tutor

Learning Support Assistant

BSc Biology, PGCE

Clare Dickinson Year 6 Tutor

Primary Assessment Leader

BA Hons. International Management &

French, PGCE, Diploma Education

Maria Merida

CAP Spanish Foreign Language Licenciatura filosofía,

Secondary Teachers

Colin Sinclair* Headteacher / Director

Geography teacher

B Ed. Secondary Education, Masters

Degree in Education, NPQH

Shelley Taylor English teacher BA Hons. English Literature/Social

Anthropology, PGCE, RSA TEFLA Cert.

Chris English English & Media Studies teacher &

KS4-5 Tutor / 6th Form tutor

BA Visual Culture/English/Media,

Dip. Ed English

Tony Webster* Secondary Academic Leader

Mathematics Co-ordinator

Physics, Maths, Business Studies,

History teacher

BSc (Eng, Hons), PGCE

Umir Patel

Mathematics teacher BSc Hons. Mathematics, PGCE

Mathematics

Olivia Kearns

Mathematics teacher / Creative KS3

Curriculum Leader & KS3 Tutor

BSc Hons. Psychology, PGCE Mathematics

Cheryl Westwood

Science teacher & KS3 Tutor BSc Hons. Media Science PGCE Secondary

Science

Alexandra Ciuc

Science teacher & KS3 Tutor BSc Biology/Education

Mark Crowhurst Learning Support Leader (SENCo) B Ed. Hons. Post Graduate Diploma

Advanced Level 4 SENCo

Cormac McGleenon

ICT & Business Studies teacher BA Business & ICT Education Hons.

Philip Dobie Creative Arts Leader / Music

teacher & KS3 Tutor

BA Sound Technology, PGCE Music,

Diploma Popular Music

Yanni Gatibelza Art & Photography teacher BA Hons Visual Communication, PGCE Art

& Design


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Rosie Shann

Art & Photography teacher BA Art, PGCE

Conny Rathgeb Foreign Languages Co-ordinator,

German teacher & KS4-5 Tutor

1 und 2 Staats examen Lehramt. Diplom

Pädagogik

Jane Bergman Spanish Foreign Language teacher

& KS4-5 Tutor

BA European Studies/Spanish, MA Latin

American Studies, PGCE

Jorge Arguelles Spanish Language teacher &

Director Technical

Licenciado Filologia Hispanica, CAP

Karin Arkenberg German Foreign Language &

Mathematics teacher

Zweite Staatsprüfung für das Lehramt an

Volks und Realschulen

Monica Boned Spanish Language EYFS teacher

Monica Martí Spanish Language, Catalan

Language

Diplomatura en Magisterio; Primaria,

Lenguas extranjeras

Learning Support Assistants

Diane Hendon

Reception teaching assistant Health Training Certificate

Lorraine McFarlane

Nursery teaching assistant

Annette Branth

Reception teaching assistant

Nicola Brennan

Primary teaching assistant BA Video Production

Teaching assistant level 3 Diploma

Samantha Hocking Primary teaching assistant EFL Teaching Certificate


Claire Watts

Primary teaching assistant ASA Swimming Teaching Certificate


Alexis O’Hallaron

Teaching assistant and Learning

Support

BTEC National Diploma in Early Years

Louise Coles

Primary teaching assistant

Kim Clifton TEFL Teacher

Special Needs Support Assistant

TEFL Teaching Certificate


Malcolm Croad

Cover Supervisor BA (Oxon) Mathematics

MSc Applied Mathematics

Administrative Staff

Graham Wilkinson Legal Administrator

Julie Harwood*

Finance Manager

Linda Hazell

Secretary

Estela Villatoro

Finance Assistance

Helena Suarez Office Administrative Assistant


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Jose Sanchez

Maintenance

Roberto Garcia

Maintenance

Andrew Edmondson

Gardener

Susan Webster Tuck shop & reprographics

Parents Handbook

Documents