MAYFAIR INTERNATIONAL ACADEMY Setting the Standard · 2018-05-31 · HANDBOOK FOR PARENTS AND...

MAYFAIR INTERNATIONAL ACADEMY Setting the Standard

Handbook for Parents and Students 2017-2018

HANDBOOKFORPARENTSANDGUARDIANS©MayfairInternationalAcademy

Page1 Lastupdated:14/04/2018

MayfairInternationalAcademyatitsoption,maychange,delete,suspendordiscontinuepartsorthepolicyinitsentirety,atanytimewithoutpriornotice.

Mayfair International Academy Avda. de las Golondrinas, 16

Atalaya Park Estepona

29688 Spain

CONTACT DETAILS:

Telephone (school reception): (00 34) 952 88 88 94 General enquiries: [email protected] Administration: [email protected]

Accounts Department: [email protected] Reception: [email protected]

Head of School: [email protected] Head of Primary: [email protected]

Deputy Head & Languages Coordinator: [email protected]




TABLE OF CONTENTS

o Introduction (page 6) o History (page 7) o About us (page 8) o Changes in policy (page 9) o Academic calendar (pages 10 – 11)

§ 2017-2018 § 2018-2019

o Academic monitoring policy (page 12) § Targets and individual learning goals § Cause for concern

o Anti-bullying policy (pages 13 – 14) § Anti-bullying policy § What is bullying? § Reporting bullying § Anti-bullying officer § Dealing with bullying as a global issue § Advice to parents and guardians

o Assessment policy (page 15) § Overview § Self-assessment § Assessment throughout the Stages

o Attendance and punctuality policy (pages 16 – 17) § Attendance § Punctuality § Leaving early § Planned absence § Unforeseen absence § Contacting the school § Unexplained absence

o Buddy system (page 18) o Charity policy (pages 19 – 20)

§ Overview § Charities we have supported

o Classwork policy (page 21) o Communication policy (pages 22 – 24)

§ In person § E-mail § Telephone § Communicating with the school § Parent-teacher meetings § Booking a parent-teacher meeting § Parent-teacher meeting schedule

o Curriculum (pages 25 – 29) § Foundation stage § Primary § Lower secondary § Upper Secondary § Advanced

o Curriculum enhancement policy (pages 30 – 31) § Overview § 2017-2018

o Cup challenges (page 32)




o Data protection (page 33) § Gestionalex § Storing data

o Discipline policy (pages 34 – 37) § Overview § Sanctions § Red mark code

o Equal opportunities policy (page 38) o Equipment policy (pages 39 – 40)

§ Physical education kit § Foundation Stage § Primary § Secondary

o Events and activities (pages 41 – 43) § Overview § School trips § 2017-2018

o External examinations policy (pages 44 – 50) § Cambridge Assessment International Education § Cambridge ICT Starters § Cambridge English § Cambridge Primary Checkpoint § Cambridge Secondary 1 Checkpoint § Cambridge IGCSE § Cambridge AS and A-Level § Additional language exams § Billing and payment § Mock examinations § Examination timetable § Examination results § University entrance

o Facilities (pages 51 – 52) § Current facilities § Future facilities

o Food policy (pages 53 – 55) § Morning snack § Packed lunch § Dining facilities § Lunch times § Catering service § Healthy eating policy § Sharing food

o Health and safety policy (pages 56 – 61) § Introduction § Procedures § Fire safety equipment § Fire drill procedure § In the event of fire § Evacuation procedure § Misconduct § First aid boxes § Staff qualified to administer first aid § Servicio de prevención de ANTEA, S.L. § Helicopteros Sanitarios




§ Insurance § Additional insurance for trips § Civil responsibility

o Homework policy (pages 62 – 64) § What is homework? § The role of parents/guardians § The aims and objectives of homework § Completing homework § Homework diaries § Foundation Stage § Stages 1 and 2 § Stages 3 and 4 § Stages 5 and 6 § Lower secondary § Upper secondary § Advanced

o Information technologies systems policy (pages 65 – 69) § Computer suites § Interactive whiteboards § Acceptable use § Auditing, monitoring and retention § Personal device and home access § Virus detection § Software licencing § Computer usage and locking § Internet and e-mail acceptable use § E-mail addresses and passwords § Personal computers and school Wi-Fi

o Parental involvement policy (pages 70 – 71) § Meeting our objectives § Parental support § Why? § How? § Parents’ Association

o Performance management policy (pages 72 – 73) § Lesson observations § Review § Debriefing

o Photography policy (page 74) § Events and activities § School photo day § Taking photographs at events

o Reporting (pages 75 – 76) § Receiving school reports § Understanding the reports § Grade descriptors § Effort scores § Interim reports § Full reports § Tribe points § Attendance and punctuality

o Rewards policy (pages 77 – 78) § Recognition of good behaviour/performance § Rewards system




§ Students of the month § End of year awards

o Rules and regulations (pages 79 – 82) § School rules § Beginning and end of school day § Break times and lunchtime § Appearance § School property § Alcohol, smoking paraphernalia, weapons and drugs § Mobile telephones § General expectations

o School bus service (page 83) § Overview § Bus pass prices

o School day and timetable (page 84) § School day § Timetable

o School fees and payment policy (pages 85 – 87) § Deposit § Enrolment fee § Invoices § Payment of fees § Failure to pay § School fees 2017-2018 § School fees 2018-2019 § Discounts

o School staff (pages 88 – 91) § Departments § Roles or senior/management staff § Recruitment § 2017-2018 Management Team § 2017-2018 Administration Team § 2017-2018 Maintenance Team § 2017-2018 Teaching Team

o School tribes (pages 92 – 93) § Overview § The tribes § Inter-tribe competitions § Inter-tribe sports challenges

o Special Educational Needs (SEN) policy (page 94) o Stages and placement policy (pages 95 & 96)

§ Stages and age groups § Key stages




INTRODUCTION

Mayfair International Academy is a privately owned international school that offers a British education for Foundation Stage, Primary, Secondary and Sixth Form aged students. Mayfair International Academy is an examination centre for Cambridge ICT Starters, Cambridge Primary Checkpoint, Cambridge Secondary 1 Checkpoint, IGCSE, A/S and A-Levels. Mayfair International Academy is also a Cambridge English Preparation Centre.




HISTORY

Mayfair International Academy was founded in 1997 as an independent secondary school. In the first year a team of five part-time teachers and one full-time head teacher were hired to deliver nine subjects to GCSE level. The student body consisted of six lower secondary students, who shared an eagerness to learn. In the Autumn term of 1997 the Countess of Coventry inaugurated Mayfair International Academy with a visit, during which she spoke to the students about their school, their future and the Noah’s Ark Trust of which she was the patron. By the Spring term some of the students were ready to sit GCSE examinations two years early and, at 14 years old, Mayfair International Academy’s first students gained A* grades in Spanish and French and C grades (the highest grade available) in Foundation Level Mathematics. The students went on to achieve high grades in the rest of their GCSE examinations over the next two years, at 15 and 16 years old. Over the years Mayfair International Academy slowly grew, moved into a larger premises, became a Cambridge Examination Centre, an AQA examination centre and then also an EDEXCEL examination centre allowing the school to offer GCSE, A/S and A-Level examinations from the three main exam boards in the UK. Mayfair International Academy pioneered an Alternative Sports Curriculum whereby students gained five GCSE or IGCSE qualifications along with a VRQ in Sports and Fitness with CYQ. Students on this course gained Personal Trainer qualifications and went on to university to study sports related subjects or to work as personal trainers. Through this curriculum, one of our students became the first student to be admitted to a UK university with NVQ qualifications. Steiner Transocean, an American cruise liner company, requested that Mayfair International Academy distribute their job offer forms to all of our qualified fitness instructors and personal trainers for their recruitment purposes. In the ever-evolving climate we constantly review the subjects that we offer and ensure that we adapt to public demand. Due to an increased interest in the traditional pathway and a diminishing interest in the Alternative Sports Curriculum we suspended this course in 2014 after fourteen successful years. We remain a CYQ approved centre, allowing us to offer this course again in the future, should the demand and interest return. In 2004 the Primary department was added to allow students from the age of six to attend Mayfair International Academy. The Primary department was initially located in another building and had its own Management Team. Three years later, in 2007, both the Primary and the Secondary departments moved to the current premises, uniting the two entities. The Foundation Stage was then added and students as young as three were able to enrol. In 2011 Emma-Maria Robertson, the founder's daughter and Mayfair International Academy's first student, joined the Board of Directors and in 2014 Alejandro Jurado joined as Business Director. In 2015 we became Málaga's first school to offer the Cambridge Pathway from Stage 1. We are now exclusively a Cambridge examination board. The owner’s philosophy has always been that the school should be student centred and this remains at the forefront of every review and decision that is made. From humble beginnings Mayfair International Academy now has over 150 students and a team of over 20 teaching staff.




ABOUT US

Mayfair International Academy is committed to providing a first class education for its students. We believe that every student should be treated as an individual and our aim is to teach and guide each student so that they may develop academically, socially and personally. We aim to ensure a safe and tolerant learning environment, to create a sense of respect and responsibility and to encourage students to pursue their individual goals. As well as teaching the traditional school subjects, we also consider it vitally important that our students´ progress and well-being are monitored and our pastoral care system has been designed with this in mind. We hope that the small and friendly atmosphere in the school will result in a successful, meaningful and happy education for all of our students.




CHANGES IN POLICY This document supersedes all previous handbooks and policies. While every effort is made to keep the contents of this document current, Mayfair International Academy reserves the right to modify, suspend, or terminate any of the policies and/or procedures described in the manual with or without prior notice.




ACADEMIC CALENDAR

2017-2018

TERM 1 4th of September First day of the Autumn term

12th and 13th of October School closed

30th of October – 3rd of November Half term holiday 6th – 8th of December School closed

20th of December Last day of the Autumn term

TERM 2 7th of January First day of the Spring term

26th of February to 3rd of March Half term holiday

23rd of March Last day of the Spring term

TERM 3 9th of April First day of the Summer term

1st of May School closed 15th of May School closed

27th of June Last day of the Summer term




2018-2019

TERM 1 5th of September First day of term 12th of October School closed

29th of October – 2nd of November Half term holiday 6th & 7th of December School closed

19th of December Last day of term

TERM 2 7th of January First day of term

25th of February to 1st of March Half term holiday 12th of April Last day of term

TERM 3

29th of April First day of term

1st of May School closed 15th of May School closed

26th of June Last day of term




ACADEMIC MONITORING POLICY

Academic tracking records are kept by all teachers for all subjects. These tracking records state whether each student is ‘working under’, ‘working towards’, ‘working at’ or ‘working beyond’ the expected level. The records also show end of unit/term assessment results and are handed up to the teacher of the next Stage at the end of the academic year.

Targets and individual learning goals

Whenever possible, these targets and individual learning goals are set by the student, in consultation with the teacher. We believe that students who set their own targets and learning goals have more confidence to take on more challenging tasks and increased motivation to improve. By encouraging students to set their own targets and learning goals we aim to: encourage students to become more active participants in the learning process; become independent learners; identify what is important to their own learning; and achieve their full potential.

Cause for concern

Throughout the year, students who are giving cause for concern will not only be monitored by their form tutor but also by members of the Management Team. Meetings with members of the Management Team will take place whenever they are deemed necessary and students are expected to present any books/work records and homework diaries whenever requested.




ANTI-BULLYING POLICY N.B. This policy is currently under review

Everyone at Mayfair International Academy has the right to feel welcome, secure and happy. We promote a pleasant learning environment where students can work together in harmony. Bullying in any form is unacceptable. As this policy is an integral part of the behaviour and discipline policy, sanctions will be the same as those in the Discipline Policy. Whilst we hope that there are very few incidents that can be regarded as bullying at Mayfair International Academy, we are aware that it does occur and that one case is one case too many. This policy will be reviewed annually in order that we can strengthen our approach to this issue.

What is bullying?

Bullying can be described as unwanted, aggressive behaviour that involves a real or perceived power imbalance. The behaviour is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumours, attacking someone physically or verbally, and excluding someone from a group on purpose (www.stopbullying.gov). Bullying can be physical or verbal, use intimidation or prejudice, could involve mobile telephones or the internet, may be overt or may lead to someone being left out. Whatever form it takes bullying has no place at Mayfair International Academy.

Reporting bullying

Members of our Teaching Team are always ready to listen, however students are encouraged to report bullying of themselves or others to their Class Teacher/Form Tutors or any member of our Management Team. All allegations of bullying are taken very seriously and records of all incidents are kept. In all cases the discipline policy will be followed and persistent offenders may be permanently excluded from the school. We also recognize that bullies may behave in a certain way as they have previously been victims of bullying themselves and we therefore work with them to get to the root of and eliminate the negative behaviour.

Anti-bullying officer

Upon the review of our anti-bullying policy and following consultation with the team of Student Ambassadors it has been deemed that an official Anti-Bullying Officer is not required at this moment. Any situations with regards to bullying or bullying behaviour are closely monitored by our Student Ambassadors, Class Teachers/Form Tutors and Management Team. This policy will be reviewed regularly and, should the need for an official Anti-Bullying Officer arise, one will be appointed.

Dealing with bullying as a global issue

Regular PSED/PSHE lessons throughout the Early Years Foundation Stage, Key Stage 1, Key Stage 2 and Key Stage 3 deal with the issues surrounding bullying. All Stages also celebrate Anti-Bullying Week (www.anti-bullyingalliance.org.uk), during which time themed activities with a special focus on the issues surrounding bullying are incorporated into lessons. PSHE related topics, including the issues surrounding bullying are incorporated into tutor time throughout Key Stage 4.




Advice to parents and guardians

If you suspect your child is being bullied we ask that you report this to the school immediately. This can be done by e-mailing our Head of School, Head of Primary or Deputy Head, or by verbally reporting this to your child’s Class Teacher/Form Tutor. Whichever way this is reported, our Management Team will be informed, a record will be made and an investigation will take place. Parents/Guardians should not attempt to deal with the issue by approaching the student you believe to be exhibiting bullying behaviour, nor should they encourage their child to manage the situation himself/herself.




ASSESSMENT POLICY We believe that assessment is more than just an evaluation and an end of unit test, which is why we conduct on-going assessments throughout the year. Through this process, students are provided with clear responses to their performances of understanding in a way that will help to improve next performances. Feedback is given both verbally and written on a regular basis, in response to written work, verbal contribution and practical performance. We also understand the importance of formal assessment and we therefore conduct end of unit assessments, either formally or informally, for all subjects. This may take the form of an end of unit quiz, a written examination, a practical observation or an informal assessment to determine a student’s understanding of a topic. Individual pieces of classwork and homework are marked in accordance with our Marking Policy, bearing in mind each student’s ability, and returned to the students. Through this system we aim to encourage students to achieve their best, while providing an accurate evaluation of attainment, which helps to set learning targets.

Self-assessment

We believe the student self-assessment is an important part of the learning process and is a valuable tool. Clear expectations for student performance are set and students are encouraged to perform self-assessments throughout the academic year. This is often paired with peer assessments and, through this process, we aim to help students to stay involved, motivated and to encourage self-reflection and responsibility for learning. Through self-assessment students can: identify their own skills gaps; determine which areas of learning require extra focus; revise their own work; and track their own progress.

Assessment through the Stages

Throughout Stages 1 and 2 most assessments are informal, however some written tests will be given throughout the year. Students will be expected to complete spelling tests and to have their reading level assessed at regular intervals (at least once per month). At the end of Stage 2 students will be formally assessed in English, Maths and Science and the results of these assessments will be recorded in the final school report of the academic year. Students in Stages 3 to 9 are assessed both formally and informally in all subjects at the end of each unit/topic or when appropriate. Students are expected to complete spelling/mental mathematics tests (including times tables tests) and to have their reading level assessed at regular intervals (at least once per month). Students are formally assessed in English, Maths and Science at the end of each term and the results of these assessments will be recorded in the school reports. Students in Stage 6 and Stage 9 may be entered for external examinations at the end of the academic year. Those who do not sit external examinations will sit internal examinations set at the same level. Students in Stages 10 and 11 are assessed both formally and informally at regular intervals throughout the academic year. They sit formal assessments at the end of each term, which will include mock examinations. Students in Stage 10 sit end of year exams, the results of which are released in the final school report of the academic year. When appropriate, a grade (A*-G for Key Stage 4, A-E for Stages 12 and 13) is given in order to provide students with a clear indication of their individual level of attainment.




ATTENDANCE AND PUNCTUALITY POLICY

Attendance

Attendance is monitored daily by way of Stage registers, which are completed by the Class Teacher/Form Tutor every morning. The information in these registers is reviewed weekly by the Management Team and records of absences are recorded. Our school target attendance record is 95% for all students. While we understand that students may be ill from time to time, we are also aware that poor attendance has a negative impact on learning. We promote the fact that there is a clear link between attendance at school and academic success and closely monitor the attendance of all students. In the case that a student’s attendance record drops below 95% his/her parents/guardians are immediately informed and that student is put on a weekly monitoring system. Attendance records that remain below 95% are a serious cause for concern and parents/guardians will be asked to attend a meeting with members of our Management Team to discuss the issue. We aim to work together to find solutions for poor attendance, however an attendance record that remains below our school target, despite this cause for concern being addressed to the parent/guardian, may result in that student’s permanent exclusion from Mayfair International Academy.

Punctuality

All students are expected to arrive in time for registration to begin at 9:00 prompt. The school gates are open from 8:45, at which time Class Teachers and Form Tutors are ready to receive students. Students arriving after 9:00 will be marked as ‘late’ on the register and will not be permitted to join their class until the beginning of the following lesson, in order to minimize disruption. Punctuality records are reviewed weekly by the Management Team and records of late arrivals are recorded. Our school target punctuality record is 95% or above for all students. While we understand that students may occasionally be late for reasons outside of their control, we expect students to usually arrive in good time, unflustered, and for parents/guardians to have left the school premises by 9:00 when the school gate closes. In the case that a student’s punctuality record drops below 95% his/her parents/guardians are immediately informed and that student is put on a weekly monitoring system. Punctuality records that remain below 95% are a serious cause for concern and parents/guardians will be asked to attend a meeting with members of our Management Team to discuss the issue. We aim to work together to find solutions for poor punctuality, however a punctuality record that remains below our school target, despite this cause for concern being addressed to the parent/guardian, may result in that student’s permanent exclusion from Mayfair International Academy.

Leaving early

Students leaving school before the end of the school day must be collected by a parent/guardian and may only do so with permission from the Head of School or Primary Head. In the case that a student is injured or takes ill during the school day, the parents/guardians (or emergency contact) will be contacted by telephone and asked to collect that student. Records of students being collected before the end of the school day are kept and this information is included the our attendance records.




Planned absence

In the event of a planned absence the student’s parent/guardian should advise the school, in writing, as early as possible. Wherever possible the school will arrange work for the student to complete while he/she is not present and it is expected that the students will catch up with work missed. Students and/or their parent/guardian should see their Class/Subject Teacher if clarification is required.

Unforeseen absence

In the case of an unforeseen absence the student’s parent/guardian should contact the school receptionist as soon as possible to advise us of the reason and expected length of said absence. On return to school a letter explaining the absence (signed by the parent/guardian) should be handed in to the school reception, along with any supporting documents (doctor's note, etc.).

Unexplained absence

In the case of an unexplained absence the school will contact the student’s parent/guardian to establish the reason for this absence. We will contact via e-mail and telephone and may also use emergency contact numbers in the case that we are unable to speak to the registered parent/guardian. An extended unexplained absence may result in the involvement of social services.

Contacting the school

In case of absence, parents/guardians may contact the school by the following methods: Telephone: (00 34) 952 88 88 94 (Monday – Friday, 08.30 to 17.00, during term-time) E-mail: [email protected]




BUDDY SYSTEM In order to ensure that each student’s integration into the school goes as smoothly as possible we operate a Buddy System for students joining Stage 5 and upwards. All new students are assigned a ‘buddy’ in their class. Buddies are selected by the Form Tutor, in consultation with the person in charge of the new student’s enrolment. They are expected to treat new students with respect and to help them settle in to life at Mayfair International Academy. The Buddy System does not operate in Foundation 1 to Stage 4 inclusive as, due to the small class sizes and the friendly, family environment, it has not proved to be necessary, however this is reviewed regularly. New students are introduced to the class and Class Teachers will monitor them to ensure that they are settling into life at Mayfair International Academy well. All students are encouraged to include new students in games and activities.




CHARITY POLICY Mayfair International Academy proudly supports a number of local and international charities by way of fundraising, whole school events, raising awareness of important issues and other activities. We encourage all members of our community to get involved in fundraising activities and to actively support charitable causes. Our school community regularly supports a number of charities, as well as actively seeking new organisation and charitable causes that could benefit from our support. Some of the charities we have helped in recent years have been listed in this section.

Charities we have supported

Nyland Knight Charitable Foundation For over ten years we have supported the Nyland Knight Charitable Foundation, a local charity that works with the Kunkujang Nursery School in The Gambia. During this time we have provided school materials, delivered school books and funded the creation of the school’s first football team. Our directors have also visited the school twice, to work with the teachers and management staff. Our students regularly exchange letters and pictures with children in The Gambia, as well as attending talks to learn more about the work the charity does. www.nylandknight.com

AVOI AVOI (Asociación de Voluntarios de Oncología Infantil) is a small, local charity that was founded in 1993. The charity’s volunteers help to make children’s time at the Hospital Materno-Infantil as pleasant as possible by way of organising visits, activities and other events. Mayfair International Academy began supporting the charity in 2014 when we organised a Disney-themed day and raised 2,640.63€ to help send a group of children undergoing cancer treatment to Disneyland Paris. We have since raised additional funds for the charity through the sponsorships from our annual Mud Run and welcomed the founders of the charity to the school to give a talk on the important work of their volunteers. www.avoi.es

DEBRA Asociación de Piel de Mariposa (DEBRA) España is a national charity working on behalf of people in Spain with the genetic skin blistering condition Epidermolysis Bullosa (EB). It was founded in 1993 and aims to provide social care support to those living with EB, provide an enhanced specialist EB nursing service to adults and children living with EB and support pioneering research to find effective treatments for EB. Our school community began to support DEBRA in 2016 when we invited a representative to give a talk and celebrated Butterfly Skin International Day, selling badges to raise funds for the charity. www.pieldemariposa.es

ADANA Asociación por los Derechos de Animales Abandonados (ADANA) is a local animal charity run by volunteers. ADANA aims to promote love and affection for animals, to provide facilities for the shelter and care of abandoned, sick and injured animals whilst seeking new homes for them and to assist local authorities with such animals. Our students have visited the animal shelter, raised funds and donated bedding, food and other necessities.




WORLD ANIMAL DAY World Animal Day is a social movement charged with the mission of raising the status of animals in order to improve welfare standards around the globe. Our students have participated in animal-themed fancy dress days while raising funds for the charity and learning about its important work. www.worldanimalday.org.uk

Acción Contra el Hambre Acción Contra el Hambre is a charitable organisation that works to fight the consequences and causes of malnutrition in over 40 countries. Our students, parents/guardians and teachers organised and participated in a sponsored run to raise funds for this charity’s work in Nepal following the 2015 earthquake. www.accioncontraelhambre.org

Fundación Infantil Ronald McDonald España The Ronald McDonald Foundation works to keep families with sick children together and near the care and resources they need. They build Ronald McDonald houses, to provide a home environment, support and resources for families with children in hospital, and family rooms, where families can rest and regroup in the hospital. http://www.fundacionronald.org

The World Food Programme The World Food Programme works to assist 80 million people in around 80 countries each year. It is the leading humanitiarian organisation fighting hunger worldwide, delivering food assistance in emergencies and working with communities to improve nutrition and build resilience. http://www1.wfp.org

4 Ocean 4 Ocean operates out of multiple countries and employs over 150 people worldwide. Through the sale of bracelets, made from recycled materials 4 Ocean funds the removal of trash from the ocean and coastlines. In less than 2 years 4 Ocean has removed approximately 630,000 pounds of trash. https://4ocean.com




CLASSWORK POLICY Students should always write the title and the date on every piece of classwork. In the Secondary department, written work should be completed using a black or blue pen unless otherwise stated and diagrams/graphs should be done in pencil, using a ruler when necessary. Up to and including Stage 4, written work should be completed in pencil unless otherwise stated. Throughout Stages 5 and 6 the use of pens for written work will be gradually introduced and throughout Secondary Stages, written work should be completed in blue or black pen unless otherwise stated. Examples of good or excellent work is displayed in the classroom and school corridors and is regularly updated. Good or excellent work may also be sent to the school office and entered into national or international competitions, and/or used for advertising and marketing purposes. An annual overview of the subjects and topics that will be covered in class is released to parents/guardians by e-mail each term.




COMMUNICATION

In person Foundation Stage and Primary Teachers, along with Secondary Form Tutors, are available once per week, from 15:30 to 16:30, for parent-teacher meetings. These meetings must be scheduled at least one week in advance and all parents/guardians are expected to attend at least one meeting per term. Meetings can be booked through the school reception, or with the Class Teacher/Form Tutor directly. Class Teachers/Form Tutors schedule no more than two meetings on the same day, in order to be able to provide detailed feedback and discuss the student's progress. Prior to these meetings Class Teachers/Form Tutors collate information from subject-specialist teachers, in order to provide feedback on all subjects. Records of these meetings are taken and are kept on our Teaching Team site. Additional meetings with subject-specialist teachers, or members of the Management Team, can be arranged as and when necessary, and should be requested via the school reception.

E-mail

Most communication between the school and the parents/guardians will be via e-mail. It is important that you check the e-mail address that you provide us with regularly so as not to miss any important information. We will use this e-mail address primarily for: • School reports • Information about upcoming events and activities • General school information • Discipline and/or attendance issues that require parental action • Accounts (invoicing, billing, etc.)

Telephone

It is imperative that we always have an up-to-date contact telephone number for all parents/guardians. We must also have an up-to-date emergency contact telephone number – this person will only be contacted in case of emergency when we have not been able to reach the parents/guardians. While we will use the registered telephone number to contact parents/guardians in case of accident or illness it is not the only reason that we may call you. If you receive a call from the school telephone number please do not panic! We may use the contact numbers provided in the following circumstances: • If a student has an accident or takes ill • If a student is involved in an incident that we perceive as serious enough to warrant the

student being collected during the school day or a meeting with the parent/guardian to be arranged immediately

• If a student continues to wear the incorrect uniform and we require the parent/guardian to bring a change of clothes to school

• If a student continues to use his/her mobile telephone within the school building and said mobile telephone has been confiscated requiring a parent/guardian to collect it

• If there is an outstanding amount on the school fees/paperwork has not been provided • If we believe that you may not be receiving our e-mail communication • In the case of an unexplained absence • To arrange a meeting with the parent/guardian




Communicating with the school

The various departments within the school can be contacted by calling (0034) 952 88 88 94 but please bear in mind that teachers will not usually be available to take telephone calls during school hours unless scheduled in advance. Likewise, our Academic Director and Head of Primary both teach classes and are not always available. Each department has an e-mail address and we endeavour to reply to all e-mails within 24 hours. Occasionally incoming mail may end up in our ‘junk’ folder and therefore we ask that you resend your e-mail or contact reception if you have not received a reply within three working days. For data protection purposes we request that parents/guardians contact the department rather than the individual employee. E-mails are occasionally monitored to ensure effective service operations, prevent or detect crime and ensure compliance with legislation. The e-mail addresses are: • Administration: [email protected]

This e-mail will be used for most general information and is also the e-mail address that we will use to send school reports, upcoming event/activity information, etc. If you are not sure which address to use Administration can forward your e-mail to the correct department.

• Head of School: [email protected] • Head of Primary: [email protected] • Deputy Head: [email protected] • Accounts: [email protected] • Reception: [email protected]

Parent-teacher meetings

In the 2016-2017 academic year we reviewed the way our parent-teacher meetings were run, with an aim to provide a more personalised service to all of our our families. In the interest of being able to make the most of these formal meetings and in order to adapt to our parents/guardians busy schedules, we no longer run parent-teacher evenings twice per year. In lieu of these biannual parent-teacher conferences, Class Teachers and Form Tutors are available one day per week (see parent-teacher meeting schedule) from 15:30 to 16:30 to meet with parents or guardians who have booked an appointment with at least one week's notice. Class Teachers and Form Tutors collate information from all teachers who have contact with the student and can therefore provide feedback on all subjects. Should an additional meeting, with a subject-specialist teacher, be necessary this can be arranged via the school reception. All parents/guardians are expected to have a formal meeting with their child's Class Teacher or Form Tutor at least once per term. To ensure that these meetings are not rushed and the feedback you receive is of high quality, no more than two meetings will be booked on any one day. Booking a parent-teacher meeting Parent-teacher meetings can be booked directly with the Class Teacher/Form Tutor (in person or via the student's homework diary) or through the school reception. If a parent-teacher meeting has not been booked by half-term, the school receptionist will contact you to propose a day and time.




Parent-teacher meeting schedule

Foundation 1 – Miss Mirian – Thursdays (15:30 - 16:30) Foundation 2 – Miss Louisa – Wednesdays (15:30 - 16:30) Stage 1 – Miss Zoe B – Tuesdays (15:30 - 16:30) Stage 2 – Miss Jules – Thursdays (15:30 - 16:30) Stage 3 – Miss Gala – Fridays (15:30 - 16:30) Stage 4 – Miss Lisa – Tuesdays (15:30 - 16:30) Stage 5 – Miss Becky – Wednesdays (15:30 - 16:30) Stage 6 – Mr Josh – Wednesdays (8:30-8:45 / 12:00-12:50) Stage 7 – Miss Robb – Mondays (15:30 - 16:30) Stage 8 – Mrs Palace – Tuesdays (15:30 - 16:30) Stage 9 – Miss Cervan – Tuesdays (15:30 - 16:30) Stages 10 and 11 – Miss Carmen - Thursdays (15:30 - 16:30)




CURRICULUM

Foundation Stage In the Foundation Unit students follow the British Early Years National Curriculum, which covers: • Language and Literacy • Numeracy, Knowledge and Understanding of the World • Physical Development • Creative Development • Personal, Social and Emotional Development • Both Foundation Stage classes also have one lesson of Spanish per day •

Primary

Throughout Primary we follow the Cambridge Pathway for English, Mathematics and Science, Cambridge ICT Starters for ICT and the National Curriculum for England for all other subjects (except higher level Spanish). Cambridge Primary is a world-class curriculum that allows learners to develops their skills and understanding in English, Mathematics and Science, providing excellent preparation for Cambridge Lower Secondary. The curriculum is culturally sensitive, as well as appropriate and relevant internationally. All Primary (Key Stage 1 and Key Stage 2) Stages have timetabled lessons for the following subjects: • English • Mathematics • Science • Humanities • Art and Design • Dance • Physical Education (PE) • Personal, Social and Health and Economic Education (PSHE) • Information and Communications Technology (ICT) • Music • Spanish




Lower Secondary Throughout Lower Secondary we follow the Cambridge Pathway for English, Mathematics and Science, Cambridge ICT Starters for ICT and the National Curriculum for England for all other subjects (except higher level Spanish). Under normal circumstances, students are expected to study all subjects. In some cases a student may be excused from studying French (usually when neither English nor Spanish is the student's first language and only upon agreement by the Management Team). Cambridge Lower Secondary develops skills and understanding in English, Mathematics and Science, providing excellent preparation for Cambridge Upper Secondary. The world-class curriculum is appropriate and relevant internationally. All Lower Secondary classes have timetabled lessons for the following subjects: • English • Mathematics • Science • History • Geography • Art and Design • Physical Education (PE) • Personal, Social and Health and Economic Education (PSHE) • Information and Communications Technology (ICT) • Computing • Drama • Spanish • French




Upper Secondary

Throughout Upper Secondary we follow the Cambridge IGCSE route for all subjects. Students follow a number of obligatory subjects, along with a number of optional subjects, which are agreed upon in advance between the school, the parents/guardians and the students. Cambridge Upper Secondary builds on the foundations of Cambridge Lower Secondary. Cambridge IGCSE is the world's most popular international qualification for 14 to 16 year olds. It is recognised by leading universities and employers worldwide, and is an international passport to progression and success. Developed 25 years ago, it is tried, tested and trusted by schools worldwide. The flexible and stimulating curriculum helps learners to improve performance by developing skills in creative thinking, enquiry and problem solving. In order to enter Upper Secondary at Mayfair International Academy, a student must have achieved at least a 'silver' or equivalent in the core subjects at Secondary 1 level and a 'gold' or equivalent in each of the optional subjects the student wishes to study. In the case that a subject has not been studied at Secondary 1 level (for example Business Studies) the application will take into account the student's achievements in other subjects. All students must study a minimum of seven subjects, from five different subject groups, including two languages. All students are strongly encouraged to work towards gaining a 'merit' or 'distinction' in the Cambridge ICE award. The subject groups are as follows (not all subjects are offered every year and courses run depend upon demand): Group I: Languages • First Language English • English as a Second Language • Spanish as a First Language • Spanish as a Foreign Language • French as a Foreign Language • Students may take IGCSE examinations in additional languages, if deemed able to do so,

upon prior agreement with the school. Group II: Humanities and Social Sciences • Geography • Global Perspectives • History • English Literature

Group III: Sciences • Biology • Chemistry • Co-ordinated Sciences (double award) • Physics

Group IV: Mathematics • Mathematics




Group V: Creative and Professional • Art and Design • Business Studies • Computer Science • Information and Communication Technology • Physical Education

The IGCSE options for the 2017-2018 Academic Year are:

Obligatory Subjects: • First Language English or English as a Second Language • Mathematics • Biology • Spanish as a First Language or Spanish as a Foreign Language • Information and Communications Technology (ICT) • Global Perspectives

Optional Subjects: • History or Business Studies • Geography or Co-ordinated Sciences (double award) • French or Computer Science




Advanced Level

Throughout Sixth Form students follow the Cambridge International AS and A-Level courses for all subjects. Students follow a number of optional subjects, which are agreed upon in advance between the school, the parents/guardians and the students. Students usually follow the 'staged' assessment route for most subjects, taking the Cambridge International AS level in Stage 12 and completing the final Cambridge International A Level in Stage 13. Cambridge International AS & A Level develops learners' knowledge, understanding and skills in: • In-depth subject content • Independent thinking • Applying knowledge and understanding to new as well as familiar situations • Handling and evaluating different types of information source • Thinking logically and presenting ordered and coherent arguments • Making judgements, recommendations and decisions • Presenting reasoned explanations, understanding implications and communicating them

logically and clearly • Working and communicating in English

In order to enter the Advanced Level department at Mayfair International Academy, a student must have a minimum of five IGCSEs (or equivalent) at Grade C or above, including a Grade B or above in each of the subjects the student wishes to study. Under normal circumstances, students are expected to study a minimum of five subjects at AS level and to continue at least three subjects through to A Level. The subjects offered vary from year to year, depending upon demand. AS and A-Level options offered in recent years have included: • Art and Design • Biology • Business Studies • English Language • English Literature • French • History • Information Technology • Mathematics • Psychology • Physics • Spanish




CURRICULUM ENHANCEMENT POLICY We aim to offer at least one free, optional, curriculum enhancement programme per day to each age group, from 15:30 to 16:30. These programmes are designed to enhance and enrich our curriculum and we review the options available on a termly basis, taking into account requests and feedback from our parents, guardians, staff and students. In addition to our free programmes, our students may also join a number of after-school activities delivered by external instructors, for which there is a fee per session. In the 2017-2018 academic year we launched a new cross-curricular, project-based enhancement programme aimed at students in Lower Secondary. These projects are linked to the United Nations’ Sustainable Development Goals and each term we focus on a different goal. In Term 2 we focused on Global Goal Number 2: Zero Hunger. The aim is to end hunger, achieve food security and improved nutrition and promote sustainable agriculture. We ran five free programmes that were directly linked to this global goal, while other programmes incorporated related work into projects. In Term 3 we focused on Global Goal Number 14: Life Below Water. The aim is to conserve and sustainably use the oceans, seas and marine resources for sustainable development. We continued to run five free programmes that were directly linked to this global goal, while other programmes incorporated related work into projects.




2017-2018

Project-based global goals programmes: • Farmer's Market • Global goals newsletter • Global goals project in Spanish • Green fingers • Cultures of the world • Recycling Project

Academic enrichment programmes: • Book club • Chess club • Creative writing • Global maths • Multi-activity club • Reading and poetry • Robotics

Arts and music: • Art project • Music with the García Fajer Foundation • Harry's music club • Music • Photography • Rock choir

Languages: • Fun in French • Fun in Spanish • Introduction to Greek language and culture • Spanish games • Global goals project in Spanish

Sports and fitness: • Basketball • Fencing • Football • Let's run! • ProCoach Programme • Sports club • Tennis • Yoga




CUP CHALLENGES In the 2016-2017 academic year we introduced the 'Cup Challenges' for English, Mathematics and Science. Each term all students in Stages 5 and up are invited to participate in a Cup Challenge. All participating students are randomly matched against an opponent, who may be from another Stage. During scheduled lessons all participants take age-appropriate tests, or 'challenges', related to recent or current topics which are then marked. The student with the higher score continues to the next round where he or she is matched against a new opponent. Those still in the competition will continue to partiticipate in the weekly challenges until the finals. At the end of the term the winner of the Cup Challenge is presented with a cup that is his or hers to keep. These competitions are designed to be fun challenges created to pique students' interest in the subjects and to encourage them to value intellectual pursuits. While such contests do help prepare students for competition which, for better or worse, is a part of life, we emphasise that students should not take such challenges too seriously.




DATA PROTECTION POLICY

Gestionalex

Mayfair International Academy has a contract with Gestionalex, a company that specialises in the consulting, auditing and training in the field of the Organic Law of Protection of Personal Data (LOPD) and the Law of Information Services and Email (LSSI-CE). Technicians and representatives of Grupo Novadat visit the school regularly and conduct inspections to ensure that Mayfair International Academy is fully compliant of the laws and regulations of the Spanish Data Protection Authority (AEPD) and the European Union’s Data Protection Directive.

Storing data

All personal data is stored in accordance to Data Protection laws and regulations. The school’s data controller is registered with the Data Protection Commissioner. All personal data is included on a data processing file, in accordance with Article 5 of the LOPD 15/1999 of 13 December. This information is used to carry out administrative tasks including enrolment and communication. Data may be removed from this file or rectified however, if certain data is removed we will no longer be able to offer you some or all services. Certain data must be shared with the school’s teachers and other employees in order to ensure the safety and wellbeing of the students and in order to provide the best possible service. All employees are required to sign an agreement annually to ensure that all data is handled, used and stored in accordance to regulations. The school's data controller is: Emma-Maria Robertson, assisted by Ludmila Yermolayeva.




DISCIPLINE POLICY

Overview

We use positive responses as a means to encourage good behaviour, however sometimes it may be necessary to employ a number of sanctions to enforce our school rules, anti-bullying policy and class rules to ensure a safe and positive learning environment. This policy is designed to create a just, secure and happy learning environment. When dealing with all forms of inappropriate behaviour we follow three overriding rules: Be calm – students must be dealt with calmly and firmly, referring to what the action is and why the action is being taken. Logical consequences – a logical consequence is a sanction that should ‘fit’ the offence. It generally has two steps. The first step is to stop the misbehaviour. The second step is to provide an action that recalls the student to the rules, reinstates the limits, and teaches alternative behaviours. Fresh start – although persistent or serious misbehaviour needs recording, every child must feel that every day is a fresh start.




Sanctions

If school rules or class rules are broken, the following sanctions may be applied (sanctions will differentiate to the needs of the students and the seriousness of the offence): Verbal reprimand and/or warning - students are given a verbal reprimand and/or warning by the teacher (or assistant). Formal documentation of this will not always be necessary. Verbal reprimands/warnings should be given in a calm and clear manner. Traffic lights (Foundation 1 to Stage 4 only) - If, after a verbal warning, a student has not rectified his/her behaviour, the traffic light system will be used.

1. In the first instance a student will be moved from the green traffic light to the yellow traffic light on the class display. A yellow mark in the class record sheet denotes a warning has been given.

2. Should the behaviour continue, the student will be moved from the yellow traffic light to the red traffic light on the class display. A red mark in the class record sheet denotes that several intents to correct the behaviour have not been successful and/or a serious incident has occurred. This should be reported to the Head of Primary. In both instances a record of specific events should be recorded in the student's homework diary, which should be signed by the parent/guardian. Details of the incident should also be kept with the class record sheet for future reference. Red mark in diary - (Stage 4 upwards only) - Red marks are issued for negative behaviour and are recorded in the student's homework diary. An accumulation of two red marks will lead to the student being required to attend a lunchtime detention. Parents/Guardians will be e-mailed when two red marks are acquired. Time out (Foundation 1 to Stage 4 only) - A 'time out' in class may be used. In this instance the student will remain in the classroom but will be separated from the rest of the students for a period of time, not exceeding five minutes. Sent to another class - A student may be sent to another class for a period of time, which may be for the remainder of a lesson. The student must be accompanied by a teacher, assistant or another, responsible student. The student must be given work to take with him/her, or given any missed work to complete during the next break or at home. Sent to the Head of Primary or Head of School - After a combination of the above sanctions, or when a teacher believes that the behaviour of a student is disrupting the lesson, a student may be sent to the Head of Primary or Head of School. Primary students must be accompanied by a teacher, assistant or another, responsible student. The student must be given work to take with him/her, or given any missed work to complete during the next break or at home. This must be recorded in the student's homework diary and the Head of Primary or Head of School will decide if further disciplinary sanctions are necessary. Break-time/lunchtime detention - Students may be given break-time or lunchtime detention, upon agreement with the Head of Primary or Head of School. Upon the accumulation of two red marks students will automatically be put in lunchtime detention. During detention, students must remain in an allocated classroom and may be given work to complete under supervision. During lunchtime detentions students will be permitted to eat their lunch but they must remain in the designated room. N.B. Students who are misbehaving during break-time may be removed from the playground, which will not usually be considered to be a break-time detention.




Put 'on report' (secondary only) - In the case of continuous negative behaviour, repeated detentions, or upon the decision of the Head of School, a student may be put 'on report' and parents/guardians will be advised by e-mail. The student must hand the report sheet to the Subject teacher at the beginning of every lesson. The Subject Teacher will comment on the behaviour of the student during the class and the report sheet is to be signed by the Head of School and the student's parent/guardian every day. Initially a 'white report' will be issued. Continued negative behaviour will result in a 'yellow report', followed by a 'red report'. How long a student remains 'on report' and when the report changes colour is at the discretion of the Head of School. Should the negative behaviour continue after a 'red report' has been issued, further sanctions, which may include external or permanent exclusion, will apply. Banned from school trips/school events – We expect all students to maintain exemplary behaviour during school trips and events. Students who misbehave on a school trip or during a school event may not be permitted to attend future trips or events. Likewise, students who have been displaying repeated negative behaviour prior to a trip or event may not be permitted to attend said trip or event. Students who are subject to any other disciplinary sanction at the time of a trip or event may not be permitted to attend said trip or event. This sanction will be applied at the school's discretion, taking into account all factors. External exclusion – Continued negative behaviour or serious offences may result in a period of external exclusion of between one and five days, or permanent exclusion from the school. The length of the exclusion is at the discretion of the school. Serious offences include but are not limited to:

• Verbal abuse to any member of the school community • Physical assault (or threat of physical assault) to any member of the school community • Possession of a banned item (including but not limited to weapons of any sort, alcohol, drugs,

cigarettes, smoking paraphernalia and fireworks) • Sexual or racial harassment • Deliberate damage of property (school property or the property of another member of the

school community) • Theft • Being under the influence of drugs or alcohol

N.B. Where the possession or use of alcohol, tobacco or drugs is involved the police will always be called and the student will be permanently excluded with immediate effect. Mayfair International Academy reserves the right to inform other schools about reasons behind any permanent exclusions.




Red mark code CODE DESCRIPTION OF OFFENCE

L Arriving late for to a lesson

E Not bringing the correct equipment to a lesson

HW Homework not done/incomplete or is of poor quality

U Not wearing the correct uniform

B Behaving in an unacceptable manner

Eff Making little effort with studies

KIT Not bringing correct sports kit to a PE lesson

G Chewing gum

PH Mobile telephone used/not put away/not switched off

SW Swearing

D Not carrying school diary/Not presenting school diary when asked

SD Not getting school diary signed by parent/guardian each week The red mark code will be written, in red, in the student's homework diary. Parents/Guardians must check diaries at least once per week, although more often is recommended.




EQUAL OPPORTUNITIES POLICY Mayfair International Academy will not discriminate against anyone on the grounds of their racial or ethnic origin, gender, religious beliefs or (where practicable) disabilities. We welcome our duty to not be discriminatory in our practices. Furthermore, we understand the contribution that education can make in encouraging positive attitudes towards equal opportunities in the wider community and recognise that: • Developing understanding of the views and rights of groups to which we do not

ourselves belong is an important part of learning to live in society. • Our curriculum is enhanced by students learning to understand and respect the

differences of gender, race, religion, age, ability and disability and social disadvantage. Mayfair International Academy therefore undertakes the following tasks: • To promote the self-esteem and to foster the social and emotional growth of each child

throughout school life and, in particular, throughout the school's pastoral care system and the PSHE curriculum.

• To endeavour to ensure that both boys and girls have full entitlement to a broad and balanced programme and opportunities.

• To provide, through the behaviour of the staff towards each other and towards the students, an example that will encourage students to grow up conscious of the importance of equal opportunities and respect for each other.

• To respect the cultural and ethnic diversity of students, parents and staff, welcoming the enrichment which this brings and to foster positive attitudes toward our multi-cultural society.

• To make use of opportunities within the life of the school to increase religious awareness and tolerance and to forge links with the wider community to promote an understanding of and respect for others.

Mayfair International Academy will make an effort to ensure that no student, parent or member of staff is disadvantaged as a result of his/her disability. The school is equipped with wheelchair ramps and disabled toilets, however it should be noted that the layout of the site and the building may restrict the movement of individuals with particular difficulties with mobility.




EQUIPMENT POLICY It is important that students bring the correct equipment with them to school each day. Failure to do so not only affects the student’s learning but it also creates unnecessary problems for teachers and can result in conflict no sooner has a lesson started. The school provides equipment, such as paints, crafts, sports equipment, exercise books/ring-binders for teachers and students, however students are expected to bring their own stationery equipment (pens, pencils, eraser, sharpener, etc.). Students may also be asked to bring other, specific equipment from home, such as calculator, protractor, specific craft materials, etc.

Physical education kit

Physical Education is part of the British National Curriculum and is also one of our compulsory GCSE subjects. It is therefore compulsory for all students from Foundation 1 to Year 11 and students are required to bring their PE kit, socks and trainers on days when they will have PE classes. If a student fails to do so then the school will provide a very basic outfit.

Foundation Stage

Students in the Foundation stage should bring a sensibly sized school bag with: • A refillable water bottle • A contact book • Spare clothes (including underwear and a change of socks) • A packet of baby wipes.

Students should also bring an art shirt into the school, in order to protect their uniform during art classes. Parents will be advised of any other equipment needed as and when necessary via the contact book, which should be checked daily.

Primary

Students in Stages 1 to 6 should bring a pencil case in a sensibly sized school bag. In their pencil case they should have:

• Writing pencils • Blue/Black pens (students in Stages 5 and 6 only) • An eraser • A sharpener • Coloured pencils • A glue stick • Felt-tipped pens.

They should also have an A4 sized folder to take home any letters and a refillable water bottle. Students will be advised of any other equipment needed as and when necessary.




Secondary

Secondary students must bring: • Pens (black or blue) • Pencils • A rubber • A basic maths set (ruler, protractor, compass, set square) • Calculator (scientific calculator from Year 9 onwards) • Coloured pencils • A sensible pencil case.

Students will be advised of any other equipment needed as and when necessary.




EVENTS AND ACTIVITIES At Mayfair International Academy we understand how important it is for students to take part in extra-curricular activites, as well as academic activities. It is also important for students to learn to work with students from other Stages, Key Stages and schools. We schedule various academic and non-academic activities to take place throughout the year and also participate in various inter-school events. A calendar containing the main events that take place over the academic year is released at the beginning of the Autumn term, allowing parents/guardians to plan in advance for events for which they may wish to join us. Details of smaller events that cannot be planned as far in advance are released by e-mail over the course of the academic year. Whole school events may not include students in Stages 10 and up due to examinations, coursework and timetabling. Whole school events may not mean that the whole school is participating in the event at the same time and in the same place. We welcome suggestions for school trips, events and activities from our students, staff members, parents and guardians. To make a suggestion please e-mail [email protected] or contact the school reception.

School trips

We do not currently offer school trips to students in our Foundation Stage. Students in Stages 1 to 9 are invited to participate in at least two school trips per year. These trips usually have an additional cost. Students in Stages 10 and up are invited to participate in our annual bonding trip, however trips during the academic year for these stages are limited due to exam preparation and timetabling. We do however invite and encourage these students to attend university fairs. We will not usually repeat the same school trip with the same group of students, allowing our learners to experience many different places and activities throughout their educational journey. Some of our 'regular' trips, such as our animal-themed trip for World Animal Day, are therefore scheduled on four or five year rotations.




2017-2018 MONTH EVENT/ACTIVITY GROUP(S) DATE September Meet and greet Whole school

(parents/guardians welcome)

8th

Bonding trip - Kayak and SUP in Nerja Stages 10 & 11 13th

SRT University Fair Stages 10 & 11 15th Author Visit - Andrea Prior Stages 1 to 4

21st

Bin Bag Fashion Show Stages 6 and up 22nd European University Consortium Visit Stages 10 & 11 25th

European Day of Languages Whole school 26th National Poetry Day Whole school 28th

October Trip - Automobile Museum Stages 1 to 4 3rd Hidden Canvasses Art Talk Stages 7 to 9 4th

World Space Week Whole school 4th-10th Inter-School Maths Olympiad Select secondary students 5th

Space-themed fancy dress parade Whole school (parents/guardians welcome)

5th

Celebration of the Spanish Speaking World - Argentina

Whole school (parents/guardians welcome)

11th

Halloween Party Foundation 1 to Stage 6 27th Halloween fancy dress parade Whole school

(parents/guardians welcome)

27th

November Anti-Bullying Week Whole school 13th-17th

Founder's Day Whole school (parents/guardians welcome)

24th

Trip - Aeronautical Museum Stages 5 and 6 30th December Computer Science Education Week Whole school 4th/5th

Mud Run - Fundraiser Stage 6 and up

13th

Christmas carol visit to Residencia Para Mayores Isdabe

Select secondary students 15th

Winter Show - A Wizard of Oz Whole school (parents/guardians welcome)

20th

January Día Escolar de la No Violencia y Paz Whole school 30th

February UKMT: Intermediate Challenge Stages 10 & 11 1st




Día de Andalucía Whole school (parents/guardians welcome)

23rd

March Easter bonnet parade Whole school (parents/guardians welcome)

23rd

April Sports Day Whole school (parents/guardians welcome)

w/c 16th

Book Day/Book fair Whole school (parents/guardians welcome)

23rd

UKMT: Junior Challenge Stage 8 26th

International Day Whole school (parents/guardians welcome)

30th

May Sports Day Whole school (parents/guardians welcome)

14th

June World Environment Day Stage 8 27th Residential trip - Aventura Amazonia

Granada Stages 5 to 9 11th -

13th Trip - Quesería Sierra Crestellina Stages 1-4

14th

Summer show - Mayfair Rocks! Whole school (parents/guardians welcome)

27th

Awards Ceremony & Graduation Whole school (parents/guardians welcome)

27th




EXTERNAL EXAMINATIONS POLICY External examinations are usually optional and are marked externally. The results of these examinations are usually released by e-mail once they have been received by the school and formal certificates can be collected from the school reception, once the school has received them.

Cambridge Assessment International Education Mayfair International Academy is a registered Cambridge School and Cambridge Examination Centre, centre number ES085. We exclusively prepare our students for and run Cambridge International Examinations and we do not accept external candidates. Cambridge International Examinations is the world's largest provider of international education programmes and qualifications for 5 to 19 year-olds. Created with an international audience in mind, ensures that these programmes and qualifications are interesting, valuable and relevant for students around the world. Cambridge qualifications are recognised by leading universities and employers worldwide as evidence of academic ability. As a Cambridge school and a Cambridge English Preparation Centre we offer the following external examinations to our students:

Cambridge ICT starters Cambridge English

Cambridge Primary Checkpoint Cambridge Secondary 1 Checkpoint

Cambridge IGCSE Cambridge A/S

Cambridge A-Level

Cambridge ICT Starters Cambridge ICT Starters assessments have been mapped against national ICT standards in a number of countries, so that the skills assessed reflect the competencies demanded internationally. The assessments are carried out in the classroom through a structured scheme of assessment, operating at three levels:

• Initial steps • Next Steps • On Track

Each level is made up of two stages and certificates are available upon successful completion of each stage. Parents/Guardians are contacted when the school deems their child to be ready to enter for Cambridge ICT Starters. These assessments are optional and incur an additional cost. Parents/Guardians are invoiced for external Cambridge ICT Starters assessments and the cost must be paid, in full, before the student is entered. Late payment may incur an additional charge or may result in the student not being entered for the assessment.




Cambridge English

As a Cambridge English preparation centre we prepare students to take Cambridge English examinations either in our centre, or in another local Cambridge English Centre, depending upon the number of students we have preparing for the same level. Cambridge English qualifications are in-depth exams that make learning English enjoyable, effective and rewarding. The qualifications are based on research into effective teaching and learning. They motivate people of all ages and abilities to learn English and develop practical skills for the real world. Each exam focuses on a level of the Common European Framework of Reference (CEFR), helping learners to improve their speaking, writing, reading and listening skills step by step. We prepare students for: • Cambridge English: Starters (Young Learners, Pre A1) • Cambridge English: Movers (Young Learners, A1) • Cambridge English: Flyers (Young Learners, A2) • Cambridge English: Key for Schools (KET, A2) • Cambridge English: Preliminary for Schools (PET, B1) • Cambridge English: First for Schools (FCE, B2) • Cambridge English: Advanced (CAE, C1)

Parents/Guardians are contacted when the school deems their child to be ready to enter for Cambridge English examinations. These assessments are optional and incur an additional cost. Parents/Guardians are invoiced for external Cambridge English examinations and the cost must be paid, in full, before the student is entered. Late payment may incur an additional charge or may result in the student not being entered for the examination.




Cambridge Primary Checkpoint

Cambridge Primary Checkpoint tests have been designed to assess learners at the end of Cambridge Primary. They give valuable feedback on learners' strengths and weaknesses before they progress to the next step of their education. The tests are marked in Cambridge and each learner receives a statement of achievements, as well as a diagnostic feedback report. We run Cambridge Primary Checkpoint examinations in May for the following subjects:

• English • English as a Second Language • Mathematics • Science

Parents/Guardians are contacted if the school recommends their child to be entered for Cambridge Primary examinations. We generally recommend all students (except those who have recently joined) to enter examinations in at least one subject. These assessments are optional and incur an additional cost. Parents/Guardians are invoiced for external Cambridge Primary Checkpoint examinations and the cost must be paid, in full, before the student is entered. Late payment may incur an additional charge, which is set by Cambridge International Examinations, or may result in the student not being entered for the examination.

Cambridge Secondary 1 Checkpoint Cambridge Secondary 1 Checkpoint tests have been designed to assess learners at the end of Cambridge Secondary 1. They give valuable feedback on learners' strengths and weaknesses before they progress to the next step of their education. The tests are marked in Cambridge and each learner receives a statement of achievements, as well as a diagnostic feedback report. We run Cambridge Secondary 1 Checkpoint examinations in May for the following subjects:

• English • English as a Second Language • Mathematics • Science

Parents/Guardians are contacted if the school recommends their child to be entered for Cambridge Secondary 1 examinations. We generally recommend all students (except those who have recently joined) to enter examinations in at least one subject. These assessments are optional and incur an additional cost. Parents/Guardians are invoiced for external Cambridge Secondary 1 Checkpoint examinations and the cost must be paid, in full, before the student is entered. Late payment may incur an additional charge, which is set by Cambridge International Examinations, or may result in the student not being entered for the examination.




Cambridge IGCSE Cambridge IGCSE is one of the world's most popular international qualifications for 14 to 16 year olds. It is recognised by leading universities and employers worldwide, and is an international passport to progression and success. Many universities worldwide require a combination of Cambridge International A Levels and Cambridge IGCSEs to meet their entry requirements. However, some US and Canadian colleges and universities will accept learners with five Cambridge IGCSEs at grade C or above. UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and skills, carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to the standard of UK GCSE. This means that students can be confident that their Cambridge IGCSE qualifications are accepted as equivalent to UK GCSEs by leading universities around the world. Cambridge IGCSE English language qualifications are also recognised by a good number of UK universities as evidence of English language competency for university study. Cambridge IGCSE assessments generally take place at the end of the two-year course and are marked in Cambridge. Each subject receives a separate grade and the grades awarded are A* to G, with A* being the highest. Examinations generally take place in May/June and results are usually released in August. We encourage all of our students to work towards achieving the Cambridge ICE award for Cambridge IGCSE. This award recognises the achievements of learners who pass examinations in at least seven subjects, including two languages, and one subject from each of the other subject groups. Parents/Guardians are invoiced for external IGCSE examinations and the cost must be paid, in full, before the student is entered. Late payment may incur an additional charge, which is set by Cambridge International Examinations, or may result in the student not being entered for the examination.




Cambridge AS and A-Level

Cambridge International’s rolling review programme ensures that Cambridge qualifications reflect the latest developments in education. In revising Cambridge International AS and A Level syllabuses they have consulted with some of the world’s leading higher education institutes, including the University of Cambridge, Harvard and MIT. Learners use Cambridge International AS and A Level qualifications to gain places at leading universities worldwide including in the UK, Ireland, USA, Canada, Australia, New Zealand, India, Singapore, Egypt, Jordan, South Africa, the Netherlands, Germany and Spain. UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and skills, carried out an independent benchmarking study of Cambridge International AS and A Level and found it to be comparable to the standard of UK AS and A Level. This means that students can be confident that their Cambridge International AS and A Level qualifications are accepted as equivalent, grade for grade, to UK AS and A Levels by leading universities around the world. Over 1,400 universities recognise Cambridge International AS and A Level qualifications and they are accepted for entrance to all UK universities. Over 500 US universities accept Cambridge International AS and A Levels, including all Ivy Leage and Ivy Plus universities. These universities include Brown, Harvard, MIT, Stanford and Yale. Good grades in carefully chosen Cambridge International A Level subjects can result in up to one year of university course credit in the United States and Canada. A recent study in the US also showed that Cambridge students were more likely to enrol at university than the national average. Cambridge AS and A Level assessments are marked in Cambridge. Each subject receives a separate grade and the grades awarded are A* to E (A* being the highest) for A Level and A to E (A being the highest) for AS Level. Examinations generally take place in May/June and the results are usually released in August. We encourage all of our students to work towards achieving the Cambridge AICE award, in addition to their individual AS and A Level qualifications. This award recognises the achievements of learners who pass examinations in subjects selected from at least three curriculum areas, including Global Perspectives and Research. Parents/Guardians are invoiced for external AS and A-Level examinations and the cost must be paid, in full, before the student is entered. Late payment may incur an additional charge, which is set by Cambridge International Examinations, or may result in the student not being entered for the examination.




Additional language examinations

IGCSE, AS and A-Level examinations in additional languages may be taken if the school can accommodate them. In the case that there is an oral component and/or individual invigilation is required, the parent/guardian will be invoiced to cover the costs. For more information an appointment should be arranged with the Languages Co-ordinator. In such cases, the school will not offer tuition nor will it supply materials, however the student must pass a mock examination prior to entry (parents/guardians will be expected to cover the cost of marking the mock examination).

Billing and payment

External examinations incur a cost, which includes examination entry fee (set by the examination board), postage and packaging and invigilation. Exam costs generally range between 15€ and 150€ per entry, depending upon the type of qualification. These costs may change from year to year. An invoice will be issued to the parent by e-mail and must be paid, in full, by the date stated. Failure to do so could incur ‘late charges’ from the exam board, which could double the cost of the examination, or could result in the student not being entered for some or all of the examinations. School fees must also be up-to-date at the time of the examination.

Mock examinations

Mock examinations are held prior to all external examinations. Students much achieve a grade 'C' or above in mock examinations in order to be entered.

Examination timetable The dates and times of the external examinations are set by the examination board and cannot be altered by Mayfair International Academy. Occasionally examinations fall on school holidays and, in these cases, the school will be open for the examination only. Timetables are issued to students prior to the commencement of the examination series. Cambridge Primary Checkpoint and Cambridge Secondary 1 Checkpoint examinations generally take place in May. IGCSE, AS and A-Level examinations generally take place between April and June. It is the responsibility of the student to arrive on time for his/her examinations and failure to do so could result in the student not being permitted to enter the examination. Missed exams cannot be taken on a later date within the same examination series.




Examination results

Examination results are released by e-mail to the student's school e-mail address unless otherwise requested, in writing, by the student's parent/guardian. Students may request a printed statement of results, which can be collected at the school reception. Official certificates are available at a later date and students or their parents/guardians are notified when they are ready for collection. Official certificates/statements of results must be kept safe and the school does not keep copies. They may be required as proof of qualification by further education establishments or future employers. Uncollected certificates will be returned to the examination board 12 months after the date of issue. Mayfair International Academy cannot replace lost or damaged certificates, however replacement statements of results/certifying statements may be applied for directly to the examination board and must be paid for by the candidate. Any queries pertaining to external examinations and/or examination results should be addressed to the school.

University entrance

As of September 2007 A-Level qualifications no longer need to be converted to the Spanish equivalent (Bachillerato Superior), which could be a lengthy and frustrating process, and the ‘Selectividad’ exam need not be taken in order to gain entrance into the Spanish university system. The A-Level qualifications therefore carry the same value as the International Baccalaureate, which is offered by some British schools in Spain. Entrance into a British institute of higher learning is achieved through obtaining the necessary points at A/S and A2 to satisfy the entrance requirements stipulated by different colleges and universities. Most British universities will specify a number of UCAS points that are required for their courses. The University and College Admission Service (UCAS) is the organisation that is responsible for managing applications to higher education courses in the UK. Information about applying to UK universities, the UCAS points systems, student finance, scholarships, etc. can be found on the UCAS website. Further information on using Cambridge qualifications for access to higher education can be found on the Cambridge International website.




FACILITIES

Current facilities

Our current facilities consist of:

Foundation Stage A separate Foundation Stage unit with its own secure playground. Two Foundation Stage classrooms with windows looking out onto the playground.

Primary A separate, secure playground, which consists of a concrete patio, a garden and a quiet area. Six classrooms, four of which are located on the lower floor with direct access to the Primary patio with the remaining two (Stages 5 and 6) located on the upper floor, looking onto the Secondary patio. The strategic location of the classrooms for Stages 5 and 6 allows students to become integrated into the Secondary department over time. All classrooms are equipped with either an interactive whiteboard or a flatscreen television.

Secondary A separate play area equipped with a muli-purpose sports court, and a terrace area with chairs and tables. Each Stage has its own classroom, which is equipped with an interactive whiteboard or flatscreen television.

Art Suite A light and spacious art suite is used by students in Stages 5 and up for artwork.

ICT suites Two ICT suites are equipped with laptops running on Windows and interactive whiteboards.

Canteen Students in Stages 3 and up may use the canteen at lunch time, although Secondary students may opt to eat on their terrace during good weather. Hot meals are served by our catering service in the canteen, which is also equipped with a vending machine selling bottled water, juices and healthy snacks.

Gym An indoor gym is equipped with excercise mats, table tennis tables and gym equipment. The gym is used for PE lessons during inclement weather and for assemblies.

Multi-purpose sports court Our sports court can be used for football, basketball, hockey, short-tennis, badminton, volleyball and netball. All students have access to the court during PE lessons and students in Stage 6 and up may use it at break times.

School bus service Our school bus service runs every morning and evening from Sotogrande.

Libraries Our school has two libraries, one primarily equipped with reading books (reading room) and the other with reference books and workstations (reference library).




Future facilities

In January 2018 our executive project for a new school building was accepted by the Estepona Town Hall and, if all goes according to plan, we expect to move into our new premises in 2019. The new premises will be built over three floors and will feature an indoor sports court, outdoor sports courts, a library and a variety of working spaces. Each Stage will continue to have its own classroom and retractable walls will allow for group activities between Stages. Science and art laboratories will provide dynamic, hands-on environments for individual and collaborative workshops, experiments and practical work. Our Early Years Foundation Stage and Key Stage 1 classrooms will be located on the ground floor. Learners in these Stages will have access to their own outdoor learning areas and playground, which will be equipped with a sandbox, stepping logs, a water texturised fountain and a bamboo forest. Primary and Secondary Stages will be located on the upper floor of the building. Primary students will have access to a games patio, landforms for climbing and playing on, shaded benches and an allotment. Secondary learners will be able to spend their break times on the sports courts, on the Secondary patio or relaxing in a shaded seating area. The lower floor will be home to a multi-purpose indoor sports court, a canteen and a music/dance hall. The canteen will open onto the secondary patio, allowing space for outdoor seating during the warmer months. The building and the grounds have been designed to provide a warm and welcoming environment with outdoor and indoor spaces that enable teaching outside of the classroom. Outdoor areas will blend natural and man-made elements, engaging children to discover and learn in a safe and secure environment. Playgrounds and gardens will feature carefully selected trees and plants, which will give each area an unique scenery.




FOOD POLICY

Morning snack

All students should bring a healthy morning snack to school with them, which is to be eaten during the morning break. Secondary students may opt not to have a snack at this time, however it is recommended. Morning snacks are eaten in the classroom or on the terrace area outside of the classroom, depending on the weather. Secondary students may eat their snack on the Secondary terrace. Snacks must be healthy and some suggestions are listed below: • Fruit or vegetables pieces, sliced or chopped • Cereal bar • Yoghurt • Vegetables or breadsticks with dip • Rice cakes or crackers

Packed lunch

All students must have a nutritious meal to eat at lunch time. Students who have not pre-ordered hot meals from the school's catering service must bring a healthy lunch with them. We recommend that packed lunches contain foods that can be eaten without being heated, however we do have microwaves to reheat packed lunches when necessary; packed lunches cannot be heated in any other way. Students who bring food that must be heated must bring the food in microwavable containers, along with a note from the parent/guardian stating how long the food must be heated for. He/she may have to wait to for the food to be warmed. Primary students may not heat their own lunches, while Secondary and Sixth Form students must heat their own lunches. Due to time constraints, only one 'course' per student will be heated.

Dining facilities

Students in the Foundation Stage and Key Stage eat lunch in their classrooms, under the supervision of Foundation Stage and Lower Primary staff. Students in Stages 3 to 6 inclusive eat lunch in the school canteen during the first sitting. They are allocated tables and students eating packed lunches may not always sit at the same tables as those eating pre-ordered meals. Students in Stages 7 and upwards may eat their lunch in the school canteen or on the secondary terrace during the second sitting. Those eating pre-ordered meals must have their meal in the canteen. All students are supervised while eating lunch and good manners are expected. Students are expected to eat lunch using necessary cutlery (unless eating foods such as sandwiches or wraps, which may be eaten without a knife and fork). When students are finished eating they are to return their trays and silverware (if applicable) to the caterers and to take any rubbish to the bins provided. The noise level in the canteen is to be minimal during lunch time; students may talk quietly to those sitting next on their table but shouting is not permitted.

Lunch times Foundation Stage and Primary students eat lunch during the first sitting, from 12:50 to 13:20. Secondary and Sixth Form students eat lunch during the second sitting, from 13:20 to 13:50.




Catering service

Pre-ordered hot lunches are provided by Villablanca Catering. Villablanca is headquartered in Málaga and has over 10 years of experience in the food industry. The company works with integrated suppliers, guaranteeing the best raw materials. Villablanca is the first non-multinational Andalusian company to be certified Ecological by the European Union. It has also been granted the ISO 9001 and 14001 accreditations. Villablanca is dedicated to delivering fresh, nutrient rich and delectable meals, which are transported to the school daily. The menu is carefully crafted by professional nutritionists and dietitians, in conjunction with experts in nourishment quality. Fresh, prime-quality raw materials are used without additives or preservatives. The headquarters kitchen is equipped with the latest technology and specific menus can be tailored to cater for specific dietary requirements. The APPCC (Critical Points and Risk Analysis) is a systemized process internationally recognised as the leading method to guarantee food safety. The cold-line process offers premium alimentary quality and reliability, as it provides the optimum temperature throughout production to avoid contamination. Same day delivery guarantees the hygienic and aseptic conditions of food, as it is maintained at the same temperature without fluctuations. The process avoids vitamin depletion and oxidation. Lunches are served to the students on stainless steel trays, which are child-friendly with no sharp edges. Stainless steel is a non-porous material, chosen for high quality hygiene. The lunch menu can be requested from the school reception.




Healthy eating policy

As part of our Personal, Social Health and Economic Education (PSHE) programme, we encourage all students to become more aware of the importance of maintaining a healthy and balanced diet. We expect all learners to have a nutritious breakfast before arriving at school in the morning. All students should eat twice during the school day (morning snack and lunch). Morning snacks are to be provided by the parent/guardian and should consist of a small, healthy snack. Lunch may be provided by the parent/guardian in the form of a packed lunch, or ordered from our catering service. Lunch is an important meal, particularly for school-aged children, and should provide one third of their recommended daily allowance of nutrients without being high in fat, sugar or salt. All learners are encouraged to drink water throughout the day, particularly during hot weather. Parents/Guardians must provide a refillable water bottle for each child. In keeping with this policy, the following foods and drinks are not allowed in the school: • Crisps • Popcorn • Chocolate • Sweets • Lollipops • Chewing gum • Cake • Pastries • Donuts • Chocolate biscuits • Fizzy drinks • Energy drinks • Other such food and drink with high sugar content

Sharing food

In keeping with our Healthy Eating Policy, and in order to ensure the safety of students who may have food intolerances and/or allergies, we do not permit the sharing of cakes or other treats to celebrate birthdays or other special events. We kindly request that parents and guardians refrain from bringing such items to the school.




HEALTHY AND SAFETY POLICY The welfare and safety of each individual at Mayfair International Academy is very important to us. Our health and safety procedures have therefore been drawn up to safeguard the health, safety and welfare of all employees, students, visitors and others within our premises.

Procedures

Mayfair International Academy will: • strive to ensure a safe place of work and safe equipment for all students and staff. • ensure that staff and students receive health and safety training and that there are

individuals on the staff who are qualified to administer first aid. • NOT administer any medication (including paracetamol, ibuprofen, etc.) without written

instructions from a doctor. • ensure that there is a clear duty on individuals to exercise self-discipline and accept

responsibility to do everything they can to prevent injury to themselves or others. • ensure that a fully stocked first aid kit is available for minor injuries. • inform parents/guardians immediately should their child become ill/have an accident at

school. • record any accident deemed serious enough and provide a copy to the parents/guardians.

Parents/Guardians should: • advise the school of any medical conditions when they enrol their child or as soon as

they become apparent. • notify the school immediately of any changes in their child’s health which may affect

their emotional or physical state. • note that, if a child is unfortunate enough to have contracted an infectious condition, the

child may need to be excluded from school until such time as they are no longer infectious.

Fire safety equipment

Our building is routinely checked by Antea to ensure that fire safety equipment is suitable and sufficient. Smoke alarms are located throughout the building and checked regularly. Fire extinguishers are located at several points throughout the building, they are clearly marked and regularly checked by Flamasur. A fire bell is located on the left side of the exit from the canteen to the inside staircase and another is located on the left side of the main door by reception. A red emergency switch is below each bell and is clearly marked. A fire blanket is located in the Science laboratory. All fire exits are clearly marked with luminous signs and emergency lighting. All classrooms have a plan of fire exits and fire extinguishers clearly visible by the classroom door. Registers of all staff, students, visitors and other personnel on site are kept at reception. Misuse of any of the fire safety equipment will result in immediate and permanent exclusion.

Fire drills Fire drills take place at least once per term, usually once per half-term. Students and staff must familiarise themselves with the locations of fire exits, bearing in mind that the nearest exit may be blocked and an alternative route may be necessary. Records of all fire drills are taken and kept securely in the school office.




Fire drill procedure

• When the fire alarm is activated, all staff, students, visitors and other personnel must follow the evacuation procedure.

• Only the Administration Officer or the school directors may activate the fire alarm for a drill. • Drills must be performed on different days and at different times of the day. • Only the school directors, Administration Officer and the Head of School may be advised of

the day and time a drill will take place. • A stopwatch must be started at the same time as the fire alarm is activated. • The person recording the drill may not interfere with the evacuation procedures. • The stopwatch may only be stopped once all staff, students and visitors have been registered. • Once the evacuation and registration has been completed, the Administration Officer is to

switch the alarm off and check the building, recording all findings (open doors, windows, blocked passages, etc.).

• At least one fire drill per year should have a 'blocked exit', which will be shown by a member of staff standing in front of the exit holding a sign saying 'fire'.

• A fire drill report must be completed and filed immediately following the drill. • An e-mail is send to parents/guardians advising them that a drill took place and stating the

evacuation time. • Any student or staff member who fails to follow the fire drill procedure may be subject to

disciplinary action.

In the event of fire

In the event of fire the following procedures should be followed: • A fire bell to be activated if not activated automatically • Member of staff made aware of fire and location of fire • Instant evacuation of students from all rooms, as per our evacuation procedure • Assembly of students and staff at fire assembly points • Emergency services called. Extinguishers to be used to tackle small fires

In the event of fire do not attempt to collect personal belongings and do not re-enter the building until the all clear has been given and the fire bell has stopped ringing. The all clear can only be given by the school receptionist upon confirmation from the emergency services.

Evacuation procedure

In the event that the fire bell is activated all people on site must immediately evacuate the building in the following manner:




Teachers and students

• Teachers are to lead the class they are currently with out of the building via the nearest usable exit.

• All personal belongings must be left behind. • Doors and windows must be closed on exit. • The evacuation assembly point is at the front of the school, between the reception and the

school gate. • Class Teachers/Form Tutors must collect their register from the receptionist. • Students must be lined up in their Stages. Stages should be in order of Foundation 1 upwards,

from left to right (facing the building). • In the case that a Stage has not been led out of the building by its Class Teacher/Form Tutor,

it should be handed over to the Stage Class Teacher or Form Tutor once lined up at the assembly point.

• In the case that the Class Teacher/Form Tutor is not present, and another member of staff has not been appointed to take the register, the Administration Officer must be immediately informed and a member of staff will be appointed.

• Staff members who are not Class Teachers or Form Tutors must line up in front of the reception, direction north to south.

• Registers must be taken quickly but with care to avoid mistakes. • Once a register has been completed, and all students have been listed as present, the Class

Teacher/Form Tutor must stand at the front of his/her class and hold the register up in the air making it clearly visible.

• Any students that are missing must be reported to the Administration Officer immediately. • The Administration Officer will register all staff members. • No-one may re-enter the building until the 'all clear' has been given by the emergency

services, or by the Administration Officer, in the case of a drill.

Visitors, auxiliary personnel and others

• All non-teaching staff, auxiliary personnel, visitors and other people on site must exit the building via the nearest usable exit.

• All personal belongings must be left behind. • Doors and windows must be closed on exit. • The evacuation assembly point is at the front of the school, between the reception and the

school gate. • Members of staff, visitors, auxiliary personnel and any other people on site must line up in

front of the reception, direction north to south. • The Administration Officer will register all staff, visitors, auxiliary personnel.

Premises evacuation

• In the case of a total premises evacuation, the same procedure will be followed. • Once registers have been completed and all individuals on site are accounted for, the

receptionist, wearing a high-visibility jacket, will lead the way down the street to the second assembly point, in the car park on the right side of the road.

• The Administration Officer, wearing a high-visibility jacket, will stand to the north of the school gate until the final person has left the building. She will then close the school gate and follow the last person to leave the building to the assembly point.

• A second registration of all students and adults will then be taken.




Administration

• The receptionist is to distribute class registers to all teachers and contact emergency services

in the case that it is not a drill, providing as much information as possible. • The Administration Officer is to register all adults and visitors present. • The Administration Officer is to record all completed registers, which will be clearly visible

by the register being held up in the air by the Class Teacher/Form Tutor standing at the front of the class.

Misconduct

Any misuse of fire equipment, including the fire alarms, will be taken very seriously and is likely to lead to permanent exclusion/termination of services. Any student or member of staff who chooses not to evacuate the premises during a fire drill will face disciplinary action, which will likely lead to permanent exclusion/termination of services.

First aid boxes

First aid boxes are readily available at various points in the school (listed below). The location of the nearest first aid box is noted on the fire exit plan in each classroom. The location of first aid boxes are as follows: • The gym. • The Stage 2 classroom. • Outside of the Stage 7 classroom. • In front of the science laboratory.

All first aid boxes are stocked with the following: • Adhesive plasters of assorted sizes • Latex gloves • Individually wrapped, sterile wound dressing • Cotton wool • Antiseptic wipes, spray and/or cream • Sterile water in a disposable bottle • Roll of bandage • Safety pins




Staff qualified to administer first aid

The staff currently qualified to administer first aid are: Name Position Qualification Renewal date

Emma-Maria Robertson

Director First Aid Plus 17/11/2018

Alejandro Jurado Director First Aid Plus 17/11/2018

Mirian Alvarez Cruz F1 Teacher Blended Paediatric First Aid Course

16/01/

Susana Martín de Bernardo

Spanish Teacher First Aid Plus - to be completed

TBC

Marina Cerván Ortiz Spanish/French Teacher

First Aid Plus - to be completed

TBC

Maricarmen Aguilar Bellido

Deputy Head First Aid Plus - to be completed

TBC

Servicio de prevención de ANTEA, S.L.

Mayfair International Academy has a contract with Servicio de Prevención Antea, SA. Antea’s technicians regularly visit the school to ensure that we are always up to date with current health and safety regulations. Antea carry out regular risk assessments, staff health surveillance including medical examinations and health and safety training. Our contract also covers the specialities of occupational safety and risk prevention, industrial hygiene, ergonomics and applied psychosociology. During visits from the Antea technicians risk assessments are conducted with any risks being identified and corrective measures established when necessary. Emergency measures are also reviewed and elaborated. In accordance with the Spanish Royal Decree 486/97 of the Workplace Risk Prevention Act, Antea also measures ambient conditions such as light levels, ambient noise, temperature and relative humidity.

Helicopteros Sanitarios

Mayfair International Academy has a contract with Helicopteros Sanitarios for emergency assistance, helicopter, ambulance, transfer service and home doctor service. This contract includes the emergency and home doctor service within the school premises and transportation to the nearest hospital within the Málaga province for all staff and students.




Insurance

Mayfair International Academy is covered by a private insurance company. The policy covers the practise of sports, excursions, walks and similar activities that are organised by the school when the students are accompanied by members of staff. The policy does not cover trips/outings that have a duration of more than one day, summer camps or farm schools. The policy does not cover certain ‘extreme sports’ including but not limited to: paragliding, hot air balloon rides, wind surfing, waterskiing, scuba diving, sailing, martial arts, rock climbing, rafting or similar activities. In these cases the organisation conducting the activities will be consulted with regards to their insurance policy prior to the activity. IBEX insurance offers a daily insurance policy for trips involving activities that will not be covered should a parent request it. For further information please contact the school reception

Additional insurance for trips

IBEX insurance offers a daily insurance policy for trips involving activities that will not be covered should a parent/guardian request it. For further information please contact the school reception.

Civil responsibility

Mayfair International Academy’s civil responsibility is limited to a maximum of 150,000€.




HOMEWORK POLICY

What is homework?

Homework is anything that students do outside of the normal school day that contributes to their learning in response to guidance from the school. Homework encompasses a whole variety of activities instigated by teachers and parents to support learning. Homework is a very important part of a child’s education and can add much to their development. We recognise that the time and resources available limit the educational experience that any school by itself can provide; students can benefit greatly therefore from the mutual support of parents and teachers in encouraging them to learn both at home and in school. We also see homework as an important way of establishing a successful dialogue between teachers and parents. One of the aims of our school is for students to develop as independent learners and we believe that homework is one way in which they can acquire this skill. We also acknowledge the important role of play and free time in a child’s growth and development. While homework is important it should not prevent students from taking part in a wide range of out-of-school clubs and activities that play an important role in the lives of many students.

The role of parents/guardians

Parents/Guardians have a vital role to play in their child’s education and homework is an important part of this process. We ask parents/guardians to encourage their children to complete the homework tasks that are set. We invite them to help their children as they feel necessary and to provide them with the sort of environment that allows students to do their best but not to do their homework for them. Parents/Guardians can support their child by providing a good working space at home for them, by enabling their child to visit the library regularly and by discussing the work that they are doing. If parents/guardians have problems or questions about homework, they should in the first instance contact the student’s Class/Subject Teacher. If the questions are of a more general nature then they should contact the Head of School or the Head of Primary.

The aims and objectives of homework

The aims and objectives of homework are: • To enable students to make maximum progress in their academic and social development • To help students develop the skills of an independent learner • To promote a partnership between home and school in supporting each student’s learning • To enable all aspects of the curriculum to be covered in sufficient depth • To provide educational experiences not possible in school • To consolidate and reinforce learning done in school and to allow students to practice

skills taught in lessons • To help students to develop good work habits for the future • To reinforce and extend learning

Completing homework

When completing homework tasks it is important to write a title and a date and also to write in the margin ‘homework’ so that it is identifiable from class work. Homework is expected to be completed to the best of the student’s ability and handed in on time. If this is not the case then it may have to be repeated and/or a detention/red mark may be given.




Homework diaries

All Primary and Secondary students will be given a diary in which to record homework. The correct usage of these diaries is critical so that parents/guardians, teachers and students can monitor progress effectively. These diaries are to be carried with the student at all times and signed by parents/guardians and Class Teachers/Form Tutors at the end of every week. All homework should be written in the homework diary and the due date should be noted. Parents/Guardians and teachers will use these diaries to make any relevant comments. Parents/Guardians of Primary aged students are also asked to record reading activities in their diaries. Tribe points are recorded in the diaries. Red points, which are issued for negative behaviour, are also recorded in the diary and an accumulation of red points will lead to the student losing their breaks for a day. A lost diary must be replaced immediately at a cost of 3.00€ and can be purchased from the school receptionist. This requires a letter from the parent/guardian confirming the loss. All diaries contain the school stamp.

Foundation Stage

In the Foundation Stage students are usually encouraged to read by being given books to take home to read with their parents/guardians, however formal homework is only occasionally given. Sometimes we ask parents/guardians to talk about a topic with their child at home prior to studying it in school. Occasionally we ask students to take home work that they started in school when we believe that they would benefit from spending further time on it.

Stages 1 and 2

Throughout Stages 1 and 2 students are usually encouraged to read by being given books to take home to read with their parents/guardians. Parents/Guardians are given guidance information to help them achieve the maximum benefit from this time. Students may be asked to learn spellings or mathematical tables as part of their homework. Sometimes we ask students to talk about a topic at home prior to studying it in school. Occasionally we ask students to take home work that they started in school when we believe that they would benefit from spending further time on it. When we ask students to study a topic or to research a particular subject we encourage them to use the school library, the Internet and CD ROMs. We expect students in Stages 1 and 2 to spend approximately one hour per week doing homework; this includes reading with a parent.

Stages 3 and 4

In Stages 3 and 4 we continue to give students the sort of homework activities outlined for Stages 1 and 2 but we expect them to do more tasks independently. We also set homework as a means of helping the students to revise for examinations as well as to ensure that prior learning has been understood. We expect students in Stages 3 and 4 to spend approximately 15-20 minutes per night on homework.




Stages 5 and 6

In Stages 5 and 6 we continue to give students the sort of homework activities outlined for Stages 3 and 4 but we expect them to do more tasks independently. We also set homework as a means of helping the students to revise for examinations as well as to ensure that prior learning has been understood. We expect students in Stages 5 and 5 to spend approximately 30 minutes per night on homework.

Lower Secondary

In Stages 7, 8 and 9 students will generally be set two or three homework tasks from different subjects per day. Each task should take between 20 and 30 minutes. Tasks will be based on work covered in classes.

Upper Secondary

In Stages 10 and 11 students will generally be set two or three homework tasks from different subjects per day. Each task should take between 40 and 45 minutes. Tasks will be based on work covered in classes.

Advanced

In Stages 12 and 13 students will generally be set two homework tasks from different subjects per day. Each task should take between 1 and 1 ½ hours.




INFORMATION TECHNOLOGY SYSTEMS POLICY

Computer Suites

Mayfair International Academy has two computer suites, each with laptops that run on Windows 10 and are equipped with Microsoft Office 365 for Education. One computer suite, located upstairs near the school reception, is for the exclusive use of students in Stages 5 and upwards. The other computer suite, located next to the gym, is primarily for the use of Foundation 1 to Stage 4, but can also be booked for use by other Stages. All students and members of staff must respect the rules of the computer suites.

Computer suite rules: • Students must be supervised when using the computer suites. • At no time should food or drink (including bottled water) be taken into the computer suites. • All students should check their workstation at the beginning of lessons and report any damage

before the lesson commences. • All computers will be checked after lessons. • Computers may not be removed from the computer suites at any time, for any reason. • The computers are configured to print in black and white. We ask that all students respect the

environment when printing documents. Only print in colour when it is really necessary, check before you print and only print what you need to. Mayfair International Academy is becoming a greener school and we encourage all students to be environmentally aware. Any students or staff members found in breach of these rules, or any other regulations stipulated within the Handbook, will be banned from using the computer suites. An invoice will be issued for any damage.

Interactive whiteboards

Both computer suites and three classrooms are equipped with interactive whiteboards. Teachers may book the computer suites or classrooms, when they are not in use, to use these interactive whiteboards. Interactive whiteboard training for members of the Teaching Team takes place at least once per year and is delivered by experts. This training may take place in Spanish with a member of our Management Team acting as a translator.




Acceptable use

This Acceptable Usage Policy covers the security and your use of all of Mayfair International Academy's IT equipment and systems, including computers, laptops, tablets, any other (mobile-) devices and (portable-) storage devices connected to the school’s network or information systems, such as Office 365, SharePoint, OneDrive and all other software provided to users by Mayfair International Academy. Access to the school’s IT systems is controlled by your uniquely named user account with password and/or PIN. You are accountable for all your actions on the IT systems. You must not:

• Disclose or allow anyone else to use your user account and password or PIN on any of the school’s computer equipment or to access the school’s information systems.

• Use someone else’s user account and password or PIN to access the school’s computer equipment or to access the school’s information systems.

• Leave your password or PIN unprotected, such as openly written down or leave your account logged-in whilst the computer is unattended and unlocked.

• Perform any unauthorised modifications to the school’s computer equipment or information systems or attempt to access data that you are not authorised to access.

• Connect any unauthorised storage-enabled device to the school’s computer equipment, network or information systems. This includes portable storage devices, mobile devices, phones, etc. This also includes charging your devices through a USB cable.

• Store any non-school related data on the school’s computer equipment or information systems.

• Store any school related data, including, but not limited to, sensitive and confidential data, such as personal details and performance records outside of the school’s information systems. This includes transferring this data to CD/DVD-ROM.

• Give, transfer, or allow the use of any school related data or school provided software to any person or organisation outside Mayfair International Academy without the explicit permission of the school’s management.

• Leave any printed material in plain-sight on a desk or on the printer. You must follow the appropriate procedures to dispose of confidential printed material.

Auditing, monitoring and retention

All data that is created and stored on the school’s IT systems is the property of Mayfair International Academy. Where appropriate, the school’s IT systems have automated auditing and data retention policies in place that help to ensure the security and effective operation of these systems. The school’s management also reserves the right to monitor your activity and the data that you have stored on the school’s systems, including your school email account, if a breach of this policy is reasonably suspected. All auditing, monitoring and data retention policies are carried out in accordance with the “Ley Orgánica de Protección de Datos de Carácter Personal”.




Personal devices and home access The school authorises you to connect your mobile device or home computer to the school’s email system, as well as use SharePoint, OneDrive and OneNote for Classrooms from home, under the following conditions:

• You must not use a public computer to access the school’s systems. Examples of public computers are internet café’s and hotel lobby computers.

• You must protect your mobile device with, at a minimum, a PIN code. • You must accept the automated remote administration policy, when prompted on your mobile

device. This policy applies, in full, on all home access to the school’s systems.

Virus detection

The school uses both built-in and third-party virus and malware detection software, which is automatically updated. You must not:

• Attempt to disable or remove any built-in or third party virus detection software, firewall, or the operating system’s automatic updates.

• Attempt to remove infected files or clean up an infection. Instead, you must notify an authorised IT support person immediately.

• Open, reply to, or forward any email from an unknown sender, browse websites that are likely to contain viruses, or continue to browse any website that the browser indicated may be unsafe. Knowingly or purposely introducing any virus or malware, including trojans, remote access programs, key loggers, and encryption viruses on the school’s computer systems will result in an immediate suspension and may lead to expulsion/dismissal.

Software licencing

The school allows you to install the Office 365 applications, including Word, Excel, OneNote for Classroom, SharePoint, OneDrive and email on a maximum of 2 personal devices.

• You must not exceed this license limit and the software must be installed through the school’s Office 365 system, not from any other download location.

• Upon the end of your relationship with the school, these licenses and the access to all of the school’s IT systems will be revoked.

• You must only use software that is supplied and licensed by the school on any of the school’s computers or devices. All software on the school’s computers must be approved and installed by an authorised person.




Computer usage and locking To reduce the risk of unauthorised access or loss of information, as well as reducing the start-up time of the computer. You are encouraged to:

• Use the same computer throughout the school year, protected by a PIN. • Store your work on SharePoint or OneDrive and not on the local computer.

You must:

• Log-off from your computer after the lesson or working day. The school’s computers are regularly and automatically updated, which may force a restart. The person using the computer after you may shut it down. Not following these procedures may result in you losing your work.

Internet and e-mail acceptable use

Use of the school’s internet and email is intended for school related use. Some personal use is permitted, but only when you do this outside of work/lesson hours, for example during a break. Both personal and school related use must comply with this policy and you are accountable for your actions on the internet and through email. You must not:

• Use the internet or email for the purposes of harassment or abuse, including the use of profanity, obscenities, or derogatory remarks.

• Access, download, send or receive any data (including images), which the school may consider offensive in any way, including sexually explicit, discriminatory, defamatory or libellous material.

• Use the internet or email to make personal gains or conduct a personal business, to gamble or to download software and copyright protected material, including images and videos, without authorisation from the school’s management.

• Place or alter any information on the internet that relates to the school, express any opinion about the school, engage in discussions about the school or make commitments on behalf of the school unless authorised to do so by the school’s management.

• Place sensitive or confidential school related information on the internet, including, but not limited to, personal details of staff or students and their performance records.

• Forward school email to a personal account, for example a Hotmail or Gmail account. • In any way infringe any copyright, database rights, trademarks or other intellectual property. • Connect any of the school’s devices to the internet using a non-school provided or

unauthorised connection.




E-mail addresses and passwords

All students and staff members are provided with school e-mail addresses. Passwords must:

• Be at least 8 characters long • Contain at least one uppercase letter • Contain at least one lowercase letter • Contain at least one number • Be changed at least once per academic year

Passwords must not:

• Be based on the users' personal details (city of birth, mother's maiden name, date of birth, name of a relative, etc.).

• Be shared with anyone else.

Personal computers and school Wi-Fi Any personal computers used in the school must be registered in order to be connected to the school wi-fi. Any unregistered devices found to be connected to the school wi-fi will be blocked immediately and indefinitely. The school wi-fi may be used for work related to teaching and learning but may not be used for personal means unless approved by the school office. A number of websites are blocked on the school wi-fi and any attempt to bypass this block will result in that device being blocked immediately and indefinitely from the wi-fi and the disciplinary action will be taken. Under no circumstances may the school wi-fi be used for the downloading or uploading of large files that are unrelated to the curriculum, including but not limited to video and music files. Any device identified to be using the school wi-fi for downloading/uploading of such files or using the wi-fi inappropriately will be blocked immediately and indefinitely. Any attempt to use the school wi-fi for downloading or uploading illegal torrents or similar will result in immediate suspension and may lead to expulsion/dismissal. The school does not take any responsibility for personal devices, including but not limited to: laptops, tablets and mobile telephones.




PARENTAL INVOLVEMENT POLICY Mayfair International Academy has a strong commitment to involving parents and the community in the life of the school and the school in the wider community, whenever appropriate.

Why?

We believe that parents/guardians have a fundamental role to play in helping students to learn. Involving the parents/guardians is one of the three main aims of the school, which are: • To develop the child. • To provide a quality education. • To work in partnership with our families and our community.

How?

We facilitate this partnership by: • being open in dialogue. • being welcoming and accessible. • informing and updating parents on educational matters. • providing opportunities for children and parents/guardians to work together. • working with, and respecting the expectations and aspirations of parents/guardians and

children. • involving community groups and individuals in the work of the school.

Meeting our objectives

We aim to create a welcoming, non-threatening environment by: • being friendly and approachable. • being available to see parents/guardians after school. • keeping parents informed through newsletters, e-mails and notice boards. • inviting parents/guardians to family assemblies, concerts and other events.

We consult and value parents’/guardians’ knowledge of their children by: • holding formal parent-teacher meetings. • keeping on-going records of parents’/guardians’ comments following said meetings. • keeping records of individuals medical needs/home circumstances/disability, etc. We inform parents/guardians of their child’s progress by: • talking to parents/guardians informally at pick-up and drop-off time. • holding formal parent-teaching meetings which provide an opportunity to discuss

progress. • providing written reports in which we explain the progress made and how the student can

progress further. We involve parents/guardians in the education of their child by: • providing homework diaries for home/school dialogue about individual progress. • requesting parents’/guardians’ help with homework activities. • having informal discussions if parents/guardians or teachers have specific concerns.




We involve parents/guardians in the daily life of the school by: • utilising help for annual and other events, e.g. Sports Day, Halloween Parties, etc. • inviting parents to assemblies. • photographing events and activities and sharing these photographs with parents via our

website, Facebook page, printed displays, etc. We work with parents/guardians to raise funds for the school and for charities by: • inviting parents/guardians to participate in charity events. • welcoming suggestions for fundraisers from our parents/guardians.

Parental support

We believe that parents/guardians have the responsibility to support their children and the school in implementing the school policies. We kindly ask parents/guardians to: • ensure that their child has the best attendance record possible. • ensure that their child is supported with homework activities which consolidate their

learning. • do their best to keep their child healthy and fit to attend school. • inform the school if there are any matters outside of school that are likely to affect their

child’s performance or behaviour at school. • promote a positive attitude towards the school and learning in general. • fulfil the requirements set out in the Home-School Agreement.

Parents’ Association

At present we do not have a formal Parents' Association, however we welcome all of our parents and guardians to be involved in whole-school events, to put forward any suggestions or recommendations and to maintain open and honest communication with the school. Our last Parents' Association was created, upon request by a group of parents, in the 2013-2014 academic year and ran until July 2016. Since then, interest that we have had in a formal association has not been substantial. Should interest in such an organisation increase, the Management Team will be pleased to consider how a Parents' Association could work with the school in a way that will best benefit the learners.




PERFORMANCE MANAGEMENT POLICY

Lesson observations

All teachers have at least two formal lesson observations per year, conducted by different members of the Management Team. The observations are scheduled in advance and the teachers are made aware of the focus of the observation. Following the observation, a report is written by the member of the Management Team who conducted the inspection and the teacher is debriefed. Reports are to be constructive and to highlight both strengths, as well as areas for development. Both the teacher and the observer sign the report, which is filed in the school office. The teacher is given a copy of his/her report. In addition to the particular focus of the observation, all reports comment on: planning and preparation; organisation and management of class; teaching skills. A teacher may appeal to the Management Team if he/she feels the comments in the report are unfair or inaccurate and request a second observation with another member of the Management Team. In this case, the second observation will take place on the same day, in the same lesson and with the same focus as the first. In the case that an observation is not satisfactory, the Management Team will work with the member of staff to improve the areas of concern and a second observation will be scheduled to take place on a set date (which will be agreed upon with the teacher) and take place in the same lesson and with the same focus as the first. This may be conducted by the same member of the Management Team, or a different member of the Management Team, depending upon the circumstances and what is deemed to be most suitable.




Review

At the end of each term the Management Team formally reviews each member of the teaching team. The following are just some of the considerations:

• Lesson observation(s). • Comments from parents/guardians. • Comments from other members of staff. • Contribution to staff meetings. • Involvement in school life. • Ability to meet deadlines. • Ability to work as part of a team. • Understanding and promotion of school vision and mission.

Following the review, a meeting is scheduled for each member of the teaching team with a member of the Management Team. During this meeting, feedback following the review is provided and any areas for improvement are discussed with an aim to work together in order to improve the highlighted areas by an agreed upon deadline (usually the end of the following term). This meeting is also intended to be an opportunity for members of the teaching team to bring forward any concerns, questions or queries. We expect teachers to welcome these briefings, to see them as opportunities for self-assessment and to actively participate in planning for the future.

Debriefing

At the end of the academic year, each member of staff has a formal debriefing with a member of the Management Team. During the debriefing the following areas are discussed:

• Use of planner. • Planning. • Marking. • Assessment and tracking. • Delivery of the curriculum. • Results. • Comments and suggestions.

The debriefings are intended to be constructive, as well as beneficial for the future planning of the school. They should be taken as an opportunity for self-refection, as well as an opportunity to share ideas, thoughts, concerns, etc. Signed records of all debriefings are kept in the school office.




PHOTOGRAPHY POLICY

Events and activities

We would like to ensure that you do not miss any of those special moments. A member of staff, who is registered with Data Protection, acts as the school photographer at the majority of our events and activities, including some smaller class activities. By doing so we are able to share these moments with parents and guardians who may not be able to be present. We normally share these photographs via our website, Facebook page, newsletters and printed displays within the school. These photographs may also be used for advertising purposes. We hope that you will agree that a picture is worth a thousand words and by completing our photography consent form you will allow us to help you to be a part of your child’s school life at Mayfair International Academy. We respect and understand that not all parents/guardians want their children to be featured in these photographs. Should you choose not to complete the consent form then we will make sure that your child is not photographed by us. Should he/she appear in any group photographs, etc. those photographs will not be used or shared by us in any way or your child's face will be blurred to ensure his/her anonymity. Students for whom we do not have consent to photograph will still take part in School Photo Day unless otherwise specified by a parent/guardian. School Photos will not be used or shared by us unless specific permission has been granted by the parent/guardian.

School Photo Day

School Photo Day usually takes place towards the end of the Summer term and parents/guardians are advised by e-mail of the exact date at the beginning of the Summer term. We currently use the company Fotosol Marbella, who have over 35 years of experience. A professional photographer will take individual portraits, sibling portraits, class photographs and school photographs. These photographs will be available to purchase a few days later from the school office. Should you be unable to purchase the photographs on the specified day then the photographs will be available for collection from the Fotosol Marbella shop for a period of time. If you do not wish for your child to take part in School Photo Day then please advise the school’s Administration Department, in writing, as soon as possible.

Taking photographs at events

We understand that every parent/guardian wants to record as many moments of their child’s life as possible and we understand how important this is. However, we must request that parents/guardians refrain from photographing and filming assemblies and shows and that they only photograph their own children at other events. There are numerous reasons why a parent/guardian may not want their child to be photographed and much less have their photograph uploaded to a social media site and so we ask that you are aware and considerate of this.




REPORTING POLICY

Receiving school reports

Full reports are issued twice per year (towards the end of the Autumn and Summer terms), with interim reports being issued towards the end of the Spring term. All reports are sent to the parents/guardians listed on the enrolment form by e-mail. Students preparing for external IGCSE, AS or A-Level examinations will receive full reports towards the end of the Autumn term and following the second set of mock examinations, in the Spring term. Should you require a printed copy of your child’s report please contact the school receptionist.

Understanding the reports

The reports are straightforward, easy to understand and come with an explanation of grades. Any parents/guardians who do not understand the school reports are welcome to ask their child's Class Teacher/Form Tutor or any member of the Management Team to explain the grading system used. Parent-teacher meetings may also be used to discuss the school reports and to ask any questions regarding their content or the grading system used.

Grade descriptors

Students up to and including those in Stage 9 are given an award, which is based on Cambridge Grade descriptors, for each of their subjects, indicating how well they have understood the particular work assessed. Where appropriate students are also given a percentage score, indicating their performance in recent tests.

Gold (exceeding the standard)

The learner has an excellent grasp of the curriculum content. He/She is successfully achieving the great majority of the learning objectives and often goes beyond what is expected at this stage

Silver (meeting the standard)

The learner has a sound grasp of the curriculum content. He/She is successfully achieving many of the learning objectives as expected at this stage

Bronze (working towards the standard)

The learner has a basic grasp of the Curriculum content. He/She has achieved a few of the learning objectives and is working towards achieving others. He/She would benefit from more focus on some areas of the curriculum.

Students in Upper Secondary and Advanced Level are given current IGCSE, AS or A-Level grades, as well as grades for recent test results. Grades range from A* to G and a 'U' signifies 'ungraded'. A* - C grades are generally considered to be a pass.




Effort scores

All students are given scores for effort, homework, uniform, organisation and behaviour. These scores are graded as follows:

1 Excellent

2 Good

3 Satisfactory

4 Poor

5 Cause for concern

Interim reports

Interim reports provide grade descriptors, effort scores and recent test results for each subject that a student studies, along with a brief comment from the Class Teacher/Form Tutor.

Full reports

Full reports contain: • An explanation of grades and awards. • Number of tribe points received. • Scores for homework, uniform, behaviour and attendance. • Attendance and punctuality percentages. • Form tutor's comments. • A brief description of subject material covered. • Student-specific comments on progress. • Student-specific, medium term targets. • Effort score for each subject. • Recent test result (if applicable). • Progress grade descriptor or current grade.

Tribe points

The number of tribe points received is reflected in the school report. Parents/Guardians must bear in mind that it is much easier to achieve tribe points in the lower Stages and the standard for being awarded a tribe point increases as the student moves through the Stages. Between 50 tribe points in a term could be considered to be a good achievement in the lower Stages of Primary, whereas 20 tribe points in one term in Secondary could be considered to be an equally good achievement.

Attendance and punctuality

Attendance and punctuality percentages are reflected on the school report. Our school target is 95% attendance and punctuality. Below 85% in either gives serious cause for concern.




REWARDS POLICY

Recognition of good behaviour/performance

At Mayfair International Academy all members of staff recognise and celebrate good behaviour and performance through informal praise. In addition to this the school has a system of rewards and a policy to celebrate students’ best efforts through display and performance.

Rewards system

Rewards for exceptional behaviour and/or work may involve: • Verbal praise to student. • Verbal praise to parents/guardians. • Written comments on pieces of work. • Sending good work to other staff members for praise. • Sending good work to members of the Management Team for praise or reward. • Special responsibilities. • Tribe points. • Nomination for Student of the Month award. • Nomination for end of year awards. • Nomination for student ambassador/tribe representative roles.

Students of the month

Each month one student from each Stage is awarded the Student of the Month certificate. These students are put forward to the Management Team by the Class Teacher/Form Tutor, however all teachers who have contact with the class are encouraged to put forward their recommendation. Students of the month are announced at our monthly assemblies and presented with a certificate. Students of the month are featured on our Future World Changers display, unless the parent/guardian requests otherwise or unless permission to photograph has not been granted.




End of year awards

At the end of the academic year every student receives a certificate stating the number of tribe points achieved throughout the year. The student who has achieved the most tribe points in each class receives a certificate of achievement. All teachers vote on the following awards, which are presented at the end of the academic year: • Best in Stage • Most improved in Stage • Best in department (Foundation, Lower Primary, Upper Primary, Lower Secondary,

Upper Secondary and Advanced) • Primary student of the year • Secondary student of the year For these awards, in addition to the teachers' vote, the following qualities are considered: • Attendance and punctuality • Presentation (uniform and dress code) • Academic achievement • Effort throughout the year • Helpfulness (towards staff and other students) • Involvement in school activities/events • General behaviour




RULES AND REGULATIONS

School rules

The basic school rules can be summarised as follows: • Make good use of every day. • Act responsibly, listen carefully and don't interrupt. • Wear your uniform correctly and with pride. • Keep the school free of litter. • Complete work on time and to the best of your ability. • Be reliable and on time for every lesson. • Never chew gum in the school grounds. • Respect school property and the environment. • Mobile telephones must be switched off and put away while in the school grounds. • Respect others, irrespective of religion, belief, race, gender, ability, sexual orientation,

ethnicity and background.

Beginning and end of school day

All students should arrive at the school on time. The school gates open at 8:45 and all students must be in their classroom, ready for lessons to begin at 9:00 prompt. We kindly request that all parents/guardians vacate the classrooms and playgrounds by 9:00 to allow lessons to commence on time. Students arriving after 9:00 must report to the school receptionist to be marked as present. These students will be marked as ‘late’ on the register and Secondary students may receive a red mark in their diaries. Students arriving after 9:00 will not be permitted to join their class until the beginning of the second lesson, in order to minimise interruptions. Students arriving after 9:30 without just cause (which may require proof, such as a doctor's or dentist's note) may not be permitted entry. Repeated late arrival may result in a student's enrolment not being renewed for the following academic year. Once a student enters onto the school premises he/she must remain there until the end of the school day. If a student has to leave early then permission must be granted from the school office and parental consent must be given in writing. A parent/guardian must collect any student leaving before 15:30. Students in Stages up to and including Stage 4 should be escorted to and collected from their classrooms by a parent/guardian. Students in Stages 5 and 6 must be escorted to and collected from the school entrance by a parent/guardian. Students in Stages 7 and up may make their own way to and from school, however a parent/guardian must give permission in writing for the student to leave the premises unaccompanied. Students must be collected at 15:30 prompt, unless staying for an after-school activity. Students remaining after 15:30 must be enrolled in an after-school activity. Students attending after-school activities must be collected at 16:30 prompt (unless otherwise stated). Repeated late collection from an after-school activity may result in the students not being permitted to attend after-school activities. Repeated late collection may result in a student's enrolment not being renewed for the following academic year.




Break times and lunchtime

Students must remain in the designated areas during break times and lunchtime. When playing games they must do so with care and consideration for others. Students must wear appropriate sports shoes when playing on the sports court. Any students whose behaviour causes offence or injury to any members of the school community are liable to immediate and permanent exclusion at the discretion of the Management Team. All students must use rubbish bins provided and must not litter. Food and drink must be consumed in the designated areas (canteen, secondary terrace, primary alcoves) and students may not eat in the school gardens, playgrounds, sports court, corridors or classrooms. All students may opt to have packed lunches or pre-ordered hot meals from our catering service. All students are expected to eat a healthy and nutritious lunch at lunchtime. Students are expected to use basic table manners while eating and, while they my speak, they must do so quietly. Students in Foundation 1 to Stage 2 inclusive eat lunch in their classrooms, under the supervision of the Class Teacher. Students in Stages 3 to 6 eat their lunch in the canteen under the supervision of members of our teaching team. Secondary students may eat their lunch either in the canteen or on the upstairs terrace (when weather allows). The canteen and upstairs terrace must be left tidy after lunch, students are expected to put their rubbish in the bins and to return chairs and tables to their original location. Students must report any accidents or incidents to a member of staff on duty.

Appearance

All students are expected to wear the school uniform and to abide by the dress code. If, for any reason, this is not possible on a particular day then the school must be notified by a parent/guardian in writing or by telephone. Students who continually fail to wear the correct uniform or to abide by the dress code may be sent home to change. All clothing should have the student’s name inside.

School property

School property must be treated with respect at all times. If a student is caught damaging school property then the parents/guardians may be asked to pay for repairs.




Alcohol, smoking paraphernalia, weapons and drugs

Alcohol is strictly forbidden in the school. Students found carrying, consuming or under the influence of alcohol on the school premises will be sent home and permanently excluded. In the case that the student is under the legal age for the purchase or consumption of alcohol, the police will be called. Smoking is strictly forbidden in the school. Students found smoking or in the possession of smoking paraphernalia will be sent home and permanently excluded. In the case that the student is under the legal age for smoking or purchasing cigarettes, the police will be called. Weapons of any kind, or items that may be considered to be weapons, are strictly fobidden in the school. Students found carrying weapons will be permanently excluded and the police will be called. Illegal drugs are strictly forbidden in the school. Students found carrying, consuming or under the influence of illegal drugs will be permanently excluded and the police will be called.

Mobile telephones

Students in Foundation Stage and Primary should not bring mobile telephones into the school. Any student found with a mobile telephone will have it confiscated and a parent/guardian will be asked to collect it at the end of the school day. Secondary and Advanced level students may bring their mobile telephone into the school at their own risk, however the mobile telephone must be switched off and put away whilst inside the school building. If a student is found with a mobile telephone that is not switched off or put away inside a school bag whilst inside the school building it will be confiscated and the student will receive a red mark in his/her diary. In the case of a first offence, the mobile telephone will be returned to the student at the end of the school day, however in the case of repeat offences a parent/guardian must collect the mobile telephone from the school office at the end of the school day. Students are not allowed to use their mobile telephones to take photographs or record videos anywhere within the school premises. We strongly advise that all students leave their mobile telephones at home to reduce the temptation of using them inside the school building.




General expectations

Inside of the school, students should move between lessons with a minimum amount of noise and should respect each other’s space at all times. Students should not bring expensive items or large amounts of money into the school. The school cannot be held responsible for their loss and will not be involved in investigating the matter. Eating during school time, other than during breaks, is not allowed. Chewing gum is banned within the school premises. Students caught chewing gum will be given detention and Secondary students will receive a red mark in their diaries. Drinking water during the day is permitted and encouraged, particularly during the warmer months (except inside the IT suites). Water must be kept in a small bottle with a top. Under no circumstances should students use the school gym equipment and/or ICT rooms without permission and supervision from a member of staff.




SCHOOL BUS SERVICE Students using the school bus service are expected to behave sensibly and responsibly at all times. Any student failing to do so may be banned from using this service. Our school bus service is provided by Autocares Ricardo and runs from Sotogrande port every morning and afternoon. For more information on the bus times please contact the school reception. Please note, the afternoon bus leaves the school just after 15:30 and therefore students using this service may not attend after-school programmes.

Bus pass prices

Short pass - return 185€

Long pass - return 370€

Short pass - one way 92.50€

Long pass - one way 185€

A discount is applied for siblings when purchasing the same type of pass. Please note, all prices are per term and there are three terms per year.




SCHOOL DAY AND TIMETABLE

School day The school's administration department opens at 8:15 and closes at 17:00. Teachers arrive at 8:30 and students are expected to arrive between 8:45 and 9:00. The school day commences at 9:00 for all students and finishes at 15:30. After-school activities run from 15:30 to 16:30, unless otherwise stated. The school day consists of six, 50 minute lessons, a 20 minute morning break and a one hour lunch break (30 minutes allocated to lunch and 30 minutes allocated to break time). Students in Foundation Stage to Stage 6 have lunch during the first half of the break and students in Secondary and Advanced Level have lunch during the second half of the lunch break.

9:00 - 9:10 Registration

9:10 - 10:00 Lesson 1

10:00 - 10:50 Lesson 2

10:50 - 11:10 Break

11:10 - 12:00 Lesson 3

12:00 - 12:50 Lesson 4

12:50 - 13:50 Lunch & break

13:50 - 14:40 Lesson 5

14:40 - 15:30 Lesson 6

15:30 - 16:30 After-school activities

Timetable

Timetables detailing the subjects delivered in each period are issued to the students during the first week of the academic year. In the case that a change in timetable occurs during the academic year, a new timetable will be issued to the students as soon as possible. In the case of our youngest students, the timetables will be sent home in the students’ homework diaries. A copy of all timetables is kept in the school office, at the school reception and uploaded to the Teaching Team site. Timetables may not be altered without approval from the school office and any permanent changes to the timetable must be accurately reflected in the aforementioned copies.




SCHOOL FEES AND PAYMENT POLICY

Deposit

In order to reserve a place at Mayfair International Academy a deposit of 1,000€ must be paid. The deposit will be returned at the end of the student's final academic year at Mayfair International Academy (at the end of June, regardless of the child's final day of enrolment) on the condition that one full term's notice is given in writing. 'One full term's notice' means that notice must be given before the end of the previous term - for example, a student who will not continue after the end of the Summer term must give notice by the end of the Spring term. 'In writing' means that a written or typed letter that is dated and signed by the parents/guardians named on the enrolment form must be submitted to the school reception. Should the school be unable to offer a place, the deposit will be refunded. However, no monies will be refunded if a place is offered and not taken up. No enrolment will be completed and no place will be reserved until the deposit has been paid in full and all required documentation has been provided. The deposit reserves a place for entry on a specific date, should that place not be accepted and/or taken up on the specific date but the family wish to enrol at a later date, an additional deposit may be required.

Enrolment fee

Mayfair International Academy has an enrolment fee that must be paid in order for a place to be reserved.

Invoices

Invoices for the following term will be issued before the end of the current term by e-mail. For new students the invoice will be issued once the completed enrolment form, supporting document and deposit has been received or within due course, depending upon the time of enrolment and start date. The invoice will state the payment due by date and any discounts that may be applicable for early payment. The full fee must be paid on or before the payment due by date, which will usually be before the end of the previous term. Invoices are sent by e-mail to the parents/guardians registered on the enrolment form. Late payment notices are sent on the payment due by date, with a 5% surcharge for late payment. Suspension notices are issued by e-mail seven days after the late payment notice. It is the responsibility of the parent/guardian to ensure the e-mail addresses we have on record are correct and up-to-date and to check his/her e-mail regularly.




Payment of fees

School fees are normally paid per term and there are three terms per academic year for all year groups. School fees must be paid by the payment due by date stated on the invoice, which will generally be before the end of the previous term. No monies are refundable. There will be no reduction or refund of fees in the case of absence, illness, departure before the end of term or external or permanent exclusion. School fees must be paid by the due by date stated on the invoice. Fees may be paid by bank transfer, credit card (at the academy), by cheque (to be cleared by the due by date) or in cash. Please note, in accordance with national laws cash payments may not exceed 1,000€. Credit card and cash payments may be made at the school reception from 9:30 to 11:00. Please note, due to the responsibilities of our Administrative Officer and Customer Relations Officer, and the nature of the school day we are unable to accept payments outside of these times. Payments may be made during some school holidays and parents/guardians will be advised of the opening times of the Administration Department by e-mail prior to the commencement of the holiday.

Failure to pay

Payments made after the due by date will incur a 5% surcharge and suspension notices will be issued one week after the payment due by date. In the case that a suspension notice is issued, it will not be lifted until the payment has been made in full. One week after a suspension notice has been issued, if payment has not yet been made in full, the outstanding amount will be passed to a debt collector and the students will no longer be enrolled. Students who have been removed from the register due to failure to pay fees will not be accepted back to Mayfair International Academy at a later date. Should a parent/guardian have reason to believe that funds may not reach us by the due date, we strongly advise they contact the accounts department as soon as possible.

School fees 2017-2018

The school fees for the 2017-2018 academic year are as follows: • Foundation Stage: 1,500€ per term • Stages 1 to 7: 2,500€ per term • Stages 8 to 10: 3,150€ per term • Stage 11: 3,575€ per term

The fees shown above are per term. Payments may be made termly or annually. We do not offer pro-rated fees. School fees include all administration fees, some materials and medical insurance (covers accident/illness in school). Fees do not include exercise books or Secondary textbooks; these textbooks must be purchased in order to allow students to make notes in them if necessary and keep them for further education. School fees do not cover paid-for after-school activities, lunches, uniforms, external examinations, school trips or the school bus service. No monies are refundable. There will be no reduction or refund of fees in the case of absence, illness, departure before the end of term or external or permanent exclusion




School fees 2018-2019

The school fees for the 2018-2019 academic year are as follows: • Foundation Stage: 1,500€ per term • Stages 1 to 8: 2,500€ per term • Stages 9 to 11: 3,150€ per term

The fees shown above are per term. Payment may be made termly or annually. We do not offer pro-rated fees. School fees include all administration fees, some materials and medical insurance (covers accident/illness in school). Fees do not include exercise books or Secondary textbooks; these textbooks must be purchased in order to allow students to make notes in them if necessary and keep them for further education. School fees do not cover paid-for after-school activities, lunches, uniforms, external examinations, school trips or the school bus service. No monies are refundable. There will be no reduction or refund of fees in the cases of absence, illness, departure before the end of term or external or permanent exclusion

Discounts

Discounts are available for siblings (not extended family members). Second child - 5% Third child - 10% Fourth and subsequent children - available upon request




SCHOOL STAFF

Departments

In order to maximise efficiency and security Mayfair International Academy has two principle departments, each with its own sub-departments. The Administration department deals with enrolments, accounts, health and safety, data protection, advertising, public relations, attendance (including staff) and general administrative tasks. Within the Administration department is the Accounts Department. Our Customer Relations Officer/Receptionist and Administration Officer both pertain to the Administration department. The person in charge of administration staff is the Business Director. The Teaching and Learning department deals with teacher performance management, timetables, lesson observations, academic issues, revision guidance, teaching and learning standards, activities, examinations, school reports, teacher training and general educational tasks. Within the Teaching department are the Secondary department, Primary department and the Languages Department. These three departments work hand in hand and often overlap. The person in charge of teaching staff is the Head of School. Some tasks and responsibilities overlap and some will be shared. However, sensitive information (for example accounts information), will not be shared with the Teaching and Learning department unless absolutely necessary in order to ensure a non-biased teaching environment. Both the Administration department and the Teaching and Learning department are overseen by the Chief Executive Officer (CEO). The Management Team consists of the CEO, the Business Director, the Head of School, the Head of Primary and the Deputy Head.




Roles of senior/management staff The Chief Executive Officer is a member of the Board of Directors and is responsible for the overall management of the school. The Business Director is a member of the Board of Directors and is responsible for the management of the Administration department and of business management and marketing strategies. The Business Director also oversees all enrolments. The Head of School is responsible for the management of teaching staff and for the academic performance of the school. The roles and responsibilities include:

• Class timetabling • Performance management of teaching staff • Overseeing discipline • Discussing any academic related issues with students, parents/guardians and teachers • Managing secondary school reports

The Languages Coordinator is responsible for the management of the languages teaching team and for overseeing the correct implementation of the languages curriculums. The Primary Coordinator is responsible for the management of Primary staff and for the smooth running of the Primary department. The roles and responsibilities include: • Discipline within the Primary department • Liaising with the Head of School to ensure a smooth transition for all students from the

Primary to the Secondary department • Discussing any academic related issues with students, parents/guardians and teachers

within the Primary department • Managing Primary school reports The Deputy Head is responsible for the supervision of the curriculum, planning, presentation of paperwork and teaching and learning throughout the school.




Recruitment

Preliminary interview may be conducted via Skype, however all candidates for teaching positions at Mayfair International Academy must attend in-person interviews with our Head of School, Deputy Head and/or Head of Primary and either our CEO or Business Director prior to a position being offered. Candidates must be able to present original copies of all relevant teaching qualifications, be in posession of a valid DNI or NIE and have a Spanish social security number. They must be able to present a police check from the last country in which they have resided and a current 'Certificado de Delitos de Naturaleza Sexuales'. All candidates must present a demonstration lesson, for which they will be given reasonable time to prepare, for the subject/Stage for which they are applying, before any position is offered. Candidates are expected to have at least three years of experience in teaching the subject(s) for which they are applying. Experience in delivering the National Curriculum for England and/or the Cambridge curriculum is desirable. In most cases, candidates are expected to be native speakers of the language in which they will teach, although in some cases a level of fluency will suffice.

2017-2018 Management Team

Below is a list of the members of Mayfair International Academy's Management Team (please note, the order does not represent seniority):

Name Position

Emma-Maria Robertson Chief Executive Officer

Alejandro Jurado Business Director

Ann Palace Head of School

Emily Mansell Head of Primary

Carmen Aguilar Languages Coordinator & Deputy Head/ Acting Head of Primary

2017-2018 Administration Team

Below is a list of our current Administration Team for the 2017-2018 academic year. Name Position

Alejandro Jurado Business Director

Cecilia Diaz Anahi Receptionist & Customer Relations Officer

Emma-Maria Robertson CEO

Ludmila Yermolayeva Administration Officer




2017-2018 Teaching Team

Below is a list of our current Teaching Team for the 2017-2018 academic year.

Name Position

Ann Palace Head of School/Secondary Art/Upper Secondary English

Craig Westwell Physical Education/IGCSE Global Perspectives

Elizabeth Machin Lower Secondary English

Galadriel Baque Stage 3 Class Teacher

Harry Dennis Teaching Assistant

Hazel Robb Upper Primary & Secondary ICT/Business Studies/Computer Science

Ioannis Dernikas Secondary Mathematics

Joshua Singh Stage 6 Class Teacher

Jules Dennis Stage 2 Class Teacher

Lisa James Stage 4 Class Teacher

Louisa Wellington Foundation 2 Class Teacher

Marcus Ludlow Secondary Humanities

Maricarmen Aguilar Bellido Acting Head of Primary/Deputy Head/Spanish

Margaret Adams Secondary Science

Marina Cerván Ortiz French/Spanish

Mirian Alvarez Crúz Foundation 1 Class Teacher

Rebecca Backwell Stage 5 Class Teacher

Susana Marín de Bernardo Spanish

Zoe Bickmore Stage 1 Class Teacher




SCHOOL TRIBES In 2016 we renamed our 'houses' to honour a Primary school in the Gambia, which we had been supporting for over ten years. Our school houses became tribes and were named after four of the biggest tribes in The Gambia; Wolof, Mandinka, Jola and Fula. All learners and teachers are places into a tribe when they join. Throughout the year students can earn tribe points for: • involvement in inter-tribe events. • academic achievement. • exemplary behaviour. • meeting personal targets. • significant improvement. • valuable contribution to class discussions/projects. • consistent high achievement. • sporting achievement. • music/dramatic achievement. • significantly helping others. • other special achievements. At the end of the academic year the tribe with the most points is presented with the tribe cup and the members of the winning tribe celebrate their achievement with a surprise event. Inter-tribe events and competitions take place throughout the year and students can participate in events, such as Sports Day, to win points for their tribes.




The tribes Our four tribes are:

Mandinka (the yellow tribe) This is the single largest tribe in The Gambia. Mandingos are agricultural people with a hereditary nobility. Before they migrated to The Gambia they lived in the the northern slopes of the Futa Jallon Plateau. They are known for their musical abilities, especially for their dancing and singing.

Wolof (the blue tribe) They are the third largest ethnic group of The Gambia, making up around 16% of the population. The Wolof people are primarily engaged in occupations of business people, traders or farmers. The men and women tend to dress flamboyantly with plenty of gold jewellery (budget allowing) at special occasions.

Fula (the red tribe) The Fula is the second largest ethnic tribe in The Gambia and accounts for around 18% of the population. They are traditionally herdsmen but later some groups entered the occupations of farming, trading and, in more modern times, shopkeeping. Music and art are a part of daily life among the Fulani people. Art most commonly occurs in the form of architecture or personal adornments such as jewellery, hats and clothing.

Jola (the green tribe) The Jola tribe accounts for approximately 10% of the Gambian population. They are famous for their exciting tribal culture dancing. The Jola people call themselves Ajamat or Ajamatau and it was the Madinka people who called them "Jo-la", which means someone who pays back for something given or done for them. They are industrious people involved in many occupations including rice cultivation, oyster collecting and other agricultural activities.

Inter-tribe competitions

Each year our learners are invited to participate in a variety of inter-tribe activties during which they may win points for their tribes. Competitions have included:

• Jim Dine Art Competition • Make a Christmas Tree Competition • History Quiz • Design a Poster Competition • Design a Book Cover Competition

Inter-tribe sports competitions

Each week students in Stage 5 and up are invited to participate in our inter-tribe sports challenges. Participation in these challenges is optional and sports played include basketball, netball, volleyball, hockey and football.




SPECIAL EDUCATIONAL NEEDS (SEN) POLICY Mayfair International Academy does not have any specialist provision for Special Education Needs (SEN). However, as class sizes are relatively small it is sometimes possible for teachers to give more of their attention to those pupils who require additional support. It is essential that the school receives all the information available on a student who is considered to have SEN (statements, professional assessments, previous school reports, parental recommendations in writing, etc.). The school may, in some cases, assess a student over a period of time (one term, for example) in order to decide whether we will be able to cater for his/her needs. We believe that all students must find a suitable learning environment and if Mayfair International Academy cannot provide this environment then we believe it is our duty to alert the parents/guardians to this fact.




STAGES AND PLACEMENT POLICY Our 'year groups' are divided into Stages, as shown in the key below. Ages shown are the age ranges that are generally admitted into each Stage, however students must pass an assessment from the previous Stage, in order to ensure that they have the foundational knowledge required in order to follow the course. We do not accept students under the age of three and the school has the final decision on all Stage placements. We do not accept students into Stages 11 or 13 and students entering Stage 10 must pass assessments in all subjects they wish to follow, as well as Cambridge Secondary 1 assessments in English, Mathematics and Science.

Foundation Stage Foundation 1 3-4 years old

Foundation 2 4-5 years old

Primary Stage 1 5-6 years old

Stage 2 6-7 years old





Lower Secondary Stage 7 11-12 years old



Upper Secondary Stage 10 14-15 years old


Advanced Stage 12 16-17 years old





Key Stages

The National Curriculum of England is divided into four Key Stages. The targets defined by the national curriculum are assessed at the end of each Key Stage. Key Stage five is optional for students aged 16 to 18. Key Stages are often referred to throughout our curriculum. The Key Stages are defined below:

Key Stage 1 Foundation, Year 1 and Year 2

Key Stage 2 Year 3, Year 4, Year 5 and Year 6

Key Stage 3 Year 7, Year 8 and Year 9

Key Stage 4 Year 10 and Year 11

Key Stage 5 Year 12 and Year 13

MAYFAIR INTERNATIONAL ACADEMY Setting the Standard · 2018-05-31 · HANDBOOK FOR PARENTS AND...

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