Handbook Primary - The International School of Monaco

THE INTERNATIONAL SCHOOL OF MONACO
&
Student
Parent
Handbook
PRIMARY SCHOOL
2012-13
©

Dear Parents,
I would like to wish you all a very warm welcome to the Primary school. My name is Jenny
O’Fee and as Head of Primary, I am responsible for the daily running of the Primary School.
At ISM we strive to provide an engaging, bilingual learning environment for all of our students,
providing support, as well as challenging each individual learner to fulfil their potential.
The Primary School Staff is a committed, learning-focused team of teachers, who place value
on students gaining fulfilment and satisfaction from their learning. I believe that effective
communication between students, parents and teachers is of great importance and as such,
will endeavour to continue to build the strong relationships that will promote and foster a love
of learning in our community.
The following Handbook is intended to be a practical, informative guide for parents to explain
the daily operation of the Primary School. Within the handbook you will find the school’s
Mission Statement and Goals, the policies, which govern the running of the school, as well as
the Primary School Curriculum.
Should you have any queries or questions regarding your child, please consider the class
teacher your first point of contact. Appointments can be made to meet with teachers through
the school reception or directly with the teacher themselves. However, should you require any
further assistance, please do not hesitate to make an appointment to meet with me.
I look forward to working collaboratively with students, staff and parents to create a positive,
learning atmosphere, where every individual can successfully grow, both academically and
socially.
Warmest regards,
Miss. Jenny O’Fee
Head of Primary School
1

OUR
MISSION
Our mission is to enable students to become academically and personally
successful people who are internationally minded, and motivated to
become lifelong learners and caring citizens prepared to take effective
responsibility in an ever changing world.
INTERNATIONALLY MINDED
SUCCESSFUL
OPEN-MINDED
• RESPONSIBLE
• RESPECTFUL
•
• CARING
• HONEST
MOTIVATED
Notre mission est d’assurer à nos élèves une réussite académique et
personnelle et de leur transmettre un état d’esprit tourné vers
l’international. Nous développons leur désir de s’impliquer dans ce qu’ils
entreprennent et d’apprendre tout au long de leur vie. Ainsi, ils seront
capables d’assumer leur responsabilité de citoyens dans un monde en
perpétuelle évolution.
2

WHAT WILL HELP US ACHIEVE OUR MISSION ?
A CURRICULUM with clearly stated goals, content continuity and meaningful student
assessment that promotes rigorous multi-lingual learning in all subjects.
A STAFF who are internationally-minded, inspirational and reflective who are supportive of
the school’s mission statement, vision for learning, and values. They are committed to their
own continuous professional development which will help them enhance and improve
student learning.
An ENVIRONMENT that is challenging, caring and supportive, where students feel safe both
physically and emotionally to develop and fulfill their individual potential.
The FACILITIES and RESOURCES that are appropriate to the age of the students, our class
sizes, educational programmes and vision for learning and which continually meet the high
standards that exist for safety, security and maintenance.
The FINANCES which support the school’s operational programmes, allow for innovation,
develop facilities and provide the salaries and benefits which allow us to recruit and retain
excellent staff.
A COMMUNITY SPIRIT which enables everyone to contribute to the achievement of our
Mission in a way which models the values we want our students to acquire.
COMMUNICATION that is respectful, clear and concise, that represents the bilingual nature
of the school and reflects the excellence to which the school continually aspires.
OUR DEFINITION OF LEARNING
Learning is the acquisition and consolidation of knowledge and skills which leads to deeper
understanding and helps students become more reflective, open-minded and independent.
3

WHAT DOES ISM MEAN
IN THE PRIMARY SCHOOL?
Internationally Minded
We are learning more than one language to be better able to
communicate with other people.
We appreciate and respect other people’s cultures.
We can express our ideas and opinions, as well as listen and
respect those of others.
We can work cooperatively with others, discussing and sharing
ideas.
We understand the importance of caring for
our planet.
We are learning about global issues that
affect us all.
We reach out to help others where it will
make a positive difference.
Successful Learners
We attend school regularly, being on time and prepared for all lessons.
We listen, participate, ask questions, think critically and seek assistance when needed.
We are self disciplined, well organised and stay focused on our goals to improve.
We take particular care and pride in our work.
We take responsibility, being accountable for our actions.
We have a positive attitude to all challenges.
Motivated Learners
We like coming to school and we enjoy
learning.
We do our very best and often we do more
than is asked.
We do not give up even when it is difficult.
We are willing to try new ways of doing
things.
We can work independently, as well as with
others.
4

Inquirers
They develop their natural
curiosity. They acquire skills
necessary to conduct
inquiry and research and
show independence in their
learning. They actively enjoy
learning and this love of
learning will be sustained
throughout their lives.
Communicators
They understand and
express ideas and
information confidently and
creatively in more than one
language and in a variety of
modes of communication.
They work effectively and
willingly in collaboration with
others.
Principled
They act with integrity and
honesty, with a strong sense
of fairness, justice and
respect for the dignity of the
individual, groups and
communities. They take
responsibility for their own
actions and the
consequences that
accompany them.
Balanced
They understand the
importance of
intellectual, physical and
emotional balance to
achieve personal
well-being for
themselves and others.
Knowledgeable
They explore concepts,
ideas and issues that have
local and global
significance. In doing so,
they acquire in-depth
knowledge and develop
understanding across a
broad and balanced range
of disciplines.
Des investigateurs
Ils développent leur curiosité
naturelle. Ils acquièrent les
compétences nécessaires à
la conduite d’investigations
et de recherches et font
preuve d’autonomie dans
leur apprentissage. Ils ont
vraiment envie d’apprendre
et ce plaisir d’apprendre les
accompagnera tout au long
de leur vie.
Des communicateurs
Ils comprennent et
expriment des idées et des
connaissances avec
assurance et créativité dans
plus d’une langue en
utilisant une variété de
modes de communication.
Ils collaborent efficacement
et volontairement avec les
autres.
Intègres
Ils adhèrent à des principes
d’intégrité et d’honnêteté, et
possèdent un sens profond
de l’équité,de la justice et
durespectdeladignitéde
chaque individu,des groupes
et des communautés. Ils
sont responsables de leurs
actesetdeleurs
conséquences.
Equilibrés
Ils comprennent
l’importance d’un bon
équilibre intellectuel,
physique et affectif dans
l’atteinte de leur bien-être
personneletdeceluides
autres.
Informés et instruits
Ils explorent des concepts,
des idées et des problèmes
qui sont importants à
l’échelle locale et mondiale.
Ce faisant, ils acquièrent des
connaissances approfondies
et développent une bonne
compréhension dans un
éventail de disciplines vaste
et équilibré.
IB LEARNER
PROFILE
PROFIL
DE L’APPRENANT
DU BI
Caring
They show empathy,
compassion and respect
towards the needs and
feelings of others. They
have personal commitment
to service, and act to make
a
positive difference to the
lives of others and to the
environment.
Thinkers
They exercise initiative in
applying thinking skills
critically and creatively to
recognize and approach
complex problems, and
make reasoned, ethical
decisions.
Open-Minded
They understand and
appreciate their own
cultures and personal
histories, and are open to
the perspectives, values and
traditions of other
individuals and
communities. They are
accustomed to seeking and
evaluating a range of points
of view, and are willing to
grow from the experience.
Risk-Takers
They approach
unfamiliar situations and
uncertainty with courage
and forethought, and have
the independence of spirit
to explore new roles, ideas
and
strategies. They are brave
and articulate in defending
their beliefs.
Reflective
They give thoughtful
consideration to their own
learning experience. They
are able to assess and
understand their strengths
and limitations in order to
support their learning and
personal development.
Altruistes
Ils font preuve d’empathie,
de compassion et de
respect envers les besoins
et sentiments des autres. Ils
accordent une grande
importance au service et ils
oeuvrent concrètement à
l’amélioration de l’existence
d’autrui et de l’état de
l’environnement.
Des penseurs
Ils s’exercent à appliquer
leurs capacités de façon
critique et créative, afin
d’identifier et d’aborder des
problèmes complexes et de
prendre des décision
réfléchies et éthiques.
Ouverts d’esprit
Ils comprennent et
apprécient leurs propres
cultures, racines et vécus,
mais n’en sont pas moins
réceptifs aux idées, valeurs
et traditions du monde qui
les entoure. Ils ont
l’habitude de rechercher et
d’évaluer de points de vue
et sont disposés à en tirer
des enrichissements.
Audacieux
Ils abordent situations
inhabituelles et incertitudes
avec courage et
discernement et ils ont
l’indépendance d’esprit
nécessaire pour explorer de
nouveaux rôles, idées et
stratégies. Ils sont
courageux et savent
défendre leurs convictions
avec éloquence.
Réfléchis
Ils opèrent un retour sur
eux-mêmes et examinent de
façon critique leur propre
apprentissage et leurs
expériences. Ils sont
capable d’évaluer et de
comprendre leurs points
forts et leurs limites afin
d’appuyer leur
apprentissage et leur
développement personnel.

ISM STAFF PROFILE
ISM prides itself on having on its staff, a team of professional people…
...who are proud and happy to be at ISM. They are excellent role models for their
students and are committed to the school’s Mission Statement and the achievement of
its goals.
...who understand and accept the philosophy behind the IB Mission Statement and
who are committed to the IB Learner Profile.
...who know their students and care about their learning and well being. They are
understanding of different learning styles and accept that in an international school,
they will have students with a range of learning differences and language levels. They
therefore adapt their teaching accordingly.
...who provide challenging, stimulating learning environments, promoting the IB
principles and practices and inspiring their students not only to achieve, but to excel,
in all areas of the curriculum and co-curricular programmes.
...who are internationally minded people with positive attitudes, who understand and
practise the school’s core values and are themselves role models of the IB Learner
Profile.
...who demonstrate an on-going love of learning, becoming themselves bilingual in
English and French, constantly improving their information technology skills and
keeping abreast of new developments in education.
...who are truly dedicated to educating children, by providing them with an excellent,
balanced education, a sense of motivation and the range of skills and attitudes they will
need, in order to succeed in a rapidly changing world.
6

ISM PARENT PROFILE
ISM sees parents as partners, who help the School achieve its
Mission and Goals:
• by understanding and accepting the School’s Mission Statement, Philosophy and
Values and abiding by school policies and practices.
• by being committed to the IB Learner Profile.
• by encouraging their children to develop positive attitudes to the school, respect for
all members of the school community and adherence to the IB Learner Profile.
• by being open and honest in all their dealings with the school concerning their child’s
learning and their social, emotional and behavioural needs.
• by respecting the holiday periods provided within the school calendar and ensuring
that their children attend school regularly and arrive on time each day.
• by helping the school in its efforts to give their children a bilingual education and
support in their mother tongue.
• by becoming involved in the school and the local community and using their skills and
connections to help the school promote activities which will enrich and enhance the
curriculum, and provide opportunities for students to engage in action and service in
the community.
• by following the lines of reporting as follows:
a. should there be a concern, try and solve it with the person directly concerned.
b. if unresolved, contact the Class teacher.
c. if the problem remains, contact the Head of Primary and the Director.
7

CODE OF CONDUCT
Primary School
ISM is our school and each of us has the responsibility to make it a
safe environment and a wonderful place to learn. We are committed
to the following five principles on which we base the Behavioural
Expectations we have for everyone.
Being honest – We are honest.
Being respectful – We are polite and respectful to others and to property.
Being caring and kind – We are kind and considerate.
Being responsible – We are trustworthy and reliable.
Being open-minded – We listen to others and accept our differences.
Parents can help us by making sure:
• That students dress in a respectful and appropriate manner.
• That they support students in arriving on time and being fully prepared for the
school day.
• That our students do not use the elevator unless accompanied by a known adult.
• That they do not use mobile phones in school.
• That they do not take dangerous toys or electronic games to school.
8

Unacceptable Behaviour
While the school firmly believes in positive reinforcement to promote good behaviour, there
is no negotiation when behaviour is deemed extremely serious, dangerous, persistent and
defiant or beyond the normal school misdemeanours. These behaviours are considered as
unacceptable and will be dealt with accordingly.
Dangerous Behaviour
Dangerous Behaviour is defined as violent or negligent behaviour that could seriously hurt the
student, other students or the school personnel; this includes being in possession of knives,
firearms or any other equipment, which could be used to cause serious injury.
Consequence: The student will be immediately suspended and his/her case referred to the
Director. Depending on the severity of the case, the Director can decide on a Behavioural
Modification Plan or expulsion.
Bullying
Bullying is defined as an action repeated over a period of time and done on purpose to
intimidate, coerce and threaten. It is a serious physical or verbal aggression, which can be
carried out by one person or a group. Indirect bullying can come from deliberate exclusion,
sending hurtful anonymous messages, spreading unfounded rumours etc. Teachers and
parents should distinguish between what is nasty or mean behaviour or actions, which can
be termed as “teasing” and what constitutes bullying.
Consequence: Any reported incidences of bullying will be referred to the Primary Head and
the School Director where both the student(s) and parents will be asked to appear. The first
step will be a Behavioural Modification Plan, which if not adhered to could result in
suspension or expulsion.
9

ABSENCE POLICY
Every Day Counts!
The International School of Monaco believes that arrival at school on time and good
attendance habits are an important part of a student’s education. As the school regards
parents as partners, it expects them therefore, “to ensure that their children attend regularly
and arrive on time each day”.
Teachers are under no obligation to provide work prior to any child’s absence or because of
late arrival/early dismissal. Students shall be expected to make up work, in their own time,
on all assignments missed.
Good attendance is necessary. However, if your child is not feeling well, please do not send
him/her to school. Absences will be excused for illness; a medical certificate is obligatory
after a two day absence. Failure to produce a medical certificate will result in the absence
being recorded as Unauthorised.
On Time:
Students are expected to arrive at school on time each day, unless extenuating
circumstances warrant late arrival.
Students who arrive after 8.30 will be marked as “late arrival”.
All students arriving late for any reason should report directly to the receptionist to be
registered.
Students are also expected to attend all classes during the school day. Early Dismissal will
be counted in the same way as “late arrival”.
Late pick-up will also be included in this category and repeated instances will be reported to
the Head of Primary who will call in the parents and follow this up with a letter to them.
Consequence:
The Class Teacher will alert the Head of Primary if a habitual late arrival/early dismissal
problem is developing (3 to 5 times or more). The Head of Primary will meet with the parents,
warn them of the consequence of continued lateness and issue them with a letter outlining
the time missed. Continued lateness will result in a further conference with both the Head of
Primary and Director. If the problem persists, it will be treated as in 1b for absence - that is,
no report will be completed for that period.
Absence:
All students who have not registered before 08.30 will be marked as “Unauthorized absent”.
Authorized Absence: A letter/phone call/e-mail has been sent excusing the absence; the
terms of the excuse are noted. We ask that all absence reasons are communicated to the
12

school by 08:45 on the day of the absence. Please indicate if your child is expected to be
absent for more than one day.
Unauthorized Absence: no communication has been received excusing the absence; the
absence is for a reason other than a medical one. An SMS alert will be sent to parents in this
instance.
Consequence of Excessive Absence:
1a
Ten Days (10) Once a student has been absent for ten days, the Primary Unit
Head will be alerted. The Unit Head will immediately ask the parents to attend a
conference to discuss the student’s absence. A plan to catch up work will be put
into place. The Unit Head will send a letter to the parents, warning them of the
consequences of continued absence.
1b
1c
Fifteen days (15) When a student has been absent for fifteen days, the parents
will be informed and meet with the Unit Head and teachers to discuss the impact
on the student’s learning. The school report may be incomplete as the student
has failed to complete the course.
Twenty Days (20) When a student has been absent for twenty days in one school
year and no extenuating circumstances have been noted, the parents will be
informed in writing that the student will not be automatically promoted to the next
class. Parents will have to make a request in writing to the Director, who will
review the case and give a decision.
13

OUR HOMEWORK POLICY
In the Primary School, homework is seen as an important part of a student’s education. It
serves to reinforce concepts and skills taught in the classroom, and helps promote
independent work habits. Throughout the Primary School homework is given two nights each
week in English and two nights in French
Regular reading assignments are given to practise skills and increase fluency and
comprehension. Students are also able to choose books from our very well-resourced
bilingual library, including titles from the Accelerated Reader and “Rallye de Lecture” reading
programmes. Parents can help greatly by showing interest in the book, and reading with and
to your child.
Practice in mathematics, spelling and writing skills are also given as well as work related to
your child’s current Learning or Science Unit. The work is directly related to what the children
have been learning in class and should be done by the child, with a minimum amount of help
from the parents.
The time needed for the homework will differ from child to child so the times given below are
an approximate guide for the average child. Please monitor your child’s homework and if this
is consistently taking longer than the specified amount of time, or you feel there are any other
problems, you should speak with the class teacher.
Class 3:
Class 4:
Class 5:
Class 6:
30 minutes per evening
35-40 minutes per evening
40-50 minutes per evening
50-60 minutes per evening
14

DRESS CODE IN THE PRIMARY SCHOOL
Everyone has a responsibility to dress appropriately for school. What you wear is noticed by
others and represents the school. For Sport it is essential that students dress appropriately
in the school uniform.
The following guidelines must be respected:
• Clothing must be clean and neat
• Clothing should not have slogans or pictures that might be offensive to others
• Short skirts or clothing that displays the abdomen are not acceptable
• Footwear must be appropriate. High heels, platforms or beach shoes are not
appropriate for the school day
• Jewellery must be modest. Body piercing is not acceptable with the exception of
modest earrings for girls
• Tattoos, violently coloured hair or body painting is not permitted
• For Physical Education and sports classes no jewellery may be worn.
If, having read the list, you have questions about the appropriateness of a particular item of
clothing, or any other action that will affect the way you look, ask your teacher in advance. If
you arrive at school having disregarded these guidelines, parents will be asked to collect you
and change your clothing for appropriate wear.
15

THE PRIMARY UNIT
Building on the Foundations
The Primary Unit focuses on providing a structured and supportive learning
environment in which each child:
• Is a bilingual learner
• Develops responsibility for his own learning and behaviour
• Consolidates basic skills and their application across the curriculum
• Becomes a thinker and responsible inquirer
• Makes a positive difference in the lives of others and the environment
• Acquires a growing enthusiasm and love of learning
The curriculum is made accessible to all children and is tailored to meet the
child’s individual learning needs, level of language and stage of
development.
16

THE PROGRAMME
The Primary Unit at ISM is for students aged seven to eleven years (Classes 3 to 6) and is
housed on floor three of 12 Quai Antoine 1er.
Our Objective
We aim to offer all our students the opportunity to develop their potential via a broad and
balanced curriculum. We greatly value the acquisition of basic skills as well as encouraging
our students to become increasingly independent in their learning. We set high standards for
both ourselves and our students and work hard to develop and maintain these standards.
Through close collaboration with both the Early Years and the Middle School, we ensure that
the teaching and learning throughout the Primary School prepares our students well for the
next stage in their learning.
Bilingual Programme
A unique feature of our school is its successful bilingual programme, which is delivered
equally in English and French from the earliest age. Students entering the Primary School are
generally able to access the programme in at least one of these languages. The goal of the
Primary School is to develop a sound level of skills in both languages, enabling the students
to use these to access all areas of the curriculum.
The structure of the programme, with students spending alternate days in English and
French, has been designed to ensure that it is delivered equally in both languages throughout
the Primary School.
Students who enter the programme without skills in French and/or English are given
additional support, where the emphasis is first of all on acquiring oral fluency.
Our Curriculum
Our curriculum is based upon what we believe to be the best aspects of International and
National curricula. It has been carefully researched and implemented to ensure that it meets
the needs of our students, providing breadth and balance and a clear focus on the acquisition
of skills, knowledge and understanding.
Learning Units
Throughout the year students will study four Learning units and two Science units. These
units transcend the traditional subject boundaries and provide opportunities for the students
to develop cross-curricular skills (including languages and maths) in a meaningful context
whilst learning about globally significant issues. In addition to these units, students will be
taught Languages (English and French) and Maths through discrete lessons.
17

The subject areas
Language: As a bilingual school, language learning (English and French) is at the centre of
all our teaching. Through both the Learning Units and discrete language lessons, students
learn to develop key skills, knowledge and understanding in reading, writing and oral
communication.
Mathematics: Daily mathematics lessons have a clear focus on the development of both
mental and written problem solving strategies. These lessons take place in both English and
French, however, the methods and strategies taught are the same in both languages, so as
not to confuse the students.
Science: Weekly Science lessons in both English and French follow a practical approach
wherever possible, to allow students to develop scientific skills and to gain knowledge and
understanding through observation, exploration and investigation.
History: Through the study of History we hope to encourage our students to gain a sense of
their own identity through an understanding of the past in relation to themselves, their
families, their community and the wider world. Students are encouraged to develop their
historical skills through the use of evidence and sources material as well as acquiring
essential historical knowledge.
Geography: In order to develop a better understanding of the world around them our
students are given the opportunity to develop their Geographical skills and knowledge
through the use of fieldwork, maps, aerial photographs and atlases.
I.C.T.: Information Communication Technology is used throughout the curriculum. Wherever
possible, the teaching of key skills is linked to our units in order to provide a meaningful
context.
Art and Design: Students will learn the creative, imaginative and practical skills needed to
express their ideas and feelings. Throughout their lessons they will experiment with and
develop control of tools and techniques for drawing, painting, printmaking, collage, textiles,
clay work and sculpture. Wherever possible, the teaching of skills and knowledge is linked to
our units in order to provide a meaningful context.
Drama: Through drama lessons our students have the opportunity to grow in confidence,
gain a sense of pride and achievement, and learn to enjoy sharing and working together.
Drama can be an exciting tool for learning and an aid for developing ideas and expressing
opinions.
Music: A programme of vocal, instrumental and listening experience is developed throughout
the school with children being encouraged to compose, perform and enjoy music. Children
also have the opportunity to learn a wide range of instruments through individual or small
group lessons.
Sports: Our Physical Education programme covers gymnastics, music and movement,
games (e.g. soccer, basketball, tennis etc…), athletics, swimming and health and fitness
activities.
Library: Students make regular visits to our very-well resourced bilingual Learning Hub. The
Learning Hub is staffed by two full-time librarians, who are there to teach children key
research skills, as well as to support children’s learning across the curriculum.
18

Arrival - Be Punctual
ORGANISATION
School begins each day at 08.30 and finishes at 15.30, except on
Wednesday when school finishes at 12.00.
Please note that children must arrive and be picked up on time. No
adult supervision is provided before 08.15 and after 16.00.
End of School day
Children should be picked up from the 3rd floor. Students in Classes 4 to 6 are allowed to
leave school unaccompanied if their parents have given written permission. If there is any
change to the usual pick up arrangements for your child, please inform the class teacher at
the beginning of the day or alternatively contact the school’s Reception.
Snack
Students in Classes 3 to 6 have a short break in the morning. Fresh fruit is provided for
students in Classes 3 and 4 whilst students in Classes 5 and 6 are allowed to bring their own
snacks in for morning break. The snacks the children bring to school should be balanced and
nutritional, sugary sweets and fizzy drinks are not appropriate. Fruit is available for students
throughout the day.
Drinks
Students may bring a labeled refillable bottle of water to school, which they can bring into the
classroom. They may then refill their bottles during the course of the school day.
Lunch Time
All students are automatically enrolled in the school lunch programme and are served with a
full meal and have access to a range of fresh salad and fruit.
Daily Timetables
Daily schedules vary from class to class according to the age of the child and the scheduling
of special classes. Classroom teachers will provide a specific timetable for each class at the
beginning of the school year.
24

Enrichment Activities
A programme of enrichment activities is
devised at the beginning of the school
year. Sporting activities include soccer,
basketball and team sports for both boys
and girls. There is choir and students may
choose to learn an instrument, such as
piano or guitar. Please note that there may
be an additional charge for some of these
activities.
The Primary School has an active Student
Council, elected by the student body. They help to organise various fund-raising and social
events throughout the year.
Safety and Security
The doors leading to the Primary School Unit are automatically closed at 08.45 until pick up
time at 15.30. Please wait outside the school until this time.
Fire and Emergency procedures are in place and are practised regularly with the children.
Assemblies
Students meet weekly to celebrate in a
Primary School assembly. This gives students
the opportunity to share their learning and
present to their peers. Assemblies also are a
forum during which we discuss our learning
attitudes and learn about different cultures
and beliefs.
Celebrating Birthdays
Parents wishing to share a birthday cake or
treat with the whole class must always check
that it is convenient with the teacher. Cakes
should be able to be easily served and
consumable at school.
If you are giving a party for your child outside school and only inviting selected members of
the class, please mail the invitations to avoid hurting the feelings of “uninvited children.”
In the case of any “large” birthday parties where children are being collected as a group from
school, the Head of Primary should be informed in advance.
Labels for Clothes
Parents are asked to label all their children’s possessions, and especially the Sports Uniform.
Woven name tapes can be purchased from “De Fil en Aiguille” on rue Grimaldi in Monaco or
ordered from Cash’s: www.jjcash.co.uk . A Lost and Found box is situated in the Reception
Office.
25

School Supplies
All textbooks, workbooks as well as pencil, paper and all other educational supplies are
covered by the tuition fees.
Library books and textbooks are the property of the school and we ask you to help your child
look after them. In the event that a book is lost, then parents will be asked to reimburse the
cost of replacement.
Sports Uniform
The school has an official obligatory Sports Uniform,
which must be worn for all Physical Education and
Sports activities. New students will receive these
automatically when they join the school – these will be
invoiced separately. Extra items can be ordered at any
time: forms and prices are available at the Reception
Desk.
Absence from School
Your child is expected to attend school regularly. If
your child is absent because of illness, please contact
the school immediately. On return to school, a written
note or medical certificate (if the duration is more than
2 days), explaining this absence should be sent to your
child’s class teacher.
In the event that your child’s absence is due to an
infectious illness, then it is imperative that you inform
the school so that other parents can be notified. A
quick call to the school’s receptionist is all that is
needed.
Additional holiday time is strongly discouraged and is not authorized by school.
NB. Please refer to the school’s official Absence Policy contained in this handbook.
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HOME AND SCHOOL
There are many ways in which parents and teachers can keep in touch with each other and
ISM actively encourages this dialogue. The teachers, Unit Head and Director are always
available to talk with parents and discuss their concerns.
Informal Chats
These can take place at the beginning and end of the school day. If you require more than a
few minutes to discuss an issue with a teacher, please make an appointment to meet with
him or her at a mutually convenient time.
Personal Appointments
These can be made at any time during the school year. This is best arranged directly with the
teacher concerned.
Parent Teacher Conferences
In the Primary School, parents of new students attending ISM are invited to meet with
teachers in October to discuss their children’s transition into the school. There is an
opportunity for all parents to meet with teachers in January to discuss their children’s
academic progress and share future goals.
Portfolios
Each child has a portfolio, which provides a cross section of student achievement and
accomplishment during the year. It provides an important means of documenting a student’s
educational progress.
Written Reports
Written progress reports are mailed to parents of students in classes 3 to 6 in December and
June.
Parent Handbook
This Parent Handbook, which provides programme and curriculum information as well as
details on the day to day organisation and policies which govern the school, is automatically
given to parents when they enter the school.
Information Sessions
An Information Evening, to explain the curriculum, school’s philosophy and answer any
questions, is held at the beginning of the school year. The Primary Handbook is distributed
to parents at this meeting. Additional information meetings may be called during the course
of the year as the need arises.
27

Primary Post newsletter
This monthly newsletter will be communicated via e-mail and posted on the school website
at the end of each month. It will provide families with information regarding learning in the
Primary school and give details of upcoming events and activities in school.
ISM Gazette
A general Newsletter, the ISM Gazette, which provides you with information on what is
happening throughout the school, is sent to parents several times a year.
Board Communiqué
The Board of Trustees gives information and communicates its activities to the parent body
by way of a Board Communiqué, which is sent home to parents once yearly.
Annual Report
At the end of each school year, all parents receive a copy of the Annual Report giving details
and information on the previous year’s activities.
Class Representatives
Each class has a parent representative who is a member of the Parent Teacher Association
and, as such, is present at all PTA meetings. This representative is there to represent the
class, welcome new parents and deal with matters of very general concern.
Database Information
The information the school has on your child is stored in the database and sent to you each
September for verification. It is essential for good communication and also for security
purposes that you help us keep this information updated. All changes should be
communicated in writing to the school’s Receptionist.
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On Admission
Health
On admission, all students are required to complete the school’s yellow medical
questionnaire, as well as a blue medical form, which is required for the Monégasque medical
authorities. Photocopies of each child’s up to date vaccination certificates must be attached.
Parents are reminded that vaccination against diphtheria, tetanus and polio is compulsory in
Monaco. BCG vaccination against tuberculosis is also requested. Parents should obtain a
medical certificate from their doctor if any vaccinations are contra-indicated.
Medical Visit
During the school year new students and certain other classes, undergo a medical
examination carried out by a doctor and nurse from the “Inspection Médicale”. This is a brief
routine physical check-up and a brief report is then sent home to the parents. Parents are
informed well in advance, of the dates of these visits. These now take place on school
premises with ISM staff present.
Emergency Card
An Emergency Card with the parent’s contact numbers, the names of further contact persons
and other important information about the child, is filled in at the time of each child’s
admission to the school and updated at the beginning of each school year. Parents are
responsible for informing the school if any of this information changes during the school year.
Medication
School policy does not allow school staff to dispense medicine to students without written
consent from the parents. Any medicine coming to school must be clearly labelled with the
child’s name and prescribed dosage. No responsibility can be accepted if a dose is missed.
Asthma inhalers must be marked with the child’s name and handed to the class teacher for
safe-keeping.
Illness
Students who are obviously not well, who have sickness or diarrhea or who have fever,
should not be sent to school. In the case of communicable diseases, the school should be
notified immediately, so that other parents can be informed.
First Aid Training
All of our staff are trained to administer the basics in first aid. Several of our staff are fully
trained in this area and will be contacted to help, should an emergency arise.
First Aid and Emergencies
The school will administer whatever first aid measures seem necessary if a child is sick or
injured at school. Parents will be notified immediately or at the end of the school day, if this
is deemed more appropriate. If there is any concern, an ambulance will be called immediately
and the injured or sick child will be taken to hospital, accompanied by a member of staff who
knows the child. The parents will be alerted to meet the ambulance at the hospital. If neither
of the parents or the parents’ emergency contact person can be contacted, the school will
proceed with whatever measures seem necessary.
29

Book Club
Services
Parents run a very successful English book club. Forms for
purchase are sent home twice yearly. A sale of French
books is usually organised once during the school year.
Yearbook
A group of teachers and students work together to produce a Yearbook, which records the
most important events of the year, and provides a wonderful souvenir for staff, parents and
students.
School Photographs
Individual and class photographs are taken during the first term: the photographer sends an
order form directly to the parents and pictures may be ordered online.
School Directory
A school Telephone Directory listing the children with their telephone number is issued at the
beginning of each year. It is uniquely for the use of the parents and school personnel, but
parents not wishing to be included are asked to inform the school’s Receptionist.
Learning Hub (Library)
The Learning Hub is open daily to
parents at specific times (posted
outside the door). Please avail
yourselves of the wide choice of
books in English and French. Children
have access to the school library and
may take 1 or 2 books home per
week. We ask you to help your child
take care of the books and return
them to school on the specified day. A
PTA Library Committee works closely
with the librarians, offering help in
many different areas.
Cafeteria
All children in the Primary School have access to the school’s self-service cafeteria. The cost
of the meal is included in the tuition fees and menus are posted on the school’s website and
on the Primary School 3rd floor.
30

Assemblies
Special Occasions
Assembly for the Primary School takes place regularly. These are always very enjoyable
occasions when the children can proudly share their work, learn to speak confidently in front
of a larger group, celebrate successes and learn about the social rules of working and playing
together.
Class Presentations
These sessions are organised during the school year and parents are
invited to share the work students have completed.
Sports Day
Classes take part in the Sports Day, which is usually held once per
year.
Summer Fête
This day, organised by the PTA, includes games and activities for
students, performances by students across the school and an
international lunch provided by the parents. Parents will be given
information well in advance and are cordially invited to attend.
Special Weeks
During the school year special weeks are dedicated to the
development and enjoyment of particular subject areas. Specialists
from outside the school are invited to share their talent and expertise
with the children.
Giving Projects
The Giving Committee work closely with the Primary School Student
Council, often attending meetings and presenting ideas at
assemblies in order to develop meaningful giving projects in
different places around the world. These
projects take place throughout the school
year and encourage the students to develop awareness and
understanding of others and to build links between communities.
Outings
During the course of the school year, some outings are arranged
which enhance and enrich the curriculum. Students may visit the
Oceanographic Museum, the post office, the zoo or a local exhibition
or museum.
All students in Classes 3 to 6 are expected to participate in the
annual class trip to an outdoor residential activity centre. This forms
part of the school curriculum and serves to greatly enhance the
students’ social and educational development.
31

Parents
School Association/General Assembly
All parents are automatically members of the School’s Association.
A General Assembly of the members of the School Association (all parents and members of
the Board of Trustees) is held at least once per year. The date, usually during spring, will be
communicated to you well in advance.
Board of Trustees
This group of nine elected parents and representatives meets regularly with the school’s
Director to discuss educational policies, major building projects and the school’s finances.
Elections to the Board take place every three years at the General Assembly, where all
parents have a right to vote.
Parent/Teacher
Association
The PTA is made up of a
representative for each class.
All parents can attend the
monthly PTA meetings, the
dates of which will be
communicated to you via one of
the Newsletters. The minutes of
each PTA meeting are posted
on the school’s notice board.
School Council
The Board of Trustees set up the School Council to serve as a vital link between themselves,
the PTA and the school administration. Several committees work on projects, which will
enhance and enrich the school’s academic programme.
How Parents can Help
- be a Class Representative
- be a Library Volunteer
- help with the Summer Fête
-beontheSchoolCouncil
- become a Board Member
- help with the PTA Activities
- help with school outings
- share your expertise with students
32

MULTIPRINT - MONACO