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Our pastoral care within ISM places students at the heart of the school, with an emphasis on values, character, and a range of experiences to provide a well-balanced education. Our goal is to nurture happy, confident students.

It is important that all students know that they are valued as individuals and that their academic success goes hand in hand with their emotional and physical wellbeing. From Early Years through to Secondary School, our students have an integrated PSHE (Personal, Social and Health Education) curriculum in which they address topics such as peer pressure, mental health, bullying, relationship education, and internet safety and awareness.

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Welcome note from Lindsay Mackenzie-Wright, our Deputy Director Wellbeing

Lindsay’s Welcome

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Dear Parents,

Pastoral care within ISM places students at the heart of the school, with an emphasis on values, character, and a range of experiences to provide a well-balanced education. Our goal is to nurture happy, confident students. ISM has an ethos of care, compassion, respect and courtesy. We strive to create a happy and positive atmosphere in which your children will learn.

It is important that all students know that they are valued as individuals and that their academic success goes hand in hand with their emotional and physical wellbeing. Each student has a Classroom or Homeroom teacher as their first point of contact each day; this allows strong connections to grow and enables the Classroom or Homeroom teacher to support and guide each individual student within their care. Class sizes are small, which in turn allows students to flourish.

Beyond that support, each class is overseen by a Head of Year, with the Assistant Heads of each school also playing a strong role in the pastoral care of their respective students. ISM has a School Counsellor who supports the work of the teachers, and students are able to make individual appointments to see the Counsellor during the school day.

‘There’s a strong sense of community at ISM. It’s a school that really cares about students and puts Wellbeing before anything else’. – Salomé, Year 11

Our Wellbeing room is supervised by our three Health Coordinators, who also have strong roles to play in the support of our students. They deal with illness and injuries, but they are also there to listen when students need someone to talk to privately or confidentially. The Wellbeing room is a safe, relaxing room where students can have some time out of their busy schedules to speak to a trusted adult or to express any concerns they may have.

Some of our IB students are trained Peer Mentors and they work during the school day to connect with younger students, acting as role models but also acting as an additional support network for the school.

‘You don’t have to go to people. People make the effort to come to you’. – Adam, Year 11          

In my role as Deputy Director (Wellbeing), I oversee the pastoral care of all children at ISM and value the conversations I have with students and parents regarding their education. This part of the website should reassure you of our commitment to Safeguarding, our strong PSHE programme, and our pastoral support networks. Each student is monitored on an individual basis, with early intervention strategies being key to our work to nurture each and every student in our care.

Parent workshops have formed an important part of our partnership between school and home in the last few years, and I encourage you to attend these as regularly as you can.

If you would like to discuss any aspect of your child’s wellbeing at ISM, I encourage you to make an appointment with me.

Lindsay Mackenzie-Wright, Deputy Director Wellbeing

 

 

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Our values

Integrity

We act with honesty and compassion even in the face of challenge.

Learning

We are all learners who embrace challenges and strive to develop and improve.

Caring

We nurture and care for the physical, emotional, and social wellbeing of ourselves and others.

Respect

We communicate and act with courtesy and politeness. We value what we have.

Anti-bullying

ISM remains fully committed to its Anti-Bullying programme that promotes a culture of kindness and care throughout our whole school community. The Anti-Bullying programme is embedded in our everyday interactions, and all staff at ISM are aware of the expectations we have of our students. Our students are also aware of the expectations we have of them.

Last academic year, we launched our Anti-Bullying Ambassador programme which puts students at the forefront of making change. This year, ISM will continue to develop this programme and remains fully committed to making ISM a school where there is no tolerance of bullying in any form.

Useful Links

Anti-Bullying Policy

Safeguarding at ISM

ISM is aligned with the United Nations Convention on the Rights of the Child and the recommendations of the International Task Force on Child Protection that has set the standards for safeguarding in schools worldwide.

ISM expects all individuals and groups affiliated with the school community, including staff, service and activity partners, volunteers, associated agencies, interns, contractors, guests, parents and visitors, to act with integrity and to take responsibility for keeping students safe. In keeping with this expectation, applicants for positions at ISM must be willing to undergo child protection screening appropriate to the post, including checks with past employers.

ISM strives to be a Child-Safe Organisation in which every adult is:

  • Aware of the dangers of child abuse
  • Committed to preventing harm to young people
  • Able to respond to and report any concerns regarding student safety and wellbeing
  • Commited to our ISM Mission, Values and Learning Principles

"The true character of a society is revealed in how it treats its children."

Nelson Mandela

The Board of Trustees of the International School of Monaco affirms its commitment to the wellbeing and safety of all members of the ISM community, in reflection of ISM’s core values of caring, integrity, learning, and respect.

They also affirm their full commitment to promoting the safety and wellbeing of children and young people in the care of ISM and its extended educational and co-curricular programmes.

The Board of Trustees confirms its belief in the right of all children to be protected from all forms of abuse, neglect, exploitation and violence, as set out in the UN Convention on the Rights of the Child.

CHILD PROTECTION AND SAFEGUARDING POLICY ICT Acceptable Use PolicY

PSHE Policy BEHAVIOUR MANAGEMENT POLICY

HEALTH AND SAFETY POLICY

ATTENDANCE POLICY  STUDENT ATHLETE FRIENDLY POLICY

WHISTLEBLOWING POLICY & PROCEDURE

Exclusion Policy

Academic Honesty Policy

Intimate Care Policy

Parent-School Charter

 

ISM Safeguarding Lead

Mrs Lindsay Mackenzie-Wright is ISM’s Safeguarding Lead, and she oversees all safeguarding matters across each part of the school. Lindsay Mackenzie-Wright is also the Deputy Director (Wellbeing) and has a breadth of experience in child and adolescent mental health, and child protection. Lindsay can be contacted at childsafeguarding@ismonaco.com.

Contact Lindsay

Our PSHE Curriculum

Kindergarten-Class 3

Class 4-6

Class 7-13

•Being Me in My World

•Celebrating Difference

•Dreams and Goals

•Healthy Me

•Relationships

•Changing Me

Kindergarten-Class 3

Our PSHE for Early Years integrates emotional literacy, self-regulation of behaviour, social skills, and spiritual development in a session-per-week programme and includes teaching resources such as songs and images.
Sessions are structured to include short input using a variety of learning approaches appropriate for young pre-schoolers, with a selection of activities that can be adapted throughout the week to support the learning.
PSHE for Early Years includes mapping to Development Matters and the Early Learning Goals and identifies the Characteristics of Effective Learning for every session.

Class 4-6

Primary PSHE is a comprehensive programme including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.
It emphasizes emotional literacy, building resilience, and nurturing mental and physical health.
The wellbeing programme also includes mindfulness, allowing children to advance their emotional awareness, concentration, and focus.

Class 7-13

The wellbeing programme brings together PSHE, emotional literacy, social and employability skills, and relationships, sex and health education in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation.
The focus on mental health is evident throughout, and the content is student-driven and in line with the latest national guidance.

ISM House System

Following the lead of our sister school King's College School, Wimbledon, we believe that our students' learning experience can be effectively augmented and expanded through an engaging, relevant, and active House System. Named after leaders in the field of exploration, the Houses aim to instil a sense of teamwork and healthy competitiveness across a range of academic, sporting, artistic and service-based activities.

Shackleton

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Shackleton

  • Sir Ernest Henry Shackleton was an Irish Antarctic explorer who was one of the principal figures of the period known as the Heroic Age of Antarctic Exploration.
  • 1874 – 1922. Born in County Kildare – Ireland
  • Shackleton was associated with four expeditions exploring Antarctica, particularly the Trans-Antarctic (Endurance) Expedition (1914–16) that he led, which, although unsuccessful, became famous as a tale of remarkable perseverance and survival.

Grimaldi

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Grimaldi

  • Albert Honoré Charles Grimaldi, Prince Albert 1 of Monaco
  • 1848 – 1922. Born in Paris
  • He devoted much of his life to oceanography, exploration and science. Alongside his expeditions, Albert I made reforms on political, economic and social levels, bestowing a constitution on the principality in 1911.

Baret

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Baret

  • Jeanne Baret was a French woman who escaped a life of rural poverty in the mid-18th century and, disguised as a man, set out on a voyage of botanical discovery. In doing so she became the first woman known to circumnavigate the globe.
  • 1740 -1807. Born in La Comelle – Burgundy
  • Discovered & catalogued more than 70 new species of plants

Earhart

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Earhart

  • Amelia Earhart was an American aviator who set many flying records and championed the advancement of women in aviation. She became the first woman to fly solo across the Atlantic Ocean, and the first person ever to fly solo from Hawaii to the U.S. mainland.
  • 1897 – 1939. Born in Kansas USA
  • During a flight to circumnavigate the globe, Earhart disappeared somewhere over the Pacific in July 1937. Her plane wreckage was never found, and she was officially declared lost at sea. Her disappearance remains one of the greatest unsolved mysteries of the twentieth century.

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