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Madrid
American curriculum
Ages 9 to 18

Judy Sharp International School

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CurriculumAmerican
Language of instructionEnglish
Age RangeAges 9 to 18
Yearly fees (G7): Not public
Social Media:

Quick summary of key school information

Language of instruction English
Native English teachers
Extra languages (other than English)
Class sizes Average 4 students / class
Maximum 7 students / class
Extracurricular activities
School bus

This school does not make their fees public for the academic year 2019/2020.

Address: Valentín Robledo, 2 28224 Pozuelo de Alarcón Madrid, Spain

Important notes about this school

Special attention is given to students with learning differences such as Dyslexia, Attention Deficit Disorder (ADD), Hyperactivity Disorder (ADHD), and Asperger's syndrome, as well as other specific learning differences.
Is this school a perfect match for you?

Tell us your preferences and we’ll calculate your compatibility.

  • Based on 10 different criteria including price and location
  • Fees personalised to your childrens’ ages

All the details about this school in their own words

We have organised the information available for this school into 6 sections and 38 questions. Click or tap on the name of each section to read more.
Number of students

18

Number of nationalities represented in the school

7

Most common nationality

United States and Spanish

Ratio of local students to international students

12-6

Max. number of students per class

7

Average number of students per class

3-5

Does the school employ teaching assistants?

No

Native English speaking teachers

Yes

Language support for students not fluent in English

Yes

Additional language classes offered by the school

Spanish

Use of technology in the classroom

Computers are used for instructional purposes and for students to do projects, assignments, and research

Do teachers assign homework to their students?

Yes

Approximate hours of homework given

This varies due to age and individual differences. Homework is assigned to give extra practice when needed, to finish classwork, and to allow the teacher to see if the student can work independently on the concepts and skills covered in class.

Uniform required

No

Waiting list

Not to date

Entry evaluation for students

Yes

Brief description of entry evaluation required

We give informal assessments to determine reading comprehension and decoding skills, written expression, and math skills.

Deadline for registration (new academic year)

No deadline

Students can join after academic year begins

Yes, as long as we feel that we can provide a program that meets the student´s individual needs.

Percentage of students who pursue further education post-graduation

85-90%

External examinations or assessments available

None

Do students practice religion at the school? What religion?

No

School bus service available

No

Dedicated staff/programs for students with special learning needs

Yes

Learning support offered

When necessary, we give specific support in the areas of language arts (reading comprehension, decoding, writing, etc. ) and math, grouping children according to their skills. The students receive individualized attention to build their skills in those aforementioned areas.

The school supports gifted, able and talented students

We have no specific program for gifted or talented.

Student access to education psychologist

Yes, we have groups that work with a psychologist 3 times a month and individual students may have private sessions to address other concerns and usually involve the family.

School start time

9:15

School finish time

3-.30

Supervised care before/after school

Yes.

Extracurricular activities or clubs offered

As we are so small, we do not regularly offer extracurricular activities or clubs. This may be provided on an interest basis.

School provided lunches

No, the students bring their own lunch.

Food alternatives for special dietary needs (ie. vegan, kosher, halal etc)

No

Sports activities included

We offer a sports class for students in grades 6-10.

Sports facilities at the school

We use outside facilities.

Sports teams or sport competitions available for students

No

Qualities and characteristics best defining the school

The Judy Sharp International School is a private, independent, non-profit co-educational day school for English-speaking students ages 9-19. Our school is specifically aimed toward creative capable students, who experience difficulties in the standard classroom and require a strong, caring, supportive structure and personal guidance.
Special attention is given to students with learning differences such as Dyslexia, Attention Deficit Disorder (ADD), Hyperactivity Disorder (ADHD), and Asperger's syndrome, as well as other specific learning differences. We also offer support classes for students attending other English-speaking schools which can be organized based on the specific needs of the child.

Teaching approach of the school

Our main objective is to help students who are having difficulty learning in a traditional school setting.

Our goal is to educate these students to reach their optimal academic and social levels of performance.

To accomplish this goal we believe the following:

Education is a never-ending process. Education is a never-ending process and needs to be nurtured inside as well as outside the classroom.
Parents are important. Parents are as important, if not more important, than the teachers, and we work to encourage close, supportive relationships among teachers, parents, and students. Parents are encouraged to be actively involved in the student's education through parent/teacher meetings and other activities involving both parents and students.
Enthusiasm facilitates learning. To facilitate intellectual development, both students and teachers need to develop and share an enthusiasm for learning.
Differences are accommodated. Every student is a unique individual and therefore progresses at a different rate. These differences are accommodated by the use of a wide variety of teaching methods and by developing enriching activities.
Importance of high self-esteem. When a child has a high self-esteem, his/her academic progress takes place more naturally. We hold high expectations for students while providing for the development of their self-esteem and confidence. We carefully blend discipline with genuine concern for the well-being of each student.
Teachers make a difference. Teachers can and do make a difference in the education of the students. We are able to work with and motivate students by being committed to the beliefs of the school.
Teachers, parents and students need to work as a team. To be successful, we teachers commit to working cooperatively and creatively with parents and students to ensure the healthy growth and development of each student.

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