School membership standards

CIS member schools are measured against the CIS core membership standards. As part of the membership application process, rubrics with criteria for each standard are provided with further details about the standards.

For schools wishing to pursue CIS International Accreditation, the accreditation process will help you understand how to go even further with all accreditation standards. 

Core standards for CIS Membership:

School purpose and direction

  • The school’s purpose, direction and decision-making is guided by clear Guiding Statements that are appropriate for the needs of all constituent groups.
  • The school’s Guiding Statements conform to the CIS Code of Ethics.
  • The Guiding Statements endorse the school’s commitment to developing intercultural learning.
  • The school is committed to the values inherent in the UN Convention on the Rights of the Child (1990).

Governance, leadership and ownership

  • The respective roles and responsibilities of governance and ownership, and leadership and management, are suitably defined in writing and respected in practice for the sustainable development of the school.
  • The Head of the School is empowered to be the educational leader of the school, implementing the mission and has ultimate responsibility and accountability for the students’ education and well-being.
  • The Proprietors/ Governors ensure there are educational and financial plans to support the school’s viability, the mission, the programmes used to fulfil that mission, and that these plans are explained to the school community.

The Curriculum

  • The documented curriculum is broad, balanced and sequenced in a way to promote students’ access and progression, and is guided by the mission of the school and the needs of the enrolled students.

Teaching and Assessing for Learning

  • Teaching enables all students to gain access to the curriculum and to have the opportunities for success in their learning, relative to their abilities.
  • There are effective procedures in place, supported by policies, to identify the varied needs of students, both at admission and whilst enrolled, to ensure that all students may benefit from the school’s programmes.

Student Learning & Well-being

  • The school environment is characterised by openness, fairness, trust, and mutual respect to support students’ learning and well-being, listen to their views and develop their leadership qualities.
  • The school has documented effective written policies to safeguard and promote the welfare of all enrolled students.
  • The school implements policies and procedures in relation to anti-bullying, child protection, complaints, security, safeguarding, behaviour, discipline, sanctions, rewards and restraint, health education and health records.

Staffing

  • The faculty and support staff is sufficient in numbers, experience, qualifications, and competencies.
  • Prior to the appointment of all staff (including volunteers), appropriate background checks have been carried out to confirm their identity, medical fitness, right to work in the country, previous employment history, character references and, where appropriate, qualifications and professional references. This information been taken into account in determining whether their appointment will be confirmed.
  • The school provides for the continuous professional development of faculty and staff that relates to school priorities, the professional needs of the staff and contributes to the students’ learning.
  • Staff recruitment and retention is managed in accordance with the CIS Code of Ethics.
  • The appraisal/performance management system is defined and implemented for all faculty and staff, based on pre-determined, explicit criteria and is supported by a programme of professional development and/or training which is linked to appraisal outcomes and other school priorities for students’ learning.

Premises & Physical Accomondation

  • The school maintains accommodation, grounds, facilities, services and equipment to enable it to fulfil its mission, provide the curriculum in full and offer a safe, secure, clean and healthy environment for the students and adults at the school.

Community & Home Partnerships

  • Effective communications foster a productive home-school partnership and a positive learning community.

Boarding/Homestay/Residential

  • The school’s Guiding Statements support boarding / homestay / residential services and serve the well- being of all boarding students and staff.
  • The school implements policies and procedures in relation to anti-bullying, child protection, complaints, security, safeguarding, behaviour, discipline, sanctions, rewards and restraint, health education and boarders’ health records.

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