Our main objective is to achieve the well-being of our students, something that is achieved, among many other things, by offering them an educational model based on excellence and the methodology of the International Baccalaureate, and of course, facilities that meet their needs. The care and maintenance of our Campus forms part of the centre’s strategy of continuous improvement.
After the latest refurbishments carried out over the last few months, we now have fantastic playgrounds equipped for sport of more than 6,000 m2, with a total of eight multi-sports courts, renovated with blue non-slip resin, which ensures that the condition of these surfaces is always in the best possible condition. It is on these courts that our pupils carry out their Physical Education activities, and our Football and Basketball Sports Schools play their matches in the different competitions in which they regularly take part, matches which can also be held inside our large 1,100 m2 sports hall, which can accommodate the public in its stands.
But these are not the only sports facilities available at the school. We have a heated swimming pool of 1,100 m2, with two pools, where daily swimming lessons are offered as a curricular subject from the first cycle of Infant School to the 6th year of Primary School, and as an option for the rest of the pupils. Likewise, this is where the members of our School of Initiation to Competition do their internships.
We also have a psychomotricity room and classrooms equipped for classical and modern dance, which is one of the most popular extracurricular activities in our school.
And we cannot forget about the internal and external spaces for the practice of table tennis, used both in the leisure time of our pupils and as part of the Physical Education subject. This practice culminates in the holding of different tournaments among the pupils.
Classrooms and common areas
The school, with a campus structure and a total surface area of more than 20,000 m2, is made up of different buildings for each educational stage, adapted for people with motor disabilities. This has been achieved thanks to the inclusion of different lifts that allow people with movement problems to avoid the stairs.
The playgrounds are distributed over a total surface area of 1,000 m2 and are adapted with the latest technology in anti-slip and anti-fall fibres.
Classes are held in spacious classrooms, as well as in classrooms that can be divided into small groups. We offer language classes (English, German and Chinese), both grammar and conversation, with native or bilingual teachers, for a better use of the teaching.
The school also has laboratories for different uses: Physics, Chemistry, Biology… Specific Visual Arts classrooms for all stages, in addition to a technologically extended classroom for video editing and photography. And specific classrooms for Music, Computer Science and Robotics, for use from Infant School onwards. Both the Arts and Music rooms are also occupied, outside school hours, by the activities developed within the Art and Music Schools of the School.
In addition to all this, there are two large classrooms for multiple uses; a conference room for cultural activities (including the theatrical performances prepared each year by our Theatre School); twelve rooms for face-to-face tutorials; and of course, a dining room with its own kitchen, where all our students and teachers can enjoy home-cooked, balanced meals. The dining room has individual partitions in each stall and a protocol of use to maximise hygienic measures in all circumstances.
Good facilities/ Educational performance
“School spaces not only allow for the development of children’s educational tasks, but are also places of coexistence, where relationships between the different members of the school community are expressed and fostered. In fact, 80 per cent of students raise their academic level when they are surrounded by quality academic facilities,” according to UNICEF.
“Improving the physical conditions of schools is as closely related to learning as other educational inputs including family environment, motivation, good teachers, libraries, technologies or services for students,” says Daniel Rivera, director of social development projects at the Development Bank of Latin America.