Torrent, September 2026
Dear families,
We would like to take this opportunity to welcome you and thank you for continuing to place your trust in our school in the fundamental task of educating your children.
The purpose of this handbook is to provide you with information about the activities and services offered by the school during the academic year. It includes schedules, the school calendar, transport, dining services, etc. We recommend that you keep it for future reference throughout the year. However, as you know, we remain available to assist you personally, by email, or by telephone should you require any further information.
We look forward to your continued cooperation and support as we work together towards our shared goal.
Kind regards,
Stephen D.Wallace Head of School
1. GENERAL INFORMATION
1.1. SCHOOL CALENDAR
The beginning and end of the school year will be communicated by letter.
Public Holidays:
• 9th October 2026.Valencian Community Day
• 12th October 2026. National Day of Spain
• 1st November 2026. AII Saints' Day
• 6th December 2026 Constitution Day
• 8th December 2026. Feast of the lmmaculate Conception
• 1st May 2027. lnternationalWorkers' Day
Please note that this list does not include holidays that may be designated by national, regional or local authorities, nor the three additional holidays to be determined byTorrent Council.
End ofTerm Holidays:
• Christmas holidays: from the 23rd of December 2026 to the 6th of January 2027, both inclusive
• Easter holidays: from the 25th of March to the 5th of April 2027, both inclusive.
1.2.
SCHOOLTIMETABLE
For all students:
School starts at 08:50 and finishes at 16:50.
Please ensure punctual arrival. As the school is not open before 08:50, responsibility for students remains with parents or guardians until that time.
1.3. ORGANISATION
1.3.1. MAIN OFFICE
Monday to Friday from 8:30 to 17:00.
1.3.2. ADMINISTRATION HOURS
Monday to Friday from 8:45 to 17:30.
1.3.3.STUDENTS ARRIVINGWITHTHEIR OWN MEANS OFTRANSPORT
Students arriving late must go to the Main Office to report their arrival before going to class. This ensures that the attendance register is kept up to date.
1 3 4 COLLECTING STUDENTS FROMTHE SCHOOL
If a student needs to be collected during the school day, parents must inform the Main Office by letter or telephone, stating the time and the person who will collect the student. We would appreciate this being done before 4:00 p. m.
To ensure the smooth running of the school, students should be collected at the beginning or end of lessons to avoid unnecessary disruption.
1.3.5.
ABSENCES
Parents should inform the Main Office of a student’s absence We would appreciate this being done before 10:30 a. m.
1.3.6. MEDICATION
Any medication that a student needs to take during the school day must be given to the Main Office or to the bus supervisor. The administration protocol, along with the medical prescription, will be communicated to the school nurse.
The school will not administer any medication without prior authorisation from the student's family.
AII medical information (allergies, intolerances...) must be communicated to the school by using the appropriate school form together with a medical certificate. To keep school records up to date, families must inform the school at the start of school year.
lt is also advisable that students who are ill (fever, etc ) do not attend school, as they are unable to participate fully in daily activities, and the school cannot provide the necessary care
1.3.7.
SPECIAL DIETS
Special diets must be communicated to the Main Office.
lf a student requires a special diet for an extended period, the request must be supported by a medical certificate.
1.3.8. UNIFORM
Students must wear the appropriate school uniform according to their year group.
Sports uniform
-From Pre-School to Year 11 (4º ESO):
• Tracksuit
• Unisex polo shirt with maroon trim and a brown collar (long and short sleeved)
• T-shirt
• Shorts
• Coat
-First year of Sixth Form (required for Physical Education)
• Tracksuit
• T-shirt
• Shorts
Sports shoes must be white and should not cover the ankle. Students who require corrective footwear should bring sports shoes for physical education classes.
Casual Uniform. Compulsory for all Primary and Secondary school (ESO) students.
• A unisex Polo shirt with maroon trim and a brown collar (long and short sleeved)
• Unisex camel-coloured trousers and shorts.
• A camel skirt with maroon trim (optional for girls). It must be of an appropriate length.
• A long-sleeved maroon woollen unisex jacket.
• A maroon checked unisex overall with camel trim (for students inYear 1 and 2 of Primary)
• A sweatshirt (Secondary students only)
• Maroon socks and leotards.
Students are required to wear dark brown footwear with this uniform. When the school uniform is not compulsory, students must adhere to the school's dress code. Clothing displaying logos, ripped trousers or similar items is strictly prohibited.
1.3.9.
BOOKS
A platform is available to request next year's course books Those families who purchase the books outside the school, must bring them when the tutor tells them to Very important: Do not mark the names of your children, nor line up the books until the tutor confirms that they are all correct.
1.3.10.
CLARIFICATION
The school cannot be held responsible for the loss or damage of any item of value. Therefore, we strongly advise students refrain from bringing valuable items to school, including mobile phones, unless these are required for a class project.
2.1. MEDICAL ASSISTANCE AND SOCIAL SECURITY
The safety of our students is our foremost priority. To achieve this, we place special emphasis on medical insurance to cover any incident that may occur
lt is recommended that families inform the school promptly of any allergies affecting students.
Our school has a qualified nurse available throughout the school day. The nurse’s duties are as follows:
-First aid and accident care: Provides treatment for injuries, including blows, chafing, chokes, and the use of defibrillators, and maintains comprehensive records of all care and any follow-up required. Families will be kept fully informed of any actions taken
- Health support role: Responsible for administering medications, monitoring allergies, diets and protocols in the event of health risks such as epidemics.
- Medical care: After an initial examination, the nurse assesses whether medical assistance under the school’s insurance scheme is requested. lf necessary, a doctor will arrive at the school within 10 minutes. In case of an emergency, the nurse will accompany the student to the nearest hospital.The nurse also acts as a link between the school and healthcare services across all levels.
- Advisory role: The nurse plays a key role within the interdisciplinary team responsible for health education and promotes healthy lifestyles among students.
- Training role: Responsible for organising and delivering school health programmes in order to prevent risk behaviours and improve students’ health. The nurse also conducts training for teachers and students (first aid and anti-choking procedures).
We are a cardioprotected centre and in addition to having a school nurse, teachers at all educational stages, as well as administrative and support staff, are trained and certificated to use anti-choking devices, defibrillators and to provide first aid.
We take all necessary measures to ensure the health and well-being of our students.
Minor incidents are treated immediately by the school nurse.
-The nurse will then inform families of the details and any treatment provided.
Serious accidents will be treated by the school nurse, who will decide if it is necessary the assistance of a physician, that will come to the school.
Serious accidents which require treatment must be authorised by parents or legal tutors, as our medical cover guarantees assistance in the school from a local Medical Centre.
Parents will be informed immediately of any incidents at the same time as the health personnel to ensure effective coordination between the school and the family.
The Medical Centre will continue to care for the student until treatment has been completed
2.2. EXTRACURRICULAR ACTIVITIES, SPORTS SCHOOLS, AND NON-TEACHING PERIODS
The extracurricular activities offered at Julio Verne School are tailored to the needs and characteristics of our students. For this reason, we offer a range of activities that complement our educational provision.
Extracurricular activities are available for students from the age of 4 up to year 11 (4° ESO), and begin in September
AFTER-SCHOOL ACTIVITIES:
CHESS
ART
DRAMA SCHOOL
URBAN DANCE
ROBOTICS
TYPING CLASSES (From 4th Grade)
SPORTS SCHOOLS:
RHYTHMIC GYMNASTICS
TAEKWONDO
ROLLER SKATING
PADEL TENNIS
PADEL TENNIS (Family sessions)
FIELD HOCKEY
HANDBALL
BASKETBALL
VOLLEYBALL
ATHLETICS
NON-FEDERATED FOOTBALL ACADEMY
SCHOOL OF MUSIC SCHOOL BAND
LANGUAGE SCHOOL (English, French, German, Valencian, Chinese & Russian)
NON-TEACHING PERIOD
EARLY DROP-OFF/ SUMMER SCHOOL / EASTER SCHOOL /
CHRISTMAS SCHOOL
During school breaks (Christmas, Easter, and summer), students can take part in tailored programmes. Families may choose from three available options:
• English & Sports Campus: Themed weekly programmes combining engaging activities with English immersion through play.
• Sports Campus (Football & Padel Tennis): Promotes a healthy lifestyle through football, padel, and multi-sport activities, led by the Julio Verne School coaching team
• Performing Arts Campus: Develops skills in acting, dance, theatre, music, and stage performance through practical workshops.
MORNING CHILDCARE/AFTER SCHOOL PROVISION
Morning childcare and after-school activities are aimed at facilitating family organisation.
EXTENDED HOURS
Morning Childcare is from 7:30 to 8:45
After-school provision is from 17:00 to 19:00
JULIO VERNE NIGHTS
A monthly activity (held on Friday evenings), offering students the opportunity to stay overnight while taking part in workshops, themed activities and sport.
For any inquiries about after-school activities, sports programmes, or non-teaching periods, please contact the Head of General Services.
2.3. TRANSPORT
Given the importance of this service for the smooth running of the school, we consider it necessary to outline several key aspects of its organisation.
Each bus route has a register to be completed by the bus supervisor during the journey to school This register records delays and absences and also enables parents to communicate with the school.
This register is submitted to the Main Office each morning, which ensures that any communication from parents is passed on and that any incidents affecting students’ journey home are recorded.
This enables us to keep an accurate record of the number of students travelling on the return journey.
Furthermore, to ensure effective supervision, any changes to bus collection arrangements must be communicated to the tutor and the school (Paloma and Beatriz)
Parents must always specify the person or persons who normally collect the student, or confirm whether the student is permitted to travel home alone.
lf for any reason, parents are unable to meet the students and no prior communication has been received by the school, the bus supervisor will remain with the student until the end of the route. The bus will continue its route and parents may collect the students at the final stop if they have not done so.
Pre-school students will wear an identification card during the month of September (provided by the school).
The timetable may vary during the first few weeks of term. The bus supervisor will inform the families of any possible changes.
Families must be at their designated stop 5 minutes before the scheduled time, for both the morning and afternoon routes.
2.4. DINING HALL
As you are aware, the school's role extends beyond simply imparting and reinforcing knowledge. Providing a well-rounded education is one of our primary objectives, and the Dining Hall, together with students’ nutrition, plays an important part in achieving this.
To support these aims and ensure the smooth running of the dining hall, we consider it necessary to establish a set of guidelines to provide a clear framework for both the staff delivering service and those supervising students. These guidelines are intended to promote health, hygiene, good nutrition, social development and respect for others.
The rules are as follows:
•Students must arrive at the dining hall within their allocated times
•Hands must be washed before and after eating.
•Students must enter the dining hall in a calm and orderly manner and sit at their designated table.
•Demonstrate good table manners by using the cutlery correctly and sitting properly.
•Maintain a calm atmosphere by speaking quietly.
•Once the meal has been finished, dispose of any food waste, cutlery and trays in the designated areas, leaving the table clean and tidy.
•Food should be eaten and not be wasted.
•Follow the instructions of all Dining Hall Staff.
•Respect facilities and equipment
•Contribute to a pleasant environment by showing respect for others and avoiding inappropriate physical or verbal behavior.
•Everybody is expected to fulfil their own responsibilities and respect the rights and duties of others.
•Any medication required by a student whether on a regular or occasional basis, must be notified writing the student's name, the dose and the times at which it be administered and the start and end dates of the treatment For safety reasons, medication may be kept at school during the treatment period but must not be taken home by the student. Likewise any food allergies or intolerances must be communicated to the school.
DINING HALL ORGANISATION
It is available from the first day of the school year. Students of all ages (from 1 to 18 years old) enter in turns, respecting the characteristics of each age group and their different needs.
Specific Dietary Requirements.
If a student requires a special diet temporarily, the Main Office should be informed.
Any long-term dietary requirements should be communicated to the school when enrolling for the dining service. lf a dietary requirement arises during the school year, it should be reported to the Main Office or the student’s form tutor and supported by the relevant medical documentation.
Any food allergy or intolerance must be reported to the Main Office.
3.GUIDANCE DEPARTMENT
The Guidance department at Julio Verne School is authorised by the local educational authority, the Conselleria d'Educació. lts action plan and programme are designed to provide support and guidance to students, families and staff from Pre-School to Sixth Form.
The Psychopedagogical and Guidance Department works across three key areas: teaching, tutoring and specialised guidance, in collaboration with the entire educational community and the environmental coordinators. Its main objectives are:
• To support our group tutors in the planning, development and evaluation of their activities by promoting wellbeing, health habits and a positive school environment throughout the school.
• To identify and prevent learning difficulties through participation in the psychoeducational assessment processes, recognising both barriers to learning and students’ strengths. The department also contributes to the early identification, prevention and intervention of any difficulties.
• To promote the planning, development and evaluation of academic and careers guidance across all educational stages, supporting students as they move between different pathways and providing information about further study options and career opportunities.
4.GRUPO SOROLLA INNOVATION DEPARTMENT
The journey of the lnnovation Department began in the 2005-2006 academic year, marking a milestone in education within the Sorolla Group. lt was established as a driving force for pedagogical development, guiding our schools through the implementation of an ambitious improvement plan (EFQM)
Since then, the lnnovation Department has become the heart of our educational mission, responsible for designing and promoting strategies that ensure high-quality, forward-thinking teaching and learning. lts fundamental purpose is to drive pedagogical transformation through the constant introduction of new ideas and approaches in the educational process. The department not only seeks to enhance existing practices but also anticipates future educational needs, fostering an environment in which learning remains dynamic and continually evolving
Our commitment to innovation is reflected in each of our actions and objectives, which are divided into four fundamental areas:
Development of the Pedagogical Model
The development of our exclusive Pedagogical Model for Grupo Sorolla Educación is the cornerstone of our work. In this area, the lnnovation Department not only leads the creation and implementation of a unique Graduate Profile, based on essential competencies and skills for their future, but also dedicates itself to the research and application of new teaching methodologies and tools
Our Graduate Profile is a detailed guide to the competencies and skills they must acquire to successfully face future challenges. This profile is developed considering the demands of the contemporary world and emerging trends in education and employment, ensuring that our students are not only prepared for the present but also equipped to lead change in the future
Training and Support
We provide ongoing professional development and support to our teachers in the latest innovative methodologies. We promote the use of a wide range of materials in the classroom and guide the planning process of learning sessions. The constant support ensures that our teachers are always at the forefront of the best educational practices, fostering a dynamic and adaptable learning environment.
Our professional development programmes are highly practical and interactive, ensuring that teachers not only understand the new methodologies but can also apply them effectively in the classroom. Through workshops, seminars, and coaching sessions, our teachers receive the tooIs and support needed to enhance their practice and drive continuous improvement.
Sharing Global Experiences
We share our experiences globally through active participation in forums and conferences, and enriching the Global Learning catalogue with our innovative and successful practices. This participation allows us not only to showcase our achievements but also to learn from other experiences and adapt the best practices from around the world to our context.
By participating in these events, we not only disseminate our innovations but also create a collaborative network with other educational leaders. This network provides us with valuable perspectives and knowledge, which we incorporate into our pedagogical strategies to stay at the forefront of education.
Evaluation and Continuous lmprovement
We promote and support the effective evaluation of the implementation of our Pedagogical Model and agreed methodologies, identifying areas for improvement and tailored guidance advice through ongoing pedagogical support. This approach enables us to identify needs promptly and respond with targeted and effective solutions.
Our evaluation framework is based on a continuous improvement approach, in which feedback is fundamental We use a range of tools and techniques to assess the effectiveness of our methodologies and their impact on student learning These evaluations allow us to adjust our strategies and ensure that we are providing the highest quality education.
A Lasting Commitment to lnnovation
Over the years, through a variety of improvement initiatives, we have empowered our professionals to refine their teaching practice in line with the vision set out in our Pedagogical Model. Our commitment is to maintain a continuous cycle of research, implementation, and selection of the best innovative practices to enrich teaching in our schools.
We work closely with the Psychopedagogical Departments, the Pedagogical Directions, and the methodological leaders of our schools, transmitting innovative methodological strategies and ensuring their correct implementation.
We collaborate closely with the colleagues throughout Grupo Sorolla, constantly evolving to meet the needs of those at the heart of the work: our students.
Educational innovation is not only our goal but also our passion and commitment. Every day, in every classroom, we strive to prepare our students for a bright and opportunity-filled future.
5.INTERNATIONAL RELATIONS DEPARTMENT
At Grupo Sorolla Education, our lnternational Relations Department continues to work on new projects, language courses, linguistic immersions, exchanges and hosting programmes providing students with the opportunity to participate and improve their language skills, taking into consideration, age and ability.
We actively participate in the European Union’s Erasmus+ Programme, which enables students to broaden their social and intellectual skills while enhancing their language proficiency. Equally interesting is the idea of hosting a foreign student for a period during the academic year and experiencing firsthand the opportunity to learn and build lasting friendships
As part of our curricular enrichment programme in Pre-School and Primary Education, native English-speaking teachers lead engaging and motivating activities that introduce language and culture in a natural way. These experiences help children to develop confidence, security and enthusiasm when communicating in English.
This curricular proposal promotes the acquisition of English, which we consider fundamental in the future profile of our students and aims to enable them to obtain age-appropriate certifications throughout their education, such as Trinity Stars for preschool and Year 1. In primary and secondary education, students sit Cambridge examinations, including Young Learners in primary education and KET, PET, FCE, and CAE in secondary school.
In addition to this initiative, we organise a cultural immersion week at a private boarding school in England for 6th of Primary, as well as a school exchange programme in Germany in 4th ESO and in France with 3rd and 4th ESO.
Furthermore, supervised internships and work experience placement within vocational training programmes form an important part of the International Department, including summer work experience programmes for students aged 16+ in Ireland, which provide both an enriching educational and enjoyable experience.
Every year, we offer a wide range of summer courses in several European countries, Canada, and the United States, helping students further develop their proficiency in English, French and German. We also provide linguistic immersion programmes that last for a term, a semester or a full academic year.
OUR PROGRAM FOR THE 2026-27 YEAR INCLUDES:
INTERNATIONAL SUMMER CAMPS (ENGLISH) IN SPAIN
• SANTA POLA MULTI-ADVENTURE, DANCE, ROBOTICS AND WATER SPORTS (AGES 10 - 17)
• MULTI-ADVENTURE IN BENIDORM (AGES 7 - 13)
• CAMPUS PLUS 100%, SIERRA CALDERONA (AGES 6 - 14)
• PRE-MONITOR (OTL) CAMP IN ENGLISH, SIERRA CALDERONA (AGES 15 - 16)
• LEADERSHIP PROGRAMME IN BENIDORM (AGES 14 - 17)
EXCLUSIVE GRUPO SOROLLA COURSES (SUMMER AND SCHOOL YEAR IMMERSIONS)
• LANGUAGE IMMERSION PROGRAMME WITH CLASSES AND ACTIVITIES WITH A HOST FAMILY IN CARLOW, IRELAND (AGES 11 - 17)
• LANGUAGE IMMERSION PROGRAMME WITH CLASSES AND ACTIVITIES IN A BOARDING SCHOOL IN KILKENNY, IRELAND (AGES 11
- 16)
• NIKE DANCE ACADEMY, BRADFIELD COLLEGE UK (AGES 12 -17)
• RESIDENCE IN WELLINGTON, LONDON, UK (AGES 14 - 17)
• NIKE DANCE ACADEMY, BRADFIELD COLLEGE, UK (AGES 12–17)
• LANGUAGE IMMERSION COURSE WITH CLASSES AND ACTIVITIES AT WELLINGTON COLLEGE, LONDON, UK (AGES 14–17)
• LANGUAGE IMMERSION COURSE WITH CLASSES AND RESIDENTIAL STAY IN LONDON CITY, UK (AGES 14–17)
• LANGUAGE IMMERSION COURSE WITH CLASSES AND RESIDENTIAL STAY IN BRIGHTON, UK (AGES 10–17)
• WORK EXPERIENCE: PROFESSIONAL INTERNSHIPS ACROSS A RANGE OF SECTORS FOR AGES 16+ (IRELAND)
• FRANCE: PARIS, BIARRITZ AND NIZA (AGES 13 - 17)
• GERMANY: FREIBURG, FRANKFURT- Lahntal, Berlín - Wannsee (AGES 13 - 17)
• CODEO CODED STEAM LEAGUE, ORLANDO, USA (AGES 13 - 17)
• Year-round courses for adults: UK, Ireland, USA
EU PROJECTS
• ERASMUS PLUS & E-TWINNING
• CONVERSATION ASSISTANTS FOR SPOKEN ENGLISH
ACADEMIC SCHOOL IMMERSION (TERM, HALF-YEAR, SEMESTER OR FULL ACADEMIC YEAR)
• IRELAND
• ENGLAND
• FRANCE
•CANADA
• USA (F1 & J1 VISAS)
HOST CENTER
• SCHOOLS FROM DIFFERENT PARTS OF EUROPE AND THE USA
• STUDENT IMMERSION IN DIFFERENT EDUCATIONAL STAGES
• HOST FAMILY ACCOMMODATION
