Le Sallay International Academy

We’re sure you have questions. If you don’t find the answers here, please ask us!
Quality guarantee: how is the quality of the program guaranteed?

Education is a subject that doesn’t easily lend itself to guarantees. Moreover, a school that is willing to give guarantees risks losing its discretion to act professionally in the best educational interests of the children and their parents, and that is best avoided. Instead, we can demonstrate that:

  • we are serious about security;
  • we intend to work with your children in a personalized, attentive fashion;
  • our system of values corresponds to your family’s (that is, we will not teach creationism to a young atheist);
  • we will keep track of the successes and challenges and provide pupils and parents with the opportunity for clear and accessible two-way feedback. In addition, after each semester, we will provide progress reports for parents.
Can a child be dismissed from the program?

Yes, but only in a very few special cases:

  • Frequent and grave violation of the rules, especially at in-person sessions (fighting, bullying, ignoring safety rules, etc). The student is expelled without a refund.
  • Low motivation and refusal to study on the part of the student. This is improbable with our highly qualified teachers and psychological support. In fact, in all our experience we have yet to meet a child who isn’t interested in anything, or whose interest in at least some subject can’t be developed. Still, as we also take on children with difficulties, we must consider this possibility. In such a situation, we will provide a refund and recommend a special school and/or psychologist.

The family might withdraw the child for personal reasons. We reserve the right not to provide a refund, however in the event of Extraordinary circumstances (illness, death in the family, unexpected financial hardship, etc) we will refund any prorated tuition.

"How do you plan to integrate children with diverse learning needs into online education, given that traditional education is not always suited to address a variety of learning needs?"

Children with diverse learning needs such as ADHD/ADD, learning disabilities, twice-exceptional (gifted,) and Autism Spectrum Disorders do not always receive the proper support in a "traditional setting." Our school is geared to provide a more individualized and differentiated approach to education, and our students will receive the full support of our team of psychologists and teachers.

Children with diverse learning needs often show the most growth in academic classes, given an individualized and engaging approach to instruction, as provided by our dedicated team of teachers.

Our system allows the child to first establish contact with the teacher during individual sessions and at the in-person sessions, and only then enter into online interaction. For all children, the establishment of a rapport is essential, therefore we dedicate our in-person sessions at the school fully to this.

If you are a parent of a child with diverse learning needs, you may have experienced difficulty finding the right fit school for your child. Many boarding schools require stringent and stressful testing to be admitted into, which is taxing on children and often does not demonstrate their full range of abilities. Our school does not require this for admission. Other private and day schools geared towards addressing Autism Spectrum Disorders focus on life skills but do not have a well balanced academic approach. We will provide both socialization and an engaging academic curriculum across all content areas. 

Le Sallay Academy will balance in-person socialization with distance learning to meet the needs of children who have not felt included or accepted in the traditional public schools by following an inclusion model. Students will be appropriately placed in classes to address areas of growth and strength per each academic subject, so no student will be placed in a class that does not meet their direct learning or social needs. Per the inclusion model, we will keep a balance in each class of 20% of students with diverse learning needs to 80% of students qualifying under general education. 

How are you going to deal with students from different time zones taking classes together?

Our focus will be on the most convenient and efficient schedule for the students themselves. Experience shows that some students prefer to begin their day with schoolwork and sports, and do best when they can take classes in the afternoon. Most importantly, different children concentrate better at different times of the day, a fact neglected by ordinary schools.

  • Groups will be made up of students with similar knowledge levels and locations (within three or four time zones). For example, the first class of the day for residents of England will be the third or fourth class of the day for residents of Moscow.
  • In the first years of school operation, we will limit our program to Europe and America. Study groups will be divided into two large clusters, one operating in three European time zones, the other in four American time zones. As the number of students grows, we will be able to create groups in nearby time zones.
  • Possibly, in the early years of this school, students will be taught in extremely small groups, at times with classes meeting 1:1. This is also a real advantage for early adopters, since those students will receive individual online education with the benefits of socialization during classroom study at educational camps.
  • Children living in different time zones will still have the opportunity to work together (through written exchange, the sharing of documents, conference calls at convenient times for all participants, etc.). This kind of global online interaction will be familiar to parents who are expats or used to working in global corporations. This preparation for the modern world is yet another advantage of our school.
How will you and the family be able to regulate screen time for the child, given that screens will be necessary for study?

We will limit the use of gadgets to an hour per day at in-person sessions.

  • Online classes will allow us to transform computers and smartphones from toys into tools.
  • The combination of extended periods of campus «detoxification» with this transformation will result in children developing a more mature approach to technology.
How will my child adapt to transitions between distance learning at home and in-person sessions, and back home again?

The first day at in-person sessions will be dedicated to making and reestablishing acquaintances within the framework of gamified tests that establish the level of knowledge of various subjects to form workshop groups. Classes start on the second day. The last day will also be dedicated to enjoyable tests and concluding activities aimed at psychological closure – and at celebrating new friendships.

At the end of in-person sessions, students will receive short assignments to be completed in the first two days at home. These assignments help the child share camp experiences with parents.

Online classes will resume on the third day home and include a discussion of post-camp assignments. This will smooth the transition to online studies.

Children come to your school from different countries with different educational requirements. How do you deal with this?

We primarily work with children who are focused on continuing education within the framework of the British or American education systems. However, for most countries, we also guarantee that our students will be able to pass their national exams after graduating from our school.

We are already able to conduct additional classes in literature and history, as well as several common European languages ​​ (English, Spanish, French, Russian). In future, this list will be expanded; even today, additional languages ​​can be provided by separate agreement with parents.

Our curriculum on history and literature is flexible enough to include and appreciate the cultural heritage of our students' native countries. Our teachers strive to give students a deep and systematic knowledge that will allow them to develop an understanding of historical and cultural processes. This makes it relatively easy to incorporate new facts, which students might need to pass national exams, into the existing knowledge system.

The curricula on mathematics and the natural sciences have been constructed in a similar way. In this area, our goal is to give children more in-depth knowledge than most schools world-wide. Thus, we expect no difficulties in passing the national school exams in these subjects.

Why did you set the starting age range from 10 to 14? Can I enrol my 9-year-old? And how about a 15-year-old?

Our choice was dictated by two considerations.

As a rule, two to three weeks’ separation from their parents is very stressful for children under 10, and online classes require a level of concentration difficult to master at such a young age. In a rare case, we might accept a younger student, but only after an interview with a psychologist and detailed tests.

The highest starting age is somewhat flexible, too. We are primarily focused on the British education system, in which children complete the first part of secondary school at 16. At least two years are needed to prepare the child for exams at the end of secondary school, hence the figure of 14. However, in other countries, the age at which secondary education is completed may vary (14 years in the US, 15 in Europe and some Asian countries). If the parents are focused on passing the transition exam at this age, we will usually insist on two academic years to prepare the student for the exam.

Where will your school be registered? Does it meet the requirements of international education accreditation?

The program will be registered in the United States of America, where no accreditation is required.

Since we cannot get accreditation in all the countries from which our students come, from the point of view of most of these countries we are not formally a school but an organization that assists in home education. In countries where home education is legal, certain government assignments or tests must usually be conducted to continue studying at home. We can ensure success with these tasks and tests in most countries.

What about sports? My child is seriously involved in sports and cannot interrupt training for three weeks at in-person sessions!

During our camp sessions, we can grant some limited opportunity to continue training, but no more than an hour and a half per day. If high achievement in sports is your child’s top priority, our school might not be suitable for him or her.

However, we consider healthcare and physical fitness extremely important and will offer a program of sports activities at our in-person sessions. We can also provide advice for parents and children on physical exercise at home. Our sports teacher is happy to offer support and coaching online.

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