INTERNAL REGULATIONS

ABUNDANCE HOUSE SCHOOL

PREAMBLE

These Internal Regulations establish the operating rules of Abundance School, an educational consortium that provides services in the field of education, based on the principles of respect, autonomy and abundance.

This document was drawn up in accordance with Portuguese educational legislation, namely the Basic Law of the Education System, the Statute of Private and Cooperative Education (Decree-Law No. 152/2013), and the legal framework for individual and home education (Decree-Law No. 70/2021), adapting them to the specific pedagogical vision of Abundance School.

The Internal Regulations constitute a fundamental instrument for the implementation of Abundance School’s educational project, defining the rights and duties of all members of the educational community and establishing the operating rules that enable the creation of an environment conducive to the holistic development of students.

1. GENERAL PROVISIONS

1.1 Identification and Nature of the Institution

Abundance School is an educational consortium providing services in the field of education, composed of professionals dedicated to developing an alternative educational approach, centred on respect for each student’s individuality, the promotion of autonomy, and the cultivation of an environment abundant in learning opportunities.

1.2 Mission, Vision and Values

1.2.1 Mission

Abundance School’s mission is to cultivate a global community of change-makers, empowering them through a unique learning ecosystem built upon three fundamental pillars:

• Humanity: To foster empathy, collaboration, and global citizenship.

• Environment: To promote ecological literacy and the development of sustainable and regenerative solutions.

• Technology: To use innovation as a tool to scale positive impact.

We act as facilitators, providing knowledge, tools and connections so that our members may design, develop and implement local and global projects that address real challenges and co-create a fairer, more balanced, and abundant future.

1.2.2 Vision

To be a benchmark in alternative education, nurturing autonomous, conscious, creative individuals committed to the common good, and capable of contributing to the construction of a fairer, more sustainable and abundant world.

1.2.3 Values

• Respect: Recognition and appreciation of the uniqueness of every human being, their needs, interests, and individual pace.

• Autonomy: The ability to make conscious choices, take responsibility, and act independently and collaboratively.

• Abundance: Cultivation of an environment rich in opportunities, resources, relationships, and possibilities for development.

• Connection: Building meaningful relationships with oneself, others, and the world.

• Creativity: Encouraging personal expression, innovation, and creative problem-solving.

• Community: Valuing belonging, collaboration, and contribution to the common good.

• Sustainability: Promoting practices that respect planetary boundaries and contribute to a sustainable future.

1.3 Pedagogical Principles

Abundance School grounds its educational approach on the following pedagogical principles:

• Student-centred education: Recognition of each student as the protagonist of their learning process, respecting their interests, needs and individual pace.

• Holistic development: Promotion of the harmonious development of the cognitive, emotional, social, physical and spiritual dimensions of the human being.

• Active and meaningful learning: Valuing direct experience, experimentation, and the construction of personal meaning.

• Methodological diversity: Use of different pedagogical approaches tailored to each student’s specific needs.

• Formative assessment: Understanding assessment as a continuous, participatory process oriented towards development.

• Educational relationships based on respect and connection: Building authentic, empathetic, and respectful relationships among all members of the educational community.

• Project-based learning: Development of meaningful projects that integrate different areas of knowledge and establish connections with the community and the world of work.

• Education for autonomy and responsibility: Promoting the ability to make conscious choices and take individual and collective responsibility.

1.4 Legal Framework

Abundance School conducts its activity in accordance with Portuguese educational legislation, namely:

• Basic Law of the Education System

• Statute of Private and Cooperative Education (Decree-Law No. 152/2013)

• Legal framework for individual and home education (Decree-Law No. 70/2021)

• Other applicable legislation concerning non-state education

2. PEDAGOGICAL ORGANISATION

2.1 Educational Model and Methodologies

Abundance School adopts a flexible and integrative educational model that combines elements from different pedagogical approaches, adapting them to the specific developmental needs of each student. This model is characterised by:

• Integrative pedagogy: focused on human relationships, as a way to develop and enhance conscious, active thinkers, creators and doers.

• Curricular flexibility: Adapting the curriculum to each student’s interests, needs and pace, while ensuring the acquisition of essential competences.

• Active methodologies: Using methods that engage students directly in their learning process, such as project-based learning, discovery learning, and collaborative learning.

• Integration of knowledge: Promoting a holistic vision of knowledge by establishing connections between different subject areas.

• Contextualisation of learning: Relating content to real and meaningful situations for students.

• Diverse resources: Employing a wide range of materials, spaces and technologies to enrich the learning process.

2.2 Continuous and Personalised Development

Student development at Abundance School is regarded as a continuous and personalised process which:

• Respects the individual pace of each student.

• Is not conditioned by rigid structures of school years or cycles.

• Allows flexible progression across different areas of knowledge.

• Enables students with greater development to follow higher levels or, conversely, students with specific needs to receive appropriate support.

• Is guided by an individual development plan, drawn up in collaboration with the student and their family.

2.3 Assessment and Monitoring

Assessment at Abundance School is understood as a continuous, formative and participatory process, aimed at supporting students’ holistic development. It is characterised by:

• Diagnostic assessment: Identifying students’ prior knowledge, interests and needs.

• Formative assessment: Continuous monitoring of the learning process, with regular and constructive feedback.

• Summative assessment: Summarising the learning achieved at certain stages of the educational journey.

• Self and peer assessment: Active student participation in the assessment process, developing reflection and self-regulation skills.

• Variety of tools: Using different assessment tools suitable for the competences being assessed and the characteristics of the students.

• Regular communication: Systematic sharing of information about the learning process with students and families.

2.4 Educational Projects and Relationship with the Community

Abundance School values the development of meaningful educational projects which:

• Originate from students’ interests and questions.

• Integrate different areas of knowledge.

• Establish connections with the community and the world of work.

• Promote the solving of real-life problems.

• Develop transversal competences such as collaboration, communication and creativity.

• Contribute to the development of active and responsible citizenship.

The relationship with the community is regarded as a fundamental dimension of the educational process, and is expressed through:

• Partnerships with local entities (associations, businesses, cultural institutions).

• Participation in community initiatives.

• Development of social intervention projects.

• Invitations to community members to share their knowledge and experiences.

• Use of community resources and spaces as learning contexts.

3. STRUCTURE AND FUNCTIONING

3.1 Timetables and School Calendar

3.1.1 Operating Hours

Abundance School operates from Monday to Friday, with the following schedule:

• Regular School: 9:00 to 13:00 (Monday to Thursday)

• Friday: dedicated to Assembly with school community, project development and Field Trips

• Workshops: 14:00 to 18:00 (Monday to Thursday)

• Administration and Reception: 9:00 to 18:00 (Monday to Friday)

3.1.2 School Calendar

The Abundance School calendar is defined annually, in line with the applicable legislation and the specificities of the educational project. It includes:

• Start and end dates of each term

• Holiday periods

• Dates of significant events for the educational community

• Assessment and family communication dates

3.2 Organisation of Educational Spaces

The spaces at Abundance School are organised to provide a safe, welcoming and stimulating environment that promotes autonomy, interaction and diverse learning experiences. They include:

• Activity rooms: Flexible spaces, organised by areas of interest, with appropriate furniture and diverse materials.

• Studios and laboratories: Equipped spaces for specific activities (arts, sciences, technology).

• Library and media centre: Resource centre for research, reading and access to information in various formats.

• Outdoor spaces: Natural and structured areas for outdoor activities, games, contact with nature and an outdoor swimming pool.

• Vegetable garden and garden: Spaces for permaculture, observation and experimentation activities.

• Community spaces: Areas for meetings, sharing and socialising among the whole educational community.

3.3 Human and Material Resources

3.3.1 Educational Team

The educational team at Abundance School consists of qualified professionals committed to the institution’s vision and values, including:

• Educators/ Tutors: Responsible for guiding the learning processes in the different modalities (regular school, workshops).

• Specialists: Professionals with specific expertise in certain areas, who collaborate occasionally in projects or workshops.

• Support staff: Professionals who ensure the administrative and logistical functioning of the institution.

3.3.2 Material Resources

Abundance School provides a variety of material resources to support the educational process, including:

• Diverse teaching materials

• Technological resources (computers, tablets, audiovisual equipment)

• Physical and digital library

• Musical instruments

• Sports equipment

• Artistic expression materials

• Scientific and technological equipment

3.4 General Operating Rules

3.4.1 Communication

Communication among the different members of the educational community is ensured through:

• Regular meetings (individual and group)

• Weekly assemblies involving the entire school community and families

• Digital communication platform

• Email

• Telephone contact

• Communication notebook (for younger students)

3.4.2 Safety

The safety of all members of the educational community is a priority, ensured through:

• Safety and emergency plan

• Regular drills

• Access control

• School insurance

• First aid training for the entire team

3.4.3 Nutrition

Abundance School promotes healthy and sustainable eating habits through:

• Healthy snacks brought by students

• Option of having lunch at the institution (upon registration)

• Cultivation of food in the educational vegetable garden

• Raising awareness about the importance of balanced and sustainable nutrition

3.4.4 Health and Wellbeing

The health and wellbeing of all members of the educational community are promoted through:

• A safe and healthy physical environment

• Regular physical activity practices

• Moments of relaxation and mindfulness

• Attention to emotional and mental health

• Partnerships with health professionals

4. REGULAR SCHOOL (9am to 1pm)

4.1 Principles and Objectives

The regular school at Abundance School, operating from Monday to Thursday between 9:00 and 13:00, is founded on the principles of respect, autonomy, and abundance, aiming to provide an educational environment that:

• Recognises each student as a unique individual, with their own rhythms, interests and needs.

• Promotes connection with the educator/tutor and the wider school community.

• Supports holistic development (cognitive, emotional, social and physical).

• Stimulates natural curiosity, critical thinking and creativity.

• Values project-based learning and links with the community and the world of work.

• Develops essential competences for life in society and for the future.

• Respects each student’s personal development, offering flexibility to progress to higher or lower levels according to individual needs.

4.2 Curricular Organisation

The curriculum of the regular school follows the guidelines of Portuguese educational legislation, namely the Basic Law of the Education System and the Statute of Private and Cooperative Education, adapted to Abundance School’s pedagogical model.

4.2.1 Areas of Knowledge

• Languages and Communication: Portuguese, English and other foreign languages, oral and written expression, literature.

• Mathematics and Logical Reasoning: Contextualised mathematics, problem-solving, logical thinking.

• Natural and Social Sciences: Environmental studies, natural sciences, history, geography, citizenship.

• Arts and Expression: Visual arts, music, theatre, dance, body expression.

• Personal and Social Development: Emotional education, ethics, philosophy for children, mindfulness.

• Technology and Innovation: Digital literacy, programming, robotics, computational thinking.

4.2.2 Organisation of Time

The morning period (9:00 to 13:00) is organised flexibly, respecting students’ natural rhythms of learning and concentration:

• 09:00 – 09:30: Welcome and sharing circle.

• 09:30 – 11:00: First activity block (with flexible breaks).

• 11:00 – 11:30: Snack and play break.

• 11:30 – 12:45: Second activity block (with flexible breaks).

• 12:45: Lunch.

• 13:30: Student pick-up or transfer to optional workshops.

The afternoon period is composed of optional workshops, subject to prior quarterly registration, at an additional cost.

This organisation may be adjusted according to the specific needs of ongoing projects and the characteristics of student groups.

4.3 Teaching and Learning Methodologies

Abundance School adopts active and diverse methodologies, tailored to the specific developmental needs of each student:

4.3.1 Project-Based Learning

• Development of interdisciplinary projects based on students’ interests.

• Connection with real community and global challenges.

• Promotion of participation in projects with national and international institutions and businesses.

• Integration of different areas of knowledge.

• Development of transversal competences (collaboration, communication, creativity).

4.3.2 Personalised Learning

• Individual development plans for each student.

• Respect for different learning styles and paces.

• Opportunities to deepen knowledge in areas of specific interest.

• Close guidance from educators.

4.3.3 Collaborative Learning

• Work in small, heterogeneous groups.

• Sharing of knowledge and experiences.

• Development of social and emotional competences.

• Collective knowledge-building.

4.3.4 Experiential Learning

• Practical and experimental activities.

• Field trips and study visits.

• Contact with nature and diverse social contexts.

• Learning by doing and reflecting on experience.

• Participation in real-world projects within the national and international labour market.

4.4 Assessment and Progression

4.4.1 Principles of Assessment

• Assessment focused on the development of students’ attitudes and values, their self-awareness and their relationships with others.

• Valuing interaction within learning processes, not only outcomes.

• Recognising each student’s individual learning journey.

• Active participation of students in the assessment process.

• Use of diverse assessment tools and moments.

4.4.2 Assessment Tools

• Learning portfolios.

• Observation records.

• Self and peer assessment.

• Project presentations.

• Reflective conversations.

• Audiovisual records.

4.4.3 Communication of Assessment

• Descriptive reports each term.

• Individual meetings with students and families.

• Project sharing moments.

• Continuous and constructive feedback.

4.4.4 Progression

• Progression is continuous and personalised, respecting each student’s pace.

• There is no grade repetition based on standardised criteria.

• Transition between development levels and learning clusters is flexible and can occur at any time during the school year.

• Students may join higher or lower-level groups in specific areas according to their personal development.

4.5 Educator–Student Relationship

The relationship between educators and students at Abundance School is based on:

• Mutual respect: Recognition of the dignity and worth of every individual.

• Authentic connection: Building meaningful and trusting relationships.

• Non-violent communication: Clear and empathetic expression of needs and feelings.

• Mediation: Supporting constructive conflict resolution.

• Role-modelling: Demonstrating attitudes and behaviours aligned with the school’s values.

Educators act as facilitators of learning, creating conditions that allow each student to develop their unique potential in a safe, stimulating and nurturing environment.

4.6 Assemblies and Field Trips (Fridays)

Fridays are dedicated exclusively to two fundamental activities for students’ holistic development:

4.6.1 Assemblies

Assemblies are a space for democratic participation where:

• Students and educators reflect on the week together.

• Students are invited to share ongoing projects and any relevant learning achievements. 

• Relevant issues for the group are discussed.

• Collective decisions are taken regarding projects and activities.

• Conflicts are resolved and successes celebrated.

• Communication, active listening and problem-solving competences are developed.

• Shared responsibility and a sense of community are fostered.

4.6.2 Field Trips

Field Trips are educational experiences that:

• Complement and enrich classroom learning.

• Provide direct contact with different social, cultural and natural realities.

• Link curriculum content to the real world.

• Promote students’ autonomy and responsibility.

• Develop observation, research and critical analysis competences.

• Strengthen bonds within the educational community.

4.6.3 Organisation of Fridays

• Morning (9:00 – 11:00): Assemblies.

• Remaining period (11:00 – 16:00, flexible): Study visits or continuation of special projects.

• The programme of study visits is communicated to families in advance.

• Participation requires prior parental authorisation and is invoiced in the following month’s tuition fee.

• If no study visit takes place, alternative activities will be developed at school.

5. WORKSHOPS (2pm to 6pm)

5.1 Principles and Objectives

The workshops at Abundance School, held from Monday to Thursday between 14:00 and 18:00, are complementary learning spaces to the regular school, aiming to:

• Provide diverse experiences across different areas of knowledge.

• Develop specific competences through practical activities.

• Promote personal expression and creativity.

• Deepen interests and discover new passions.

• Establish connections across different fields of knowledge.

• Develop projects with an impact on the community.

5.2 Areas Offered

The workshops cover four main areas:

5.2.1 Arts and Humanities

• Visual arts (painting, sculpture, photography, cinema).

• Performing arts (theatre, dance, music).

• Literature and creative writing.

• Philosophy and critical thinking.

• History and cultural heritage.

• Crafts (tapestry, carpentry, basketry, ceramics, sewing).

5.2.2 Sports

• Cooperative games.

• Team sports.

• Individual sports.

• Outdoor activities.

• Yoga and body awareness practices.

5.2.3 Sciences

• Experimental laboratory.

• Astronomy.

• Biology and ecology.

• Everyday chemistry and physics.

• Applied mathematics and logic games.

5.2.4 Programming

• Introduction to programming.

• Game development.

• Robotics.

• Digital design.

• Artificial intelligence and machine learning.

5.3 Choice and Registration Process

5.3.1 Presentation of Workshops

• At the beginning of each term, the available workshops are presented.

• Each workshop is described in terms of objectives, content, methodologies, and expected outcomes.

• Trial sessions are organised so students can experience the different workshops.

5.3.2 Choice and Registration

• Students select workshops according to their interests and needs.

• Registration is made for an entire term.

• Each student may attend between one and four workshops per week.

• Allocation of students to workshops takes into account their preferences and the need to balance groups.

5.3.3 Commitment and Assessment

• Registration in a workshop entails a commitment to attendance and participation.

• At the end of each term, students evaluate their workshop experience.

• This evaluation contributes to the continuous improvement of workshops and to defining the following term’s offer.

5.4 Organisation and Functioning

5.4.1 Timetable

• Workshops take place between 14:00 and 18:00, Monday to Thursday.

• Each workshop lasts between 90 and 120 minutes, depending on the nature of the activity.

• There is a 15–30 minute break between workshops for rest and transition.

5.4.2 Spaces

• Each workshop takes place in the space most suited to its nature (activity room, studio, laboratory, outdoor space).

• Spaces are prepared and equipped with the necessary materials.

• Students are involved in organising and maintaining the spaces.

5.4.3 Materials

• Abundance School provides the basic materials required for the workshops.

• In specific cases, families may be asked to provide complementary materials.

• The use of recycled and sustainable materials is encouraged.

5.5 Methodology and Projects

5.5.1 Methodological Approach

• Hands-on and experiential learning.

• Development of individual and group projects.

• Integration of different fields of knowledge.

• Valuing the creative process and experimentation.

• Peer-to-peer knowledge sharing.

5.5.2 Projects

• Each workshop develops meaningful projects throughout the term.

• Projects may be individual, small group, or collective.

• Projects that establish connections with the community and the real world are encouraged.

• At the end of each term, moments are organised to share and celebrate the projects developed.

5.6 Assessment and Sharing

5.6.1 Assessment

• Assessment in workshops is essentially formative and qualitative.

• Participation, creativity, collaboration, respect, and individual progress are valued.

• Students actively participate in assessment through self- and peer assessment.

• At the end of each term, a descriptive record of each student’s participation is produced.

5.6.2 Sharing and Dissemination

• Regular events are organised to share the work and projects developed in workshops.

• These events may take different formats: exhibitions, performances, demonstrations, publications.

• Participation in external initiatives (competitions, fairs, exchanges) is encouraged.

• Project dissemination is carried out through Abundance School’s communication channels.

5.7 Relationship with the Community

Abundance School’s workshops foster strong links with the local and global community through:

• Inviting specialists and artists to share their knowledge and experiences.

• Developing projects with social and community impact.

• Participation in local initiatives.

• Use of community resources and spaces.

• Organisation of events open to the community.

• Participation in internships, activities and projects with local and global institutions and businesses.

• Participation in International Educational Programmes (exchanges, internships, and immersions abroad).

6. EDUCATIONAL COMMUNITY

6.1 Students

6.1.1 Students’ Rights

Students at Abundance School have the right to:

• Be respected in their dignity and uniqueness.

• Actively participate in their own learning process.

• Freely express their opinions, ideas, and feelings.

• Be heard in all matters that concern them.

• Receive appropriate support for their specific needs.

• Develop in a safe, welcoming, and stimulating environment.

• Participate in the organisation and assessment of educational activities.

• Use the school’s spaces and resources, in line with established rules.

• Have their efforts, progress, and achievements recognised and valued.

• Be treated with fairness and justice.

6.1.2 Students’ Duties

Students at Abundance School have the duty to:

• Respect all members of the educational community.

• Actively participate in educational activities.

• Take care of spaces, materials, and equipment.

• Contribute to a positive learning environment.

• Respect the rules of coexistence established collectively.

• Take responsibility for their actions.

• Be punctual and attend regularly.

• Collaborate with peers and educators.

• Engage in their own learning process.

• Contribute to the peaceful resolution of conflicts.

6.2 Educators

6.2.1 Educators’ Rights

Educators at Abundance School have the right to:

• Be respected in their personal and professional dignity.

• Participate in defining the school’s pedagogical guidelines.

• Receive continuous training and professional development support.

• Have adequate conditions to carry out their role.

• Freely express their opinions and proposals.

• Take part in decision-making processes.

• Have their work and contribution to the educational community recognised.

• Use diverse pedagogical methodologies and resources.

• Work in a collaborative and trusting environment.

• Receive constructive feedback on their performance.

6.2.2 Educators’ Duties

Educators at Abundance School have the duty to:

• Respect all members of the educational community.

• Promote the holistic development of students.

• Create a safe, welcoming, and stimulating educational environment.

• Adapt teaching practices to the specific needs of each student.

• Maintain regular and constructive communication with families.

• Actively participate in school life.

• Collaborate with colleagues and the wider educational team.

• Reflect critically on their practice and seek continuous improvement.

• Keep their professional knowledge and competences up to date.

• Comply with the guidelines and rules set out in the educational project and internal regulations.

6.3 Families

6.3.1 Families’ Rights

Families of Abundance School students have the right to:

• Be respected in their dignity and diversity.

• Receive regular information about their children’s educational process.

• Actively participate in school life.

• Be heard in all matters concerning their children.

• Be informed about the school’s educational project and internal regulations.

• Participate in activities and events of the educational community.

• Propose initiatives and suggestions for school improvement.

• Meet regularly with educators.

• Access school spaces, in line with established rules.

• Take part in family participation bodies and structures.

6.3.2 Families’ Duties

Families of Abundance School students have the duty to:

• Respect all members of the educational community.

• Collaborate with the school in their children’s educational process.

• Attend meetings and gatherings to which they are invited.

• Maintain regular communication with educators.

• Ensure their children’s regular attendance and punctuality.

• Contribute to problem-solving and conflict resolution.

• Respect the guidelines and rules set out in the educational project and internal regulations.

• Accompany their children’s educational journey.

• Participate, as far as possible, in the activities of the educational community.

• Keep their contact details and relevant information up to date.

6.4 Support Staff

6.4.1 Support Staff Rights

Members of Abundance School’s support staff have the right to:

• Be respected in their personal and professional dignity.

• Take part in school life.

• Receive training appropriate to their roles.

• Have adequate conditions to carry out their functions.

• Freely express their opinions and proposals.

• Participate in decision-making processes relevant to them.

• Have their work and contribution to the educational community recognised.

• Work in a collaborative and trusting environment.

• Receive constructive feedback on their performance.

• Access the resources necessary for their duties.

6.4.2 Support Staff Duties

Members of Abundance School’s support staff have the duty to:

• Respect all members of the educational community.

• Contribute to the smooth running of the school.

• Carry out their duties with diligence and dedication.

• Collaborate with educators and the wider team.

• Take part in activities for which they are called upon.

• Maintain confidentiality of information to which they have access.

• Ensure the upkeep and proper use of spaces and equipment.

• Contribute to a positive and welcoming environment.

• Keep their professional knowledge and competences up to date.

• Comply with the guidelines and rules set out in the educational project and internal regulations.

6.5 Partnerships and Collaborations

Abundance School establishes partnerships and collaborations with various entities in order to:

• Enrich the educational project.

• Diversify learning opportunities.

• Build bridges with the local community.

• Promote the sustainability of the project.

• Contribute to social transformation.

These partnerships may be established with:

• Other educational institutions.

• Cultural and sports associations.

• Companies and organisations.

• Local authorities and public services.

• Universities and research centres.

• Artists, scientists, and other specialists.

7. ADMISSION AND ATTENDANCE

7.1 Admission Conditions

7.1.1 Admission Criteria

Admission of new students to Abundance School is based on the following criteria:

• Identification of the family with the school’s educational project, values, and mission.

• Availability of places within the corresponding age group.

• Order of registration.

• Existence of siblings already attending the school.

• Children of staff members of the institution.

• Balance in the composition of groups (age, gender, specific needs).

7.1.2 Admission Process

The admission process includes the following steps:

• Expression of interest and completion of the initial form.

• Participation in a presentation session of the educational project.

• Interview with the family and candidate.

• Adaptation/integration period (optional).

• Formalisation of enrolment.

7.2 Enrolment and Renewals

7.2.1 Initial Enrolment

Initial enrolment requires the submission of the following documents:

• Duly completed registration form.

• Identification documents of the student and guardians.

• Relevant medical information.

• Declaration of acceptance of the educational project and internal regulations.

• Proof of payment of the enrolment fee.

7.2.2 Renewal of Enrolment

Enrolment renewal is carried out annually and requires:

• Updating of personal data.

• Joint assessment of the student’s progress.

• Renewal of the commitment to the educational project.

• Settlement of any outstanding matters.

• Payment of the renewal fee.

7.3 Fees and Payment Conditions

7.3.1 Fee Structure

The Abundance School fee structure includes:

• Annual enrolment fee.

• Monthly fee for regular school.

• Monthly fee for workshops (variable according to the number attended).

• Complementary services (meals, transport, others).

Fees are reviewed annually and communicated to families in advance.

7.3.2 Fees

• Enrolment fee: €75.

• Annual insurance: €15.

• Monthly fees: €320 (for attendance of either morning or afternoon regular period).

• Additional amounts apply for workshops chosen and registered.

The monthly fee may be subject to change if partnerships are established that allow for international certification.

7.3.3 Payment Conditions

• Full annual payment with a 10% discount on the total amount.

• Monthly fees are due by the 8th of each month.

• Payment may be made by bank transfer, direct debit, or other methods made available by the institution.

• Failure to pay fees by the deadline incurs interest for late payment.

• Attendance at school requires payment of 11 monthly fees per academic year (September to July).

• Discounts apply in the case of siblings attending the institution.

7.3.4 Support and Scholarships

Abundance School seeks to guarantee the socio-economic diversity of its educational community through:

• A scholarship system for families facing financial hardship.

• Partnerships with entities that provide financial support to the project.

• Voluntary work by families as partial contribution.

7.4 Attendance and Punctuality

7.4.1 Attendance

• Regular attendance of activities is essential for students’ harmonious development.

• Absences must be communicated and justified by guardians.

• In cases of prolonged absences, a follow-up plan must be established.

• Unjustified and repeated absences may compromise a student’s continuation at the institution.

7.4.2 Punctuality

• Compliance with timetables is essential for the proper functioning of activities.

• Delays should be avoided and, when they occur, justified.

• In cases of repeated delays, a meeting will be held with the family to find solutions.

7.5 Withdrawals and Exclusions

7.5.1 Withdrawals

• Withdrawals must be communicated in writing at least 30 days in advance.

• Withdrawal does not entitle families to a refund of amounts already paid.

• In the event of withdrawal, the family undertakes to settle any outstanding fees.

7.5.2 Exclusions

Exclusion of a student is an exceptional measure, applied only in cases of:

• Serious and repeated non-compliance with internal regulations.

• Behaviour that seriously compromises the wellbeing of the educational community.

• Unjustified and prolonged non-payment of fees.

• Clear incompatibility with the educational project.

The decision to exclude a student is taken following a process that guarantees the right of defence and the search for alternative solutions.

8. FINAL PROVISIONS

8.1 Conflict Resolution

8.1.1 Principles of Conflict Resolution

Conflict resolution at Abundance School is based on the following principles:

• Dialogue and active listening.

• Mutual respect.

• Search for constructive solutions.

• Shared responsibility.

• Repair of harm caused.

• Learning from conflict.

8.1.2 Conflict Resolution Procedures

Conflicts are resolved through:

• Direct conversations between the parties involved.

• Mediation by a third party (educator, peer, family member).

• Restorative circles.

• Class or school councils.

• Meetings with families.

• In exceptional cases, intervention by the school management.

8.2 Review of the Regulations

8.2.1 Review Periodicity

The Internal Regulations are reviewed:

• Ordinarily, every three years.

• Extraordinarily, whenever necessary, at the initiative of the management or upon a substantiated proposal from at least one third of the members of the educational community.

8.2.2 Review Process

The review process includes:

• Collection of proposals for amendment.

• Analysis and discussion of proposals.

• Drafting of a revision proposal.

• Consultation with the educational community.

• Approval of the amendments.

• Dissemination of the new regulations.

8.3 Omitted Cases

Any cases not covered by these regulations are resolved by the management of Abundance School, in accordance with:

• The principles and values of the educational project.

• Applicable legislation.

• Common sense and the spirit of fairness.

8.4 Entry into Force

These Internal Regulations shall enter into force on the day following their approval and communication to the educational community.

Approved on [date]

The Management of Abundance School