QSI
Information
2026-2027
SUCCESS FOR ALL
Packet I
qvs@qsi.org
Ardent Business Center,
1st Floor
Triq l-Oratorju, Naxxar
NXR 2504
Malta
qvs.qsi.org
QSI VIRTUAL ACADEMY
SUCCESS FOR ALL
TABLE OF
CONTENTS
QSI Virtual Academy .......................................
Mission Statement ...........................................
Educational Program .......................................
Educational Model Summary ..........................
Student Evaluation ...........................................
QSI Philosophy and Objectives .....................
Services and Programs .................................
Information Resources ...................................
Getting Started ............................................
School Calendar ...........................................
School Fees and Fee Policy ...........................
QSI Child Protection Statement ....................
Brief History of Quality Schools International
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QSI Virtual Academy is an accredited, full-time online secondary program designed to provide a
rigorous, structured education for students requiring flexibility in how and where they learn. The
Academy serves a diverse population—including student-athletes, internationally mobile students,
academically gifted learners, and those managing health-related needs—through an internationally
recognized diploma pathway. Students choose from a comprehensive curriculum of more than 90
courses, including 35 Advanced Placement® offerings, and progress through a mastery-based learning
model that emphasizes depth of understanding and academic growth. Supported by live instruction,
academic advisory, and individualized academic support and wellness services, QSI Virtual Academy
prepares graduates for success in higher education and an increasingly complex global landscape.
Academic Program
The academic program uses a Performance-Based/Mastery Learning approach to education. This
model ensures mastery of specific skills and knowledge involving both individual and group instruction.
The educational philosophy is founded upon the premise that:
1) All students can succeed.
2) Success breeds success.
3) It is the responsibility of the school to provide the conditions for success.
Curriculum
The QSI secondary curriculum and course offerings are comprised of a required program of studies
that prepares students for university entrance. Electives are designed to enhance our program and to
allow students the flexibility to discover and nurture their abilities and interests. QSI Virtual Academy
offers more than fifty different secondary-level courses, including 35 different Advanced Placement®
courses.
There are four years in our Secondary program. Students starting in their first year of Secondary with
QSI will start from the beginning of our program, typically when they are 14 years of age, and graduate
when they are 18 years of age. Students transferring into our Secondary program will have their
previous school transcripts/records evaluated to determine where they should be placed.
All new students will also undergo a wide range of assessments to make sure that the correct
placement is assigned. Our Secondary program accepts students who are still learning English.
However, it may take some students learning English longer to complete our program requirements.
Quality Schools International
QSI is a nonprofit organization operating schools in Europe, Asia, Africa, and Central and South
America. QSI Virtual Academy benefits from the unique opportunities afforded by this organized
network of schools with nearly three decades of proven performance.
QSI Virtual Academy
Our schools are established to provide a quality education, in the English language, for students in the
cities we serve. These students are the children of parents of many nationalities who have come to a
foreign country, usually for a limited stay of a year or more. Some students are permanent residents,
citizens of the host country.
Our schools follow a logical model of education which measures success by the accomplishments and
attitudes of our students. We believe that all of our students can succeed, that their successes
encourage them to continue in a pattern of success, and that it is the schools’ responsibility to provide
the conditions for success. These conditions include:
Developing clear statements in measurable terms of what the student will do to demonstrate
mastery of learning;
Providing the time and resources needed for each student to attain mastery;
Ensuring that students engage in learning at a level which is challenging and yet a level for which
each student has the prerequisite skills necessary for success.
We believe in providing an aesthetically pleasing physical surrounding under the charge of a caring
staff who believe their students will be successful, and who use time with the students as a resource
for learning rather than as a boundary condition to determine when a unit of learning begins and ends.
We believe in providing resources such as books, learning materials, and educational technology. In
the world today, children need to become proficient in the use of computers and related technology as
tools to accomplish a myriad of tasks.
Finally, we believe in working with parents to encourage our students to adopt qualities of living which
lead to success long after formal schooling has ended. These include universally accepted "success
orientations" of trustworthiness, kindness/politeness, responsibility, independent endeavor, concern for
others, group interaction, and aesthetic appreciation.
QSI Mission Statement
Entry Ages and Placement
Secondary-age students are placed into Secondary I by age (14 years old by the end of October).
Progress through the secondary levels is determined at the beginning of each school year by the
number of credits attained.
Secondary Program
Our secondary program prepares students for colleges and universities in the United States and other
countries. The rigorous academic program, including 35 AP® courses, consists of the disciplines of
mathematics, laboratory science (biology, physics, and chemistry), world cultural studies, and history,
world literature, English grammar & literature, creative and applied arts, physical education, foreign
languages, and computer literacy. Extra-curricular activities are available to students including the
National Honor Society, Model United Nations, Speech and Debate.
Learning Model
QSI Virtual Academy offers a flexible online learning model that combines asynchronous coursework
with regular live engagement and personalized support. Learning is grounded in QSI’s
mastery‑based, performance‑focused approach, which emphasizes deep understanding, meaningful
feedback, and opportunities to revise and strengthen work until mastery is demonstrated. Students
can access course materials, recorded lessons, and assignments across time zones, making the
program well suited for families who travel frequently or manage irregular schedules. Despite this
flexibility, students are never learning in isolation. Teachers are readily available through live classes,
office hours, advisory sessions, and individual support meetings, ensuring students receive timely
guidance and personalized assistance as they progress.
Books, Supplies, and Technology
Digital resources are provided to the students within their courses. Students are also given access to
a variety of supplemental online resources to support their learning. Students are expected to have
access to a computer with internet access in order to access their courses and attend online classes.
Educational Program
Educational Model Summary
Keys to Success
Success-Oriented Learning
The school’s educational structure is based upon student performance and mastery learning.
The Performance-Based/Mastery Learning approach recognizes human characteristics and
enables the student to be placed in learning environments according to achievement levels.
This approach facilitates matching the students' skills and needs with the academic program.
The implications are profound for student attitudes and learning. The school is dedicated to
this concept.
Performance-Based
The curricular model used is a “Performance-Based” approach to education. The content of
each academic discipline is divided into specific student expectancies or “Essential Units”. An
“Essential Unit” contains specific concepts or skills. Teachers give instruction and guidance for
the essential unit using appropriate materials and activities, and when the essential unit is
completed, assess for student mastery. Records are maintained documenting individual
student progress and credentialing. Objectives, instruction, teaching materials, and
evaluations are aligned. Curriculum is reviewed periodically for relevance and validity. All
curricula are available for parents to review.
Mastery Learning
In this research-validated model each Essential Unit is taught with a view to excellence. When
students demonstrate mastery of the essential unit, they move on to the next essential unit. If
the student does not achieve mastery, the teacher re-teaches, and the student revises as
necessary. Additional conferencing and extended practice may be given for the student to
demonstrate proficiency at the appropriate level before testing again. When the students
demonstrate mastery, they are rewarded with an “A” or “B”. Thus, a student never “fails” in the
traditional sense. Instead, he/she proceeds logically through the curriculum at a pace
determined by his/her mastery of the material.
Success Orientations
“Success for All” is the motto of QSI Schools. Personal habits and the ability to interact
successfully with others are deemed as valuable as the knowledge and competencies
students learn. Success orientations are actively encouraged in virtually all areas of the school
curriculum with the view of making them a vital part of one’s life pattern. Evaluations of the
success orientations are limited to situations within the jurisdiction of the school and are made
by a consensus of the professional staff members.
Success Orientations are grouped under the headings of:
Responsibility
Trustworthiness
Group Interaction
Aesthetic Appreciation
Kindness and Politeness
Independent Endeavor
Concern for Others
In Secondary school, students are granted one credit for mastery of each unit outcome which is
credentialed "A" or "B". Thus, ten credits correspond to one "Carnegie Unit" as used by many
American secondary schools. Because Quality Schools International encourages continued learning,
if students receive an evaluation of "B" on a unit outcome, they may continue to work independently
in that outcome and request another opportunity to demonstrate a higher level of mastery. If
demonstrated, the evaluation may be changed from a "B" to an "A" within the same school year.
Evaluations, called status reports, are issued to all students five times each year (at the end of each
"quintile"). However, parents may request a status report for their child at any time.
All essential parts of the outcome were mastered at an appropriately high level. The student
consistently demonstrated noteworthy achievement of a high quality, particularly in the higher
order thinking or performance skills.
All essential parts of the outcome were mastered at an appropriately high level in which the
student successfully engaged in higher order thinking or performance skills.
The student is "In progress" in the outcome (normal status).
This outcome is "on hold" for a legitimate reason. (The student has begun the outcome but is
not currently pursuing it.)
The student has not made a reasonable effort and is therefore "deficient" in attaining mastery
of the outcome.
"Exposure". The student made a reasonable effort in the outcome and attained a level of
mastery consistent with his/her capabilities. (Elementary classes only, but not in mathematics,
reading, or writing.)
The student has withdrawn from this outcome.
All Students can succeed
Success breeds success
It is the school's responsibility to provide the conditions for the
student's success
Student Evaluation
Evaluations and rewards for student progress should take place as soon as possible after mastery is
demonstrated for each unit outcome.
With this in mind, Quality Schools International does not accept mediocre (grade of "C") or poor
(grade of "D" or "F") work. The grades of "A" and "B" are mastery grades, and indicate that a student
has successfully mastered the learning objective and is ready to build on that learning. The
evaluations issued in the written status reports are defined as follows:
Attitudes Toward Learning
We believe that more learning will occur if the student has a desire to learn, has pQSItive feelings
concerning his school environment, and succeeds in his work. A comfortable atmosphere of caring
and acceptance established by the school is considered important so that each student is
encouraged to strive for excellence and to be creative. This is enhanced by an aesthetically pleasing
environment with a view to appreciation of beauty and order. Each student's possibility of success
increases when the student works at the appropriate level of difficulty and senses pQSItive
expectations from his teachers.
To recruit teachers who have a love for children, who have pQSItive expectations of
children, and who are willing to give the time and energy necessary to meet the needs of
individual students.
To employ teachers who have acceptable values and who believe that their lifestyle should
be a pQSItive influence on their students.
To employ teachers directly from outside of the country, if necessary, to provide experienced
and successful teachers for specific pQSItions.
To employ enough teachers to maintain reasonably small class sizes.
To help teachers meet the individual needs of students by employing selected
paraprofessionals.
To provide spacious buildings and classrooms which are functional yet include local
architectural designs with a view to blending into the local environment.
To test each student in reading and mathematics upon initial enrollment to ensure a proper
entry-level in these classes.
To encourage parental support of the school with a view to enhancing the learning and the
development of pQSItive attitudes of the students.
ADMINISTRATION
Functions of the teaching staff:
To continually assess the student in all areas of learning to ensure appropriate learning
tasks leading to challenging work, but work in which he is capable of experiencing
success.
To ensure that the student knows what learning tasks are expected.
To provide appropriate learning experiences and allow each student sufficient time on a
task to be able to experience success.
To provide additional learning experiences, if mastery is the goal and if the task is not
mastered after the initial teaching/learning experience.
To reward students equally for mastering learning tasks regardless of the path taken to
mastery. Not to give a higher reward to one who required a greater input of energy nor to
one who easily and quickly attained mastery.
To evaluate students in a way in which a student competes against himself rather than
against a fellow student.
To inspire students to help them see what they can be and what they can accomplish with
a view to excellence and creativity.
To provide a pQSItive school atmosphere by working with a cooperative spirit, giving
support to one another, and encouraging a high morale and efficiency within the staff.
TEACHING STAFF
QSI Philosophy and Objectives
Functions of the administration:
To provide learning situations leading to mastery of appropriate topics in English and mathematics for
all students.
To provide quality instruction in science and cultural studies for all students.
To offer quality programs of instruction in physical education, music, and art to all students.
To provide classes in Intensive English as appropriate.
To offer local and foreign languages as appropriate.
To offer selected courses in national studies including non-English languages as appropriate, with a
view to the needs of particular nationalities and to academic adjustment upon repatriation.
To offer courses in technology to all students.
To offer varied activities and elective classes which are not part of the regular academic program.
To involve students in field trips and activities related to their classes, but away from school.
To provide the appropriate materials, resources, and equipment for all areas.
Areas of Learning
To encourage an understanding of one's self with a view to developing acceptable values such as
patience, kindness, unselfishness, honesty, and consideration for others.
To provide a pQSItive and secure atmosphere, treating the students honestly and fairly.
To encourage each student to feel good about himself and to help him promote similar feelings in
fellow students.
To provide guidance in problem solving and decision making situations.
To develop a sense of responsibility and to encourage leadership.
Social Behavior
To encourage each student to recognize in a pQSItive way his own nationality.
To provide an atmosphere of cultural acceptance and understanding with a view to building healthy
international relationships.
To integrate into the curriculum studies of the local region and the country itself.
Cultural Awareness
To develop an awareness of environmental concerns such as overpopulation, pollution, waste of
natural resources, destruction of wildlife and natural areas, and personal health.
To promote a concern for the protection of the environment.
To provide activities and projects for students which involve them in improving the environment.
Environmental Awareness
Digital Literacy
At QSI Virtual Academy, we harness the power of digital technologies to create meaningful learning
opportunities that extend beyond the limits of a traditional classroom. Our fully online program is
designed to provide a safe, supportive learning environment that promotes ethical, responsible, and
purposeful use of technology in alignment with our educational mission. Students use a range of digital
tools in our virtual classrooms, including carefully selected online platforms such as productivity and
collaboration tools, virtual meeting spaces, digital simulations, online research databases, and
accessibility supports. By thoughtfully integrating these technologies into daily instruction, we enhance
engagement, support diverse learning needs, and prepare students for success in an increasingly
digital and interconnected world.
Academic Advisory
Our advisory program centers on individualized support, ensuring that each student works closely
with a dedicated Academic Advisor. Advisors help students monitor academic progress, reflect on
learning, and develop effective study habits. Advisors provide personalized guidance, assist with goal
setting, and help students access resources that support academic growth and future planning. This
individualized approach ensures consistent support and a trusted point of contact for each student.
Extra-Curricular Activities
At QSI Virtual Academy, extracurricular activities play a vital role in student engagement and
community building. Students can participate in offerings such as Model United Nations, National
Honor Society, Speech and Debate, eSports, SAT preparation, student council, and a variety of
student‑led activities. These opportunities allow students to build leadership, communication, and
collaboration skills while exploring interests beyond the classroom.
Partnerships with Alternate Online Learning Providers
Our partnerships with Outlier, Flexpoint, and VHS Learning allow students to take courses not
available in our catalog, including dual enrollment options. Through Outlier, students can earn dual
credit and receive university credit from the University of Pittsburgh.
University and Career Counseling
Students at have direct access to the QSI Virtual Academy Counselor for personalized university and
career guidance. This individualized support is complemented by our partnership with Millie Group,
which provides additional university and career webinars and planning resources.
Special Services
Advanced Placement® Program
Advanced Placement® Courses
35 different Advanced Placement (AP) courses are offered in English, science, history,
mathematics, computer science, literature, and art. All Advanced Placement courses are
authorized by the College Board.
AP Capstone™ Diploma
QSI Virtual Academy is proud to be one of the first online schools approved by the College
Board to offer the AP Capstone™ Diploma. This diploma requires students to complete
both AP® Seminar and AP® Research, as well as successfully complete four additional
AP® courses. Students who earn this diploma demonstrate to universities that they
possess the advanced skills and understanding to be successful in higher education and
in future careers.
QSI Virtual Academy uses modern, reliable educational technology to create engaging, interactive,
and accessible online learning experiences for all students.
At the core of our program is Canvas by Instructure, a leading learning management system used by
top schools and universities worldwide. Canvas serves as the central hub for classes, assignments,
assessments, feedback, and communication, all in one easy‑to‑navigate platform. Students and
parents can access Canvas through any modern web browser or mobile app.
Canvas integrates seamlessly with key learning tools, including Microsoft 365, Microsoft Teams,
Labster, SoftChalk, Copyleaks, and ReadSpeaker, allowing teachers to design rich, interactive
lessons that support a variety of learning styles.
To support live interaction and community, QSI Virtual Academy uses Spatial Chat, a virtual meeting
space where students can attend live classes, assemblies, clubs, and activities, as well as meet with
teachers, academic advisors, and support coaches.
Students receive full access to Microsoft 365, providing essential productivity tools for collaboration,
organization, and communication. They also have access to online library resources, including
JSTOR, which offers high‑quality academic journals and research articles to support coursework and
independent research.
Accessibility is a priority at QSI Virtual Academy. ReadSpeaker, built directly into Canvas, provides
text‑to‑speech support within courses and documents, helping ensure that learning materials are
accessible to all students.
Students and parents also have access to ongoing IT support from QSI Virtual Academy whenever
assistance is needed.
Information Resources
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QSI Virtual Academy aims to provide a quality online, English medium, North American, international
education for students across the globe. Admission to QSI Virtual Academy is aligned to the mission,
vision, and values of Quality Schools International. QSI Virtual Academy has an inclusive admissions
policy and seeks to welcome motivated and independent secondary students from diverse
backgrounds from all over the globe.
Enrollment Options
QSI Virtual Academy offers two different enrollment options. The first is a full-time enrollment in which
the student may choose to take between five to eight online courses per school year. A full-time
student expects to graduate with a diploma from QSI Virtual Academy. We also offer a part-time
enrollment option. This allows a student to take between two and four online courses per school year.
A part-time student is not seeking a diploma with QSI Virtual Academy.
Admissions Process
Admissions for the following academic year begin in January. As space in the full-time program is
limited, admission will be based on a first-come, first-served basis. Interested families are encouraged
to begin the admissions process early to reserve their space. Below is a summary of our admissions
process for full-time and part-time students:
Learn About QSI Virtual Academy
Attend Initial Consultation
Complete Application Form
Student Interview
Placement Test & Online Learning Readiness Survey
Onboarding
QSI Virtual Academy offers a comprehensive onboarding program to ensure that students and
families experience a smooth transition to online learning.
Getting Started
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Staffing and Governance
Governance
Quality Schools International, a nonprofit, private educational organization, manages the school. A
Director administers QSI Virtual Academy from QSI Headquarters in Malta. A Director of Instruction
leads the online educational programs.
Parent Support Group (PSG)
The PSG is a parent group involved in activities and projects with a view toward school improvement.
All parents are encouraged to become actively involved with the school.
Staffing
QSI hires qualified and experienced educators who enjoy working with children and teenagers. Each
educator hired has the expertise to administer the QSI curriculum and strives to help students reach
their academic goals.
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Progress Reports
"Status Reports" are sent home five times a year (once each Quintile). Student mastery of the
curriculum is reported as either "A" or "B", and units in progress are reported as "P".
Narrative Reports and Parent-Teacher Conferences
Narrative reports are sent home for students at the end of the Quintile One, Quintile Three, and
Quintile Four. Parent-teacher conferences are encouraged and can be scheduled as needed through
a convenient online booking platform.
School Schedule
Reporting
Affiliations
Membership
QSI is a member of the Central and Eastern European Schools Association (CEESA). QSI Virtual
Academy is also a member of Quality Matters, a globally recognized organization that leads quality
assurance in online and innovative digital teaching and learning environments..
MSA Systems Accreditation
In April 2022, Quality Schools International and all existing QSI schools achieved accreditation as a
school system through the Middle States Association of Colleges and Schools (MSA)! Working toward
the Achieving Excellence System-Wide accreditation encouraged QSI to reflect on where we are now
and where we want to be in 5-7 years. QSI and our schools will maintain our accreditation through a
continual process of identifying areas for growth and implementing community supported action plans
to achieve the growth targets. You can find our four primary objectives, action plans, self-study and
our Official Notice of Accreditation on the QSI website at https://www.qsi.org/why-qsi/accreditation.
The school year is organized into 35 academic weeks. While the official school week runs from
Monday through Friday, students may access their courses and complete coursework at any time,
allowing for flexibility across time zones and individual schedules. Students follow a personalized
synchronous schedule, taking into account course requirements, student needs, and time zone
considerations. Most courses include a live meeting each week, such as a live class session or
targeted support session. The remainder of a student’s learning time is devoted to independent study,
including completing assignments, studying, preparing for assessments, and participating in optional
academic supports such as faculty office hours, tutoring sessions, or small-group workshops. Each
student’s schedule reflects a thoughtful balance of live interaction, individualized support, and
independent learning tailored to their courses and circumstances.
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School Calendar 2026-27
Holidays
26 October - 30 October - Fall Break
First Term
Number of school days: 72
First Day: 27 August (Thursday)
Last Day: 11 December (Friday)
1st Quintile: 27 August – 15 October
2nd Quintile: 16 October – 11 December
Holidays
14 December - 1 January - Winter Break
Second Term
Number of school days: 55
First Day: 4 January (Monday)
Last Day: 19 March (Friday)
3rd Quintile: 4 January – 22 February
4th Quintile: 23 February – 20 April
Holidays
29 March - 2 April - Spring Break
Third Term
Number of school days: 53
First Day: 22 March (Monday)
Last Day: 10 June (Wednesday)
5th Quintile: 21 April - 9 June
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School Calendar 2026-27
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Tuition Fees 2026-27
Registration Fee
All new applicants are required to submit a one-time non-refundable fee of US $600.
Mid-Year Enrollment Fee
Students enrolling after October 1 are required to pay a mid-year enrollment fee of US $900.
Single Course Fees
Full-Year
Course
US $1250
US $675
Half-Year
Course
Flex
Course
US $675
Students may enroll in a single-course with QSI Virtual. Payment depends on the type of course or
the course credit.
Full-Time Student
1 Term
US $4,200
2 Term
US $3,300
Annual
US $10,800
3 Term
US $3,300
A full-time student may enroll in up to eight full-year courses with the goal of graduating with a QSI
diploma.
Part-Time Student
1 Term
US $2,200
2 Term
US $1,800
Annual
US $5,800
3 Term
US $1,800
A part-time student may enroll in up to four full-year courses. Part-time students are seeking to
supplement their education and not eligible to graduate with a QSI diploma.
Fees and scholarships apply only to this school and do not apply to other QSI schools.
Partial Term
In the event any student enters after October 1 the fees will be calculated based on the date of entry
plus Registration Fee and a Mid-Year Enrollment Fee.
st,
If a student enrolls after October 1 , they will be charged the Registration Fee/$600 and Mid-Year
Enrollment Fee/$900 as stated in the fee policy.
st
Mid-Year Enrollment Invoices are calculated according to the following: Tuition is calculated based on
the date of entry for that Term plus the remaining full Term/s.
Daily Rate = Number of days left in term * Total Year Fees/180
The $600 Registration Fee is non-refundable, payable upon enrollment. Any QSI student transferring
to another QSI school does not pay the Registration Fee if continuously enrolled.
If a student withdraws for one or more complete term/s and returns, then the Registration Fee is paid
again.
Mid-Year Enrollment Fee is $900 for all students.
Full Tuition Fee and Mid-Year Enrollment Fee will be refunded if a student withdraws within 5 school
days from their date of enrollment. There is no refund after 5 days of enrollment in a term. However, a
refund will be available for remaining terms if they have been paid for.
School Fee Policy
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Examples
A Secondary II student enrolls after October 1. The fees are charged as follows:
1st Term: Registration Fee plus calculated Term 1 Tuition plus Mid-Year Enrollment Fee.
2nd Term: 2nd term Tuition
3rd Term: 3rd term Tuition
A Secondary I student enrolls in January.
2nd Term: Registration Fee plus 2nd term Tuition plus Mid-Year Enrollment Fee.
3rd Term: 3rd term Tuition
A Secondary III student enrolls in January and withdraws within 5 school days of enrollment.
2nd Term: Full refund for Mid-Year Enrollment and Tuition. Registration Fee is non-refundable
3rd Term: Refund for 3rd term Tuition if previously paid.
A Secondary IV student enrolls in January and leaves by the end of 2 Term.
nd
2nd Term: No refund.
3rd Term: Refund for 3rd term Tuition if previously paid.
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School Absences
There is no reduction of school fees for absenteeism for any reason, including home leave holidays,
unless a student officially withdraws. If a student withdraws, the student may re- enroll at any time and
be invoiced like a new student.
Payments
Payment information will be provided by the school.
Payment, or arrangement for payment, must be made on or before the due dates. Students will not be
allowed in class if the financial matters have not been completed.
In cases in which fees, or any other funds owed to the school, are delinquent, and the parent has not
made arrangements for payment, student evaluations will be withheld until the fees are paid. Also, no
official school communications or records will be issued to the student or parent nor sent to other
schools, when fee payments are not current.
Force Majeure
In the event of force majeure that causes a student or students to be withdrawn from the school, the
fees already paid in full for the school year will not be refunded, or if unpaid, will be due. This policy is
necessary to protect the school’s financial interests with a view to continuing operations after the force
majeure event has passed. Any appeals resulting from the application of the policy will be resolved by
the Advisory Board of the school.
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QSI Schools adhere to the CEESA Safeguarding and Child Protection Statement and Commitments
as written below.
QSI Safeguarding and Child Protection Statement
Safeguarding and Child Protection is a priority for every QSI School.
QSI commits to supporting school environments that safeguard children through both prevention
and intervention.
QSI works in cooperation with international agencies to ensure standards associated with best
practices are regularly reviewed, revised, and applied in all operations, activities, and events.
QSI leaders honor and uphold child protection guidelines and procedures in partnership with all
stakeholders in their respective school communities.
All QSI schools will:
Actively uphold the QSI Safeguarding and Child Protection Statement.
Implement school-based Safeguarding and Child Protection Policies and Procedures that include
regular onsite training.
Employ safe recruitment practices consistent with Safeguarding and Child Protection Policies.
Educate students and adults on Safeguarding and Child Protection.
QSI is open to all students. We respect their diversity regardless of race, ethnicity, gender, cultural
background, disability, religion, personal beliefs, and socioeconomic status. QSI employees will be
considerate of diverse cultural and family beliefs when teaching in the classroom. In QSI schools, we
provide a safe and supportive environment for all students.
QSI Statement of Inclusion
QSI Child Safeguarding
and Protection Statement