Our commitment to safeguarding

Mike West is the Principal of Fontenebro International School. He moved to Spain in 2000 to pursue his vocation in teaching and, since joining the school in 2012, has held a range of roles teaching English, science, drama and ICT.

In 2022, he became Head of Learning, leading the implementation of the International Primary Curriculum and consolidating an educational approach focused on learning and the holistic development of each pupil.

As Principal, he leads an international educational project focused on nurturing confident, curious pupils who are prepared to thrive in a global environment. He holds a degree in Public Policy and Administration and, in his free time, enjoys open-water swimming, golf and football.

Cristina is the Primary School Coordinator at Fontenebro International School, where she leads an educational project focused on meaningful learning and each pupil’s holistic development.

At this stage, she promotes an approach based on the International Primary Curriculum (IPC), encouraging connections between subjects, the surrounding environment and real life.

Through active methodologies such as learning by doing, pupils learn by experimenting, exploring and developing key skills.

Her aim is for every pupil to reach their full potential, not only academically but also as a communicator, a creative thinker and an individual able to adapt to a constantly changing world. To achieve this, she places pupil wellbeing at the heart of learning.

Eva is the counsellor for Secondary and Bachillerato pupils at Fontenebro International School. She has also served as Designated Safeguarding Lead for more than five years, coordinating pupil protection and wellbeing, as well as the prevention, early detection and response to any situation that may affect their safety.

Her approach combines personal support with academic and career guidance. Through Future Pathways, she helps pupils identify their interests, strengths and aspirations, guiding them through important decisions such as choosing pathways, university studies and future career options.

She also organises university fairs and meetings with educational institutions to introduce students to a range of future opportunities. In coordination with families and the teaching team, she works to ensure every pupil feels heard, protected and prepared to make decisions with confidence and good judgement.

Julia García Morán is the Early Years Coordinator at Fontenebro International School, with more than 20 years’ experience in early childhood education. Passionate about her vocation and a mother herself, she brings both warmth and rigour to her understanding of the importance of the early years in children’s development.

She leads a team committed to providing a safe, nurturing and international environment, where pupils learn through play, exploration and experimentation. Her approach combines individualised attention, socio-emotional development and a strong foundation in English from an early age.

Julia works to ensure that every child grows into a confident, independent individual, prepared to face the challenges of the future.

Natalia Galvis is the Secondary School Coordinator at Fontenebro International School. She has been part of the school for more than 15 years as a Language and Literature teacher and leader of the theatre group, reflecting her commitment to pupils’ academic and creative development.

She leads the Secondary School stage with a focus on all-rounded education, supporting students as they discover their vocation and future path. She drives the implementation of the International Middle Years Curriculum (IMYC), ensuring pedagogical continuity and connected, global and meaningful learning.

Her aim is to educate competent, critical and committed students, prepared to face the challenges of an ever-changing world.

Rafael Alonso García is the Baccalaureate Coordinator at Fontenebro International School. He leads the final stage of the educational journey, supporting students as they transition towards adult life and make academic and professional decisions.

His approach combines academic rigour with personal development, fostering critical thinking, effective communication and confidence within an international environment. He works to ensure pupils feel prepared, self-assured and capable of meeting the university and personal challenges that lie ahead.

Together with a committed teaching team, he promotes close support that integrates guidance, talent development and wellbeing, with the aim of helping every student reach their full potential.