At St. Lawrence College, we take your children’s health and safety very seriously and have two qualified nurses on site to cater for the needs of our community here at school. In case of a pupil being in need of medical care due to sickness, injury or an ongoing medical condition, we are able to offer professional help.

The school has a well-equipped nurses’ station, with a suitable area for treatment and a bed for pupils if pupils need to rest and recover after an incident. Our nursing staff are able to treat minor injuries, attend to illnesses, administer prescribed medication and offer support to pupils with on-going conditions. In all instances, they communicate any treatment given at school to parents/carers by phone, email or in the homework diary, and will always contact parents/carers immediately in case of emergency.

Their responsibilities also include monitoring and recording the pupils’ well-being and physical development as well as working with pupils, teachers and parents to promote good health and well-being for all pupils.

Parents are asked to complete a medical questionnaire before their child joins St. Lawrence College, and they are always welcome to contact us to discuss any particular concerns at any time.

The School is situated in an ideal geographic location. It is close to the southern suburbs and easily accessible via the main motorway, Attiki Odos, which connects the airport region where we are located, to the northern and western suburbs of Athens. We offer a comprehensive bus service to most areas of Athens and Pireaus. The cost of this service is specified in the accompanying transportation document.

Our fleet comprises various types of buses, all of which are fully air-conditioned, with comfortable, safe seating. Our manned bus drivers are fully qualified and children are assisted by capable, experienced bus monitors. Our scheduled bus routes are designed to accommodate pupils’ transport needs and take them as close as possible to their places of residence, so as to ensure minimal travel time for children.

Zone A': Agia Marina - Markopoulo - Koropi - Kitsi - Korbi - Vari - Varkiza - Vouliagmeni - Kavouri - Pigadakia - Voula - Glyfada - Hellinikon - Sourmena - Argyroupoli - Kalamaki - Alimos - Agios Dimitrios - Ilioupoli.                                                    

Zone B’: Saronida - Lagonissi - Keratea - Kalyvia - Porto Rafti - P. Phalero - N. Smyrni - Kallithea - Kareas - Ymmitos - Holargos - Papagou - Agia Paraskevi - Pallini - Drafi - Halandri - Daphne - Koukaki - Plaka - Kolonaki - Moshato - N.Phalero - Pangrati - Vyronas - Zographou.

Zone C': Piraeus - Kastella - Amfiali - Nikaia - Korydallos - Haidari - Exarheia - Patissia - Galatsi - Ampelokipi - Vrilissia - Kifissia - Kefalari - Marousi - Pefki - Kokkinara - N.Psychico - P. Psychico - Filothei - P. Pendeli - N. Kifissia - Melissia - N. Erythraia - Drosia - Fokaia - Anavyssos.

The St. Lawrence College campus is ideally located at the south eastern suburbs of Athens, 15 minutes by car from the airport and Glyfada, 30 minutes from Kifissia. The well-designed and well-equipped school setting consists of a wooden, earthquake resistant construction all at ground-floor level, situated in a 20-acre peaceful country environment.

...situated in a 20-acre peaceful country environment.

The school is constantly undergoing considerable expansion and refurbishment through considerable investment to cater for our growing school roll. The school currently features a modern suite of science laboratories, state of the art computer labs, a junior school library, a purpose built study room in the senior school, a 400-seat open-air amphitheatre, an Exhibition Centre, tennis, basketball and volleyball courts, an Olympic-size heated swimming pool, an all-purpose air conditioned indoor gymnasium and a full size 11-a-side football pitch. Plans are underway for construction of significant additions to the school in the foreseeable future and should enhance our wealth of resources even more.

The school’s extensive facilities serve to complement the high academic standing of St. Lawrence College and provide the foundation for its many educational and extra-curricular activities.

Outside learning is a vital part of a child’s education and educational visits, excursions and trips to places of interest are integral to this.

We are firmly committed to enhancing the relevance of the pupils’ education so off-site visits are arranged, where appropriate, as an extension to the curriculum with a view to broadening the children’s learning experiences.

we take full advantage of all that is on offer in the surrounding Attica region.

All pupils in Early Years and the Junior School have the opportunity to attend several school trips throughout the academic year and we take full advantage of all that is on offer in the surrounding Attica region. Popular destinations include the Athens Digital Planetarium, Attica Zoological Park, The Archaeological Museum, and a variety of others interesting sites.

Furthermore, the PE department arranges a variety of inter-school athletic tournaments for pupils in Key Stage 2. These visits to other schools allow our pupils to take part in friendly competition where the emphasis is on participation and enjoyment in fresh surroundings. St. Lawrence reciprocates as a host of such events too. 

As a school, St. Lawrence College works hard to give back, not just to the local but also to the global community, through continuous fundraising. Our school’s value statement is reinforced through positive acts of charity that foster a sense of community, respect and meaningful tolerance towards others near and far.

We support a range of national and international charities, so as to raise awareness around social issues, as well as to develop our children’s sense of empathy towards those less fortunate than themselves, and emphasise the importance of reaching out to help others in their time of need.

...always committed to making a positive contribution to other people’s lives...

From sending supplies to charities supporting refugees here in Greece to sponsoring children in Ethiopia, the St. Lawrence College community is firmly committed to making a positive contribution to other people’s lives and always eager to actively take part in all fundraising activities, extending the hand of friendship and showing how much we care.

We also focus on how to make giving a relevant and more appealing value to exhibit for our young people. We understand how vital it is to instil in them an ethos of generosity. That’s why we provide our pupils with clear information about the impact a chosen charity makes. Representatives are invited to school to speak at assemblies, or we hold our own assemblies and tell the children about their charitable work in order to explain to our young people how they are contributing to a collective effort.

Pupils are very keen to support charities and vibrant fundraising activities regularly take place to support a wide variety of causes, especially around the holidays. Non-uniform & Crazy-Hair Days, collections of urgently needed items, raffles of wonderful gifts donated by generous parents, bake sales, craft sales, sponsored walks and making and selling loom bands are just a few of the events organised by our staff and pupils to raise funds and donate to those in need.

The Red Cross, Make-a-Wish Foundation, Smile of the Child, The Salvation Army,  Save the Children and ActionAid are just a few of the charitable organisations we have supported throughout the years.

For the past 15 years, with the proceeds from the school newspaper, pupils of the junior school have sponsored two children from Ethiopia through ActionAid and have seen for themselves the difference their support has made to their lives. Through our correspondence with these children, the pupils of St. Lawrence have come to know that they have provided them with food to eat, an education and a brighter future.

Every December, pupils from our junior school choir spread the spirit of Christmas and cheer up the older residents of a local nursing home by singing Christmas carols. The residents enjoy joining in with the singing, and their appreciation warms the heart of everyone involved.

Extra-curricular clubs are a great way to make new friends, get fit or learn new skills in a safe environment. You can find a whole range of clubs available at St. Lawrence College - from infant yoga to chess. We offer daytime clubs during lunch time /school hours, and afternoon clubs from 3:30 – 4:30pm, to children from Foundation Stage 1 up to Year 6. These cover a wide array of activities that make full use of our outstanding facilities, including a 25-metre outdoor heated swimming pool, outdoor tennis courts, an outdoor artificial pitch, as well as a large sports hall.

Team sports
Many of our clubs promote team building and physical activity through indoor and outdoor sports, such as football, rugby, tennis, basketball, volleyball, yoga, karate, rhythmics, dance and more. We employ fully qualified, professional coaches who use their expertise to provide high quality coaching to all participating pupils.

Swimming
Swimming is a life-saving skill and can also be the beginning of many enjoyable water experiences. At St. Lawrence College, we offer afternoon swimming lessons to pupils from 2 ½ to 18 years of age, taught by friendly, caring and fully qualified instructors. Structured, planned lessons cater for all abilities, from water confidence classes, right through to advanced club swimming.

Music
At St. Lawrence College we believe that music is a creative and social art to be enjoyed by all and we are proud to be offering to our children the opportunity to enjoy musical experiences in our after-school Music School.

The Music School offers instrumental tuition in piano and guitar providing children with the chance to prepare for the Associated Board of the Royal Schools of Music Examinations.

Other clubs
Other club activities provided throughout the year include the Junior School Choir, Greek Drama/Dance for National holiday celebrations, Eco-council, Chess and Art Club.

Practical details
At the end of the summer term, families receive letters with all the available choices for both daytime and afternoon clubs to be offered the following academic year. Included in the letter is the intended age group and the cost, if any, of each club.

Rationale

opportunity for the development of self-reliance, self-discipline, self-confidence and responsibility for learning

also strengthens the link between home and school

quality of homework more important than quantity

complementing and reinforcing classroom learning

fostering good lifelong learning and study habit

Aims

to encourage parent/carer partnership in learning

to encourage dialogue between parents/school, school/pupils and pupils/parents

to revisit objectives taught in school

to enhance and support learning

to encourage good learning habits

to be interesting and enjoyable

What homework involves

a short amount of homework to complete

research for a project &  topic work

reading, comprehension or grammar

a maths exercise or specific mental maths skills

spelling lists

Greek, French,  Chinese, Spanish  tasks

Role of the Class Teacher 

to make it purposeful

to reward and praise children

to mark homework and give feedback

to provide an explanation for parents

to give an easy-to-follow routine

to take equal opportunities into account

Role of the Pupil

to discuss homework with parents/caregivers

to complete homework tasks within set time frames

to follow up on comments made by teachers 

to seek assistance when difficulties arise 

to organise their time to allow for homework

Role of Parents /Caregivers

to praise the child for their efforts

to help their child develop a approach with talk and positive discussions

to ensure there is a balance between homework and recreational activities

to communicate with teachers about concerns

to check the homework diary each day

to discuss homework with the child

to provide a homework area without

to use methods suggested by the teacher to assist

to check the child’s efforts to learn basics such as times tables

to encourage reading for pleasure

How long should be spent on homework?

through KS2 time spent on homework will gradually increase

years 3 and 4: up to 30 minutes daily

years 5 and 6 homework will increase to 45 minutes, apart from time spent reading for pleasure

language teachers may assign homework once a week

these time estimations are only guidelines

Assessment in KS2

Summative assessment is commonly referred to as assessment of learning, in which the focus is on determining what the student has learned at the end of a unit of instruction or at the end of a grade level. Summative assessment helps determine to what extent the instructional and learning goals have been met.

What summative assessment is done in KS2?

Weekly reviews in Years 3 & 4 each Friday morning progressing to weekly tests in Years 5 & 6

Spelling lists

Mental maths skills

Regular English comprehension and grammar

Regular maths

Science unit tests according to each year’s  Cambridge curriculum requirements

Year 3: plants, life processes, classification of animals & plants, material properties, forces & motion, scientific enquiry

Year 4: the human body, animals in their environment, states of matter, sound, electricity & magnetism, scientific enquiry

Year 5: plants, changes in states of matter, light, the earth & beyond, scientific enquiry

Year 6: the human body, animals in their environment & feeding relationships, the environment, material changes of state, forces & motion, electricity & magnetism, scientific enquiry

Language attainment tests

End of year tests of attainment in  foreign languages: Chinese, French, Greek, Spanish

Regular unit/topic tests throughout the year

Cambridge Progression Tests

In term 3 in Year 6, official tests from Cambridge are sat in the 3 core subjects: English, maths & Science.

What formative assessment is done in KS2?

Formative assessment is commonly referred to as assessment for learning, in which the focus is on monitoring student response to and progress with instruction. Formative assessment provides immediate feedback to both the teacher and student regarding the learning process.

The most common procedures of formative assessment include the following.

Feedback. A teacher provides oral or written feedback to student discussion or work. For example, a teacher responds orally to a question asked in class; provides a written comment in a response or reflective journal; or provides feedback on student work.

Observation. A teacher observes and records a student's level of engagement, academic and/or affective behaviour; develops a plan of action to support that student; implements the plan; and continues to record observations to determine its effectiveness.

Portfolios. A growth portfolio can be used to create a record of student growth in a number of areas. For example, a teacher may use writing portfolios to collect evidence of a student's progress in developing writing skills.

Here at SLC Junior School, we ensure that home learning is given to each child as and when they need it in order to reinforce the learning that they have done in school. 

In Reception and KS1, we emphasise the importance of learning together and sharing the experience.  We ask that you and your child participate together in a set of essential, regular tasks that are set by your child’s teacher. These are tasks such as reading together, practising flash cards or sharing a numeracy worksheet. 

In KS2, we view home learning as an opportunity for further development of responsibility for learning. The quality of homework is more important than quantity, therefore we will only assign your child the home learning tasks they need in order to consolidate a concept or skill taught at school. This may be a written task, a project, or studying for an upcoming assessment. We assign specific daily tasks on Spelling Shed and DoodleMaths/DoodleTables to embed key skills needed at this stage.

We believe that relevant home learning tasks complement and reinforce classroom learning, foster good lifelong learning and study habits, as well as help to strengthen the link between home and school.

The assessment of pupils takes two forms: formative and summative.

Formative assessment takes place daily. It enables teachers to monitor children’s learning in all subjects and ensures they receive the feedback they need to make good progress. Children’s understanding is constantly assessed by the teacher to inform planning and cater for each child’s needs in every lesson. This information also forms an integral part of longer term planning for future learning enabling every child to progress.

Summative assessments are like a snapshot of performance and are most likely to be carried out at the end of a unit of work, term or at the end of the year. At SLC, to ensure the data we collect is as reliable as possible, we use a combination of measures from standardised testing systems and teacher judgements from observations. The class teacher undertakes continuous assessment of academic achievement regularly in classes, and differentiation is applied at all stages of learning.

Foundation Stage and Reception children are given Aspects and PIPS baseline assessment produced by the Curriculum, Evaluation and Management (CEM) centre at the University of Durham. They provide the teacher with valuable information about each child’s starting point in the year. A similar assessment is undertaken at the end of the year to enable school to track and record their progress.

Pupils from Year 1 onwards sit for InCAS tests online, produced by the Curriculum, Evaluation and Management (CEM) centre at the University of Durham, while pupils in Key Stage 2 are additionally tested using in-house subject reviews, and in year 6, the Cambridge Primary Progression Tests. These are internationally recognised tests to determine the level of knowledge, understanding and skills in the core subjects of English, Mathematics and Science.

Special Educational Needs/ Learning Support:

Every child is unique and has different learning needs.

We aspire to promote inclusive education throughout the school and cater for the needs of our students.

All teachers are teachers of SEN and differentiation is an integral part of teaching; this may involve multi-sensory and creative approaches, which facilitate an effective and productive learning environment.

We understand that we have pupils of varying skills and abilities and it is essential that we identify their additional learning needs through observations or screening. 

Some pupils require additional support to achieve their potential and reach their goals.

For some students, the additional support may be temporary, and others may require assistance on a more long term basis either through in-class support, one- to- one withdrawal or small group. 

We create individually tailored educational programmes to meet our pupils’ needs, where necessary.

We have a committed learning support team consisting of: an experienced Special Educational Needs Coordinator (SENCO), Learning Support Coordinator and learning support assistants.

We aim to provide an environment that develops self- confidence and personal success by finding what children are good at and encourage their strengths.

We listen to parents, advise accordingly and act on their concerns.

We liaise with external specialists for better understanding of our pupils’ needs.

Key stage 2 is for children aged 7 – 11 and comprises Years 3 – 6. It has a three- or four-form entry, which means that there are usually three classes for each year group. Class sizes are kept small, under 25 pupils.

Key stage 2 is covered by a unified curriculum which follows the Cambridge Primary Programme in the core curriculum and in foundation subjects, the National Curriculum of England is followed. In this broad range of subjects including history, geography, computing, art and design, PE and music, the timetable is organised with seamless progression and development through and between key stages.

The timetable gradually grows along with the child as subjects broaden:

In year 3, children only take one second language, Greek.

In year 4, a further modern foreign language course is introduced, as well as a Greek language History course option for native Greek speakers.

Throughout key stage 2, constant and varied formative assessment is provided in order to address each child’s needs and create considerable momentum in learning (e.g. through metacognition questioning at the end of lessons). Children have summative assessments throughout the year with weekly quizzes in spelling and mental maths, as well as more comprehensive end-of-unit reviews in English, Maths and Science every half term.

During year 6, they take Cambridge Progression tests at the end of the year, in May, in the three core subjects of English, Maths and Science. Ample preparation and support is provided for every pupil before these tests.

In lower key stage 2, reading is still closely monitored by teachers who issue weekly readers at an appropriate level for extra practice at home. This gradually becomes less formalised towards upper key stage 2 as each pupil reaches the point at which they are considered an independent reader: at this stage it becomes more about the child’s own book choices, although these decisions are always preceded by discussion around available options and suitable titles. 

In this context, novels are selected and taught as an integral part of the English curriculum. Such titles currently include year 3's Roald Dahl selection; year 4's study of Neil Gaiman's 'Wolves in the Walls'; year 5's take on Chris Riddell’s 'Goth Girl and the Ghost of a Mouse'; and year 6's in-depth study of Michael Morpurgo's 'War Horse' as well as Harry Potter adventures in the spring term. 

Children who take English as an Additional Language (EAL) join mainstream classes when they are able to; each case is examined individually for that decision to be made. Pupils are integrated into their class from the earliest possible time though, as they participate in a range of lessons such as PE and art with their mainstream class from the beginning.

By the time pupils reach the end of year 6, they are ready for all that high school will challenge them with. They will have developed the necessary resilience and fortitude needed to deal with any number of issues, small or large, that their future education puts in front of them. They will be capable readers, competent mathematicians, curious scientists and all round inquisitive learners who have garnered strength from their experiences to date.

KS1

In KS1 (Years 1 & 2), newly arrived pupils with little or no previous experience in English will directly join their mainstream class where they will quickly be assimilated into the classroom and its language. Class teachers, with the help of teaching assistants, create a supportive environment and provide an inclusive curriculum using specific approaches and strategies to promote English language learning. Young children are encouraged to socialise and interact through planned group activities and games, with classmates who speak English fluently and who are good role models of English language use.

KS2

In KS2 (Years 3, 4, 5 & 6), pupils who either do not speak English, or who have had some limited exposure to the language, join a language support class and follow an intensive English course. They are supported in order to reach the academic level of English needed to follow all lessons in their mainstream class.

...to help the pupil develop English language skills in listening, speaking, reading and writing.

After meeting with parents to collect key language and educational background information about the pupil, if necessary, an assessment is taken of the EAL pupil’s level of English to determine their individual learning needs and the most appropriate means of support provision. Our complete EAL policy explains the system of integration for those pupils over their first months at St. Lawrence College.

EAL classes for LKS2 (Years 3-4) and UKS2 (Years 5-6) offer either an intensive full-time programme or targeted support to help pupils develop English language skills in listening, speaking, reading and writing. All activities aim to teach English by linking it to the wider curriculum, so as to prepare pupils for entry into the mainstream classroom.

A buddy system is used to help EAL pupils find their way around, settle in, and make friends.

EAL pupils are further encouraged to socialise with their peers in the mainstream classroom, integrate, learn social language and accelerate their progress in terms of learning English, by immediately joining their mainstream class for lessons in PE, art, music and computing, regardless of their level of English.

Over the course of the year, as their level of English improves and they feel more comfortable and confident, pupils will gradually move into the mainstream classroom for other subjects, such as Maths and Science. There is no fixed time frame or undue pressure for the transition to be made.

During a pupil’s second year at St. Lawrence College, the EAL classes can also offer continued support in building English language skills to those pupils who have fully joined their mainstream class but for whom it is considered excessive to learn an additional language (French/Spanish/Chinese), whilst still trying to master English.

By creating a nurturing, safe and supportive environment, EAL classrooms provide a positive experience, setting every child on the right course and offering them a strong foundation from which they can achieve their full potential.

The EAL teachers help learners become more independent and confident as they transition and adapt to their new school.

Pre-Key Stage 1

Reception is the first year of primary school in the UK and is closely linked to Key Stage 1 which is comprised of Years 1 and 2.

In Reception class, children learn a wide range of skills through an equal balance of self-initiated activities and more formal class teaching methods. They are taught by one of our three experienced Reception teachers, aided by qualified TAs (teaching assistants). Children at this age are exposed to a broad and rich curriculum with units of teaching based on topics which expand their horizons and prepare them for their formal start of primary school in Year 1. More specifically, throughout their Reception year, pupils embark on the phonics, literacy and numeracy programme that they will continue to pursue throughout Years 1 and 2. 

In Year 1, their curriculum is extended to cover a greater range of subjects including those with specialist teachers, such as Music, Computing and Greek language lessons which begin during year 1. Class teachers and TAs thoroughly cover every area of need and facilitate a rapid rate of learning that takes budding pupils to an excellent level of competency in literacy and numeracy. 

Reception and Year 1 classes reside in the same area of the school, thus teachers work closely together to ensure a smooth transition between stages. This creates a natural progression for pupils who have attended Reception class with us, but is also a very careful process which caters for the needs of pupils who join us at this stage from other schools, nurseries or kindergartens.

By the end of Year 2, our pupils have grown and developed into capable, independent young learners with a skillset that ensures they can cope admirably with future challenges ahead. They are well prepared by a dedicated staff of teachers and teaching assistants who provide a rich, nurturing environment for every learner. 

At St. Lawrence College we adhere to the Early Years Foundation Stage (EYFS) standards for England.

The EYFS comprises three age/year groups:

A child may join FS1 in September from 2 years 6 months old at that time.

A child may join FS2 in September if they have turned 3 years old at that time.

Reception class children must have turned 4 years old by September to join.

We believe that all children are able to learn and succeed. We strive to provide high-quality, inclusive education to each and every one of them within a warm, secure and holistic environment, where our young pupils are encouraged and guided towards becoming self-assured, confident, autonomous learners.

We believe that all children are able to learn and succeed.

We prioritise the safety and physical well-being of our pupils and we always strive to meet their emotional needs. We are committed to a smooth continuum of learning in all areas of learning from FS1 through to reception and we take special care to ensure subtle and smooth transitions between stages. Our diverse cultural pupil body offers rich learning experiences to all children.

Our work is based on four guiding principles:

1) The Unique child
Children are encouraged to hone their skills, develop at their own rate and reach their full potential. We respect each individual’s personal learning journey and we value freedom of expression and equity, whilst providing continuing support towards reaching important milestones and gaining independence.

2) Positive relationships
We purposefully cultivate strong bonds between key persons, parents/carers and children, which lead to positive learning outcomes. Our goal is to help children develop the ability to listen and respect others, work collaboratively, and acquire tolerance, resilience, critical thinking as well as important problem solving skills.

3) Enabling environments
We maintain an 'open doors' policy and we do our best to create an inviting, safe, stimulating place of learning and discovery, where children thrive through child-focused activities, play, exploration and investigation. The setting provides a welcoming, vibrant atmosphere which clearly demonstrates the children’s abilities and accomplishments. It is a true testimony of and reflection on the children and staff who occupy and thrive within it.

4) Learning and Development
We advocate a play-based curriculum, strong on recognising personal starting points or attributes, with a balance of adult-led and child-initiated activities, planned and delivered across seven areas of learning (three prime areas and four specific areas) by a team of dedicated early years' practitioners.

A very warm welcome to St. Lawrence College Junior School and Nursery.  St. Lawrence College is a friendly school where we provide a happy, secure learning environment so that everyone feels valued- an excellent extension of the best home! The warmth of our staff and pupils, the strong atmosphere of camaraderie and cooperation and a nurturing environment are evident throughout the school from the moment you walk through the entrance.

At St. Lawrence College we cherish our pupils and encourage them all to develop socially, emotionally, academically and physically to achieve their full potential in every aspect of their school life.  We pride ourselves on providing a learning environment where children grow and develop in safe and supportive surroundings, becoming creative thinkers and lifelong learners. All of our children are known, appreciated and respected as individuals who leave us ready for the next stage in their education with life skills which prepare them to be future global citizens. We promote high standards whilst fostering creativity and imagination, therefore, encouraging children to be reflective and self-motivated learners.

Our curriculum is exciting and innovative, giving all pupils the opportunity to be successful, develop their skills and enjoy their learning.  We work hard to create an environment where the enjoyment of learning is fostered and nurtured, allowing pupils to feel safe and confident to participate fully. We believe that school should be fun and indeed that school days should be the best days of our lives.  Our pupils are taught that mistakes are simply learning opportunities and to always strive to do their best.

We also firmly believe in a genuine partnership between home and school and consider the relationship with parents and carers invaluable. We all want the best for our children and it is only when this partnership is thriving that children flourish in our care.

Our team of dedicated staff look forward to welcoming you to St. Lawrence College Junior School and Early Years.