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Annual Report 2012-2013

Letter from the Chairman PAGE


Letter from Principal 6

Reflections on the Year Gone By 8

Celebrating our Community 10

School Development 18

Student Achievement


Finance 40

St. George’s International School Board of Governors, Finance & Resources Committee, Standards & Learning Committee Front row, left to right: S. Castelain*, H. Duxbury (Head Teacher – Primary)*, S. Delano-Shtayyeh*, M. Turner (Chairman)*, P. Skinner*, G. Reedy*, S. Battey*. Back row, left to right: M. Amorim, M. Fleet (Acting Head Teacher – Secondary), E. Kamenitzer, L. Munari*, F. Morvilli*, B. McMurry, S. Ziegenhagen, C. Cheesman*, P. Charlton*, G. Sardelli*, L. Przybylski, N. Usher. Not pictured: R. Feiereisen*, R. Minor*, M. Saura-Carat, J. Teale*, R. Walker*. *Member of the Board of Governors. Others pictured are committee members.

Letter from the Chairman Mark Turner, Chairman Board of Governors

Dear Members of the St. George’s International School community,


is with great pleasure that I introduce to you the St. George’s International School Luxembourg Annual Report. The purpose of this report is to give everyone connected with the school an overview of the activities, organisation and achievements that have taken place. In addition, this report also contains the financial information for the school; how we generate our income and where that income goes. The response we had to our first Annual Report last year was very positive; the report was widely circulated within Luxembourg and internationally as well as within the school community. We hope that you equally enjoy reading the information contained in this edition. During the summer of 2012 we added the new admin building to our campus, giving us a single point of entry to the school outside of the normal starting and finishing times and therefore providing better security for the site. This also enabled us to bring together our admin and support staff who were spread all around the school buildings, giving them a better environment to carry out the important work that they do on a day-to-day basis. The building also houses our support team for our students with additional educational needs; the new sensory room is an exciting addition to our facilities and I hope you will find the insight into this important area of support which is detailed in this report. St. George’s is continuing to develop a very positive reputation internationally, and you will see in this report details of the many activities undertaken by our students both as part of their studies and as extracurricular activities. Our students have represented the school at many international


events during the last year and their performances and attitude have always been exemplary –bringing credit both to themselves and to the school. We have always had a strong conviction at St. George’s that we should continually celebrate the work that our students do on a day-to-day basis; in line with this belief you will find much of this report is showcasing the achievements of our students and their progression onto other activities when their time at St. George’s finishes. We are proud of our students who have progressed to universities across the world, studying for qualifications in a wide range of subjects, regularly informing us of their progress and remaining a part of our school’s community.

volunteer as class representatives and the students who work on the school councils. All of these roles are very important and take time and effort for which we are grateful. I would like to take this opportunity to thank and recognise the contribution of my fellow Board members who work voluntarily to support the work that goes on in school and work hard to ensure that St. George’s has the necessary financial stability and facilities required to continue the valuable work that goes on and ensure a stable future for further development and growth.

We have always had a strong conviction at St. George’s that we should continually celebrate the work that our students do on a day-to-day basis.

Throughout our history our progress has been supported by the Luxembourg Ministry for Education and the Ville de Luxembourg. We thank them for their help and support over the years in terms of finding suitable sites and providing financial support for our many building projects.

I would like to take this opportunity to thank our two Head Teachers, Mrs Duxbury and Mr Fleet, for their work and leadership in our school. I would also like to pay tribute to all of our school staff who are dedicated to enabling the development and achievements of our students and who are passionate about the work that they do. In the summer of 2012 Mr Fossey, who was our first head of the Secondary school, left us to move to a much bigger school in China. Mr Fossey lead the Secondary school for 4 years, during which time his many achievements included the establishment of the Sixth Form and our first students moving on to universities. We are grateful to him for his tremendous dedication during his time here and wish him well for his future career in school leadership. I would once again like to thank the many people who also help the school to function, those parents who

During 2012 we said goodbye to two Governors and I would take this opportunity to thank them and recognise their hard work and support for the school. Mr Nicholas Forwood, who was a board member for many years and who played a vital role in securing the current site that we have and in the development of the school, and Mr Ian Howells, who was a Vice Chairman and also lead the important work that our Learning, Standards and Attainment committee carry out. We have now initiated a review of the structure of our Governance model and invited several new people to join the board or the committees that we have. We had the pleasure of getting together for an induction evening recently to explain the work that is done and how we do it. We welcome our new members and look forward to working together in the future. Finally, as many of you know, during the autumn term of 2012 we recruited the first Principal of our school. Dr Christian Barkei will take up this post in September 2013 and we look forward to welcoming him and his family to Luxembourg and to working closely together as we enter the next exciting phase of our school’s development. I hope that you enjoy reading this report and that it provides you with a valuable insight into the day-to-day activities of the school and the successes of our students. With best wishes, Mark L. Turner Annual Report 2012-2013


A letter from the Principal Dr Christian Barkei, Principal

Dr. Christian Barkei looks forward to becoming St. George’s new Principal in September 2013


absolutely delighted to be joining the School as the new Principal from September 2013. Before I arrive, I thought I would tell you a little bit about myself and my family. Although I was originally born in Australia, we soon moved to the UK and then on to Germany where I went to secondary school. After studying in England, I then started my teaching career at a grammar school in Essex, then eventually moved back overseas as a Principal at an international school in Shanghai in China and, most recently, served as the Principal of BIS in Jakarta in Indonesia. At university I studied general history and political economy and the transformation of societies as well as modern European history, and I obviously did start my career as a teacher of history! I speak German fluently whilst my wife Merrin (who is a Primary teacher and musician) speaks French. We have two children aged 5 and 3 who will also be both joining St. George’s in September. We are a multi-cultural and internationally-minded family – and we have had some wonderful experiences abroad, but we are now looking very much forward to moving to the small, but perfectly formed heart of Europe! I aim to maintain and develop a very supportive, positive and inclusive community of students and teachers in close cooperation with parents and Governors at


We truly believe that the school and everything it stands for has played a huge role in our children’s lives. From our hearts, we would like to thank you all for helping to develop our children into the amazing people they have become. We are truly grateful. – a former St. George’s parent

St. George’s. I’m very approachable and open, and I want to provide all students at the school I work for with an enriching, stimulating and supportive environment in which they can reach their full academic potential. St. George’s has a well-deserved reputation for being a very friendly and supportive school for all students and I was very impressed by the students, staff and parents when I had the opportunity to visit the school earlier this year. It is a school with genuine warmth and passion for education – to prepare and equip students with the very best we can provide for their life ahead. I very much look forward to meeting you all in September (if not before)! With best wishes, Dr Christian Barkei Principal Annual Report 2012-2013


Reflections on

the Year Gone By Here at St. George’s, we continue to be an international and inclusive school that truly embraces the diversity of its student body both in terms of nationality and academic achievement. This allows our students to achieve their potential through challenge and care – the school’s stated mission.

Highlights from the Primary School Many of this year’s highlights, such as the COBIS games or our students’ academic achievement, are already featured elsewhere in this report – however there are other highlights from the 2012/2013 school year that are just as important and deserve to be mentioned. Here are just a few of the great things that happened in Primary this year: • The extension of the school trip provision – Year 6 made the Primary school’s first trip across the channel, Reception students went shopping in Auchan where fellow shoppers were greatly impressed by their responsible behavior. • The poems written by Year 4 ....and shared with our visitors on St. George’s Day, many of whom commented on the impressive level the children had achieved. • The enthusiasm with which the children entered the new internal competitions this year – the Governors’ Essay Writing competition and the Head Teacher’s Handwriting competition – again, the standards were impressive. • The greatest number of Year 6 students ever completing the reading scheme and tackling the special reading awards. • The success of three of our students in having their stories included in the Society of Heads book, which will be professionally published in the next few months. • The record number of Good Behaviour Awards awarded so far this year. • The amount of money raised by Year 6 through their Walk for Water campaign and the enthusiasm and support for each other that was displayed on the day of the event. • The success of the discos planned and organised by the School Council. • The level of participation in the World Education Games, where our students answered an impressive 172,970 questions – one student even placed 26th in the whole world for Science thanks to her extra efforts at home. There are many others that could be listed, and of course each student will have their own special milestones, but all of these illustrate the diversity of our students’ many accomplishments. Heather Duxbury Head Teacher (Primary)


Highlights from the Secondary School The student examination results have continued to rise and are well above UK averages. Students have left us with the necessary qualifications and skills, resulting from a rigorous academic and extra-curricular programme, to make a valued contribution to employers in the 21st century. Many attend university in the UK, Europe or worldwide. Highlights from this academic year have included: • Successful completion of our two-year BTEC programmes in Art, Business and ICT – each equivalent to two A Levels. • Student participation in numerous COBIS events – Debating Competition in Prague, Poetry Competition and Science Film Awards. •

Successful, enriching, curricular and extra-curricular trips including the Sixth Form bonding trip to Echternach, Year 7 residential to the European Space Centre, Year 8 Austria sports trip, Year 9 ski trip, Art student residential visiting the galleries of Vienna and Metz, ICT Live! at Disneyland Paris for Year 10 and Maastricht University visit for Year 12 - to name a few.

• Student teams participating in prestigious events, such as the Global Issues Network, Salters Chemistry Festival, Oxford Mathematics competition and Psychology Conference in London. • International Space Station – live contact and broadcast. • Merite Jeunesse; Bronze, Silver and Gold Expeditions, allowing students to also successfully complete their ASDAN qualification – worth 70 UCAS points. • The Comenius Ball, a celebration event attended by over 200 students, international guests, staff and VIPs to conclude a two-year inclusive sports project with 5 other international schools. • Staff also attended an increasing number of professional development courses and two guest speakers have visited the school; providing information sessions for staff, students and parents. In addition, individual training has been fed back to all other secondary staff, ensuring the sharing of good practice and the embedding of good practice throughout. It has certainly been an eventful and successful year. I would like to thank both staff and students for all their hard work in making it such a success! Mark Fleet Acting Head Teacher (Secondary) Annual Report 2012-2013


Celebrating our Community


Welcome to St George’s


Student Diversity We continue to be a truly international school with a student body representing over 50 nationalities, educated through an international curriculum and participation in many international events. Nevertheless, we maintain a unique sense of community and our talent for making our students feel at home.












































K asac h stan

Celebrating our Community












Luxem bourg













Paragu ay







No. of Nationalities Represented




Sri Lan k


The number of nationalities at St. George’s has more than doubled over the last decade – Our student body continues to grow not only in numbers, but also in terms of its diversity. We are proud of our remarkable student community where internationalism is a part of our curriculum and our way of life.



























*Numbers at the beginning of the 2012/2013 summer term. As with most international schools, a large number of our students have more than one nationality – therefore our student body is far more complex than can actually be depicted here.





Annual Report 2012-2013


Members of Staff We believe that highly qualified teachers are the most important resource for students to achieve their full potential. Our student-adult ratio, along with a high percentage of long-time staff members, are what allow St. George’s to maintain its reputation for offering high-quality education within a caring community.


Seniority Awards

10 years

5 years

P. Heley

S. Oaks C. Hastings E. Watson L. Healey A. Jellinghaus B. Michlmayr D. Radcliffe T. Tanner C. Thomas (Art)

3 years C. Thomas (MFL) P. Teale L. Morris F. Ramage H. Chappell

E. Hughes A. Baumann J. McKillop E. Kruten B. Pomiès T. Dew L. Gray J. Hancock M. Krstić

B. O’Meara N. Tarmey K. Kraus J. Duguid

No. of years at St. George’s

6:1 Student-Adult Ratio 14

*as of the beginning of the 2012/2013 school year.

Celebrating our Community

Special Guests 2012/2013 We invite a number of external visitors to the school each year to offer their expertise and extraordinary talents to the St. George’s community. Here is a selection of special guests from the 2012/2013 school year:

Jenny Mosley attended St. George’s in January

2013 and provided the staff in Primary with a welcomed New Year’s boost. Jenny is an experienced, qualified teacher who now works as an Educational Consultant in schools and with Local Education Authorities in the UK; she has also taught on Master’s courses at universities in the UK. Her work has been focussed on developing a Whole School Circle Time Model, which embodies a whole school behaviour policy approach and her work has been endorsed by various educationalists and bodies such as the DfEE, OFSTED and Lord Elton. She came to train staff on how to run Quality Circle Time in their classes and develop her school model in the context of our school. Parents also had the opportunity to attend a presentation by Jenny.

David Hodgson, the author of ‘Buzz’, came over to not only work with the Secondary staff but also did a twilight session for Secondary parents and spent a whole day with the students. David went through different personality types and their significance in the classroom.

Andrew Jeffrey, an

experienced trainer, delivered inset training to the Primary school over two week-long sessions during the school year. He was tasked with the objective of giving teachers confidence and ideas to deliver Maths lessons in a practical and exciting way. He supported each teacher individually in their classroom with their own class and also led two amazing staff meetings, even leading magic tricks. Teachers and pupils alike thoroughly enjoyed his visit.

Secondary staff received “Assessment for Learning” training with Alan Jervis from Dragonfly training in Wales. Alan spent an entire day with the staff showing them various starter and plenary exercises, from memory games to challenge walls to learning wheels. It was an excellent day and everyone came away from it with plenty of new ideas.

Johnny Gillett, a storyteller known as The

Journey Man, travelled to Luxembourg in May to bring his astonishing collection of stories from travels all around the world to the staff and pupils. In his presentation to staff, he made it apparent that stories were powerful and that encouraging students to tell and create stories was of paramount importance. He presented innovative ways to inspire students with the use of aids such as costumes, puppets, story expansion and the use of the ‘story web’ process, which highlights how links between story characters can stimulate new ideas. The Journey Man also conducted workshops with the children to build their confidence in their own storytelling techniques and to develop the ability to create interesting characters.

Annual Report 2012-2013


St. George’s in the World

Exciting enrichment opportunities enhance learning and broaden horizons

Unified Sports Unified Sports not only integrates

ject – participants from the schools in

two won gold in the basketball tour-

students from both the Primary and

Germany, Hungary, Italy and Austria


the Secondary school, it also pro-

visited St. George’s this year and

In addition, students, staff, and 60 in-

motes inclusion and greater under-

were able to tour the school, as well

ternational guests participated in the

standing of disability sports. Over 50

as meet with students and staff.


students from Years 6-10 participate

15 St. George’s students participated

Dancing Festival which was hosted

each week in a range of sports in-

in the Special Olympics Luxembourg

by St. George’s this March. Guests

cluding football, basketball, boccia

European Basketball Day in Decem-

included the US Ambassador to Lux-

and multi-sports as part of an EU

ber and four students represented

embourg and the Deputy Head of



Luxembourg at the first International

Mission to the British Embassy. All of

(Awareness, Respect, Action and Tol-

Youth Summit for Inclusive Sports in

the guests, including members of the

erance through Inclusive Sports). St.

Graz, Austria before the Easter break.

local press, were very impressed by

George’s is one of five schools that

Two of the students were bronze me-

the students’ dancing skills and en-

was chosen to participate in the pro-

dalists in the boccia tournament and

thusiastic spirit.






Celebrating our Community

Charity Our responsibility as an international community includes contributions and participation in various charitable events in Luxembourg and abroad. This includes school-organised activities that are integrated into the curriculum as well as participation in events outside of school. Our charitable contributions from January to December 2012* totalled €5,649.35 for the following causes: • • • • • • • •

Anti-Bullying Week CARE Luxembourg (fighting global poverty) “Handi’chiens” (educating dogs for disabled persons) “Help for Heroes” (supporting wounded servicemen and women) Ilula Orphan Program (educating and supporting families in Tanzania) “Jeans for Genes” (supporting the Children’s Medical Research Institute) “Let the Children Live!” (supporting street children in Colombia) “L’île aux clowns” (Fondatioun Kriibskrank Kanner, for children suffering from cancer)

• “Movember” (supporting Men’s Health issues)

• • • • •

“Paper Plane Day” (support for child leukaemia) “Relais pour la vie” (supporting those suffering from cancer) School supplies for a school in Uganda Sponsorship of a student in Tanzania Toys for Tots (supporting disadvantaged families and children in Luxembourg)

• “Walk for Water” • WWF ‘For a Living Planet’ • Zeehondencreche Lenie ‘t Hart (seal rehabilitation and research centre)

*Figures tabulated according to the fiscal year, therefore comprising portions of both the 2011/2012 and the 2012/2013 academic years.

School Trips The students at St. George’s not only have the opportunity to enjoy the rich international learning experience at school, they are also able to create lasting memories and expand their view of the world through school trips. Both residential and day trips form an important part of the curriculum. Some of the residential trips during the 2012/2013 school year have included Austria, Belgium, France, the Netherlands, and the UK.

International Space Station The school year began with a truly

with Sunita Williams, an American

380km above the earth. The con-

“out of this world” event: contact

astronaut who served as the expe-

tact was a great success and a

with the International Space Station

dition commander on the Interna-


on October 8, 2012. Ten children

tional Space Station. Each of the

participating. The entire school was

from Primary and ten children from

students practiced their own ques-

able to watch the event “live” in

Secondary were selected to repre-

tions and were then given thorough

their respective classrooms through

sent St. George’s during its contact

answers from the astronaut in orbit

a live stream feed.





School Development 18

Welcome to St George’s


Welcome to the Admin Building The St. George’s campus has continued to grow, with a new administration building opening in the summer of 2012. The building now serves as the school’s main entrance and reception area, with work space for the school’s administrative staff. The building also features a well-equipped conference room, multi-sensory room and space for student assessment and small group instruction.



The conference room is a well-utilised

Our spacious new reception area

space for staff inset training, external

serves as the first point of

exams, presentations and gatherings.

contact for students and visitors and is often full of activity.


School Development

Learning The former office and reception space in the Hamilius building could be re-structured and is now a Primary music classroom with an adjoining room for instrument storage.



The colourful waiting room is a

The building offers additional

friendly place for new students

space for assessment and

and their families to gather.

meetings with the Educational Consultant.

Annual Report 2012-2013


A Multi-Sensory Experience

An exciting additional resource located in the new admin building is the multi-sensory room, which is equipped with dozens of visual, tactile, and auditory items that serve to both stimulate and calm the senses. The teaching space, which is unlike any other in the school, is open to students and classes of all ability levels. The concept of a multi-sensory room originated in the late 1970’s and was based on the belief that basic human needs include the need for sensory stimulation, the need to make sense of the world, and the need for relaxation and enjoyment. Three major benefits of a multi-sensory environment are said to be:

Touch & Feel

1. Providing opportunities for the children to control their environment, develop/explore


cause and effect understanding, develop motor skills, and promote independence.

ment can be used for a

2. Providing a stimulating environment that inspires creativity, imagination, visual

variety of different purpos-

response, touching, and verbalizing.

es, including visual track-

3. Promoting leisure and relaxation while encouraging the use of the senses in a non-

ing and promoting con-

directed manner and promoting appropriate physical contact and relationships.





School Development

Teachers are encouraged to utilise the room for a broad spectrum of subjects and activities – for example storytelling, communication skills,



group work, and one-on-one

The glowing shapes on the magnetic


work. The space is safe for

shape board offer a more tactile ap-

shapes in the bubble tube create a

students to explore and learn

proach to recognising shapes and

calming and relaxing environment.

at their own pace and has


Students can change the rhythm of




been well-received by

the bubbles and colour of the tube

students and staff alike.

with their own interactive switches.

Infinity Panel

Mirror Ball

Fibre Optics

The fibre optic “infinity panel” cre-

A projector creates different pat-

The constantly changing colours of

ates an amazing visual effect that

terns and shapes on the wall, or

these fibre optic strands encourage

seems to stretch on to infinity. Stu-

can play off the reflections of the

the focusing of attention and pro-

dents can use the interactive switch

mirror ball. In addition to creating

vide visual stimulation.

to change the colour and motion of

a captivating atmosphere, it also

the panel.

promotes visual tracking. Annual Report 2012-2013


Parent Feedback St. George’s is always looking for

who are relocating or whose chil-

leaving questionnaire and the intro-

ways to further improve its already

dren have completed their educa-

ductory meetings we hold at the be-

high standard of student achieve-

tion to submit a leaving question-

ginning of the school year.

ment, behaviour, parental involve-

naire. Those results and comments

We would like to thank the 29 families

ment, and transparency. In addition

are then recorded and taken on

who left since the end of the

to periodic parent surveys such as

board for further school develop-

2011/2012 school year and who

the one conducted in 2011 and fre-

ment. We have received feedback

took the time to complete the ques-

quent meetings with parent repre-

from our parent representatives that

tionnaire. Your feedback has been

sentatives, we also ask all families

was very favourable regarding the

very valuable.

90% of all parents surveyed said that their children had been happy at St. George’s.

When asked if they would recommend St. George’s to others, 93% said they would or they already have.

Results I feel the school encourages participation


I volunteered as a class representative

1 2


21 11

I have helped out with school trips/cookery/arts/special events I offered to run an after-school activity/club

2 6





I found it easy to approach class teachers if I had a concern or question I felt I was well informed about my child/children’s progress in school

Strongly agree






12 16






12 16



1 1 3


10 20


3 2


I feel there is a high level of care given to pupils I feel that we gave a good level of support to our chldren and to the staff through participation in school life, parent teacher meetings, information meetings and social events



The school and staff enabled my child/children to achieve a high academic standard in their work

The school encourages and achieves a high standard of pupil behaviour





I felt the level of work to be completed at home was age appropriate



As a family we have attended special events

School Management handled any complaints that I voiced well

2 16

3 6


Strongly disagree


1 1

School Development

Curriculum Development St.


year. Media Studies – which has

pands its academic curriculum to


personal learning goals within a

proven to be a very popular option

give students more opportunities

theme-based curriculum. The cur-

choice – Drama, Psychology, and

to explore their talents, achieve

riculum now includes Luxembour-

Music Technology (with Key Stage

their full potential and broaden

gish for Years 5 and 6 in order to

5). Physical Education was also in-

their horizons.

deepen students’ knowledge of

cluded on the list of subjects avail-

Students in Primary follow the In-

their host country.

able to study at GCSE level and



In Secondary, a number of new

was extremely well-received, with



courses in Key Stage 4 are on of-

61% of all students in Year 10

schools in 85 countries* and fea-

fer for the first time this academic

electing to take the course.




Primary used






*figures provided by IPC (http://www.greatlearning.com/IPC/)

School Services The school canteen and bus servic-

to the continued high quality of our

School-provided buses are a valua-

es continue to grow in popularity –

school meals. Breakfast items con-

ble contribution to keeping the traf-

on average, there has been a 26%

tinue to be on offer before school to

fic onto the site at a manageable

increase in canteen usage amongst

students, parents and staff, and par-

level and continue to be provided

Reception – Year 6 students as

ents are invited to gather every

free of charge. After an evaluation of

compared to last year. The school

morning in the canteen. After school,

family distribution across Luxem-

takes parent feedback regarding the

a growing number of parents also

bourg, a new bus route was intro-

quality of food in the canteen very

like to keep warm and dry there

duced that runs through Bertrange

seriously and has received many

while helping their children with their

and Strassen – which was very well

positive comments from parents as


received. The already-existing bus

Canteen Lunches

routes – from Canach and Kirchberg – have seen a 29% and 15% increase in usage from last year,

Lunches taken


Annual Report 2012-2013


Challenge & Care:

Two members of staff share their impressions after one year at St. George’s

Alastair Robertson Educational Consultant

What kind of work do you do at St. George’s? Before coming to St. George’s I had worked for many years in the UK as an Educational Psychologist (EP). This involved working with children, schools, families and other professionals to see where psychology could be applied to help children’s learning, development and/or psychological well-being.

Where have you worked before this and where have you studied? I did my first degree in Psychology in London and decided I would like to become a professional psychologist. It seemed that childhood years were often the most critical for us all, so working in Educational Psychology was the logical choice. I have taught in a middle school and then in a special school for children with behaviour problems, as well as working in various roles as an Educational Psychologist.

What do you like about Luxembourg and our school? I didn’t know a great deal about Luxembourg before I came here but what impressed me most when I first visited St. George’s was the inclusive atmosphere and acceptance of differences between children on which that is based. I think the variety of experiences and backgrounds of children in an international school can make it easier to accept differences of other kinds such as special educational needs. This attitude means it is also possible to pursue excellence for all students.


School Development

Simon Wicker Teaching Assistant

What kind of work do you do at St. George’s? I am currently working as a Teaching Assistant in Year 2 and run an after-school Fun Club for Reception and Year 1 pupils.

Where have you worked before this and where have you studied? Prior to working at St. George’s I worked in the financial sector. I started my career at an International Bank in the City of London before joining the Money Markets where I worked for over 20 years as a Deposits Broker in London, Luxembourg and Tokyo.

What do you like about Luxembourg and our school? The reasons I like to live in Luxembourg mirror the qualities I like about St. George’s: it is multi-culturally diverse, and a safe environment to educate and raise children.

What is your favourite part about being a Teaching Assistant at St. George’s? My favourite part about being a Teaching Assistant is working with the children, as no day is the same and it is rewarding to see the children progress and become more confident throughout the school year. Every day I learn something new from the Teaching staff around me who continually impress and inspire me with their hard work and professionalism.

Annual Report 2012-2013


Student Achievement 28

Welcome to St George’s


Our children have been very happy at St. George’s. We appreciate the special treatment each child gets. Each child is seen as unique and education is tailored to the individual...thank you to all involved.

– a former St. George’s parent

Student Achievement Primary

English (Process Categories)

Year 6

English (Curriculum Content Categories)

Maths (Curriculum Content Categories)


*Scores from May 2013 testing not yet available at the time of print.


Maths (Process Categories)

Student Achievement

Students in Primary are assessed internally in Liter-

ment are consistently monitored throughout the year

acy, Numeracy, Science and IPC on a termly basis

to ensure all pupils are making personal progress.

as well as taking Progress in English (PiE) and Pro-

The scores from the May 2012 external testing* con-

gress in Maths (PiM) exams every May. The internal

sistently show more favourable results against the

assessments are kept as part of a pupil’s Record of

UK national average in English and Mathematics in

Achievement, which parents are invited into school

nearly every category.

to view in the summer term. In keeping with our em-

Here is an overview of the results for Milepost 3.

phasis on challenge and care, Records of Achieve-

Primary Year 5

English (Process Categories)

English (Curriculum Content Categories)

Maths (Curriculum Content Categories)

Maths (Process Categories)

Annual Report 2012-2013


Secondary We have strongly appreciated the time spent at St. George’s. In our opinion it is the best school in Luxembourg – his progress in the last 2 years has been remarkable. Thank you for the care and support. – a former St. George’s parent

The Secondary School has greatly increased its offering of GCSE and A-level subjects since 2008 and now offers 18 (I)GCSE and 16 A-level subjects from which students can choose. In addition, 3 BTEC courses in Art, ICT and Business Studies are now in their second year. Students in Secondary participate in MidYIS, Yellis and ALIS standardised testing on a yearly basis and the results are used to determine individualised learning targets. Test results from the 2011/2012 cohort are extremely positive, especially when compared to the national averages in the UK. Whereas headlines in the UK reported that top grades had fallen in 2012 with 26.6% of all entries receiving A*/A grades, St. George’s students achieved A*/A grades for 44% of their A2-level entries. Below is a breakdown of the Summer 2012 results*:

(I)GCSE Results

A/S Level Results

A2 Level Results

100% pass rate

87% pass rate

100% pass rate

44% achieved at least one A*/A

40% achieved at least one A/B

55% achieved at least one A/B

92% achieved grade C or above

60% achieved grade C or above

90% achieved grade C or above

95% achieved 5 or more A-C grades

IGCSE Participation and Grades


AS Level Participation and Grades

*Results for exams taken in the summer of 2012. Grades for this year’s cohort are expected in the summer.

Student Achievement

St. George’s also continues to offer its after-school Fun Club for students Did you in Primary and know? its Secondary HomeA levels are the British equivalent work Club, which are very well-atof the IB (International Baccalautended. reate), which grant you access

A2 Level Participation and Grades

to universities all over the world. Students begin by taking national exams at age 16, (I)GCSEs, and must achieve a minimum of 5 or more passing grades in order to progress from Year 11 into Year 12 (Sixth Form). Many subjects require students to have achieved an A or a B in an (I)GCSE exam in order to continue with the subject at A level. At the end of the first year of Sixth Form, students typically take four AS level exams; an

University Placement

A-C grade is recommended in order to continue with three chosen subjects in Year 13. At the end of Year 13, students take A2 exams.

The members of last year’s graduating class are currently pursuing

British A-levels are welcomed

the following courses at these universities:

internationally by employers and universities and are roughly equiv-

Business Management at Copenhagen Business School, Denmark Biology at the University of Genoa, Italy Business Management at Kings College London, UK Chemistry at the University of Sheffield, UK Children, Families & Education at York University, UK Economics & Business Economics at Erasmus University, Netherlands International Business Administration at Erasmus University, Netherlands Management & Entrepreneurship at Lancaster University, UK Nursing at Liverpool University, UK Event Management at Southampton University, UK Theatre & Performance at University of Hull, UK

alent to the French Baccalaureate and the German Abitur.

Members from the class of 2013 have received university acceptances from a wide range of universities, including the following: University of Bath

University of Kent

University of Manchester

University of Bradford

Loughborough University

Norwich University

University of Brighton

Lancaster University

Plymouth University

University of Edinburgh

London Metropolitan University

University of Reading

Annual Report 2012-2013


Life after St.George’s

Alumni report back on their experiences since finishing their St. George’s education

Stephanie Thompson Liverpool University, UK I am currently studying Adult Nursing at a Degree Level at Liverpool University. During my two years at St. George’s I completed three A-levels in Psychology, Sociology and English Literature. The thing I liked best about St. George’s was the atmosphere. Coming from a relatively large school to St. George’s was a shock at first, however I soon realised that St. George’s could pride itself on the close relationships that are built. I have made some of the best friendships and some of the best memories at this school. I would definitely recommend St. George’s to other students looking for a Secondary school. Academically, it’s a place where an individual will be encouraged to be the best they can be. They will have some of the best teachers they’ve ever known to guide them. Socially, they will receive the most amazing experiences and will meet some of the most wonderful people with the most interesting stories. Thanks to St. George’s, I know that I can go anywhere and achieve anything.

Karan Garg International Business Administration at Rotterdam School of Management, Netherlands I currently study International Business Administration (IBA) at the Rotterdam School of Management (RSM), Erasmus University. So far I’ve studied a variety of different subjects including Microeconomics, Macroeconomics, Maths, Statistics, Finance and Accounting, Organisational Behaviour, etc. At St. George’s, I completed my A levels in Business Studies, Economics, Mathematics and Sociology, which prepared me to study business at university and gave me a good foundation to build on. Unlike the small and focused classes I used to have at St. George’s which I really miss, I currently sit in lectures with 450+ students, which is a totally new experience. However, St. George’s gave me the skill set and opportunities to develop myself as an international student who is adaptable to any environment, making the transition from school to university easier, allowing me to fit in well with university life. Completing the A levels prepared me for the rigorous work routines at university and gave me a base from which I can develop myself as an international citizen, which is why I would recommend it to any student looking for a challenge and a secure path to higher education or work. I hope to graduate in 2015 and then aim to either continue studying to obtain a Master’s degree or work for a few years before doing an MBA, after which I aim to work for a big multinational corporation or start and run my own business.


St. George’s gave me the skill set and opportunities to develop myself as an international student who is adaptable to any environment. – Karan Garg, a St. George’s graduate

Ingrid Haga Øvreeide Queen Mary University of London, UK I am currently doing a Master of Science degree in Chemistry at Queen Mary University of London, and I completed my A-level Chemistry, Economics, Geography and Mathematics courses at St. George’s. St.George’s helped me prepare for university by providing information about different universities and courses available, not only in the UK, but in the rest of the world as well. They also helped by providing information regarding the financial aid available in Luxembourg. What I liked best about St. George’s was that I met so many people from different countries, cultures and backgrounds. Also, because the classes were small, the teachers were able to focus on each student’s individual needs and customise the classes to that. Right now I plan to finish my degree, then hopefully get a job, either in medicine or the petroleum industry.

Emily Ball Events Management at Newcastle College, UK I am currently completing my foundation degree in Events Management at Newcastle College in Newcastle upon Tyne. At St. George’s, I undertook 2 A levels in Art and Design and in French, as well as 2 AS levels in Psychology and Economics. St. George’s provided amazing support and help for university thanks to weekly tutorials to help complete the UCAS application and to help students identify their future career plan by verifying their strengths, interests and capabilities. As well as these points, the teachers at St. George’s were always around to help and answer questions. Originally I was at the European School of Luxembourg, which in my opinion was too crowded and I personally did not like the atmosphere there nor the system. I then moved to St. George’s, which was a completely new atmosphere due to the size of the school, classes and year groups in general. It took me a while to get used to the actual school system and structure, but over the 2 years I was there, the things I loved most about the school was the constant friendly atmosphere, the freedom to choose classes that suit your interests, the help and support from the teachers due to the small number of pupils within a class, and lastly the general family vibe I obtained from the school. I would recommend St. George’ s to others due to its atmosphere and great help and support. Now that I have completed my foundation degree in Events Management, my plans now are to complete my actual honors degree in Events/Tourism and Hospitality Management at Plymouth University. After this, my future plan is to become an activities coordinator on a cruise ship.

Annual Report 2012-2013


Achievements at Home and Abroad

St. George’s gives its students countless opportunities to participate in international competitions that allow them to meet students from all over the world. We are proud of the many efforts of the students and their families that allow St. George’s to maintain such high standards, opening the door to dozens of learning opportunities throughout the year. Stuttgart

the team consisted of two Year 9

and the Middle East participated in

Eight children from Year 6 went to

students, who were our veterans

the contest. The motions ranged

The International School of Stuttgart

having competed last year, and two

from topics as diverse as space ex-

in March to take part in Math Quest,

Year 8 students. The competition

ploration, internet censorship, high-

an international maths competition

lasted all day and was divided up

er education funding and euthana-

which consisted of an individual

into 4 team rounds. The atmosphere

sia. Considering our team was in the

round, a maths investigation, a con-

was fantastic and the team mem-

same qualifying group as the two

struction round and a group task.

bers were superb ambassadors for

eventual finalists, St. George’s did

There were 21 teams from schools

the school. Finishing 7th out of 35

extremely well to make it through to

all over the world taking part and the

teams was an unbelievable achieve-

the quarter-finals of the competi-

two teams from St. George’s did ex-

ment in only our second year of

tion. In addition, one member of our

tremely well.


team was chosen as one of the best 10 speakers out of 90 students tak-



ing part. We consider this competi-

For the second year in a row, the

St. George’s took four students in

tion to be a very bright start to the

school has been represented at the

Year 11 to Prague to compete in the

school’s competitive debating ac-

UKMT team competition at the ex-

inaugural COBIS World Debating Fi-

tivities and hope to enter the COBIS

amination schools in Oxford. This year

nals. Sixteen schools from Europe

finals again in The Hague next year.


Student Achievement

Photo by Sarah Jane Muirhead.

Sport St. George’s offers a number of ex-

sports including football, basketball,

Games” tournament in The Hague.

tra-curricular sporting activities for

boccia and multi-sports (more de-

The team competed against 15 oth-

students. Out of those, the Unified

tails about this project may be found

er international schools from all over

Sports club has the highest mem-

on page 16).

the world. The team took 3rd place

bership of any club in the school.

This year, the school also sent a

in Basketball, 5th in Athletics and

Over 50 students from Years 6-10

team of Primary students to com-

5th place overall.

participate each week in a range of

pete in the second annual “COBIS

Mérite Jeunesse The Mérite Jeunesse, also known as

strate their commitment and motiva-

cient outdoor skills at all times. They

the Duke of Edinburgh’s International

tion in achieving the goals they set for


Award, is a self-development pro-

themselves in each of the areas.

their skills, service and physical sec-

gramme offered to students in Years

This year students have made a great

tions and will receive their awards

9-13. The award is comprised of four

deal of progress in working towards

from Prince Guillaume in March 2014.

sections – designed to encourage

their Mérite Jeunesse awards. Seven

12 students in Year 11 and 5 students

personal development and growth in

Year 10 students recently completed

in Year 12 will be undertaking their

young people – in the areas of Com-

their assessed Bronze expedition in

Silver and Gold expeditions in late

munity Service, Skill Development,

Echternach. They hiked 24 km over

June this year in the Vosges. 19 stu-

Physical Recreation and Adventur-

two days with heavy packs, demon-

dents in Year 9 completed their


strating a strong team spirit and effi-

Bronze practice expeditions in April.







Annual Report 2012-2013


Extra-Curricular Activities Clubs continue to grow in populari-


ty, with a wide variety of different

from 36 to 47 different clubs*. Ap-




proximately 60% of all students in

year, which is a 9% increase overall

George’s increased the number of

Years 1-6 and 59% of all students in

from the previous year.










Extra-Curricular participation






Sport has become much more popular amongst Primary students this year, with the most popular clubs being Fun Fitness, Team Games, and Football. Football covers the widest range of ages, from Reception age to Secondary being invited to play. “Other” category includes: Chess, Gardening, Nature/Outdoor, Playing Cards.

Fun Club

“Other” category includes: Chemistry, Enterprise, Gavel, Study Hall, Maths, Mérite Jeunesse, Programming.

St. George’s added two additional

tion has increased again this year

pation is down 5% from last year,

fun club groups this year, offering

(up 4.5% from 2011/2012) and the

most likely due to the two new study

more capacity to accommodate a

clubs remain extremely well-utilised.

hall groups which were added as

larger number of children. Participa-

Secondary Homework Club partici-

extra-curricular activities.

Participation in Primary Fun Club by year group: EY 22%

Rec 25%













Average 20.5%

Participation in Secondary Homework Club by year group: Y7 20%

Y8 23.3%



Y10 5%



Average 10%

*Approximate values due to the fluctuation in the number of children enrolled and the differing number of clubs that are offered in the Autumn, Spring and Summer terms. Does not include clubs that were offered but could not run due to lack of enrolment.


22 students took instrumental exams with the

The number of children participating in private music lessons and

Guitar, Trumpet, Saxophone, Flute, Violin,

ensembles continues to grow each year, as does the number of musicians

and Percussion. This number is up from 12

on staff. 146 children currently take lessons, with voice, trombone and

participants the previous year. 95% of the

clarinet being taught for the first time this year. Children are given several

2012 participants received a passing grade,

opportunities to perform throughout the school year.

5 of them with distinction. 24 students will

Associated Board of the Royal Schools of Music in June 2012 in Piano, Percussion,

be participating this June.


Student Achievement

Art St. George’s invites members of the community, parents and staff to attend its Art Exhibition each year, which features hundreds of pieces of artwork by St. George’s students of all ages. In addition, pupils taking GCSE exams in Art display their work in a special exhibition held for that purpose.

Drama In addition to an extra-curricular drama club, this has been the first time that Drama has been on offer as a GCSE course for students in Key Stage 4. Students in Early Years – Year 2 perform in musical productions each year.

Annual Report 2012-2013


Finance 40

Annual Report 2011-2012



January – December 2012

Income 2012

Expenditure 2012

1. Summary of Income and Expenditure Accounts Jan-Dec 2012 (EUR) Jan-Dec 2012


Var /N-1

Jan-Dec 2011

Var /N-1

Jan-Dec 2010


Net Tuition/Appl. Fees + Ancillary Activities




Frais de Scolarité/Admission et Activités Annexes

Subsidies from Luxembourg Ministry of Education




Subventions du Ministère de l’Education Luxembourg




Fonds levés par les parents




Transfert du « Stability Fund »




Autres Produits



Parents Fundraising – Net (1) Transfer from Stability Fund Other Income












Salaires et Frais Liés

Educational Expenses




Matériel Didactique

Buildings (Utilities, Maint., Sports Facilities, etc)




Immeubles (Entretien, etc)

Furniture and Equipment (incl. IT)




Mobilier et Equipement (y compris Informatique)

Other Expenses




Autres Charges





Salaries and Related Expenses



8,397,187 0


7,270,487 0


(1) The accumulated net amount raised by parents (1,685 Eur) is ring-fenced and planned to be used in 2013. (2) The Other Income includes both the Income and the Expenses linked with the Comenius project. Note: The School’s 2012 accounts were audited and approved by Luxembourg Government in February 2013.


2. Balance Sheet as of December 31st, 2012 (EUR) ASSETS










Buildings and Equipment (Net Cost)




Bâtiments et Equipement (Coût Net)









Accounts Receivable




Comptes Clients

Subsidies Receivable




Subventions à Recevoir

Bank - Current Accounts




Banque-Comptes courants

Bank - Building Fund Acc.


see below

see below

Comptes « Building Fund »

Bank - Stability Fund Acc.




Compte « Stability Fund »



















- 151,506

- 151,506

- 151,506

Report à Nouveau




Résultat Exercice

Stability Fund




Fonds de Roulement









Prêt à Long-Terme BCEE

See above



Comptes « Building Fund »

Refundable Deposits




Cautions Remboursables

Accounts Payable




Comptes Fournisseurs




Prod. constatés d’avance




Autres Charges à payer











Petty Cash

LIABILITIES EQUITY Accum. Profits/(Losses) Current Year Profit/(Loss)


Prepaid Tuition Fees Other Current Liabilities

Annual Report 2012-2013


3. Luxembourg Government Subsidy Law The School receives three types of subsidy that have been in force since January 1st, 2004: 1. Per capita subsidy to support annual operating expenditure for all students age 3+ on September 1st. Amount per capita (for 2012)

Primary pupils € 3,144 Secondary students € 5,926

The law does not allow for the subsidy to permit the School to make a surplus. If a loss is made, the government does not provide any further support. However, negotiations with the government have resulted in approval for a Stability Fund. Contributions to this Stability Fund are now invoiced as a separate item to parents and the amounts received are held in a separate bank account. If the school suffers a loss, the amount of the loss can be recovered from this Stability Fund. The Stability Fund is currently capped by the law to 50% of the salaries and related charges in 2007. 2. Maintenance subsidy up to 2% of standard government cost per m³ for buildings. For maintenance of building infrastructure only. The School started to receive this Subsidy in 2010. 3. Building subsidy covering up to 80% of government-approved quotes for buildings.

4. Stability Fund Bank Account Transfers into, and out of, the account (EUR):

Amounts In


130,485 216,581 294,557 366,495 121,480 114,078 5,545

2006 2007 2008 2009 2010 2011 2012




(65,164) (384,595) 0 0 (77,319) (59,792)

130,485 281,902 191,864 558,359 679,839 716,598 662,351


5. Building Fund Bank Account Building Fund contributions have been in operation since 2003. The account has two principal uses. First, it provides a short-term credit facility for the financing of any building. Once the total cost of the new building, net of government subsidy payments, has been finalised, the net cost of the building is transferred to a long-term loan. The repayments on this loan are then financed by drawings on the Building Fund. Transfers into, and out of, the account (EUR): Year

Amounts In

Paid for Constructions


44,400 88,841 78,659 272,380 198,027 301,379 392,440 804,467 689,629 1,000,000

0 (50,153) (81,177) (138,197) (1,645,530) (754,470) (2,188,182) (609,749) (728,087) (769,985)

2004 2005 2006 2007 2008 2009 2010 2011 2012

Loans (Net)


1,645,530 653,397 (156,373) 637,966 (169,819) 607,502

44,400 83,088 80,570 214,753 412,780 613,086 (1,339,029) (506,345) (714,622) 122,895

6. Budget Jan-Dec 2013 (EUR) Jan-Dec 2013


Net Tuition/Appl. Fees + Ancillary Activities


Frais de Scolarité/Admission et Activités Annexes

Subsidies from Luxembourg Ministry of Education


Subventions du Ministère de l’Education Luxembourg

- 1,685

Fonds levés par les parents

Transfer from Stability Fund


Transfert du « Stability Fund »

Other Income


Autres Produits




Parents Fundraising - Net

TOTAL INCOME EXPENDITURE Salaries and Related Expenses



Salaires et Frais Liés

Educational Expenses


Matériel Didactique

Buildings (Utilities, Maint., Sports Facilities, etc)


Immeubles (Entretien, etc)

Furniture and Equipment (incl. IT)


Mobilier et Equipement (y compris Informatique)

Other Expenses


Autres Charges






Annual Report 2012-2013



Annual Report 2012-2013


Leadership & Governance Letter from Mark Turner Chairman, Board of Governors

Our school is an inclusive, vibrant

We look forward to welcoming you

international community of pupils

to St George’s! Within an environ-

aged from 2 years 9 months, repre-

ment that is fun and supportive.

senting over 40 different nationali-

This philosophy is at the heart of

We believe that learn-

ties. This rich diversity provides a

everything that we do.

ing should be accessible

unique and exciting learning envi-

Our school is an inclusive, vibrant

to everyone, with every

ronment for every child. To prepare

international community of pupils

child able to find the tools

our pupils to be outstanding 21st


and opportunities they

century global citizens, we nurture

2 years 9 months, representing over

need to achieve their full

strong values in our pupils, based

40 different nationalities. This rich


on mutual understanding and re-

diversity provides a unique and ex-

within an environment


citing learning environment for eve-

that is fun and supportive.

Considerable care is taken to en-

ry child. To prepare our pupils to be

This philosophy is at the

sure that learning is personalised

outstanding 21st century global citi-



zens, we nurture strong values in

individual needs. We believe that pu-

our pupils, based on mutual under-

pils thrive when there is a strong

standing and respect.


heart of St George’s International School everything that we do. Luxembourg 11, rue des Peupliers L-2328 Luxembourg Phone: +352 42 32 24 Fax: +352 42 32 34 E-mail: reception@st-georges.lu www.st-georges.lu





Considerable care is taken to en-

home and pride ourselves on offer-

sure that learning is personalised

ing a warm welcome and providing


ongoing support for all new fami-

individual needs. We believe that pu-


pils thrive when there is a strong


Profile for St George's Communications

Annual Report 2012-2013  

Annual Report 2012-2013