Annual Report 19-20_10

Learning and Growing creatively & collaboratively in a difficult time

Annual Report 2019-20

Sections

Message from the Head of School Page 4

Academic Merit Scholarships Page 9

Message from the Board Chair Page 5

Academic Results Page 10

2019-20 A Year of Learning and Growing Creatively & Collaboratively in a Difficult Time Page 7

Class of 2020 University Placements Page 16

Student Ambassadors Page 8

Student Enrollment Statistics Page 18

Campus Work Page 25

Strategic Planning Process Page 26

Thank You Note Page 28

ST. JULIAN'S SCHOOL

Financial Results Page 23

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ST. JULIAN'S SCHOOL

Parents' Association Page 22

The world has undergone much turmoil in 2020 and we look forward with optimism and hope to a brighter future ahead. We hope that you enjoy reading this publication and that you find joy in the great things that were achieved last academic year.

The academic year also saw the launch of our new strategic plan: a plan focused on student learning and strategic objectives related to ‘Organisational Learning, Resources for Learning, and Teaching and Learning’. This plan has formed the bedrock of decision-making throughout the year, ensuring that decisions are made through the lens of student learning.

In this Report, you will find a celebration of 2019-20, a very different year, no doubt, yet one in which our students continued to learn and find joy in learning. The Annual Report complements other publications designed to celebrate the life of the school, in particular Wings and The Lighthouse, but also our social media channels (notably

Nicola A. Mason

Head of School

The Portuguese Government decreed on Thursday 12th March 2020 that all schools should close due to the pandemic. The Board is incredibly proud of the swift response, skill and organisation of the Senior Leadership Team that ensured the school was able to restart four days later on a fully remote learning model. This, however, was a significant challenge given we had no previous experience of providing online teaching on such a scale. The school and staff faced many challenges in the initial weeks. All three school sections required a different approach and creative solutions, and there was no precedent or playbook to follow. With support from parents, our educational adviser, and international schools around the world, the St. Julian’s Remote Learning System was developed and continuously refined, and remote learning continued to the end of the academic year for the majority of students. The Board is extremely grateful to the parents for their continued support. We would also like to express our heartfelt gratitude to the Head of School, the Section Principals, all teachers, support staff, and the Leadership Team for their hard work and resilience. It was truly a team effort.

Our priority is, and has always been, the safety and welfare of our students, staff and all members of our community, and this

The Board congratulates all our 2020 IB graduates and wishes them well as they further their university studies and beyond. We also congratulate the Year 11 students on achieving excellent IGCSE examination results, and also wish them continued success for the next stage of their education.

The Board continued to support the school in key areas, including enhancing the bursaries fund to enable us to support those families experiencing difficulty as the global crisis affected businesses and employment.

We have maintained our engagement with the Cascais Municipal Authority (CMC), and with Alves Ribeiro with whom we are working closely on the planned redevelopment of the Carcavelos area which includes St Julian's School. Together we have responded to all of the issues raised by the authorities in order that the project can move forward. Unfortunately, mainly due to the COVID-19 situation as all public authorities focus their efforts on managing the pandemic, it has not been possible to schedule face to face meetings with the CMC, and we are therefore experiencing further delays. We are, nevertheless,

ST. JULIAN'S SCHOOL

The togetherness that we experienced whilst being apart, however, resounded. We found joy in being part of our school community. From virtual learning to virtual parents’ evenings and virtual Christmas concerts, we have remained strong as a community.

I would also especially like to express deep thanks to the Board of Governors for their time, dedication and commitment in supporting the school and the Leadership Team over this challenging year. A special thank you goes to our Board Chair , Alan Johnson, for the significant amount of time that he has dedicated to supporting the school in his first year as Chair.

The Annual Report reflects the challenges and successes of the academic year. 201920 was a challenging year, dominated by the COVID-19 pandemic that affected all aspects of life in the world, the country, and the school.

The excellent results achieved by our IGCSE and IB students this year have certainly made us proud. After the cancellation of all examinations, grades were awarded by the espective examination bodies, based on a combination of class assessments and teachers’ predictions.

The results achieved in this context reflect the dedication of our teachers and our students’ application, talent and commitment to excellence.

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M essage from the H ead of S chool

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ST. JULIAN'S SCHOOL

2019-20 was an academic year that none of us could have ever envisaged or imagined.

A global pandemic led to governments around the world having to make the difficult decision to ask millions of people to stay home, work from home and learn from home. St Julian’s and countless schools worldwide had to switch to remote learning practically overnight.

I would like to express a special and heartfelt thanks to our amazing leadership, teaching and support staff team, who have gone above and beyond to ensure that student learning and well-being continues to be at the heart of everything that we do. My gratitude and appreciation also goes to our students and their families, who have shown a resilience and determination that has made me very proud.

Message from the Board Chair

remains a key guiding principle.

The Board looks forward to continuing its support to the Head of School.

M essage from the B oard C hair

Message from the Head of School

our Twitter, Instagram, Facebook accounts @ StjuliansLisbon).

We would like to thank our students and their families. Faced with extreme daily challenges, they have remained committed to our community and together contributed to a very successful academic year.

We all look forward to better times, when we can bring back the joy of being together in person.

On a final personal note, it has been a privilege to have been a member of and chair of the Board of Governors, particularly in these challenging times, and I would like to thank my Governor colleagues and Nicola Mason for their dedication to ensure St. Julian’s remains a truly great school.

Alan Johnson

Chair, Board of Governors

Parents will undoubtedly remember the 2019-20 school year for the disruption caused by COVID-19. Nonetheless, this context enabled St. Julian’s School to test its operations, staff, students and community resilience like never before. The capability to be creative together contributed to a successful year of learning and personal development, which produced significant achievements.

At the beginning of the school year, Mr Daniel Norbury was appointed Secondary Principal, joining Dr Nicola Mason, Head of School, Ms Angela Harris, Primary Principal and Dra. Maria de Lourdes Silva, Curriculum Bilíngue Principal in the leadership of the school. Together the team launched the new Strategic Plan at the start of the year, a plan that focused on embedding a holistic view of education and student learning.

The school recognises that focused and personalised professional learning is essential to enhance teaching and staff’s continuous development. For that purpose, we have implemented a new Professional Learning model, linked to our strategic objectives. During the 2019/20 school year, our staff reported over 1.600 hours of training.

Notably during 2019/20, and due to the COVID-19 pandemic, the school moved to full Remote Learning in March. This transition period required hard work and creativity from our teachers, parents, and students and investment in new technologies and applications to support effective learning.

Our students continued to perform exceptionally well, receiving scores well above the world average. This year, 27% of our students achieved 40+ points in their IB Diploma results.

The IB Diploma pass rate was a perfect 100%, compared to a world average of around 80%.

In this challenging and socially distanced year, the school greatly benefited from a new Communication & Development Director who focused on developing communication features to enable an open and direct communication flow with the school’s community. As part of this aspect of the school’s Strategic Plan we have developed a renewed St. Julian’s Website, a new look and feel Lighthouse and The Week Ahead newsletters, a series of podcasts titled “The Keeper’s Pod”, and a focus on an active and dynamic sharing of the school’s stories in social media via Twitter, YouTube, Instagram, SoundCloud and Facebook.

2019/20 was a year like no other. We are exceptionally proud of our school community and grateful for how it helped shape our future and uphold our values allowing us to keep St. Julian’s shining brighter.

ST. JULIAN'S SCHOOL

M essage from the B oard C hair

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ST. JULIAN'S SCHOOL

Echoing the comments made by our Head of School in this publication, the Board recognises the significant work and effort put in place by the Leadership Team, the teachers and support staff to help our students achieve their goals while studying remotely. Their resilience and innovation have been inspiring.

A year of learning and growing creatively & collaboratively in a difficult time

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At the 2019 Annual General meeting Murphy Cobbing, Jamie Darke and Taheer Saiyad were appointed to the Board. They have made substantial contributions to Board discussions and supported the school on various Board subcommittees. Maria Luís Mendes was elected to the Board of Governors at the 2020 Annual General meeting in November. Maria brings extensive experience having chaired the Board and been on committees of an international school.

2019-20

In order to develop authentic leadership opportunities for students the school’s previous Prefect system was developed into a Student Ambassadors team. Over time, the aim is to engage younger students and develop student agency and empowerment throughout all school year groups.

2 0 1 9 - 2 0 A year of learning

doing everything we can to conclude the remaining steps as quickly as possible. In this respect we would like to thank Clive Brooks who continues to give much of his time to support this work.

Awarded in the 2019-20 Academic Year St. Julian’s school is particularly proud of this year's IB Diamond Jubilee Scholarship recipients Alan Dawson (1), Tomás Alves de Almeida (2), Gabriel Tan (3) , Maria Teresa Fernandes (4) , Matteo Robertson Ballotta (5), and Francisca Cadete (6), recipient of the Portuguese Section 80th Anniversary Scholarship.

leadership.

This year, during lockdown, we worked on proposals for each of these aspects to help define student leadership at St Julian's for years to come. This has been an amazing experience, which allowed us to establish and build on relationships with our team members, the student body, the school's leadership teams and the wider SJS community, even through a pandemic which made it difficult at times for us to reach out and communicate with the St Julian’s community.

We feel proud and satisfied to have been the first generation to take on a new approach to Student Leadership! We encourage all students to get involved in their school community as much as possible and take advantage of the many opportunities St Julian’s has to offer and we wish the best of luck to the

The school's Scholarships Policy and awarding process will be subject to review, with a view to new criteria being in place as of the current academic year.

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S tudent A mbassadors

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new Ambassadors.

The Golden Jubilee Scholarship (Year 9) was not awarded at the end of 2019/20, given this year's extraordinary circumstances, the funds which would usually be allocated to the Golden Jubilee Scholarship were used to reinforce the school's bursaries fund and assist families within the school community in need of financial support.

Tristen Boga-Torres and Giulia Cianci

2019-20 Senior Student Ambassadors

ST. JULIAN'S SCHOOL

ST. JULIAN'S SCHOOL

The Student Ambassadors represent the student body and work with the school's leadership, contributing to a stronger community. In time, the aim is to engage younger students and improve student agency within the school.

St. Julian’s for us means Passion, Community & Development. In our role as Senior Student Ambassadors, we focused on three main aspects: the Ambassador Team’s structure, representation of younger years and communication between the school body and its

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The school has aimed to raise the role of student leadership at St. Julian’s and develop authentic leadership opportunities for our students through a vigorous application process, which translates into more effective student representation.

Academic Merit Scholarships

A cademic M erit S cholarships

Throughout the 2019-20 academic year, student leadership at St Julian’s went through significant reform resulting in the creation of a new system. As part of this new system students undergo a rigorous selection process to become a team of Student Ambassadors led by two senior ambassadors. These replaced the Prefect and Head Boy & Head Girl team.

Testimonial

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Student Ambassadors

Figure 4.2 Graph shows the A*-C (4+) results over time.

Academic results

A*/C % 100 98 95

St. Julian’s continuous focus contributes to helping our students learn, evolve and achieve their full academic and personal potential. And although the 2020 examination year was an unprecedented one, in that external examinations did not occur due to the COVID-19 crisis, our school continued to use the Centre for Education Monitoring (CEM) based at the University of Durham to provide statistical information that is relevant to assess what each individual student achieved in relation to their academic ability.

During the 2019-20 school year, a total of 94 students completed IGCSE courses, and 80 students completed IB courses in June 2020.

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CHART TO SHOW COMPARISON OF I/IGCSE GRADES 2020

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Figure 4.3

Figure 4.2 Graph shows the A*-C (4+) results over time.

A* - C /4 +

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59.8 57.5 53

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Figure 4.1

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A*-A and A*-C percentages compared with the whole of the UK and the Independent Schools Council (ISC)

56.8

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49.9

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2016

2017

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47.3 43.8

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ST. JULIAN'S SCHOOL

The A*-C percentage was 98.4%, an increase of 5% on last year as shown Figure 4.2. The A*-A (including grades 7-9 on the new numerical system) percentage was 59.8, an increase of almost 5% on last year and the highest for over 10 years as shown in Figure 4.3.

A* -A O R 9 - 7

27.9 25

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The chart shows the percentage A*-A (9-7) and A*-C (4+) I/GCSE grades compared with those of all UK schools and those of the Independent Schools’ Council (ISC). *Note that ISC figures are from 2019.

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Figure 4.3 Graph shows the A*-A (9-7) results over time.

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A cademic R esults

A cademic R esults

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ST. JULIAN'S SCHOOL

EXAMINATION RESULTS - I/GCSE Please see Figure 4.1 on the right for the A*-A and A*-C percentages compared with the whole of the UK and the Independent Schools Council (ISC). Note that unlike St Julian’s, many ISC schools have a selective intake and include schools such as Eton and Wycombe Abbey.

MAKING A DIFFERENCE FOR OUR STUDENTS: VALUE-ADDED

I B AVE R AG E G R A D E 38

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2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Figure 4.5 The chart shows the average IB score over time.

Note that this average includes all students who sat the IB at St Julian’s, including those who did not pass the Diploma.

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Number of students with top mark (5) Portuguese

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Grade average- Maths

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ST. JULIAN'S SCHOOL

2017-18

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ST. JULIAN'S SCHOOL 12 A cademic R esults

Grade average Portuguese

2016-17

The same system is used to analyse the results from the IB examined subjects. Figure 4.8 shows the average value-added score (average standardised residual) over time, and also indicates that the average value-added score increased in 2020.

When calculated as a ‘z score’, which enables this value-added residual to be placed on a normal distribution curve (figure 4.9), the value shows that St Julian’s is operating in the top 86% of schools worldwide (in comparison with other schools using the CEM statistical information), a significant increase in comparison to 2019.

Statistical Process Control Chart Nationally Representative Standardisation GCSE Overall Final Analysis Based on results received by CEM up to 06/10/2020

EXAMINATION RESULTS 9º ANO NATIONAL EXAM RESULTS The 9º ano National Exam results are shown in Figure 4.6 below. The table shows that the results awarded, which were based on internal assessments and schoolwork, as students were unable to sit their exams. The results are in line with previous academic years with an increase in the average grade for Portuguese.

ACADEMIC YEAR

IGCSE means that the students have attained half grade on average above their targets. The overall value-added score for I/GCSE for 2020 based on the Y10 cognitive ability test showed an increase in comparison to the previous 6 years, as indicated in Figure 4.7 below.

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Number of students with top mark (5) Maths

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Figure 4.6 Table showing the results for the 9ºAno National Examinations.

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EXAM YEAR

Figure 4.7 Graph to show the I/GCSE value-added over time.

The values beyond the dark grey areas indicate a statistical significance.

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A cademic R esults

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The School uses the Centre for Education Monitoring (CEM) based at the University of Durham to provide statistical information that enables us to analyse how well individual students achieved in relation to their academic ability. On entry to Year 10 (IGCSE) and Year 12 (IB), students sit a cognitive ability test (Computer-adaptive baseline test, CABT) which enables a ‘target’ or ‘predicted’ grade to be generated for each subject that a student takes.

CEM uses this in addition to the actual examination results to generate an average standardised residual or ‘value-added score’ for each subject - the difference between the statistically predicted grade, and the actual. A residual of 0.5 for

AVERAGE STANDARDISED RESIDUAL

EXAMINATION RESULTS - IB The average point score for IB was 36.6, an increase of 35.0 from 2019, as shown in Figure 4.5. Twenty-one students achieved more than 40 points, one of the highest for some years. The top three points were 45, 44 and 43.

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Figure 4.8 SPC Chart - Results from all qualifications. Chart to show the average value-added across all subjects taken at IB. Extracted from the CEM ALIS Report 2020 for St Julian’s and based on the Year 12 cognitive ability test.

The Progress Test in English (PTE) is a standardised assessment of pupils’ technical English skills (spelling, grammar and punctuation) and reading comprehension. This is designed for use year on year to support teachers in benchmarking students' English knowledge, and measure their progress over time. This can help in identifying those in need of extra help, as well as those who are particularly able.

The Progress Test in Maths (PTM) is a standardised assessment of pupils’ mathematical skills and knowledge. The test assesses two dimensions of Maths learning: mathematical content knowledge (Curriculum Content Category) and understanding and applying mathematical processes through reasoning and problem solving (Process Category).

ST. JULIAN'S SCHOOL

As a consequence of the move to remote learning in March 2020, these assessments took place in October 2020.

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In Year 5, the English tests indicate that 32% of the students are working at an above average level, with a further 25% working at high average. In Maths, 34% are working above average, and 17% at high average.

The mean standard scores for both English (113.8) and Maths (111.1) are higher than average.

Figure 4.9 Year 2020. Value-Added Distribution Graphic. Chart to show the z-score for St Julian’s, indicating how where St Julian’s sits on a normal distribution curve with other schools Worldwide using CEM statistical information.

In Year 4, the English tests indicate that 28% of the students are working at an above average level, 15% working at a high average. In Maths, 32% are working above

In Year 2, the first year of testing, the English tests indicate that 12% of the students are working at an above average level. In Maths, 6% are working above average. The mean standard scores for both English (98.9) and Maths (100.3) are average.

The tests are used summatively year on year to ensure that all students make progress and are used to inform planning and learning opportunities

ST. JULIAN'S SCHOOL

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AVERAGE STANDARDISED RESIDUAL

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External benchmarking tests in English and Maths take place in Years 2 to 6. The Progress Tests are a series of age-appropriate tests for schools to use to ensure that students are maintaining good progress in English and Maths, and are used widely in international schools.

average, and 3% at high average. The mean standard scores for both English (112.4) and Maths (104.5) are higher than average.

In Year 3, the English tests indicate that 37% of the students are working at an above average level, with a further 10% working at high average. In Maths, 29% are working above average, and 2% at high average. The mean standard scores for both English (107) and Maths (104.7) are slightly higher than average.

A cademic R esults

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A cademic R esults

EVALUATING PROGRESS IN THE PRIMARY YEARS

Of the 69 students applying to UK universities, 48 took up places with 86% achieving their first choice of university and 14% a second choice or through clearing. Of these, 65% are attending Russell Group Universities.

UK Universities represented include: Oxford, Cambridge, Nottingham, Imperial, King's, Exeter, Queen's (Belfast), Durham, SOAS (London), Leeds, Warwick, University of Arts (London), Loughborough, Sussex, UCL, Bath, Queen Mary, Birmingham, Aberdeen, Glasgow School of Art, Edinburgh and Bristol.

Students have also gained places in the US (Yale, Boston University, Carnegie Mellon, NYU, Georgetown, and Berklee College of Music), Canada (University of British Columbia), Netherlands (Eindhoven, Groningen and Utrecht), Spain (Les Roches Marbella), Italy (Bocconi), France (ESCP Business School) and Czech Republic (Charles University).

Number of students

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0 Times Higher Education “Top 20 University”

Times Higher Education “Top 50 University”

Guardian “Top 20 University”

Figure 5.1 Graph showing the increase in the number of students attending a ‘Top University’ around the World according to two different ranking systems.

Olivia Organ

St. Julian’s Class of 2019

U ni v ersity P lacements

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ST. JULIAN'S SCHOOL

My interest for engineering at higher education came with challenges as Mechatronic and Robotic engineering is a very niche course, which a small number of universities offer. However, the University of Sheffield holds a global reputation for research and innovation, and has recently invested in a new engineering department with modern facilities. This coupled with a vibrant student city, made it the choice for me. Despite only 10% of students on my course being female, I have not encountered any obstacles in the field; if anything, I have been handed more opportunities as STEM departments and companies are pushing for more female representation.

The experience of St. Julian’s and the stringent IB Diploma has helped me to develop an 'international mind', with the ability and empathy to see issues from multiple perspectives, and to be able to communicate effectively, all skills critical to my area of study.

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U ni v ersity P lacements

Testimonial

ST. JULIAN'S SCHOOL

Our school records indicate that 71 out of the 80 graduating students in the Class of 2020 are attending higher education courses, having entered in September 2020, or deferred entry until November 2020 (1) or Sept 2021 (4) around the world. Of these 71, 45 (63%) have places in UK universities, 10 (14%) in Portuguese universities, 8 (11%) in EU institutions, and 6 (8%) in the US.

Portuguese Universities include Universidade de Lisboa (Faculdade de Medicina, Instituto Superior de Ciências Sociais e Políticas, ISCTE, Faculdade de Ciências), Nova School of Business and Economics, Universidade Católica Portuguesa, Instituto Superior Técnico, Instituto Superior de Agronomia, Lusófona, Escola Superior de Saúde de Alcoitão and Universidade do Algarve.

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Class of 2020 University Placements

According to two different rankings, the number of students attending a top university has increased significantly over the last two years, as shown in figure 5.1. 18 (an increase from 8 students in 2019) students will be attending a Times Higher Education (THE) 2021 ‘Top 20 University’: UCL (3) Imperial (2) Cambridge (1), Oxford (2), and Yale (1) in addition to a further 9 (an increase from 6 in 2019) students attending a ‘Top 50’ University: King’s (4), Edinburgh (2), University of British Columbia (1), Carnegie Mellon (1) and New York University (1). 24 (an increase from 19 in 2019) students are attending 13 of the “Top 20” universities according to the Guardian 2020 ranking. A further three students will attend Nova School of Business and Economics, a ‘Top 10 Young European University’.

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Aside from the beautiful architecture of the main building and courtyard, what struck us the most as we arrived and started the tour was seeing the enthusiastic smiles and beaming faces of both staff and students alike.

Everyone seemed proud and happy to be there.

David Player

Father of Oliver Player (Year 4)

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S tuendt E nrollment S tatistics

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Ensuring a smooth and happy start at St. Julian's for every new child enrolled is at the heart of our role in Admissions. In our view, the prime indicator of a successful admission is to be able to watch the new student flourish in our unique learning environment.

Catarina Coelho & Danielle Bartram

Admissions Team

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Recep tion

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Year 1

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1177 STUDENTS 176 TEACHERS

Year 3

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RATIO STUDENTS/PER TEACHER 6.7

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We are pleased to report that despite the challenges faced we started the year with strong student numbers.

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One of the challenges faced was the uncertainty for our current parents given the changes in personal circumstances arising from the global pandemic. The school used a compassionate and individual approach during this period, whilst balancing the needs of families applying for places.

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The number of applications received continues to rise each year with over 920 applications received in 2020 (compared to 736 in 2019 and 597 in 2018). We continued to receive registrations of interest beyond the formal application period, with 167 registering interest between March and August, an increase from 51 during the same period in 2019.

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One hundred and eighty five of the students were new to the School in September 2020.

Oliver is now one and a half years into his St. Julians life and loves every moment of it. Every morning, he goes to school with a smile on his face and comes home every evening chirping about what he did that day. He has discovered a love of learning that we hope will stay with him for the rest of his life.

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ST. JULIAN'S SCHOOL

Our positive first impression was reinforced as we continued the tour around the campus: the classrooms felt like welcoming learning environments, and the students spoke enthusiastically about their experiences...

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A 21% increase in applications 2020 vs 2019!

9 º An o TOTAL

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ST. JULIAN'S SCHOOL

When we first started to look into the idea of moving to Portugal, finding the right school for our son Oliver was a high priority. Before our first visit to St. Julians, we had received good feedback about the school and their approach to teaching, so our hopes were high.

Nu mber of students enrol l ed

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Student Enrollment Statistics

Year Grou p

S tuendt E nrollment S tatistics

Testimonial

Student nationalities Our school has students of over 50 nationalities. The top 5 nationalities remained the same in 2019-20, with percentages of each indicated in the chart below. The percentages of the top 10 nationalities in the school have fluctuated slightly across each of the nationalities, as shown in Figure 6.1.

The overall percentage of Portuguese students decreased slightly from 55% in 2018-19 to 54% in 2019-20. In comparison, the percentage of British nationality students increased from 12.7% to 14.9% since 2016-17 but remained in line with 2018-19.

PORTUGUESE

BRITISH

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S tuendt E nrollment S tatistics

16,9% Figure 6.1 Student nationalities percentage.

Portuguese British Brazilian Chinese North American Other

ST. JULIAN'S SCHOOL

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S tuendt E nrollment S tatistics

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ST. JULIAN'S SCHOOL

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From supplying meals for charity to providing help to new students, families and community, the Parents’ Association (PA) performed an unwavering and crucial role during 2019-20, highlighting the role of the PA within the St Julian’s community.

Students were also involved, collaborating with the PA with social responsibility projects in a variety of different ways, including volunteering and working in charity shops, cooking and providing meals for those in need, teaching English to refugees, serving meals to the local community and coaching football to children from the Carcavelos Community Centre. These overall efforts served and supported charities including The Lisbon Project, Capiti, CASA, Cozinha Comunitária, Carcavelos and Parede Community Centres, Bipp/Semear and Cost of A Click.

We would like to thank the unsung heroes of the Parents’ Association: from parents volunteering to work long hours organising and managing these projects to running the PA uniform shop - they have been an essential catalyst to the cohesion of our community.

Under the statutes of the St. Julian’s Association, all surplus must be applied or reserved to pursue its educational objectives. The school’s income comes mostly from tuition fees received from families, local companies, multinational corporations and international organisations.

In 2019-20 the school’s revenue amounted to €16.8 million compared with €17.6 million in the previous academic year. Net tuition fees decreased by €503,000, reflecting the special rebate of €600 per student due to initial constraints caused by the COVID19 pandemic. Staff costs at €12.2 were in line with the previous year. External supplies and services of €3.2 million €0.8 million lowered mainly due to a savings programme put in place, and the closure of some of the school’s operations. Scholarships and discounts amounted to €1.4 million (€1.2 million in 2018-19) partly reflecting the additional support we provided to families in need.

The school continues to maintain strong control over expenditures.

PricewaterhouseCoopers, the school’s external auditor, approved the audited annual financial statements of the school without reservations. The St. Julian’s Association Fiscal Board, a legal body appointed by the Association, also gave a positive opinion on the accounts for the year and recommended the Board of Governor’s report and the financial statements for 2019-20 be approved by the Association. The report and financial statements were approved at the November 2020 Association’s Annual General Meeting.

The school remains economically viable and is building the necessary reserves, in line with the strategic plan, to finance a new school campus. The school made significant investments (including capital expenditure

88,9%

Figure 8.1 Revenue distribution (2019-20)

7,9%

18,6

68,9%

ST. JULIAN'S SCHOOL

Charity initiatives have always played an important part of the Parent’s Association role. The collaboration with the wider community was brought to the fore even more so during this extremely challenging and difficult year.

Key events such as the hugely successful Bonfire Night (November 2019) evolved to reflect and respect new safety and environmental concerns and included professional entertainment and fireworks and enabled the PA to provide funds to support its work and local charities. enging and difficult year.

23

P arents ' A ssociation

22

ST. JULIAN'S SCHOOL

We would also like to thank the PA’s support in the following events: New Families’ Induction Day, Sports Festival, the traditional Cheese & Wine party and all the Parents’ workshops, in addition to the film showing of ‘Screenagers’.

Figure 8.2 Expense distribution (2019-20)

F inancial results

Financial Results

Parents' Association

and repairs and maintenance) in the campus over the last academic year, and over the past two years, the school has invested an average of €550,000 each year as we continue to improve the learning environment and other facilities in the school.

Campus work ACTIVITY CONDUCTED DURING 2019-20 As usual, a large significant investment was conducted on campus during the summer. The main focus of this was the addition of further classroom spaces to enable the reduction of the use of the smallest rooms in the school, a new access control system, continued roll-out of the one-to-one iPad programme and upgrading of the kitchen and catering facilities.

Please see the table below for further details.

2019-20 REPAIRS AND MAINTENANCE AND CAPITAL EXPENDITURE New temporary classrooms

Teaching & Learning

New furniture (Portuguese section) Reparation and painting of “Casa B” Reparation and painting of classrooms (Portuguese section) 18 classroom changes (COVID context)

Access control

Safety & Security

COVID-19 readiness plan: signage, alcohol gel dispensers, protection, accessories and separators CCTV re-enforcement Cleaning water pipes

Repair of sports fields Repair Primary pavement (Nursery)

Improving areas indoors, rehabilitate fields, rehabilitate gardens, Improved access and paths, additional plants and trees, vegetable garden for students Repairing the general pavement, shading, cutting and sowing equipment for fields.

Infrastructure & Grounds Auxiliary services

Car park Primary skylight Security and Primary sheds renovation Painting of internal walls

Air conditioning Kitchen equipment Soft Rock Café equipment Reconstruction of kitchen floor

ST. JULIAN'S SCHOOL

Primary awning repairs

25

Building & Infrastructure

C ampus wor k

campus wor k

24

ST. JULIAN'S SCHOOL

Wood treatment of the Primary shed

The plan focuses on student learning through three strategic pillars:

Strategic Planning Process

ORGANISATIONAL LEARNING A school where the organisation and leadership are focused on learning - with every adult and child growing and developing as individuals, and leaders are developing their practice through reflection, coaching and mentoring within a strong leadership structure.

Communication enables the St Julian’s community to be part of the learning journey of the organisation.

The school’s new Strategic Plan was launched at the start of the 2019-20 academic year (represented in figure 10.1) and has been used to focus leadership decisions and change in the school. The plan was developed by the Extended Leadership Team with input and consultation from the wider staff. The launch in September 2019 included interaction with parents via a parent workshop.

Strategic objectives: Clear guiding statements that reflect practice; Strong leadership structures and development programmes; A strong and engaged community.

The whole plan is focussed on student learning with the three strategic pillars being: Organisation Learning, Resources for Learning, Teaching and Learning.

Each strategic pillar is composed of three strategic objectives.

STRATEGIC IMPACT STATEMENT The organisation and leadership are focused on learning. Leaders are developing

TEACHING AND LEARNING A school focused on creating a clear and shared language of learning that is modelled, encouraged and evaluated. The taught and wider curriculum is fit for purpose and allows students to develop the strong values and attributes of a St Julian's graduate. The learning and emotional needs of all students are met enabling students to fully access all aspects of the curriculum.

Strategic objectives: Learning in the classroom reflects our pedagogy and enables our mission; Our curriculum meets our needs and is clearly articulated; Strong pastoral systems are in place to ensure well-being for all.

STRATEGIC OBJECTIVES 1.1 Clear guiding statements and documents that reflect practice and support learning

their practice through reflection, coaching 1.2 Strong distributed leaderships structures & development programmes that support learning

are in place and all members of the community are engaged and understand the direction of the school and its philosophy.

The environment is designed to support learning and to develop a St. Julian’s gradu-

1.3 Strong & engaged learning community

2.1 Innovation learning environments & clear plans for campus development

ate. A strong and effective staffing structure

RESOURCES FOR LEARNING

is in place to support student learning.

A culture of trust, sharing and experimenta-

2.2 Effective staffing structures support student learning

strategic planning process

26

tion is in place with a systematic approach to professional growth that links need and a shared strategic direction.

We have a clear and shared language of learning that is modelled, encouraged and

2.3 All staff are growing and developing within a strong professional learning culture

3.1 Learning in the classroom reflects our pedagogy and enables our mission

evaluated throughout our school.

TEACHING & LEARNING

The taught and wider curricullum is fit for purpose and allows students to develop the strong values and atributes of a St. Julian’s

3.2 Our curriculum is holistic, meets our learning needs and is clearly articulated

graduate. The learning and emotional needs of all students are met enabling students to fully access all aspects of the curriculum.

Figure 10.1 School's strategic plan

3.3 Strong pastoral systems in place to ensure well-being and a positive learning environment for all

RESOURCES FOR LEARNING A school where the environment (physical and technological) and staffing structures are designed to support learning and develop a St Julian's graduate. A strong professional learning programme is in place based on a culture of trust, sharing and experimentation with a systematic approach to professional growth that links need and a shared strategic direction.

Strategic objectives: Innovative learning environments and clear plans for campus development; Effective staffing structures that support learning; Staff are growing and developing within a strong professional learning culture.

ST. JULIAN'S SCHOOL

structure.Strong communication systems

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and mentioring within a strong leadership

strategic planning process

ST. JULIAN'S SCHOOL

ORGANISATIONAL LEARNING

We would like to thank our community for all the support and collaboration that has been essential to help us thrive during this challenging time.

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