St. Julian's Primary Section Parent Handbook 2023-24

Parent Handbook Primary School

Dear Parents, Welcome to the Academic Year 2023/24.

School shouldn’t be complicated. Hopefully, this Parent Handbook will help by having as much useful information as possible in one place.

If you have any ideas for how we can make this even more useful for next year, then please let us know.

If you do have any questions, then please do not hesitate to contact us. Your child’s Class Teacher is the best starting point but also please do feel free to telephone or email the Secretarial Team: Alex Stanway Costa, Primary Secretary, primarysecretary@stjulians.com on +351 214 585 361.

We hope that you and your child(ren) have a wonderful academic year.

Warm regards,

Paul Morgan Head of School head@stjulians.com

Primary School Parent Handbook

Whole School Leadership Team (WLT)

The WLT is responsible for implementing the Strategic Plan across the whole-school. The WLT focuses on overall school improvement, policy issues, school performance, matters related to wellbeing, safeguarding, technology and professional development from a whole-school perspective. Paul Morgan, as Head of School, acts as the CEO and is the educational leader. In partnership with the Board of Governors, he is accountable for student learning, well-being, global citizenship and the culture of the school as a whole.

Head of School

Mr Paul Morgan head@stjulians.com

Personal Assistant

Gabriel Feist +351 214 585 304 gfeist@stjulians.com

Bursar

Mrs Adela Metaxa ametaxa@stjulians.com

Finance & Operations Officer

Tânia Serras de Sá +351 214 585 302 tserrassa@stjulians.com

Principal of the Secondary Section

Mr Dan Norbury dnorbury@stjulians.com

Secondary Office

Karen Martins

Luena Martins

Paula Santos

Secondary Receptionist

Principal of the Primary Section

Miss Angela Harris priprincipal@stjulians.com

Secretary

Alex Stanway Costa +351 214 585 361

Diretora da Secção Portuguesa

Dra Joana Sousa directora@stjulians.com

Assistants

Antónia Paiva Marilia Calais +351 214 585 390

Whole-School Deputy Principals

Director of Student Support & Strategic Safeguarding Lead

Ms Caroline Cullen ccullen@stjulians.com

+351 214 585 300

Director of Technology

Mr Michael Brooke mbrooke@stjulians.com

+351 214 585 300

Director of Professional Learning & Growth

Mrs Sarah Dore sdore@stjulians.com

+351 214 585 300

The Extended Leadership Team (ELT) consists of the WLT and all Deputy Principals.

Primary School Parent Handbook

Primary Leadership Team (PLT)

The PLT is responsible for implementing the Strategic Plan in the Primary Section and is responsible for the day-to-day running of the Primary Section also focussing on student and staff wellbeing, student development and learning, professional development as well as curriculum development and implementation.

Principal of the Primary Section

Miss Angela Harris priprincipal@stjulians.com

Secretary Alex Stanway Costa

+351 214 585 361

Deputy Principals

Deputy Principal (Foundation & KS1)

Mrs Liz Wood

ewood@stjulians.com

+351 214 585 300

Phase Leaders

Foundation Phase Leader

Mrs Sarah Kilbane

skilbane@stjulians.com

+351 214 585 300

Deputy Principal (KS2)

Miss Louise Bandthorpe lbanthorpe@stjulians.com

+351 214 585 300

KS1 Phase Leader

Mr James Harper

jharper@stjulians.com

+351 214 585 300

Lower KS2 Phase Leader (Years 3 & 4)

Mrs Sally Homer

shomer@stjulians.com

+351 214 585 300

Upper KS2 Phase Leader (Years 5 & 6)

Mrs Helen Norbury

hnorbury@stjulians.com

+351 214 585 300

The Head of School and the Whole-School Deputy Principal for Student Support regularly attend PLT. The Wider-PLT includes the PLT and Phase Leaders

Primary School Parent Handbook

Primary School

Staff 2023 –2024

Teachers

Mr Thomas (Tom) Ackner Year 2 Class Teacher (2TA) tackner@stjulians.com

Miss Carolina Agostinho P.E. Teacher cagostinho@stjulians.com

Mrs Maria João Aleixo Year 2 Class Teacher (2MA), ES House Leader maleixo@stjulians.com

Mrs Mariana Almeida Music Teacher malmeida@stjulians.com

Ms Ana Alves P.E. Coordinator aialves@stjulians.com

Ms Ana Aragão Portuguese Language Teacher aaragão@stjulians.com

Miss Louise Banthorpe Deputy Principal, KS2 lbanthorpe@stjulians.com

Mrs Maria Bobone Year 2 Class Teacher (2MB) mbobone@stjulians.com

Mr Luís Calado Head of Portuguese Language lcalado@stjulians.com

Mrs Catherine Calver Learning Support Teacher ccalver@stjulians.com

Mrs Carol Correia Year 4 Class Teacher (4CC) ccorreia@stjulians.com

Ms Jackie Correira Music Teacher ajcorreia@stjulians.com

Mrs Filipa d’Orey EAL Support Teacher pdorey@stjulians.com

Ms Frances (Kika) Drysdale Learning Support Department fdrysdale@stjulians.com

Mr Matthew (Matt) Dwyer Year 6 Class Teacher (6MD) mdwyer@stjulians.com

Mrs Ruth Forbes Music Teacher rforbes@stjulians.com

Miss Cathy Foster Reception Class Teacher (RCF), Art Leader cfoster@stjulians.com

Mr Shane Gielty Year 6 Class Teacher (6SG), DofE Coordinator sgielty@stjulians.com

Primary School Parent Handbook

Mrs Mª. Felicidade (Ducha) Gomes Nursery Class Teacher (NDG) dgomes@stjulians.com

Ms Ceri Grünewald- Davies Head of Learning Support cdavies@stjulians.com

Mrs Isabel Gusmão Year 5 Class Teacher (5IG) igusmao@stjulians.com

Mr James Harper Year 1 Class Teacher (1JH), KS1 Phase Leader jharper@stjulians.com

Mr William Harrison Computing Teacher, Technology Integration Specialist

wharrison@stjulians.com

Mrs Sarah Harrison Reception Class Teacher (RHS), Humanities Leader sharrison@stjulians.com

Miss Stephanie Heath Year 1 Class Teacher (1SH), English Leader, Russell House Leader

sheath@stjulians.com

Mrs Sally Homer Year 3 Class Teacher (3SHO), Lower KS2 Phase Leader shomer@stjulians.com

Ms Sarah Kilbane Maternity Leave skilbane@stjulians.com

Ms Lisa Kirwan Year 1 Class Teacher (1LK) lkirwan@stjulians.com

Mrs Joana Lobo Psychologist jlobo@stjulians.com

Mr Andrew (Andy) Lopes Cover Teacher, DT Leader, Staff Association Chair alopes@stjulians.com

Mrs Rebecca Machemer Computing Teacher rmachemer@stjulians.com

Mr Alexander (Alex) Marlor Year 4 Class Teacher (4AM), Science Leader amarlor@stjulians.com

Mrs Katie Marlor Maternity Leave kmarlor@stjulians.com

Ms Rita Marques P.E. Teacher rmarques@stjulians.com

Ms Margaret McCall Nursery Class Teacher (NMC) mmccall@stjulians.com

Ms Elizabeth (Lizzie) McDowell Year 4 Class Teacher (4LM) emcdowell@stjulians.com

Ms Geraldine McGilchrist Nursery Class Teacher (NGM) gmcgilchrist@stjulians.com

Miss Charlotte Mills Year 5 Class Teacher (5CM), Bucknall House Leader cmills@stjulians.com

Primary School Parent Handbook

Mrs Helen Norbury Year 5 Class Teacher (5HN), Upper KS2 Phase Leader hnorbury@stjulians.com

Ms Amber Pryde Year 3 Class Teacher (3AP) apryde@stjulians.com

Miss Arabella Reeve-Tucker Reception Class Teacher (RRT) atucker@stjulians.com

Ms Christina Ridley-Thomas Environmental Integration Specialist cridley-thomas@stjulians. com

Ms Carina Rodrigues Portuguese Language Teacher crodrigues@stjulians.com

Mr Edmundo Rosa Portuguese Language Teacher erosa@stjulians.com

Ms Patricia Sá Cover Teacher psa@stjulians.com

Mrs Jane Scott Head of EAL jscott@stjulians.com

Mr Nuno Silva Music Teacher nsilva@stjulians.com

Mrs Nuno Silva Music Teacher nsilva@stjulians.com

Mrs Laura Vicente Art Teacher lvicente@stjulians.com

Ms Rita Vilaça Portuguese Language Teacher rvilaca@stjulians.com

Ms Sarah Waters Year 6 Teacher (6SW), Secondary Houses Coordinator, Franklin House Leader

swaters@stjulians.com

Ms Elizabeth (Jo) Williams Year 3 Class Teacher (3JW), KS2 English Leader jwilliams@stjulians.com

Mrs Margaret (Liz) Wood Deputy Principal, Foundation & KS1 ewood@stjulians.com

Primary School Parent Handbook

Assistants

Ms Catarina Bastos NGM Teaching Assistant

Ms Carmel Brice Year 6 Teaching Assistant

Miss Benedita Campbell Year 5 Teaching Assistant

Ms Helena Costa Gomes RCF Teaching Assistant

Ms Manuela Cardiga Lunch Assistant

Ms Tânia Cuan 2MA Teaching Assistant

Ms Kaja Dubielska Year 4 Teaching Assistant

Mrs Claire Eden 2MB Teaching Assistant

Mrs Charmaine Evans 1LK Teaching Assistant

Ms Nichola Fannon Portuguese Language Assistant

Ms Inês Feio NMC Teaching Assistant

Mrs Sofia Ferros Year 3 Teaching Assistant

Mrs Melissa Figueiredo Year 4 Teaching Assistant

Mrs Sara Costa Gomes 2TA Teaching Assistant

Mrs Candy Goodman 1SH Teaching Assistant

Ms Tracy Jones Year 5 Teaching Assistant

Ms Sofia Mendes Portuguese Language Assistant

Ms Maria Rio 1JH Teaching Assistant

Ms Sílvia Rodrigues Lunch Assistant

Ms Joana Sales NDG Teaching Assistant

Ms Jane Timas Santos Lunch Assistant

Mrs Paula Silva Year 3 Teaching Assistant

Mrs Paula Serafim RHS Teaching Assistant

Ms Catarina Silva Librarian

Mrs Joanna Soares Franco RRT Teaching Assistant

The Strategic Plan

The Strategic Plan for the School has the following structure: The leadership is dedicated to ensuring that St. Julian’s is a school that is focused on student learning and well-being and is guided by the School’s Mission Statement, Aims and the St. Julian’s Learning Essentials.

The School’s Guiding statements have enabled the development of the School’s Strategic Plan of which the main objectives are:

Wellbeing Teaching & Learning Organisation for Learning

St. Julian's aims to create a happy and safe school for everyone. We have apositive learning environment that is underpinned by openness, fairness, trust and mutual respect. The Shaper Profile supports students to develop the 6Cs, agency and leadership. School listens attentively and responds effectively to the wider community. The school supports the physical and mental health and overall wellbeing of all students and staff.

Students experience inspiring, innovative, and personalised teaching and learning. The curriculum is reviewed to ensure:

Progression pathways through the whole school. The Shaper Profile and Learning Essentials are fully incorporated in the curriculum. Teaching is informed by assessment that moves learning forward. Technology is integrated to enhance learning. Data is used to meet the needs of all students. We provide an enrichment programme that enables students to develop their passions. The curriculum supports academic, social, and emotional learning for all students.

The culture and ethos of the school are underpinned by our guiding statements. Organisational processes and communication are smart and streamlined, allowing teaching staff to focus on teaching and learning. Parents are actively engaged in the life of the school and experience an excellent service. The physical environment is optimised for learning, wellbeing and sustainability. Innovative and technological solutions are implemented to automate tasks and reduce workload where possible. All staff are growing and developing within a strong professional learning culture. The school has established systems for self-evaluation and improvement which will lead to accreditation.

Student wellbeing is at the heart of everything we do.

St. Julian's is a caring employer.

Learning reflects our guiding statements.

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

Data is used effectively to support learning and wellbeing.

The culture and ethos of the school are underpinned by our guiding statements. All staff are growing and developing within a strong professional learning culture. Organisational processes and communication are smart and streamlined, allowing teaching staff to focus on teaching and learning. Parents are actively engaged in the life of the school and experience an excellent service.

The physical environment is optimised for learning, wellbeing, and sustainability. Innovative and technological solutions are implemented to automate tasks and reduce workload where possible.

The school has established systems for self-evaluation and improvement which will lead to accreditation.

Mission & Vision

Our Reason to Believe

LEARNING

A learning mindset that invites students to become the curious, creative and active citizens that the world needs.

TOGETHER

A collaborative atmosphere in which relationships and connections are key in order to transform students into wellrounded individuals.

TO SHAPE

A stimulating environment which celebrates the uniqueness of each student, encourages students to construct meaning for themselves and to be active in creating a better society

A BRIGHTER

A place in which learning is the guiding light that helps students to be agents of positive change for themselves, their community and the world.

FUTURE

A life-long learning experience that transforms students into drivers of change for a more connected, diverse, inclusive and sustainable world.

OUR 6Cs:

Shaper Profile The Compassionate

The shaper is compassionate, empathetic and respectful: seeks to understand themselves, others, be kind and have a positive impact on the world.

Curious

The shaper is a curious and creative thinker: thirsty to learn, interested in other perspectives, open to view the world in different ways and propose innovative solutions.

Collaborative

The shaper is a collaborator: able to work as part of a team to achieve a greater outcome and strive for a brighter future.

Communicator

The shaper is a communicator: an active listener to other perspectives, with a unique voice who has the confidence to express and challenge ideas.

Courage

The shaper has courage: willing to take the lead, be independent and have balance and resilience to overcome challenges and to be an agent of positive change.

Citizenship

The shaper is a citizen of the world: has a commitment to service, a strong sense of purpose and responsibility to shape a more just and inclusive society.

A shaper is a compassionate, curious, collaborative communicator who above all has the courage to be an active citizen to make a difference in the world.

Learning Ethos

Our learning ethos is based on our aim to establish a framework for students and teachers to be engaged and challenged, for parents to be assured and excited by the opportunities we provide to ensure that our students develop the attributes which will allow them to become the compassionate, curious, collaborative communicators with the courage to be the active citizens the world needs.

Heading Heading

10 Learning Essentials

Our 10 Learning Essentials guide the teaching and learning at St. Julian’s and describe how students are developing the St. Julian’s Shaper Profile, in addition to the IB Learner Profile, through their learning.

At St. Julian’s, all students are:

1 Learning through having high-quality teacher-student relationships

2 Confident, safe and enjoy their learning in a stimulating environment

3 Learning collaboratively and independently

4 Learning through enquiry and constructing meaning for themselves

5 Challenged and supported in their learning (low threshold, high ceiling)

6 Understanding how well they are doing and what the next steps are

7 Reflecting on their learning and how they learn (through guided opportunities and constructive feedback)

8 Developing skills, knowledge and understanding

9 Understanding what they are learning and why (the ‘big picture’)

10 Taking risks in their learning and feel comfortable to make mistakes

Our curriculum is designed to enable students to learn collaboratively and independently and through inquiry to allow them to construct meaning for themselves and to develop skills, knowledge and understanding, which will enable them to be fulfilled and successful now and in the future. We believe that this, alongside encouraging students to take risks and to feel comfortable making mistakes, will make them ready and able to contribute in a future that we all know is likely to change exponentially in their lifetimes and change beyond any other lifetime known yet. Enabling this and preparing our students to make a positive change in the world is, we feel, the core purpose of education and certainly the core purpose of St. Julian’s.

Curriculum Overview

Primary Curriculum

At St. Julian’s Primary School we believe in the concept of lifelong learning and the belief that both adults and children learn new things every day.

We maintain that learning should be a rewarding and enjoyable experience for everyone; it should be fun. Through our teaching, we equip children with the skills, knowledge and understanding necessary to be able to make informed choices about important matters in their lives. We believe that appropriate teaching and learning experiences help children to lead happy and rewarding lives.

We believe that people learn best in different ways and so we provide a rich and varied learning environment that allows children to develop their skills and abilities to their full potential. This rich environment is a partnership between teachers, children and their parents. It aims to differentiate for learning ability and different learning styles and aims to integrate different subject areas so as to create a cross-curricular understanding. Regular assessment followed by revised planning is the key to our pupil’s attainment.

Preparing your child for school

Helping your child to prepare for Nursery in the English Early Years Foundation Stage (EYFS) curriculum is an important step in their educational journey. To aid you in this process at St. Julian’s School, here are some tips to ensure your child is ready for this experience.

Familiarise them with the school environment:

You and your child will be invited to visit the school to meet the class teacher before your child’s first day in school. Let them explore the classrooms, play areas, and other facilities. This will help them become familiar with the school environment and feel more comfortable on their first day.

Introduce a routine:

Establish a daily routine at home that mirrors the schedule they are likely to follow at Nursery. This can include specific times for waking up, meals, playtime, and bedtime. A consistent routine helps children feel secure and helps them adapt to the structure of the school day.

Practice self-help skills:

Please ensure your child is fully toilet trained. Teach your child basic selfhelp skills, such as using the toilet independently, washing their hands, and eating without assistance. These skills are essential in Nursery and will make your child more self-reliant in school.

Encourage independence:

Foster your child’s independence by allowing them to do ageappropriate tasks on their own, such as dressing themselves, putting away toys, or helping with simple chores. Encouraging independence will give them confidence and help them adjust to the expectations of the early year’s curriculum.

Nursery Continued

Develop social skills:

Help your child develop social skills by arranging playdates with other children of a similar age. Encourage sharing, taking turns, and basic manners. Engage in activities that promote cooperation and communication, such as group games or storytelling.

Promote language and communication:

Read books, sing songs, and engage in conversations with your child to develop their language and communication skills. Encourage them to express their thoughts and feelings and introduce new vocabulary. This will help them communicate effectively with their teachers and peers at Nursery. This can be in your home language, as it is important to develop your child’s home language as well as learning English. Developing the mother tongue is crucial in enhancing other skills such as critical thinking, skills to learn a second language and literacy skills.

Encourage fine motor skills:

Engage your child in activities that develop their fine motor skills, such as drawing, painting, cutting with child-safe scissors, and playing with building blocks. These activities will help them develop the coordination and dexterity needed for writing and other tasks in the EYFS curriculum.

Support emotional readiness:

Talk to your child about starting Nursery and address any concerns or fears they may have. Provide reassurance and let them know that Nursery is a place for learning and making new friends. Encourage positive emotions and help them understand and manage their feelings.

Build early literacy and numeracy skills: Introduce your child to early literacy and numeracy concepts through play-based activities. Read books together, count objects, and engage in simple maths games. This will help them develop a foundation for the literacy and numeracy skills covered in the EYFS curriculum.

Maintain a positive attitude:

Your child can pick up on your emotions, so maintain a positive and enthusiastic attitude about their upcoming Nursery experience. Show excitement about the new friends they will make, the things they will learn, and the fun they will have. This positive outlook will help them feel more confident and eager to start Nursery.

Remember, every child is unique, and they may adapt to Nursery at their own pace. Be patient, supportive, and involved in their learning journey. By following these tips, you can help prepare your child for a successful transition to Nursery at St. Julian’s School.

Early Years

The Early Years Foundation Stage at St. Julian’s is where our students begin developing the ability to become independent and capable learners for life. Environments and opportunities are provided that enable children to gain the fundamental skills and attitudes required to help them become lifelong learners, focusing on not just what they need to learn but how they learn it.

‘Learning to shape a brighter future’ starts in our Foundation Stage years, Nursery and Reception. It is here where our pupils begin to learn to be compassionate by being encouraged to think about others. It’s in Foundation where they start working collaboratively and learn how to communicate their ideas. Where their curiosity is sparked through play, and they are encouraged to take risks and have a go. Finally, it’s where they start learning to realise that everyone is different and that they have to respect each other.

We believe children must first feel safe and happy in a stimulating learning environment. Our staff work hard to establish positive relationships with the children and their families, which is the first step for children to feel secure. Routines are quickly established, and the children are encouraged to be independent and explore the rich setting St. Julian’s School offers. As well as the well-resourced indoor spaces, the school grounds provide various environments for our children to investigate: mud area, water, sand, forest, fields, and the beach is a short distance from the campus.

KS1

St. Julian’s School Shaper Profile and the 6C’s are integral to learning in Key Stage 1. Children are taught about these learner values and encouraged to follow them at all times through learning and play.

Key Stage 1

In this stage, the Foundation curriculum transitions into the Key Stage 1 curriculum, where English and Mathematics are taught as separate subjects.

These subjects are also often linked to cross-curricular themes, incorporating Science, History, Geography, Art, Design & Technology, Computing, Music and Physical Education.

These themes are chosen based on children’s interests, making them relevant and relatable. This approach encourages the children to make links between different areas of learning and helps them work more meaningfully.

To develop our student’s well-being, confidence and self-esteem, we have a Personal, Social and Health Education (PSHE) programme which aims to give children the knowledge, skills and understanding to lead confident, healthy and independent lives.

English

The English language is integral to all we teach, with the framework of the English National Curriculum used to guide our planning, enhanced with an international approach and outlook. Our engaging English curriculum is enriched through a wealth of texts which enables the development of their reading, writing and listening skills.

Additionally, there is an emphasis on phonics, spelling, grammar and punctuation. We aim to build a passion for reading, equipping students with language to communicate through the written and spoken word effectively.

KS1 Continued Mathematics

Our aim in Mathematics is for each child to achieve their potential, attain the basic skills and concepts in this subject and develop the insight to apply these skills in various situations, allowing students to see how this subject is used in ‘real-life’ situations. In Key Stage 1, we follow the White Rose Schemes of learning. When the children are introduced to a new concept, they have the opportunity to build competency by adopting the following approach:

Concrete – children will have the opportunity to use concrete objects to help them understand what they are doing. Pictorial – alongside this, the children learn to use pictorial representations. These representations can then be used to help reason and solve problems.

Abstract – concrete and pictorial representations enable children’s understanding of abstract methods.

Differentiated, stimulating and exciting activities help children at St. Julian’s enjoy mathematics and see the fun and beauty in it. Students can use it to help understand and explain the world around them. They feel secure enough to take risks, embrace challenges and develop deductive reasoning skills.

Science

Throughout Key Stage 1 Science lessons, students will be learning about the importance of asking questions, gathering evidence, carrying out experiments and looking at different ways of presenting their results. Lessons are practical and will focus on the world around them.

At the end of Year 2, standardised summative tests are used to evaluate student progress against Age Related Expectations (ARE), which set out the expected standards of student performance at each Key Stage.

Computing and Technology integration

There is one computing lesson a week led by a specialist teacher and class teachers have access to banks of iPads to enable them to plan to use technology in the classroom.

Physical Education

During the two lessons a week, Primary P.E. specialists ensure that the children experience a wide range of activities to encourage children to develop a love of sport and exercise.

Music

The early principles of Music are taught by a Music specialist in one lesson a week, but Music also plays a daily part in the classroom and in cross-curricular topics and assemblies.

Cross-Curricular Subjects

History, Geography, Art and DT are incorporated in cross-curricular topics that are constantly reviewed to ensure they are interesting and relevant to the children.

Assemblies

One weekly assembly is held each week in Key Stage 1 where the children learn about different celebrations and the 6Cs are embedded throughout the year.

Key Stage 2 at St. Julian’s is designed to build on the skills, knowledge and understanding that our students have already developed in Key Stage 1. Teachers provide opportunities for children to think more for themselves and develop skills in planning how they are to tackle and set out their work by focusing on independence, resilience and reflection, enabling opportunities for children to make decisions about their learning and to fully use their initiative. Teachers at St. Julian’s capture and hold children’s imaginations through well-planned activities, lively introductions to lessons and good use of resources.

As a result, children are confident, safe and enjoy their learning in a stimulating environment. They are also encouraged to take risks in their learning and feel comfortable making mistakes throughout their learning journey.

Curriculum

Based on the English National Curriculum, which we use to guide the programme of study for Maths and English and to support the development of our cross-curricular approach for other subjects. As part of our curriculum, we offer specialist subject teaching in Portuguese, Computing, Art, Music and Physical Education.

These subjects are also often linked to cross-curricular themes. Personal, Social and Health Education (PSHE) is incorporated into curriculum time and assemblies throughout Key Stage 2.

Portuguese is compulsory for all children and is taught at all levels from beginners to first language level. In Year 6, children have the opportunity to learn German and French.

English

Children are provided with a dynamic, engaging English curriculum, enriched through a wealth of texts which enables the development of their reading, writing, spelling and listening skills. Additionally, there is an emphasis on spelling, grammar and punctuation. We aim to build a passion for reading, equipping them with language to effectively communicate through the written and spoken word.

Mathematics

Our aim in mathematics is for each child to achieve their potential, to attain the basic skills and concepts in mathematics and to develop the insight to apply these skills in a variety of situations. Differentiated, stimulating and exciting activities help children at St. Julian’s enjoy mathematics and to see the fun and beauty in it. They are able to use it to help understand and explain the world around them. They feel secure enough to take risks, embrace challenges and develop deductive reasoning skills. Children are continually developing skills in all areas of mathematics; this helps them to see how mathematics is such an important part of everything we do.

Topic

Topic lessons are delivered through a cross-curricular approach and incorporate other subjects, including Science, History, Geography, Art and Design & Technology. Our topics range from ‘Temples, Tombs and Treasure’ in Year 3 and ‘Africa’ in Year 4 to ‘Earth and Beyond’ in Year 5 and ‘World War Two’ in Year 6. Children are encouraged to follow their lines of enquiry, develop their independent research skills and present their learning in various ways.

Accreditation

St. Julian’s School seeks to demonstrate its commitment to international education and continual improvement by undergoing regular and systematic evaluation from a number of Accreditation partners, internationally and locally.

Universities across the world acknowledge that the delivery of the IB Diploma, as well as the recognised accreditation from agencies such as CIS and NEASC, means that our school adheres to globally recognised standards and promotes qualities and skills that higher education institutions are seeking in students. Likewise, the delivery of the Portuguese National Curriculum from 1º to 9º anos is recognised, supervised and authorised by the Portuguese Ministry of Education. Students from the Portuguese Section are allowed direct entry to any schools that follow the Portuguese curriculum.

Seeking Accreditation by a number of bodies demonstrates that as a School we care about what we do and seek external validation and evaluation in order to ensure that we are continuously developing to be the very best that we can be.

Accreditations:

Council of International Schools (CIS)

International Baccalaureate Organization (IBO)

Head’s Conference (HMC)

Council of British International Schools (COBIS)

Association of Portuguese Private School (AEEP)

New England Association of Schools and Colleges (NEASC)

Ministério da Educação (Ministry of Education)

International Technology in Education Mark by NAACE

Selo Protetor (Protective Seal) by the Comissão Nacional de Promoção dos Direitos e Proteção das Crianças e Jovens (the National Commission for the Promotion of the Rights and the Protection of Children and Young People).

Admissions

Students at St. Julian’s School benefit from the full dedication and expertise of all members of staff, ensuring that each student, regardless of their academic performance and ability, is given the tools and conditions to reach their full potential.

St. Julian’s School is a non-selective school from the ages of 3 to 14. Requirements are applicable for students enrolling in the IGCSE –International General Certificate of Secondary Education (Years 10 and 11), and IBDP – International Baccalaureate Diploma Programme (Years 12 and 13).

In accordance with the school’s guiding principles, the St. Julian’s admission process is designed to be equitable, sensitive and to ensure that every student’s individual needs and best interests are met.

Primary

School Parent Handbook

Daily Life

Communicating Changes

Should your child need to leave school at an earlier time or is leaving with another adult, please email primarysecretary@stjulians.com. This should be done by 12pm on the day. If the person picking up your child is unknown to the school, please also send a copy of their ID card or passport for identification.

After School Care

At the end of the school day, students can be supervised until 4pm to allow parents who have older children to pick up their children at the same time. There is also supervision available for children who have siblings participating in activities provided by the Wider Life Programme.

West Gate

The West Gate is open between 8am and 9am and 3pm and 6pm and is manned by Security throughout the day.

Drop off

We have a morning Drop-off system in the car park for our Primary section students, from Nursery through to Year 5, and from 1º to 4º ano.

This system will alleviate parking issues, traffic flow, and drop-off time of the students.

The area of the Drop off zone will be the southwest gate of the car park closest to the Primary school. The Drop-off system was created to make this a smooth and easy transition for students arriving at school. Drop-off time will begin at 8am and will end at 8.20am. The car park will have signs directing the parent to the drop-off zone or to park their vehicle.

Click or scan here to view the Drop off map.

Pick-up

Parents are welcome to pick up Primary children of all year groups inside the school grounds at the end of the school day and before the start of the Wider Life Activities. Pick-up areas will be clearly communicated to parents before the start of term.

Supervision for younger siblings is provided for those waiting for older brothers and sisters to finish their school day, the latest time being 4pm Monday to Thursday and 2pm on Friday. During drop-off and collection times, the school car park is often congested. Please be extremely careful in traffic and drive slowly within the car park, giving priority to children, pedestrians and school buses.

Primary School Parent Handbook

Student ID Cards

Students from Year 2 through to Year 13 will be issued a student ID card. The ID card is mandatory for access onto the campus from Year 6 through to Year 13. Year 2 through Year 5 are not required to use their ID card to access the campus. However, they will be asked to use their ID card for meals. For these year groups, ID cards can stay at school, or be taken home.

The school operates an ID card system, colour coded for type of access:

Green: for students and staff

Orange: for families

Yellow: for visitors

All new students will receive ID Cards during Induction day.

Parents can ask for lost card replacements by clicking or scanning here:

ID card guidelines can be found in the School Photo ID card Policy by clicking or scanning here:

Parent ID Cards

Parents and close family members are offered the opportunity to have a Family Photo ID card issued to them. The Family ID card should be used for smooth and quick access to the campus for meetings, events, pickup or drop off of their children. Please see the link to the Family ID Card request from above. If a parent does not have a family ID card on them, they must register with the security at the gates and enter the school as a visitor.

Visitor ID Cards

All visitors must register with the security post and be announced. The visitor lanyard with card must be worn and visible throughout their time within the campus. Visitors will be issued a visitors badge that allows them access to the campus upon registering the visitors badge must be returned to the security post upon exiting the campus.

School Uniform

Boys Girls

Summer Uniform (worn after the Easter holidays until the Winter half term)

Grey shorts (dark green sleeveless or long sleeved V-neck pullover with school logo may be worn)

White short-sleeved polo shirt with school logo

White or green socks

Black or brown shoes (no sandals)

Winter Uniform (worn from the winter half term (October/November) until the Easter holidays)

Grey shorts or grey trousers

White long-sleeved polo shirt with school logo

Dark green V-neck pullover with school logo

Green St. Julian’s fleece jacket (optional)

Green or grey socks

Black or brown shoes (no boots)

Wet weather uniform for Foundation

Summer Uniform (worn after the Easter holidays until the Winter half term)

Green and white striped cotton dress (dark green cardigan with school logo may be worn); Short plain green or white socks; Black or brown shoes (no sandals)

Winter Uniform (worn from the winter half term (October/November) until the Easter holidays)

Grey pinafore dress or grey skirt or trousers (girls-style)

White long-sleeved polo shirt with school logo

Dark green V-neck pullover / dark green cardigan with school logo

Green St. Julian’s fleece jacket (optional)

White, green or grey socks or tights; Black or brown shoes (no boots)

Wet weather uniform for Foundation

Second-hand Uniform Shop

The Parents’ Association runs a second-hand uniform shop from the school.

The shop is open every Friday during term time from 8.40am to 10am.

Acquiring new items

New uniform items can be purchased from the following uniform suppliers:

Dutil Child: www.dutilchild.com

Email: dutilchild@gmail.com

Lisboa: Rua Guilhermina Suggia, 81700-339 Lisboa

Open: Monday to Friday from 10am to 4pm

Tel: +351 917 793 999

Carcavelos: Loja China, Riviera Center, Rua Bartolomeu Dias 2775-551 Carcavelos

Open: Every day 10am to 10pm

Tel: +351 214 582 680 / +351 964 792 516

Dutil Child will have a stall outside the Primary School gate on Thursdays

Togs Uniformes: www.togsuniformes.com

E-mail: togs@togsuniformes.com

Rua dos Cheinhos, No 118, 2645106 Alcabideche, 2645-106 Alcabideche

Open: Monday to Friday from 10am to 6.30pm, Saturday from 10am to 1pm.

Tel: +351 214 837 187

Whatsapp: +351 912 475 689

Togs Uniformes will have a staff outside the Primary School gate on Tuesdays

El Corte Inglés: www.elcorteingles.pt

Uniform suppliers will also be present on Orientation Day.

School Uniform Continued

Outdoor clothing

Anorak or coat may be worn to school and between lessons but not in the classroom. Jackets and overcoats should be removed in class, along with hats and scarves.

Clothing should be safe for lessons students are engaged in

Long hair needs to be able to be tied back for practical work

Nursery to Year 2: Black shorts

White t-shirt (with or without school logo)

Black or white plimsolls for gymnastics

Black leggings/tracksuit to be worn for P.E. only

Dark green drawstring bag (provided by school)

Early Years students may also wear their house t-shirts for P.E. lessons

Jewellery should only be a single plain stud/small ring in each ear and a simple chain necklace.

Year 3 to Year 5: Black shorts

White t-shirt (with or without school logo)

White socks

Training shoes (as well as black or white plimsolls for Year 3)

Long black leggings/ tracksuit to be worn for P.E. only

Dark green drawstring bag (provided by school)

SJS Sports Kit

Students who participate in Sports teams and represent the school are asked to purchase their own sports team kit for volleyball, basketball and football.

We start fixtures and tournaments in October/ November, so we will encourage students in teams to purchase their own personalised equipment as early as possible.

Upper Primary students training and competing in SJS teams will need to purchase their own kit for trainings, fixtures and tournaments at the beginning of the season, this can be done in advance at: www.cgsports.pt/shop-saintjulians.

Sports clubs will start from 11 September and clubs will open up on 1 September for sign ups.

Please see more information in the Wider Life and Co-Curricular sections of this handbook.

Primary School Parent Handbook

School Equipment

Primary Stationery/kit for students

Primary students are supplied with all stationery needed, a library bag and a book bag. Year 6 students will be provided with a standardised scientific calculator (Casio fx-85GTX) in the classroom.

All children are provided with a house water bottle and a house shirt when they start school. They can also be bought from the Primary Office.

Technology

Foundation

There is a bookable set of iPads in Foundation.

Years 1, 2 & 3

There is a set of 10 iPads in each class in Years 1, 2 & 3.

Years 4, 5 & 6

Each student is allocated an iPad in Y4 and it is kept until Y6. The iPads are kept in school overnight.

Online Platforms

Students have access to a range of online learning platforms. Our main platforms are Reading Eggs, DoodleMaths and Seesaw.

See the Primary Platforms page for more information by clicking or scanning here:

Food in Primary

Lunch arrangements

Parents can opt to either choose the school’s lunches or send a packed lunch from home.

For the school lunches, parents have two options:

To reserve and pre-pay lunch termly, and have a permanent pass to the school’s dining venues;

To choose a flexible lunch plan and have the school lunches in some days and packed lunches in other days. They will need to top-up the student’s cards and pay for each meal individually.

Payment for school lunches and snacks

The termly and yearly prices, as well as the daily lunch price, are published on the fees section of our website.

There are two payment models: Pre-paid lunch

The school offers termly or yearly lunch passes, assuring a daily lunch in school at a discounted price. Parents who would like to use this option should contact the Accounts office (accounts@stjulians.com). They will receive a termly or yearly invoice, which can be paid via the traditional payment methods (bank transfer, Entidade e Referência or POS machine at school).

ID card credit

Parents can also pay for each meal individually, and for snacks at the Soft Rock cafe, charging the students’ ID cards with funds that will be debited with each lunch or snack purchased.

How to charge the ID card

The ID cards can be charged either online or at the school Finance office.

Online top-up method: Please go on the web page: https://sige.stjulians.com

For username: type your child’s School Number, available on the school ID card of your child

For PIN: type your child’s day and month of birth (ddmm)

Select the option ‘Charging’, type the amount you want to credit on the card and follow the different payment options presented on the website

Charging the card with the school’s finance team:

Parents can also charge the student ID card through a bank transfer or via POS payment at the school’s Finance office. In case of a transfer, the proof of transfer, along with the student’s name and purpose of the transfer, should be sent to accounts@stjulians.com. Students in Secondary can also charge their ID cards at the school’s Finance office.

Checking the credit on the card

Parents can check at all times the remaining credit on the ID cards, as well as the items that have been purchased by the students.

Important information for students who choose the Top-up system

For safeguarding reasons, all students will be offered lunch, even if the credit on their ID cards is insufficient. This exceptional meal will be invoiced separately, with an extra admin charge of 1 EUR per meal, and served only at the Main Dining Hall.

Food in Primary Continued

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Lunch Venues

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The Primary Dining Hall (Queen’s building) for students in Foundation and Year 1.

The Main Dining Hall (Palácio) for students from Year 2 upwards from Primary and 1 to 4 ano in the Portuguese Section.

Students from Year 3 to Year 6 having packed lunch from home can sit with their colleagues in the dining venues or can have lunch in the outdoors eating areas on the playground.

Please note that the school is not able to heat up food brought from home, therefore non-glass thermos flasks are recommended.

Lunch offer

Both dining halls offer a self-service lunch, including soup every day and a variety of hot dishes, salad, fruits and desserts. Tap water and often juice smoothies are served, The menu varies every week and is published on the Parent Portal.

Dietary restrictions

All food venues have vegetarian options. Lactose-free and glutenfree foods are also offered and labelled at the buffet area for students to identify on selection. Parents should provide the school with information about any dietary restrictions children may have.

Morning snacks

All students in Primary will receive a complimentary healthy snack each morning (fruit or vegetables). Students in Primary are not requested to bring a morning snack from home.

After school snacks

Parents of Primary students should send a snack for after school. Please respect our no nut policy.

Birthdays

To celebrate a student’s birthday, parents may send in nut free cupcakes to share in class on a date and time pre-arranged with the class teacher. For health and safety reasons, candles are not allowed.

Absences & Late Arrivals

To ensure the safety and well-being of our students, the school will contact parents if their child is absent in the morning without prior communication. Our staff will attempt to contact you first by phone. If we are unable to reach you by phone, an email will be sent to notify you of your child’s absence.

To help expedite this process, we ask that parents notify the school secretaries of absences ahead of time and give reason for the absence when doing so. The office will pass this information onto the class teachers.

Registration is at 8.20am.

Lessons begin straight after the register. Please note: Children arriving after 8.20am will be marked as late.

Absences

The Primary office can be contacted via :

Email: primarysecretary@stjulians.com

Phone: +351 21 458 5361

In case of illness, please email the Primary school office and the school surgery.

Late Arrivals

If children arrive after 8.20am, they are to go directly to the Primary Office and sign in so the register can be updated.

We kindly ask that you ensure that your contact information is up to date on the parent portal so that we are able to reach you effectively.

Transportation

The school contracts an independent bus company that covers most of the Lisbon and Cascais Metropolitan areas.

Large buses and minibuses are used depending on the number of passengers and street access zones. With the exception of 8-seater vans, all buses have a monitor to ensure student safety. There is an extra charge for the transportation service beyond educational fees.

For further details, please access our website.

Please note that areas may not be serviced due to not having enough enrolled students to fill a bus.

Kindly contact the school at: transportation@stjulians.com should you have any further queries about transportation.

CASCAIS

Emergency Procedures

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The school works with local authorities to ensure that our emergency procedures are up to date and reflect best practice internationally.

All students and staff take part in practice evacuations throughout the year.

Wider Life Programme

We believe that it is important that learning can continue beyond the classroom. For this reason, we offer a variety of after-school activities that are open to all students, many of them provided by our faculties, at no additional charge, like sports or drama.

We have created three categories of activities:

Sport & Wellbeing

Art, Creativity & Music

Knowledge, Language & Skill

The activities will be either in-house-led/ free or externally led/ paid by club providers. The detailed information about WLP activities will be published and communicated to all families on the 1st of September.

If you have any questions, please send an email to widerlifeprogramme@stjulians.com

The Wider Life Programme & SchoolsBuddy

SchoolsBuddy is an online platform where parents can register and access all the clubs and activities as part of the Wider Life Programme (WLP) as well as sports fixtures and tournaments. In addition they can keep a daily diary for their children. In the SchoolsBuddy platform, parents can find all the necessary information to choose and enrol their children in their preferred school club and externally led activities.

Parents will receive an email from the school on Friday 1 September with an activation link giving instructions on how to access the platform and to enrol into the clubs and activities. New parents should click on the link and will be redirected to the SchoolsBuddy page, where they will have to select the school name “St Julian’s - Carcavelos”. We offer an open preference option so parents and students can choose activities at their own pace and are not at a disadvantage if they are not available when the email is sent – it is not a first-come-firstserved system.

St. Julian’s will host a WLP Fair for all activities in the primary playground grass area next to the West gate, which will take place on Friday 1 September from 9am to 12.30pm for new parents.

Primary Fair Secondary Fair

Primary grass next to the West Gate

Monday 4 September from 3pm to 5pm

Tuesday 5 September from 3pm to 5pm Friday from 2 to 3pm

Patio of the Palácio

Wednesday 6 September from 3pm to 5pm for parents and 4pm to 5pm for students

Thursday from 3pm to 5pm for parents and 4pm to 5pm for students

Options selected by parents can also be changed within the selection period, until Thursday 14 September.

Parents will receive confirmation of WLP Clubs & Activities by Saturday 16 September

WLP activities must be selected between 1 and 13 September

Activities start on Monday 18 September

Spring Term

Summer Term

Registration deadline Monday 11 December Monday 18 March

WLP preference based confirmations sent to parents

Thursday 14 December Thursday 21 March

Activities start Wednesday 3 January Monday 8 April

If Parents have any issues or questions related to Schoolsbuddy or the Wider Life Programme please contact widerlifeprogramme@stjulians.com.

Co-Curricular

Sports

At SJS, we aim to give every pupil a positive physical activity experience so that they look forward to participating and understanding its importance in a balanced and healthy lifestyle. Our sports teams and training sessions are inclusive, diverse and central to our community.

Key Programme attributes:

Power of participation

SJS values and commends regular attendance, commitment and respect towards the sport, coaches and fellow players.

Wide range of activities and amazing facilities

Our facilities and resources are aimed at giving all our students the greatest possible choice so they can find a healthy and active pursuit to suit them. SJS offers a wide range of team games, competitive matches and individual activities on offer.

St. Julian’s provides a diverse array of activities and educational opportunities that complement the academic curriculum.

Experienced coaching staff

Our coaches are positive role models who display in-depth knowledge of their activity, an ability to teach, strong leadership, ethical behaviour, and interest in the holistic development of students.

Part of a competitive and valuable sports network

SJS is a well-established member of CHESS which is a group of International schools within Portugal that compete in male and female sports alike in basketball, football, volleyball, athletics and cross country in Division 6, 5, 4, 3 & Varsity tournaments.

SJS also competes in the European Sports Conference (ESC) for Varsity tournaments. ESC is an organisation of competitive varsity sports for International schools in Europe, providing high-quality end-of-season tournaments for male and female Basketball, Football and Volleyball teams.

Inclusion and Support

At SJS, we are inclusive, and we try and offer all students who regularly train to attend local friendly fixtures during the season to compete at an end-of-season tournament within Portugal. SJS regularly hosts weekly fixtures and tournaments every season. We support students wanting to develop further their interests by joining outside school clubs.

Co-Curricular Continued

SJS Primary Competitions Programme

In Portugal (CHESS conference) our students compete in different divisions based on the year they were born, alternating each year In primary we have Division 6 and Division 5 competitions and ‘Convivio’s’

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For Division 5 to Varsity (Year 10– 13) students compete and train in seasons

Term 1

Div 5 Girls Football season runs from September to when their last tournament is in November/ December

Div 5 Boys Basketball season from September to when their last tournament is in Term 1 November/ December

Div 5 Boys and Girls Volleyball all divisions play and compete September to February

Div 6 Girls & boys Football, Basketball & Volleyball

Term 2

Div 5 Girls Basketball season runs from January to when their last tournament is in March/ April

Div 5 Boys Football season from January to when their last tournament is in March/ April

Div 5 Boys and Girls Volleyball play and compete September to February

Div 5 & Div 6 Girls & Boys Cross Country season January until February

Div 6 Girls & boys Football, Basketball & Volleyball

Div 5 running & fitness club

Term 3

2006–08

2009–10

2011–12

2012–14

2015–16

Div 6 Girls & boys Football, Basketball & Volleyball until end of May

Div 5 Girls and Boys Athletics season runs from end of April to beginning of June

Important Notices:

Please see our weekly schedule for when sports and students will be training. A fixture schedule will be shared in September.

Please see the training schedule and calendar for upcoming sports and tournaments by clicking or scanning here:

Please be aware that the calendar dates can change due to weather and facility constraints.

To support our seasonal Sports Programme we have links and partnerships with Quinta dos Lombos Basketball Academy for girls team U6, U8, U10, U12, U14, U16, U18, Boys teams U8, U10, U12. Girls football with Estoril Praia girls & womens football, Boys Football with Sporting Academy. Girls and Boys Volleyball with Clube Nacional de Voleibol.

These clubs train regularly after the WLP programme and more information can be obtained from P.E. staff, coaches and with Maxine Small msmall@stjulians.com.

Primary School Parent Handbook

Co-Curricular Continued

Instrument

Tuition

Learning an instrument provides opportunities to promote the spiritual, moral, social, cultural, physical and academic development of our students in line with the school’s mission statement.

Instruments offered to students from Years 6 to 13

Flute

Violin

Trumpet

Piano

Clarinet

Viola

Trombone

Drum kit

Bassoon

Cello

Saxophone

Voice

Oboe

Acoustic guitar

Electric guitar

Bass guitar

Music Activities

The Music department runs a series of lunchtime and after-school clubs for students, teachers and parents.

School Environmental Education Development (S.E.E.D)

In our fantastic outdoor classroom and purpose built vegetable garden, children in years 1 to 4 will have regular sessions throughout the year as part of an integrated primary outdoor curriculum, enabling them to connect with nature and reap a myriad of benefits.

By engaging in activities amidst these natural environments, children will develop a profound appreciation for the world around them. They will acquire valuable skills such as curiosity, problem-solving, collaboration and resilience, through activities such as planting and tending to vegetables, building dens, wood craft, and fire tending.

We believe that regular exposure to nature promotes physical fitness, reduces stress, and enhances overall well-being. Through these dedicated outdoor sessions, the children will gain knowledge, develop skills, and cultivate a strong sense of environmental responsibility and citizenship.

School Trips

All Primary students attend school trips throughout the year. The trips are linked with the curriculum and topics they happen to to be studying at the time. As well as year group outings, Years 4 and 5 will visit places of interest and topic related with the Portuguese Language Department.

Year 6 have a three day residential trip to Quinta da Broeira in Cartaxo at the end of the academic year to mark and celebrate their time in Primary.

At the start of each year, parents will receive a Parental Consent form via email. Once signed, this gives the school authorisation to take the children on outings for the rest of the year. Parents will receive information in regards to the outings beforehand. Trip information can also be found on the school academic calendar, found on the Parent Portal.

All outings are paid for by the school with the exception of the Year 6 residential. A picnic style lunch is provided for children who normally eat a school lunch.

Pastoral Care

If Parents have any queries please contact the class teacher, via email or the child’s planner (Year 3 to Year 6) in the first instance. In case of urgent information and messages please contact the office directly.

If Parents need further assistance an appointment can be booked with the Deputy Principals: Mrs E Wood (Foundation & KS1), Miss L Banthorpe (KS2).

Information will be placed on the Parent Portal including curriculum overviews, newsletters, reports, registration and timetables.

Individual Parent Consultations meetings are scheduled once a term, these are booked via the Parent Portal. You will be notified by email when this is open for booking. Parents will have the opportunity to meet the class teacher for the first time at the Year Group Parent Presentations at the start of the academic year.

School Grounds

The Primary School (Queen Elizabeth building) was opened by Queen Elizabeth II in 1985 and houses Primary classrooms, the Primary Hall, the Primary library, Primary lunch-room (for Foundation years and Year 1), the Primary P.E. tented area and the Primary playgrounds.

Forest Area

The school grounds have large natural areas, including a forest, where students will participate in outdoors and environmental education activities.

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Playgrounds

The school has three dedicated playground spaces, for Foundation, KS1 and KS2, with wide open spaces and ageappropriate play equipment. A mud area and a special ‘secret garden’ space are also used during classes and playtime. Year 6 students also have access to the astroturf football pitches and the Secondary playground.

Safeguarding & Child Protection

The school has been awarded Selo Protetor status for 2023–25, in acknowledgment of its successful implementation of the standards outlined by the Comissão Nacional de Promoção dos Direitos e Proteção das Crianças e Jovens – the National Commission for the Promotion of the Rights and the Protection of Children and Young People in Portugal.

The school has a comprehensive Safeguarding and Child Protection Policy in place, the purpose of which is to:

Ensure that students are protected from harm

Share with the community the principles that guide the school’s approach to safeguarding and child protection

Ensure that everyone in the school community (including students, families and staff members) has the necessary information to enable them to meet their safeguarding responsibilities, including understanding how to report a concern

Ms Caroline Cullen Whole-School Deputy Principal, Director of Student Support & Strategic Safeguarding Lead

ccullen@stjulians.com

+351 214 585 300

St. Julian’s School is committed to safeguarding and promoting the welfare of children and young people.

The Safeguarding and Child Protection Policy makes reference to:

The school’s obligations under Portuguese law, and specifically the provisions of the Lei da Proteção de Crianças e Jovens em Perigo – the Law on the Protection of Children and Young People in Danger

The school’s commitment to upholding the UN Convention of the Rights of the Child

The school’s compliance with international safeguarding standards following the guidance of the The International Taskforce on Child Protection (ITFCP)

The school’s adherence to the accreditation standards of the Heads’ Conference (HMC); the Council of International Schools (CIS); and the Council of British International Schools (COBIS)

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The school’s compliance with the European Council’s Convention against Sexual Exploitation and the Sexual Abuse of Children

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The UK government’s Keeping Children Safe in Education guidance which, although not statutory in Portugal, provides a helpful reference point for St. Julian’s as a British international school

St. Julian’s School is committed to providing a safe and secure environment for children, staff, and visitors. The school recognises that children have the right both to protection from harm and to grow up in an atmosphere of happiness, love, and understanding. The school is therefore committed not only to the avoidance of explicit harms, but also to supporting families to nurture the growth and development of their children. The school promotes a climate where children and adults will feel confident about sharing any concerns that they may have about their own safety and wellbeing, or the safety and wellbeing of others. The procedures in place for reporting a concern are outlined in the Safeguarding and Child Protection Policy.

Every member of staff, including outsourced staff; the Board of Governors; the PACT Executive Committee; and all volunteers at the school undergo thorough police and background checks. The school also has a range of procedures in place to ensure the safety and security of the campus, and these are regularly reviewed.

In accordance with both the UN Convention on the Rights of the Child and Portuguese law, the school recognises that all children and young people, regardless of race; colour; sex; language; religion; political or other opinion; national or social origin; property status; birth status; disability; sexual or gender identity; or other protected characteristic(s); have equal rights to protection and support. This is supported and enabled by the school’s Diversity, Equity and Inclusion Policy.

English as an Additional Language

For our EAL students, this includes recognising and valuing their home language and culture. As a school, we are aware that multilingualism is a strength.

At St. Julian’s, we believe that all students have the right to access a broad, balanced, and differentiated curriculum regardless of English language proficiency. When learning through the English language, it is essential that children are provided with appropriate support in order to maximise their learning opportunities and reach their full potential.

For a large percentage of our students, English is not their first language. It may be their second or even third language. All students need to feel safe, accepted and valued in order to learn.

The EAL team aims to:

Support a school culture where students from different countries and cultures feel respected and valued, fostering self-esteem and confidence in learning

Celebrate internationalism and multilingualism

Encourage awareness of all students’ linguistic identities and enable students to harness their multilingual abilities to support their learning

Create a personalised programme of support for each student to enable them to successfully access the curriculum alongside making progress with English language skills

Track the progress of students’ language levels to ensure that students are making continual and consistent progress

Liaise with the parents/guardians of students with a profile of EAL to inform them of their child’s progress and of ways to support at home

EAL Continued

How are students in need of EAL support identified?

Support a school culture where students from different countries and cultures feel respected an At the point of admission: This includes information shared on the initial application form, observations made during the admissions interview with the Primary Principal, and discussions between home and school. If it is thought the students might require EAL support, they will be referred to the Head of EAL for later assessment on arrival at the school. The assessment will determine if additional support is required.

Language profiles of the children are collected and added to the school database during the admissions process. Students’ language levels are tracked on the NASSEA EAL assessment framework. Additional support is recommended for students on Steps 1-4 of that framework. If class numbers allow, children new to English on Step 1 of the NASSEA EAL framework will ideally be placed in a class with a child who can speak the same home language.

In the Nursery section, children are not withdrawn for pull-out EAL intervention. All children in Nursery will be developing their language through the Communication and Language area of the EYFS curriculum, with their EAL needs supported by the class teacher and assistant.

Primary School Parent Handbook

Referral from a member of teaching staff:

Where a teacher or teaching assistant has a concern about a student’s language development, they may choose to refer the student to the EAL team. This may take place at any time throughout the student’s educational journey, depending on their needs as they mature and grow. A referral is made to a member of the EAL team who then creates a profile of the student through consultation with colleagues and assessment of the student’s level. If appropriate, intervention is then identified and established. Parents/guardians will be invited to discuss this with the EAL team.

For how long will a student receive EAL support?

Once a student can successfully access the regular mainstream programme, or can do so with minimal in-class support, they may exit EAL support. Evaluation is carried out collaboratively by the child’s EAL teacher and class teacher, based on:

The students’ progress on NASSEA EAL scale

Informal assessments

EAL work and classwork completed by the child

Classroom observations

Parents/guardians will be invited to discuss changes to their child’s support plan with the Head of EAL.

Does having English as an Additional Language mean that my child has a special educational need?

Children with a profile of EAL do not necessarily have a Special Educational Need or Disability (SEND). However, some learners with EAL may themselves have additional educational needs, just like learners who use English as their first language. EAL-supported students have the same entitlement to SEND support as other students. Where a child has multiple areas of need, a comprehensive support plan will be drawn up to support them to meet their full potential. This may involve the formation of a Team Around the Child (see next page).

Learning Support

The Learning Support team supports students with a variety of learning differences to reach their full potential.

Planning for the needs of a diverse range of students is an integrated aspect of the school’s approach to teaching and learning, and the central role of the Learning Support Team is to work collaboratively with teachers to ensure that the environment is appropriately adapted to meet the needs of all students in the classroom.

Students are only withdrawn from lessons for pull-out intervention when this has a strong evidence base. Where withdrawal is necessary, this is for a set time period with fixed aims and expected outcomes. Parents/guardians are invited to collaborate with the support team in drawing up and implementing support plans for their child.

How are students with learning needs identified?

Students with additional needs may be identified through the following routes shown opposite:

Ms Ceri Grünewald-Davies Head of Learning Support cdavies@stjulians.com

At the point of admission: This includes information shared with the school through the initial application form, or in discussions between the school, the student, and their family. When a student transfers from another school, the St. Julian’s Learning Support Team will liaise with the Learning Support Team from the prior educational placement to confirm details of the students’ needs and the support they have had in place in the past. When a student transfers between different sections of St. Julian’s school (e.g. between the primary and secondary sections or the Portuguese and international sections), this information is automatically transferred so that the student experiences continuity of provision.

Screening tests:

All students undergo baseline testing using the CAT4 assessment suite. This provides standardised and UK-normed scores for vocabulary, non-verbal skills, and maths. These tests may identify areas of need that warrant further investigation. In such cases, the school will contact parents/guardians to discuss additional investigation.

Referral from a member of teaching staff:

Members of teaching staff develop a good understanding of students’ learning profiles through their day-to-day teaching and therefore are well-placed to identify how a student’s needs may manifest in the classroom. A teacher or other staff member may pass their observations to the student’s Head of Year or Head of Department, who will send a referral to the Learning Support Team for further investigation. Where this happens, the school will contact parents/guardians to discuss next steps.

Referral from a parent:

Parents may contact their child’s form tutor to ask for advice if they have concerns about the learning or progress of their child. The form tutor will liaise with the Learning Support Team to determine what action needs to be taken.

Self-Referral:

Students may get in touch with the Learning Support team to discuss their learning and progress at any time by dropping into the Learning Support Building, sending an email to the Head of Learning Support, or speaking to their form tutor or Head of Year.

Learning Support

Continued

Specialist Assessment of Need

In all cases where a student exhibits signs of a learning need that has not been previously identified, parents/guardians will be invited to discuss next steps, including potential assessment pathways.

At this point, the school may request consent for additional specialist assessment to determine the exact nature of the student’s needs and what reasonable adjustments might be appropriate to meet those needs in school.

The school’s Learning Support Team has the capacity to conduct some specialist assessments in house. This is part of the school’s standard offer and does not incur additional costs for parents/guardians.

Sometimes, a more detailed assessment from an external professional is required. In such cases, parents will be asked to commission an assessment by a private educational psychologist and/or other professional. This is not included in the school’s standard offer and is paid for by parents/guardians.

Please note that private assessments must be conducted in consultation with the school and assessments conducted without the involvement of the school may not be accepted.

Team Around the Child

Where a student has a range of needs, a Team Around the Child (TAC) may be formed. This is a multidisciplinary team of practitioners established on a case-by-case basis to support a student to reach their potential. At St. Julian’s, a TAC is convened when a child receives input and support from a range of different professionals in the school. The purpose of the TAC is to enable consistency and continuity of care for the student; efficient collaboration between professionals; and clear channels of communication both within the school and between school and home.

If you would like to discuss your child’s learning needs, please don’t hesitate to get in touch with your child’s teacher or the Head of Learning Support.

Counselling Support for Students

This may include:

Preventative intervention, in cases where there are emerging signs of need or behavioural change

Early intervention, where a specific need has been identified

Assessment, including risk assessment or referral to additional external services

Parallel support alongside external specialist intervention

Tapering support after a period of external specialist intervention has drawn to a close

Drop-in sessions for students in need of immediate support, which may or may not lead on to further counselling support

Counselling must take place with the informed consent of the student. Parent/guardian consent is also sought for all students in the primary section. Parents/guardians can request counselling for their child by emailing jlobo@stjulians.com. The Counsellors are Ms Edele Nolan (Lead Counsellor) and Mrs Joana Lobo.

Students may also be referred for counselling by a staff member in school. If this happens, the counselling service will contact parents/guardians directly to discuss the referral. This will include guidance for parents as to the purpose and aims of counselling, and an overview of how the support will proceed. The specific content of counselling sessions is not shared with parents/guardians, except in cases where a safeguarding concern exists.

Where possible, counselling appointments will be scheduled at varying times to avoid any disruption to a student’s lesson schedule.

The school offers counselling to students as part of its standard learning support offer, without additional charge.

Surgery

Health Queries

Any health queries should be directed to the school nurses at surgery@stjulians.com

Daily Medication

All medication must be given to the school nurses as class teachers are not permitted to receive or administer medication. Please ensure the medication is clearly labelled with the child’s name, dosage and within the expiry date.

Unwell at School

If your child is not well in school, you will be contacted by the school nurses.

Allergies

The School Allergies Policy is available by clicking or scanning here:

The Team in the Surgery includes: Dr Ellen Blonde (School Doctor)

Nurse Beki Silva

Nurse Susana Moniz

Assemblies

Years 1 through to Year 6 have one assembly each week at three different periods;

KS1 Years 3 and 4 Years 5 and 6

The assemblies are led by class teachers, Deputy Principals and the Principal. During this time the children are reminded of the 6C’s and behaviour, independence, empathy, school rules, as well as learning to be safe (on the internet, on the road etc). Assemblies are also a time to learn about special dates and festivals throughout the year, ie; Remembrance Day, religious festivals, Book Week, Water Day are just a few.

House System

Students from the same House are encouraged to work together across year groups and school sections. Starting September 2023, students in Year 7 will be allocated in tutor groups according to their house.

All students and staff in the St. Julian’s community are assigned to one of four Houses, Bucknall, Franklin, Etherington-Smith (E.S.) or Russell. The Houses are named after the Founders of the school and the British Ambassador at the time of St. Julian’s foundation. Staff House Leaders and Student House Captains (Years 5 and 12) coordinate and support House Events and initiatives in the school such as talent shows, food collections for charity and team games. Being a House Captain offers leadership opportunities for those students who wish to motivate, inspire others and develop the House System in our school.

When a child joins St. Julian’s, they are given a t-shirt in their house colour to wear at every special house event.

We are proud of our house system at St. Julian’s School. It aims to foster a sense of community, belonging, sportsmanship and acceptance.

BUCKNALL ETHERINGTON SMITH FRANKLIN RUSSELL

Positive Behaviour

Our staff use a variety of strategies to help children to recognise, name and understand their emotions before helping them with ways to help them regulate them. The zones are referred to in our day-to-day interactions with the children and when helping children to resolve any issues or conflict.

Positive behaviour is a fundamental condition for effective teaching and learning to take place. At St. Julian’s School students and staff have the right to work in an environment that is safe, respectful and enables all members of our community to thrive. To work towards our Reason to Believe: Learning Together To Shape A Brighter Future, we want all members of our community to develop attributes linked to the Shaper Profile. These positive behaviours linked to the 6Cs are what we expect of all members of our community in the way we conduct ourselves – these are our Positive Behaviour Expectations.

Zones of Regulation is an approach used to support the development of self-regulation in children. Emotions and feelings are categorised into 4 zones colours with associated cartoon characters.

We are Compassionate

We are kind

Heading Heading

We treat all people with respect

Heading Heading

Text

We respect our environment

We are Curious We are Collaborative

We are interested to learn about ourselves and the world a round us

We ask questions

We celebrate success together

We learn from others

We think about how others are feeling (put ourselves in others shoes)

We help others whenever we can

We try new things in order to learn We reflect on our mistakes and successes to improve

We understand the value of different perspectives and seek them out

We believe in the power of teamwork and always aim to include all team members

We are creative and seek innovative solutions to issues

We seek out and respect the contributions of others

We understand that our actions have consequences

We are interested in the views of others

We find joy in learning with new people

We look out for one another

We want to develop our potential and be the best we can be

We can disagree respectfully / be critical friends

We care for ourselves by looking after our physical and mental health and by organising our time

We seek feedback and act on it

We are Communicators

Heading Heading Heading

We have Courage

We are Citizens of the World

We are friendly

We are honest

Heading

We are active listeners and we value conversation

We take responsibility for our actions

Text

We ensure everyone has a voice

We are willing to take the lead

We take care of our community and our environment

We have a responsibility to strive for a more just and inclusive society

We are upstanders not bystanders

We respect the views of others

We have grit and determination to always try our best

We seek to understand, respect and celebrate different cultures and experiences

We express our opinions clearly and with consideration for others

We are willing to challenge ideas and opinions respectfully We critically evaluate the media we consume

We have the courage to speak up respectfully when something is not right

We look after our mental and physical health so that we can lead a balanced life and develop resilience

We are independent

We play an active role in service in the local and wider community

We understand that school and society have rules which should be respected

We develop our skills to communicate in different ways

We ask for help when we need it

Expectations for success in lessons

Silence whilst the teacher is teaching or giving instructions

Silence whilst any other student is contributing to the classroom discussion

Show respect for each other and the learning environment

Follow instructions given by teachers

Only use devices for tasks specified by the teacher

Stand behind chairs quietly and check room is tidy before leaving the classroom

Anti-Bullying

All students at St. Julian’s have an equal right to participate and enjoy their education in order to fulfil their potential. Bullying is unacceptable in this school and will not be tolerated.

This policy:

Promotes positive attitudes towards each other

Encourages an atmosphere where bullying does not occur

Ensures that staff, students and parents are all aware of what constitutes bullying

Encourages students to report incidents of bullying

Ensures that genuine bullying incidents are taken seriously, followed up and dealt with appropriately

Encourages everyone to actively challenge bullying whenever and wherever it occurs

The School Anti-Bullying Policy is available by clicking or scanning here:

Parent School Services Agreement

The Parent/School Services Agreement, along with the yearly Re-enrolment form, the School’s Financial Notes of Guidance and the School’s Policies form the basis of a legally binding contract between the Parents/Guardians and the School.

Parents agree with the terms and conditions of the Parent / School Services Agreement when re-enrolling for the next academic year.

The Parent/School Service Agreement is available by clicking or scanning here:

Mobile Phone Use

The increased ownership of smartphones, and other mobile devices such as smart watches, tablets and gaming devices,requires that the school, staff, students and parents take steps to ensure that they are used responsibly.

This policy is designed to ensure that potential issues relating to the use of mobile devices are clearly understood and potential problems avoided.

Students and their parents must read and understand this policy so as to ensure that mobile devices are used appropriately and responsibly at St. Julian’s School. The use of mobile phones by pupils during the school day is not permitted.

The Mobile Phone Use Policy is available by clicking or scanning here:

Homework

The purpose of homework at our school:

To develop an effective partnership between the school and parents and provide awareness of the curriculum to parents.

For consolidating and reinforcing skills and understanding, particularly in English and Maths

To encourage children, as they get older, to develop the confidence and self-discipline needed to study on their own

To take responsibility for their own learning

Assessment

In the primary school, we use a combination of formative and summative assessment throughout the year to gather pastoral and academic data from our students.

Formative assessment is used to inform the teaching and learning cycle so teachers can revisit any area of misconception, support and challenge the students and ensure coverage of all learning objectives.

Summative assessment is done at the end of each term and is used to inform reporting to parents and to pass onto the teachers of the next academic year. We primarily use the GL assessments, including PASS surveys, CAT4 in Years 4 and 6, plus English and Maths assessments at the end of the year from Year 1. In addition we use PIRA assessments for reading in Years 3–6, White Rose assessments in Maths from Year 1–6 and a bespoke writing assessment based on the Ros Wilson criteria, but adapted to meet the needs of our students.

In the Early Years, Nursery and Reception, on-going formative assessment is at the heart of effective early years practice. It involves constant observation of children as they act and interact in their play, everyday activities and planned activities, to understand how a child is developing, learning and growing, and then planning the next steps to support and extend the learning.

At the end of Reception year, students are assessed against the Early Learning Goals to provide a summary of the child’s development and learning across all areas of the curriculum. This is done through observations and records, alongside what is known from the child, parents, colleagues and other professionals. The holistic summary gives attention not just to areas of knowledge and skills, but also to the child’s emotional wellbeing and connections, and development of attitudes and dispositions for learning (Characteristics of Effective Learning).

Reporting Guidance

Reports are shared with parents at three points in the year:

Autumn Term: Target setting reports

Spring Term: Interim reports sharing information about English, Mathematics, Portuguese and a general comment from the class teacher

Summer Term: End of year reports covering all curriculum subject areas and a general comment from the class teacher

The following language is used to share information regarding a student engagement in lessons and their attainment:

Current Attainment Explained

Heading Heading

Teachers use all available evidence, such as performance in class activities, homework and assessments to make a professional judgement on the level a student is currently working at. Our teachers use the framework below to judge attainment of individual students against agreed age-related expectations for each subject. At mid-year (Interim), the expected attainment level in most objectives is Developing. Some objectives will not have been taught yet. At the end of the school year, the expected attainment level in most objectives is Securing.

The student shows evidence of deep understanding and aspires to take risks and apply their knowledge and understanding to new contexts independently. The student is displaying habits of mind which are exceptional.

The student has demonstrated that they are at times working towards a mastery of knowledge and understanding. They are confident in their application of learning, displaying a range of positive learning dispositions.

The student has demonstrated on a regular basis that they are confident in their knowledge and understanding of the subject and secure in skills and application of learning. The student is positively disposed to learning.

The student has a developing knowledge and understanding of the subject, is developing a growing level of competence and is beginning to consider how to apply their learning. The student is developing positive learning dispositions.

The student has an elementary knowledge and understanding in few areas of the content and has achieved a limited competence in some of the processes and skills. Positive learning dispositions are emerging.

Engagement for Learning Explained

The engagement score is designed to give an indication of how well a student is applying themselves to lessons in a subject. Teachers are asked to consider the Shaper Profile (page 6) as well as key hallmarks which underpin learning, such as organisation, meeting deadlines and commitment to learning. Our

Engagement for Learning

See page 10

Newsletters

St. Julian’s school has two digital newsletters that are sent regularly to families and students, The Lighthouse (fortnightly every Tuesday), which reports on past events and activities and The Week Ahead (every Thursday), which is like an information bulletin and shares future activities in detail.

These are emailed to parents and feature weekly editorials, news about learning, school events and activities, updates from each academic section and a link to the school’s podcast series: The Keeper’s Pod, which you can find on our St. Julian’s School Spotify page.

The school also offers families Wings the yearbook, which allows parents to receive a book (digital or paper versions) which details activities from all Departments at school all throughout the academic year.

For Alumni the school regularly shares our Juliana Newsletter that can be subscribed to through our Alumni platform www.community.stjulians.com or by sending an email to alumni@stjulians.com.

Social Media

Parents are warmly invited to follow the school’s social media account namely our:

Twitter @stjulianslisbon

Instagram stjulianslisbon

Facebook St. Julian’s School

Linkedin St Julian’s School

and to regularly visit our school website at www.stjulians.com for regular news feeds and school updates.

If you are an Alumni, please join our Alumni facebook group by clicking or scanning here:

Click or scan here for our Linkedin Alumni Network:

Parent Portal

Our Parent Portal is one of the main ways of communicating with our parents and is accessed via the school website. Information about the student’s academic life, including school reports and assessments, class timetables, teaching groups, attendance records, rewards and conduct, are posted on the Parent Portal.

Whole school and section calendars are also available on the Parent Portal. The school recommends parents access the Parent Portal every week.

The portal is available as a web page and also can be accessed via an Android or iOS App.

Click or scan:

There is also a Student Portal where all our students can access specific information including timetables, calendars and reports. This portal is also available as an Android or iOS app. All students are given instructions on how to access the Student Portal when they arrive at school.

Click or scan:

More information can be seen on the Technology for Parents website by clicking here or scanning the code, but if parents or students have any issues accessing these portals, they should contact our IT Support Team using the following email: support@stjulians.com.

Parent’s Evenings

In the second week of September, parents are invited to Year group presentations with the class teachers, in which they learn about the curriculum, daily routines, the pedagogy, homework etc as well as being introduced to the class teachers.

There is one presential parents’ consultation evening, an online parents’ meeting and a celebration of learning event with parents each year.

The parents’ evenings, in which parents meet with the class teachers, take place in the first two terms of the academic year and the celebration of learning is in the third term. In this event the children share pieces of work they are proud of with their parents.

The Portuguese Language teachers are also available to meet with parents for consultations during the first two terms.

Due to them having a number of pupils from many years, they are also available to meet with parents for an allocated period every week throughout the year.

Meetings are booked through the Parent Evening Booking System which can be viewed by clicking or scanning here:

Online Learning Platforms Seesaw

Nursery & Reception

In Nursery and Reception, Seesaw is used by the teachers to upload photos of the students’ activities as the students are too young to use the app independently. In Nursery, the teachers also send home weekly Talk Activities via Seesaw.

To access Seesaw and find the right app for your device click or scan here; or visit app.seesaw.me in any browser.

Year 1 – Year 2

Seesaw is used in Y1–Y2 as a Reflective Learning Journal or Digital Portfolio. Students choose a few items of work each week to upload into Seesaw and add a reflective comment or image. Once the teacher has approved the item, it will appear for parents who are signed in as a Family Member and will then be able to react and comment.

Google Classroom

All of our students in Year 6 have their learning and subjects organised by their teachers on a platform called Google Classroom.

The platform allows teachers to organise resources, set and grade assignments and homework and give feedback as well as organise and post syllabus resources. It is a fantastic user friendly platform that enables high levels of communication and collaboration.

Planners (Y3–Y6)

The school planner is used as a means of organisation and communication.

Please use the planner to record your child’s reading at home. Please initial to show that they have read at home.

Planners are also used by the student to record homework and spellings. Children are encouraged to take responsibility for ensuring they have the correct equipment before and after school.

The Parents’ Association role is to support parents and students by liaising with the school’s leadership teams, through regular meetings between the school and parents who volunteer as Coordinators and Year Group or Class Representatives (Primary, Secondary Sections). Outcomes and actions arising from these meetings are communicated via the school newsletter, and minutes are made available on the Parent Portal.

The Parents’ Association also has an office for second-hand uniform sales which is run by parent volunteers and is open every Friday during term time from 8.40am to 10am.

Parents also organise social and fundraising events such as the annual Cheese & Wine, which is a get-together for all parents and teachers, and the famous Bonfire Night. All parents welcome!

If you would like to help, please get in touch with us via e-mail at pact.stjulians@gmail.com

Ana Carvalho (Treasurer)

Stephanie Nascimento (Secondary Representative)

Catarina Dias (Primary Representative)

Adriana Migliorelli (Vice-Chair)

Ferdinand Lucke (Chair)

All functions of the St. Julian’s Parents’ Association are run by volunteers and we are delighted to welcome all parents who are interested in collaborating.

Parent Community Platform (Classlist)

Classlist is an app for parents that brings you into the heart of our school community. It helps you to connect and help each other. It is a safe and inclusive system that we believe will help us build a stronger school community at St. Julian’s School.

With Classlist, you’ll be able to contact the parents in your child’s class, and see who’s who so you can put a face to a name. Classlist will keep you informed about what school and PACT events are coming up, and there’s lots more you can do: post questions of the other parents in your child’s class, form special interest groups, as well as RSVP and buy tickets. You can see who lives nearby so you can arrange car-shares and you can even find a home for outgrown school uniform.

Classlist is UK-based and fully GDPR-compliant and is already being used successfully by parents in thousands of other schools. You can share as much or as little contact information with other parents as you like, and can even keep your own phone number and email address private whilst still receiving messages via the app or by email.

Everyone using Classlist has to comply with the Classlist Community Guidelines which include being respectful of fellow parents and not using the app to complain about the school or individuals connected with the school.

As soon as parents enrol their child(en) in school, they will receive instructions on how to join in an email sent from no-reply@classlist.com. If you can not find this email please contact support@stjulians.com

You can use it to:

See who’s who at school and get in touch

Ask the parents in your child’s class questions

Find out about Parent Association activities

Stay in the loop with what’s coming up for parents and students

Use the Marketplace to pass on and find pre-loved items

Checklist

ID Card (for school lunch from Y2–Y6)

Correct uniform according to the day of the week

Book bags and Library Bags

A water bottle which is washed and kept at school (Nursery to Year 2) and taken home daily for washing (Year 3 to Year 6)

Reading Records (Years 1 and 2)

Planners (Year 3 to Year 6)

Hats

Reading books

Seesaw Family

Families see everything their child posts on Seesaw, which means they receive regular communication from their child’s school that’s centred on learning.

Furthermore students are motivated when they have an authentic audience for their learning and the quality of their work improves. When families have a window into the classroom, they see what their child learns each day, which sparks meaningful conversations and extends learning at home.

Family involvement is one of the best predictors of student success. Connecting families on Seesaw opens lines of communication centred on student learning and engages families to support learning at home.

Families can:

Comment on their child’s posts

Ask their child about specific assignments, projects, and moments from class

Try learning games and strategies from the teacher that reinforce learning

Keep their child’s learning year-over-year

See all learning in one place

Only see their own child’s posts

For more information click or scan here:

Parent Access to School Grounds

Access to school grounds is strictly controlled at both school gates, the Main Gate and the West Gate.

The school operates an ID card system, colour coded for type of access:

Green: for students and staff

Orange: for families

Yellow: for visitors

For any clarifications, please do not hesitate to contact:

Michael Torres, Head of Security, at safetyandsecurity@stjulians.com.

Contacts

Updating Contacts:

Secondary School Parent Handbook

Primary

Parents can update their contact information details by requesting a Change Request Form on their Parent Portal account, on the menu My Account/My Contact Information.

School Offices

Receptionist Rafael Azevedo razevedo@stjulians.com

+351 241 585 300

Primary Office Alex Stanway Costa primarysecretary@stjulians.com

+351 214 585 361

Currículo Bilingue Office Antónia Paiva portsec@stjulians.com

Marília Calais

+351 214 585 390

Secondary Office Luena Martins life@stjulians.com

Paula Santos

Karen Martins

+351 231 585 300

Head of School Office Gabriel Feist, PA to gfeist@stjulians.com

the Head of School

School Surgery

+351 214 585 304

School Nurses Nurses Rebecca Silva & surgery@stjulians.com

Susana Moniz

Counselling Service

Counsellors Ms Nolan (Lead counselling@stjulians.com Counsellor) & Mrs Mariana Mangerão

Support Staff

Catarina Coelho Head of Admissions ccoelho@stjulians.com

Hélder Regueiró Head of Facilities hregueiro@stjulians.com

Manuel Rodriguez Head of Finance mrodriguez@stjulians.com

Carmo Silva Finance Officer mcsilva@stjulians.com

Paulo Gonçalves Head of IT Services pagoncalves@stjulians.com

Alexandra Quintas Head of School Operations & Events aquintas@stjulians.com

Michael Torres Head of Security & Transportation safetyandsecurity@stjulians.com

Ana Fernandes Thomas Franks Catering stjulianscatering@stjulians.com

School Calendar 2023–24

Term Dates

Autumn Term

Spring Term Summer Term

4 September – 15 December

3 January – 22 March

8 April – 28 June

Autumn Term

Induction of new students and Y12 students

Start of Autumn Term

Public Holiday (Republic Holiday)

Half term Holiday

Public Holiday (Restoration of Independence)

Public Holiday (Immaculate Conception)

End of Autumn Term

Christmas Holiday

4 September – 15 December

Friday 1 September

Monday 4 September

Thursday 5 October

Saturday 28 October –

Sunday 5 November

Friday 1 December

Friday 8 December

Friday 15 December (12pm)

Saturday 16 December –

Tuesday 2 January

Spring Term 3 January – 22 March

Start of Spring Term

Half term Holiday

Spring Term

Wednesday 3 January

Saturday 10 February –

Sunday 18 February

Start of Spring Term

End of Spring Term Easter Holiday

Half term Holiday

End of Spring Term Easter Holiday

Summer Term

Start of Summer Term

Public Holiday (Portuguese Revolution Day)

Public Holiday (Labour Day)

Summer Term

Public Holiday (Corpus Christi)

Start of Summer Term

Public Holiday (Portugal National Day)

Public Holiday (Portuguese Revolution Day)

Municipal Holiday (St. Anthony's Day)

Public Holiday (Labour Day)

Public Holiday (Corpus Christi)

End of Summer Term

Public Holiday (Portugal National Day)

Municipal Holiday (St. Anthony's Day)

Autumn Term 2024

End of Summer Term

Spring Term 2025

Summer Term 2025

Friday 22 March

3 January – 22 March

Wednesday 3 January

Saturday 23 March –

Sunday 7 April

Saturday 10 February –

(Public Holiday on 29 March – Good Friday)

Sunday 18 February

Friday 22 March

8 April – 28 June

Saturday 23 March –

Monday 8 April

Sunday 7 April

(Public Holiday on 29 March – Good Friday)

Thursday 25 April

Wednesday 1 May

8 April – 28 June

Thursday 30 May

Monday 8 April

Monday 10 June

Thursday 25 April

Thursday 13 June

Wednesday 1 May

Friday 28 June (12pm)

Thursday 30 May

Monday 10 June

Term Dates for 2024-25

Thursday 13 June

2 September - 18 December

Friday 28 June (12pm)

6 January - 11 April

28 April - 27 June

At the start of the academic year, parents will receive a link to subscribe to our Parent Portal calendars to add them to their own personal calendar applications.

Notes