Over the past week, the athletics track was alive with energy, excitement, and the sound of cheering as our annual running events took place for the junior school.

Pupils from Years 1, 2, and 3 sprinted their hearts out in the 60m flat race. The top three fastest runners from each house (Attica, Epirus, and Macedonia) advanced to the finals. A huge congratulations goes to the three fastest runners in the final, who earned medals for their incredible display of speed and determination!

Meanwhile, pupils in Years 4, 5, and 6 took part in trials during their PE lessons to qualify for the 80m and 150m races. The finals were held in front of their parents, giving them a chance to show the results of their hard work. Medals were awarded for their great effort and impressive performances.

Adding to the excitement, our enthusiastic parents got in on the action in the Mommy’s and Daddy’s races! Medals were awarded to our fastest grown-up participants, and we thank them for bringing such great energy to the event.

A heartfelt thank you goes out to all the pupils who competed and cheered each other on, as well as to the families and staff who supported them throughout.

Another very successful year for the SLC Forensics team, as our Debate Team won for an unprecedented 3rd year in a row at this year’s Panhellenic Forensics Tournament. Overall, the team came an impressive 3rd out of 21 participating schools from all across Greece, meaning St Lawrence have been ranked in the top 3 schools every year since 2013.

The tournament took place on 16th – 19th March in Thessaloniki. We had 6 Finalists in the Sweepstakes events and 4 Honourable Mentions, and our 2nd Debate team qualified for the Quarter Finals. One of our debaters, Rosie Vorri, ranked 1st individual speaker in the Debate competition. 

Debate Team – Winners:
•    Achilleas Papadimitriou
•    Nicholas Short
•    Rosie Vorri
•    Isabella Kontogianni
•    Anastasia Samaras

Finalists:
•    Ioanna Moirasgenti (Group Discussion)
•    Eleni Giamas (Oral Interpretation, Comic)
•    Nathan Marks (Oral Interpretation, Dramatic)
•    Rosie Vorri (Oral Interpertation, Dramatic)
•    Artemis Spyridis & Iokasti Spyridis (Dramatic Duet)
•    Alexander Shtefan & Maria Christina Michaelides (Comic Duet)

Honourable Mentions:
•    Rebecca Jackson (Oratory)
•    Rosie Vorri (Impromptu)
•    Nicholas Hagis & Nathan Marks (Comic Duet)
•    Rebecca Jackson & Nadia Papazarcadas ( Comic Duet)

Many thanks to our Head Coach, Ms Stafford; Debate Coach, Mr Courts; and all coaches, Ms Grivas, Ms Kladouchou and Ms Iliadou for all their help. The team spent long hours and a lot of Saturdays at school practising, and it is wonderful to see them achieve such remarkable results every year.

A major sports development has been accomplished at St. Lawrence College through a complete renewal and redesign of the large football field which features at the heart of the school’s sports facilities.

The time had come for a relaying of the football field and the opportunity was taken to establish additional features for the school’s sports provision. Through the summer, work was carried out to remove older broken spectator seating and completely remove, level, and relay a new football pitch surface. Now a high-quality 9-a-side football pitch has been laid, and with perfect timing, for post-pandemic interschool tournaments and matches are due to recommence. Likewise, within school, inter-house tournaments and PE lessons will make full use of the new facility.

Furthermore, surrounding the new football pitch, a running track has been developed. The running track, a feature we have not enjoyed at school until now, will lead the development of track events among the school’s athletics programme. It is already in use, and will be enhanced further, in due course, with a ‘cinders’ surface and the painting of running lanes. Further developments over the summer include a permanent long jump pit and the refurbishment of the spectators’ seating area.

Planning for an official celebratory opening of the new sports facilities is under way and announcements will be made soon. The whole area has been welcomed by sports staff and pupils alike, and with lunchtime try-outs for boys and girls football teams well under way, our pupils are already making the most of this new school feature.

April is Autism Awareness month and this week St Lawrence College would like to get this opportunity to promote autism awareness and acceptance for this lifelong condition, which affects how people perceive the world and interact with others. We want to make as many people as possible to realise that we are all different and social in our unique way. We consider this to be a very important part of your child’s learning experience as learning about difference is imperative. We strongly believe that helping young people and teachers to understand autism as they grow up will equip them to accept and empathise with children and adults who have autism. 

Throughout the week there will be blue ribbon pins available at the school’s receptions as an effort to raise money and awareness. All proceeds will go to support the creation of * ‘Avali’ an initiative of Ms. P. Alexiou, a mother of a child with Autism and the **Specialised Unit for children with Autism at the Children’s General Hospital of Athens Panagiotis & Aglaia Kyriakou’.

We will be supporting ‘ Blue T- shirt’ as part of World Autism Awareness Week 2017! Wear your light blue T-shirt in school on Friday 7 April 2017.  We want everyone to wear their blue T-shirts for the day, and show they are not afraid to stand out for autism (staff included and parents too). Parents can send in their pictures for us to put on the website to show their support.

Bullet Points:

Meets one lunch time per week

Open to all pupils and to all levels of ability

Project based work to be exhibited around the school or at our Annual Exhibition

Encourages the use of a wide range of materials

Introduces pupils to a variety of artistic techniques and applications such as Mural painting, not necessarily taught within the Art room

Promotes individual learning

Promotes learning through group projects

Provides help for those pupils who want to develop further their natural talent

Offers help to those who would like to improve their practical skills

Builds on the skills already taught during lessons and helps to further improve knowledge and understanding of this subject

Helps to promote pupils visual awareness

Helps to promote pupils historical awareness in Art and Design

Works to enhance confidence through the development of individual projects

Aims to encourage friendships and promotes diplomatic skills through working within a group

Different age groups working together creates a sense of team work

Gives the A-Level Art pupils an opportunity to show their appreciation of this subject through some small seminars or presentations of their choice, prepared by them

Gives an opportunity for creativity to those pupils who have not chosen Art in Key Stage 4

Informal, fun, therapeutic, instructive

Promotes a more aesthetically pleasing environment in and around the school for pupils, staff and visitors through e.g. display

From Thursday 22nd to Saturday 24th May, our Year 7 pupils embarked on an unforgettable residential trip to Ioannina, filled with adventure, exploration, and lasting memories.
The journey began with a visit to the picturesque town of Ioannina and a boat ride to the charming island of Kyra Frosyni, nestled in the middle of Lake Pamvotis.
The next day we went rafting along the crystal-clear waters of the Voidomatis River, surrounded by the breathtaking scenery of the Vikos–Aoös National Park. Pupils showed excellent teamwork and enthusiasm as they paddled through the gentle rapids, guided by expert instructors. Straight after we hiked the stunning Vikos Gorge, one of the deepest gorges in the world. 
Our trip concluded with a fascinating exploration of the Perama Cave, a natural wonder filled with impressive stalactites and stalagmites. Pupils were captivated by the cave’s unique formations and the rich history shared by our guide.
Throughout the trip, our pupils demonstrated exceptional behaviour and enthusiasm. It was a joy to see them fully engaged, supporting one another, and making the most of every moment. Their curiosity, respect, and positive spirit turned this trip into an experience none of us will forget.
A heartfelt thank you goes to all the staff who made this journey possible, to Trekking Hellas for their professionalism and outstanding organisation of the activities, and most of all to the pupils—whose positivity and spirit made this adventure truly unforgettable.
 

At St. Lawrence College, we follow the UK’s Early Years Foundation Stage (EYFS) framework, which sets the standards for the learning, development, and care of children from birth to age five.

Our EYFS provision includes three stages:

• FS1 (Nursery): From 2 years 6 months
• FS2 (Pre-Reception): From 3 years old
• Reception: From 4 years old

We believe every child is a capable learner, and we provide a nurturing, inclusive environment where children feel secure, valued, and inspired to explore. We support each child's development at their own pace, promoting independence, confidence, and a love of learning. The diverse backgrounds of our international school community enrich the experience for all children.

We provide a nurturing, inclusive environment where children feel secure

Reception marks the final year of the EYFS and the first official year of primary education in the UK. At this stage, children begin to develop a more structured approach to learning, while still engaging in rich, play-based experiences. The curriculum balances self-initiated exploration with more formal class-based teaching. Children are introduced to phonics, early literacy, and numeracy, laying the groundwork for the academic journey they will continue in Key Stage 1.

Learning in the Early Years is rooted in four guiding principles:

1. The Unique Child – We recognise and support each child’s individual path of development, celebrating progress and self-expression.
2. Positive Relationships – Strong connections between children, staff, and families underpin learning, helping children build trust, resilience, and social skills.
3. Enabling Environments – Classrooms are welcoming, engaging spaces that encourage exploration, creativity, and discovery through play.
4. Learning and Development – Our curriculum balances child-led and adult-guided activities across seven key areas.

To ensure a well-rounded foundation, the EYFS curriculum is organised into seven interconnected areas of learning and development. These support children’s cognitive, social, emotional, and physical growth and prepare them for lifelong learning.

The Seven Areas of Learning

• Communication and Language: Building listening, understanding, and speaking skills.
• Physical Development: Encouraging movement, coordination, and healthy habits.
• Personal, Social and Emotional Development: Fostering confidence, empathy, and self-regulation.
• Literacy: Introducing phonics, reading, and early writing.
• Mathematics: Exploring numbers, shapes, patterns, and simple problem-solving.
• Understanding the World: Learning about people, places, nature, and technology.
• Expressive Arts and Design: Developing creativity through music, art, role-play, and imaginative activities.

Our dedicated Early Years team ensures smooth transitions between each stage — and particularly from Reception into Year 1 — creating a joyful, consistent learning journey. The close alignment between Reception and Key Stage 1 ensures pupils are well-prepared for the more formal academic expectations to come, while maintaining the nurturing and responsive approach that supports every child’s success.

At SLC Junior School, we ensure that home learning is given to each child as and when it is needed, in order to reinforce the learning that has taken place in school.

Our Home Learning Policy sets out the aims and expectations for each stage of a child’s learning journey. The policy ensures that tasks are purposeful, age-appropriate, and designed to support progress while encouraging independence and positive learning habits.

support progress while encouraging independence and positive learning habits

In Reception and Key Stage 1, we emphasise the importance of learning together and sharing the experience. We encourage parents to participate alongside their child in a set of essential, regular tasks set by the class teacher. These may include reading together, practising flashcards, or completing a short numeracy activity online.

In Key Stage 2, home learning provides an opportunity for pupils to take greater responsibility for their own learning. We place more value on the quality of homework than the quantity, so tasks are only assigned where they are useful in consolidating a concept or skill taught in school. This might include a written activity, a project, or preparation for an upcoming assessment. Pupils are also given specific daily tasks on platforms such as Spelling Shed, Bug Club and DoodleMaths/ DoodleTables to strengthen essential skills.

We believe that well-chosen home learning tasks complement and reinforce classroom teaching, help to establish positive study habits, and strengthen the partnership between home and school. The Home Learning Policy makes these aims clear and provides guidance so that parents, pupils, and staff share a consistent understanding of expectations at each stage.

Our Year 9 pupils recently returned from an unforgettable trip to London and surrounding areas, packed full of excitement and lifelong memories.

The adventure began in London, where pupils had the magical opportunity to visit the Warner Bros. Harry Potter Studio Tour. It was a dream come true for Harry Potter fans and a fascinating insight into filmmaking for all.

That evening, pupils were dazzled by a spectacular performance of the West End musical Wicked. The incredible music, acting, and staging made for a truly enchanting experience, and many pupils came away inspired by the magic of live theatre.

While in the capital, pupils also enjoyed a guided tour of London’s most iconic sights — Buckingham Palace, the Houses of Parliament, Big Ben, Westminster Abbey, the Tower of London, Tower Bridge, the London Eye, Trafalgar Square and Sea Life London Aquarium! They even braved the thrills and chills of the London Dungeon, learning about the city’s darker history.

The trip also took them outside the city to explore more of England’s rich heritage. In Stratford-upon-Avon, pupils walked in the footsteps of William Shakespeare, visiting his birthplace and learning about the life and times of the world’s most famous playwright. 

This trip was not only a fantastic opportunity for pupils to deepen their cultural and historical understanding, but also to bond with peers, grow in independence, and make memories they’ll cherish.

A huge thank you to all the staff who helped make the trip such a success!

The Art Club meets one lunchtime per week and is open to all pupils and to all levels of ability. The only thing required is enthusiasm! Much of what is created by the Art Club is exhibited around the school or at our annual, extremely popular, Art Exhibition.

Activities within the club allow its members to use of a wide range of materials and introduce pupils to a variety of artistic techniques and applications, such as mural painting, which go beyond what is taught during Art lessons. Moreover, club activities help promote pupils’ visual and historical awareness in Art and Design, while enhancing their confidence through the development of projects which require initiative. They also aim to encourage friendships and help pupils practise social skills, through working with children from different year groups. Above all, the club encourages creativity both individually and also through group projects.

When the club meets, Art teachers are always on hand to help pupils who want to further develop their natural talent as well as to those who need more guidance on improving practical skills. They build on the skills already taught during lessons and help children to improve their knowledge and understanding of the subject.

The Art Club offers A-Level Art and Design pupils an opportunity to show their appreciation of the subject through the organisation of small seminars or presentations based on a topic of their choice, which they prepare themselves. It also gives those pupils who have not chosen Art in Key Stage 4 an opportunity to continue to stay in touch with the subject and exercise their creativity in a safe and nurturing environment.

The Club is informal, fun, therapeutic and instructive in its style and content, while practically contributing to our school environment by creating and displaying work which can be enjoyed by pupils, staff and visitors alike.

The St. Lawrence College Art Club: Creativity and Fun!

The Art Club meets one lunchtime per week and is open to all pupils and to all levels of ability. The only thing required is enthusiasm! Much of what is created by the Art Club is exhibited around the school or at our annual, extremely popular, Art Exhibition.

Activities within the club allow its members to use of a wide range of materials and introduce pupils to a variety of artistic techniques and applications, such as mural painting, which go beyond what is taught during Art lessons. Moreover, club activities help promote pupils’ visual and historical awareness in Art and Design, while enhancing their confidence through the development of projects which require initiative. They also aim to encourage friendships and help pupils practise social skills, through working with children from different year groups. Above all, the club encourages creativity both individually and also through group projects.

When the club meets, Art teachers are always on hand to help pupils who want to further develop their natural talent as well as to those who need more guidance on improving practical skills. They build on the skills already taught during lessons and help children to improve their knowledge and understanding of the subject.

The Art Club offers A-Level Art and Design pupils an opportunity to show their appreciation of the subject through the organisation of small seminars or presentations based on a topic of their choice, which they prepare themselves. It also gives those pupils who have not chosen Art in Key Stage 4 an opportunity to continue to stay in touch with the subject and exercise their creativity in a safe and nurturing environment.

The Club is informal, fun, therapeutic and instructive in its style and content, while practically contributing to our school environment by creating and displaying work which can be enjoyed by pupils, staff and visitors alike.

We are proud to unfold our adventurous, creative and magical journey which brought us to this impressive Koropi Campus where we celebrate our 40 years of operation

NORTHERN JOURNEY: The School did not pop up in 1980, the year of our foundation, looking as we do today. We started in Paleo Psychico, Filothei, Halandri,
occupying five different buildings that were necessary to house our constantly increasing pupil body, as our growth rate was phenomenal. To accommodate a number of non Athens resident pupils, we also ran a boarding house at Hotel Frini in Kifissia.

September 1984 finds the School in Gargitos in a purpose–built school building. We have left Paleo Psychiko and Halandri, but we still keep Filothei.

SOUTHERN JOURNEY: In September 1981, the School opened a branch in Hellinikon, naming it “L1” i.e. Lawrence One. The success was instant and in the years that followed new buildings were added, one after the other, in the area to accommodate the pupil body -three of which were built by us. Again the need to accommodate a number of boarders was covered by running a small villa in the area as a boarding house.

As time went on, the Board of Governors realized the   need to bring together the North and the South and
so the three component schools, Filothei, Gargitos, Hellinikon, merged in Hellinikon in September 1987.

A new beginning was made in Hellinikon. An impressive success story both in numbers and particularly in academic achievements follows bringing the buildings to the staggering number of eleven, “L11” i.e. Lawrence Eleven.

In the summer of 2004 the time had come to move again.

So “Farewell Hellinikon”, “Good Morning Koropi” and the gate of our impressive Koropi Campus opens in September 2004.

To sum up this building/geographical journey, we have worked out of 17 buildings, two boarding houses, in six suburbs before reaching our present beautiful home – the Koropi Campus.

Summer SCHOOL: The St. Lawrence College Summer School has been taking place as follows:

-Alexander Beach Hotel, Arachovitika, Peloponnese, 

  Summer 1982

- Tolo Camping, Nafplio, Peloponnese, Summer 1983-1989

- Hellinikon Campus, Summer 1994-2004

- Koropi Campus, Summer 2005 – Present  

Our School has come such a long way and it is in the hands of people, teachers and administrative staff, who will continue to nurture it as the safe educational oasis that it is.

2023 Public Exam Results Success

The anxious wait for exam results is over now as IGCSE, AS-Level and A-Level results have been released, and it is now possible to draw conclusions and assess the performance of our school’s exam candidates from the 2023 summer exam session.

Year 13 and A-Level

Ahead of these results being released there had been substantial coverage in the media that the exam bodies would be strict in their marking this year, believing that the impact of the covid pandemic is fully in the past. This may have led to anticipation of lower marks, but even so, the performance of our Year 13 cohort has been impressive. Across all A-Levels taken in the UK, 27% were A*or A grades. At our school, 45% of all A-Levels taken were awarded A* or A grade.  One in six of all the A-Levels taken were awarded an A* at St. Lawrence College, compared to only one in every thirteen A-Levels across the UK.

More than a quarter of our school’s Year 13 pupils (19 of the 72 pupils) achieved straight A*/A grades across all their subjects. One in every six A-Levels resulted in an A* while just under half were an A* or A grade. Indeed, an “A” was by far the most frequent grade awarded, being easily more common than the second most frequent, a “B” grade, with “A*” being the third most frequent grade across the Year 13 cohort.

In terms of performance within subject areas, more than half of all candidates achieved at least an A grade in Biology, Chemistry, French, Further Mathematics, Geography, Greek and Physics A-Levels. Particularly impressive were Biology and Further Mathematics where the A* rate was 47% and 27% respectively.

Many pupils did extremely well, with the following being truly outstanding: Nikolaos Synodinos (4A*), Dingnan Huang (3A*), Yuqian Liao (3A*1A), Foteini Kalamatianou (3A*) and Timothy Tay (3A*).

For our pupils now completing school, there now faces the transition to universities and colleges around the world. A very small selection of these, to give an example of the variety, includes UK universities such as Queen Mary London, Imperial College, London, Warwick, Edinburgh, Manchester, Durham, and UCL London. Also, we have pupils taking up courses at universities in the USA, Italy, The Netherlands, Hong Kong, Canada, Cyprus, Austria and Spain. Just as varied as the destinations, are the degree courses our school-leavers will be starting, which include Aeronautical Engineering, Business Management, Neuroscience, Philosophy, Economics, Dentistry, Accounting & Finance, Fine Art and Law.

Year 12 and AS-Level

At AS-Level, where “A” is the highest possible grade (A* doesn’t exist at AS-Level) global assessment was once again set to pre-pandemic standards, leading to an anticipated moderation of grades among schools across the UK and around the world. At our school, our Year 12 cohort performed very admirably, matching the achievements of typical years over the pre-pandemic era.

That more than one out of every three among the 253 AS-Levels taken resulted in an A grade demonstrates this. Indeed, with “A” being by far the most common outcome, with a frequency twice that of any other individual grade, the collective AS-Level achievement can be considered impressive. 

Analysis by subject reveals that at least half of all pupils’ AS-Levels in Art, Biology, Chemistry, Mathematics, Further Mathematics, Greek, History and Physics resulted in either an A or B grade.

Across the entire cohort, 14 of our pupils in Year 12 scored straight A grades. Among those were Dimitrios Grigoropoulos (5As), Huijie Cathy Su (5As), Kleopatra Anastassiou (4As), Yunhan Emily Chen (4As), Paris Larios (4As), Yun Zena Li (4As), Efstathios Pettas (4As), and Ziqing Tracy Qian (4As).

Year 11 and IGCSE

More than one in three pupils (34%, or 28 of the 82 pupils) scored either straight A*/A grades or had a majority of A*/A grades as their results from IGCSEs.

Analysis of specific subjects reveals that at least half of all pupils scored A* or A or B in Biology, Chemistry, Chinese, English Language, English Literature, French, History, Mathematics, Physics and Spanish; and in most of these subjects, half the candidates or more achieved at least an A grade. Overall, 42% of the 625 IGCSEs/GCSEs taken resulted in an A* or A grade, while 80% scored at least a C grade.

Pupils who achieved notable success include Konstantinos Zafeirakis (8A*,1A), Despina Salachas (8A*,1B), and Guoguo Chen (7A*,1A,1C)

Well done!

St. Lawrence College Headmaster Phil Holden commented “These results reflect the hard work of so many of our pupils and indicate that anything is possible with determination and perseverance. I also congratulate and thank our outstanding teachers and school staff, right across St. Lawrence College, for all their hard work that has led to these achievements through the last school year and throughout these pupils’ education building up to this point. Finally, I wish our school leavers every happiness and success as they embark on the next stage of their lives, whatever that is. I hope they will keep happy memories of their school days at St. Lawrence College!”

Our pupils’ 2020 public exam grades attain the highest of standards

Mid-August wouldn’t be the same without the anxious wait for the public examination grades of our eldest pupils. Although all 2020 public examinations were cancelled by the UK authorities as a consequence of the covid-19 pandemic, pupils who were working towards IGCSE, AS-Level and A-Levels had been promised grades and certificates by the exam boards. Those grades have now been awarded and released.

The qualifications have been issued by exam bodies who used a combination of data and “assessment grades” submitted by schools as well as the exam bodies’ own statistical records regarding how schools’ pupil cohorts had performed in recent years.

This year, our pupils have received, collectively, grades that represent a tremendous achievement and they have improved upon the grades of recent years at A-Level and AS-Level, while matching the standards of recent years at IGCSE. Even in a ‘normal’ year these would be outstanding results, but given the challenge of recent months, our Year 11, 12 and 13 pupils should be especially proud of themselves.

A-Level

The 38 pupils of our Year 13 have been awarded 123 A-Level grades. The statistics are very impressive:

·         26% of all grades were an A* (up from 20% in 2019 and 13% in 2018)

·         More than half – 52% - of all grades were A*/A (up from 51% in 2019 and 34% in 2018)

·         More than three quarters – 76% - of all grades were A*/A/B and 85% were at least a C grade; again higher percentages than in both 2019 and 2018.

Two of our A-Level pupils each achieved a remarkable four A* grades – congratulations Ioanna Moirasgenti and Harry Karaiossifides; while Yueyang Li managed three A*s and two A grades.

AS-Level

Perhaps even more impressive are the AS-Level grades awarded to our Year 12 pupils. A total of 147 grades have been awarded to 43 pupils and the statistics truly demonstrate the excellence of this cohort of pupils. Note that the highest possible grade at AS-Level is A; and that A* does not exist at AS-Level.

• 56% of all AS-Level grades have resulted in A; up from 41% in 2019 and 40% in 2018.
• 86% of all grades awarded were a C grade or better; up from 73% in 2019 and 59% in 2018.

Outstanding individual pupil achievements included Panagiota Paraskevopoulou (AAAAB); Yijun Chen (AAAA); Yurui Cui (AAAA); Eleni Kalendi (AAAA); Markella Papadopoulou (AAAA); Jake Paternoster (AAAA); and Kaibo Wang (AAAA). Very well done to those young men and women and all our pupils.

IGCSE

A huge number of IGCSE grades have been awarded to our Year 11 pupils – 522 in total. This is far more than in recent years; in 2019 there were 420 IGCSE entries and in 2018, 386 entries. This year’s IGCSE grades were as equally impressive as in recent years and, by some measurements, even stronger. Thus:

• 25% of all IGCSEs resulted in an A* (2019 – 23%; 2018 – 25%)
• 47% of all IGCSEs resulted in an A*-A (2019 – 47%; 2018 – 45%)
• 83% of all IGCSEs resulted in an A*-C (2019 – 79%; 2018 – 90%)

Stand out achievements included Katrina Lemane (9A*); Leda Persidi (8A*, 1A); Athanasios Kapoutsis (7A*, 2A); Zoe Raptis (7A*, 2A); Danil Tsaran (7A*, 2A) with many other pupils securing multiple A* and A grades – congratulations to them all!

Higher Education

Many of our A-Level pupils are now progressing to higher education courses. The most popular destination is, of course, the UK, with pupils leaving us to start as undergraduates at such renowned universities as UCL, King’s College London, Edinburgh, Glasgow, Newcastle, Sussex, Queen Mary London, UEA, Lancaster, Bath and Southampton to name just a few. Other pupils are continuing their education at universities in countries such as the USA, Canada, The Netherlands; while a few will remain in Greece and attend institutions such as Deree College and BCA.

Our graduating pupils will study a fascinating diversity of degree courses including (but not limited to!) Medicine, Mathematics, Marine Technology & Engineering, Theoretical Physics, Chemical Physics, Aeronautics & Astronautics, Design Innovation & Creative Engineering, Neuroscience, International Relations, International Business Management, Classical Studies, Animation, and Environmental Geoscience.

Headmaster Phil Holden commented “I am delighted with the collective achievement of our pupils in this most difficult of years. These remarkable grades reflect the outstanding work our pupils have invested into their IGCSE, AS-Level and A-Level courses and I am very happy, and somewhat relieved, that their efforts have been recognised by the exam bodies of the UK. I congratulate all our pupils and I especially wish to thank all our school staff who have also supported our pupils with such consistency and dedication. This includes teachers of these pupils from earlier years in each child’s education. I know that so many of our pupils worked very, very hard through a stressful period and were well supported by the school and parents and so I am not surprised at how well they have done – their success was richly deserved and we can all take pride in their accomplishment”.

In May, over fifty pupils from our Junior School proudly took part in the UK Mathematics Trust (UKMT) Junior Mathematical Challenge—a nationally recognised 60-minute competition comprising 25 multiple-choice questions. Designed to inspire a love of problem-solving, the Challenge promotes mathematical reasoning, precision of thought, and fluency, making it both accessible and rewarding for students at all levels.

We were especially delighted to see enthusiastic participation from pupils as young as Year 4, reflecting both their confidence and passion for mathematics. Many of our students performed exceptionally well, with several earning prestigious Bronze and Silver Certificates.

We are incredibly proud of all our participants for taking on this challenge with such enthusiasm and determination. Their achievements reflect the strength of our mathematics programme and the hard work of both students and staff.