At St. Lawrence College, giving back is central to who we are. Through charitable work and fundraising, pupils, parents, and staff support both local and international causes, learning the importance of empathy, respect, and responsibility.

From refugee aid in Greece to supporting charities such as the Red Cross, Make-A-Wish Foundation, Smile of the Child, The Salvation Army, Save the Children, and ActionAid, our community is dedicated to making a positive difference.

learning the importance of empathy, respect, and responsibility

Fundraising events are always met with enthusiasm — from non-uniform and “crazy-hair” days to raffles, bake sales, craft sales, sponsored walks, and collections of needed items. Pupils see first-hand the impact of their efforts through assemblies, visiting speakers, and staff-led presentations.

Much of this work is driven by our Charity Ninjas club, whose energy and creativity inspire the whole Junior School to get involved and show compassion in action.

Extra-curricular clubs provide pupils with wonderful opportunities to make new friends, stay active, and develop new skills in a safe and supportive environment. At St. Lawrence College, we offer a wide range of clubs — from infant activities to chess — ensuring there is something to suit every interest. Clubs run both during the school day (at lunchtime and within school hours) and after school from 3:30–4:30pm and are available to pupils from Foundation Stage 1 through to Year 6. Our outstanding facilities, including a 25-metre heated outdoor swimming pool, outdoor tennis courts, an all-weather pitch, a large sports hall, and an athletic running track, support the breadth and quality of the activities on offer.

opportunities to make new friends, stay active, and develop new skills 

Team Sports

Many of our clubs encourage teamwork and physical activity through both indoor and outdoor sports. Popular choices include football, rugby, tennis, basketball, volleyball, karate, rhythmic gymnastics, dance, and more. All sessions are led by fully qualified, professional coaches, who bring their expertise to provide high-quality coaching for pupils of all abilities.

Swimming

Swimming is not only a life-saving skill but also the gateway to many enjoyable water-based experiences. At St. Lawrence College, we offer afternoon swimming lessons for pupils aged 2½ to 18, taught by friendly, caring, and fully qualified instructors. Structured lessons cater for all levels, from water-confidence classes through to advanced club swimming.

Music

Music is at the heart of our school culture. We believe it is a creative and social art to be enjoyed by all, and our after-school Music School provides pupils with the chance to explore their musical interests. Instrumental tuition is offered in piano, guitar, violin, and drums, with pupils also able to prepare for the Associated Board of the Royal Schools of Music (ABRSM) examinations.

Other Clubs

Alongside sport and music, pupils can enjoy a variety of other activities across the year. These include Choir, Drama, Chess Club, Art Club and Robotics.

Practical Details

At the end of the summer term, families receive information outlining the full range of clubs available for the following academic year. This includes details of the age groups, times, and any associated costs, helping families to plan ahead and choose the activities best suited to their child’s interests.

Rationale

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

also strengthens the link between home and school

quality of homework more important than quantity

complementing and reinforcing classroom learning

fostering good lifelong learning and study habit

Aims

to encourage parent/carer partnership in learning

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

to revisit objectives taught in school

to enhance and support learning

to encourage good learning habits

to be interesting and enjoyable

What homework involves

a short amount of homework to complete

research for a project &  topic work

reading, comprehension or grammar

a maths exercise or specific mental maths skills

spelling lists

Greek, French,  Chinese, Spanish  tasks

Role of the Class Teacher 

to make it purposeful

to reward and praise children

to mark homework and give feedback

to provide an explanation for parents

to give an easy-to-follow routine

to take equal opportunities into account

Role of the Pupil

to discuss homework with parents/caregivers

to complete homework tasks within set time frames

to follow up on comments made by teachers 

to seek assistance when difficulties arise 

to organise their time to allow for homework

Role of Parents /Caregivers

to praise the child for their efforts

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

to ensure there is a balance between homework and recreational activities

to communicate with teachers about concerns

to check the homework diary each day

to discuss homework with the child

to provide a homework area without

to use methods suggested by the teacher to assist

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

to encourage reading for pleasure

How long should be spent on homework?

through KS2 time spent on homework will gradually increase

years 3 and 4: up to 30 minutes daily

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

language teachers may assign homework once a week

these time estimations are only guidelines

Assessment in KS2

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

What summative assessment is done in KS2?

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

Spelling lists

Mental maths skills

Regular English comprehension and grammar

Regular maths

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

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

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

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

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

Language attainment tests

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

Regular unit/topic tests throughout the year

Cambridge Progression Tests

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

What formative assessment is done in KS2?

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

The most common procedures of formative assessment include the following.

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

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

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

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.

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

Formative assessment takes place daily. It allows teachers to monitor children’s progress across all subjects and ensures they receive the feedback they need to move forward in their learning. Teachers continually assess understanding in order to adapt planning and meet the needs of every child in each lesson. This ongoing process also informs longer-term planning, ensuring that every pupil is supported to make sustained progress.

adapt planning and meet the needs of every child 

Summative assessment provides a snapshot of performance and usually takes place at the end of a unit, term, or academic year. At St. Lawrence College, we combine information from standardised testing systems with teacher judgements based on classroom observations to ensure accuracy and reliability. Class teachers carry out regular assessment of academic achievement, with differentiation applied at every stage to meet individual needs.

Cambridge Early Years and Primary Insight Assessments

In the Early Years, two baseline assessments give teachers a snapshot of where children are in their learning when they begin school or nursery: ASPECTS (for 3–4-year-olds) and BASE (for 4–5-year-olds), both developed by Cambridge Insight. These provide valuable information about each child’s starting point.

From Year 1 onwards, pupils take part in Cambridge Primary Insight (for ages 5–11), a broad range of digital, adaptive, formative assessments from Cambridge Insight. These are used for diagnostic purposes and to track pupil progress effectively over time.

In Key Stage 2, assessment is supplemented by in-house subject reviews, and in Year 6, pupils undertake end-of-year attainment testing based on the Cambridge Primary curriculum. These tests measure pupils’ knowledge, understanding, and skills in the core subjects of English, Mathematics, and Science.

Special Educational Needs/ Learning Support:

Every child is unique and has different learning needs.

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

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

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

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

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

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

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

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

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

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

Key Stage 2 is for children aged 7 to 11, covering Years 3 to 6. At St. Lawrence College, this stage typically has a three- or four-form entry, with class sizes of up to 24 pupils, allowing for individualised attention and meaningful teacher-pupil interaction.

Teaching is delivered through a unified curriculum that blends the Cambridge Primary Programme for core subjects with the National Curriculum for England in the foundation subjects. This broad and balanced curriculum includes History, Geography, Computing, Art and Design, Physical Education, Music, and Greek, and is structured to ensure smooth, progressive learning both within and across year groups.

As pupils progress through Key Stage 2, the curriculum naturally broadens to reflect their growing cognitive and academic development. Greek continues to be taught across the key stage, and native speakers have the opportunity to follow a Greek Language History course.

the curriculum naturally broadens to reflect their growing cognitive and academic development

A strong emphasis is placed on ongoing formative assessment to identify each child’s needs and sustain learning momentum. Strategies such as metacognitive questioning encourage pupils to reflect on their thinking. Termly summative assessments in the core curriculum enable the effective tracking of pupil progress and achievement, supporting targeted teaching and academic planning. These are complemented by weekly spelling and times tables quizzes.

In Year 6, pupils take the end-of-year attainment tests in English, Mathematics, and Science during May. Ample support and preparation ensure each pupil approaches these assessments with confidence and readiness.

Reading plays a central role across the key stage. In lower Key Stage 2, reading is closely monitored and pupils are given level-appropriate books to practise at home. Alongside this, guided reading sessions provide focused support to develop comprehension skills and reading confidence. As their fluency develops, reading becomes increasingly independent, guided by individual choice and teacher recommendations to foster a love of literature. To further nurture this enthusiasm, our Reading Challenges encourage pupils to explore a wide range of texts and celebrate their progress as growing readers.

High-quality novels are studied as part of the English curriculum, helping pupils develop comprehension skills, broaden their vocabulary, and build confidence in reading through structured class discussion and analysis.

Pupils learning English as an Additional Language (EAL) are supported with a tailored approach. While integration into mainstream lessons is based on individual readiness, EAL pupils are included in subjects such as Physical Education and Art from the outset to promote confidence and connection.

By the end of Year 6, pupils are fully prepared for the transition to secondary education. They leave Key Stage 2 as confident readers, competent mathematicians, curious scientists, and reflective learners — equipped with the resilience and academic foundation needed for success in the next stage of their education.

Key Stage 1 (Years 1 & 2)

At Key Stage 1, newly arrived pupils with little or no prior experience of English join their mainstream class straight away. They are quickly integrated into daily classroom life and exposed to English in a natural and supportive setting. Class teachers, working closely with teaching assistants, create an inclusive learning environment and adapt the curriculum using strategies specifically designed to support language development.

Young children are encouraged to interact and build friendships through structured group activities and games. These activities often involve classmates who are fluent English speakers and serve as positive role models for language use.

In addition to support within the classroom, targeted intervention sessions are provided for small groups of pupils who require more focused language development. These sessions are designed to boost key English skills in listening, speaking, reading and writing, and are delivered in a supportive environment to build confidence and communication.

they can grow in confidence and strive for their full potential.

Key Stage 2 (Years 3, 4, 5 & 6)

In Key Stage 2, pupils who have limited or no English may begin in a dedicated language support class, where they follow an intensive English programme. This support is designed to help them develop the level of academic English needed to access the full curriculum in their mainstream class.

Before joining the programme, parents are invited to a meeting to share important information about the pupil’s language background and previous education. If required, the pupil’s English level is assessed to identify their individual learning needs and determine the most suitable type of support. Full details of this process are outlined in the school's EAL policy, which explains how pupils are gradually integrated over their first months at St Lawrence College.

EAL groups are offered for both Lower Key Stage 2 (Years 3–4) and Upper Key Stage 2 (Years 5–6). These may take the form of either a full-time intensive programme or targeted sessions focused on developing skills in listening, speaking, reading and writing. Activities are closely linked to the wider curriculum, ensuring that pupils are well prepared for their transition into the mainstream classroom.

EAL pupils are encouraged to take part in mainstream lessons in subjects such as PE, art, music and computing from the start, regardless of their English proficiency. This allows them to mix with peers, develop social language and gain confidence in using English in different contexts.

As pupils become more confident and their English improves, they gradually join mainstream classes for other subjects such as maths and science. There is no fixed timetable for this transition, and no undue pressure is placed on the pupils.

In their second year at St Lawrence College, pupils who have joined mainstream classes but are still developing their English skills may continue to receive some EAL support. In such cases, it may be considered appropriate for them not to take on an additional Modern Foreign Language (MFL) (e.g., French, Spanish), so they can focus fully on strengthening their English.

An EAL classrooms provide a nurturing, safe and encouraging environment. It aims to give every child a positive learning experience and a strong foundation from which they can grow in confidence and strive for their full potential.

An EAL teacher plays a key role in helping pupils become more independent and self-assured as they adjust to their new school and life in an English-speaking environment.

(Years 1 and 2)

Key Stage 1 covers Years 1 and 2 of primary education and builds on children’s early learning by introducing a broader, more structured curriculum. At this stage, pupils begin to deepen their understanding of core subjects while developing greater independence and confidence as learners.

In Year 1, the curriculum expands to include a range of subjects delivered through engaging, topic-based learning. Alongside class teachers and teaching assistants, pupils benefit from the expertise of specialist teachers in subjects such as Music, Computing, and Greek language, which is introduced during this year. Teaching is carefully differentiated to meet the individual needs of each pupil, ensuring strong progress in literacy, numeracy, science and beyond.

Our experienced staff foster a nurturing environment that balances high academic expectations with personalised support. Teachers and teaching assistants work closely to ensure pupils are continually challenged while also receiving the encouragement and guidance they need to succeed.

a nurturing environment that balances high academic expectations with personalised support

By the end of Year 2, children have developed into capable, curious, and confident learners. They are well-prepared for the transition into Key Stage 2, equipped with a solid foundation in essential skills and the enthusiasm to embrace new challenges. Throughout their time in Key Stage 1, pupils benefit from a rich, supportive learning environment where each individual is valued and empowered to achieve their best.

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.

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

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

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

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

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

Here at St. Lawrence College more than fifty nationalities are represented among our pupil body, making our school a truly global community. This rich tapestry of cultures, along with an unrivalled international school experience, allows us to translate the nuance and ethos of a traditional British school into a vibrant and modern international learning environment.

Our curriculum has a strong British foundation but is uniquely adapted to the needs of our international and multicultural student body. It is this wonderful and unique combination that makes us truly, internationally British.

Our ethos and values are woven into our curriculum as well as in every aspect of school life.

In line with these principles, St. Lawrence College holds high expectations of both staff and pupils, as we strive to achieve the highest academic standards and quality of learning. Our ethos and values are woven into our curriculum as well as in every aspect of school life.

The provision of a first class pastoral care system, a wide variety of cross-curricular activities and an explicit focus on the development of the child as a whole are all features of the British education that St. Lawrence College provides. All these go a long way towards developing and nurturing such qualities as resilience, self-confidence, adaptability, tolerance and an international way of thinking.

Our facilities provide ample opportunities for different cultures to interact and our British curriculum is enriched by multicultural exchanges. Thanks to an atmosphere of calm, discipline and respect, our pupils are bound to feel comfortable and confident in their school environment. It is this unique learning experience that allows them to develop all the necessary skills, values and attributes that are necessary for them to thrive within an increasingly fast-paced and competitive world.

We promise to provide an environment that gives our pupils the best possible opportunities to develop as happy, curious, independent and eager life-long learners, who believe in themselves and in their limitless ability to learn; who are considerate of others and their needs and who care about their responsibilities as young citizens within a shared community and a diverse society.

...make a meaningful contribution to our world’s ever-pressing, ever-changing demands.

We will help our pupils gain appreciation and respect for education itself, and for the amazing opportunity they have been given by attending St. Lawrence College. When they eventually progress on from our school, every one of them will leave us fully equipped to face the world and its challenges.

They will be armed not only with globally recognised academic qualifications, but also with broader skills and with an ethos built upon a set of values that are fundamental to British education. Those values and skills will enable our pupils to flourish, while remaining confident that they can make a meaningful contribution to our world’s ever-pressing, ever-changing demands.

The St. Lawrence College Workshop members meet once a week at lunchtime and engage, through discussion and activity, on a particular project. The Functions Workshop is open to all pupils in the senior school and is characterised by informal meetings as well as by its collaborative approach.

Teacher and pupils explore themes related to seasonal events and performances, through explicit instruction and cooperative strategy. Events may include Greek celebrations, Autumn Festival, Christmas Celebration/Play, Senior and Junior Drama Club plays. Pupils are given the opportunity to put into practice artistic skills of painting, drawing and 3D-construction and express themselves through open discussion.

Workshop activities are suitable for all abilities and year levels, as tasks are assigned according to the level of skills of every pupil, and teacher support is provided in order to scaffold learning through practical activities.

These activities include: brainstorming, painting scenery on large areas of canvas, signs, posters, construction of props, and the decoration of specific spaces related to seasonal events. The end products provide backstage support during specific performances.

The workshop develops a pupil’s ability to complete independent tasks, apply practical artistic skills, collaborate in problem solving through the creative process, meet deadlines and follow instructions, while also building a sense of belonging.

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