06-09
18-20
School Council & Parliament
Letter from the Chairman
Meet our Board of Governors
Letter from the Principal
12-15
Welcome School Highlights
Primary School Highlights
Secondary School Highlights
ISI Report 2022
Primary School Council
Secondary Student Parliament
22-28
Celebrating our Community
A Multi-cultural Environment
Staff Appreciation
Learning Through Giving
Friends of St George’s
Early Years Foundation Stage
Primary School
Secondary School
Results 2022
University Destinations
Where in the World are they Studying?
Graduates: Class of 2022
St George’s Alumni
Nurturing Talent
The Creative Arts
School Services
St George’s Eco School
Income and Expenditure Accounts
Balance Sheet as of December
Luxembourg Government Subsidy Law
Stability and Building Fund Accounts
Budget 2022
Wellbeing at St George’s Technology Transforming Learning
Established in 1990, St George’s International School is an inclusive, vibrant international community of over 850 students from 3 to 18+ years. The school provides an outstanding education and supportive learning environment to all its students.
The school community continued to take on the challenges of the Covid-19 pandemic during the 2021-2022 academic year, but made the most of opportunities to welcome parents and visitors back into school as easing restrictions saw a return to relatively normal school activity towards the end of the academic year.
A key highlight of the year was the visit by a team of Independent Schools Inspectorate (ISI) inspectors in March to assess whether St George’s met the British Schools Overseas (BSO) standards. Following the inspection St George’s was rated “Excellent” for the third consecutive time.
Since my nine-year tenure as a Board member came to an end in June 2022 this letter allows me to introduce the newly elected Chair, Mr Stefan Ziegenhagen, who was inaugurated at the Annual General Meeting in June 2022.
The pandemic brought several challenges to the school, not least the need to manage significant absences of both staff and students and for everyone to learn new methods of teaching and learning. Parents were certainly in need of support at home; working remotely, providing childcare and, of course, becoming teachers of their own children.
On a positive note, there were no serious cases or deaths from Covid-19 infection in our school community. The school’s rapid response to the new regulations and restrictions contributed to the relatively small numbers of cases. The adaptation to new ways of teaching and learning are exemplified in the excellent exam results and general attainment of students. The wellbeing and pastoral aspects of student life were given focus, as the ‘Covid-gap’ and the hidden impact of reduced social contact had some effect on personal relationships and development for all ages. The obvious delight of children being back in school sharpened that focus. A number of the lessons learned throughout the pandemic and methods of teaching and working have been adopted into the mainstream as a result, so if I am looking for a silver lining that is it.
School community events were reduced due to the pandemic but as the year progressed many resumed, with parent information evenings and performances going ahead much as normal in the last term. The Summer Fayre too was back in June. Our Year 13 students had a graduation ceremony in school with parents and their graduation dinner at ChouChou.
The Board of Governors and the Senior Management Team are working closely with architects, engineers and various authorities to hopefully start work on the new gym and classroom facilities soon.
I’d like to thank the members of the Board of Governors and the Committees for their time and commitment to the school and the Senior Management Team and staff of St George’s for their tireless work in providing, even in challenging times, excellent and high-quality work and education, borne out by the continued excellent academic results and the happy and content students seen every day in the playgrounds and classrooms of St George’s.
It has been an honour and a privilege to work with such an interesting group of individuals that make up the Board and its Committees. Confident in the abilities of them and the Senior Management Team to lead the school forward, I therefore happily hand over the Chair to Mr Ziegenhagen to guide the school safely through the years ahead.
Mr Phillip Charlton Chairman, Board of Governors
During the academic year 2021-22, the following individuals were committee members of the Finance & Resources; Learning, Standards & Achievement; Buildings & Projects; and IT Committees:
Ms N Jancso-Sanderson
Mrs M-L Saura-Carat
Mr C Jacamon
Mr S Nye
Mrs L Torres
Mr Y Somekh
Dear parents and friends of the school,
Welcome to the Annual Report for 2021/2022 of St George’s International School in Luxembourg. This serves as our formal report to parents and the wider community on the activities of the school during the past year. As the Covid-19 pandemic continued during the year, we worked closely with the Ministries of Education and Health to ensure the best possible educational provision for our students. As different rules and regulations were introduced we implemented these carefully and consistently, keeping in mind the need for continuity and encouragement for our students, staff and families and I am very grateful for the immense support the school received. We returned to full examination conditions and in academic performance and achievement the school results were very pleasing in circumstances where the preceding preparation time was sometimes more challenging than usual. I am particularly pleased by the global range of universities and courses our graduates are now embarked on. This is a clear vindication of the global mindset so many of our final-year students exemplify. Despite the limitations placed upon us for part of the year, our school community enthusiastically supported charities locally and internationally. A particular highlight was the Summer Fayre in June – our busiest ever. It was a delight to welcome back students, families and friends to celebrate. Thank you to everyone involved – it was flawless!
We continued to be inventive in working around the limitations placed upon us, using online parent meetings, Zoom broadcasts, remote assemblies or lessons. As you look through the Annual Report there is much to commend.
Our colleagues worked tirelessly to retain a clear sense of focus on and attention to the academic and pastoral needs of each child at school. The visit of the Independent School Inspectorate team in March was an opportunity to confirm the excellence of the school community. The inspection report was sent to all families on publication and is also available on the school website. I am very grateful for the work of colleagues who ensured that the inspection visit was successful.
We believe at St George’s that learning should be accessible to everyone, with every student able to achieve their full potential within an environment that is positive and supportive. This philosophy is at the heart of everything we do and is exemplified in our motto ‘achieving potential through challenge and care’.
the new Chair of Governors, Stefan Ziegenhagen. Their deep engagement with and enthusiasm for the school allows us to continue our mission, even when circumstances are uncertain.
Colleagues across the school are to be thanked and recognised for their consistent work with and support for students in a third year where we were challenged by unprecedented events and circumstances.
reach their full potential within an environment that is
Look through our report and you will understand how very proud we are of our students and their achievements – not just in the academic fields but also for their character and open and globally minded attitudes. They are a credit to their families and their school community.
Thank you to the members of the Governing Body who supported and encouraged us. As we mark a number of retirements from the Board, my sincere thanks to those leaving and a warm welcome to new members joining, including the election of
With my best regards, Dr
Barkei
Learning should be accessible to everyone, with every student able to
positive and supportive.
It’s hard to believe another year has passed! Finally we have a sense of normality. One of the greatest pleasures has been a little more movement, allowing us to return to a more active learning style. The bespoke curriculum in Primary has continued to provide exciting opportunities for our students with wonderful books opening a world of ideas and imagination. We are always proud of the positive inclusion in our teaching, which is mirrored in a whole school focus on celebrating diversity, an ongoing theme.
Maksim impressed the crowd with his amazing knowledge of dinosaurs to take the top prize for Year 3, while Rahul had everyone on the edge of their seats as he attempted to solve five Rubik’s Cubes in under 2.5 minutes. There was a huge roar from the audience when he completed the task in just over two minutes.
Year 3 students turned their study of the English text Oliver and the Seawigs into a stage show that mapped the uncharted territories of St George’s Island. Putting on their explorers’ hats, they discovered Hamilius Rainforest and Mount Teletubby.
Year 5 transported their audience of appreciative parents to Ancient Rome where they came face-toface with intrepid and disciplined soldiers, fearsome gladiators, and Romans from every level of society. The audience saw the wonders of Roman construction and engineering, from roads to public baths, and learnt about everyday life in Ancient Rome.
Nursery and Reception classes staged wonderful shows for their parents in December. Nursery performed in the Owl Babies go on a Mummy Hunt, while Reception classes performed The Aliens’ First Christmas
School trips were back on the agenda for Primary students. EYFS students took short adventures on buses and visited the local forest and recycling centre, while Milepost 3 ventured near and far, visiting several museums and castles, and ending the year with a fantastic trip to Phantasialand.
Nursery students visited Namur bakery in November, learning how chocolate is made and practising how to walk safely and be responsible. The students were amazed by the chocolate factory and listened carefully to the bakers explaining how they make chocolate.
Year 6 students went on a secret mission to Schengen where they considered the benefits of EU membership and the Schengen Agreement. They were involved in an Escape Room game in which the Luxembourg government had withdrawn from the Schengen agreement and closed its borders.
Students designed posters, created poems and wore odd socks to celebrate Neurodiversity Week in March. A special assembly was also held. The winners of the poetry competition were Reception Green, Olivia G (Reception), Shengrong L (Year 2) and Victorine G (Year 5).
Year 5 classes participated in a fascinating workshop in June looking at the resistance, persecution and imprisonment of Luxembourgish women during World War II. The workshop explored the lives of the women who were sent to the Ravensbrück concentration camp because of their work in the Luxembourgish Resistance.
Author Michael Rosen
Students attended an online assembly with children’s author and poet Michael Rosen (author of We’re Going on a Bear Hunt) to celebrate National Poetry Day on 7th October. The students enthusiastically joined Mr Rosen in reciting some of his best-loved poems and stories, including Don’t and Chocolate Cake, and appreciated the tips he shared for writing poetry.
A competition was held in May to collect designs for a new set of pins to reward students who had earnt 10, 20, 30, 40 and 50 gold stars. The winning entries came from Victoria and Aino in Year 3, Felix in Year 4, and Alexei and Valentina in Year 5, who faced stiff competition from students across the year groups.
Two teams of Year 6 students entered the ECIS Maths Quest in May with 148 students from 37 schools across Europe and the Middle East. Team 2 finished fourth and Team 1 sixth, giving St George’s the highest final places overall. Federico won a silver medal in the individual competition. Maxim was the joint bronze medal winner in the individual competition, with only two points separating third and first places.
Milepost 1 students had a visit in December from St Nicolas (Kleeschen) and his friend Housecker. The students heard how St Nicolas Day came to be celebrated on 6th December and had the opportunity to ask Kleeschen questions. The children performed a number of festive songs and were reassured by St Nicolas that their hard work and kindness would be rewarded with gifts at the end of the school day.
2022 saw the return of international inspections, where our staff worked exceptionally hard to showcase the wonderful achievements of the children. We were delighted by the incredibly complimentary feedback. This was especially pleasing as 2022 was one of our most difficult years with Covid 19. The children, as always, were the stars of the year, with so many examples of high quality, beautifully presented pieces of work. Our students achieved on the local and international stage in such a wide range of areas and we were equally impressed by their accomplishments externally, representing local and national teams, including the Luxembourgish cricket and ice-skating teams.
Best wishes,
Ms Claire Nuttall Head Teacher (Primary)
It has been another highly successful, productive and eventful year in the Secondary section of the school. The return of residential trips was a highlight for staff and students alike, as was the array of activities offered by the Arts Faculty. As always, Secondary students won prestigious awards in both local and international competitions. With so many activities throughout the year it was a very difficult task to pick the highlights, but here are just a few:
Students from Years 7 to 13 presented an evening of song and appreciation of musical theatre. Held in the Auditorium in December, the event showcased famous songs from musicals and gave students an opportunity to perform in public with musical and theatrical direction.
Covid may have stopped Year 8 students from performing at the Shakespeare School’s festival in the UK, but it did not stop them from staging original productions of A Midsummer Night’s Dream to an audience of appreciative parents in November. The three tutor groups performed their own versions of the play over consecutive nights in the Auditorium.
BTEC Performing Arts students performed in the national Festival of English Language School Theatre (FEST) in Mersch during March. The students enjoyed performing in a professional environment and received positive feedback from their audience.
It was a tight race in Year 7’s Step Off Championships in December. Teams were judged on disciplined movement, display of at least three syncopated polyrhythms, formation, and creativity. All of the groups were incredible and deserved congratulations. The winners were: 1st Team 3 (Felipe, Leon, Alexander and Jaime); 2nd Team 2 (Matthew, Daniel, Violette and Sophie); 3rd Team 8 (Maria, Michele, Tsipora, and Jayani).
School trips were back on the timetable this year giving students the opportunity to learn not just outside the classroom, but outside the country too. Destinations included London, New York, Paris, Barcelona, Borneo and more.
Brooklyn Bridge, the Statue of Liberty, a baseball match and the theatre were some of the highlights of Year 10’s one-week residential trip to New York in June. They enjoyed the bustling city, particularly the impressive skyline, bright lights and local cuisine.
Year 10 geography students collected data for their course work on the River Tordera, just outside Barcelona. The students’ aim was to determine whether the river adhered to the Bradshaw model. Each student had their own hypothesis to prove or disprove.
St George’s performed exceptionally well in the Jonk Fuerscher Contest in March. The competition offers science enthusiasts the opportunity to present their work to the public in an internationally recognised competition, which further enables them to participate in prestigious competitions abroad. Max G, Morgan CP, Sebastian R and Kate S developed and worked on their project before presenting it to the public and Prince Guillaume of Luxembourg. An award ceremony with Prime Minister Xavier Bettel followed.
Euro
St George’s students Cameron B, Amna G, Max G, Wenyi S and Siddarth V took first place in the prestigious Generation Euro economics competition in April in which they took on the role of the ECB Governing Council members and proposed a monetary policy for the euro area.
The Key Stage 5 leadership team held a powerful assembly in March to mark International Women’s Day. The theme was ‘Break the Bias’ and it explored how women are often represented as weak, less intelligent or sexualised in pop culture and popular media, including programmes aimed at children.
A-Level biology and psychology students attended workshops in November by Dr Guy Sutton, a leading authority in psychiatry and brain disorders. He took the students on a journey to understand the nervous system, sharing the latest research and cutting-edge technology in neurobionics. Year 12 students dissected brain tissue, while Year 13 students looked at the impact of drugs and their associated biochemical pathways.
Year 7 students participated in a hugely successful workshop on stereotypes in January. The students enjoyed engaging in the topic of stereotypes and exploring the negative effects on people being stereotyped. They participated in a variety of group activities, which had an eye-opening effect and reminded them not to judge a book by its cover.
The MFL assembly celebrated the school’s linguistic diversity and the importance of knowing a country’s culture when learning a language. Students used Luxembourg as an example of a country where multilingualism is very visible. We encourage students to become multilingual as this is an asset for life.
The continued dedication and professionalism of the Secondary staff, coupled with the vitality and drive of the students here at St George’s is what makes this school so unique. It is a privilege to regularly witness and be involved in these tremendous events within this exceptional learning community. My gratitude must go to staff for providing and being actively involved in these wonderful opportunities, to students for always fully engaging with them, and parents for their active support.
Best regards,
Mr Mark Fleet Head Teacher (Secondary)St George’s retained its ‘excellent’ rating by the Independent Schools Inspectorate (ISI) this year for the third consecutive time.ISI inspected the school in late March, a visit which had been postponed by one year due to Covid, and found that the quality of students’ learning and achievement as well as their personal development was ‘excellent’, the highest rating possible.
ISI is a body approved by the British Government for the purpose of inspecting independent schools in England and overseas.
The report highlighted St George’s academic excellence across all year levels: “The students in the secondary school achieve consistently high levels of success at IGCSE and A-Level examinations that are well above the average for maintained schools in England. Data provided by the school show that students achieve results that exceed expectations particularly in mathematics, the sciences and creative arts. The average level of achievement for each cohort has risen consistently in recent years. Students proceed to a range of universities with demanding entrance criteria in the UK and other countries.”
The report also strongly commended the way in which the school reflects its international student body, which comprises more than 60 nationalities: “The natural way in which students respect the diversity of the school community and show cultural understanding is exceptional. The number of nationalities in itself makes St George’s a genuinely international school. Students regard this as a reflection of their expressed interest in learning about other cultures, not as something formulaic or artificial. The cauldron of different
St George’s met all standards for British Schools Overseas, including:
Quality of education
Spiritual, moral, social and cultural development
Welfare, health and safety
Suitability of those in contact with students at the school
Premises and accommodation
Provision of information
Handling of complaints
Leadership and management
languages spoken by the students appears to lead to strong bonds of friendship between those of different nations and cultures. In lessons or other activities, students mix well, rarely defaulting to national groups.”
Dr Barkei said: “The ISI report’s ‘excellent’ rating genuinely reflects the hard work, effort and enthusiasm shown by all students and staff, and is something the entire school community should be exceptionally proud of. We’re delighted that the inspection team was able to witness what we see every day at school.”
The Primary School Council consists of a group of students tasked with putting forward initiatives throughout the Primary school.
The Primary School Council changed its structure slightly this year, splitting into two groups: Key Stage 1, assisted by Mr Gisbert, and Key Stage 2 with Ms Oakes. The change ensured that all voices across Primary were heard and considered.
Students in the KS1 Student Council group practised democracy by electing their representatives. They asked their peers to complete surveys and discovered that children in Early Years enjoy cooking, which resulted in the formation of a new cooking club after school. Councillors also brainstormed ideas about how to create an enterprise week and presented their ideas to the school and teachers. Enterprise Week was a huge success across the Primary school, with all year groups participating.
Councillors ordered special red Student Council hoodies to wear for easy identification while on official business. The students also completed tour-guide training to act as school representatives.
There was also a focus on improving the school’s reward system. Councillors conducted a survey of students and presented the findings to Ms Nuttall and Ms Pillay, before announcing the plans and reforms over the Tannoy for the students to hear. The councillors then organised a competition to create displays to showcase the new reward systems.
The KS2 councillors also met with the Secondary Student Parliament who helped them plan fundraising events and passed on fundraising strategies, which were then put to the test at the Summer Fayre in June.
– Independent Schools Inspectorate Report, March 2022
Students demonstrate high levels of knowledge, skills and understanding across the curriculum. Students in the Primary school respond well to the high expectations of teachers, the challenge of extension tasks and detailed oral feedback provided.
The Student Parliament is dedicated to making the school a place where everybody feels part of a community and comfortable to express their ideas
Thirty-seven committed students are allocated across five ministries:
Ministry of Careers & Employability
Ministry of Climate Action
Ministry of Student Learning & Achievement
Ministry of Health & Wellbeing
Ministry of Diversity & Culture
Fundraising activities and events were back on the agenda for Student Parliament, keeping members busy throughout the year. Student Parliament had 37 members across five new ministries, which were created to support the school’s Improvement Plan. They focused on diversity, wellbeing, careers awareness, fighting climate change, and acknowledging and improving the students’ learning and achievement.
In addition to helping students choose options for GCSE or A-Levels and spreading awareness on different career paths, the Ministry of Careers and Employability raised more than €200 for the African School Assistance Project through a stationery shop, and cake and book sales.
The Ministry of Health and Wellbeing started a walking club for KS3 students, organised a table tennis tournament and made a mental health video, while also raising €300 for Kriibskrank Kanner and €100 for Anxiety UK.
The Ministry of Climate Action helped to establish Meatless Mondays in the canteen and introduced water dispensers, supported the school’s Climate Pledge and commitment to achieving net-zero greenhouse gas emissions, and participated in a reforestation project in Dudelange. Earth Day fundraising also raised €187 for the Union of Concerned Scientists.
Various initiatives by the Ministry of Student Learning and Achievement helped raise hundreds of euros for the Malala Fund, while the Ministry of Diversity and Culture supported the school’s cultural awareness calendar through events that raised money for The Orangutan Project and LUkraine.
Despite the challenges of Covid-19 restrictions, the students used their creativity and raised €1,463, which was €230 more than last year.
As in previous years, our son feels happy, engaged and challenged at school, attached to his teachers, staff and colleagues. We see progress every week and therefore are very grateful for all that St George’s has to offer to help him become a better person and a more confident and knowledgeable student. Do not lower the bar and do whatever it takes to preserve St George’s select status.
- A current parent, 2022
Many students at St George’s have more than one nationality and the figures below reflect the multi-cultural diversity of the school community. It is this internationalism that plays a fundamental part in making St George’s a remarkable learning environment. St George’s offers a world-class international education to more than 850 students aged 3 years to 18+ years from 65 countries.
New nationalities that joined St George’s in 2021-22
NB: Figures above include all nationalities listed by students, including those with dual nationality.
Students appreciate each other’s cultural backgrounds, feeling proud to be global citizens and part of a genuinely international family at school.
– Independent Schools Inspectorate Report, March 2022
With her positive attitude, my son’s teacher inspired him to give the best he could during this first mid term.
My son’s skills (reading, writing, maths, critical thinking...) have improved with her as his teacher and although he has always been happy to come to school now he loves to be there. She is a fantastic teacher!
- A current parent, Staff Recognition Scheme, 2021
Mrs Charlton (20 years)
Mrs Berg
Ms Cotton
Mrs Ross
Mr Stenton
Mr Austrie
Ms Biberi
Mrs Comodi
Mrs Hanvey
Mr McDaniel
Ms Stamatopoulou
Miss G Tranter
Mrs Young
Mrs Chen
Ms Pantoulia
Mrs Subashi
Mrs Turner (15 years)
Mr Cooper
Mr Diver
Mr Schier
Mrs Baldauff
Ms Bihari
Ms Connor
Ms Kekki
Mrs Palmer
Mrs Stephenson
Mr Willsher
(10+ Years) (5 Years) (3 Years)
Mrs Kapinajova
Mr Perez Diaz
Ms Taylor
Mr Ballard
Mrs M Brown
Mr Edgerley
Ms McCabe
Mrs Rodriguez Alvarez
Miss Thomas
Mr Wurtz
My science teacher is committed and innovative. His lessons are full of engaging, interactive, and informative activities that always help us in understanding the content. Overall, he is an excellent teacher!
- Student, Staff Recognition Scheme, 2022
Mrs Mari
Mrs Radovic
Mr Upton
Mrs O’Rourke
Mrs Ribon
Ms Yderstrom
St George’s is a caring and supportive community committed to helping others. Students of all ages were encouraged to get involved in fundraising activities for their chosen charities throughout the 2021-2022 school year.
The school’s charitable contributions during this academic year totalled €20,563.07 for the following causes:
World Land Trust
A conservation charity that protects the world’s most biologically significant and threatened habitats, acre by acre.
Brummana School
Lebanon
A private school in Lebanon in need of support during the pandemic.
LUkraine
Created in 2014 by Ukrainians living in Luxembourg, the association now focuses on providing humanitarian support for victims of the Ukraine war.
The Black Curriculum
Develops free resources for schools to teach students about Black history.
Uses independent science to solve the planet’s most pressing problems.
Caritas
Supports vulnerable people, including single-parent families, refugees, the homeless, disadvantaged and victims of natural disasters and conflict.
Malala Fund
With more than 130 million girls out of school today, the Malala Fund fights for them to have access to education.
croix-rouge Ukraine Appeal
Funded an emergency response to help people in need in Ukraine.
Save
Puts
Fondatioun Kriibskrank Kanner
Supports children with cancer and terminal illnesses in Luxembourg.
Darkness into Light Charity run held around the world to raise money and awareness of suicide and self harm.
Rosa Letzeburg
Raises awareness of LGBTIQ rights and issues, and works to combat discrimination.
Wildlife Conservation Fund
Established in 2010 to save wildlife and wilderness across the Indian state of Jammu and Kashmir.
Relais pour la Vie
Gives support to those suffering from cancer.
Established in 2014, The Friends of St George’s, also known as ‘Friends’, is a parent association within the school community. The Friends of St George’s is an active, warm and inviting group of St George’s parents. Each member serves as an ambassador to new and existing families and helps organise events to raise funds for the school’s chosen charities.
This year the Friends’ ‘Walking Group’ continued to organise weekly walks for parents and used these gatherings to raise money for Ukrainian refugees and the Lauren Patterson Memorial School. With the relaxation of Covid restrictions, the Friends of St George’s were eager to getting back on track with fundraising initiatives to support the Lauren Patterson Memorial School, of which they are the main benefactor. Fundraisers included a tea party to commemorate the Queen’s platinum jubilee and two soup brunches.
This year’s Friends of St George’s weekly walks around Luxembourg covered more than 150 kilometres over 32 outings and 40 hours of walking.
The most northern walk took in the scenery and caves of Berdorf, while new walks were arranged around Fischbach and Lintgen. A highlight was a walk around Grunewald where the group visited a Spartan cave in which a hermit lived during the 12th century. Santa made a surprise visit at the final walk of 2021 to deliver a sack of presents for the first time since Covid hit. Post-walk refreshments were a regular occurrence during the year with the walk hosts opening their gardens and homes. This included two soup brunches to raise money for the Lauren Patterson Memorial School.
The relaxation of Covid restrictions enabled the return of the much-loved annual tea party. The event raised more than €600 for the Lauren Patterson memorial School in Uganda and featured many traditional and some not-so-traditional British high tea treats.
The school in Uganda was the beneficiary of the majority of the Friends of St George’s fundraising throughout the year. The money has been used to pay for teachers’ salaries and provide meals for both students and teachers. In some cases this is the only meal the students receive during the day.
My child’s teacher is exceptional, demonstrating care and commitment to the needs of the students. She works extremely hard to support those in her care, adapting learning to their skills, rather than expecting the student to adapt to her teaching. Her belief in the students, and positive relationships are a strength and comfort, enabling a growth mindset that supports positive progress.
- Current parent, Staff Recognition Scheme, 2021
Students are overwhelmingly positive about their school. They maturely articulate the importance they attach to learning. They collaborate keenly, confident that making a mistake is nothing to be feared but rather another learning opportunity. They are conscious of the importance of kindness and empathy. Students show resilience in their learning, without showing inappropriate bravado, and are aware of the need to improve at all times.
– Independent Schools Inspectorate Report, March 2022
Every child is different, which is why our teaching staff take an individualised approach towards each child, ensuring they reach their full potential in their own unique way.
The Foundation stage, for children aged 3-4, targets physical and emotional development and the foundation of literacy, numeracy, communication and language skills. Becoming an independent learner is a key aim of our EYFS curriculum. Each topic aims to inspire curiosity and intrigue. Children experience learning in a free-flowing, indoor/outdoor environment, which supports their developing creativity and problem-solving skills.
There are seven areas of learning that shape the EYFS curriculum. These include:
Students have the chance to stimulate their imagination every day, be it through building dens and castles with blankets, desks and cushions or through role-play and music.
Children are encouraged to be interactive and active in their learning and develop control, coordination and movement.
St George’s offers an extensive array of books catering to all interests. Children are encouraged to explore and find their love of reading.
Early mathematics uses mathematical concepts whenever possible in communicating ideas.
Children are provided the opportunity to be active and develop their co-ordination, manipulation and movement.
St George’s supports children in developing a strong, positive sense of themselves and of others.
This area of learning concerns exploring and investigating the world around them.
Celebrating diversity, equity and inclusion (DEI) is a key focus for Primary. It is vitally important to ensure that every child, whatever their background or personal circumstances, feels that they belong at St George’s. DEI has a strong focus in all lessons, with core texts chosen to ensure positive representation of all peoples. Displays reflect a wide range of cultures and events, ensuring every child can see themselves mirrored in the curriculum and in our work. To further our knowledge and understanding of DEI a whole-school staff INSET day was held at St George’s, featuring several world-renowned keynote speakers. This INSET focus was seen as a leading development internationally..
Underpinned by the National Curriculum for England, the Primary section of St George’s has devised a bespoke curriculum ensuring that learning is tailored to the school context. This takes into account the local context, with many opportunities to weave in the Luxembourgish perspective, while also including an international flavour, recognising the broad and varied backgrounds of the students.
Students of all ages communicate fluently and confidently. They articulate ideas well, contributing enthusiastically to discussion and proving themselves adept at both speaking and listening. In the Primary school they develop a wide and varied vocabulary, using it effectively to explain their thinking and express opinions. Students show enthusiasm for independent writing at their writing table and read avidly for enjoyment.
- Independent Schools Inspectorate Report, March 2022
Aside from the termly assessments in English, mathematics and science, students are also evaluated using standardised assessments on an annual basis. St George’s conducts the Progress Test in English (PTE) and the Progress Test in Mathematics (PTM).
The Progress Test in English is a series of tests of English for students from age 5 to 14. The tests are differentiated according to age and students are tested from Year 1 to Year 6.
The test for the youngest children comprises a short section that assesses phonic knowledge and skills with a reading comprehension exercise based on a single passage.
Children aged 6 and 7 are tested on their English skills and comprehension.
The older Primary students are tested on their English skills (spelling, grammar and punctuation) with a test of reading comprehension based on a narrative and linked nonnarrative text.
St George’s percentage of average, above average and very high test results. The UK average is 77%
The Progress Test in Mathematics (PTM) is a series of age-appropriate tests to ensure that students are making and maintaining good progress in mathematics. Each test assesses aspects of mathematical skills and knowledge, together with the key process skills of fluency, mathematical reasoning and problem-solving.
The PTM series consists of 11 tests: 10 tests covering the age range 5 to 14+ years (Progress Test in Mathematics 5 to 14), plus an additional test for students aged between 11 and 12 years, which can be used as a transition test for entry to secondary education (Progress Test in Maths 11T).
For the youngest children (PTM5, PTM6, PTM7 and PTM8) the teacher reads the questions and the answer options aloud so that the need to read is minimal.
PTM8 to PTM14 tests are in two parts: Mental Maths, and Applying and Understanding Maths. Mental Maths questions are timed and played from an audio file (or read by the teacher).
St George’s percentage of average, above average and very high test results. The UK average is 77%
St George’s Secondary students learn in a stimulating, caring and supportive environment inside and outside of the classroom. The Secondary school has over 300 students, making it small enough to focus on the individual needs of the student, but large enough to offer a diverse academic curriculum with outstanding educational opportunities and resources.
St George’s International School offers the National Curriculum for England and Wales. This curriculum prepares students to be confident, compassionate and inquisitive individuals, enabling them to take their stand in an increasingly challenging and rapidly changing world. It also includes opportunities for students to develop personally through daily form time, regular assemblies and weekly Personal Development lessons. The National Curriculum leads to IGCSE (International General Certificate of Secondary Education) examinations which are taken at the age of 16 and later A-Level examinations, comprised of A/S Level then A2 Level, taken at the age of 18. These qualifications are recognised and highly valued by universities worldwide.
Students in the secondary school achieve consistently high levels of success at IGCSE and A-level examinations that are well above the average for maintained schools in England. Data show that students achieve results that exceed expectations particularly in mathematics, the sciences and creative arts.
– Independent Schools Inspectorate Report, March 2022
During the academic year of 2021-2022, students achieved excellent results in IGCSE, A/S and A2 Level exams. Thirty-nine graduating students will be taking up places at universities in the United Kingdom, United States and across Europe, and all students were offered their first choice of university. Twelve students will be attending a Russell Group university.
Our results are a true indicator of not only student accomplishment but also school performance. St George’s continues to perform consistently above the UK average. To establish individual learning targets, St George’s also conducts standardised testing.
The graduating class of 2022 secured places at the following universities:
Bates (Boston)
Cardiff University (2)
Ecole Superieure de Commerce Paris
Geneva Business School (Madrid)
Heriot Watt University
Imperial College London
Instituto de Empresa Madrid (3)
Liverpool Institute for Performing Arts
Maastricht University
Computer Science
Psychology, Neuroscience
Management
Business
Mechanical Engineering
Electrical and Electronic Engineering
Computer Science and Artificial Intelligence, Business Administration, Business and Design
Acting
Data Science and Artificial Intelligence
Malta College of Arts, Science and Technology Spatial Design
Rose Bruford College (Brighton)
Royal Holloway, University of London (2)
Royal Marines
Trinity College Dublin (2)
Universita Bocconi Milan (2)
Universiteit Utrecht
University College London (4)
University of Aberdeen
University of Bath
University of Edinburgh (2)
University of Freiburg Germany
University of Manchester
University of St Andrews
University of Technology Delft Netherlands (2)
University of Vienna
University of Warwick (2)
Vrije University Amsterdam
Drama
Management with International Business, Drama with Acting
Commando Training
Engineering, Stage Management and Technical Theatre
Economics, Management and Computer Science, International Relations
Economics and Business Economics
History, Economics, English
Computing Science
International Development
Mathematics, History
Photography and Moving Image
Planning and Real Estate
Financial Economics
Aerospace Engineering
Modern Foreign Languages (French, Italian and Spanish)
History and Politics, Economics
Business
Oxbridge
University of Oxford (5)
University of Cambridge (2)
Russell Group Members
Cardiff University (4)
Durham University (4)
Imperial College London (4)
Kings College London (4)
London School of Economics and
Political Science (LSE) (4)
Newcastle University (3)
Queens College Belfast
Queen Mary University of London
University College London (10)
University of Edinburgh (10)
University of Exeter (3)
University of Glasgow (2)
University of Liverpool (2)
University of Manchester (2)
University of Sheffield (2)
University of Southampton (4)
University of Warwick (9)
University of York (4)
Other Universities in UK and Ireland
Aberystwyth University
Abertay University, Dundee
Aston University (2)
Bath Spa University
British & Irish Modern Music Institute (2)
Brunel University London
Birmingham City University
Bournemouth University
Canterbury Christ Church University
Court Theatre Training Company
Heriot Watt University
IDI Hertford University
Lancaster University (4)
Liverpool John Moores University
Liverpool Institute for Performing Arts (2)
London Academy of Freelance
Make Up
London School of Journalism
Loughborough University (3)
MetFilm School London (2)
Northeastern University
Northumbria University
Norwich University of the Arts
Nottingham Trent University
Plymouth University
Rose Bruford College (Brighton)
Royal Holloway, University of London (6)
Southampton Solent University
Swansea University (2)
Trinity College Dublin (4)
University for the Creative Arts (2)
University of Aberdeen (3)
University of Bath (5)
University of Birmingham (2)
University of Bristol
University of Hull (2)
University of Kent (3)
University of Liverpool
University of Loughborough (6)
University of Portsmouth
University of St Andrews (3)
University of Stirling
University of Surrey
University of Sussex (5)
University of the Arts London (2)
University of Winchester (3)
University of Wales Trinity Saint David
UWE Bristol
Universities in Austria
University of Vienna
Universities in Belgium
Brussels Business Institute
College of Advertising & Design
KU Leuven
Ghent University
Universities in the Czech Republic
Charles University
Universities in France
American University of Paris
Ecole Superieure de Commerce
Paris
LISAA, School of Design, Paris
Universities in Germany
Trier University
University of Freiburg
Universities in Italy
Accademia Italiana
University of Genoa
University of Milan
Universita Bocconi (Milan) (4)
Universities in Luxembourg
Lunex University
University of Luxembourg (3)
Universities in Malta
Malta College of Arts, Science and Technology
Universities in the Netherlands
Amsterdam Fashion Academy
Conservatorium Van Amsterdam
University of Technology Delft (3)
Eindhoven University of Technology
Erasmus University (4)
Hotelschool The Hague (2)
InHolland University of Applied Sciences
Leiden University (2)
Maastricht University (5)
The Hague University of Applied Sciences
Universiteit Utrecht
University of Amsterdam (4)
University of Groningen (7)
University of Twente
VHL University of Applied Sciences
Vrije University Amsterday
Universities in Scandinavia
Aarhus University, Denmark (2)
Haugetun Folkehøyskole, Norway
International People’s College
Copenhagen, Denmark
University of Copenhagen, Denmark
University of Iceland
VIA University College (Horsens, Denmark)
Universities in Spain
GBSB Global Business School, Barcelona (2)
Geneva Business School (Madrid)
Instituto de Empresa Madrid (3)
Universities in Switzerland
Geneva Business School
Universities in Asia
University of Hong Kong
Yonsei University, South Korea
Universities in the USA
AMDA College of the Performing Arts Los Angeles
Bates Boston
Brigham Young University, Idaho
Clark University (Boston)
Hofstra University, New York
Fashion Institute of Technology (New York)
Florida International University (2)
Northeastern University (Boston)
The Lee Strasberg Theatre & Film Institude
Universities in Australia
University of New South Wales, Sydney
Universities in Canada
McGill University
University: Imperial College London
Course: Electrical and Electronic Engineering
The best thing about St George’s is how international the school is despite its size. I would not have received the same quality experience at any other international school. Everyone is extremely friendly and the teaching is of a high quality, which provides an excellent learning environment.
In Year 7 I didn’t like French, but over the years I’ve grown to love it so much I’ve decided to make it part of my degree. I’m very thankful for having my mind changed. The teachers at St George’s are always there to help if you don’t understand something.
TanyaUniversity: University of Vienna
Course: Modern Foreign Languages
Our graduates, many of whom have been at St George’s since the early years of their education, are proof of the school’s high-quality teaching, supportive environment and strong community. We believe it is important to continuously check in with the students to ensure the school is still reaching its goal of ‘achieving potential through challenge and care’. This is why each year we ask our newly graduating class about their time at St George’s. Read what some of our students had to say below.
My favourite subject at St George’s was drama. The school has very committed and enthusiastic teachers in the drama department who really care about the students.
Olivia
University: Royal Holloway, University of London
Course: Acting with Drama
St George’s offered a lot of help in all of the subjects I took and I had some amazing teachers. However the best part about my time at St George’s was the friends I made along the way.
JaimeUniversity: Maastricht University
Course: Data Science and Artificial Intelligence
We are extremely proud of our alumni and take every opportunity to celebrate their achievements.
St George’s keeps connected with alumni via a private Facebook group, which enables the school to send updates, communicate upcoming events, share interesting facts, nostalgic photos and more. The alumni have the opportunity to network and to share what they are doing.
Covid restrictions forced a scaled-down Alumni Lunch in January 2022, but we were thrilled to host an alumni stand at the Summer Fayre in June 2022. We were also incredibly proud to share the news that our 2021 graduate Lieuwe Troelstra received a Cambridge Top in the World award in economics for his final-year exams.
My advice to current Years 12 and 13 students is to work hard and get your personal statements done as soon as possible.
Charles
Graduated: 2021
University: NA
Course: NA
Seth
Graduated: 2021
University: University of Sussex
Course: Business and Management Studies
St George’s prepared me for life after school by making so many resources available. My advice to current Years 12 and 13 students is to make the most of your time and the resources available to you at St George’s.
Graduated: 2021
University: Universita Bocconi
Course: International Economics and Finance
My overriding memory of St George’s is being able to have a laugh with the teachers. The school prepared me for university by teaching me how to be professional. To Years 12 and 13 students: don’t be afraid to do what you enjoy!
Graduated: 2021
University: University of Amsterdam
Course: Politics, Psychology, Law and Economics
St George’s definitely gave me a good foundation for the mechanical engineering courses I’m studying at university. I miss the community and staff at St George’s.
St George’s prepared me for university by teaching me to learn independently.
Emanuele
Graduated: 2021
University: McGill University
Course: Mechanical Engineering
St George’s offers a diverse range of clubs, groups and activities, giving students the opportunity to develop new skills, friendships and sportsmanship.
During the 2021-2022 academic year St George’s offered a number of extra-curricular activities, which had been restricted in previous years due to the pandemic. Parents used an automated booking system called CHQ to book and clubs were allocated according to preference. 74 clubs were offered, the most popular being football, dance and French. This year also saw the return of cooking clubs for Reception and Years 5-6, which were especially popular.
St George’s offered Primary students 22 options in this category and 8 in Secondary, including football, basketball, badminton, cricket, dancetheatre, rugby, field hockey, table tennis, chess, board games, ultimate frisbee and yoga.
Primary and Secondary students were offered 14 art-related clubs, including design drawing, digital photography, podcast, eco-nature art and sewing. 10 of the clubs offered were music based, including string ensembles, music production, choir, song writing and Mini Maestros.
St George’s values diversity within our community and provides opportunities to learn a new language or brush up on existing ones. This year St George’s offered 11 language clubs for students, including Mandarin, German and French. St George’s also offered 9 academically challenging clubs or afterschool activities for Secondary students, including maths tutoring, programming and HPQ lessons.
Dance is consistently one of the most popular clubs and 20212022 was no different. St George’s dance clubs introduce students to a variety of genres of dancing, improving body coordination and elevating self confidence by performing in front of an audience. This year saw the return of the muchloved end-of-year dance shows with performances during the final month of the school year and again at the Summer Fayre.
Reception and Years 5 and 6 students were delighted to be in the Primary kitchen creating delectable dishes and tasty treats during the cooking clubs.
St George’s welcomed a new music coordinator, Dr O’Connor, in 2021 and with it came Mini Maestros music clubs for Years 1 to 4. The sessions enhanced students’ musical abilities through subconscious learning, singing and the use of percussion instruments. Children in the sessions learnt through active play, games, songs and music performance, while also having opportunities for solo performance and creativity.
The Mini Medics after-school club was held for Years 5 and 6 students during one term. The sessions taught students important life skills including CPR, the recovery position, how to help someone who’s choking and how to deal with concussions, wounds and bleeding. The sessions were delivered by nurse Mrs Ross, who also offers first aid training to students and staff.
Students see themselves as valued individuals who are also part of the school and the international community, supported in this by the attitudes and vision of the governance, leadership and management. They recognise that their opinions are listened to and respected, and healthy debate is a strong feature of life in the school.
- Independent Schools Inspectorate Report, March 2022
The Creative Arts are encouraged in all year groups and students benefit from an abundance of creative freedoms across a range of media. Older students embark on projects that allow them to express their individual flair, while younger students are free to explore and experiment with their creativity.
The art departments in Primary and Secondary staged an impressive art exhibition in June 2022 with hundreds of parents and VIP guests attending over two evenings. The event was an opportunity to showcase the students’ creativity and individual artistic talent across all year groups.
A group of Year 13 drama students and their teacher Ms Williams joined forces with past students to produce a show for the Edinburgh Fringe Festival. Names I Have Known You By, which ran from 22nd to 27th August, was written and produced entirely by the students and Ms Williams. The show received glowing reviews from the audience and provided the students with enriching experiences to carry into their studies and adult lives.
Music is an essential part of school life at St George’s. With state-of-the-art facilities, students of all ages have the opportunity to practise and perform to a high standard. The level of musical talent at St George’s is exceptional and continues to grow each year. With the relaxation of Covid restrictions choir and singing resumed and audiences were welcomed back into school.
Year 7 held a Step Off competition, which incorporated body percussion and traditional South African step dancing. All year groups participated in Coffee House Week, with Year 7 playing ukeleles, Year 8 tackling global issues through hip-hop and Year 9 performing original songs among the highlights.
Thirteen Secondary students joined music teachers from Primary and Secondary in March to hold Play for Peace. The students and teachers busked in the canteen during lunchtime periods and asked students and staff to make small donations to benefit those affected by the war in Ukraine.
The individual music department held several recitals in December, March and June to showcase the achievements of the students at St George’s. Twelve recitals took place in the Auditorium. There was also a school-wide piano accompaniment competition which enabled piano students to work with and accompany Dr O’Connor (on violin) and Mrs Dimitriu (voice), with Dr Chan as adjudicator.
Individual music lessons continue to be extremely popular with 266 lessons delivered each week. This includes 137 piano lessons, 59 guitar lessons, 25 percussion lessons, 19 violin lessons, 14 voice lessons, 4 cello lessons, 4 saxophone lessons, 2 ukelele lessons, 1 trombone lesson and 1 advanced music lesson per week.
Between September 2021 and July 2022, the school offered a full canteen service to students and staff. The meals were freshly prepared on site offering a range of healthy dishes to suit a variety of tastes. Desserts consisted of fruit and yogurt with the occasional delicious treat thrown in. As with the previous year, accommodations such as allocated seating and social distancing helped to limit any potential spread of Covid.
On average 595 meals were served per day in the canteen and 70% of students had a hot lunch each day.
This year, Principal Dr Barkei and Finance Manager Mrs Kruten invited parents to join them for lunch in the canteen each week to sample the food being served to students and to provide feedback not only on the canteen offering, but also other aspects of school life. The initiative was popular among parents with more than 80 joining Dr Barkei and Mrs Kruten for lunch.
An average of 201 students take the bus on any given morning and 202 students take the bus in the afternoon.
St George’s continues to offer a free bus service to the following areas: Bertrange, Canach/Moutfort/Sandweiler, Kirchberg, Hesperange/Bonnevoie and Niederanven. This year a new stop, Amstade, was added to the Bertrange route.
After-school Care ran between September 2021 and June 2022. It remained extremely popular and was offered to 161 students from Reception to Year 6 each day. Secondary Homework Club proved very useful for students. Covid-19 safety measures continued for part of the year, including splitting mileposts, social distancing and the wearing of face masks when government regulations required.
We would like to express our thanks to all at St George’s. Sofia has been exceptionally happy and has developed wonderfully under the tutorship and care of the school.
- St George’s parent, 2022
St George’s is a proud member of Eco-Schools, a global network that empowers students, raises environmental awareness and improves the school environment while engaging the wider local community and linking to the school curriculum. This year St George’s committed to a Climate Pledge to reduce the school’s carbon footprint and reduce waste and consumption.
St George’s committed to achieving net-zero greenhouse gas emissions this year as part of its new School Climate Pledge. The pledge was unveiled on 26th October 2021 before Minister for the Environment, Climate and Sustainable Development Carole Dieschbourg and British Ambassador Fleur Thomas.
The pledge is part of the school’s decarbonisation plan and will help to broaden student understanding of emissions, climate change and how everyone can make a difference. Students and staff plan to achieve their goal through projects to reduce and offset greenhouse gas emissions, including reducing school traffic, assisting with reforestation programmes, green procurement, weekly meat-free days in the canteen and more.
The pledge was driven by Sustainability Coordinator Anne-Marie McHugh with the assistance of the Ministry of Climate Action and students and staff across Primary and Secondary. The school estimates that it generates an
average of 600 tonnes of greenhouse gas emissions per year through school services. It forecasts that more than 100 tonnes of emissions can be avoided with planned projects over the next couple of years. For example, one meat-free day in the canteen can save 500kg of emissions. Choosing sustainable stationery can save 10kg per student per year and taking the bus or carpooling to school reduces emissions by 30 per cent per journey.
Students across Primary and Secondary presented a musical piece and developed a drama sketch to help explain the pledge at the launch event, before unveiling an artwork with clay leaves containing environmental promises written by students.
St George’s new outdoor classroom was opened on Earth Day (22nd April) by the British Ambassador Fleur Thomas. The outdoor classroom seats 20 students and is made from eco-friendly and sustainable
materials. The project to design and build the outdoor classroom was led by the Primary Ecoagents. The chalkboard comes from reclaimed wood from a house built in 1905, making it more than 120 years old. The project team also tried to avoid plastic materials, opting for wooden storage and a chalkboard. The seats were made from a tree that was cut down because it was an invasive species and damaging to local biodiversity. The tree will be replaced with three new trees supporting local biodiversity.
Students and staff in Primary were invited to dress in green and blue, or something related to the planet, to raise money for eco-charities selected by the students. The occasion raised €450 for the World Land Trust and Ape Malaysia. Workshops and activities were also organised, including planting sunflowers, making recycled paper, designing bee gardens and an Earth Day treasure hunt.
The Facilities department installed recycling bins in the canteen allowing students to sort their waste and recycle plastic, metal and food waste.
Improved recycling will help St George’s reduce CO2 emissions created through food waste and thereby promote the School Climate Pledge campaign for net-zero emissions. The activity helped to build awareness among students and staff about food waste and consider ways to reduce food waste.
Student Parliament members participated in a reforestation project in Dudelange, removing dead trees and replanting new trees.
One of the main goals of Student Parliament’s Climate Action Ministry is to protect and promote biodiversity in the school and around Luxembourg.
Various shrubs were planted to encourage insect, bug and bee populations in the area. The reforestation project was carried out with the help of Natur Emvelt, a national nature and environment organisation, which buys land to protect and rejuvenate areas of wildlife.
The students were accompanied by Ms McHugh, Ms Pantoulia (head of Student Parliament) and Mr Stazicka (geography teacher). A large amount of effort went into replanting the trees, whether through the organisation of the trip, physical strength or motivational support.
Wellbeing and mental health of students and staff is of the utmost importance at St George’s. This year, as Covid restrictions eased, more initiatives were implemented and workshops held to ensure everyone was well cared for.
Students from EYFS to Year 6 learnt about being kind, the benefits of kindness and how powerful it is during Random Acts of Kindness Week. The week was an opportunity to celebrate kindness, love and friendships – not only in school but also as a community.
At the end of the week students produced a colourful card with their thoughts of what kindness is. The kindness tree display is located at the entrance to Hamilius building and is a reminder that kindness is around us every day.
Buddy Bench monitors ensure all children are included and have friends to play with at break time. Almost all students in Mileposts 2 and 3 volunteered to be Buddy Bench monitors. Feedback has been positive, both from volunteers and the students receiving kindness and care. A new display at the football pitch shows the behaviour rules for play time and afternoon activities. Consistency and a coherent structure has helped the pitch become even more friendly and kind.
The new wellness room in the nurses’ office opened in November. The room, on the ground floor of Hamilius building, offers a warm, welcoming, calming environment for students, staff and parents to meet with nurses, rest or take a quiet moment out.
Primary introduced a new model to measure wellbeing for students in Years 3 to 6. The method is a survey based on three questionnaires that take into account child-parent-teacher points of view. Measurements were taken twice during the year – in October and in May.
An overall average wellbeing score for students was received in both measurements. In the first measurement, the model helped to identify the core elements in which the school, class and individual children thrive or struggle. As a result, a number of children were identified and received “in-school” support, such as social skills group, empowerment groups, or 1:1 support. These interventions provided children with different strategies and tools to work through their identified struggles. The second measure, in May, offered an updated status on the levels of the wellbeing in school.
We were pleased to see that the interventions helped to increase students’ wellbeing.
Students in Years 5 and 6, and Years 9 and 10 attended workshops on diversity, equality and tolerance in May. The motivational workshops were led by UK-based organisation
Humanutopia and covered three key areas:
Circumstances – what are the barriers to success?
Choices – seeing yourself in a different light and overcoming these barriers
Changes – what does your future look like? What changes do you need to make?
Technology plays an important role in education, now more than ever, and this year saw several improvements to our IT security and systems, allowing St George’s to continue delivering high-quality education to students of all ages.
The Fab Lab (formerly known as Makerspace) is a classroom where students are free to get creative. Here they can make their ideas come alive with planning, testing and exploring.
This year, EYFS experimented with Lego and magnetic blocks to help with creativity and engineering skills. Milepost 1 created a maze and coded robots to go through it. Milepost 2 implemented animation by using stop-motion techniques as well as using green screens for cross-curricular purposes. Milepost 3 explored 3D design through TinkerCad, designed their own cars using cardboard and coded a range of robotic resources from Lego as well as manipulating Sphero robots.
Carousel activities in Fab Lab lessons were arranged for different year groups. These sessions included engineering with cardboard, Lego and magnetic blocks, coding with robots, animation, audio and video recording, and problem solving, for example saving the planet by designing and creating a solution in line with the 14 sustainability goals.
Drop-in sessions for staff showcasing the use of the Fab Lab enabled teachers to adopt a more confident and exploratory approach to using the materials. As a result, imaginative lessons were observed making excellent use of Fab Lab resources to extend the students’ understanding and knowledge of technology and STEAM.
Several subjects in Secondary benefitted from the introduction of Virtual Reality to deliver a more immersive education experience. Science students learnt about the Big Bang and enjoyed a different take on chemistry lessons, while KS3 geography students toured the Lake District in the UK to get a deeper understanding of what they were studying. St George’s is currently working on expanding the number of experiences and curriculum-linked topics as well as Augmented Reality resources across different subjects.
Secondary introduced GCSEPod, a learning resource that provides content and assessment for 28 GCSE/IGCSE subjects, actionable data insights to intervene where necessary, and resources. Students can work through the content independently or their learning journey can be directed by their teacher, who can set assignments, recommend content and mark summative assessments online.
Security, data protection, new tech
The IT department made several improvements during the year. Security and data protection, performance and new technology, and access to school software were the key areas for improvement.
The IT team continued consolidating useful data for parents in My School Portal. The changes mean parents now see one timetable that combines their child’s academic timetable, afterschool activities and individual music lessons. New encrypted system back-ups will help to protect the school from ransomware attacks. New software cyber-security policies were introduced to make the school’s systems less vulnerable to attack and misuse.
Other upgrades included hundreds of new laptops and iPads, an automated advertisingblocking solution to remove ads from YouTube and other websites, and faster and more reliable network connections for the school’s ICT labs.
Like all international schools, St George’s relies on tuition fees as its main source of income. However, the school also benefits from the generous support of the Luxembourg Ministry of Education. The amount of assistance received for operating costs varies each year and is proportionate to the number of students in the school.
Further details on the amount of subsidy received can be found on page 57 of this report.
Great staff make for a great school and that is why salaries and related personnel costs account for the main expenditures of the school.
77.2%
Notes :
The School’s 2021 accounts were audited and approved by the Luxembourg Government in March 2022.
(1) No funds raised in 2021, all accumulated funds (€3,470) were paid out to charities over the course of the year.
(2) The Other Income includes both the Income and the Expenses linked with the Erasmus projects.
The school receives three types of subsidy that have been in force since 1st January, 2004:
1. Operational subsidy, per student to support annual operating expenditure for all students age 3+ on 1st September and enrolled as of 31st October.
These amounts for 2021 were: Primary students € 3,787
Secondary students € 8,633
The law does not allow for the subsidy to permit the school to make a surplus. If a loss is made, the government does not provide any further support. However, negotiations with the government have resulted in approval for a Stability Fund.
Contributions to this Stability Fund are invoiced as a separate item to parents and the amounts received are held in a separate bank account. If the school suffers a loss, the amount of the loss can be recovered from this Stability Fund. The Stability Fund is currently capped by the law to 50% of the salaries and related charges in 2018. The school considers it should hold the equivalent of 3 months’ salaries and related charges as the minimum permanent reserve.
2. Maintenance subsidy up to a % of the standard government cost per m³ for school buildings. For maintenance of building infrastructure only. The school started to receive this Subsidy in 2010. Since 2014, the maintenance subsidy has amounted to 1% of the standard cost per m³ for school buildings.
3. Investment subsidy covering up to 80% of government-approved quotes for new buildings.
Transfers into, and out of, the account (EUR):
Building Fund contributions have been in operation since 2003. The account has two principal uses. First, it provides a short-term credit facility for the financing of any new building. Once the total cost of the new building, net of government subsidy payments, has been finalised, the net cost of the building may be transferred to a long-term loan. The repayments on this loan are then financed by drawings on the Building Fund. Transfers into, and out of, the account (EUR):
The number of nationalities in itself makes St George’s a genuinely international school. Students regard this as a reflection of their expressed interest in learning about other cultures, not as something formulaic or artificial. The cauldron of different languages spoken by the students appears to lead to strong bonds of friendship between those of different nations and cultures. In lessons or other activities, students mix well, rarely defaulting to national groups.
– Independent Schools Inspectorate Report, March 2022