Beg, borrow or steal like an artist, but find a way for education to evolve! If evolution, in its infinite wisdom, teaches anything, it is…never be satisfied; evolve or perish.

An ideal school should be all things to all people. Hence everyone should be able to shape the kind and quality of educational experience they want. By personalizing educational plans, creating meaningful and relevant curricula and embracing innovative/original ideas in an organic, evolving educational system we hope to generate an environment that inspires its members as much as it is open to inspiration.

While we may not always reach our goals in the Lighthouse we believe that failure is nothing more than a dress rehearsal for success.

Character building is also at the core of our education. We make sure the emotional needs of our students are met through our PSHE lessons, counselling programs and through daily interaction with students. We encourage students to develop morally and provide opportunities to mature and become resilient.

The staff at the Lighthouse nurtures and promotes the ethical, intellectual, social and emotional development of all individuals. It is a continuous learning process that enables young people and adults to become moral, caring, critical and responsible individuals. Educators and all school staff are part of an ethical learning community and adhere to the same values that we teach.

POLICIES (for Parents/Students)


  1. All new parents MUST register for our weekly Newsletter in order to be AWARE of important school news/events /changes.

  2. All required documentation must be provided within 30 days of admission (birth and recent health certificates, previous school reports, etc).

  3. If your child is absent you are required to inform us on (25253045) per the Ministry of Education to provide an explanation.

  4. Please be punctual both for your child and the smooth learning experience of the rest of the class.

  5. Parents must sign out children from the office if they need to collect their children before the end of the school day.

  6. Potential new students can enjoy one trial day to experience the school before registering.

  7. Parents need an appointment to meet teachers and not catch them ‘randomly’ as this delays them from duties/home time.


  1. Payments are REQUIRED to pay by standing-order (via bank) within the first 14 days of the month).

  2. Monthly payments paid after the 15th of the month incur a 25 euro processing fee.

  3. Payments than 30 days late incur a 50 euro processing fee.

  4. More than 45 days may result in the cancellation of educational service for your child or withholding of reports.

  5. School fees are required for the ENTIRE year (unless otherwise AGREED in writing) since your child’s place is also reserved for the entire year.

  6. If students withdraw early for ANY reason, the ENTIRE fees are still obligatory for the complete year.

  7. Deposits (550 Euros) are ONLY refundable when the complete balance has been paid.

  8. 150 euros registration fee (one time only).

  9. 175 euros insurance and materials (yearly) – this is subject to change as needs/costs change.


ILP’s are issued twice per year. Parents/students are expected to discuss, review, support and affirm the ILP.

Optional meeting with the parents/students AS NEEDED to review progress/goals.

The ILP is co-created by the “TEAM”. This compromises the main teacher(s), facilitators, parents/guardians, students and any other professionals as needed. All the goals and strategies are decided by the team by consensus.

In cases where a child may need to remain on their existing level for the following term a meeting needs to be scheduled with the team and a facilitator in early June to review the situation and suggest options to expedite the possibility of leveling up.

At the lighthouse lessons are differentiated. Students learn at their own pace and are engaged in learning that is appropriate for their academic level and readiness. Differentiation also considers student interests and when possible, preferred learning style.

At the Lighthouse, we treasure inclusive education and diversity where all students, regardless of any challenges they may have receive high quality instruction, interventions, and support that enable them to be successful in the core curriculum. Inclusion is about understanding and appreciating our different abilities and gifts.

Positive Education is an approach to education that blends academic learning with character & well-being. We prepare students with life skills such as: grit, optimism, resilience, growth mindset, engagement, and mindfulness amongst others. Positive education is based on the science of well-being and happiness, which is an approach to education that draws on positive psychology’s emphasis of individual strengths and personal motivation to promote learning.

BEHAVIOUR POLICY (Inappropriate Behaviour Management Policy)

ALL BEHAVIOUR IS A FORM OF COMMUNICATION. Even violence is a tragic expression of an unmet need! Meet this need in a safe/respectful way and the use of aggression usually vanishes. This FACT is essential to integrate into any behaviour management policy. We do this by following the steps below.

  1. Ensure the child takes time to reflect and calm down in a space where they are not disturbed by, nor disturbing others. Let them know they can rejoin the class when they feel ready. The incident can be discussed AFTER the lesson.

  2. Once time permits the incident MUST be processed with the child and involved others. Validation is key. It is important you show the child that you understand their feelings and the circumstances upsetting them. Alternative strategies to help them express this need ought to be explored and agreed. (This may need to be reviewed over time if the strategies are not implemented.)

  3. PART of this processing is also about ‘clearing up’ the consequences of the inappropriate choice/reaction. Children who continue to choose unacceptable methods to meet their needs may need to stay next to a staff member during breaks – this may mean being inside – until they set and achieve more effective communication skills.

  4. We don’t use labels – We let students know they are not making smart / safe choices and explore what might be the smart choice when they have certain feelings. Children can be asked what possible consequences they believe suit will help resolve/atone/make-up for their inappropriate choice.

  5. If the inappropriate behaviour is still not resolved a FACILITATOR can assist and inform parents – a more detailed plan together with the parents will be considered (which may involve sending children home with ‘constructive’ consequences to applied at these times).

We all have emotional baggage which influences our behaviour. Sometimes we need to look deeper at ‘invisible’ causes and behaviour management should not be neither ‘skin’ deep nor judgmental.

HOMEWORK POLICY (Parents/Students)

  1. Students should be doing their homework alone at least 95% of the time.

  2. Students forgetting or refusing to do their homework need to meet with the teacher and review their needs regarding homework (or may complete it in school the next day during a break).

  3. Any member of the team has the right to question or change the homework policy as long as the team agrees

  4. We use a case by case approach in terms of expectations/requirements.

  5. Should any discrepancies arise relating to homework, these need to be discussed with the teacher/parent/child/facilitator.


If students are not ready to level up by early June, parents will be informed in writing exactly what is needed in order to level up so as to have the option of ‘catching up’ over the summer. This will go into the June ILP along with the parent’s signature.

  1. Level changes can be requested at any time by anyone (students, parents, staff). The current level teacher needs to do written ‘level’ test/assessment. The child must be at least 90% ready. Assessment are also made upon enrollment.

  2. The new level teacher can either also do another level test (for new level/class) or allow the child a brief adjustment period. If the teacher believes the child is not ‘ready’ for the level she should indicate in writing what needs to be done to ‘level-up’ so child/parents have chance so remedy after school and know when to request new opportunity.

  3. Children with ‘gaps’ after leveling up should be told what the gaps are (learning goals) and can be given extra HW, resources/tutors to help achieve goals within set-time frame. This issue should be addressed in next ILP.

  4. New student ASSESSMENT/PLACEMENT tests will be arranged and conducted by the teacher for the year/level the child ‘expects’ to enrol in (according to age).