School Handbook · polishing, gardening. These practical life exercises provide the link between home and school, promote gross motor skills, focus and concentration. There are four

School Handbook

2020/21

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2 Kairos Montessori Updated January 2020

Table of Contents

Mission Statement 5

Introduction 5

History 6

Montessori Education 7

‘Casa’ (ages 3-6) Curriculum 9

Elementary (ages 6-9 9-12) Curriculum 12

Religious Education 14

Parent Education & Communication 16

Admission and Re-Enrolment 20

Promotion and Retention 22

School Fees 2020/21 and Donations 23

Food 24

Health and Safety 25

Attendance, Arrival and Dismissal 27

Discipline 30

Student Code of Conduct 32

Special Needs 33

Clothing Guidelines & Other 35

Roles & Responsibilities 38


Mission Statement Kairos Montessori School is dedicated to providing an outstanding education to children ages three to twelve in a Catholic atmosphere faithful to the Magisterium of the Church. We are a Cambridge Primary School, using the philosophy and techniques of the Montessori Method, and provide religious education through the Catechesis of the Good Shepherd. Our goal is to enable each child to develop as a well-integrated human being: intellectually, socially, spiritually, physically, and emotionally.

Introduction Kairos Montessori is an International Montessori school with English as a first language and Portuguese as a second language. As a school we embrace the unique rich geography of the Cascais/Sintra area in a biodiverse green outdoor environment, and aim to provide organic locally-sourced food. We aim to create a school of life-long learners, with a great joy for learning, and the ability to adapt and thrive within an ever changing and increasingly complex global society. “To consider the school as the place where instruction is given is one point of view. But to consider to the school as a preparation for life is another. In the latter case the school must satisfy all the needs of life.” Maria Montessori. As a school, our curricular goals are:

Academic excellence The child will be an active and joyful learner, who thinks critically and masters organizational and academic skills. The child will be supported in reaching his or her full potential. We seek academic achievement closely mapped to the UK National Standards, and work alongside Cambridge International (centre number PT238) to do so.

Social responsibility The child will be encouraged to develop self-discipline marked by a strong sense of personal responsibility within an open learning environment. The child will learn courtesy, respect, and cooperation with others, and the environment.

Spiritual formation The child will have the freedom to develop a personal relationship with God, and will be encouraged to do so through the Catechesis of the Good Shepherd (CGS).

Parental participation The school will promote the role of parents as the primary educators in the formation and education of the child. Parents are encouraged to aid in the organisation of events and various initiatives at School.


Physical formation The child will be encouraged to spend considerable time outdoors, engaging in the natural environment, learning to respect and make full use of their talents, and for their physical well-being. Kairos is an Ancient Greek word meaning the right, critical or opportune moment. In the New Testament, kairos means “the appointed time in the purpose of God”. Isocrates wrote that educated people are those “who manage well the circumstances which they encounter day by day, and who possess a judgment which is accurate in meeting occasions as they arise and rarely misses the expedient course of action." “The kingdom of heaven is like a mustard seed, which a man took and planted in his field. Though it is the smallest of all seeds, yet when it grows, it is the largest of garden plants and becomes a tree, so that the birds come and perch in its branches.” Matthew 13, 31-32.

History Kairos was founded by a group of local parents in September of 2017. The School was created in response to the desire to have an International Montessori School, with high academic standards, available to a wider section of society, active and joyful spiritual formation, set amidst the great outdoors of Cascais. Kairos is run as a non-profit.


Montessori Education Montessori is an educational pedagogy that focuses on the individual child and his needs. The concepts behind the pedagogy were consolidated by Dr. Maria Montessori 1870–1952) in the beginning of the 20th century. Her concepts in regard to teaching children based on their needs and personal interest lead to the Montessori educational method of today. There are over over 20,000 Montessori schools worldwide, and already a handful in Portugal, with a healthy tradition in fostering some of the most inspired minds, including, amongst many others, Sergei Brin and Larry Page (co-founders of Google), Anne Frank (author), Gabriel Garcia Marquez (Nobel Prize for literature), Princes William and Harry, Jeff Bezos (Founder of Amazon), Henry Ford (Founder of Ford Motor Company) and Tomas Edison (‘America’s greatest inventor’). Maria Montessori argued that the essential thing about school learning would be to "liberate the true nature of the individual" because it would enable children to better understand and adapt learning methods to the student. In this way it would become more effective and less time-consuming because the individuals were not forced to mould themselves into a personality that might not be favourable to them. This adaptation happens, for example, with the student's age group: in each age there are ‘sensitive periods’ (also called ‘opportunity windows’), that is, more propitious potentialities and capacities to be explored and others that will be less easy to work with. The Montessori curriculum is based on 6 "educational pillars":

Self-education Children have an innate tendency to learn as they interact with the environment around them. The Montessori method seeks to take advantage of this mechanism for the child to grasp knowledge as a matter of free will.

Cosmic education Those who teach children should strive to ensure that all the information to be communicated is chained, organized in a logical way for them. This will bring another advantage: students will conclude that the world has an order that must be respected and uplifted by the human being. “Let us give the child a vision of the whole universe…No matter what we touch, an atom or a cell, we cannot explain it without knowledge of the whole universe.” Maria Montessori

Education as Science Montessori's observations of students “behaviours and evolution would all be based on a scientific method and a system that avoids discrepancies that could affect the good evaluation of students' effectiveness.”


Prepared environment It is important that the learning space is adapted to the physical and psychological demands of children. This means that furniture should be proportionate to their size and that there should be time and material for students to take initiative to learn. The environment is prepared with real materials such as glass, ceramic, wood, and metals. It is important that the child understands that these materials break and that they need to look after them, it prepares them for the real world.

Prepared adult The prepared adult corresponds not only to the teacher but also to all those who are involved in the education of the child in the school site. This adult should be well acquainted with the developmental phases of the child and be aware of the traits that science has recognized in each phase of the student's life.

Balanced child A balanced child is any one whose characteristics correspond to the norm for the age group in which they are. How do you identify a child's situation? Montessori believed that a student who "loves silence, work, and order" is on the natural course of learning.


‘Casa’ (ages 3-6) Curriculum Montessori called her schools "Casa dei Bambini" or "The Children's House". In their home away from home, the children find areas full of mystery, challenge and discovery. The children retain their freedom. They choose their own work and may repeat an activity as often as they wish. This freedom contributes to their self-confidence and independence. The teacher will guide and introduce them to new activities and ideas but will not coerce them into areas for which they may not yet be ready. To do so is to risk halting their progress. Each child has targets that are appropriate to their individual stage of learning. Kairos is a Cambridge International Primary School, and follows British National curricular standards, using the Montessori Method to apply these. The Classroom We have two Children’s House (ages 3-6) environments, one at the Quinta da Marinha Health Club that has a capacity of 25 children, and another in our Elementary site, with a capacity for 22 children. The classrooms are equipped with toilets and sinks, and doors connecting to the exterior for both work and play. Their meals are eaten within the classroom space and the laying of the tables and the cleaning up of the space is done by the classroom community. Children can attend a full day from 08:30 – 16:00, or children under the age of 5 can leave at 13:30 after they have had their lunch and outdoor play (to be pre agreed with the School, and set on all days). The five-day programme provides a predictable routine. A programme that meets five half-days per week provides a solid foundation for children to build trust and benefit from an enriched school community. Routines help children feel safe and settled. The child knows what to expect and is better able to focus. Practical Life – Skills of daily living In the Montessori classroom, with child-sized tools that really work, the young child is able to perform the same activities he has seen adults do: scrubbing, pouring, sweeping, polishing, gardening. These practical life exercises provide the link between home and school, promote gross motor skills, focus and concentration. There are four distinct groups of practical life exercises: ‘Care of Self’ (buttoning, zipping, combing, tying, etc.), ‘Care of Environment’ (cleaning, sweeping, gardening, polishing, ironing, etc.), ‘Grace and Courtesy’ (greeting, serving, accepting, apologizing, thanking, etc.) and Movement (balancing, ‘walking on the line,’ the silence game, etc.). Whilst care of the house and body are necessary chores for the adult, the young child is attracted to these activities for very different reasons. They are meaningful, creative, filled with intricate movements and achievements that hold the child’s attention. Sensorial: Exploring the World By age three, children have absorbed a myriad of sensory impressions from their world. Now the child’s developmental task is to give order to these impressions – to classify and describe them. The Montessori sensorial materials enable children to clarify, classify, and


comprehend the physical world. Colour, size, dimension, shape, form, sound, touch, taste, and smell – these concepts become vivid and clear to the child through repeated use of the sensorial materials. Maths: From Concrete to Abstract The Montessori maths materials are carefully designed tools that lead the child from concrete to abstract understanding of mathematical concepts. Children manipulate a variety of rods, spindles, cards, beads, cubes, and counters, which symbolize mathematical abstractions.

The children do not merely learn to count, they are also able to visualize the whole structure of our numeration system. They may perform the operations of addition, subtraction, multiplication, and division with concrete materials. Children are also presented with opportunities for fact memorization at a young age when combinations like “3 + 2 = 5” offer a real fascination and can be absorbed readily. The math materials are sequenced so that mathematical discovery will progress smoothly.

Language: From Spoken to Written The Montessori language curriculum enables the child to develop both the receptive (listening and reading) and expressive (speaking and writing) dimensions of language. Throughout the entire Montessori environment, the child hears and uses precise vocabulary for all the activities, learning the names of textures, geometric shapes, composers, plants, mathematical operations, and so on. The materials for written language begin by introducing the child to the sounds and symbols of the alphabet. Later, the child uses a moveable alphabet to compose words, sentences and whole stories. From this, the child develops the ability to read. Language work is integrated with explorations in religion, science, geography and culture. Phonetics We teach the alphabet phonetically, by the sound a letter makes, not by its name. “Igloo” is an example of a word that works well phonetically whereas “ice” is an example of one that does not. If you work on letters at home with your child, please do so phonetically. Once they start writing, it is important that they write the letters in lowercase and form them in the correct direction; it is common, and perfectly normal at this stage, for children to form their letters in reverse. Note: the most common cause of children not making progress with their letters and numbers is being pressured to do so at home before they are ready and interested. As parents, you need to be aware that children need to have formed the necessary neurological pathways, and developed the strength and skill to hold a pencil correctly, before there is any purpose in presenting them with the opportunity to write. We cannot stress this strongly enough: please do not do the alphabet with your child unless they are showing an interest and are keen to work on it. Working on the alphabet with a disinterested child is likely to delay their progress and may lead to a resistance to reading in later life.


Geography and Science: Bringing the World into the Children’s House Maps, flags, booklets, models, songs, foods, photographs, cards – a variety of appealing materials answer the many questions the older Children’s house child has about the world, and stimulates many more. Where do we live? What makes climactic zones hot or cold? Why do people around the world dress and look different? How did people live in the past? How did they meet their daily needs for dress, housing, transportation, and food? What are the names of the continents, the countries, the oceans, the animals, plants, rocks and minerals? The Montessori experience leads the child to knowledge and appreciation of the world and its human family, with all their rich variety.

Art and Music: Integrated into the Life of the Classroom Activities and materials for art and music are part of the child’s day-to-day classroom work. Children express themselves artistically with a variety of media, such as crayons, chalk, pencils, paint, clay, textiles, and various papers. Musical experiences include singing, dancing and moving to rhythms. Music and art are also explored culturally as they connect to historical periods and geographical places. Drawing a flag, dancing a folk dance, or listening to a work by a great composer can be part of an exploration of a country.

Working Outdoors: Expanding the Classroom Boundaries Our children will sometimes experience nature inside the classroom by tending the plants and pets but our aim is that they explore the beautiful surrounding nature that we have at school. They will go for weekly nature walks and explorations and have daily outdoor play.

Portuguese Kairos is very keen to ensure that children have a strong appreciation and understanding of Portuguese culture, history and language. The day is set out such that the morning is in English and the afternoon is in Portuguese. Please be aware that children learn second languages at varying speeds. A child may comprehend long before they start speaking. It is important to respect each child’s time and learning process.


Elementary (ages 6-9 9-12) Curriculum Just as in the Children’s House, the child in a Montessori elementary classroom has the same teacher for three years. This trained professional is an ‘enlightened generalist’, with knowledge deep enough to know the fascinating details of each of the disciplines and broad enough to connect those details into a “big picture” across the disciplines. The teacher is also fully trained in the principles of child development. A teacher who has a child for three years gains an intimate knowledge of the child, which is seldom possible in a one-year classroom relationship. The teacher is keenly tuned in to the unique personality of each child. This sensitivity permits the teacher to “direct” each child into areas of natural interest. The children work with specialists in the following areas:

● Catechesis of the Good Shepherd ● Portuguese ● Art ● Music ● Physical Education

As in Children’s House, Kairos is a Cambridge International Primary School, and follows British National curricular standards. The Prepared Environment The Montessori elementary environment balances the child’s developing imagination and powers of abstraction with down-to-earth, concrete, hands-on materials. Each material has its structured sequences designed to lead to discovery and understanding. The elementary-aged child is moving from an understanding of the physical world to an understanding of abstract concepts. Montessori provides diverse and creative passages to abstraction. The prepared environment provides the “keys” of each discipline in a manner that meets the elementary child’s needs for inspiration as well as order. Materials in the academic disciplines (including mathematics, grammar, reading, writing, geometry, botany, science, zoology, history and geography) enable the child to not only to learn skills and concepts, but to experience the inherent beauty and order of each of these disciplines. Montessori’s learning materials and advanced curriculum ensure a solid mastery of basic skills. The Great Lessons provide the child with the opportunity to be an active learner who puts his skills to use as he pursues his desire for meaningful knowledge.

An Integrated Curriculum: Capturing Imagination & Connecting the Disciplines Research has shown that engaging the child’s imagination enhances the learning process. Research also indicates that a focus on grand, interconnected concepts facilitates learning. The learner uses a more natural form of memory and is able to generalize and apply his


knowledge more readily. This research confirms why the Montessori approach has enabled elementary children to learn so well over the years. In the Montessori elementary class, an integrated curriculum activates the child’s imagination and immerses him in a grand vision of the universe. This is done through the Great Lessons.

The Great Lessons The Great Lessons, a series of five stories told in the elementary years, present broad themes from natural and human history. These inspire the child and prompt him to ask questions: I wonder how many solar systems there are? I wonder what colour the first ocean was? I wonder… The Great Lessons are essentially stories: “The Story of the Universe;” “The Story of Life on Earth;” “The Story of Human Beings;” “The Story of Writing”, “The Story of Numbers” – within the context of these great themes, the child studies the details of the disciplines of science, mathematics, social studies, and language. The story provides the overview; the children then investigate the disciplines in detail. Because of the unifying thread of the Great Lessons, no subject is studied in isolation from the others. Knowledge is intertwined even though discrete in its parts.

A Sense of Gratitude and Responsibility The Great Lessons inspire a sense of gratitude in the child. God has provided innumerable gifts through the natural world, through the history of human civilizations, and through the history of salvation. Recognizing these, the child’s natural response is one of gratitude for all that we have inherited. At the same time, the child develops a sense that he, too, has a responsibility to contribute to the continuing stream of human progress. Thus Montessori elementary experience provides the foundations for life commitment through moral and social responsibility.

Going Out: Beyond the Prepared Environment Because no classroom can contain the answers to all of the child’s questions, “going out” is a response to the need to explore beyond the classroom. The “going out” of Montessori elementary children is based on individual or small-group interest in extensions of classroom study. The experiences of learning from new resources and meeting different people present a glimpse of social cooperation and of the role of community services. Class “Going out” can also be service projects such as visiting the elderly, cleaning up the environment, or holding a food drive for the hungry. These projects build the child’s sense of social purpose and moral responsibility. These planned trips extend classroom studies to the local community, teachers plan outings with our students to our local woods in Quinta da Marinha.


Religious Education Kairos is a Catholic school, that strongly believes in nurturing the spiritual child. Our main Catholic formation is in the Catechesis of the Good Shepherd which is taught once per week, by parents and catechists that have been trained in the local parish. As a school we live the liturgical calendar and celebrate all the major Catholic religious holidays. The children will pray as they gather in circle time and they will also say a prayer of thanks before they sit down for their lunch. The Catechesis of the Good Shepherd is an approach to the religious formation of children ages 3 to 12. It originated in 1954 through the work Dr. Sofia Cavalletti, a Biblical scholar trained in Catholic theology, and Gianna Gobbi, a Montessori educator. After 50 years of working with children all over the world, these women found that whatever their culture, children respond in the same way to certain elements of the Christian message. This observation has shaped the core content and methodology of the catechesis. Scripture, liturgy, salvation history, and sacramental signs provide the content of the catechesis – with a special emphasis on scripture. The methodology of the Catechesis utilizes Montessori teaching principles to help children develop an informed and genuine relationship with God. The children experience a formation that is profoundly biblical, sacramental and also prayerful. The kind of knowledge that Jesus wills for His disciples is not a limited, academic knowledge, but a knowing that addresses the whole person – heart, soul, and mind. Therefore, while the children receive a thoroughly informed formation, the primary aim of the catechesis is to lead the child to an authentic, prayerful relationship with God.

Underlying Principles

● God and the child have a relationship that catechesis seeks to serve with reverence and respect.

● The child is capable of perceiving the greatest realities of faith, and must never be talked down to.

● The catechist is a servant of a message that is not his or her own, and together with the child must humbly listen to God’s word.

● The child must be given the opportunity to discover the truth on as deep a level as possible.

● Prayer, contemplation, and silence are natural components of the child’s religious life, and must be honoured.

● Providing a joyful journey for the child and the adult is the essence of the Catechesis of the Good Shepherd.

Montessori educational principles underlie the methodology of the Good Shepherd programme. A trained teacher/catechist prepares a special environment for the children’s work, worship, and reflection. Catechetical materials allow the children to work independently once the materials have been presented.


The Catechesis of the Good Shepherd for the Young Child (Ages 3-6) Children from 3 to 6 years of age have demonstrated a particular sensitivity to the following points: Jesus Christ as the “Good Shepherd” who protects His sheep and calls them each by name; Eucharist as the greatest gift of the love of the Father; Jesus Christ as the “light of the world” and Baptism as the act with which this light is given. The Catechesis provides close links to scripture and liturgy – with a special emphasis on scripture. Dr. Cavalletti believes that we learn to recognize God through the Bible, particularly through those events that constitute the basis of Christianity: the life, death, and resurrection of Jesus. Materials on the life of Christ and his teachings help make the mystery of God concrete for the child. The geography materials establish Jesus as a real person in time and space and Israel as the land through which God realized salvation for all. Infancy narratives announce the Incarnation with the words of Scripture, moving from the Annunciation, to the Birth of Christ, to the Flight into Egypt. The models of Jerusalem and of the empty tomb are the starting points for the Paschal narratives and the child’s celebration of the Easter mystery. Selected parables serve as keys to unlock the mystery of the kingdom of God and to nurture the child’s natural sense of wonder. The 3-6 year old child enters the mystery of the Mass through the most important gestures including the preparation of the chalice, the epiclesis and offering, and the gesture of peace. From these gestures the Mass emerges as the Sacrament of the Gift. The child becomes acquainted with the historical character of the liturgy through the events of the Last Supper, Christ’s death, and His resurrection. Materials that embody the liturgical colours and calendar situate the child in the church year. A prayer corner also reflects the liturgical cycle with appropriate colours, prayers, songs, banners, and readings to enhance the rituals and celebrations of the seasons. The Catechesis of the Good Shepherd for the Elementary Child (Ages 6-12) The elementary child is captured by the image of the True Vine. “I am the vine, you are the branches. Whoever remains in me, bears fruit in plenty; for cut off from me you can do nothing.” The proclamation responds to the deep need of the older child to know better their relationships with God, family, friends, and the larger community. Children at this age seek guidelines. The moral parables offer a model for comparing their behaviour with that of Pharisee, the Tax Collector, or the Good Samaritan. The Found Sheep, the Found Coin, and the Prodigal Son are examined as the children prepare for the Sacrament of Reconciliation. The proclamation and meditation stress God’s love, which is constantly forgiving. The elementary children see the parts of the Mass – the Liturgy of the Word, the Preparation of the Gifts, the Eucharistic Prayer, and Communion – as one unity.


Pastoral Guides The pastoral guides for the School are Padre Nuno Coelho from our parish in Cascais, and Father Brian Kolodiejchuk, MC PhD, postulator of the cause of Beatification and Canonisation of Mother Teresa of Calcutta and Director of the Mother Teresa Centre. The School Patron Saints are Saint Teresa of Calcutta (who devoted her life to caring for the sick and the poor), Saint Francis of Assisi (who rejoiced in the value and beauty animals bring to creation) and Saint Ignatius Loyola (founder of the Jesuits, and many schools worldwide). Importantly, we seek to help the child approach all situations lovingly, in knowing that they are loved by God. Values of hope, generosity, tolerance and love will be actively encouraged and incorporated in the school teaching. Non - Catholic Students Non-Catholic students and families are welcome at our school and are an integral part of our community. Not all students in Catholic Schools are members of the Catholic Church; not all are Christians. It is however important for the benefit of the child, that there is some degree of consistency between home and School, so as to avoid un-due contradiction and confusion for the child. The religious freedom and the personal conscience of individual students and their families must be respected, and this freedom is explicitly recognized by the Church. On the other hand, a Catholic School cannot relinquish its own freedom to proclaim the Gospel and to offer formation based on values to be found in Christian Education; this is its right and its duty.


Parent Education & Communication Kairos actively encourages parent participation through a parent education programme and frequent opportunities for parent involvement both in and outside the classroom. As used in this Handbook, the term “parent” includes both a parent or legal guardian. This takes place through: ● Parent Education Evenings that build parents’ understanding and support of the school’s

philosophy and methods. ● Parent-Child Evenings when parents can work together with their child in the classroom. ● Religious Celebrations that draw the school community together in prayer. ● Social Gatherings that draw the community together in fellowship. ● Parent Teacher Conferences, scheduled formally twice per school year. ● Parent Participation in the classroom is probably the most effective way to increase

parental appreciation of the child’s school experience. ● A Parent Led Parent Teachers Association that enlists active parental involvement in a

number of school affairs. Parent volunteers Serving as a volunteer is the best way to understand how the classroom operates and how the children learn in their environment. A parent classroom volunteer commits to a regular schedule (weekly or bi-weekly) of helping in the classroom. The classroom volunteer receives guidance from the teacher as to how to assist in the class. He/she must attend a training session with the teacher prior to volunteering in the classroom and meet other prerequisites. Parent participation is a necessary and important part of the Kairos culture. It strengthens the parent-school-child relationship, and provides important services that support the Kairos mission. Parent Education At least one parent is required to attend our parent education evenings and to attend two parent-teacher conferences during the school year. This requirement is intended to build parent-school partnership on behalf of the child by facilitating communication and by helping parents to deepen their understanding of the school’s mission, philosophy, and methods of education. Throughout the year we will have two parent education nights for CH and EL. Parent-Teacher Communication Parents are encouraged to bring questions, comments, and concerns to the appropriate staff member. It is very important to begin the communication process with the appropriate person at the appropriate level. Parents should not go to a “higher level” before speaking and consulting with the appropriate staff member, usually the Key Person (that is, a teaching staff member that works more closely with the child).


Concerns about a child’s classroom behaviour or performance should initially be addressed to the classroom teacher. If the concern persists, the parent(s) may contact the School Head. Concerns about an aspect of the overall school programme should be addressed to the School Head. School personnel will respond to parent communication (phone message, written note, email message) within 48 hours of receipt. Basic, short messages can be conveyed at drop off and pick up, but any questions regarding the development, education and progress of your child are best dealt with by scheduling a time with your child’s teacher. If you need to contact the school during the day, please call the school office on 21 872076 or email [email protected] Progress Reports Children are tracked constantly in detail across all curriculum areas throughout the year with My Montessori Child (MMC) – parents receive two weekly observations of their child. There is a mid-year report in the beginning of the year in January, and then a full end of year report summarising the development and progress of the child at the end of the Summer Term. Parent Teacher Consultations We have three Parent Teacher Consultations at Kairos, before the October half-term, another before the carnival holidays and the final one during the Summer Term. This is your primary opportunity, as a parent, to communicate all challenges, concerns, or ideas regarding your child and his/her school experience. At least one parent is required to attend parent-teacher conferences. Parents are able to sign up outside the classrooms for the conferences. Please be prompt with the time you sign up for and realize that teachers cannot exceed the conference time per child. If you are late, your overall time will be reduced by that amount.

My Montessori Child Much of the work the children do consists of exercises they choose from the shelves, complete, and then return to the shelf. These exercises are teaching them many different concepts, for example mathematical or scientific ideas, but there is no written evidence (e.g. a worksheet) for you, as parents, to see. My Montessori Child (https://www.mymontessorichild.com/parents/) is an observation tool that can be viewed online, by parents. Parents will be given a unique password to access two weekly observations made of their child at School – this will also be the place find out what topics your child is studying.


We take many photographs of what the child is doing during their time with us to celebrate their academic achievements, as well as during drama and outdoor/social play. At the end of the Academic Year learning Albums are available to download.


Admission and Re-Enrolment Parents interested in enrolling their child in Kairos should make an appointment to visit the school. Typically, this introductory visit takes place during a school presentation, in which both Parents should attend. Children must be toilet-trained before starting. Children entering Children’s House must be three years old by September 1st of the current school year. Students entering Elementary must be six years old by September 1st of the current school year. New students may apply for admission at any time. Applications will be dated at the time they are received, and a determination of admission will be made following the Priority Registration Period. For new applicants, priority is given to children with prior Montessori educational experience and those families registered with Catholic parishes in the area. Enrolment Procedure for New Students The enrolment procedure involves the following steps:

1. Review School Handbook in detail 2. Complete Pre-registration form 3. Both parents to attend Presentation at Kairos 4. Letter of Application 5. One-to-one meeting with both parents 6. Class Experience with child 7. Final Answer 8. 10 days to accept offer by completing Registration Form, and completing the

Registration fee Class Experience The assessment procedure for admission is a visit, seen as a play session. The assessment procedure for pupils seeking to join the School will involve a three-day trial period, with observations around social and emotional awareness. For older pupils, there will be more formal written assessments in Reading, English, Mathematics, and Reasoning will be carried out. During the visit, the teachers converse with the child, noting the students’ interests, eye contact, cooperation, ability to remain focused on a task, overall behaviour and interaction within the class. This is to assess their current level of learning in order that we can provide an appropriate educational programme. Introductory Period For all new students, and for all returning students for whom Kairos deems necessary, the first term is an Introductory Period. During this time teachers will communicate with the parents of new children to share any concerns. The Introductory Period concludes at the end of the first term in December.


During the Introductory Period, if the school decides that it is not able to adequately serve the needs of the child and simultaneously address the overall needs of the entire class, enrolment will be terminated without any tuition obligation beyond the child’s actual period of attendance. Tuition will be prorated according to the percentage of the school year that the child actually attended Kairos. Guidelines for Children Identified with Special Needs Review Periods

● Registration of children with special needs will be reviewed annually between administration and parents prior to acceptance of registration.

● Special attention will be given prior to promoting the child to the next level (i.e. promotion from Children’s House to year 1; year 2 to year 3 ).

● Children with special needs will be reviewed every 6 weeks to assess the continuation of education and whether Kairos can serve the child and that the classroom community can benefit from their participation.

Specialists & Aides

● Children with identified needs and specialists need to submit a proposed schedule of classroom visits to the office as part of the admissions process. The schedule will be reviewed by the School Head and approved classroom visits will be scheduled by the office. All extra costs of specialists are covered as an extra by parents.

Re-enrolment Procedure for Existing Students Although enrolment priority may be given to returning students and their siblings, re-enrolment is not guaranteed. Kairos reserves the right to deny enrollment to any student that Kairos believes it cannot appropriately serve or for any other legal reason. All continuing students must re-register for the upcoming school year and will be allowed to do so during the Priority Registration Period. Students who re-apply after the Priority Registration Period ends are no longer given preference for re-enrolment for the next school year. Returning students pay a 700€ re-registration fee. Kairos may require returning Children’s House students graduating to Elementary to go through an Introductory Period as described above. Kairos reserves the right to deny re-enrolment to any student that Kairos believes it cannot appropriately serve or for any other legal reason. The re-enrolment procedure for returning students involves the following steps.

1. During the Priority Registration Period, enrolment priority will be given to returning students and their siblings.

2. To be considered for re-enrolment, the parent submits a re-enrolment contract along with a deposit for the upcoming school year. It is non-refundable.

3. Tuition payments begin at the end of May for the upcoming school year.


Promotion and Retention In a Montessori programme with multi-age groupings, certain “rites of passage” require consideration of the child’s readiness to move to the next level. The child’s readiness to advance is an educational, emotional and developmental level rather than a purely chronological point of view. Each environment is geared to a developmental stage of childhood, and the primary aim is to match the child’s needs with the nature of the Montessori environment. In determining the optimal environment for the child, parents and school staff must consider the following developmental qualities: a. Cognitive development, including academic skills; b. Social maturity; c. Emotional maturity; and d. Physical maturity. Although a child may be chronologically expected to progress to the next level, developmental signs may indicate that an added year at the child’s current level is the best match for the child’s needs. If a teacher feels that this added year may be in the child’s best interest, the teacher will discuss this with parents at the parent teacher conference in the Autumn Term. Then, the parents and teacher will carefully encourage and monitor the child’s development through the ensuing school year. This will be done in light of lists and descriptions of developmental traits and academic skills required for successful progression to the next level of education. Indicators of the child’s proper placement will include: classroom assessment; teacher observations; the child’s success with didactic materials and learning experiences in the classroom; anecdotal records; attendance; standardized tests and other formal assessment measures. In February, a final decision will be made regarding the child’s placement for the subsequent school year. (In some cases, depending on enrolment considerations, this decision may be delayed until later in the spring.) Lower Elementary: Students entering the Lower Elementary programme must turn 6 years old by September 1st of the upcoming school year. Half-Day Children’s House: Students can stay for half days until the year before they move up to Elementary. So children who turn five by September 1st of the school year will spend a full day at school so that they are academically, socially and emotionally ready to transition up to Elementary the following year. Half-day Children’s House students attend the general morning session (08:30-13:30) five days per week and fees are the same as full day.


School Fees 2020/21 and Donations Parents choose one of 2 tuition and fee payment plans:

1. Payment in full for the year ahead, with an associated discount, as per below. 2. 4 quarterly payments, paid in advance of each quarter.

Annual tuition fees are 6,500€ for all students. Fees are paid in advance of each quarter, at a rate of 1,625€ per quarter, with payment dates as follows:

● Autumn – June 15th of the prior School year ● Winter – October 30th ● Spring – January 31st ● Summer – March 31st

The school firmly believes in supporting big families, and offers sibling discounts:

● 15% for second child ● 25% for the third, and beyond

Organic, locally-sourced food, cooked on site, is provided at a rate of 250 euros per quarter. Fees include all stationary and work materials. Current students are required to pay an annual 700 euros re-registration fee by February 15th of the preceding School Year. Sibling discounts: 15% discount for 2nd child, 25% for all additional siblings, applicable to tuition fees. Fees paid a full year in advance have a 2% discount (in addition to sibling discounts). There is a one-off registration fee of 1,000 euros upon joining Kairos. Payment should be made by bank transfer to IBAN PT50 0269 0740 00200882990 21 / SWIFT BKBKPTPL.

Payment can also be made via Cheques de Infância and Creche, from Ticket and Edenred, but in such instances, we ask that payment is made 15 days earlier than by transfer as it takes about that time to process these payments.

A 50€ late fee will be applied to tuition and fee payments that are more than 15 calendar days late. If any outstanding tuition and fees payments are over 30 days past due, the student(s) will not be allowed to attend school until all outstanding payments are paid in full, or until special arrangements, acceptable to the School, at its sole discretion, have been made. All tuition and fees must be paid in full by April 30th of each school year. After that time, we will not reserve space for the following school year for families with outstanding


financial obligations. The student(s) records will not be made available to the family or transferred to another school until all outstanding balances are paid in full. The school reserves the right to suspend, dismiss, or refuse registration for the next year if the account is chronically or excessively delinquent. Please note that when a parent commits to Kairos, Kairos also commits to the child, and that child’s place is not available to any other children. As such, in the event of leaving Kairos before the end of the academic year, full School fees for the year are payable - for example, if for any reason a child leaves in Q2, and has paid up to Q2, this means that Q3 and Q4 must be paid in accordance with the quarterly payment schedule as per above. The School will look at individual circumstances should early departure be due to health or country transfer. Donations Kairos Montessori is keen to provide needs-based scholarships for children in the local community. Please contact us if you would like to support a child, in part or in full.

Food

Lunch Your child will be provided with organic hot lunch meal at 12.00 every day. Food is made In our kitchen, and is low in dairy, gluten and processed sugar. Children sit down for lunch together. They take turns to set the table with ceramic plates and metal knives, forks and glasses. A prayer of thanks is made before starting. Children clear up their own plates, cutlery and cups. We will encourage your child to eat their meal, and try new or different foods, but of course will not force them to do so if they are simply not hungry. We will cater to specific dietary requirements in the event that your child has specific allergies and/or medical needs. These should be stated clearly in the registration forms and medical test results will be required.

Snacks Your child will be free to enjoy snack at the designated snack table anytime during a set time period (10-10.30 in CH and 11-11.15 in LE). Please ensure that your child comes to school each Monday with 5 pieces of fruit. This will ensure that we always have fresh fruit to enjoy for snack. In the afternoon, the class will enjoy a second healthy snack as a group before dismissal. Water will always be available. Please avoid sending your children to school with any sweets.


Health and Safety Emergency Information Each child must have completed Emergency contacts on file, with addresses and phone numbers for parents and other adults. If you have any changes in emergency numbers during the school year, please contact the school. It is vital that we always have current emergency information. Details can be checked on MMC. Vaccinations Pupils must have their immunisation forms filled out and signed by their paediatrician before the start of school and must be kept on file at school. Exceptions are taken under special consideration with required documents signed by the parent/guardian. Illness Please do not send your child to school on days when any of the following symptoms are present: high temperature; rash; lice; deep or persistent cough; discharge or discoloured or profuse amount of mucus from nose; diarrhoea; vomiting; sore throat; symptoms of conjunctivitis (pinkeye). A child who has been ill should not return to school until he/she has been free of fever without medication for at least 24 hours. If a child becomes ill during school, we will telephone a parent to pick the child up. This pick up needs to be done as soon as possible, for the health and comfort of your child as well as the well-being of the other children. If we are unable to contact the child’s parent(s), we will contact those listed as emergency contacts. If the child’s condition worsens and/or becomes dangerous, we will call 112 for transport to the nearest hospital, and then contact the parent to meet us at the hospital. No child will be left unattended for any period of time. Communicable disease If staff observe that a child has signs and/or symptoms of illness, he/she will be isolated from the other children. The child will be provided a cot/bed and a blanket (as necessary) and isolated in a designated area until the parent can pick him/her up. The parent will be notified immediately. The child will be within sight and hearing of an adult. No child will be left alone or unattended. In the event of exposure to a communicable disease or parasite (such as lice), parents will be notified by email or by notices sent home. Medication Rules for administration of prescription and non-prescription drugs:


● Parents/guardians should request that whenever possible, doctors prescribe that medication be given to students at times other than school hours.

● In the event that medication must be administered to a student by someone other than a qualified doctor, private nurse, or the student's parent/guardian during normal school hours, or while the student is on school premises, participating in or attending school functions, the following procedure must be followed:

● Written request must be obtained from the parent/guardian before school personnel may administer any medication. In the case of prescription medication, this request must also be signed by the child’s pediatrician. The request must include instructions as to name of medication, dosage, time, and duration of medication, and possible side effects.

● Prescription and non-prescription medication must be in original containers (child proof) and have an affixed label including the student’s name, name of medication, dosage, route of administration, and time of administration.

● All medication to be taken by students will be out of children’s sight and reach. ● A school staff person will administer or dispense the medication to the child

according to the parent’s instructions. In the case of prescription medication, the doctor’s instructions are required.

● Parents should either bring the medication and signed permission forms to school themselves or send them with a responsible adult.

At no time may children administer their own non-prescription medication, including cough drops, or keep these items in backpacks or lockers. Processionary Caterpillars Please note that Kairos Montessori School is set amongst a pine forest, and endemic to pine in Portugal, is the Processionary Caterpillar. This is a toxic caterpillar that can cause severe allergies during the months of February to April if in close proximity or touched. All Children are told to report any sightings of the caterpillar and maintain a safe distance, and we ask parents to also reinforce this message to children. Food allergies Food allergies can be life threatening. We currently do not have any life-threatening allergies and children are served small amounts of dairy and gluten during lunch and snack. In their afternoon snack and during celebrations their food may contain nuts.


Attendance, Arrival and Dismissal School Hours Kairos will operate according to the academic calendar published each year. The school is open five days per week, Monday through Friday. Children may arrive between 08:30 and 08:45 School hours are as follows:

Half-day Children’s House 08:45 – 13:30 Full-day Children’s House 08:45 – 15:45 Elementary 08:45 – 16:00

Absences and Late Arrivals Absences need to be notified to the school office. If your child is ill, please let the school office know by 8:30 of the day that they will not be attending so that teachers can adjust planning. Absences other than illnesses are only authorised for exceptional circumstances. Requests for these need to be in writing to the school office, stating reason for absence asking for authorization. Children will not be dismissed without previous consent from the school office and not class teachers. Classes start at 08:45 prompt. Regarding late drop off, the School has a 3-step process:

1. If a child is dropped off later than 08:45 children more than once in a week, parents receive an email notifying that this has been the case.

2. If a child is dropped off later than 08:45, more than 4 times in a month, parents are requested to meet, and subject to circumstance, notify that if the child is later than 08:45 going forward they will not be able to join School that day. We will revisit this a month after.

3. If this then does not improve, this may ultimately result in the child no longer being able to attend Kairos.

Owing to the nature of the morning Montessori work cycle, we need to minimise disruption to the class, and we really need the co-operation of parents to create an effective learning environment. Morning Drop Off Procedure Please drive slowly into the car park and park in one of the parking slots and not at the bollards in front of the health club.


Children’s House Drop off is between 08:30 and 08:45 and children are brought to the school gate where they say goodbye to their parents and good morning to their teacher by shaking their hand and saying good morning. At drop off time, it is especially important for parents to prepare their child ahead of time, upon arrival give your child a kiss and hug, tell them you will be back a little later and do your best to leave promptly. Protracted goodbyes can unsettle your child. Elementary Drop off is between 08:30 and 08:45. Children are encouraged to enter School independently with bags/coats. Staff members are in the entrance to greet children as they enter School. Dismissal It is important that children be picked up on time. This is important for children’s inherent need for order and predictability, and is a courtesy to the school staff. If a parent/guardian or other person designated to pick up the child is delayed, they should call to let the school and the child know what time they expect to arrive. Staff will begin calling the listed emergency contacts 15 minutes after scheduled pick-up times if no call has been received. For the first 15 minutes after 1600 a fee of 10€is charged, and after 1615, this rises to 5€ per 5 minutes. In extenuating circumstances, explained by parents in writing ([email protected]) requesting a waiver (should be no more than once or twice per term), Kairos will waive this fee. We will ask parents to sign late collection form upon pick up. Kairos expects a 90% attendance record, and reserves the right for removal in the event that attendance falls below 90%. Morning Children’s House Dismissal Procedure Children’s House children are dismissed at 13:30. Parents should leave their cars and meet their child(ren) at the gate. Children will be dismissed after the parent approaches the teacher and after the teacher formally shakes the child’s hand and says goodbye. For safety reasons, no child may cross the car park unaccompanied by an adult. Afternoon Dismissal Procedure for Children’s House and Elementary Full-day students are dismissed at 15:45 in CH and 16:00 in Elementary. Parents should park in an appropriate parking space and come to meet their child(ren) at the school entrance. For safety reasons, no child may cross the car park unaccompanied by an adult. Release of a Child to Another Adult At no time will the school release a child to any adult other than the parent, legal guardian, or an adult that the parent has authorized. Written consent must be given by parents for


mailto:[email protected]

playdate and after school activity pick-up, either upon collection or via email to [email protected]. Early Dismissal Parents who must pick their child up early for an exceptional reason must give notice to the school office on 21 4872076 or [email protected] in advance. Change in Daily Transportation Plans Parents should send a note to the school or call the school on 21 487 2076 no later than 12:00 to communicate a change in transportation for their child on a particular day. Early dismissal children parents should call the school by 10:30 with any transportation changes. Any changes must be communicated by the parent to the office. We will not rely on children’s messages, and in the absence of any parent communication, the school will assume that the child will take his/her normal mode of transportation. Holidays Parents are asked to plan family holidays during the scheduled breaks. Holidays planned when school is in session are considered unexcused absences. Teachers are not expected to provide assignments under these circumstances. In the case of special family events, parents may request permission for an excused absence. This request must be made in writing and submitted to the School Head. Parents are asked not to extend the school’s scheduled breaks by leaving early or returning late.



Discipline Discipline Philosophy In The Montessori Method, Maria Montessori writes:

Discipline must come through liberty…If discipline is founded upon liberty, the discipline itself must necessarily be active. We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined. We call an individual disciplined when he is master of himself, and can, therefore, regulate his own conduct when it shall be necessary to follow some rule of life. Such a concept of active discipline … contains a great educational principle… Since the child now learns to move rather than to sit still, he prepares himself not for the school but for life; for he becomes able, through habit and through practice, to perform easily and correctly the simple acts of social or community life… The liberty of the child should have as its limit the collective interest; as its form, what we universally consider good breeding. We must, therefore, check in the child whatever offends or annoys others, or whatever tends toward rough or ill-bred acts… The Montessori philosophy is based on the principle that the child will develop greater self-direction, independence, and self-control through work with activities that are meaningful and responsive to his/her needs. The teacher serves as both a guide and an observer. She notes the child’s individual needs for re-direction and presents an appropriate activity to effect this. She also protects the child’s independence and concentration as needed. The teacher ensures that the children maintain the order of the room, and that they respect each other and each other’s work. In this way, each child can freely act upon his inner directives in a positive and productive manner within a peaceful and purposeful learning environment. Discipline Approach When children experience conflict or frustration, the Kairos staff will help and encourage them to use appropriate words rather than physical actions to express their feelings. The staff will also facilitate and mediate conflict resolution as needed. When children are offensive to others and unwilling to follow school rules, direct teacher supervision or other appropriate consequences are used until the child is ready to resume normal activity. For more serious or repeated difficulties, notes to parents and/or parent conferences may be necessary. In the event of serious, chronic behaviour problems, the teacher, School Head, and parents will work together to develop specific strategies and goals to enable the child to function harmoniously and experience personal success at school.


Our Behaviour Policy will be used as a guide. If, in the estimation of the school staff, the problems persist, we come to the realisation that this is not the right environment for your child, the child may be asked to leave the school. Since it is impossible to anticipate all disciplinary situations, the School Head reserves the right to determine appropriate actions in all disciplinary situations up to and including dismissal from Kairos. Kairos staff never considers physical punishment, humiliation, or derogatory remarks appropriate disciplinary actions. In our desire to maintain a peaceful and nurturing environment for all children, we ask that parents not use corporal punishment or extreme language on the school premises. Such measures tend to frighten children. Please feel free to ask a staff member for help in facilitating a difficult situation.


Student Code of Conduct Required Behaviour 1. Obey the legitimate orders of those in authority in the school. 2. Live up to formal agreements made. 3. Make restitution or reparation for injuries and damages they have done, so far as this is

practical. 4. Conform to necessary routines, i.e., proper classroom etiquette, arrival and dismissal

routines, etc. 5. Take responsibility for maintaining the order and beauty of the classroom environment. 6. Show an appropriate degree of reverence during times of worship. 7. Dress properly for classes as well as for outdoor and gym activities. 8. Keep themselves reasonably clean. 9. Be at the places where they are scheduled to be during the school day. 10. Respect the rights of other students to an education and to a safe and healthy

environment. Unacceptable Behaviour Behaviour that is considered unacceptable and may lead to discipline including, but is not limited to: 1. Actions and/or language contrary to the purpose and philosophy of the school. 2. Physical aggression. 3. Endangering the health and/or safety of students, faculty, or staff. 4. Cheating. 5. Stealing or damaging other people’s property or school property. 6. Serious disruption of the formal school programme. 7. Indecent behaviour or suggestive language. 8. Possession, use or sale of tobacco, drugs, or alcohol. 9. Continuous or serious bullying or harassing of one student by another. 10. Possession of weapons, fireworks, or explosives. 11. Leaving school grounds without written permission from parent/guardian and School

Head. Our procedure for dealing with unacceptable behaviour will be as follows: 1.In extreme or repeated situations, parents will be brought into school for discussion. 2.During meeting with parents we will adopt a day to day strategy which will be documented in a ‘Behaviour Diary’ for a period of two weeks. 3. After the two-week period another meeting will be held to review behaviour development. This diary will be used as a positive influence and will be used for as long as it is needed with parent support. If this does not work, then we will work together with our wider team to find a solution.


Special Needs SEN and disability is defined as a child having significantly greater difficulty in learning in one or more areas that the majority of children of the same age. SEN may not always be educational. We believe, absolutely, in the development of the whole person, emotionally, spiritually, socially, behavioural, physically and educationally. While all of these areas are equally important, we do recognise that needs may occur in any one or more areas. Special Education Needs may manifest themselves in the following different ways:

● Difficulties acquiring and using new knowledge, concepts and skills; ● Specific Learning Difficulties (e.g. Dyslexia); ● Extremely low levels of Self Discipline or Self-Esteem; ● Difficulties with Emotional or Social Behaviours; ● Physical Disabilities; ● Sensory Impairments; ● Speech, Language and Communication Difficulties.

As a Montessori school we aim to develop in every child the knowledge, concepts, skills and attitudes that will enable them to reach their full potential. We give high priority to the quality of care and we nurture attitudes of mutual respect and responsibility within the school community. Our Aim:

● To create an environment that meets the individual educational needs of each child enabling them to reach their full potential;

● To ensure that the special educational needs of children are identified early, assessed regularly and provided for effectively;

● To include key partners in the support process, especially parents, having common expectations and approaches being adopted that result in measurable pupil outcomes;

● To identify roles and responsibilities of staff in providing for pupils’ special educational needs - implementing innovative & effective intervention that maximises pupil impact.

The National Curriculum is the main benchmark for assessing children’s progress and for planning to meet their academic needs. Children may have special educational needs either throughout, or at any time during their school career. Once the SEND need is identified and the teacher has collected relevant observations, the following process will be followed at Kairos Montessori:

● Compilation of all relevant reports - external and internal ● Nicole Dias (behavioural psychologist, consultant to Kairos) briefed ● School - Parent connect (Lead teacher, Administrator and Parents) ● School takes responsibility for hiring and developing Special Needs in-class

Assistant - someone who embodies the Kairos values whilst having a passion for Special Needs


● Child-specific support programme shaped by Nicole and lead teacher, leveraging reports - this will include pointers for in-class management of teachers and Special Needs Assistant

● Parents take responsibility for funding this bespoke support ● 1:1 meeting with lead teacher & Inês once/every half term

Special Needs programme funding

● Despite the early life-stage of Kairos, the school intends to simply cover costs associated with funding the resources to shape and deliver the bespoke plan

Please note any 1:1 therapy should be carried out outside of school, under parent management. This is so for a variety of reasons, namely the need to:

● Protect school ethos, methodology and culture ● Successfully cater for the majority (whilst adjusting for bespoke needs) ● Face the reality of a small school where every classroom is used for multiple

purposes


Clothing Guidelines & Other Please keep these considerations in mind when selecting clothing for your child: 1. The best clothes for the preschool child are comfortable, washable, and easy to manage. 2. Each child should be able to independently dress and undress when using the bathroom. 3. We encourage children to work with paste, glue, paint and water, and we go outside

whenever possible. Children are provided with smocks when using paint, clay, water, etc. However, they may get some on their clothes.

4. Please select clothing that encourages purposeful, productive, and peaceful play. Children should not wear clothing with illustrations or commercially aggressive characters. Clothing or shoes that light up or make sounds are distracting to the children and should not be worn at school. Sequin tops should always be avoided

5. We believe that fresh air and outdoor light are good for children, so these are parts of our daily programme. We spend time outdoors every day and children should have suitable clothing for outdoor activities.

6. It is essential that coats, hats, gloves, sweaters, and shoes are named. This can be done easily with tape and a permanent marker.

7. Clothing should be modest. Tank tops, low necklines and make up are not permitted and earrings should be simple and not extend beneath the earlobe as this can be dangerous.

Each Children’s House child should bring in an extra set of clothing in a named bag, including underwear and socks. This should be replenished the next day if the child uses it. Children are required to wear a Kairos T-shirt and jumper every day to School. We seek to strike a balance between children expressing themselves in their clothing, and our desire to create a united School spirit, and as such, Kairos has a ‘semi-uniform’ policy. For PE, Elementary children are asked to bring Kairos shorts and a Kairos T-shirt (and jumper, weather dependant), with appropriate sports footwear. Your child will not be allowed to partake in sports if they do not have appropriate clothing.

Hot weather In hot weather, please apply sun cream to your child before school and send them in with a labelled hat and sun cream. Birthdays In Children’s House we celebrate children’s birthdays by doing a Birthday Walk around the Sun and we invite you to join us in the celebration. This represents the orbit of the earth around the sun. In the centre of the ellipse is a candle representing the sun. The birthday child carries a globe. As the child walks around the “sun” the teacher tells the story of the child’s life so far (this is provided by you). Each “orbit” represents a year of the child’s life. The child will also make a Birthday poster commemorating each year of their life. Please do not send your child to school with party bags or sweets, but they can bring a homemade cake to celebrate at the end of the day.


In keeping with their developmental stage, Upper Elementary students will discuss how the birthday should be celebrated. Parents are invited, of course! Phones & Other Personal Electronic Devices Students may not have mobile phones and other personal electronic devices in their backpacks while at school. Unauthorized use of these items on school property will result in their confiscation. Confiscated items will not be returned to the student until both the student and the parent meet with the teacher who has the item. If a student exhibits a repetitive behaviour of using an electronic device during restricted time, the student may receive additional discipline. Items Brought to School Religious articles, books, cultural artefacts, family photographs, and objects of interest from nature can be shared at school. Books and items relating to a current unit of study are particularly welcome. The school cannot be responsible for loss or possible damage to these objects. Toys, sweets, makeup and jewellery should not be brought to school. If a child does bring such items in, staff will explain to the child that he/she will keep it safe until the end of the day and then return it to the parent. Please be alert to small objects that children may bring home from the classroom. The Montessori class has many attractive objects, and the loss of one small piece may make an entire activity unusable. If your child brings home something from the classroom, please have him/her return it the next day.

Classroom etiquette for parents The children are taught to respect the environment. They are not allowed to sit on tables or walk on the mats they work on. Please do not sit on the tables or walk on mats. When you are in the classroom, it is appropriate for you to communicate with the teachers but not to chatter to other parents. If you are in the classroom or on a field trip, please refrain from using your mobile phone.

Encouraging independence at home (children aged 3-6) The children are gaining in self-confidence through learning to be independent. Please can you help us to reinforce this by encouraging independence at home. Encourage your child to dress themselves and pour their own drinks, set the table for meals, sort washing into colour piles, pair socks, fold towels, pack school bag and clean shoes. It is essential for children’s physical and cognitive development that they walk as much as possible.


Dummies & Nappies (children aged 3-6) If your child has a dummy, we urge you to keep them at home. This is a crucial time for the acquisition of language and, among other things, dummies inhibit children’s speech development. Dummies are not allowed in school. Your child needs to be fully potty trained upon starting at Kairos.

Naptime (children aged 3-6) Please let us know if your child is still napping at home so we can be sure to make it available for them at school. Naptime will be from 13:45-15:30. For naptime, your child will need a fitted cot sheet, a small blanket and pillow. They may also bring one small stuffed animal. We will not force your child to nap, however, if they are not tired they can quietly look at books or do another quiet activity. Bedding needs to be taken home every Friday for washing.

Art materials We go through a huge amount of paper and card. If you have any unwanted stationery, it is always welcome. Also, for our art cabinet, we need ribbon, wool, corks, buttons, plastic lids, small boxes, shells, pebbles, pinecones, CDs, out of date rice and lentils, postcards or greetings cards of any description. We also collect tissue boxes and similarly sized boxes, loo rolls, egg cartons, plastic bottles. Activities There are a range of activities available for Kairos students, including swimming, piano, horse-riding, pottery, tennis, football and golf. Please email [email protected] should you want further details, or if you would like to help create or help manage an after-school activity.



Roles & Responsibilities Children’s House Co-Lead Teacher Susie Joyce Children’s House Co-Lead Teacher Carole Whyte Children’s House Co-Lead Teacher Maria Paranaguá Children’s House Co-Lead Teacher Tara Kinloch Children’s House Co-Lead Teacher Anne-Laure Church Children’s House Co-Lead Teacher Marisa João Elementary Lead Teacher Carla Slater Elementary Lead Teacher Mel Coning Elementary Co-Lead Teacher Sam Mason Portuguese Carla Ferreira Catechesis of the Good Shepherd (CGS) Rita Machado

Filipa Caldas Catarina Avillez Candida Wigan Anne-Laure Church Tara Kinloch

Special Needs Mel Coning Sports Sam Mason

Music Teacher Margarida Rendeiro

School Accountant Marla Malheiro School Administration Diana Correia de Barros Pastoral Care Father Brian Kolodiejchuk, M.C, Ph.D

Padre Nuno Coelho School Administrator (people) Inês de la Mata School Administrator (content) Candida Wigan School Board Filipa Villas Boas

Father Brian Kolodiejchuk, M.C, Ph.D Pablo de la Mata Henry Wigan

Trustees Claude & Sofia Marion Foundation


Kairos Montessori Casa 25 - Eira Quinta da Marinha 2750-004 Cascais Portugal +351 21 487 2076 [email protected] www.kairosmontessori.com

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Documents

School Handbook · polishing, gardening. These practical life exercises provide the link between home and school, promote gross motor skills, focus and concentration. There are four