RECEPTION
Entrance to school is allowed from 7.45 am with a reception service. Teachers enter the classroom at 8am and lessons are scheduled to start at 8.15 am for primary school and at 8.00 am for the other school cycles.
An entry tolerance of ten minutes is allowed.
CANTEEN
The canteen service is mandatory twice a week. Meals are prepared inside the school premises, in the kitchen, by a team consisting of a cook, two assistant cooks and two service personnel, who also provide for food
administration.
The canteen spaces are divided into three areas dedicated, in turn, to all classes. The shifts of the canteen provide for only one school cycle at a time (primary, middle or high school).
MENU
The canteen service is mandatory twice a week. Meals are prepared inside the school premises, in the kitchen, by a team consisting of a cook, two assistant cooks and two service personnel, who also provide for food
administration.
The canteen spaces are divided into three areas dedicated, in turn, to the different classes. The shifts of the canteen include the simultaneous presence in the room, of only one cycle at a time (primary, middle or high
school).
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SCHOOL UNIFORM
Wearing a uniform means being part of a community. All children, within the school, are the same but unique.
Belonging to a school community is an essential part of living the school institution as a moment of growth and exchange between peers to eliminate social barriers and develop critical thinking skills in a healthy context.
Wearing a uniform allows to perceive school as an orderly place, where respect for the rules starts from home, in the morning.
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INCLUSIVE SCHOOL
The school’s educational project is based on a personalized education system that focuses on the maximization of pupils’ potential.
The cooperative’s philosophy is "no one remains last", meaning that the educational process should aim to bring forward all children and young people, offering them opportunities for growth, stimulating pro-social thinking while promoting cooperation and collaboration.
Great attention is paid to the most vulnerable ones. Every year, the school welcomes more than 25 pupils in situations of economic or social difficulty with scholarships, promoted by partnerships with third-party funding bodies or local and national companies.
The reception of children and young people with frailty (documented or not) goes in this direction as well, in the certainty that an effective educational action often has a therapeutic value in regards to behavior and attention disorders.
If necessary, the school offers these students individual support, and more frequently it activates a support network within the classrooms to work together in an atmosphere of mutual help. Where possible, the classes are assisted by a classroom tutor integrating teachers’ work while supporting relational dynamics.