Nursery and Primary: Policies and procedures

School policies and procedures

Based on: art.30 of the General Rules of the European Schools (2014-03-D-14-en-7)

Acceptance of a place at the school shall imply the right and the obligation to attend all courses of instruction listed in the curriculum and to do such work as is set. Pupils shall also be required to take part in any organised activities (including outings and trips) declared compulsory by the Director. A pupil’s attendance at classes is necessary to ensure his/her development and to enable the teacher to make a full and accurate assessment.

  1. Recording of absences
    The school shall keep a daily register of the pupils’ absences in SMS-MySchool. At the end of each semester, the school shall draw up a list of absences for each pupil. Unauthorised absences will be clearly identified and processed.
  2. Absences on medical grounds
    1. a) In the event of a pupil being unable to attend the school, the pupil’s legal representatives will inform the school of the reason by email before 8.30 a.m. latest on the day of absence:
      1. Mail:
    2. b) After an absence of more than two days, pupils need a medical certificate. Without written notification from the pupil’s legal representatives and a medical certificate, such absences shall be regarded as unauthorised and punishable by the Director. In the case of a child having 3 such absences (regardless of whether consecutive days or individual days), the Deputy Director will request a meeting with the parents for clarification.
    3. c) If a pupil contracts an infectious disease, the pupil’s legal representatives have to notify the Director in writing and adhere strictly to the rules laid down by the Administrative Board, drawn up in agreement with the school medical service, on the containment of infectious diseases, in particular as regards quarantine for him/her and other pupils living under the same roof. The pupil shall be readmitted to the school only on production of a medical certificate from a doctor recognised by the local health authorities or from the school doctor.
    4. d) The Director may, if he/she considers it necessary, have the pupil examined by the school doctor.
  3. Absences on personal grounds
    1. a) Only the Deputy Director, not the Class Teacher, may give a pupil permission to be absent from school. In the event that a child cannot attend school due to personal reasons, the pupil’s legal representatives ask the Director for permission, using the official form (“Request for Permission of Absence” – download via Website).
      1. Mail:
    2. b) Except in cases of force majeure, the pupil’s legal representatives must apply for such permission at least 7 days in advance. Applications must be made in writing, indicating the period of absence and the reasons. Permission may be granted for a maximum of two days plus reasonable travelling time.
    3. c) Except in cases of force majeure, permission may not be granted for the week preceding or the week following school holiday periods or public holidays.
  4. Lateness
    It is the parent’s responsibility to ensure their child arrives at school on time. Lateness can disrupt the learning of others and can result in a pupil feeling greater stress and achieving poorer outcomes. All time out of school affects the pupils’ learning and achievement. The pupil’s representatives have to make sure that the child arrives at school on time.
  5. Consequences of absences and/or lateness
    1. a) Absent days (excused and unexcused) as well as late arrivals are registered daily by the teachers and/or the secretaries in SMS-MySchool.
    2. b) In case a child is late 5 times (regardless of whether consecutive days or individual days), the Educational Coordinator will request a written explanation from the parents (Deputy Director in copy of the mail). In case a child is late 7 times or/and has more than 3 unauthorised absences, the Deputy Director will request a meeting with the parents for clarification.
    3. c) Should repeated unauthorised absences continue to occur, a Discipline Council will be organised.
    4. d) If, at the end of the first semester, the number of absences (authorised or unauthorised) seems likely to exceed 18 days, the Deputy Director will warn the pupil’s legal representatives of the risk of non-promotion. There will be no retroactive authorisations from the Director.
    5. e) In the event of an unauthorised absence of more than 15 consecutive school days, the pupil shall be deemed to have left the school. The pupil’s legal representatives shall be so informed by registered mail.

First step: Preparation visit by school nurses

Checking of weight and height of pupils.

They are in their underwear.

The nurse tests the eyesight, takes blood pressure and does urine tests

The preparation takes about 5 minutes/ child

The children are then called back a few days later for the medical examination with Dr. Chafai.

The nurse is present WHEN AVAILABLE, if there is no other emergency

She assists the doctor on request (making appointments with parents, helping with dressing the child if necessary, secretarial assistance, etc.)


Second step: Medical examination by the school doctor

This visit is based on the Grand-Ducal Regulation of 24 October 2011 determining the content and frequency of school medicine measurements and examinations and the functioning of the medical, social and educational team (amending the 1987 regulation).

These visits take place every two years, starting in M1 and continuing in P1, P3 and P5. Visits are also made to the secondary school.

Visits for kindergarten and primary occur on 2 mornings per week.

As specified on the sheets distributed to parents before each medical examination, the doctor carries out the following examinations:

  • general condition, skin examination
  • cardiopulmonary auscultation
  • abdominal examination
  • examination of ears, throat, teeth
  • examination of external genitalia
  • examination of the musculoskeletal system

Children wait together before being examined (girls and boys separated in primary school).  Then they are examined by the doctor individually.

The presence of the nurse is possible only in the case where she is free. During this time the nurse is responsible for any other children who come to the infirmary for various reasons and there are many of them, especially during recreation periods.

After the visit, a letter is sent to the parents notifying them of any missing vaccines and abnormalities found during the examination as well as parameters such as weight, height, BMI, vision and blood pressure. A screening test for blood, proteins and sugar is performed by the nurses on the urine. If there is an anomaly, the parents are informed.

Dr Ronit Chafai
Doctor of the European School Luxembourg I

Mrs Nadine Fayolle & Mrs Larissa Molitor
Nurses of the European School Luxembourg I

We are happy to celebrate the children’s birthdays at school or in class and therefore allow the children to bring cakes or pastries with them.

Due to the hygiene regulations and above all the organization in the school, it is important to observe:

The cake must be designed or packed in such a way that it is possible for the child to bring it into the class independently. It is not possible to deposit the cake with the Guardes. Parents also do not receive extra permission to bring the cake to class. The children are allowed to deposit the pastry on the benches in front of building C until the bell rings (there is always a supervisor at this point in the morning; the place is marked by a sign, the concierge is informed about the procedure). As soon as the children go to the class, the cake can be taken with them.

The cake must be pre-cut and it should be possible to be eaten with the hands (without spoon or fork). Muffins or cupcakes are preferred. Ideally, only napkins are needed for consumption.

We would also like to point out that more and more children suffer from certain allergies (e.g. nuts, lactose, etc.). Consultation with the teacher about possible allergies can be helpful.

Teachers and/or parents observe that the child is not challenged enough in class because the level of the class is too easy for the child and the child is bored and not happy in school.

  • Step 1:

The child needs to be diagnosed as high gifted by an accredited specialist. In the report of the specialist, we need clear guidance of how to work with this child in class = differentiation. The child will get work at his level by the teacher.

  • Step 2:

When step one is not sufficient, school will allocate moderate support for the child.

  • P1/P2: 3 x 30 min./week

The child will leave the class to work on projects based on his interests. This can be done one to one or in a small group depending on the section. The teacher will coach the child in developing skills like: expanding interests, planning, independent working, presenting,… Deadlines are set and children will have to finish tasks in class or at home. The teacher will also try to build up confidence and motivation.

  • P3/P4/P5: 2 x 45 min./week during European hours

Within the curriculum of European hours, the child will work in a small group with other high potential children. This support is given in the second language and the teacher will coach the children in developing skills like: social behaviour, working together, compromising,… The topics are given by the teacher but the children can choose their own focus. Deadlines are set and children will have to finish tasks in class or at home.

  • Step 3:

When step two is not sufficient, school will start up the programme to jump a year. A SAG-meeting will be organised with the class teacher, support teacher, psychologist and parents to evaluate the child’s progress in class, his social development, his motivation to learn and his independent working skills. Also the child will be asked if she/he is willing to work extra so she/he could jump to a higher class.

When all these areas are covered, school will arrange a flexible timetable for the child that she/he can cover two school years in one year.

  • Step 4:

The school council will decide at the end of the school year, based on the progress of the child and his social integration in the new class, if the child can jump a year.


Important points to take in account:

No matter what the decision of the class council is, the child will always receive a school report of the current class. If the class council decides to let the child skip a class, the school will also issue a document confirming the additional work done on the curriculum of the class to be skipped as well as the skipping of a class.

When a child, with an IQ over 145, has successfully jumped a year and when he/she exceeds the level of the current class again, the steps of this policy will be followed a second time but it’s highly exceptional that a child jumps two times in her/his school career.

In principle, the school would like to state that skipping a class is not favoured for pedagogical but above all for socio-emotional reasons and is only considered in absolutely exceptional cases.

Should teachers, parents and the child agree, however, that skipping a class could be a suitable measure, work should be done on this possibility in the current year.

The pedagogical coordinator will be informed by the teacher by e-mail including all necessary details and a meeting with all teachers of the child and the school management will be convened in which the decision for or against skipping a class will be made.

The parents will then be informed by the educational coordinator and must give their written consent. The rules for skipping a class are sent to the parents.

In the course of the school year, the child is promoted through targeted promotion, differentiation and individualisation on the part of the teachers (here, above all, the LII should not be neglected). Pedagogical materials, books, worksheets of the next stage are already to be used. A cooperation with the teachers of the next level is recommended for this.

Furthermore, the homework is adapted to the needs of the child. It is the parents’ responsibility to ensure that this part of the differentiated support is also regularly adhered to.

At the end of the year, but before the class conference takes place, the child is tested on the annual material of the class developed (including LII).

For example: If a child attends P1 and already develops the P2 curriculum during the school year, P2 material (including LII) is tested at the end of the year so that entry into P3 is possible in the next school year.

The parents are informed about the test results by the teacher. If they are positive, they are presented to the class conference, which then decides on the possible skipping of a class. It should be noted that the decision, development, social competence as well as the maturity of the child is taken into account. Positive test results do not automatically mean skipping a class. The decision of the class conference is communicated to the parents by the school management.

It should be noted, however, that the certificate can only be issued for the “current” class level. However, the school will also issue a certificate that indicates that a class has been skipped.

10 min before the morning break all students should have a snack.

Parents or legal guardians give their child a healthy and sufficient snack.  Only water or unsweetened tea may be used as a drink.

At the same time, it must be noted that snack time is teaching time. Therefore, it must be combined with an activity. The school management recommends using this time as a reading time (the teacher reads to the pupils).

It is important that the children sit quietly during the snack time, eat in peace and listen.  It is then up to the children to tidy up the place and clean it if necessary.

On the long days, the school management recommends that the children also take a small snack with them for the afternoon. The teachers are responsible for ensuring that children who are hungry have time to eat in the afternoon during class time.

Homework can take many different forms. It should take into consideration the abilities of the children and their rate of learning.

Teachers should always use their professionalism to determine the homework which is appropriate for their pupils.

Some homework should take the form of research, reading, drawing, collect­ing specimens, pictures and general background from papers and magazines. As a general rule, no compulsory homework will be given during official holiday time. Teachers can offer some homework, which only is optional.

In order not to extend the long school days, for P1/P2 homework should be given only on Tuesdays, Thursdays and Fridays (except daily reading). A weekly plan or a weekly homework assignment is specially recommended by the school.


The only homework which should be set on a daily regular basis for 1st and 2nd year children is 10 to 15 minutes reading practice with a parent. This does not mean, however, that other short homework-tasks cannot not be given (+/- 10 min per day).


Since the 3rd year is a transition between the lower and upper classes of the primary school, children can be expected to do simple reference work, as well as make a start on their multiplication tables (20min per day). The regular reading practice (10-15min per day) should be continued.


The 4th and 5th years are a gradual preparation for the secondary school and as a consequence, homework should become more regular and more academic. Unfinished work can be completed, spellings prepared, tables learned, reference work, craft work, reading…. Homework should be limited to 30min irrespective of how quickly the child works. (That does not include the daily reading of 15-20min.)

Homework should not be given as a formal assessment since the child may have been helped by his parents and since the educational support available in one family may differ from that in another. All the same, homework should always be checked and corrected in class.

In principle, it should also be noted that children who do not fully complete all work in school (because they are disruptive or refuse to work) should complete these tasks at home. As such, this is not to be understood as a classic homework assignment but is added to the normal homework. However, the teachers inform the parents about this.


Distribution of homework tasks


  • explain the homework precisely and in detail.
  • make sure that homework is properly written down or marked by the children.
  • compile appropriate homework to the extent required.
    • P1/P2: 10min + 10-15min reading
    • P3: read 20min + 10-15min
    • P4/P5: 30min + 15min read
  • regularly check and correct their homework.
  • If necessary, give feedback to the parents or guardians in the case of noticeable difficulties.


Parents / guardians…

  • show regular interest (looking at the work, checking the schoolbag and pencil case, helping to keep order and the cleanliness of the work).
  • take care of oral homework such as reading, memorizing, mental arithmetic; support the child in collecting materials or researching.
  • help the child to do their homework independently, clearly and neatly.
  • together with the children, ensure a quiet, tidy workplace.
  • encourage their children to make appropriate use of working hours at school.



  • mark or write down their homework properly and carefully.
  • Pay close attention to the explanation and ask if they have not understood something.
  • try to do their homework in a concentrated and independent way.
  • give the parents or guardians or the teacher independent feedback as to whether they need help again or have not finished their homework. (The children should learn to be responsible for their homework. It is not the parents’ job to apologise to their children for unfinished homework.)

This policy is set up to visualise the steps to follow in case of behavioural problems in class/school. It’s been developed to ensure a save school environment for every child.

  • Step 0:

At the beginning of each school year, the classroom rules are set up by the class teachers and children. They are present in the classroom to refer to at any time. The school rules are well discussed in class and are present too in the classroom and corridors to refer to at any time.

The school rules and the class rules are given (up to the teacher how&where) to each child and should be signed by the child and the parents (e.g.homework in the first school weeks).

  • Step 1:

When a child has problems to respect the class rules/school rules a formal meeting takes place with the class teacher /teachers /assistants and the child. It’s in the decision of the teachers to define further consequences (a checklist with good examples/ positive way could be used as a ‘contract’ between the child and the teacher or the class rules / school rules could be repeated, etc). Whenever a rule has been broken, the child and teachers sit down again and talk. The teacher will try to encourage the child in a positive way and will emphasise on the good behaviour. Parents are informed by the teacher.

  • Step 2:

When step 1 doesn’t change the behaviour of the child, the teacher informs the Educational Coordinator. A meeting between him and the child takes place, consequences are decided (one could be to have a” meeting” with the Deputy Director who then could define some further consequences) and the teacher starts to use a “Carte de comportement” for the child (see Annexe 1). Parents are informed by the Educational Coordinator, the teacher(s) and Deputy Director are in copy. From now on the Education Coordinator takes notes in SMS-MySchool-System “Behaviour Report”. This is only an internal measure but the behaviour from now on will therefore reported in the child’s school file.

  • Step 3:

When step 2 doesn’t change the behaviour of the child, the Educational Coordinator will set a meeting with the parents, the child and the teacher(s) to find potential solutions and consequences. Deputy Director and teacher(s) have to be informed.

  • Step 4

When step 3 doesn’t change the behaviour of the child a BAG (Behavioural Advisory Group) meeting takes place. In this meeting the Deputy Director, the parents, the Educational Coordinator and the teacher(s) are present. The behaviour of the child will be discussed and further very clear consequences have to be found.

In case the BAG decides to go on with the procedure, behavioural individual rules will be set together to follow in class/school. If the child brakes one of these basic rules, he/she is sent to the Deputy Director, who will provide some very last consequences. After breaking the rules for another time, a three-day suspension is put in place. After that the procedure restarts with step 3. The minutes of the BAG-meeting will be part of the child’s school file.

In case the BAG doesn’t see an improvement and no sense of ongoing with the procedure, but on the other hand sees the need of an assistance or other expert for the child, a SAG meeting will be confirmed. Until the time the SAG-meeting can take place individual rules /consequences are decided.

Important: From Step 1 one minutes have to be written and forwarded to the secretariat of Nursery and Primary, Educational Coordinator and teacher(s).

Change in LII

Please note that changes in LII are exceptionally and rarely accepted. In the rare cases a request for change in LII is accepted, it is only as of the beginning of the next school year that this goes into effect.

In case parents would like to request a change in LII for a child, the following has to be taken into account:

For the decision to be taken during the Class Council at the end of the school year, we kindly ask the parents to send a request latest in the 1st week of Mai. The decision will be communicated after the Class Council.

As the school will take into account the parents arguments, these arguments has to put forward in a letter, or email to the direction.

The choice of LII should be based on the following criteria:

The language development of the child. In case the child has a perfect development in the mother tongue and masters as well another language being bilingual, another language might be chosen as LII. Though in case the child has a good master of one, two or more languages but mixes the languages, an additional language should be avoided.

The future vision for the child. Parents need to be aware that the LII offers the possibility to study or work in that language, when the European Baccalaureate is achieved. The language might thus be chosen based on what future vision one has for his/her child. Of course being able to speak the language of the host country is important, but it is to be combined with a long term future vision.

The following procedure will take place:

  1. Testing of the child (dates of these tests are not communicated to the parents but will be held in the period between the request and the class council):
    • the current LII teacher will write a report (no extra testing necessary)
    • the pupil will be tested by the LII coordinator of the language requested
  2. The results will be reported to the Deputy Head, who will use these during the Class Council to decide with all teachers currently working with the child upon the change. During the class council the arguments of the parents will also be taken into account.
  3. The decision will be communicated to the parents in written form after the Class council.

NB: In case the decision is in favor of this change, please note that support will be needed for the child to get to the level of the course and that this is to be organized privately, ideally with a native speaker.

Revision of the Decisions of the Board of Governors concerning the organisation of studies and courses in the European Schools (Ref.: 2019-04-D-13-en-1):

2.2 Change of languages

The provisions set out above under points a and b apply solely to requests for changes of Languages 2, 3 and 4. Requests to change Language 1 will be dealt with in accordance with the arrangements laid down in Article 47(e) of the General Rules. It should be remembered that determination of L1 at the time of the child’s enrolment is definitive in principle.

a. Normally no changes are envisaged in language choices, except on entry to year 6, when the following changes are possible:

  • change of L2
  • for a given language, change from a lower to a higher level (e.g. change from L4 to L3)
  • for a given language, change from a higher to a lower level (e.g. from L2 to L3) in justified cases.

b. Should a change of language at any age or level be requested, the decision lies with the Director, subject to the following conditions:

  • The existence of a reasoned written request from the parents, guardians or from the pupil himself/herself if over the age of 18.
  • Deliberation and judgement by the Class Council on the request.
  • Clear evidence established by the School of the pupil’s ability to follow the course requested. In the case of a change of L2, careful consideration must be given to the role of L2 as a medium for teaching other subjects. When a change of L2 is approved before year 6, the new L2 becomes the medium for the teaching of history, geography and economics. When a change of L2 is approved on entry to year 6, the old L2 remains the medium of teaching for history, geography and economics.
  • The absence of significant administrative obstacles to the change requested.
  • The applicant will be notified of the decision and the reasons for it.

Change in religion/ethics

Please note that changes in religion or ethics are generally accepted. The change will effective as of the next school year.

In case the parents would like to request a change in religion/ethics for your child, please take the following into account:

  • As the constitution of the different groups needs to be done by the end of the school year, the parents send the request before June 1st. In this case the change will be accepted without any restrictions.