St. Catherine’s is an esteemed international school committed to fostering academic excellence and a values driven education for a diverse student body.
Rooted in a philosophy that emphasizes both intellectual growth and character development, the school creates a supportive and inclusive environment where students are encouraged to embrace a global outlook. By balancing rigorous academics with a broad range of extracurricular activities, St. Catherine’s equips students with the skills, confidence, and resilience needed to thrive in an ever-changing world. The school prides itself on its strong sense of community, with dedicated partnerships among students, teachers, and parents, working together to raise compassionate, culturally aware, and globally minded children.
It was a pleasure to meet with Mr. Jon Perriss, the newly appointed Headteacher of St. Catherine’s, as he begins his journey with the school community.
Having served as Headmaster and held various teaching and leadership roles in top-ranking schools across the UK, Mr. Perriss brings a wealth of experience and a deep commitment to educational excellence. His extensive background reflects not only his dedication to academic achievement but also his focus on nurturing students’ personal growth and character development. During our conversation, he shared his inspiring vision and valuable insights into the evolving role of education, emphasizing the importance of preparing students to be resilient, curious, and compassionate global citizens. We are excited to see how he will bring his expertise to elevate St. Catherine’s as a leader in both academic success and holistic student development, fostering a community grounded in excellence and integrity.
SCHOOL VALUES & VISION
DP: Can you share the core values and educational philosophy that guide your school’s mission?
JP: Having values as a central tenet of the school strategy is important. As a school, we reset our values this year, and it is has been good timing with me coming in and taking a fresh look at the school. Our values are Care, Dedication, Curiosity, and Integrity. We have a jigsaw puzzle as a reminder that the values are interconnected. Unlike a linear list, which implies ranking, the jigsaw symbolizes how each piece is essential and intertwined – illustrating that all elements must work together in harmony. We are a value-driven organization in terms of all those four key tenets and we have been talking a lot this term about making sure we live these values and not just say them.
DP: What is the definition of success for your school?
JP: Our foundations are built on academic excellence, high standards and our values. Success means delivering this. We aim for students to achieve strong GCSE (General Certificate of Secondary Education) and IB results, enabling them to reach top institutions like Oxford, Cambridge, Harvard or Yale, or follow other paths; there is no ‘right’ way and we want all our students to be confident contributors wherever they go. However, getting a good IB result does not mean anything unless you have the values to go with it.. Success is not just about grades; it requires values like work ethic, empathy, teamwork and a sense of family.
CHARACTER BUILDING & LIFE SKILLS
DP: What is the school’s philosophy on the importance of childhood?
JP: We want our children to be children for as long as possible. As adults, we know we will spend many years working, so how precious, then, for our children to be carefree as long as possible.
DP: How does your school approach the development of essential skills beyond academics, often referred to as “soft skills”?
JP: In our school, we view so-called “soft skills” as essential life skills rather than optional add-ons. These skills, such as teamwork, adaptability and self-reflection are integral to student development. To cultivate them, we employ a range of practices that embed these skills in daily routines and interactions. Our Personal, Social, Health and Citizenship Education (PSHCE) lessons are dedicated to social and emotional learning, and we prioritise small form groups that meet daily with a teacher for check-ins and announcements, which foster strong, supportive connections. Additionally, we emphasise role modeling from both staff and older students. We encourage older students to take on leadership roles, such as heads of the IB Senate, making them more visible to younger students who naturally look up to them. This approach ensures that essential life skills are woven into the fabric of the school culture, creating a lasting impact on our students. We also have a house system that generates vertical integration and kinship.
DP: How does the school foster a culture of reflective learning and self-awareness among both students and staff?
JP: Reflective learning is highly valued at our school as it encourages both students and staff to evaluate their progress, celebrate successes and identify areas for improvement. This reflection is incorporated in many ways, from classroom discussions to school-wide staff meetings. For example, in a recent year-six lesson, students spent time reflecting on their achievements from the term, helping them to appreciate their growth and set future goals. For staff, we host regular meetings where we pause to discuss what is going well and what might need adjustment, emphasising that learning and growth are ongoing processes. This practice is essential not only for academic skills but also for building self-awareness and a growth mindset among students and teachers alike. We want to be a place of learning, and a place that learns.
DP: What is the long-term vision for the students’ character development?
JP: I often say that our goal is for our kids to grow up to be good parents. When I mention this, some parents are surprised, thinking, “My child is only five – I cannot picture them as a parent.” But one day, they likely will be. It is about instilling values early on in their minds. Also, the CAS element of IB engenders a sense of social responsibility and character growth, so our students work with charities, and volunteer at a wide range of events; for example, I was part of a 60 strong group helping at the Athens marathon.
EMBRACING MULTICULTURALISM
DP: How does the school celebrate its cultural diversity, and what impact does this have on the school community?
JP: Our school celebrates cultural diversity through various initiatives, such as International Day, which highlights the numerous nationalities and backgrounds represented in our community. This celebration not only acknowledges the diverse cultures of our students but also fosters inclusivity and global awareness. With approximately 65% of our students being Greek, with many of these of mixed Greek heritage, alongside a diverse international student body, these events offer opportunities to learn about and appreciate each other’s backgrounds. More than just celebrations, they help build a school culture where every student feels valued, fostering a global community and enhancing cultural competency and empathy.
DP: How does the school support the transition of international families, and what role does language play in this process?
JP: For families relocating to Athens, choosing a school is a top priority as it directly affects their overall stability and happiness. Given our diverse student body, we place a strong emphasis on helping international families transition smoothly into the school and local community. Language is a key aspect of this integration. While English is the primary language of instruction, we offer Greek classes tailored to different proficiency levels, allowing students to acclimatise to the local culture. By fostering language skills, we support students in becoming more adaptable and culturally aware, which enriches their overall educational experience and facilitates the transition to a new country and school environment.
CULTIVATING GLOBAL CITIZENSHIP
DP: How does the school integrate global citizenship into its curriculum?
JP: Schools and communities can become bubbles, therefore making it essential to prepare students for global citizenship. We recently introduced a global citizenship subject in the General Certificate of Secondary Education (GCSE) and will soon add the study of politics to the IB program. Our aim is to encourage students to be outward-looking, embracing diverse backgrounds and beliefs.
DP: What differentiates your early years program, and how does it cater to the specific needs of young learners?
JP: Our Early Years Foundation Stage (EYFS) program excels in engaging young learners through a mix of structured learning and play. Unlike systems, where formal education starts later, our approach taps into children’s natural curiosity. The English-based curriculum supports all our young learners; the activities are fun and foundational, building literacy, numeracy, and social skills. Specialist teachers in sports and languages, including Greek, help students integrate into the local culture. This dynamic approach fosters enjoyment, meaningful learning, and sustained academic curiosity.
HIGHER EDUCATION, FUTURE OPPORTUNITIES
DP: What trends are observed regarding students’ choices for higher education?
JP: Students from the school frequently pursue higher education opportunities at the top universities in the UK and US. However, there is a growing trend towards European universities, particularly in countries like the Netherlands and Italy, due to their affordability and strong academic offerings. This shift reflects a broader openness to diverse educational paths and the advantages of EU membership in making higher education more accessible.
DP: Which fields of study do your secondary education students most commonly pursue, and which of these fields offer the greatest potential for successful careers?
JP: There is the full cornucopia of subjects that our students go on to study; the most popular are fields such as business, engineering, and the sciences, all of which offer strong career prospects in today’s economy. We emphasize the importance of aligning their studies with their career aspirations, equipping them with the necessary skills and knowledge.
BUILDING CONNECTIONS, INSPIRING GROWTH
DP: How does the school foster a sense of lifelong community?
JP: I often think of St. Catherine’s as a ‘3-to-93’ school. While older alumni are always welcome (!), this range frames the concept of a lifelong relationship well. Your school years are just a small part of your connection with St. Catherine’s; most of it continues after graduation. For instance, during our recent Universities Week, alumni from around the globe participated – some virtually, others in person while visiting Athens. Their global journeys and continued support of education ultimately benefit Greece.
DP: What role do parents play in the school community?
JP: Our parents are incredible, each bringing their experiences, support and energy; I have really enjoyed meeting them and getting to know them better. We have outstanding Class Reps and a fantastic Parent, Teacher, Student Association (PTSA).
JP: Quite rightly, we are child focused, but our parents only have one chance to experience their child’s school years, so we need to make it the best experience for parents too. As a parent myself, with children who have now left school, I understand that these years go very quickly so it is important to enjoy it.
FUTURE PLANS
DP: How does the school aim to continuously improve its offerings and maintain a strong reputation?
JP: The school focuses on continuously reflecting on and enhancing its educational practices to ensure it provides the best possible experience for its students. By prioritizing the development of young people into global citizens who can contribute positively to society, the school aims to maintain its strong reputation. This commitment to self-improvement and quality education naturally attracts more families seeking a supportive and effective learning environment for their children. It is in our culture to be constantly want to improve and progress.
DP: As the new Headteacher, how do you plan to position St. Catherine’s among other top-tier international schools, both in terms of academic achievements and global recognition?
JP: Our goal is to build on academic excellence and a values-driven education. We strive to be the best we can, positioning ourselves through continuous improvement. By remaining supportive yet self-critical and confident in making changes, we strengthen our foundation. It is like sports, focusing solely on the result can make you forget how to play. If we focus on how we perform, the results will follow.
John Perriss, Headteacher of St. Catherine’s British School : “Worldwide Education Excellence” © Diamond Pages Magazine | November 2024 |
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