Portugal > Lisbon > St. Dominic’s International School, Portugal

Principal since 1992, Mrs Maria do Rosário Empis is Mrs Empis to students, Chari (rhymes with sari, but pronounce the ch as in chat) to most staff and parents. She is married and has three grown up children (some of whom went to another local international school in their day).

A person of phenomenal energy (runs St. Dominic’s as well as teaching at Lisbon’s nautical academy) and intellectual rigour (pure mathematician who speaks four languages), Mrs Empis demands complete loyalty from teachers and support staff. She seems to sign off every photocopy, is constantly asked for her opinion and keeps a firm hand on the purse strings for the board.

She appears to be a rather successful political animal – and would need to be. She was the first lay person to be appointed as head of any Dominican school in the world, and has the tricky task of balancing the wishes of the rest of the forward-thrusting senior management team, demanding parents and the rather reclusive, conservative board. Many parents complain that the school suffers from a lack of managerial style, but others have attested that when the chips are down, her integrity is unimpeachable.

She is rumoured to have sat on the knee of Portugal’s former fascist dictator, António Salazar, as a little girl. However, she is no glamourous jet-setter and there is a decidedly democratic, even lefty feel about St Dom’s, with punishment for rule-breaking a last resort and labelling of children frowned upon. This is perhaps partly thanks to the egalitarian young teachers she hires - from Britain, the US, and, increasingly, Australia and New Zealand. Both current heads of Junior (Steven Thompson) and Senior (Roger Marshman) are Australian (appointed 2004 and 2003 respectively).

The Dominican ethos, with its emphasis on truth, justice and ‘Gospel values’, also plays a humanising role.

Mrs Empis has pulled the school up by its boot straps since she was appointed, introducing the IB programme from year 1 to year 13. She is now overseeing a ten year (to 2015) strategic plan set to overhaul everything from progress reports to buildings to governance. With luck, this will appease some parents who complain about haphazard decision-making and poorly thought-out policies.

Her contract is renewable annually by mutual consent.

St. Dominic’s is non-selective and will accept less able students who have not done well at other local international schools. It follows the IB curriculum throughout: from the Primary Years Programme in Junior School through the Diploma in the last two years of Senior School. Students sit external exams at the end of Year 11 and 13.

The workload to prepare for the final IB Diploma exams is heavy; not much extra time for sports, drama or other extra-curriculars. Less able students may opt for Certificates instead - meaning that they do not take some components of the course. In the event, there is pressure from teachers and peers to have a go at the Diploma and almost all do.

Despite the wide intake, the school achieves respectable results. Average pass rate of 82% for 2001 to 2005. Several 7’s in chemistry (this is the highest achievable mark, though does not correspond to 7 out of 7; IB sets rubrics for each grade), and above average marks in languages (including English), geography, history, DT and economics. The IBO recently praised language and physics teachers. Maths historically weak, with plans to improve from the ground up. Administration and external deadline-meeting have improved greatly under ‘fantastic’ IB Coordinator, Richard Parker, as has advice on Diploma course selection for Year 11s. School says new subjects are made available on demand, as long as at least five students sign up.

The IB programme emphasises inter-disciplinary learning, team work, self-assessment and the process being more important than the end result. It can be perplexing for students and parents used to more traditional methods and is very demanding on teachers. Although salaries are low, the school does spend 120,000 euros per year on staff training to help teachers stay abreast of the latest IBO policies.

Teachers sign two year contracts and housing allowance is payable for five years - after that they go on ‘local hire’ conditions, and the drop in pay obviously encourages mobility. If teachers do go on to “local conditions”, the labour laws make it tricky and expensive for the school to fire them if they are no longer up to scratch. In the past, patchy teacher quality has meant some students did not meet their full potential.

The school is doing more to keep the right people for five years, by offering more attractive terms and helping with Portugal’s tangled employment law bureaucracy. But in the meanwhile, some parents resort to private tutoring to help ensure good results in the final exams and the school has even brought in outside experts to help students after hours when parents complained that a teacher was not up to the mark. In the final run up to the exams, teachers are willing to put in extra hours after school to help bright and interested students excel. (NB top students are just as likely to be boys as girls.)

Students get two reports a year, complete with fat booklet (150 pages, no less) explaining the marks out of seven according to the IBO scale. The school is planning to hold more parent evenings than the current two per year, particularly for Year 7, when students transit from Junior to Senior School. Teachers will ask parents to come in if they have a particular concern. If the student is in danger of failing the year (three out of seven marks in three subjects or more), a plan is created at the end of the first term to try to help them improve. 

Though parents are nominally encouraged to contact the school about any worries, reaching busy teachers is tricky. The administrative staff is overloaded and the best bet is email: a list of staff email addresses is hidden away in a corner of the website- though finding it is a challenge. School-parent communication is unreliable. Some notes/emails are worded in off-puttingly authoritarian language, while getting information about events ahead of time can be difficult.

There is a monthly newsletter, posted to all parents, packed with worthy articles on pedagogy by management and teachers, complaints about lack of punctuality or students not wearing the correct uniform, and photos of students displaying IB ‘attitudes’ and ‘profiles’ (eg curiosity , responsibility).

The school’s open entry policy means that there are some children with problems like dyslexia, dyspraxia, ADD and Aspergers. “I hate to label children,” says Mrs Empis who is keen to help students without stigmatising them.  

Junior and Senior School each have more than two full-time equivalent SEN staff to give withdrawal or in-class support. and there are assistants in most of the classes in Junior School. Two or three students in Senior School currently have ‘special tutors’ to give continuous support. Extra charge for the latter only. A consultant psychologist is available for helping with emotional difficulties, and for testing and diagnosing children where necessary,.

There are reports of friction in the classroom/playground in some cases. On the other hand, emotional and behavioural problems diagnosed in other schools have been known to melt away here, thanks to the relaxed atmosphere.

The SEN department is also there to support gifted children, though it is reported that this area could be improved upon.The school is all on one level, with ramps for wheelchair users at any steps.

There are more than 40 nationalities represented in the student body. About half speak Portuguese at home and a quarter speak English as their first language.

Since 2005, teachers have been dealing with EAL support within the classroom in the junior School; this falls mainly on the teacher, although there are aids to help. The school emphasises the importance of students’ mother tongues and optional after school lessons are available in Dutch, Norwegian, etc, but  an English immersion programme operates in the senior school.

There doesn’t seem to be a formal requirement for fluency at any level, but IB Diploma courses obviously require a strong grasp of English.  Some parents still worry that their children are held back as the teacher is busy “communicating not educating”. Unusual spelling and syntax are tolerated in written work. In fact, school communications contain quite a few howlers.

The language of the playground is Portuguese, but the school encourgages students to speak English at all times (outside these classes, obviously) to help minimise segregation.

Participation in sports etc is encouraged, but this is probably not the school for the really highly competitive sporty child From age nine, boys and girls can compete against other international schools in Portugal, and sometimes abroad, in basketball and soccer. Girls’ first division basketball team is part of national league, with professional coach. In other divisions and other sports (tennis, cricket, badminton, volleyball, golf) the school depends for coaching on sports staff, academic teachers (who are expected to coach at least one activity in their ‘spare’ time), parents volunteering and Diploma students fulfilling their CAS requirements.

Results are mixed. Current first division boys’ basketball is unbeaten, while 3^rd division “hasn’t won a game in two years” according to one disgruntled parent. While school insists “it’s not about winning”, and recruitment is inclusive, some divisions have trouble finding enough players to field a team. The Dominican tradition is not to boast about the wins that are achieved – the idea is to take part. This is slowly changing under pressure from parents to celebrate and publicise successful results.  Again, school-parent communication is erratic and parent attendance at inter-school games thin at times. The school’s astro-turf soccer pitch, basketball-cum-tennis courts and asphalt running track is to be augmented by a sports complex currently being built on nearby plot same size as current school.

Drama is on the rise, despite poor facilities, thanks to enthusiastic teaching. Students give heart-warming performances (Lion King, Westside Story, Hamlet) to packed (paying) houses twice a year. Two recent Year 13 students accepted by the Liverpool Institute of Performing Arts.

The head of music is Stephanie Duarte: long-term, enthusiastic and dedicated to her students. Students may sit Trinity Board exams and some achieve outstanding results (highest mark at their grade level in Europe, exhibition awards). Students set up pop, rock and jazz bands, performing in and out of school, and a student orchestra supports the theatre productions.

Sports and music go on well beyond school hours and at weekends for students and the wider community.

Art popular, with lots of interesting and attractive works by students at all levels on display around the school. Annual IB finalists and inter-school exhibitions. Quite a few students going on to art school, though some parents complain they could be better prepared for this highly competitive world.

Students encouraged to take part in Eco-Forum and Model United Nations (MUN) debating activities, with teams travelling to The Hague and Madrid. The school successfully hosted international schools from around Portugal for the Eco-Forum in 2005, set to become an annual event. Enthusiastic teachers supervise groups participating in Duke of Edinburgh awards activities (which, like MUN and private music lessons carry an extra charge).

In the Junior School, Wednesday afternoons free for options, some controversial (eg War Hammer, a kind of fantasy role-playing game). At the weekly ‘Sharing’ (assembly), a class will give a short performance and students receive awards for ‘fitting in well’, good work, or for a birthday. This is one of the few times parents are welcomed into the school during school hours - security is tight and all non-staff adults are handed a numbered credit card-sized piece of plastic on entering the gate, which they then hand in again when they leave.

Every summer, the Junior School puts on its own all-singing-all-dancing sell-out show, with both staff and students putting in a great deal of time and effort.

Although officially non-denominational, there is still a decided (Roman Catholic) Dominican ethos. The Irish Dominican sisters, who fled to Portugal to avoid religious persecution at home nearly 400 years ago, started the school in Lisbon in 1964. Sister Aedris Coates is the President of the Board and a welcome regular visitor to the school.

The Roman Catholic presence in the school has been toned down in recent years, though you will find a small statue of Mary in the reception and the Christian school prayer is said at the weekly assemblies. In fact, there are many religious affiliations, including Jewish and Muslim, represented in the teaching and student bodies.

The rather dingy corridors and unattractive reception area are somewhat redeemed by masses of students’ work, trophies, commemorative plates, etc. hung on the walls. New students seem to quickly get used to the chaotic access to the arts department, tuck shop, ‘old gym’ and ‘new gym’.  

From September 2006, the Junior School has a new library (complete with 30,000 euros worth of new reading material and 12 Apple computers), a new computer room and special needs room, and senior school students finally have a common room. Good news as there has been a palpable lack of space for students and staff alkie. 

Note: there is a three week Christmas break (Brazilian students and Australian staff and students like to go home for this holiday); also, the school stays open longer into the summer than other local schools.

IB values of respect for others and for the environment instilled in the students. Most demonstrate a refreshing lack of ‘cool’. Many fundraisers for humanitarian causes.

Some disrespect to the ‘senhoras’, most of whom do not speak much English, who monitor playgrounds and canteen. Principal has put ‘university girls’ (ie English speakers) on the school buses to prevent too much monkey business on the way home.

The catchment area has a 20 km radius, which can make playdates complicated in terms of taxiing back and forth.

Students look smartish in the expensive school uniform from the (independently run) school shop in the main reception - no second hand shop. School fleece - complete with logo - is a key item as the buildings are chilly in winter. IB Diploma students enjoy ‘free dress’ privileges, seeing how far they can push the school’s regulations on acceptable attire. (Not that far, in practice.)

Some Portuguese VIPs and a few diplomats among the parents, but on the whole a down to earth lot. About a quarter of families speak English at home (see Language Support header). Most of these families appear to be from the UK/Ireland, though also some Americans, S Africans etc. Mostly corporate execs, NATO, embassies, and a few permanent expats.

The school and Parent Teacher Organisation try to ensure everyone - students and parents - mixes at numerous, well-attended events. These and kids’ birthday parties provide a good excuse for a gossip about the school – evidence that the school serves as a place for many foreign parents to make most of their friends. The evangelical enthusiasm of St. Dominic’s parents for the school has been known to perplex parents with children at other local schools. 

All parents are automatically part of the PTA, though most of the work is done by a small band of highly dedicated individuals. They try not to be a forum for complaints about poor lunches or the cost of field trips. Rather, they make a point of welcoming new parents, lobby management about school policies at regular meetings, help organise events and raise funds for ‘extras’ - a grand piano the main cause in 2005/6. Expect to buy plenty of raffle tickets.

A tutoring system was introduced in the Senior School in 2002, under a Dean of Students, though real empathy between student and tutor naturally depends on the individuals involved. There appears to be little bullying or obstreperous behaviour, but Mrs Empis acknowledges, “You can never say you’ve solved the issue.” The school motto is Veritas, and she says that as long as students - and their parents - are truthful about a particular issue, a solution can be found.

In the Junior school, students are exhorted to be KPS - Kind, Polite and Sensible. For those who are not, there is a new programme for dealing with discipline issues, posted on the website. Lunchtime detention offers a chance to catch up on homework. Some reliance on videos (usually recent Hollywood hits) to fill quiet or difficult moments (eg specialist teacher off sick, report-writing time).

Prefects volunteer in Year 12, and do not throw their weight about; nor is being a senior student an excuse to lord it over the younger children. Students develop a deep empathy for each other and build friendships that last well beyond graduation. At the same time, the word is that they have welcomed new students in even in the last two years in a way that doesn’t happen at other local schools.

Feelings run high when the last exam has been finished (in May of Year 13), and an American-style prom and a graduation ceremony round off the year. 

All staff and senior school students must use the biometrical scanner at the gate to ‘sign’ in and out. Year 13’s are allowed out during the day, though there is little they can do in this area of residential flats. A friendly café nearby is a popular hang-out, for parents too.

The CAS requirements of the IB curriculum mean that there are always willing volunteers to help out at events etc (as long as an adult is available to sign off their hours).

There is a nurse on duty to deal with any minor bumps and scrapes and a British GP practising locally is at the school one morning a week.

Students can join the school at any time of year, though settling in may take longer than if they can start in September when there is an orientation day for all new students. There are no boarding facilities, though you may find a friendly family to take in a student who would like to finish the academic year after his or her parents have had to transfer.

St. Dominic’s is an open entry school, though diagnostic testing of maths and English may be required. The school is at near maximum capacity, with no plans to expand, and is now determined to keep class sizes down to 22 in the Junior School (two classes per year) and 18 at Senior level (three per year). This means almost all years have a waiting list. Registrations are taken from March, though ‘Expression of Interest’ forms may be sent in before this time. The school encourages parents to put down the non-refundable registration fee as a deposit securing a place.

In fact, native English speakers are sought after and moved to the head of the queue.

School says 98% of students go on to higher education, mostly to UK universities including London School of Economics, King’s, Manchester and Edinburgh, and also Brighton, Kingston and Northampton. US colleges include Arizona State and Pennsylvania. Popular subjects are business administration, law, hotel management, art, music, engineering and IT.

Students get lots of help with university applications, including perhaps rather optimistic predictions of final grades. The careers advisor recently went to visit universities in the UK, the better to advise students. Parents are asked to come in to talk to classes about their own career choices.

Fees include text books and most school trips. All-in costs quoted above include optional school lunch and optional transport, plus annual insurance, PTA membership and year book.

There are extra charges for IB MYP exams in Year 11 (currently 200 euros plus courier fees) and DP exams in Year 13 (900 euros plus courier fees), and for ISCO careers testing in Year 11 (230 euros). The school is registered as a charitable foundation. It pays rent to the Dominican nuns who own the land. There is no endowment and there is little money left over for extras. Even photocopy paper is rationed.

Thanks to the school’s new policy of openness, the board now has two parent representatives who help oversee the financial side of things. The ten year strategic plan includes plans to increase fundraising from parents and alumni as well as private and government bodies, eg construction of the new sports complex is being co-financed by a company offering soccer coaching, and it is being built on land ceded by the local government, with both these parties having after-school access to the facilities.

There are plans to award scholarships to attract a few very bright students. Small bursaries awarded annually to some students entering Year 12, based on a combination of academic merit and an interview in which they detail their plans for the future.

This is a busy, buzzy campus well-beyond school hours and most children love it here – as do their parents. The professionalism of new management does not always go down well with those attached to the old, relaxed ways; the school is undoubtedly moving forward, but the hope is that it will retain the humane and inclusive spirit that forms the core of its appeal.