St. Saviours School Ikoyi

54 Alexander Avenue, Ikoyi, Lagos, Nigeria.

Foundation 2 (Reception) to Year 6.

British Curriculum School; co-educational day school.

Diverse nationalities represented; majority Nigerian with dual nationality.

English as an Additional Language (EAL) policy; SEN policy with a designated SEN Coordinator.

Anglican Christian.

The school is a British Curriculum School delivering the English National Curriculum for Foundation 2 (Reception) through Year 6, with about 340 pupils. The Curriculum Maps for 2024/2025 set out aims to develop 21st-century learning, international mindedness, independent learners, leadership opportunities, and a safe, supportive environment. Reception Curriculum Overview shows English, Mathematics, Communication & Language, Physical Development, Personal, Social & Emotional Development, Understanding the World, Expressive Arts, and Religious Education with age-appropriate milestones. Year One Curriculum Overview shows English, Mathematics, Computing, Humanities, Drama, Music, French and PSHE with term-specific progression across Michaelmas, Lent and Trinity terms. The curriculum documents emphasize developing independent learning, leadership, and global awareness across year groups.

The school delivers PSHE, Citizenship & Relationship Education through a mix of timetabled sessions and integration across other subjects, assemblies, and school life. It aims to increase pupil involvement in school life, develop self‑confidence, help pupils make healthy life choices, resist peer pressure, and foster a caring attitude toward themselves, others and the environment. Pupils participate in individual, peer and collaborative learning, including discussion and role‑play, with informal assessment that is supportive rather than judgmental. Teaching is led by class teachers within a whole‑school approach that emphasises inclusion and the development of social skills across diverse contexts. A range of teaching strategies and cross‑curricular links support pupil wellbeing and personal development throughout the curriculum.

The school provides Special Educational Needs (SEN) through a dedicated Intervention Team led by the Special Educational Needs Coordinator (SENCO). All staff are responsible for meeting the needs of SEN pupils, with the Intervention team advising teachers on in‑lesson strategies and the SENCO coordinating support. Pupils identified with SEN may have an Individual Education Plan (IEP) and may receive 1:1 or smallGroup intervention, with progress reviewed mid-term and with parental involvement. A graduated approach to SEN is used, with in‑class or targeted withdrawal support and an emphasis on inclusive access to the curriculum. The SEN budget is managed within the school's governance framework to support identified needs, and inclusion means SEN pupils access the same curriculum and are integrated with their year groups.

The school recognises pupils learning English as an additional language (EAL) and implements arrangements to remove barriers, ensuring equal access to the curriculum and opportunities. EAL pupils participate in mainstream classes and receive language‑model modelling and targeted language support; they are placed in groups with fluent English speakers and are not automatically placed in Learning Support. Placement decisions are made early to provide continuity and security, and the school maintains an EAL register coordinated by the Intervention Team. The EAL policy outlines responsibilities across staff to identify needs, share information, and integrate EAL pupils into the whole curriculum. Teaching and learning focus on developing listening, speaking, reading and writing skills in English through curriculum‑embedded language development and appropriate support.

The school promotes mental wellbeing through the PSHE/Citizenship & Relationship Education programme and associated pastoral structures. The curriculum supports pupils in understanding and managing their feelings, while the safeguarding framework ensures a safe, supportive environment where pupils feel able to talk to trusted adults. Pastoral care groups, circle time, assemblies and school events contribute to emotional development and a sense of belonging. Staff receive safeguarding training to recognise wellbeing needs and respond effectively to concerns. The Designated Safeguarding Lead coordinates welfare and wellbeing across the school, reinforcing a culture of care and proactive support.

The school has a Designated Safeguarding Lead (DSL) and deputy safeguarding leads who manage safeguarding and child protection. The DSL maintains safeguarding procedures, coordinates referrals to local agencies and liaises with UNICEF networks; the policy aligns with Education Regulations (2014), Keeping Children Safe in Education (Sept 2022) and related guidance. Staff must report any suspicion or disclosure of abuse to the DSL immediately, and serious cases may be referred to external agencies or the Police. Safeguarding training is provided on a two‑year cycle and the school keeps written records of concerns and training, with annual reporting to the Board. The school emphasises prevention, protection and support to ensure pupils' safety and well‑being.

1. Eligibility and timing: Parents may register their child for Reception admissions up to two academic years before the intended year of entry. The child must have turned four years old by August 31 of the entry year. The process is focused on Reception admissions to align with the age criteria and entry timeline. 2. Registration window: Registration for Reception takes place on the first working day in September through the school website. The registration link is active from 08:00 local time (Nigerian Time). 3. How to apply for a specific year: To register for Reception 2027/2028, fill out this application form via the linked registration page. The online form is the method used to submit the application. Submission completes the Registration step for Reception entry. Further information about the application can be obtained from the Admissions Team if needed. 4. The team provides information about entrance procedures and can arrange a school visit. They are available to assist prospective families throughout the admissions process.