Ages 2 to 17
Enrol with ease
Discover us & the campus
Where confidence grows
Discover what's happening
Feel known and supported by tutors and pastoral teams who nurture emotional wellbeing, self‑esteem and daily progress in every section of the school.
Live the 3Rs - Respect, Responsibility and Rights - through a clear behaviour code that shapes daily interactions and how everyone treats one another.
Co‑create simple Golden Rules with teachers and learn to own everyday choices through clear expectations and restorative feedback.
Experience lessons adapted to individual needs, building knowledge, skills, attitudes and self‑confidence, with assessment that focuses on progress.
Access extra support from psychologists and language specialists who work with teachers and families to respond to learning, social and emotional needs.
Learners use shared values to guide relationships, choices and behaviour, building respect, responsibility and a strong sense of belonging.
Respect
Students put respect first in every space, choosing kind words, listening carefully and caring for people and property to keep St. George’s calm and welcoming.
Responsibility
Students take responsibility for their choices, follow the Behaviour Code and use Golden Time goals to reset, repair and show they can be trusted again.
Rights
Students learn about their rights, speak up when something feels unfair and protect the rights of others to keep the St. George’s community safe and kind.
Students experience caring relationships, clear expectations and tailored support that help them feel safe, included and ready to learn each day.
Students build a strong relationship with a dedicated tutor who stays with them over time. In regular check‑ins, students talk about how they feel, share worries, celebrate wins and set new goals.
During tutor time, students reflect on their week, plan next steps and decide where they want extra support. When they need more help, students join conversations with pastoral staff and specialist teams and help shape a support plan that works for them and their families.
Students use Golden Time to connect their everyday choices with positive outcomes. Throughout the week, they choose to follow the Golden Rules, show kindness and take responsibility for their learning, and they earn Golden Time as a result.
When they break a rule, students pause, talk through what happened and decide how to put things right. They treat mistakes as chances to grow, set new goals for the next day and see how better choices rebuild trust and open up more Golden Time.
Students take part in Personal, Social and Health Education (PSHE) across lessons, tutor time and school life.
In Grades 6 and 7 they explore the transition to adolescence and rehearse choices about health, friendships, digital life and personal safety.
In Upper School, students deepen these themes in tutoring periods, while teachers, pastoral staff and specialists work together so every learner knows who to ask for support.
Students build healthy habits through simple daily routines that keep school calm and ready for learning. Students organise materials, manage time, move safely around campus and look after their own hygiene and shared spaces.
When something slips, students pause, notice what went wrong and try new strategies with support from adults. Step by step, students strengthen self‑management and resilience and see how their everyday choices shape their wellbeing.
Students take an active role in resolving conflicts and building a safe classroom climate. When disagreements happen, tutors and class representatives stand beside them as they listen to each other, share feelings with care, consider other perspectives and look for solutions that feel fair to everyone.
When a situation feels more complex, students ask for extra help. Pastoral staff, psychologists and families join the conversation, agree clear next steps and check in regularly so students feel safe, heard and supported at every stage.
Mutual respect is the foundation of our community. Students treat everyone with dignity and consideration.
Students practise empathy by noticing, understanding and respecting other people’s needs and feelings.
Students choose kindness and look for ways to help others, creating a calm and positive atmosphere.
Students show dedication and effort, setting goals and challenging themselves to improve day by day.
Students look after their own belongings and those of others, helping to keep the school orderly and respectful.
Active listening helps students learn, understand and strengthen their communication with others.
Integrity matters. Students act with transparency and sincerity, even when it is difficult.
Students help to build a safe, respectful community where no one is harmed or made to feel unsafe.
Students show sensitivity towards others, valuing their emotions and wellbeing.
Students respect everyone’s time by working efficiently and taking responsibility for their part in shared tasks.
Students value resources and use them carefully and responsibly to look after their environment.
Students communicate respectfully, allowing each person time to speak and be heard.
Honesty is essential. Students tell the truth and help to build a climate of trust and transparency.
Meet the pastoral and specialist leaders who guide wellbeing and inclusion at St. George’s, working with tutors to create a safe, caring environment where every student feels known, supported and ready to learn.
Rosa Rios
Student Welfare Coordinator Safeguarding Leader (Early & Lower School)
Camila Grados Vásquez
Psychologist / Student Welfare
Karla Díaz Gálvez
Student Welfare
Bachelor’s degree in Education with a specialisation in English from the National University of San Marcos. She holds an international certification in Emotional Intelligence and has extensive experience in School Coexistence and Positive Discipline, leading socio-emotional support processes and initiatives to strengthen a positive school climate.
In her role, she leads the implementation of safeguarding and welfare policies and protocols, promoting safe, empathetic, and respectful environments across the school community. She coordinates preventive, detection, and response actions, provides guidance to students, families, and teachers, and facilitates training opportunities to foster a culture of care and respect. Her work is focused on the emotional and social development of students and the overall wellbeing of the community.
Camila holds a Bachelor’s Degree in Psychology from the Pontificia Universidad Católica del Perú. She specialises in Cognitive-Behavioural and Rational-Emotive Psychotherapy for children and adolescents and holds a Diploma in Neuropsychopedagogy. Her professional experience spans various educational contexts, where she supports students’ behavioural and emotional development through a global, culturally sensitive approach that values close collaboration with families.
Camila oversees Student Welfare for Years 5 to 7, guiding students through key transitions between Miraflores and Villa campuses. She fosters positive relationships, emotional balance, and healthy coexistence, while offering psychoeducational guidance. As the psychologist for Year 6, she supports both class and group processes, promoting a safe and inclusive environment that encourages students’ confidence and well-being.
Karla is an Educational Psychologist with 25 years of experience designing emotional and educational programmes. As a systemic counsellor and family therapist, she focuses on developing students’ socio-emotional and cognitive skills to foster a healthy community environment. She has led workshops on personal development, critical thinking, creativity, debate, and adaptive leadership. Her work promotes reflective learning and harmonious coexistence within the school setting.
Karla leads Student Welfare from Year 8 to Year 11, supporting the consolidation of positive relationships among students. She accompanies them in decision-making and social development processes, fostering a systemic approach that connects families, teachers, and the school community. Her work reinforces St. George’s College’s core values of coherence, respect, and shared responsibility.
At SGC I found a place where my children begin their school journey with confidence, motivation and close support from their teachers.
Lorena Graham, Parent
Join a community where your child’s wellbeing comes first - contact us to learn more about St. George.
