Lehrer
„We want our children to become independent, worldly and confident individuals.“
Jungs auf Grünfläche
„Cool. Sort of like Superman?“

The Erasmus primary school's role is clearly defined as a place to play and learn.

It goes without saying that the measurable performance of our pupils is important. That's why we voluntarily participate in the standardised tests offered by the Hessian Ministry of Education and Cultural Affairs and our children generally do very well in these. But it's not just about performance: we place equal importance on the personal development of the children as individuals. Our efforts in this regard are outstanding: we offer a wide range of opportunities for individual enrichment, a team school approach, cultural diversity and the opportunity to learn what environmental responsibility is in practice.

In this day and age, a really good school has to be open for more than just teachers and children.

For example, when the school library is built and run by parents, this creates a great sense of identification with and empathy for the place where the children live and learn on a daily basis. Our various afternoon programmes offered through external partners, like yoga for children, create inspiration from without. And when the pupils are required to wear school uniforms, this creates a sense of community without envy.

Parents best learn what's good for their children when they do their homework too.

We experience the Erasmus school as a vibrant community that is not only open to collaborating with external partners but actively seeks it. Parental involvement has always been a foundation of our school. Parents see this not as an obligation but as an opportunity to get to know their children's school life at first hand, and to actively help form it. It's a chance to exchange ideas and even make friends. Many parents bring their professional expertise to bear and contribute individually and in a multitude of ways to making our school unique and vibrant. Members of the parents' association of the Erasmus school function as an interface between the parents, the school and the patron, assuming informational and intermediary but also substantive responsibilities. For example, the planning for a private secondary school – or even helping to develop the Golden Rules.

„We advocate reconciling job and family. But we also advocate active parental involvement in the school.“
Flieger
„Ok. But please don't let dad teach maths. Promise??!“

Our Golden Rules were jointly developed by teachers, parents, the school administration and the children.

Community functions when everyone knows and plays by the rules. For children this is a key learning process which helps them to develop as unique individuals within the context of the group. That's why we have chosen not to develop a list of "Don'ts" – just a contract designed to instil a sense of responsibility and a positive attitude in our daily school life.