The cooperative Thomas More runs a primary and a secondary school, with 11 classes of primary school, 3 classes of middle school and five classes of high school (classics and scientific) with a total of 310 pupils. The school is bilingual and classes are taught in English, Italian or Spanish. The school has 55 teachers, 10 employees in the administrative and support sectors, a director and a headmaster. The school Thomas more is very attentive with regards to educate pupils to arts and music. Every year, the school organizes trips for students to visit important places of interest in the city but also abroad (last year high school students went to Valencia on a field trip). Moreover, the school is part the project “Panormus: The school adopts the city” (La scuola adotta la città) which is organized by the Municipality of Palermo and aims to bring children and school children closer to city monuments, making them protagonists of the cultural life of Palermo. The initiative allows students to rediscover monuments, streets and squares of the neighborhood and ancient productive activities with tours and guided walks that go through various areas of the city. Moreover, students become the guides for tourists and locals who visit the monuments and places of interest involved in the project.  

The School adopts diverse curriculum and disciplines corresponding to the offered courses, using teaching by competence methods. 

All teachers, every year, follow a training course on teaching strategies and approaches to diversity and disability. 

The school has given itself as a slogan “no one last”, in the idea that the educational action must aim to bring forward all children and young people by offering opportunities for growth, stimulating social thinking and promoting cooperation and collaboration. 

Another aim of school is the well-being as a necessary requirement for children in order to let them devote their minds to learning. 

In this sense the school takes care of the emotional intelligences of its students, working for them to find a welcoming and regulative environment at school, compensating, where necessary, for educational problems. Indeed, the school aims to become accomplice, as well as complementary, of the educational action of families, trying to create a synergy of action that allows students to find, around him, educational coherence. 

The Thomas More school, carries forward a strongly inclusive thought, in the certainty that an effective educational action is often therapeutic in relation to behavioural disorders or attention. In this sense the school welcomes children and young people with fragility, documented and not, providing individual support, support if necessary, but, more frequently, activating a network of support within classes, working with students in a climate of mutual help.