From the onset of a British teacher’s initial teacher training they are introduced to the concept of the ‘whole child approach’. This means we aim to see each child within the premise of their own uniqueness. Clearly our primary goal is that through the teaching and learning process students within our care reach their highest academic potential. Our duty through the years of education is to open up as many opportunities as possible for their future career choices.

The ‘whole child approach’ additionally places significant weighing on the student’s overall development through childhood, adolescence and into adulthood. We believe that when students are safe, healthy and emotionally well developed we can engage and support them to be their very best. Not only academically but in all facets of their lives.

This often leads British schools to avoid the trap of teaching to the test and valuing the process of education and not only the exam results.

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