We live in a rapidly changing world. How can the British International School Budapest (BISB) prepare students to cope with the challenges of the future, which are still unknown today, and to succeed in such an uncertain environment?
There are two key pillars to our work: one is the academic side, which is somewhat tied to the English National Curriculum. The other, which is just as important, is the focus on the personal development of students. We have five principles that you can read on the walls of our classrooms: “embrace diversity”, “nurture ambition”, “cultivate responsibility”, “act with integrity” and “aspire to excellence”. We have translated these into child-friendly language, such as treating others as you would like to be treated, and being aware that you can make mistakes and learn from them. This is especially important if one comes from an education system where things can only be good or bad and there is a lack of nuance. Here, making mistakes – and facing them – is a natural part of learning, both socially and academically. It is also important for students to understand that the world is changing, so we need to adapt, listen to others, and work together to improve the way things are going.
So these are not just nice-sounding principles that are written on the classroom walls, but they are also implemented in practice into the life of the school?
Exactly, and we use a variety of tools for this. For example, students have the opportunity to take on responsibility – be it mentoring their fellow students, playing together, organising playground programmes, or even acting as House Captain. We have a “house system” where one can collect reward points for good performance or for acting in accordance with the school’s values – and these points are totaled by each house. Everyone can also participate in the Student Council: a team gather to devise a question every week, which all the students in the school then vote on, and the result can bring about real change in the school, which they can see for themselves in everyday life. I think it’svery important for them to experience that their voice really matters and can have an impact on the functioning of their environment.
What is the pedagogical approach that guides the curriculum of BISB's Early Years and Primary School?
The answer lies in the aforementioned duality, in that we consider personal development to be of paramount importance in addition to academic results. For example, we place great emphasis on relationships: first of all, we get to know the students and the parents. We have a separate educational curriculum for discussing personal-social-health topics, which helps children navigate their developmental challenges. In addition, we always adapt the curriculum to their age and level of development, as a four-year-old student needs to be supported differently than an eleven-year-old. We also ensure the transition for children entering the school with great attention: those coming from traditional kindergartens are gradually introduced to our educational approach. We also support families in this process, for example with parent academies, open classes, parent evenings and the compilation of digital portfolios, through which parents can also learn about the children's work. The school environment is outstanding: the green campus is a huge advantage, and the KiscelliPark Forest is nearby, where we encourage our students to go often. It doesn't matter if it's raining, snowing, or the sun is shining - the children can experience the forest there in different seasons. And we know that nature has a beneficial effect on people's general well-being and mental health. In addition to all these advantages, the school's excellent equipment and the highly qualified teachers with international backgrounds, are also important.
BISB is not an independent institution, but part of an international educational network, Nord Anglia. What advantages does this bring in everyday life?
There are many advantages. Nord Anglia is a premium international school network with 91 member institutions. We collaborate with, among others, The Juilliard School in New York, MIT and UNICEF. Our teachers have opportunities such as participating in the world’s largest metacognition study, together with Boston College and Harvard, which essentially examines how children think and learn and how they can apply these skills to other areas. You can only participate in research of this size and significance if you are part of a large, international organisation. Another advantage is that we have our own Nord Anglia University, which offers professional development to teachers. And if someone wants to, they can even move between Nord Anglia schools worldwide. For each new school year, at least 20-25 percent of our teachers come from within the network, from other schools in the Nord Anglia group. This means that we are able to attract and retain the best talents and professionals. This gives the impetus for continuous development.
The Early Years and the Primary School division differs from the Hungarian educational approach. Could you briefly summarize what stages there are and how you ensure a smooth transition between them?
The Early Years consist of the 3-5 age group and are based on an Early Years Foundation Stage, followed by Primary, which run from Years 1 to 6. The key to a smooth transition is to support integration. We pay great attention to how students get to know the school already during the admissions process. For example, teachers visit prospective students in their homes, which greatly facilitates the start when they enter the school. We also support the transition between grades, for example today we had a “class change event” where children visited their new classroom and met the teachers who will teach them next year. We also continuously monitor the children’s progress using various data. Of course, in addition to data, we also value the personal knowledge and relationships that teachers build up during the year. All of this information is shared with the new teacher, ensuring that academic and personal development continues seamlessly. The teaching team works closely together to ensure that every transition feels natural and supportive for the children.
However, children are always diverse. How does BISB adapt to individual learning styles and needs in the Early Years and Primary School?
All learning is differentiated, tailored to the varying needs of the classes. For example, if a student has difficulty with a particular subject or needs to improve their English skills, they receive support. We have an Inclusion department that was created to help children with additional learning challenges. We also have a separate academic programme for learning English, with qualified teachers who help with catching up. Each lesson has its own main goal, but within them, children can work at different levels so that everyone can engage according to their own abilities and there is always a next step that they can reach. Teaching methods are also varied: some lessons are more auditory, others are visual, or are based on collaboration. These different teaching techniques ensure that each child's learning style can prevail in the classroom.
How many nationalities are present at the school?
We currently have students from 72 nationalities, and education is conducted in English, which is the common language of the school communication.
If I'm guessing correctly, this international environment alone adds to the educational goals by opening up the world to students.
Very much so. Especially in a world where people are increasingly divided, it is important that one of our core values is to celebrate both similarities and differences. After all, when you put people together at a table, they always find something in common – therefore any barrier can be overcome. For example, at school we celebrate Ramadan, Diwali and the Lunar New Year – with parental participation –, we have International Week, and in the lessons we often bring uppersonal experiences that are new to others. This diverse world of experiences that the children are exposed to is completely different from what they would get in many other schools.
What about digital technology? This is a controversial topic these days, as we know that all kinds of “gadgets” can be useful tools in education, but they can also be distracting. How does BISB address these challenges and harness the benefits of technology in the classroom?
Technology is an important part of teaching, but for us it always has to be to the benefit of a learning outcome. Last year we installed more than 70 new interactive whiteboards, and every child – from second to sixth grade – uses their own iPad. However, these devices can only be used with teacher guidance and for learning purposes. They are good tools for translation or supporting learning/language difficulties, but they cannot be used without restrictions. For example, we removed tablets from the first grade – which is still kindergarten age – because we experienced excessive screen use. The point is that technology should not be an end in itself, but should add real value to learning. We must acknowledge that society and communities are changing, to which we must constantly adapt.
What special facilities and resources does BISB provide specifically for Early Years and primary school students to support their learning and development?
We have specialist teachers who teach physical education, music or foreign languages in certain grades. For example, we teach Hungarian to students of Hungarian nationality or Hungarian ancestry, and from the third grade on everyone learns French. We also have the school gym and science lab at our disposal, which the children can visit, and from time to time we invite a high school teacher to talk about their own research, for example about butterflies. So we also actively use the wider school infrastructure. The classrooms are bright, spacious, and there is an excellent playground for the children. However, we don’t even use the word “playground” for Early Years – for them it is an outdoor learning environment. The design of this is conscious: there are not too many fixed climbing frames or slides, it rather consists of movable elements. For example, one week the children built a train, the next week a rocket. They jump through hoops, pretending to travel somewhere – it’s all about creativity and not limiting them with pre-determined tools. Another very important element that we emphasise from the early years is the role of connections and questioning. Because the kind of questions we ask children have a huge impact on their learning progress. We pay a lot of attention to how our teachers ask questions and then reflect upon the day’s learning so that the next lessons can be even more tailored to the needs of the students.
I think the opposite is also true: it's important to teach children how to ask good questions of their teachers, because curiosity is one of the most important drivers of learning.
Yes, the key is to ask the right questions at the right time and to understand the basics – for example, if you are talking, you want to be listened to, so listen to others. Treat others the way you would like to be treated. It is also important for the teacher to know when to intervene in the game and when to just observe. Sometimes a question is enough, other times more active participation is needed – but not always, because this is how we strengthen independence. Taking responsibility for one's own actions is key, because if children always rely on adults, it will hinder them in the long run, even later, in the world of work.
What are the main skills and knowledge that children acquire by the end of primary school?
They will be aware of their strengths and areas where they still need to improve. They will learn how to be respectful to each other, how to work together, and how their actions can affect the lives of others. They will understand that they can have an impact not only on their immediate environment, but also on the wider world – and what it means to be a good citizen, a useful member of society. This is what we want to raise them to be.
The main criteria for a good school are that the children like going there, the parents are satisfied, and the teachers enjoy their work. How do you achieve this?
Every year we conduct a parent satisfaction survey, which shows that around 97 percent feel that their children are safe and happy at school. It is a great joy to see so many children happily arriving at the gate in the morning, almost running – parents can barely keep up with them – which is not the case for all schools. This is due to the safe, supportive atmosphere. Teachers enjoy their work and are given professional autonomy in their approach to the curriculum, while receiving professional background and support, and having the opportunity to collaborate with highly qualified, experienced colleagues. Many long-standing teachers ensure the stability of our school practices and provide opportunities for innovation. The children are curious, the families are supportive, which greatly contributes to a good atmosphere and effective learning.
What message would you give to Hungarian parents who are currently looking for a suitable school for their young child?
In short, we would say: come and visit us! See how our values are put into practice, how children learn with joy and how your child could benefit from all that our school has to offer. Plus, as part of the Nord Anglia group, they can develop in a truly international, open-minded environment, getting the best start in life – I think that’s what every parent wants.
BISB contact:
1037 Budapest, Kiscelliköz 17.
Telefon: +36 1 200 9971
E-mail address: [email protected]
