Guilding Statements

Guiding Statements

It became clear to me when I first started reading about our CUIS accreditation cycle that our Guiding Statements were going to play a pivotal role. In essence, CIS want to inquire into how effectively we deliver on the promises and commitments we outline in our guiding statements as well as judge the extent to which they allow us to deliver the quality of education they expect. As a result, I began a process, first of all with the Senior Management Team and more recently with the whole teaching staff, to review our guiding statements. What we found when we looked at the current guiding statements was that, while they were perfectly adequate, they would be perfectly adequate for any school and didn’t speak clearly enough to our unique values, passions and priorities. We think the guiding statements below now do that but would welcome your input as these must be statements that we all but into as a learning community. The observant amongst you will note that each guiding statement expresses our commitment to one of the IB learner qualities. Let me know your thoughts by dropping me a mail at:


“Educating today’s children for tomorrow’s world”


 To be a warm, vibrant, inclusive, internationally-minded and forward-looking learning community developing young people who are enthusiastic, resilient and reflective lifelong learners and who have the skills, values and personal qualities to allow them to flourish in, and become leaders of conscience for, tomorrow’s world.

Guiding Statements

  1.  A learning community that caresabout all of it stakeholders but puts the interests of children front and centre. The school commits to ensuring that all of its pupils are safe and happy at school. The school values each child equally as a unique learner and person and this informs our approach to both planning learning and building and managing relationships. The school endeavors to develop empathy, compassion and respect in students.
  2.  A learning community that develops resilient and self-confident learners. The school commits to developing a growth mindset in both teachers and students. Especially through a commitment to a holistic education, the school will encourage students always to give of their very best. The school encourages both learners and teachers to be innovative, creative and willing to take risks in their approaches to learning.
  3. A learning community that is enriched by, and celebrates, its international-mindedness. The school commits to encouraging teachers and students to appreciate their own cultures and traditions and those of others. The school encourages students to explore, respect, evaluate and be open-minded towards a range of points of view and to allow their own to be shaped and refined by what they find.
  4.  A learning community that nurtures intellectual curiosity in its learners. The school is committed to creating lifelong learners who are self-motivated inquirers able to learn and work independently. We recognize that deep learning is the result of asking questions, testing theories and “wondering out loud”.
  5.  A learning community that encourages students and teachers alike to be reflectivecritical thinkers. The school commits to encouraging students to have ownership of their learning and progress through peer and self-assessment and by equipping them with the language of learning. The school encourages students to evaluate, and take responsibility for, their personal development in recognition that “tomorrow’s world” will require future generations to be increasingly flexible, analytical and emotionally intelligent.
  6. A learning community that values breadth of knowledge as well as depth of understanding. The school commits to providing a broad and balanced academic curriculum in which students, throughout their entire school experience, learn across a wide range of academic disciplines, including languages, sciences, humanities and the visual and performing arts, and that ensures that they engage with ideas and issues that have both local and global significance, including the future guardianship of our planet.
  7. A learning community that consciously sets out to develop the whole person, not just the learner. The school commits to provide, and encourage participation in, a wide range of co- and extra-curricular activities. The school believes that sports, outdoor education and the visual and performing arts are excellent vehicles for developing the character, values and personal qualities that will help balanced and mature young people to flourish in “tomorrow’s world”.
  8. A learning community that cultivates highly effective communicators. The school commits to ensuring that students can communicate in more than one language. The school encourages students to be confident and articulate communicators and careful and thoughtful listeners. The school develops young people who are natural collaborators and emotionally literate team leaders and team members who communicate effectively and enjoy working in multi-cultural contexts.
  9.  A learning community that fosters students who are creative, critical and analytical thinkers. The school commits to planning and facilitating learning activities that challenge learners to solve problems using a wide range of thinking skills such as: reasoning; creativity; prediction; inference; and evaluation.
  10. A learning community that promotes values, principles and behaviors that ensure students become valuable members of, and leaders for, “tomorrow’s world”. The school commits to supporting young people to think and act honestly, fairly, respectfully and thoughtfully, being sensitive to the feelings, rights and dignity of others and taking responsibility for what they do and say.