OUR APPROACH


Redbridge School has a balanced approach to learning and aims at developing key attitudes and transverse skills supporting children to achieve academic mastery and become fulfilled lifelong learners who contribute to society in a positive way.

Redbridge School has a balanced approach to learning and aims at developing key attitudes and transverse skills supporting children to achieve academic mastery and become fulfilled lifelong learners who contribute to society in a positive way.

KEY ATTITUDES


AUTONOMY                     CONFIDENCE                    CREATIVITY                    CARING                    POSITIVITY

Autonomy, confidence, creativity, caring and positivity are 5 attitudes which we aim to help children develop at Redbridge School.

We believe that developing these attitudes can help our children to lead happy, fulfilling and successful lives and become valuable members of the wider community.

Autonomy, confidence, creativity, caring and positivity are 5 attitudes which we aim to help children develop at Redbridge School.

We believe that developing these attitudes can help our children to lead happy, fulfilling and successful lives and become valuable members of the wider community.

AUTONOMY


Encouraging children to become physically and emotionally self-reliant, intrinsically motivated and autonomous and organised in their self-care, decision-making and learning by providing a safe environment for them to set and review their own goals, learn from their mistakes and develop a determined spirit.

CONFIDENCE


Developing children’s confidence in their own abilities and talents so as to nurture self-aware and adaptable individuals who are aware of their strengths and weaknesses by encouraging children to express their needs and opinions clearly and cope with failure as an important stepping stone towards achieving success.

CREATIVITY


Celebrating creative and imaginative thinking by maintaining an honest and open-minded dialogue within the classroom where children are expected to ask questions and think critically about their learning, the world and the status quo. Encouraging exploration and expression to inspire resourceful and adaptable innovators and philosophers who feel excited by new challenges and ideas.

CARING


Learning to be respectful and caring towards ourselves, others and the animals and plants who share our planet. Developing children’s ability to take care of themselves by promoting a healthy and balanced lifestyle. Taking responsibility for our own and others’ belongings and our learning environment.

POSITIVITY


When children develop a positive attitude early in life, positive thinking becomes a habit that can ease the pressures associated with growing up. Encouraging positivity and optimism enables children to develop the strength and resilience necessary to deal with life’s challenges.

TRANSVERSE SKILLS


THINKING                 RESEARCH                 COMMUNICATION                 SOCIAL                 SELF-MANAGEMENT

Learning how to think, research, communicate, socialise and manage oneself are fundamental skills in our ever-changing world. Providing opportunities for children to learn these skills will better prepare them to solve real world problems, have healthy relationships and authentically create, express and build their own ideas.

Learning how to think, research, communicate, socialise and manage oneself are fundamental skills in our ever-changing world. Providing opportunities for children to learn these skills will better prepare them to solve real world problems, have healthy relationships and authentically create, express and build their own ideas.

Learning how to think, research, communicate, socialise and manage oneself are fundamental skills in our ever-changing world.

Providing opportunities for children to learn these skills will better prepare them to solve real world problems, have healthy relationships and authentically create, express and build their own ideas.

THINKING


Thinking and reasoning skills involve recalling and evaluating information, developing an understanding of concepts, making connections, thinking about our own and others’ thinking processes and forming creative ideas.

RESEARCH


Research skills enable children to learn to gather, organise and record reliable information, safely and responsibly, from a range of sources. Children tend to develop research skills early and use them consistently throughout their lives when they learn in an environment in which these skills are valued and practised.

COMMUNICATION


Effective communication requires the ability to express needs, ideas and views clearly, confidently and concisely in speech and through other media, listening attentively to others and understanding non-verbal cues.

SOCIAL


Learning about emotional intelligence and developing social skills promotes constructive interaction with others and the formation of positive relationships. Some of these skills include showing empathy, participating in group activities, maintaining healthy relationships, negotiating and problem solving.

 

SELF-MANAGEMENT


Self-management skills involve self-care, setting goals, planning, prioritising, taking action, developing motivation, confidence and determination. Developing the ability to deal with failures and accept constructive criticism through age-appropriate experiences enable children to be independent, resilient and successful.

ACADEMIC MASTERY


Redbridge School recognises the importance of developing academic skills, particularly in the areas of reading, writing and mathematics.

Our aim is to support our children to achieve the appropriate academic mastery in a way that respects the developmental pace of each child. We are convinced that a child immersed in a supportive and stimulating environment, where they feel motivated and secure, will naturally acquire all the necessary academic knowledge.

Redbridge School recognises the importance of developing academic skills, particularly in the areas of reading, writing and mathematics.

Our aim is to support our children to achieve the appropriate academic mastery in a way that respects the developmental pace of each child. We are convinced that a child immersed in a supportive and stimulating environment, where they feel motivated and secure, will naturally acquire all the necessary academic knowledge.

CURRICULUM


Early Years

Redbridge School follows the guidance offered by the French national curriculum whilst maintaining a strong focus on self-directed play, creativity, autonomy and the natural learning of social skills.

Primary School

We offer two pathways whilst supporting a personalised and trans-disciplinary approach where children learn through inquiry and work on projects.

  • The French section (CP to 6ème) follows the objectives of the national curriculum of the French Ministry of Education.
  • The Portuguese section (1º e 2º ciclo) follows the objectives of the national curriculum of the Portuguese Ministry of Education.

READING


Reading is one of the most fundamental and useful skills with benefits outnumbering merely decoding and understanding the written word. The ability to read allows for autonomy in learning and the freedom to acquire new knowledge about any subject. Reading has been placed at the heart of our educational project. One of our goals is to inspire a love of reading and literature in the children at our school. At Redbridge, students have special time dedicated to reading every day.

Early Years

Children benefit from story time at the end of each day. This is a group activity during which the children are seated comfortably and an adult reads a book to them in an interactive way.

The children are able to ask questions and, are encouraged to retell or re-enact the story and share their favourite part. This is a wonderful opportunity for the teacher to help to improve vocabulary and gauge the children’s understanding of the text. There are also opportunities for early readers to read individually with an adult over the course of the week.

Primary School

Children also have a daily time dedicated to reading. Depending on their level of proficiency and preference, they may choose to read independently, in pairs or as part of a small group. There is a range of literature available from newspapers and encyclopaedias to comics and fantasy.

Children are encouraged to share their discoveries and this, in turn, often sparks an interest in a new project or inquiry. All children, during the course of the week, will also spend time individually reading with an adult.

PARENTS AS PARTNERS


The school aims to form a close partnership with parents to ensure the success of the children in all areas. We encourage parents to spend time, every evening, engaging in a pleasurable shared reading activity with their children. This may include listening to your child read, reading to them or jointly reading a magazine, recipe or set of instructions.