At International School Advisory, Tokyo (ISA-Tokyo), we pride ourselves on the fact that not only do we have a wealth of knowledge about international education, we know a great deal about the international education scene here in Tokyo. We do not rely solely on what we see on websites and what we’ve heard. Instead we get out and about to local international preschools and schools so that we get a real sense of what is happening in those communities. We forge relationships with these schools so that we can offer a high level of service to those who need our assistance. You could say that we do our homework. That’s what sets us apart from the rest.
In the next few weeks, as part of our ISA-Tokyo blog, we will be discussing some of the core themes we’ve noticed from our most recent visits to the international preschools and schools in the Tokyo area; however, this week, we are going to focus in more detail at what we’re looking for when we undertake these visits.
Firstly, it needs to be said that visiting a school is the best part of our job. Getting to see the students in action, their big smiles when they see a visitor, always leaves us with a warm feeling. For myself, having been in education for more than twenty five years, I never grow tired of being around young minds, having them show me their work or tell me a little about themselves. Young children especially, are energetic, curious and non-judging. They accept everyone for who they are. What can be more heartwarming than that?
Aside from making us feel good, our visits usually serve two main functions: that of getting a tangible sense of the school atmosphere and that of giving the schools the opportunity to share their vision and philosophy in their own words. These are often hard to judge from a website which has a limited amount of text and images, and so rather, we get the information from the ‘horse’s mouth’, so to speak.
Our visits usually begin with an open discussion with the director, manager or a member of the admissions’ team. We take time to speak about a range of topics including:
- the school’s short and long term goals and vision
- how the school is structured by classes
- the curriculum
- the diversity of the student body
- the pastoral care of the students
- where students transition to next
- the parent community
- the role of Japanese
- where students have outdoor play
The school’s short and long term goals and vision
We are always keen on our visits to find out more about where schools see themselves now and where they want to be in the future. Educational provision should always be evolving, and ambitious leadership which recognises this is important to not only the school’s development, but also its survival in the long run. Having a clear understanding of what makes a particular school a unique environment, and conveying a passion for education and children is a must.
How the school is structured by classes
How schools structure their classes, ie. multi-age groups or single age groups, is an important area, with most multi-age group classes seen in preschools or very small primary schools. Both multi-age and single age group classes have their advantages and disadvantages, and so we look to see how the school manages this area, especially in relation to aspects of the curriculum, so that all students learn to their maximum potential.
The Curriculum
There are several different curriculums that preschools and schools offer their students. Some are aligned with a national curriculum, for example, of the US or UK, some are montessori inspired, and some are classed as ‘international curriculums’ such as the International Baccalaureate, Cambridge International or that of the International Curriculum Association. These are all excellent frameworks, and so we use our visits to find out how they are being managed for different age groups, what kind of activities are being done, as well as if the school is complementing their curriculum with other well-known frameworks, such as Singapore Maths, for example. We also find out how the development of international mindedness, a key aspect of an international education, is embedded into the curriculum.
The diversity of the student body
At ISA-Tokyo, we understand that diversity is important to some families; therefore, we ask about the proportion of different nationalities in the school, including dual nationality. Some preschools and schools are geared towards Japanese families, helping to give a sense of security to those families who wish to access international education, but who perhaps feel that they are lacking the English skills to be able to communicate confidently with staff etc. Other families want to use the school as a way for their child to experience a range of nationalities and so are looking for a more cosmopolitan environment. One fact to come out of our recent visits has been the effect of the COVID pandemic in reducing diversity in some schools.
The pastoral care of students
This is highly important at any age. Families want to feel that not only are their child’s academic needs being met when they attend school, but also their socio-emotional needs. Children learn best when they are happy, confident and know that they are in a safe space. Therefore, we find out what the school does to create this type of environment, and how this is embedded into the curriculum and general ethos of the school.
Where students transition to next
We know that ‘next steps’ are important to families when considering their child’s education. Some families will already have a good idea of which elementary or high school they want their child to go to, whilst others may need help making those decisions. In schools which only include a small part of a child’s educational path, such as preschool or kindergarten, we find out where the students generally transition to, whether it be Japanese school or particular international schools. We also talk about some of the things that schools do to aid this transition for both students and their families.
The parent community
A strong parent community is important, not only for the school but also for individual families, and so we always ask about parent involvement in the school. For children to get the best out of their school experience, schools and families need to work together with a high level of trust and support. For individual parents, the parent community can also be a vehicle for understanding a different system than they have experienced as well as giving them the opportunity to ask the questions that they may feel anxious asking the school. Therefore, we ask about the types of events the school has where parents are invited as well as the opportunities the school provides for discussion and information both about an individual child or the school’s approach to teaching and learning.
The role of Japanese
In international schools, students are taught formal Japanese lessons as part of being schooled in Japan; however, for preschools, provision tends to vary, and this is often related to the student body. In preschools that are generally geared towards Japanese families, there is less emphasis on the Japanese language in school as they will already have this focus at home. For preschools which are a little more diverse, the opportunity to learn Japanese is more often built into the curriculum of the school, and can often be a selling point for expat families. In general, all international schools and preschools, to differing extents, will learn about the culture of Japan through festivals and celebrations.
Where students have outdoor play
Many international schools are blessed with excellent outdoor areas; however for those smaller schools and many preschools, which do not have large outdoor spaces, we always find out where the children go to play outside. Children need regular fresh air and to be able to run around and get rid of pent up energy. Outdoor play is also greatly important in the early years for all types of development and learning, and so adequate provision for this is crucial. Luckily Tokyo has an abundance of parks, and so most schools do not have too far to go.
The school tour
After any discussions, we usually finish the visit with a tour of the school or preschool. This is our chance to gain a greater understanding of the physical learning environment. We watch the learning taking place and gain a sense of classroom space and provision. We ask about maximum capacities and staff ratios, as well as looking at the displays around the rooms and corridors to see how the school’s values and the children’s learning are integrated. We also get a strong sense of atmosphere. Do the children look happy? Are they active and having fun whilst learning? Are they curious? These all help us build up a clear picture of the school or preschool.
Therefore, these school visits are highly beneficial to us in having a full understanding of individual schools and in fostering a positive relationship with those who run those schools. The visits give us all the necessary tools and information to provide families who use our services with the most up-to-date information and ensure that we get great matches for their child.
Our next blog…
We will delve deeper into some of the reasons Japanese families choose to send their children to international preschool and school.