At La Garenne International School, individual learning is far more than a phrase in a brochure; it is the heartbeat of our educational philosophy. We believe that meaningful education begins by meeting the intellectual, emotional, physical, and social needs of every child, while continually adapting our curriculum and teaching strategies as they grow. Because learning is fluid, we recognise our responsibility to nurture young minds full of curiosity and potential. Every student brings something unique to our community, whether through personality, talents, interests, or personal strengths.
This commitment to individualised learning has recently been commended by our accrediting bodies – CIS, NEASC, and the IBO – which recognised the strength of our teaching practices. As a Primary team, we pride ourselves on truly knowing our students. We look beyond academic data to understand what excites them, what causes them anxiety, how they prefer to learn, and who they aspire to become. This holistic approach is supported by recent longitudinal research, including the study by D’Souza et al. (2025), published in Scientific Reports, which highlights that early childhood experiences and the surrounding environment – including social and educational support – are critical predictors of long-term cognitive and emotional outcomes. By focusing on the whole child, we provide the environmental scaffolding needed to support brain development and future success.
Our pedagogical approach is deeply rooted in the work of Lev Vygotsky (1978), particularly his concept of the Zone of Proximal Development (ZPD). Vygotsky’s research suggests that learning is most effective when teaching targets the space between what a child can do independently and what they can achieve with guidance. By maintaining a high teacher-to-student ratio, our educators can identify each child’s ZPD in real time and provide the support needed to help them move towards greater independence.
This is further strengthened by the tracking of progress through Individual Assessment Documents, reflecting John Hattie’s (2023) concept of Visible Learning, in which student progress is made explicit so teachers can adapt their impact immediately. Each child’s formative and summative data is updated regularly by their teachers. Interventions – whether short- or long-term – can be put in place at any point during the school year with the support of our learning support teacher. This may involve targeted assistance with fine motor skills, listening, or spelling, for example. Equally, our specialist runs a weekly Challenge Club to stretch the minds of students who enjoy complex problem-solving and collaborative discussion. These regular updates ensure that teachers and leaders have a clear picture of individual progress. While many schools primarily monitor the class as a whole, here every child is understood in detail.
The roadmap to success begins with a rigorous yet supportive process. This includes comprehensive Student Profiles created through one-to-one meetings with the Head of Section or class teachers; valuable moments in which we sit with each child to talk, listen, and understand who they are. We also use cognitive assessments, such as Lucid COPS and LASS, conducted by our qualified learning support teachers. We believe that academic success is inseparable from emotional wellbeing, and so we integrate planned wellbeing days, continuous check-ins, and a manageable timetable with adjusted breaks and access to a calm room. Daily communication between boarding parents, the academic team, and families ensures that we remain responsive to every child’s evolving needs.
In our classrooms, we use strategies championed by Carol Ann Tomlinson (2017) to empower students to take ownership of their learning journey. We employ visual supports, pre-teach key vocabulary, and use working walls to strengthen linguistic development. Resources are clearly labelled and easily accessible to encourage independence, while bespoke timetables integrate academic lessons, private tuition, and after-school clubs. By adapting the school day for children who wish to develop specific talents – such as skiing, dance, or ice hockey – we actively support and celebrate each child’s individual passions. It is always wonderful when a child arrives with, or develops, a genuine passion for a pursuit, and we do everything possible to ensure that talent continues to flourish.
We also provide early and regular feedback through settling-in reports and scheduled updates in October, December, March, and June. Because discussion and listening are central to our community, our doors are always open to both parents and students. Giving students the opportunity to share their voice is vital. They are invited to provide regular feedback about their classroom experiences, what helps them learn most effectively, and whether they feel supported. We also involve them in wider decisions, from developing the school playground and choosing snacks to suggesting new after-school clubs, ensuring they feel like a valued and essential part of the community.
Our small class sizes allow experienced teachers to create a genuinely differentiated learning environment where feedback is a two-way process. This is particularly evident in our language programmes. From Year 3 onwards, students have the opportunity to take Cambridge and DELF assessments to establish a benchmark. Through weekly levelled lessons, students work towards recognised certifications such as Starters, Movers, Flyers, KET, or PET, progressing through qualification levels year by year. This structured pathway ensures that every child, whatever their starting level in English or French, receives the targeted instruction they need to succeed.
Ultimately, because our staff-to-student ratio is so high, individual care extends far beyond the classroom. Whether during playtime, transitions, or in the boarding house, our team knows our students deeply. This allows us to intervene quickly if a child is struggling and to celebrate their personal achievements the moment they happen. At La Garenne, we do not simply teach a class; we teach the individual.