EtonHouse believes that children should take ownership of their learning. When children are happy and engaged, learning happens naturally and spontaneously. Open-mindedness, critical thinking skills, and a life-long love for learning are just as essential as acquiring knowledge.
This thinking was the motivation behind our inquiry-based pedagogy that revolutionised the early years approach 25 years ago. Today, we continue to be a leader in education providing a through train education pathway from Playgroup to High School in Bahrain and in 11 other countries.
The group headquartered in Singapore has a significant presence in China. There are a total of 120 international schools in 12 countries, including 10 International Baccalaureate (IB) schools.
Our Mission and Vision
Vision: Shaping the future through education
Mission: Developing confident and capable global citizens
Our mission as a community of educators is to empower your child to become a curious and engaged life-long learner, and a confident and capable global citizen.
As an international school group, we want to lead rather than follow education systems that skew towards grades and tests. Our vision is to help shape the future through holistic programmes that integrate inter and intra-personal development, skills, and academia.
The EtonHouse Difference
A Community of Learners
Internationally Recognised Programmes
Excellent Bilingual Programme
Our Image of Child
EtonHouse schools regard the child as the first and singularly most important consideration. How we view children determines our interactions with them.
In our schools, we view children as competent thinkers and communicators. They are:
The ‘image of child’ informs not only our philosophy, curriculum, and environment design but also our training and recruitment.
Our Image of Educator
Our teachers are a community of life-long learners who are committed to working with colleagues, children, and families to create genuinely responsive and meaningful learning for your children. They recognise the importance of observing each child within a socio-cultural context and using inquiry and exploration as central modes of learning. They make teaching and learning visible as they invest time and effort into developing deeply reflective pedagogical documentation.
We believe the environment acts as the third teacher and is a reflection of the philosophy and pedagogy that the school subscribes to.
For example, when you walk into a classroom where documentation is at the child’s eye level, and each child’s work is beautifully displayed, it reflects that the child is respected and is at the centre of all decision making.
An environment can be intentionally designed to inspire exploration, collaboration, and creativity, or it can be laid out in a way that encourages individual work.
In our schools, you will see materials and provocations laid out in purposeful ways to spark curiosity and conversations. You will find resources that are developed based on sustainable practice and aesthetically designed spaces that are deeply respectful of our students’ interests and contexts. There are also plenty of opportunities to integrate indoor and outdoor learning seamlessly.
Wherever you look, you will find evidence of children being true collaborators taking ownership of their learning and the design of the environment.
This sense of ownership translates into the older years as well with problem-based learning in all five Key Stages.
Learning is interdisciplinary and interconnected, using the Oxford International Curriculum subject flow into others, allowing students to make meaningful connections through experiential tasks.
For example, Wellbeing and Global Skills Projects are the central part of the curriculum and feed into all subject areas as Maths for example, where Year 1 children will be asked to take turns and share in games which is a feature of the problem-based, Inquiry-led learning of the Global Skills Projects. The curriculum is designed to foster the Joy of Learning.
Our environments seamlessly integrate to enable learning to happen naturally and spontaneously inside and outside the classroom.