INSB has been responsible for the care and education of young children for over 60 years. We are committed to continual self-evaluation, and compliance with modern standards of child-care provision. We welcome children from all nations and adopt and support the values of tolerance, cooperation, respect, and the diversity of our students.
Working with babies and children is a complex, challenging and demanding task. To enable us to carry out our responsibilities we acknowledge a clear set of guiding principles. At INSB we believe:
At INSB we believe:
We plan for, focus on, and facilitate development with respect to 4 aspects.
Our focus is the whole child. We steer away from distinct subject headings, preferring to focus on theas overarching features, which celebrate the skill and competence of young children.
Young children learn through play, and can not be rushed through an activity - children need choice of what to play with, they may need to be uninterrupted and have time to play alone, or with others in a safe and supervised environment. A skilled early childhood practitioner provides plenty of opportunity for play and structures it only by providing different resources, which can be used in a range of ways. With responsive, observant teachers, who guide, and gently challenge children we can build up a holistic picture of your child’s preferences and responses to the world around them. This then allows us to structure play that fits with a child’s passion as well as tentatively plan for learning outcomes. Essentially, children point the direction and we provide the platform.
As well as self-initiated and structured play, teachers plan for a host of sensory activities through which children assimilate new experiences and understandings about the exciting and wondrous world around them. These focused activities are planned and implemented via a variety of sources including the teachers’ own experiences, ideas from colleagues and good practice from practitioners around the world. INSB also uses the International Preschool Curriculum (IPC). This provides us with a myriad of structured, purposeful and fun activities formulated around themes such as ‘Fairy Tales’, ‘The Sea’, ‘My Family’ etc.
For some children, development may be at risk because of difficulties with communication and interaction, cognition and learning, behavioural, emotional and social development or sensory and physical development.
Our teachers monitor each child’s development carefully against a set of developmental criteria and will alert parents to any concerns they have observed.
Of course, one must be careful not to make rash judgments. Children learn at different rates and progress through stages of development can vary widely. We will point out concerns to parents and discuss possible ways to help. Where we are unable to assist, the school may suggest intervention from outside agencies such as an educational psychologist, speech therapist or pediatrician for example.