“He’s been learning English for several years, but still doesn’t speak it.”

This is how most conversations begin with parents who come to explore an English-focused school. Formally, everything seems to be in place: grades, textbooks, extra classes. Yet in reality, the child replies with memorised phrases, avoids real dialogue, and feels lost when English is needed outside the familiar classroom script. English exists separately from life as a subject, not as a tool. It is precisely this gap that an English-focused school addresses. Here, English gradually stops being “just another lesson on the timetable” and becomes the working language of learning, communication, and thinking.

What this looks like in practice at Cambridge International School (CIS)

Let’s step into a classroom on one of the campuses. Today, in Year 2, pupils are studying the topic Home and Community. They discuss what materials houses are built from, why homes look different in different countries, measure models, work on group projects, and present their findings to the class, all in English.

Here, children are not “learning words”; they are using language to solve real problems. This is the moment when a genuine language breakthrough happens.

In secondary school, English becomes the language of discussion and argument. Pupils analyse texts, learn to defend their viewpoints, write essays, and deliver presentations. Making mistakes is not a source of stress, but an integral part of learning a mindset that fundamentally changes a child’s attitude to education.

Teachers and learning environment

At CIS, pupils are taught by native speakers and bilingual teachers with experience in international schools. This matters not only for pronunciation or vocabulary. Teachers bring an international academic culture with them: the ability to ask questions, reason critically, collaborate in groups, and take responsibility for outcomes.

For example, in senior school many lessons are run in a seminar format. The teacher does not provide ready-made answers but guides discussion, helping students arrive at conclusions independently. This approach directly prepares pupils for study in overseas schools and universities.

Educational pathway and examinations

Education follows an international framework and covers the journey from early years through to senior school. At every stage, the language develops not mechanically, but in parallel with the child’s cognitive growth.

In senior school, preparation for international examinations becomes part of everyday learning. Pupils regularly work with exam formats, practise academic writing, analyse sources, and learn to express ideas clearly and confidently in English.

Crucially, exam preparation never turns into rote training. Results are achieved through systematic learning: by the time students sit their exams, the format is familiar and the language feels natural.

Life beyond the classroom

English is actively used outside lessons as well. The school offers conversation clubs, drama studios, debates, and project weeks conducted in English. For example, during International Week, pupils prepare projects about different cultures, work in teams, and present their work to the entire school.

Admissions, conditions, and support

Admission begins with a diagnostic assessment. This is not an exam, but a way to understand a child’s current level and to design the most suitable educational pathway.

Parents receive a clear and transparent understanding of:

• the level their child starts from;

• the goals set for the year;

• the support the school will provide at each stage.

Tuition fees include the academic programme, lessons with native speakers, learning materials, and extracurricular activities. Parents clearly understand what they are paying for and what outcomes to expect.

Outcomes for children and parents

By the time pupils graduate from Cambridge International School, they:

• use English fluently in both academic and everyday contexts;

• confidently pass international examinations;

• are ready to study in international schools and universities;

• are not afraid to ask questions, speak in public, or defend their opinions.

Parents often note not only a significant improvement in language skills, but deeper changes as well: children become more independent, confident, and emotionally comfortable in new environments.

Frequently asked questions

Is the school suitable if a child’s English is currently at beginner or intermediate level?

Yes. Education starts with diagnosis, not selection. The school assesses not only vocabulary, but also a child’s ability to perceive language, work in a group, and engage with learning. In practice, children begin speaking quite quickly because English is used daily in a natural context, not only during lessons.

Will it be too difficult if some subjects are taught in English?

At the beginning, the workload is always adapted. In the international model, language is introduced gradually, with support, visual materials, practice, and repetition. Within a few months, children stop seeing English as an obstacle and start using it as a working tool.

What level of English do graduates achieve?

By graduation, most pupils have a strong command of English sufficient for study in an international academic environment. Many reach B2–C1 level and successfully pass international examinations without experiencing a language barrier.

Does the school prepare students for studying abroad?

Yes. The educational model, assignment formats, approach to written work, and presentations align with the requirements of international schools and universities. Pupils become accustomed to academic English and learning formats long before admission.

How do you work with motivation?

The school does not “push for results”. Mistakes are seen as part of learning. Teachers help children understand that language develops through practice. This approach reduces anxiety and builds self-confidence.

Is it possible to join the school mid-year?

In most cases, yes and subject to availability in the class. After diagnosis, the school proposes an integration plan tailored to the child’s level and the class programme.

If you are looking for a school where English is not an “additional burden” but a natural part of your child’s life and learning, book a consultation or an individual tour. This is the best way to see how an international approach works not in theory, but in real life.

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