west beechboro primary school business plan

• PINEAPPLE PLANET TESTIMONIALS
• DRONE FOOTAGE FOR SCHOOLS
• BRANDING / LOGO DESIGN
• WEBSITE DESIGN
• GRAPHIC DESIGN
• SEO & DIGITAL MARKETING
• CORPORATE VIDEO PRODUCTION
• PHOTOGRAPHY
• PULL UP BANNERS PERTH
• POP UP DISPLAYS PERTH
• EZY FRAME FABRIC DISPLAYS
• SCHOOL LOGO DESIGN PERTH
• SCHOOL BUSINESS PLAN DESIGN

West Beechboro Primary School

School Website Design for West Beechboro Primary School. The school School in Perth Western Australia came to Pineapple Planet to produce their School Business Plan. On completion of their new look Business Plan they then commissioned Pineapple Planet to design and develop a new responsive website  for the school.

The  website  is packed full of resources for parents and information on every aspect of the school and its activities it has proved to be a resounding success with the school and its wider community. Photography was also undertaken at the school to enable the site to illustrate their professional learning community that implements inclusive practices, innovation, collaboration and flexibility, while inspiring and nurturing lifelong learning and leadership for students and teachers.

Client Testimonial

West Beechboro Primary School was looking to improve its public communications platform and overall global image in terms of an internet presence as our previous website design had fallen well short of our expectations and its promised delivered outcomes. In sourcing Pineapple Planet and working closely with Ian and his team we were more than impressed with their professionalism and overall end product. Our school website is both functional and vibrant, but more importantly it is easy for us to manage and all our incorporates our social media platforms.

Pineapple Planet supported us the entire way and in doing so delivered on everything that he had stated he would relative to timelines and the end product. We could not be happier with the final product, which our parent community is already making positive comments about. I have no hesitation in recommending Pineapple Planet to any of my colleagues as I know that they will be as impressed with their web design as we are.”

Ray Boyd, Principal, West Beechboro Primary School

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School Improvement Episode 4: Ray Boyd, West Beechboro Primary School

• Listen to and download all the Teacher podcasts for free on iTunes and Soundcloud

You're listening to a podcast from Teacher , I'm Jo Earp.

In Episode 4 of our series on School Improvement, we talk to Ray Boyd, Principal of West Beechboro Primary School in Perth. Since taking on the role nine years ago, student learning outcomes have improved significantly. He has also introduced a Professional Recognition Program to support staff learning.

Jo Earp: Ray Boyd, welcome to Teacher .

Ray Boyd: Thanks very much Jo.

JE: You've been Principal at West Beechboro now for nine years, so can you give listeners an overview of what the school was like when you first joined?

RB: Yes, I came here in 2006, just towards the end of the first term. Essentially I was placed in here by the district director at the time, just to reinstate policies and procedures that weren't in place. From a students perspective, the behaviour tended to be more towards the disruptive side. Teachers were dealing with classroom behaviour management and in most cases, but not all, teaching was actually secondary to this. In 2006/2007 we had in both years around 53/54 suspensions – which is a fair whack, totalling about 105 days. There was no real sequential whole school approach to teaching and learning; by that I mean that the programs weren't sequential from K-7, there was no common approach to teaching pedagogy in relation to delivery of curriculum, and, there was no real common language surrounding behaviour management. Obviously, while there were some pockets of good teaching going on there were also some pockets of poor teaching in terms of what was expected. Teachers were pouring lots of energy into highly ineffective teaching methodologies and a number of the staff were working really hard, but they weren't going in the right direction so they were essentially banging their head against a brick wall.

JE: So, in terms of the process to turn that around then, I saw that the school was subject to an ERG. Now, for those people who don't know, that's an Expert Review Group ... which exists in WA. That was in 2008, what exactly did that involve?

RB: It essentially involved me being notified around August of 2008 that we were going to be involved in a review of the school's [operational strategies]. There were essentially two sides to this review: one side that schools are identified for exemplary practice, and then another side schools were identified for areas of concern. Now we were identified not for exemplary practice but the school was picked up for areas of concern, which at the time was really interesting given the reason that I was put in the school in the first place. When we looked at the student population the school was actually operating within the expected achievement ranges and in some cases above the school expected mean. With the exception of [Year 7 in 2005 were below expected in writing] and in 2007 it was Year 5 below. So, what was frustrating about the process is that if they'd done a forensic analysis of our data, we were actually travelling considerably better than most schools. So, for me initially I saw it as a very negative process. But, in hindsight, and hindsight is a wonderful thing, it was probably a process that we needed to go through as a staff regardless, so we managed to turn that around ...

... a lot of the recommendations were already based around things that the school itself had started to do. One of those for instance was to increase the coordination of student intervention and the support programs by class teachers. Now, we looked at doing that but we've actually moved away from that recommendation because of what the research says in relation to intervention strategies and the fact that getting my teachers to run the intervention and manage classes wasn't an effective teaching strategy in terms of how they were dealing with student improvement. The other thing they put in there [was to ensure sustainability of instructional programs]. Which, again, is an interesting one because, in theory, sustainability works, but at the end of the day once a driver is removed from the school in relation to a certain program, that program tends to fall down as teachers move back to their default models.

JE: It's interesting you mentioned about the intervention strategies there and the research behind that. Can you just elaborate on that a little bit about why you felt that wasn't the right fit for you?

RB: We had intervention programs here before, but what was very evident was that the kids that went into intervention in Year 1 were still in intervention in Year 7. So when you go through and analyse that you say well 'The kids are doing the same things, we're using the same approaches and intervention, but they're still in there. So, why keep doing the same thing if it's not working?'. What we were [recommended] to do was put the kids back in the classroom and have, in the case of where there's an Education Assistant, the Education Assistant supported the student with their learning while the teacher was running the classroom instruction. Now, that's fine, but what you've essentially got is a 'minder' sitting next to a student and the teacher's going through the work and the minder is dictating or taking this child through the process that the teacher is working through. Now, once that minder is removed the kid falls in a hole because he or she hasn't been given successful literacy or numeracy strategies to enable them to cope and operate in a classroom environment. The research from Marzano, the research from Anita & Hughes, and various other ... Hargreaves, Fullan, all suggest [to] get the kid out, teach them their literacy and numeracy skills so that they can cope and then pop them back in the classroom. That's what we've been doing now since 2010 and the kids' success rates are through the roof.

JE: Now, a key part of the journey if you like, the school improvement journey there, has been the Professional Recognition Program. How does that work?

RB: That comes from the premise that essentially most teachers haven't had another teacher observe them, or another professional observe them, other than when they came out of college and they may have been going through their final prac. Now, I'm from the era where the District Superintendent used to come and watch you for a day and go through your records. Well that doesn't exist here in Western Australia anymore, that's well gone by the wayside. So what we did was, and it was a long process it didn't happen overnight, initially we got teachers into the process of having another staff member actually watch them, watch them teach. And it wasn't for the teacher to critique what they were seeing, it was actually for the teacher who was observing to reflect on their own practices and go 'Okay, I see what Mary is doing here, is that practical to what I'm doing? Can I take things that she's doing and apply it to my own teaching ...?'.

The teachers were very used to having my administration team in their rooms every day and through their rooms observing, so it was just actually the next step. What we then did was, I say 'we', my Associate Principal Gayle Higgins then took the teaching performance standards from AITSL, looked through all those and then [went] 'Okay, how can our teachers demonstrate these within the context of West Beechboro Primary School?', which was really critical - we didn't want them jumping between two documents, so we've created a school document and within that there's key things that we will observe when we go into a classroom for a formal observation.

The teachers present to us essentially a lesson plan and we watch, take corpus amounts of notes and then we sit in a discussion with them in regards to coaching and we go through what we've actually seen in relation to what they were saying and where they fit in with the standards. So, it was about a teacher actually, rather than looking at performance management we're looking at professional growth. So the teacher goes 'Well, this is where I am, this is what I need to do, and this is where I hope to be going' and it was our job to go 'Yep, I agree with what you're saying, this is what we saw' or 'No, we didn't see this'. But it wasn't to shoot the teacher down, it was actually to help them develop themselves as teachers. And, part of that also involved getting them involved with our other coalition partner schools - Dienalla Heights and Ballajura – and setting up things like a Level 3 process, which we've got in Western Australia to get your next level accreditation. We set up instructional rounds by going to other schools, based on the medical model where the residents would travel around with the doctor and go 'Here's Mr Jones and he's got gout, tell me what his symptoms are.' We did the same thing with our teachers going to schools, we'd go in and watch the lesson then go 'Right, what are three things that we know are identified as being a highly effective teacher - did we see them in this classroom?' and it was a very closed discussion within the people who were observing it. None of that feedback got given to the teacher. It was all about 'What did we see?', 'What do we need to do to go on from this?'.

And then, built into that too ... we've got five staff now involved in completing their Masters in regard to school leadership and effective school teaching. We've got teachers who've gone on to deputy positions in various schools so, again, it comes back to their teaching practices and being the best teacher they can be in terms of what it is we're doing to recognise you as a teacher.

JE: Excellent. Ray Boyd, thanks very much for joining us at Teacher .

RB: You are more than welcome Jo.

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Job opportunity

Advertised Vacancy Number: IPS/TCH794354

Appointment Pool

West Beechboro Primary School (PS) are seeking to establish a pool of Primary Teachers for appointments to permanent and fixed term, full-time and part-time vacancies which may arise during the 2023 school year. Appointments can be made from the pool at any time for commencements within the 2023 school year.

We are looking for committed and passionate teachers to join our highly successful and professional team. Applicants should demonstrate a strong knowledge of highly effective teaching strategies specifically in explicit instruction, and the ability to understand and use student and whole school performance data effectively to inform planning and differentiation across year levels.

Suitable applicants should be willing to learn the West Beechboro PS model of explicit instruction and to be involved in our collaborative planning, coaching and mentoring cycle.

The school is committed to attracting, recruiting, and coaching teachers to master the explicit teaching pedagogy that produces high achieving students from Kindergarten to Year 6. The expertise you will develop working at West Beechboro PS is second to none. Applicants are encouraged to read the information in the advertisement as well as the school’s Annual Report and Business Plan prior to starting their application. 

It is desirable that applicants have the following attributes: 

• An interpersonal skill-set that enables you to build strong and valuable relationships with students, staff and parents
• Effective explicit instruction skills in teaching literacy and numeracy content and shifting it from short to long term memory using such strategies as the Warm-up or the Daily Review.
• Experience working within a whole-school approach based on the Science of Reading.
• Proactive behaviour-shaping strategies that support student engagement to enable positive student outcomes in and out of the classroom, including the use of Engagement Norms, Reflective Behaviours and Zones of Regulation.
• A commitment to ongoing professional growth by embracing new, evidence-informed teaching practices that lead to teacher improvement and superior student outcomes
• An interest or experience in working with Aboriginal and Torres Strait Islander and EALD students.
• Effective use of purposeful and integrated use of digital technology to engage students and address digital technology student outcomes.

Applicants with experience and knowledge of programs such as Jolly Phonics, Jolly Grammar, Spelling Mastery, PRIME Mathematics along with extensive knowledge and demonstrated use of key literacy components - Phonological Awareness, Phonics, Fluency, Vocabulary and Comprehension are encouraged to apply. Suitable applicants should be able to display how this knowledge has had an impact on student outcomes, including those of social disadvantage and culturally and linguistically diverse backgrounds. 

Our staff are committed to building positive relationships, with the motivation to pursue excellence. Our dedicated and professional teachers maintain an environment which supports each child every day to achieve their personal best. Staff employ evidence-based strategies within a defined whole-school approach to maximise the effect they have on student learning. In addition, we constantly aim to deliver the highest standards of pastoral care and support services in order to enable our students to thrive. 

To be suitable for this role, you will need to demonstrate your competency against the following domains (that govern the Australian Professional Standards for Teachers ):

• Professional knowledge;
• Professional practice; and
• Professional engagement.

Applications will be assessed against these domains. The business needs of the school may also be considered. It is therefore recommended that you consider all information contained in the advertisement and any other related information before applying for the vacancy.

Applicants currently completing the Department of Education Leap program (formerly known as the Switch program) can apply for vacancies using their current or Leap qualification – even if they have not completed the program at the time of applying. Applicants may be appointed to a vacancy based on the qualification being completed via the Leap program.

The Department is an equal opportunity employer and encourages people with disability, Aboriginal and Torres Strait Islander people and persons from culturally diverse backgrounds to apply.

Further information about West Beechboro Primary School can be found by visiting westbeechborops.wa.edu.au or Schools Online

Additional information about Independent Public Schools is also available here

Appointed applicants may be eligible for Recognition of Experience and Qualifications

For further job related information:

Please contact Diana Kirkland, Principal, by telephoning (08) 9392 5100 or emailing [email protected]

Application Instructions

All applications are submitted online. Select “Apply for Job”, at either the top or bottom of this screen and follow the instructions on your screen.

Your application should include:

• A three (3) page statement addressing the domains that govern the Australian Professional Standards for Teachers , in context of the role and business needs of the school
• A CV of up to four (4) pages outlining your employment history and professional learning summary relevant to this position
• The contact details for two (2) work related referees who can attest to the claims made in your written application, preferably one being your current line manager.

It is recommended you have these documents completed and ready to attach before selecting “Apply for Job”.

You are asked to complete an online application form and attach your documentation, please allow enough time to complete this process as applications cannot be accepted after the closing date and time.

After you have submitted your application online, you will receive an email confirming lodgement. If you do not receive a confirmation email, please telephone (08) 9264 4127.

If you are having difficulty submitting your online application, please telephone (08) 9264 8666 for assistance.  

ELIGIBILITY

Employees will be required to :

• provide evidence of eligibility to work in Australia for the term of the vacancy;
• obtain a current Department of Education Criminal Record Clearance prior to commencement of employment;
• obtain or hold a current Working with Children Check;
• meet the Department of Education Teacher Qualifications and Registration requirements; and
• complete the Department’s Aboriginal Cultural Appreciation course.
• complete the Department’s induction program within three months of commencement; and
• complete any training specific to this role required by Departmental policy.

The Department applies a four (4) day breach period to this selection process.

Applications must be submitted before 4.30pm (WST) on Tuesday, 7 March 2023

APPLICATIONS MUST BE SUBMITTED ONLINE  

PROFORMA, FAXED, HAND DELIVERED, POSTED, EMAILED AND LATE APPLICATIONS ARE NOT ACCEPTED.

Top 15 Best International Schools in Moscow, Russia

• By Juliet Ryder
• Posted 18 January, 2022

Moscow International Schools

There are over 20 international schools in Moscow   and the surrounding area, with 11  British schools , 3  IB schools in Moscow  and 2  American schools .  Most are English speaking and some are bi and multi-lingual. Read on to find out what the areas of Moscow are like and how they relate to some of the best Moscow international schools.

Life in Moscow

Moscow is the capital of Russia and the largest city in Europe by area.  It is also one of the most populous cities in the world with an estimated current population of more than 15 million within the city limits and 25 million within its metropolitan area. According to the 2019 Forbes List, Moscow is home to more billionaires than anywhere else in the world apart from New York and Hong Kong.  Moscow has a rich cultural history and is well known for its unique and beautiful architecture, art, classical music and ballet.  The city is easy to get around on foot or by public transport, although the metro gets very crowded during rush hour.  The roads are very busy with frequent traffic jams.  In recent years Moscow has become a real culinary capital with plenty of excellent restaurants coffee shops.  It is a common misconception that Russians are unfriendly.  In Russian culture it is unusual to smile at strangers.  Most Russians are warm, sincere and honest and will give you a genuine smile once they get to know you.    

Central Moscow

The prestigious district of Arbat is centrally located in the western part of the city and home to a number of embassies.  It is a popular area rich in beautiful architecture and luxurious apartments. 

The central, convenient and lively Tverskaya Street in the north westerly part of the city leads directly to Red Square and the Kremlin.  There are, however, some quieter side streets, like Kamergersky Lane, with beautiful housing and an abundance of restaurants and cafés.

Patriarshiye Prudy

To the southern side of Tverskaya Street is the popular family area of Patriarshiye Prudy (Patriarch’s Ponds).  This is a calm and quiet neighbourhood around a beautiful city park.

Basmanny District

To the east of the city centre is the Basmanny District, a clean, green neighbourhood considered to be a calm oasis in the heart of the city.  This area is home to Chistye prudy (Clean Ponds), a popular park with paddle boats to rent in the Summer or ice skates in the Winter.

Tretyakov Gallery

Situated in the southern part of the city, the Tretyakov Gallery area is lively with plenty of upmarket bars and coffee shops.  There are some quieter neighbourhoods off the main streets of Pyatnitskaya and Ordynka.

Outside the Garden Ring

Fruzenskaya area.

To the south west of the city, just outside the Garden Ring, is the Fruzenskaya embankment.  This area is very leafy and green overlooking the Moscow River and Gorky Park.  This area is popular with families but apartments are often quite small and expensive. 

Leningradsky Prospekt

Leningradsky Prospekt is a busy avenue to the north west of the city that connects with the top of Tverskaya Street at its southern end.  This quirky, bohemian area, famous for its Artist’s Village (Sokol area), is leafy and green with some remaining dachas (Russian country cottages).

Outer areas of Moscow

Botanical garden district.

Around 10 km to the north of the centre is the green district of Moscow’s Botanical Gardens, one of the largest in Europe, is a great place which boasts a valuable collection of rare plants while providing visitors with the opportunity to plunge into the world of nature without having to leave the city. It is also home to one of the most visited and favorite places of rest and entertainment for guests and residents of the capital - VDNHa -  the Park, Exhibition and Cultural Complex .

Pokrovsky Hills

Around 15 km to the north west of the city centre is Pokrovsky Hills, an exclusive gated, residential community with family housing situated in a hilly, wooded area adjacent to the   several international schools .  

Another 5 km further to the north west of the city centre is Rosinka.  This luxurious, gated international community of individual family homes is spread over 134 acres with facilities including a private lake with its own beach, a woodland nature reserve, playgrounds and a leisure centre with sports facilities, conference facilities and a restaurant. 

Serebryany Bor 

Just under 20 km to the west of the city is the ecological forest park island of Serebryany Bor.  In addition to the protected ancient woodland this area has clean beaches, a watersports complex, marinas and stables. This area also has spacious, family housing .

Relocating to Moscow?

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Before the ranking, check out our Featured Best Schools in Moscow:

Cambridge International School, Skolkovo Campus

Ages 3 to 18

Curriculum English, Russian

Primary Language English

Where Moscow international schools are distributed (view our List of International Schools in Moscow to see a live map):

Best International Schools in Moscow - Rankings

Note: our rankings are based on parent, pupil and teacher reviews. If you think your Moscow school should be in the top 15, get reviewing - we want to hear from real people with real experiences at schools so parents, teachers and pupils get the real story when they research their next school. You can find your school in the full List of International Schools in Moscow , or search by name here .

If you prefer, you can filter by age, curriculum and language on the Moscow school list.

The International School of Moscow, Rosinka 

Primary language, max class size.

The International School of Moscow (ISM) Rosinka offers a contemporary English international education to students aged from 2 to 11. Established in 2007, the School has a student body of over 1000 and boasts more than 60 nationalities. ISM Rosinka welcomes students aged 2-11. It is located inside Rosinka’s gated territory and is a unique, all through safe, family friendly community school that offers an exceptional outdoor programme. The school is a member of Nord Anglia Education, a growing network of 69 schools established across the globe, and collaborates with world-leading organisations, including the Juilliard School, MIT (Massachusetts Institute of Technology) and UNICEF. Please feel free to watch our promotional video to learn more about Rosinka: https://youtu.be/K7l2cUXb6Ys ISM Rosinka: +7 (499) 922 44 05 [email protected]

Anglo-American School of Moscow 

International

The Anglo-American School of Moscow (AAS) is currently closed. At AAS Moscow, we ensure that our students reach their greatest potential, meet high academic and personal standards, and contribute to the vitality of our learning community. We are currently accepting applications for grades Pre-Kindergarten - Grade 11 (ages 4-18) and welcome applicants from all countries and educational backgrounds. Our priority is to prepare students for further education in other countries, in which the level of English proficiency is one of the key factors for admission. For further information and an overview of our world-class facilities, please visit our website. -->

Hinkson Christian Academy 

Hinkson Christian Academy (HCA) is an English language elementary and secondary school located in Moscow, Russia. For over 20 years, Hinkson has served the needs of expat and local families who desire their children to receive a quality English-language education that is informed by a Christian worldview, and values Christian character principles. Hinkson Christian Academy is a member of the Association of Christian Schools International, whose accreditation is recognized worldwide.

Britannia School 

Britannia School Moscow is a traditional British Nursery and Primary school that teaches students from the age of 1,5 years old to 7 years old. We follow the British Early Years Foundation stage (EYFS) and the English national curriculum. All lessons at Britannia School are taught in English by experienced native-speaking British teachers. Our school offers additional after school clubs, weekend English classes and summer camp to both internal and external students. Every year Britannia School Moscow graduates successfully enter international schools in Moscow and overseas.

Embassy of India School 

Embassy of India School (KV) Moscow is a vibrant educational institution in Moscow catering to the educational needs of the wards of the Embassy of India personnel and community of Indian origin. The main objective of the School is to impart quality education of an international standard, together with developing the holistic personality of the child, to face the challenging needs of the ever changing society. Established in the year 1987, today the school has a strength of a little over 350 students with classes I to XII and has Science and Commerce streams. The school is affiliated to the Central Board of Secondary Education (C.B.S.E), New Delhi and follows the curriculum framed by NCERT, New Delhi, India.

English International School Moscow 

English International School Moscow offers a warm and welcoming setting, in which students can develop a love of learning and parents are an integral part of our school community. We encourage regular communication with parents as we believe that working in partnership is the key to a successful outcome. 

The International School of Moscow, Krylatskoe Campus 

English, iGCSE, A-Level

The International School of Moscow (ISM) is a leading international school in the region, with a strong academic track record. ISM welcomes students aged 2-18 and offers unique Secondary and Sixth Form opportunities due to the large international student body and a wide variety of (I) GCSE and A level subjects. The school is a member of Nord Anglia Education, a growing network of 77 schools established across the globe, and collaborates with world-leading organisations, including the Juilliard School, MIT (Massachusetts Institute of Technology) and UNICEF. Our school VISION is to: - Provide an education that is friendly, engaging, vibrant and inspiring, nurturing students’ potential and maximising their achievement. - Provide an individually-tailored approach for every child through a warm and caring pastoral care programme. - Develop the skills and mindset needed for students to thrive in an ever-changing world, whilst delivering traditional British values in an international context and engaging learning environments. Our MISSION is that every pupil: - Loves coming to school, has a passion for learning and achieves more than they ever thought possible. - Is educated for the future and is able to achieve truly outstanding academic results on a pathway to the world’s top universities. - Upholds the values of honesty, tolerance, integrity and respect for others. ISM currently has two campuses in Moscow: 1) The Krylatskoe Campus 2) The Rosinka Campus To learn more about ISM , please visit our website or contact us: +7 (499) 922 44 00 [email protected]

International School of Tomorrow 

International School of Tomorrow Moscow was started in 1992 to cater to the academic needs of the diplomatic community. Today the School offers its services to both Russian and International students providing the best university-bound education. From the very beginning the School has adhered to the principle of ensuring quality in all aspects - academics, spiritual growth, and character building. During the last 13 years of its existence, the International School of Tomorrow has proved its merit and has become an Embassy school for the international community of 30 countries. Today International School of Tomorrow graduates study all around the world. The diploma issued by the School became a recognizable trademark in more than 500 Universities including the USA and Britain.

British International School Moscow 

At the British International School Moscow (BIS), we welcome and educate students from around the world. We help facilitate new families settling into Moscow and are aware that parents who relocate need to be reassured that their children are educated and develop in a safe and secure environment. As such, we have a proud history of providing ‘excellence in education’ to the pupils and parents we serve.

Heritage International School 

Russian,English

Heritage International School offers a supportive international environment and world-class education and care for children from 2 years old in Moscow. The education is based on the British curriculum with lessons conducted in English by highly qualified international teachers. The school is located near the center of Moscow, by the Yauza River embankment and Sokolniki Park. The new modern building is equipped with the finest learning materials and specialised European furniture. The school founders are known for their successful experience in developing and managing a network of Cambridge international schools in Russia and abroad.

Deutsche Schule Moskau 

Deutsche Schule Moskau (DSM) , is the school of the German Embassy in Moscow and one of 140 German schools abroad. DSM is aware of its guest role in Russia. The teaching of the common history of the two countries is a subject of learning at school. We promote contact and exchange with the city of Moscow and the entire country.  The support of the children in their development to social and self-responsible action is a central task of our school. Social skills are an important educational goal. This area of competence includes in particular the assumption of responsibility and conflict resolution capability. In addition to the technical and methodological skills, social skills are always promoted in all projects of Deutsche Schule Moskau.

Moscow Economic School 

Moscow Economic School (MES) , is a private, non-governmental, IB World School. Founded as a result of democratic changes in our country, MES was the first and has grown into one of the largest private, non-governmental schools in Russia. Today, we have 600 students, boys and girls from the ages of 3 to 18 years old with over 300 employees. MES is striving to be a bilingual school. Russian is the primary language of instruction in the Primary and Middle Years Programs, but English is beginning to be used as an instructive language in their core subjects beginning in the 1st grade. By the time our students begin the Diploma Program, all of their lessons are taught in English.

Scuola Italiana Italo Calvino 

Scuola Italiana Italo Calvino was Founded in 1973 for Italians living in Moscow and today the school is also open for children of other nationalities who want to join one of the richest European cultures. One of the priority tasks of the school is to disseminate the Italian language and cultural traditions of Italy in Russia. All classes are held in Italian. The certification is recognized by all schools of the European Union.

Brookes Moscow International IB School 

Brookes Moscow International School is a member of the Brookes Education Group (BEG), a global family of IB schools with seven campuses around the world, including major ones in Cambridge (founded in 1982), Vancouver and Seoul. The 800-pupil capacity Brookes Moscow site welcomes local and international students from age 2 to 18 to its campus and offers the chance to study for the International Baccalaureate (IB) programme. Students also have access to BEG’s family of schools and the opportunity to study abroad. Highest academic standards and enquiry-based learning.

The English School of Science and Technology 

International English School of Science & Technology (ESS)  is a co-educational independent school that offers students from diverse backgrounds the best of English national education. The school is firmly based on the academic standards found in a typical, high-quality British independent school.  ESS is a rigorous international university preparatory school specializing in STEM (Science, Technology, Engineering and Mathematics). English School of Science & Technology is small enough to provide a caring, respectful atmosphere whilst promoting the highest academic achievement. The warm and welcoming school community makes it an ideal place to receive a quality education with a diploma valid for the best Universities around the world.

Other International Schools in Moscow

There are 8 other international schools in Moscow that didn't make it into our Top 15, either because they didn't have enough reviews or its review rating was too low. If your school is one of those and you think it should make the Top 15, make sure you add your review and tell your story via the school links below.

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Juliet Ryder

My family and I are originally from the UK but have also lived in Australia and Spain. We have always wanted to make sure that our 3 boys have the best possible experience living abroad and that our travels have a positive impact on their education.

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