SRS International School A FORCE TO BE RECKONED WITH IN THE ACADEMIC GALAXY

SRS International School, SRS International School emphasises on the needs and targets of each individual child. A positive mind-set is encouraged to build confidence and ensure success. We are considered an outstanding educational provider where each and every learner is challenged and given the opportunity to flourish to the best of their ability. All learners aspire to excellence and in doing so are supported fully by the staff in the school.

In our safe, caring and secure school, every person matters. We are recognised for the outstanding nature of our care, guidance and support to staff, students and parents. We are an institution where learning comes first and is the sole focus of all lessons with a constant emphasis on maximising learning time and potential.

Our teaching-learning process is augmented by an innovative professional development programme and forward looking curriculum, which empowers all learners and encourages them to be active, independent participants.

We are a school where students' thoughtful behaviour is the outstanding contributory factor to their successful learning. Positive behaviours are recognised, encouraged and rewarded here. Aspiration and ambition are the norm and high expectations are met with pride and a sense of achievement.

We use a 'Thematic' approach to learning, where possible, as we believe that learning needs to be contextualised for children to make connections and make sense of the world. However, we also believe that some important aspects of learning are best taught in a stand-alone fashion.

SRS International School has a consultation advisory panel which comprises of highly experienced educators to ensure that the quality of education serves the best interest of our students. These include principals, educators and curriculum development specialists. Our educators are trained to observe and record the child's development and work closely with their parents, in understanding each child.