Why leading two international schools at once is never boring

Leading two Globeducate schools in two distinctive regions of Spain has, as expected, provided some rich challenges and opportunities.

That difference in schools is heightened because Spain is thrillingly contrasting – linguistically, culturally and politically.

Additionally, parent expectations and their understanding of international schools vary significantly based on the region. It is therefore vital to fill that communication void where misunderstanding and misinterpretation of a British education are possible. This is important to ensure that the families understand the journey ahead and will stay the course. Never has this been more true in my schools, O Castro British International School in Vigo, Galicia and St George’s British International School, Bilbao. 

Galicia and Pais Basque are regions of extraordinary beauty, and the pride that the people feel towards their culture is apparent on so many different levels. Therefore, establishing an international school requires you to ensure there is both an international outlook and a celebration of what the local community represents.

It is vital to fill that communication void where misunderstanding of a British education is possible.

Linguistically, there is also a balance to be found between respecting and prioritising Galician and Euskadi and maintaining a British national curriculum focus. The risk can arise that the school becomes split between delivering each of these, so having shared values and regular events that run through all aspects of the school are vital.

This has included running themed weeks such as poetry or ecology and the environment, which helps bring parts of the school along. An event such as an international food fair, in which the local cuisine can be celebrated alongside that of our international families, has been a hugely effective way of celebrating and uniting this year. At the same time, it’s a chance to celebrate the diversity that exists in each school.

The establishment of a Parent Teacher Association in each school has certainly also been a vehicle to support that understanding of an international or British school offering. The concept of a PTA, both its aim and remit, takes some time to establish, but once in place, it has enabled the schools to differentiate themselves from other local schools.

Having shared values and regular events that run through all aspects of the school are vital.

Indeed, last month, the first combined PTA meeting took place between both schools, with a focus on how best to collaborate on specific community events and charitable fundraising.

On a personal level, the role of leading two schools has required a different set of skills. To a large extent, it has been vital that our education teams are given support but are also confident and accountable to make decisions. Often this requires linking staff across the school to ensure good practice or expertise in a range of areas is shared; this could be in examinations, safeguarding, or simply in the best way to communicate an idea.

This bridge across the schools has also given colleagues in each a chance to talk to others, whether simply to look for a different perspective or plan ideas. This has helped narrow and even close any cultural divide there might have been.