The most searing, timeless question asked about schools, in any country, by any parent, teacher and student, is about the purpose of education. The current decade of the 2020s we live in, particularly with the tumultuous changes we face globally with the rapid development of technology and AI, the uncertainty of economic and political stability in all parts of the World, means finding certainty and purpose in our education models is paramount for any school and society.

The question about what we are educating for and what we need to be teaching students for the futures they will live in as adults, is not something unique to our times, it is as old as the first teachers and schools going back to ancient times. In many respects, the answers are roughly the same; that the purpose of education is to deliver and instil into children and young people, a body of knowledge from a designed curriculum, covering disciplines from the sciences to the humanities to the arts, as well as skills and values, for the next generation to carry forward.

For the overwhelming majority of parents, students and teachers, the quality, integrity and high standards of qualifications, national and international, such as the Cambridge iGCSEs and A Levels offered at PHBS Prague, are one of the most important reasons for choosing a school. But increasingly, the idea of just educating “to the test” or as an “exams factory” is at clear odds with the holistic approach taken in the best schools and school systems around the World. Grades are very important, but so is wellbeing and adaptability when it comes to daily educational experience and school life.

Parents and students want to see a school that not only offers a rich curriculum, high quality qualifications that travel globally to universities and careers beyond, but that a school culture is committed to caring for them, supporting them and developing skills needed for their future lives. It is also about having the right values that mean something and not just a marketing tool.

At PHBS Prague, we want to develop the next generation of future leaders, in all fields of society through our common values, and that includes developing curious and intellectual minds, global citizenship, respect, resilience, teamwork, social and civic responsibility, compassion and identity. The future our students face is a rapidly changing one and we need not only their qualifications to serve them but also their mindset to be successful as they progress. We know AI is revolutionising society and has huge implications for education, so we make sure we see how it serves us and not to see it as the answer to everything especially in authenticity and honesty in work produces and valuing creativity and human intelligence.

The World renown and oldest education magazine globally, the Tes, recently published education research by the UK’s prestigious Sutton Trust, on the new notion of “belonging” and how this can be developed in schools. There are a number of schools, who jump on to capricious fads including the declaration of “belonging” in everything they do without really understanding what this means around the daily culture of a caring and inclusive school community.

The Tes article highlighted a number of key activities in those schools around the World where the students felt they had good wellbeing, care and belonging to their school. For international schools like PHBS Prague, having over 50 nationalities, the concept of belonging, care and community is key to our model of success.

The pastoral system that we operate in PHBS Prague, is a daily tutor supporting wellbeing and dedicated to the class they have been designated to so they can support students constantly, be a point of contact to home and build the supporting relationship with home and the student needed as they go through the schools. This is also supported by experienced pastoral leaders who work with a specialist team from school counsellor to careers guidance, to make sure this side of school life is as important as the academic side of the experience. Every student will face a new challenge and our systems and support are there to make sure we get them through and supported.

PHBS Prague also operates a number of key features of a holistic approach, highlighted by the Sutton Trust research including opportunities for school visits within Prague, Czechia, Europe and globally. The huge range of clubs offered from MUN, Duke of Edinburgh to Chess club, sports clubs, art clubs, drama, STEM, all support students in their wellbeing and adaptability. The culture and ethos of PHBS Prague is about students being engaged, getting the most from school, being cared for and developing them both academically and emotionally.

This balance is really important for children and young people. We are particularly proud of our Student Councils and the model of student advocacy and leadership. I have never known personally a good school that doesn’t have a strong model of student leadership. Watching the A Level students plan, organise and hold their 1st ever Graduate Ball in January, with the help of parents, was such a proud moment and it has also fired up the younger students to prepare similarly for next year. Being an all through model of 3-18, also means our older students serve as role models for younger children. We have a very strong culture of belonging and wellbeing across our schools.

At PHBS Prague, we face the uncertain future in the certainty of our culture, approach and wider holistic education that supports our children and young people with the skills, qualifications, mindset and hope that the World and the future are there to shape and improve. One of the most famous educational proverbs is that “it takes a village to raise a child”. We believe in this and we also believe it takes a balance of well being and academic approaches to education for the future.

Rob Ford

Executive Headteacher PHBS Prague

Educating for the Future: Wellbeing at a British School in Prague