David Rose: Director Brookes Europe, Africa, Middle East


In Education the most fundamental question should be ‘What do we want our schools to do most for our children?’ At Brookes Education Group we are clear about what the priorities should be – in no particular order I think most people would agree to the following checklist:

• to master the basic skills of numeracy and literacy

• to gain an understanding of how the world works and how it has evolved – science, technology,

history and geography, politics, the environment, human rights

• to gain pleasure from and appreciate the arts – art, music and drama

• to be digitally agile and use the internet and social media responsibly

• to lead a balanced lifestyle – heath and fitness, sport

• to be able to communicate in more than one language

Broadly speaking, this is the curriculum that is covered by most schools across the world. Then come the soft skills, the emotional development and holistic education which are often overlooked or which don’t seem to fit in.

Here we want a Brookes students to also:

• gain enjoyment and fulfilment from learning

• have a sense of fun and achievement

• be able to learn from their mistakes

• have a chance to pursue their own interests, face their own challenges and find new ways of

tackling issues and solving problems

• gain self-confidence, self-discipline and independence

• be able to question why things are as they are and suggest alternatives

• be able to present, debate, communicate

• to be able to plan, research, justify and propose

• be able to collaborate, co-operate, to be both a team leader and a follower

• have a developed sense of moral and social responsibility and justice and be interculturally

aware and appreciate and understand difference.

Creating a school environment which is able to blend instruction, mastery, memorisation, inclusion experimentation, individuality, leadership, personality, freedom and conformity, character and connectivity is the challenge that Brookes Education Group understands is critical if we are really serious about 21st century education.

Rather than following a narrow, test based, highly structured, one right answer approach, Brookes challenges teachers and young people to think differently and in an age where all of the ‘answers’ can be easily found on Google, Wikipedia and Wolfram Alpha, young people need to be equipped with an alternative set of skills if they are to flourish in this fast-changing, technological world where inequality and material wealth are so ingrained.

Sir Ken Robinson, who is recognised as “the world’s elite thinkers on creativity and innovation” challenges the way children are being educated. In his books articles,TedTalks and lectures he has been championing for almost 30 years, a radical rethink of school systems, to cultivate creativity and acknowledge multiple types of intelligence. Sir Ken Robinson, was the keynote speaker at Talent Summit in Ireland this February where he spoke on this topic.

Reported in The Irish Times he said:

“The problem with that preoccupation of a certain style of education is that it marginalises a great many of the other abilities and talents that kids have, and that they’ll need now and in the future.”

“Strategically, creativity is becoming more and more important. More and more we’ll be thrown back on our resources to create the lives we lead, and to be more adaptable and resourceful.”

For parents, he says the key is to remember that every child is unique and has different talents and abilities. Education needs to be contoured to meet their needs.

“Look at your child and say, who is this, who might this person become? You can’t predict it, but you can be sensitive to who this person is that’s unfolding in front of you.”

“It’s important to look at the world around you, and think what sort of skills, competencies will they need to be able to live successfully in the world? Then ask, what kind of education do they need to do that?

“Too often the question is, “How do I get my kids to college? and everything else is sacrificed for that objective.”

However, its deeper than that as education league tables put pressure on schools to focus on test and examination performance. If a school’s success (and often funding) is judged on test grades alone why would education authorities want to give teachers and young people the freedom to be creative?

The counter argument is that if we don’t, we will be ignoring the talent that we desperately need to continue to thrive, invent and be innovative, discover and progress – and that is too high a price to pay.

Be Brookes – Be curious – Be unique – Be supported

Just exactly how much is International Education in Moscow Worth?

Charley King (Head of Brookes Moscow) gives an unbiased opinion.

As a parent of a teenage boy, in the British State School system of education, I am becoming increasingly dissatisfied with the standards of education he has and will experience. The expectations on him and his peers are, to simply ‘follow their academic path’ in every subject, with no aspirations to achieve their actual potential. His, and the alternative schools in the local area, offer little more than the same tired online schemes of work, endless supply teachers and a curriculum that is simply ‘broken.’

Faced with this, one begins to consider the actual alternative – private school; this, of course, comes at a cost. It is, however noticeably obvious the educational advantage that children in Independent Private Schools in the UK receive. They follow a more advanced curriculum and significantly more schools now look to complete the children’s education with the International Baccalaureate Diploma Programme; as opposed to the now questionable, hear/recount GCSE/A-Level examinations.

So, what should parents abroad, who are dissatisfied with their child’s current education look at, and how much does this cost?

It is important to ‘dig deep’ into the educational philosophy, approach and structure of the curriculum offered, before looking at anything else. There are a huge number of International Schools in Moscow, many of which offer different approaches and different curriculums. However, some simply replicate the British State School system of education I referred to earlier. One should make sure to scratch the surface of the glitzy facilities, uniformed approach or low academic fees (they are low for a reason) If needs be, request an opportunity to really explore the school, during the school day and see the education in action – if a school lets you do this, then they clearly have nothing to hide, and will be confident of the high standards of education they offer.

Educational philosophy starts, however, at the very top – the board, or the ownership of the school/group. Look carefully at these businesses and interrogate them if needs be to establish what their educational goal really is. Do they have the necessary educational experience required to pass onto the senior leaders running the school, or are they just counting beans? Make an appointment with the Head of School – he/she should be willing to meet with you and impart their educational vision and reassure you that this is the right school for your child. If you can’t access the Head of School, then my advice is ‘access another school.’

Cost, of course, is critical to every family and so here, I will outline a few things you may wish to consider.

Ultimately, what is it you are getting for your hard-earned cash?

In Moscow, there are some key players in the International Schools sector, and all charge fees for their services. What I, as a parent, would look for would be the total cost of education, over a whole year. This can be quite daunting; however, if you know what you are budgeting for, then there should be no hidden surprises. In this situation, what you really need as a parent is complete transparency. The academic fees themselves are high enough, but when you start considering all the hidden extras you have to pay for, it is no wonder that parents become frustrated with the constant demand to put their hand in their pocket, during a school year.

A question: Why should you pay academic fees for a whole year, and then up to 6 of those days during term time, they go on an educational trip around Moscow – and you have to pay extra for this. Surely, this is part of your academic right for this to be included within the cost of their education? If not, then maybe the admissions process and marketing has led you up the garden path.

We all want our children to experience a range of opportunities, but to have to pay full academic fees for education and then be asked to fund extras such as activities, exercise books or even school lunches is perhaps excessive.

Faced with this marketing ploy from the vast majority of international schools, as a Head of School, I’m focused on providing a completely different experience for our parents. We will achieve this by the provision of an all-inclusive fee package, in the main. No extra charges, for all of those particulars children should expect to receive as part of their education.

So, how does one go about making the right decision?

  • Research – look on the websites of the schools you are interested in sending your child to in Moscow. If you can’t find the school fees, in all their glory, then ask yourself why?
  • If you are still interested, ring them up and request a copy of the fees by email – again, if you cannot get hold of them, I would suggest you cross that school off your shopping list.
  • Once you have located the fees on the website, or received them by email, my suggestion is to make an appointment with admissions, and as part of that, request a conversation with the Head of School. If you can’t get some airtime with the Head, then question if this is really the right place for your child.
  • Ask questions about the fee structure and what is actually included. There may be additional stipulations/additions, which is fine, but understand what they actually mean. Question whether you have to pay the extras and why – should you really be paying for lunches, activities and even books?
  • Consider exactly why some international schools are offering lower fees. Is this because the facilities are not up to scratch, because the curriculum is identical to the British State School system; that teachers simply use online platforms to deliver the lessons for them; whether the teaching staff are actually qualified teachers (unqualified teachers cost schools much less;) or maybe because the school is just syphoning off all the profits.
  • Finally, create a matrix to compare them all; talk to other parents about their experiences and go back a second time for another appointment with the school if you are unsure

The very foundations of my words, have been born from my own frustrations with my own son’s education. That’s why the standards of education that I embed at Brookes are now my primary motive.

Alongside that and from the very beginning, Brookes Moscow will offer parents our unique fee structure for all aspects of learning that fall under the school day and is, therefore, all inclusive. A school that also provides clarity on the cost of any extras parents may incur and that is clearly stipulated in both English and Russian, on the Brookes website.

I am always happy to meet prospective or current parents at Brookes Moscow and I welcome you to an appointment to discuss how we can help your children truly reach their potential; at a cost you can afford.

Brookes Moscow – it really does do exactly what it says on the tin.

Be Transparent; Be Brookes.


Brookes Moscow Celebrate International Women’s Day

Brookes Moscow, an International School of the very highest quality, are celebrating International Women’s Day in Moscow. A high-class cocktail evening at the St. Regis Hotel, Moscow, will celebrate the ladies of this world, on Tuesday March 6th at 19:00!

To explain what this day means and is all about, why not tune in to Radio Sputnik, and listen to Charley King (Head of School) and Luke Conner (President of the British Business Club) chatting to John Harrison….


Enquiries for our last remaining tickets can be sent to Luke Conner: luke.conner@britishclub.ru

Who are Brookes Education Group?

Brookes Education Group (BEG) was created by a small group of experienced educators, school owners in 2015 in response to an exponential demand for the development of new international schools around the world. That group which has school leaders from Canada, the US, China and the UK became the board of BEG.

The board spent many hours and days selecting a name which had the right feel and which  would not particularly align with any specific nation or region but a name that would be recognised globally. There was a historic connection discovered between the name Brookes and the region where the Cambridge school was located. In the 11th century, two French noblemen arrived and settled in the area where they were known for their aristocratic chivalry, loyal service and code of honour — all virtues that we wanted the group to be linked with and so Brookes became a reality.

Then we needed to choose an insignia which is unique to us — and we decided on the gryphon, sometimes spelt griffin. The gryphon is an imaginary creature that inspired ancient poets and artists. It is a legendary creature with the body, tail, and back legs of a lion; the head and wings of an eagle; and an eagle’s talons as its front feet. Because the lion was traditionally considered the king of the beasts and the eagle the king of birds, the gryphon was thought to be an especially powerful and majestic creature. Gryphons are known for guarding treasure and priceless possessions – could that be our lifelong learning? Our insignia combines the strength and courage of the lion with the intelligence and higher, ascending virtues (wings), of the eagle.

There is no better or stronger creature than the winged lion created by the poet’s imagination. It is quite traditional but it symbolises the characteristics that we seek in all of our students and clearly sets out our ambition, aspiration and determination to succeed. In the early versions of the insignia the gryphon was standing on a key and the sun was rising behind it. The key is important as a symbol as we refer to that to ‘unlock potential.’

In order to achieve our goals and meet the demands of 21st century education the board of Brookes Education Group chose the International Baccalaureate (IB) as their curriculum of choice. The IB mission statement is as follows:

The International Baccalaureate (IB) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.’

How could we argue about that?

The IB as an organisation and a curriculum celebrates its 50th anniversary in 2018. It offers four educational programmes for students aged 3 to 19. More than 4,000 schools so far have chosen to teach International Baccalaureate® (IB) programmes, with their unique academic rigour and their emphasis on students’ personal development. Those schools employ over 70,000 educators, teaching more than one million students worldwide.

Universities worldwide understand the benefits of an IB education and readily accept it for college entry. They benefit from recruiting and admitting students from IB programmes in a range of ways, with IB programmes developing the knowledge, skills and disposition students need to be successful throughout their university careers and in the workplace.

As a result of their time in a Brookes IB programme, students will develop:

time management skills and a strong sense of self-motivation

a keen interest in civic engagement

notable academic ability and achievement

strong research and writing skills

critical thinking abilities

an international outlook.

It is intended that all current and future Brookes schools will have the IB and its approaches at their core.

Lastly came our tag lines from the two initials of Brookes Education – BE

Be curious – Be anything – Be inspired – Be passionate – Be global – Be supported – Be change – Be unique – Be family – Be connected

Our advice: Be Brookes

David Rose – Director Brookes Europe, Africa, Middle East

Russian Universities, The International Baccalaureate and those FAQs


FREQUENTLY ASKED QUESTIONS – Brice Bomo (Deputy Head of Brookes Moscow)

  1. Is the IB diploma recognised by Russian state universities?

Yes. Russian state universities view the IB diploma as an international high school qualification. As such, Brookes Moscow graduates must submit their legalised IB Diploma Programme Results, together with a notarized translation of the IB Diploma Programme Results to the Main State Center for Education Evaluation (Главный государственный экспертный центр оценки образования) in Moscow. The centre subsequently issues a Certificate of Recognition of a foreign qualification.

Russian state universities accept the IB diploma only when there is a Certificate of Recognition attached to it. Lomonosov Moscow State University, Higher School of Economics National Research University and Moscow City University are among Russian state universities that have formally indicated to the IB that they encourage applications from IB Diploma Programme students.


  1. Are Russian students attending Brookes Moscow (or international schools in general) required to take the Russian unified state examinations (ЕГЭ) in order to enter Russian state universities?

No. Brookes Moscow students, who do not take the Russian unified state examinations, apply as fee-paying (or “contract-based”) students. They have to pass the respective universities’ internal entrance tests.


  1. Are graduates from Brookes Moscow at a disadvantage compared to students from Russian state schools?

The main difference is that students who passed the Russian unified state examinations once accepted by a state university immediately qualify for state (or “budget”) funding.

The Moscow-based Russian State Humanitarian University, for example, makes it clear that Russian students coming from international schools like Brookes Moscow can apply for state funding. The final decision is however up to the competent authorities.


  1. What are (some of) the advantages of the IB diploma for Brookes Moscow graduates?

In addition to receiving an IB education, IB diploma holders:

  • may be exempted from taking English language proficiency tests (IELTS, TOEFL);
  • may qualify for university credits in selected countries;
  • may be eligible for scholarships designed for IB diploma holders in selected universities.


  1. Has Brookes Moscow established relationships with Russian state universities?

We have started to develop links with a number of universities and have contact details to liaise with, in order to find answers to questions from Brookes Moscow’s families.


  1. Will there be someone at Brookes Moscow in charge of university applications?

Yes. There will be a staff member in charge of university counselling. Our students will receive individualised support for the choice of their fields of studies and universities, as well as for the preparation of application packages, interviews and other aspects of the university application process.


  1. Who should we contact for more information?


‘Relocating’ – Charley King; Head of Brookes Moscow


I have recently discovered the trials and tribulations often associated with relocating both office and home, at the same time and in the middle of a Moscow winter. They say that moving home is one of the top three most stressful experiences in your life; I agree! Not only did we move home on the same two days of the heaviest snowfall in Moscow, but we decided to move the Brookes Moscow office at the same time.

At our new offices, which sit overlooking the splendid façade of Brookes Moscow School, we now welcome families, who are currently considering their children’s future educational journeys. This, I have to say, must be an equally worrying experience for families and as a parent myself, I will be focusing on making that transition straight forward and stress free. One of the most critical aspects that will assist this process in Brookes, is our flexible approach and attention to those ‘small’ things that really matter.

Our partners, Pioneer, are well versed in delivering premium quality buildings and facilities ‘on-time.’ Brookes Education Group have a wealth of experience in addressing the complexities of a school start-up and locally, I, and my skilled team, have already laid down the groundwork, in order to hit the ground running, on Monday, September 3rd 2018.

As I write this latest Blog, so much progress in readiness for our opening has already taken place; alongside the vast construction of the building. You will have seen by now, that our Senior Leadership are in place and furthermore, a large cohort of expatriate and local staff have committed to contracts with us, for the start of the school year. Our International Baccalaureate (IB) candidacy is underway in order for us to offer both the PYP and MYP in September, and for our first year of the Diploma Programme in September 2020. Admissions to the school, continue to move at pace, and we have already welcomed many parents and children to the school as founding families. We are further strengthening our administrative team to support such interest, with positions in Marketing, Admissions and Human Resources.

I do, however, thoroughly recommend and without hesitation, that one never relocates in the middle of a Moscow winter. If you are considering doing just that and contemplating an educational move for your children, then my recommendation is to tie both in together. Start looking now, come and explore the superb opportunities with us at Brookes Moscow and you may just find that it is the easiest transition you have ever made.

Charley King



+7 915 392 7001

What’s the buzz about inquiry?

Sandy Venter – Incoming IB (PYP) Coordinator – Brookes Moscow

You may be asking yourself ‘What is inquiry?’  and ‘What’s all the fuss about it?’  Well, let me try to shed some light on the subject.

Coming from a country, South Africa, which bases most of its educational practices on traditional approaches, that is memorizing knowledge for the purpose of recitation and thereby not developing critical thinking, problem-solving and decision-making skills, inquiry was new to me too.  I was fortunate enough to be introduced to it six years ago when I started my international teaching journey, and have never looked back.  I realized this is the only way I want my children educated.

Growing up I often asked myself; “Why am I learning this at school?’, ‘How is this relevant to my life?’ and ‘What’s the purpose of knowing this?’  Well, the truth was, most of it was not relevant and had no purpose.  And as a result, most of what I learned at school is long forgotten.  This is where inquiry comes in.

Simply put, inquiry is a systematic investigation into a problem, topic, issue or idea; it is the practice of making observations in the world around us, asking questions and pursuing investigations so that we can make sense of it.  These are skills needed to be successful in the 21st Century and beyond.  It is no longer important to know about ‘Dinosaurs’ but rather to understand the concept of ‘Extinction’ and how it affects our lives.  This makes inquiry a critical approach to teaching and learning because we are educating students for jobs that don’t even exist yet.

Inquiry places the student at the heart of education and student interest drives the process.  Students are therefore actively involved in the learning process and given a degree of control over what they are learning.  Teaching our students how to think and not what to think is essential.  In the wise words of Socrates, “Education is the kindling of a flame, not the filling of a vessel.”

The skills used and taught during inquiry ensure that students create their own understanding of concepts, and through relevant and challenging engagements, they become more curious about the world.  These skills inevitably promote lifelong learning and equip students for an ever-changing world.  Students learn and understand best through active engagement and experiences and this actually modifies connections among neurons in certain areas of the brain (Squire & Kandel, 2008).

Joining Brookes Moscow as the PYP Coordinator in August 2018, I know that in partnership with a dynamic and enthusiastic teaching faculty, these skills will be embedded in our teaching and learning approaches and guide our students to become successful and responsible global citizens.  Brookes Moscow will be the place where students can accomplish rich, engaging work.  Work that will inspire, develop insight and stir up the imagination through using an inquiry-based philosophy.

Sandy Venter

The Call to Community

Community can be defined as ‘a group of people living in the same place or having a particular characteristic in common’. There are many forms of community in our lives, all of which are important to us in becoming better people through developing a sense of caring for one another.

The Family Community

The family is the heart of community, where we find comfort and where we call ‘home’.  It is where we share our deepest love for one another to our children and spouse.  However, living in family is not easy but it is by working through the hard times that we grow together.  It can also be difficult living in a transient international community where people come and go and people have different cultural values.  In our community, we have seen families that we have been close to leave.  However, that doesn’t mean the relationship no longer exists, but gives more of a reason to visit them to where they have moved to.  As they say, ‘Absence makes the heart grow fonder!’  Therefore, we have access to the world with our children connecting with their peers from all nations.

The School Community

The one characteristic that we have in common is ‘school’.  It provides an opportunity for families to share life together.  Connecting home and school makes us a great community of learners.  As the incoming Head of Lower School and EYFS at Brookes Moscow, I have the opportunity to implement, embed and foster the positive ethos and values that Brookes hold so dearly to the everyday experience in our school.  Investing time in developing the school culture and community will be worth the effort!

The Local Community

For six years now, home for my family has been in Moscow with its rich history and diverse culture.  For the last two years, the International Residential Complex, Rosinka, has allowed us as a family to live, flourish and build community life together with many other families.  Having been an active part of organising many community events, from quiz nights to singing competitions, I have come to realise that community is much more than belonging to something; it’s about doing something together that makes belonging matter.  The relationships that we have strongly established as a family with other families in Rosinka have been life changing and long lasting.  It will sadden our hearts to leave this very special place, but we will not be saying ‘goodbye’ but ‘see you soon’, as we will be locating to a similar residential complex called, ‘Novie Veshki’ (http://www.novieveshki.ru/ ) in the north of Moscow near Altufyevo metro station and a 25 minute drive from Brookes, Moscow.

The Global Community

The world is a small place.  By being a part of a global community makes us part of something bigger than ourselves.  Brookes Education Group is a family of schools with values that espouse creativity, build character and develop connections to deliver exceptional educational learning experiences.  Brookes connects globally with their other campuses to learn about the world, from the world. They also inspire and teach students about global issues by connecting ideas and stories from our local community.

‘A candle never loses any of its light by lighting another.’ 

So, let’s light up the lives of others in our communities and devote ourselves to creating something that gives us purpose and meaning.  I am excited to be an active part of building a community of lifelong learners at Brookes Moscow who will be connected and inspired to help others.

Mr. Mark Broom

Incoming Head of Lower School & EYFS

Why are parents so fond of the British education system?


British-style education is a huge export success story. In addition to locally owned international schools offering the National Curriculum for England and Wales, international General Certificate of Secondary Education (GCSE) and A-levels, an increasing number of UK schools are setting up campuses overseas. This is a reflection of the belief that a British-style education provides a quality academic experience.

For illustration purposes, let us look at numbers from the Independent Schools Council (ISC). The ISC is the umbrella organization for fee-paying schools in the UK. It has a membership which covers about 80 per cent of the total number of pupils taught in independent schools in the UK. A survey conducted by the ISC in January 2017 indicated that 50,473 students from overseas attended ISC-affiliated schools in the UK.  About 5,200 of these students were from Russia.

The number of students in the 59 ISC overseas campuses, as of November 2016, was 31,773, which is higher than the number of overseas students in UK-based ISC schools whose parents do not live in the UK.

These figures give us an indication of the popularity of British education, especially when considering that the ISC represents a fraction of schools offering British-style education worldwide.

Why are parents so fond of the British education system?

In a survey of parents in Hong Kong thinking of sending their children abroad for school, Britain was the most popular option by far, with the USA and Australia also mentioned.  Academic quality was the prime motivation for Hong Kong parents. This is quite an interesting finding, considering that Hong Kong has consistently ranked well above the UK in the Programme for International Student Assessment (PISA) tables for science, mathematics and reading.

“If it’s results you’re after, you would probably be better in a school in Hong Kong, but people realise that isn’t the ultimate goal of education,” says Dr. Katy Ricks, head of Sevenoaks School.  An education in English is highly prized. In addition, British qualifications are seen as trustworthy and the range of extra-curricular activities appeals to parents who want their children to have a rounded education. Besides British qualifications, state-funded and independent schools in Britain are also offering International Baccalaureate (IB) education programmes.

The pre-eminence of the IB education

The IB’s programmes are different from other curricula because they:

  • prepare a child for life beyond the confines of the classroom and examinations
  • encourage both personal and academic achievement, challenging students to excel in their studies and in their personal development
  • encourage students of all ages to think critically and challenge assumptions
  • encourage students to be active in their communities and to take their learning beyond academic study
  • encourage students to be internationally-minded, within a complex and hyper-connected world
  • incorporate quality practice from research and the global community of IB schools
  • develop multilingual students.


There are currently more than 5000 IB World Schools in the world. Local governments value the distinctive features of the IB education and actively support the introduction of IB programmes in state-funded schools. More than 50% of IB schools worldwide are state-funded. Close to half of the 152 IB World Schools in the UK are state-funded. In Russia the figure is close to 80 %. Analysis by the Higher Education Statistics Agency in the UK found that IB students were more likely to go to a top 20 ranked university than their A-level peers, more likely to get a first class degree and more likely to go on to postgraduate study. Talking about the appeal of the IB Diploma Programme (for students aged 16-19), Dr David James, deputy head at Bryanston School, an independent school in Dorset, said “The other reason is that the best and brightest students want to take a course which is more intellectual, more fun and more interesting with real links between the subjects.”

Brookes Moscow: The best of British and IB education in Moscow


When it opens in September 2018, Brookes Moscow is going to be the first British-style IB World School to offer 3 IB programmes (Primary Years, Middle Years and the Diploma Programme) to students aged 3-18 in Russia. Our teachers will be IB-trained professionals with UK teaching qualifications or teaching qualifications recognized in the UK.

For more information, please contact our admissions team admissions@moscow.brookes.org

Brice Bomo

Incoming Deputy Head of School; Brookes Moscow

‘Manners Maketh the Man’

My father has been, and always will be the greatest man I admire and respect most. I’ve often considered that if I become half the man he is, then I will have done a pretty good job. So why?

Apart from his humour, wit and fatherly love, is the manner in which he brought me and my siblings up. Respect and trust played an awfully large part in my younger years and this was imparted in a firm but fair manner. I was never frightened of my father; just respectful.

He taught me the value of kindness and good manners. Open a door for someone else; ladies first; thank you/please; may I help you; how to eat properly; and so the list goes on.

I now have my own son of 12 and was delighted the other day as I watched him open the car door for someone else to get in first; followed by “you’re welcome.” Something has rubbed off and it makes me truly proud.

So where do these values belong in today’s society? Well, in my school for one. Why? Because I believe that respectful behaviour and good manners should underpin our society. It is too easy to forget to say please, or to push in a queue because one is in a hurry. We all need to take a step back, look at what is important in life and be Internationally mindful of each other.

Brookes Moscow will stand for such values, be respectful, considerate and kind; benefiting all of our community and shaping our children’s future opportunities.

Charley King

Head of School; Brookes Moscow

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