Why We Do Things This Way

An internal note for staff – ISJ / The Schools Trust

Foreword

Why now?
Because we’re shaping something—and every decision we make shapes it, too.

This isn’t a marketing pitch. It’s a short internal note—for teachers, support staff, leadership, and admissions—about how we present ourselves, and how that links to what we do, day in and day out.

We’re trying to build something specific: small, serious, high-performing schools with a clear identity and high expectations. If it works, this becomes a brand that can grow—10 or so schools across Southeast Asia and beyond, each with 200–400 pupils, known for strong teaching, structured culture, and meaningful outcomes.

It starts with the basics—how we dress, how we speak, what we emphasise, and what we let go. If it’s going to hold together, we all need to see how the pieces fit.

1. The School We’re Building

We’re not aiming to be all things to all people. We’re building something clear and deliberate:

• Small by design (~200 pupils)
• Serious in tone and expectations
• Warm, calm, and personal—but not casual
• High expectations for everyone: staff, pupils, leadership
• Focused on substance, not flash

The goal is that this becomes a recognisable identity. Just as people say, “That’s a Nord Anglia school” or “That’s a Reggio Emilia setting,” we want people to say: That’s a Schools Trust school—small, structured, human, high-quality.

2. The Signals We Use

Certain things stand out: uniforms, the boater, formal events, printed curriculum documents, traditional tone. These aren’t decorative. They’re deliberate.

They signal professionalism, structure, and high standards. In an international context, they also signal clarity. And that builds trust.

None of this is about making school joyless. Pupils should feel happy, safe, and supported. They should enjoy school. But seriousness doesn’t mean stern—it means prepared. It means thoughtful. It means professional.

3. The Substance Behind It

Symbols only work if the substance is real. Otherwise, the signals become hollow—or worse, a joke.

Good teaching is the heart of the school. Everything else—uniforms, routines, rituals—exists to support that work.

4. What Actually Makes a Difference

(You already know this)

• Formative assessment
• Timely, specific feedback
• Clarity and goal-setting
• Real classroom dialogue
• High expectations that are followed through

These aren’t buzzwords. They’re the habits we build, protect, and return to.

5. Leadership and Hiring

We hire people who fit the environment we’re building. That includes strong teaching—but also tone, preparation, and professionalism.

We’re not looking for showmanship. We want calm, capable adults who know what they’re doing and take it seriously.

6. Why “Small” Matters

We often say “small school,” but it’s not about class size—it’s about system size.

• One class per year group
• Around 200 pupils total
• Fewer layers, less noise, more clarity
• Pupils are known
• Decisions move faster
• Culture holds more easily

This isn’t a limitation. It’s one of the defining strengths of the model.

7. Why Share This

To clarify our direction—and why we make the choices we do.

• So everyone can see how their work fits into the bigger picture
• So we can be consistent—across staff, across leadership, and across schools
• So we’re not building on vibes, but on something that lasts

This just puts it into words.

Final Line

We don’t want to look like a certain kind of school.
We want to be that school—and keep working toward it, together.