Confidence often begins with a simple experience: a teacher notices that a boy has understood something, or notices that he has not understood it yet.

At Chavagnes International College, small classes are an important part of our approach to boys’ education. They allow teaching to develop through questions, explanations and conversation, within the structure of a British curriculum.

Room to ask the question

A pupil may be reluctant to admit that he has lost the thread. In a small teaching group, it is easier for a teacher to recognise the hesitation and return to the point that needs explaining. Equally, a boy who is ready to move further can be given a more demanding question.

Individual attention does not mean removing difficulty. Good teaching helps a pupil face a worthwhile challenge, understand what is expected and learn how to improve.

Habits that support academic work

Progress depends on more than ability. Bringing the right books, completing a task carefully, learning vocabulary regularly and correcting mistakes are modest habits with lasting consequences. Boys benefit from teachers who notice these things and expect them to take responsibility.

In a small boarding community, schoolmasters also encounter pupils beyond the classroom. A boy’s contribution to music, sport or shared school life can reveal strengths that an exercise book alone would miss.

A conversation with parents

Families considering an English-speaking boarding school in France often have quite different starting points. One boy may need to develop his English; another may need greater academic challenge; another may be looking for a setting in which he feels known and can contribute.

That is why the admissions conversation matters. We want to understand the boy, his previous schooling and the hopes his parents have for him. GCSEs and A-levels provide clear academic goals, while the daily work of education begins with the pupil in front of us.

Find out about admissions to Chavagnes or arrange a conversation with the Headmaster.