Island.
Learn.
Love.
Lead.

Yes, the Island Private School has the relevant licences, registrations, and certifications for the programmes it offers. We are licensed by the Ministry of Education in Cyprus for Pre-Primary (Montessori, Waldorf, and International Baccalaureate), Primary (Montessori, Waldorf, and IB), and Secondary school (IB and Waldorf). You can find our school listed on the official website of the Ministry of Education.

Pre-primary
Primary
Secondary

We are a fully IB-accredited school.

Our curriculum follows the guidelines set by the IB, and our team members have extensive experience in this field. All our teachers are undergoing specialised IB training.

As for the Waldorf programme, we are the only authorised Waldorf school in Cyprus by the International Council for Steiner Waldorf Education.

Upon graduation, students will receive the Apolytirion, which is the Cyprus High School Diploma, accredited by the Cyprus Ministry of Education, Youth and Sport. Additionally, if students choose to take and pass the International Baccalaureate (IB) exam, they will also receive the IB Diploma.

Having both the Apolytirion and IB Diploma provides students with a competitive advantage when applying to universities or pursuing higher education opportunities.

Yes. Starting from the 10th grade, each student at our school receives dedicated support from an experienced university and careers counsellor, which guides them through the journey from graduation to university.

Based on test results, aspirations, and abilities, the counsellor helps students select the right university and prepares them for the admission process. For example, we guide science-oriented students through international or local competitions and Olympiads to earn valuable points. For art-focused institutions, we assist in creating portfolios, arranging exhibitions, and facilitating publications.

Our goal is to provide comprehensive support tailored to each student's academic path and ensure they have the best opportunities for success in their chosen field.

We use a comprehensive assessment model that focuses on qualitative growth, individual milestones, and holistic development rather than just letter grades. Here is how progress is tracked across our pathways:

IB Primary Years Programme (PYP)

• Continuous Feedback: Teachers use formative and summative assessments, portfolios, and self-reflection to track inquiry skills and subject knowledge.
• ManageBac: Summative assessment results are shared on ManageBac at the end of every unit and serve as targets for future learning.
• Reports: Detailed progress reports are issued twice a year, covering all curriculum areas from mathematics to the arts.
• Conferences: Progress is shared through Three-Way Conferences (where students lead the discussion) and Parent-Teacher Conferences.

IB Middle Years (MYP) & Diploma (DP)

• 1–7 Scale: Instead of traditional marks, students are graded on the IB 1–7 scale (7 being the highest).
• Diverse Criteria: Grades are based on a mix of formal exams, coursework, essays, and oral presentations.
• Holistic Feedback: This system provides a clear understanding of achievement against international standards.

Montessori Pathway

• Observational Tracking: Teachers use anecdotal records and checklists to monitor independence, social skills, and cognitive growth.
• Transparent Classroom: This platform serves as a weekly progress tracker. Parents have access to view their child’s development against Montessori criteria in real-time.
• Direct Communication: Regular meetings and open dialogue ensure parents are fully informed of individual accomplishments.

Waldorf Pathway

• Qualitative Assessment: Evaluation is based on narrative reports and deep teacher observation rather than quantitative grades.
• Developmental Milestones: Teachers focus on the child’s unique journey, interests, and emotional-social growth.
• Personal Meetings: Ongoing communication and dedicated parent-teacher meetings ensure a clear picture of your child’s strengths and areas for focus.

We believe that learning occurs both inside and outside the classroom.

For our Primary School students, we organise day trips, residential visits, and opportunities for acts of social service. These experiences not only enhance their academic learning but also help them develop essential life skills that cannot be fully learned within the confines of the classroom.

We also provide Secondary School students with valuable opportunities to learn from professionals, gain practical skills, and navigate their own professional paths. By connecting students to up-to-date practices, we aim to prepare them for the challenges and opportunities of the ever-changing world.

At our school, we embrace the use of technology, particularly for students in the International Baccalaureate (IB) programme. We also have smart-boards in Montessori classrooms. Waldorf approach does not incorporate devices. In IB Primary School devices are used to enhance the IB ATL skill of research and as often as a means of communication through presentation. We believe that technology can play a valuable role in enhancing learning of older students.

That is why we have a one-to-one iPad programme throughout the Middle Year Programme and the Diploma Programme, where students are provided with individual iPads free of charge to aid their academic pursuits. This programme allows students to use technology for inquiries, having access to a wide range of resources and tools that support their educational development.

It's important to note that we prioritise teaching students about the benefits, limitations, and risks associated with technology. We strive to help them develop a balanced and responsible approach to its use. This prepares them to become confident users of current technology in various (not just entertaining) contexts. However, students are not allowed to use their own personal devices and smartphones during the day so they can focus on learning and developing positive relationships.

The requirements for English proficiency vary depending on the age group.

For Pre-Primary (early years), there are no specific requirements regarding English language abilities. Our admission process can be conducted in the native language of the child. Parents can be used as an aid to help the child with communication. We would not reject a child based on English levels in PP, however we would be recommended additional English at home to ensure that the child can access the language of instruction, which is in English.

For the Primary Years Programme (Grade 2 onwards), students are required to take an English aptitude test. While we can provide some translation assistance, it is necessary for the children to pass this test on their own.

Starting from Grade 3, we also require an English test for admission. The results of the test are compared to the required level of English proficiency. In some cases, we may recommend intensive extra lessons in English to ensure a smoother transition into the school.

We strive to create an inclusive and supportive environment where children with different language abilities can improve their language skills and level up effectively.

Our IB programme caters for children with different levels of English through a differentiated teaching programme and in-class support depending on their proficiency level to provide them support accordingly. In some cases we may recommend attendance at our afternoon Language Academy English courses, to further enhance language skills.

In Primary, we have an ESL teacher dedicated to every year group, this provides opportunity for a more catered approach to learning the English language and for the opportunity for interventions and further support where necessary.

We understand the importance of providing support for neurodiverse children. At our school, we have a dedicated learning support team that offers assistance during the first and second parts of the day.

If there is an available place in a certain age group, we arrange a meeting with our learning support team. During this meeting, we discuss the specific needs of the child together with parents or guardians and determine if we have the resources and expertise to provide the necessary support in each individual case.