FAQ

Yes, absolutely. In the Petite and Moyenne Sections, English is learned through total immersion —no prior knowledge is required. Children quickly grasp the language, thanks to constant exposure to it.

In GS and CP, learning remains primarily oral, supplemented by games, songs, and a gradual introduction to reading. Progress is natural and rapid.

Starting in CE1, instruction is differentiated: teachers adapt to different skill levels, including those of new students. For older students with no background in English, integration is entirely possible—it requires motivation and hard work, and may call for occasional support to help them progress smoothly in subjects taught in English.

Yes, at any time. Our bilingual curriculum fully complies with the French Ministry of Education’s standards and is supplemented by the British international curriculum. An OWIS student can transfer to a public or state-contracted private school at any time without any interruption in their education.

Our students are spoiled for choice—and that is precisely one of the advantages of attending OWIS. Thanks to the dual certification they earn at the end of 3ᵉ (DNB and IGCSEs), our graduates can pursue:

• A traditional French high school, with or without the International Option (OIB)
• An IB (International Baccalaureate) program, in France or abroad
• A British high school or a school that prepares students for A-Levels
• An American high school or a foreign school system
• Any bilingual or international school in France or anywhere in the world

The OWIS program prepares students for all of these paths. It is not an educational program that closes doors—it is one that opens more doors than the average program.

In France, schools are divided into three categories: public schools, private schools under contract, and private schools not under contract. This last designation is purely administrative —it indicates that a school has not signed a contract with the government as defined by the Debré Law of 1959. It says nothing about the quality of education.

We prefer the terms“free schools ” or “independent schools ”: free in their teaching methods, curricula, and choice of staff; independent because they are created by civil society, not by the government, and receive no financial assistance or subsidies.

These schools are subject to regular and rigorous inspections and are held accountable for their results, since their enrollment and financial stability depend directly on family satisfaction.

Mandarin is now the most widely spoken language in the world and is gradually establishing itself as the language of international communication. Learning it opens a window onto a culture with a history stretching back thousands of years and gives your child a tangible advantage in an increasingly interconnected world.

From a cognitive standpoint, Chinese is a logographic language that engages areas of the brain that are rarely used when learning alphabetic languages—thereby promoting memory, deductive reasoning, and concentration. Calligraphy develops precision and patience. The musicality of tones, which young children perceive naturally, is lost with age: starting early is a real advantage.

At OWIS, religions and beliefs are approached as cultural and historical phenomena, in a spirit of openness and respect. It is impossible to understand the history of civilizations, literature, or the arts without a basic understanding of religious culture.

We explore the world’s major traditions—their festivals, founding narratives, values, and art—to foster curiosity, tolerance, and a sense of ethical responsibility in our students. Every belief is treated with the same respect. Freedom of conscience—to believe or not to believe—is a fundamental value of our school.

Because a young child's brain is biologically wired for it. Sound perception develops before age 5, and grammar before age 8: this is a window of opportunity that would be a shame to miss.

Bilingualism does not harm a child’s first language—it actually strengthens their mastery of it through the natural process of comparison. It also fosters mental flexibility, cultural curiosity, and adaptability. A bilingual child learns to navigate between two linguistic and cultural worlds from a very young age—a skill that will serve them well throughout their life.

No—and that is a deliberate choice. We do not wish to confine our teaching approach to a single framework, no matter how sound it may be. Our team in the lower grades is trained in the Montessori method, and each classroom is equipped with the corresponding materials, but above all, we advocate a common-sense approach to education, in which various methods coexist and complement one another according to the students’ needs.

From preschool through first grade, the Montessori method is widely used on a daily basis—this is the age range when children learn through hands-on activities, manipulation, and experimentation. It remains one tool among many, tailored to the needs of each child.

Education in emotional and interpersonal skills is part of our educational mission. We take this seriously, respecting each child and each family, and drawing on simple, enduring values: family values, respect for others, and common sense. These topics are addressed internally by our educational team—who know the students, their ages, their levels of maturity, and their family environments. Qualified outside professionals may occasionally be consulted, at our initiative and under our supervision.

However, we do not welcome any activist associations or organizations of any kind into our school. We believe that school is not the place for ideological propaganda—whether from the right, the left, or any organized cause. Gender theory, programs that question sexual identity, or any ideological content inappropriate for the students’ age are not part of our curriculum. We believe that these complex and personal issues belong in the family, not in the classroom.

We respect every child and every family without exception. We teach respect for others, tolerance, and non-discrimination—but within a structured educational framework that is appropriate for the students’ ages and consistent with the values of our educational program.