Vol.2 A School Is Defined by Its Educators, Not Its Credentials

Reflections from the Japan Times Boarding School Fair

In education, the most important qualities of a school are often the hardest to measure.They are not found in facilities, rankings, or brochures, but in the people who dedicate their lives to teaching.

Recently, as part of our work supporting students preparing for boarding school education abroad, we attended a boarding school fair hosted by The Japan Times.

The theme of the event was “Outdoor Education in Prep Schools.”

What made this event particularly interesting was that the participating schools were not grouped by country, but rather by educational philosophy.

Unlike many study abroad fairs, where numerous schools exhibit booths and visitors freely move between them, this event was designed to encourage deeper discussion. Schools invited to participate shared presentations on their educational philosophy, followed by panel discussions among the school representatives.

Seven schools from four countries—the United Kingdom, Switzerland, Malaysia, and Japan—participated in the event. The format allowed us to listen carefully to each school’s philosophy and educational environment, making it a truly enriching experience.

Among the many insights from the day, one realization stood out clearly.

A school is not defined by its facilities or credentials, but by the character of its educators.

Facilities, curriculum, and university placements are important pieces of information, but they can easily be found on websites or in brochures.

As we listened to the school leaders speak, it became clearer that what a school truly values is revealed not in its marketing materials, but in the words, presence, and convictions of the educators themselves.

The Natural Learning Environment Valued by British Boarding Schools

All of the British schools participating in the event had campuses in expansive natural landscapes.

The “outdoor education” they described was not about occasional special programs, but about integrating learning into everyday life using all of the five senses.

For example, students might explore the forest within the school grounds while observing the natural environment.

They might build small huts or shelters using wood, much like secret hideouts.

In some cases, students raise animals such as piglets, chickens, or rabbits, learning about responsibility and the value of life.

Children who enjoy painting are given access to a variety of art materials, while those fascinated by engine mechanisms might help maintain a small locomotive located on campus.

In this environment, children follow their curiosity—discovering and deepening their learning both inside and outside the classroom.

It felt less like an educational program designed around extraordinary experiences, and more like an approach that transforms everyday life itself into learning.

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What left the deepest impression, however, was the presence of the headmasters themselves.

They were men of quiet intellect and conviction, who carried themselves with the grace of British gentlemen and the warmth of a caring father.

The Downs Malvern

Headmaster Andy Nuttall

One of the most memorable remarks came from Andy Nuttall, Headmaster of The Downs Malvern.

At his school, the natural environment surrounding the campus is not simply scenery— it is considered an extension of the classroom.

In nature, children’s curiosity leads the learning.

While teachers may guide learning within the classroom, in the forest it is the children themselves who discover new ideas.

Through this cycle, both intellect and character develop.

Children are naturally skilled at solving problems in their own ways and expressing creativity. During outdoor sessions, these qualities often emerge effortlessly.

As he explained,

“Children find things that adults cannot see.”

He added that one of the most joyful moments for educators is when children proudly share their discoveries.

Through such experiences, children learn something essential: to develop their own voice—and to understand that their voice has the power to move others.

His words conveyed the depth of the school’s educational philosophy.

Bilton Grange Prep School

Headmaster Gareth Jones

What was shared by Gareth Jones, Headmaster of Bilton Grange Prep School, was equally memorable.

In an age where knowledge is accessible anywhere through the internet, some people question whether boarding schools are becoming outdated.

However, he argued the opposite.

Precisely because technology has advanced so rapidly, boarding schools now have an even more important role to play: protecting childhood for as long as possible, and preserving the time and space for children simply to be children and grow at their natural pace.

Students learn not only in classrooms but across vast campuses. They participate in sports, artistic activities, and a wide range of experiences.

Through these experiences, schools nurture what he described as:

Intellectual character and Moral character

These, he explained, are among the most important qualities education should cultivate.

Experience Alone Is Not Enough

The event also included presentations from a Swiss boarding school.

The experiences described were undeniably impressive.

Skiing in the Alps, hiking in snowy mountains, excursions to Paris and Milan, and hands-on workshops such as cheese making or chocolate crafting.

At first, we were amazed. It seemed like an extraordinary school life.

However, as we listened more carefully, we could not help but wonder.

Although the experiences themselves were certainly luxurious and exciting, it was less clear how each activity connected to a deeper educational philosophy.

Of course, experiential learning is valuable. Access to rich resources and environments can expand children’s horizons.

Yet when experiences simply accumulate without a clear philosophical foundation, they may not necessarily lead to deeper learning.

*Of course, many Swiss boarding schools embody wonderful traditions of character education. Our observation here simply reflects the contrast we felt in this particular event, especially when compared with the educational philosophy expressed by the British schools.

What Truly Matters When Choosing a School

In both Switzerland and the United Kingdom, many boarding schools offer excellent facilities, small class sizes, and a commitment to holistic education.

Their graduates often go on to remarkable futures.

Yet ultimately, what matters most is not these credentials.

The real question is:

Who are the educators, and how do they approach the responsibility of guiding children?

Choosing a school is not simply about evaluating facilities or rankings. 

It is about understanding the people who shape the environment in which children grow.

This has long been a principle that guides our own approach to supporting families.

But meeting these educators in person during this event strengthened that conviction even further.

Because ultimately, the true character of a school is revealed in the people who shape it every day.

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At English Vitamin International, we support families in discovering educational environments where each child’s individuality can flourish.

Through careful observation, thoughtful dialogue, and meaningful encounters with educators, we help families find schools where children can grow not only academically, but as thoughtful and confident individuals.

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