Learn to be Yourself
At British School of Valencia, we provide a nurturing and inclusive learning environment that empowers students to achieve academic excellence and personal growth by fostering their unique talents.
Our mission and core purpose is to build success through a balance of academics, relationships and character development.
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We make sure that our children feel appreciated, taken care of, motivated, and prepared for learning.
We are committed to achieving greatness, ensuring success for all students, and recognising their accomplishments.
We will extend their learning potential by offering a comprehensive and well-rounded curriculum.
We will create ambitious students and future leaders who take on challenges and show resiliency.
We will foster open communication through constant collaboration between home and school.
We will provide a secure, outstanding, and constructive learning environment, making our student's wellbeing one of our fundamental pillars.
Our values
Our core values, the path to success:
Responsibility
Fostering responsibility in students empowers them to take ownership of their learning and behaviour within the school community. Responsible students are reliable and demonstrate good judgment, something which we believe helps support a safe and strong learning environment.
Curiosity
When students are curious, they actively seek know-how and are more determined to ask questions to engage in critical thinking. At BSV, we believe that curiosity fuels creativity, problem-solving and a desire to understand the world around them.
Respect
Respect should always be present in every aspect of our lives, no matter our age or background. By promoting respect, we foster a sense of empathy, understanding, and acceptance amongst students and staff.
Motivation
This is the driving force behind student engagement and success. When students are motivated, they set up their own goals and objectives, they tend to challenge themselves and actively participate in their learning to reach their full potential.
