THE

BRITISHSCHOOL
IN
TOKYO

1

Contents

Outstanding British
education for 25 years .............................................. 7
The British School in Tokyo Learner .................. 9
A brief history of the school .............................. 11
Strategic intentions 2014-2020 ........................ 13
Inspiration, excellence& opportunity .............................................................. 19
Explorations & experiences ............................... 23
Sport for all & a winning mentality ............. 25
Creativity & expression ........................................ 27
Service & leadership ............................................... 29
Beyond the British School in Tokyo ............. 31
Community, communication& partnership ............................................................... 33
Steps towards the future .................................... 35
The 19:20 project ....................................................... 373

Outstanding
British educationfor 25 years

MISSION
To care for our students, and to educate themin accordance with clearly stated values;
to bring out the best in every one of them;and to help them to take the next step intheir lives with confidence, conviction andconsideration for others.

VISION
The British School in Tokyo will be a leader
in the provision of a first-class, values-driven
international education, based on the bestof the English National Curriculum. We will
have a reputation for excellence, with anemphasis on outstanding teaching, academic
achievement, service to others, teamwork
and leadership.

7

The British Schoolin Tokyo Learner9A brief historyof the school

Established as a char itable t r ust in
December 1988 by a group of parents who
w ished t heir children to have a Br it ishstyle education in Japan, the British Schoolin Tokyo was officially opened by the thenPr ime Minister, Lady Margaret Thatcher,on September 21st, 1989. It occupied a sitein Shibuya located next to and leased froma well-respected Japanese private school,
Shibuya Kyoiku Gakuen.
In its early years the school educated boys
and girls from the age of 5 through to 10,
a nd t he major it y wer e Br it i sh ; t o day it
provides education from Nursery throughto A Level, and students represent almost
60 different nationalities.
During the early 1990s the school’s success
led to increased demand and by 1993 it
catered for t wo hundred ch i ldren. Soon
afterwards the original building could nolonger accommodate the growing demandfor places and therefore a new school withi mproved fac i l it ie s, t he c u r rent Br it i sh
School in Tokyo Shibuya site, was openedin Sh ibuya on 14 May 1998 to prov ide a
br ig ht and st imulat ing env i ronment forover three hundred children aged 3 to 11.

i nt er n at ion a l env i r on ment i n wh ic h t olearn and play.
Over the next four years the school moved
t he up p e r p r i m a r y y e a r s t o t he Sho w acampus in order to allow expansion to four
forms in each of the younger age groups at
Shibuya; it also opened years 10 and 11 inorder to offer GCSE classes (subsequently
switching to IGCSE). In 2010 the decision
was taken to offer A Levels, and in 2012t he f i r st st udent s g raduated d i rect ly touniversity.

In late 2011, the Trustees commissioned aninspection from the Independent Schools
Inspectorate and f ive v isiting inspectors
s p ent mor e t h a n a w e e k a s s e s s i ng t heschool against Br it ish Schools O ver seas
(BSO) standards. The resulting inspection
report gave the school an Excellent rating,the highest possible, in all eight categories.
This entitled the British School in Tokyo to
become an Executive Member of COBIS andhelped to cement the school’s reputationinternationally.

In 2000, the school opened a small secondsite in Shibuya to accommodate a numberof older st udents, up to t he age of 13. It
cont i nue d t o g row a nd i n pa r t ic u l a r t o
attract substantial numbers of non-British
children, especially from other European
countries and from Australia. It was clear
by the mid-2000s that new facilities would
be required to meet the demand for places.

The s c ho ol r e c o v er e d qu ic k ly f r om t heeconomic shock of 2008 and the earthquake
and Fukushima cr isis in March 2011, thereduct ion in student numbers of around
5% on each occasion being more than fully
recovered in the following year. The British
School in Tokyo now educates 800 students,
370 f rom ages 3 to 7 at Shibuya and 430
from ages 8 to 18 on the Showa campus.
The school is still growing and celebrates
its 25th Anniversary this year.

In 20 0 6, t he Tr ustees t herefore enteredinto an ag reement w ith Showa Women’s
Universit y, which occupies an extensive,
leaf y site w it h excel lent fac i l it ies atSangenjaya, 10 minutes west of Shibuya.
A second school was opened in newly
renovated accommodation on their campus.
Both schools continued to prove popular,
pa rent s b ei ng at t r ac ted b y t he g row i ng
reputat ion for academic excellence, carefor individual student needs and a happy,

These are the foundations upon which ourStrategic Plan has been built.

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Strategic intentions
2014-2020

British,international- and in the
middleof Tokyo

A schoolwith highly
motivated
inspirational
teachers
Caring forhappy,
confident
students withclear values

At the heartof a thriving
community

Recognised
as a global
leader ineducational
thinking

Offering a
progressive
British-stylecurriculumSoundgovernanceand financial

Setting
consistently
high academic
standards

management
Providingoutstanding
facilities andinfrastructure

At theforefrontof holistic
education

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To recruit, develop and retain inspiring teachers, backed by ahighly motivated support team, who are all fully committed todriving the school forward as a global leader in the delivery ofinnovative, high quality international education.

To deliver a challenging and innovative British-based curriculumin a clear 3-18 continuum that fosters all the skills and attributes
outlined in the BST Student Profile, and which equips our students
for the next step in their education – and for life.

To maintain the highest academic standards, including theconsistent achievement of excellent examination results, while
continuing our commitment to an inclusive admissions policy.

To build an unrivalled reputation as an outstanding provider ofholistic education, offering an exciting range of opportunities
and experiences both in and beyond the classroom, with aparticular focus on service and global citizenship.

To prov ide t he facil it ies and inf rast r uct ure required tosupport our evolving educational and co-curricular needs,
and the anticipated growth of the school towards a total of
approximately 1,200 students.

To maintain the highest standards of governance applicable
to independent schools, includ ing as a m in imum t hose
recommended by the UK Association of Governing Bodies ofIndependent Schools (AGBIS), and to operate the School inaccordance with the regulatory requirements of the Japanese
authorities.

To identify and assess on an annual basis the major risks facing
the School and to ensure that mitigating action, including
the preparation of contingency plans, has been taken whereappropriate.

To maintain stable and secure finances, with sufficient reserves
to withstand emergencies and economic uncertainties, and tocontinue to seek additional funding with which to make major
improvements to the School.

To draw toget her and f ur t her st reng t hen t he w ider BST
community by developing and maintaining effective lines ofcommunication between the school and all of its constituents –past, present and prospective.

To enhance the good name of the school and raise its standing
on a local, national and international level by playing anactive role within British educational and business networks,
and by positioning ourselves to take advantage of imminent
opportunities for Japan, and for Tokyo in particular.

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Inspiration,
excellence& opportunity

The core purpose of the British School in Tokyo is clearly to educate young people. An inclusive
school, we welcome all children, regardless of race, religion or background, providing their levelof English allows them to access our curriculum. Academic selection plays a very small partin our admissions process and, where possible, we will offer support for children with specificlearning needs. First-class results are important to us, but we take the balanced view that weshould aim to educate our pupils more profoundly than simply for achievement in national
and international examinations. As they learn and grow, we aim to equip each individual withkey skills and attributes in accordance with our concept of the British School in Tokyo Learner.
Making use of a range of pedagogical and learning styles, we will challenge and encourage bothteachers and students to develop their capacity and passion for learning.

To achieve this end, we are committed to
excellence in our teaching. Our teachersa r e e x p er t pr ac t it ioner s, who a r e b ot h
dedicated to their teaching and committed
to t he car ing development of young
p e ople. We w i l l cont i nue to bu i ld up on
their streng ths through the prov ision of
excellent professional development andtraining, and through the establishmentof a school-w ide cult ure of obser vat ion,
mentoring and professional coaching.

Inviting leading practitioners in education
f rom bot h t he U K and t he inter nat ional
commun it y to share t hei r ex per t ise,stimulate discussion and improve practice,will continue to be an important part of our
professional development programme.

A generous time allowance will be allocatedto plann ing and preparat ion, and a low
pupil: teacher/adult ratio will continue tosupport creative and effective pedagogy.

Our cur rent pract ice of suppor t ing each
Pr imar y class teacher w it h an assistantteacher will continue and will be extended
wher e ne c e s s a r y. The r e c r u it ment a nd
retent ion of out standing classroom
practitioners will always be a priority.

Visit s to ot her schools in t he U K, t he
Asia-Pacific region and further afield willencourage our teachers to evaluate practiceat the British School in Tokyo in the lightof national and international practices andtrends in education.

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PEDAGOGICAL LEADERSSHARING BEST PRACTICE& EXPERTISE
R e cog n i si ng ou r r el at ive i sol at ion her e
i n Japa n, we lo ok t o t he U K a nd t o t heinternational sector to share methodology,
and will seek to build professional
par t ner sh ips w it h ot her schools for t hei mp r o v e m e nt of e du c at i on a l p r o v i s i ont h roug h t he development of teach i ng
staff. We will also offer opportunities forour own experts – and there are many oft hem - to share best pract ice and dr ive
the development of teaching and learning
within the school. All of our teachers can bepedagogical leaders, and every one of themis expected to recognise a responsibility toseek to share expertise, support colleagues,
play a part in the delivery of INSET and help
to develop resources. We will also provide
a range of opportunities for teaching staff
to develop their professional exper iencein other areas such as leadership, pastoralcare and the development of technology inthe classroom.

and w ill reg ularly rev iew the suitabilit yand relevance of our cur r iculum at eachkey stage. Through this process of rigorous
self- eva luat ion, we w i l l ensu re t hat we
ca n cont i nue to prov ide relev a nt a ndi n s p i r at i o n a l e du c at i o n of t h e h ig h e s t
st andard for each one of ou r pupi ls. A s
the number of students in Years 12 and 13
grows, we will also explore options to extend
the range of subjects on offer in Key Stage 5.
At the core of all our educational thinking
will be our concept of the Br itish Schoolin Tok yo Lear ner, which ar t iculates t he
at t r ibutes t hat we b el ieve we have a
responsibility to help develop in each young
person. This profile offers every member ofthe school a framework upon which theireducation can be shaped. In our reviews of
the education that we offer at the British
School in Tokyo we will consider how andwhere we enable st udent s to recog n ise,acquire and streng then these attr ibutes,
and ensure that we share with them therationale for the prof ile so that they are
act ively involved in t hei r ow n per sonal
development.

TECHNOLOGICALADVANCES IN AN AGE OF
DIGITAL COMMUNICATION

We are committed to providing a curriculumfrom 3 – 18 that fosters curiosity, enables
discover y and presents challenges to ourstudents. We are mindful of national andinter national developments in education

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Technological advances are clearly having
a n i mpac t on lea r n i ng a nd t he w ay weteach. At the British School in Tokyo we will
ensure that our students and their teachers
are in a position to take full advantage ofsuch advances. We w ill ensure t hat our
teachers are conf ident, well-infor med IT
practitioners and that they are given everyopportunit y to keep abreast of the latest
developments and best practice in schools
across the world. We must also make it apr ior it y to rev iew the layout and desig nof all of our learning spaces on a reg ular
basis in order to accommodate a range ofpedagogical styles and the introduction of
new technologies.
The ag e of d ig it a l c om mu n ic at ion , t headvent of Web 2.0 and t he r ise of social
med ia have broug ht w it h t hem excit ing
new communication opportunities and wewill continue to embrace them: developing
a v ir tual lear ning env ironment ( V LE ) for
current members of the school; introducing
a n en h a nc e d i n for m at ion m a n ag ement
system to facilitate tracking and reporting,
and with the potential to offer a portal forcommunication with parents; bringing social
media to the centre of our communication
mix and monitoring the effectiveness of thewebsite and its accessibility.

As things stand, space constraints dictatethat we cannot significantly modernise or
add to our libraries, or enhance our spaces forprivate study. We do recognise, however, thatsuch resources should be at the very heartof any successful learning community, andwill make their development a priority in our
future planning.

INQUISITIVE STUDENTS
ENGAGED IN THEIR OWN
AREAS OF INTEREST &DISCOVERY
We u n d e r s t a n d t h at e a c h s t u d e nt h a s
individual learning needs; to ensure that weoffer the best support we can to each student,
we will aim to develop further our Learning
Support provision for students with specificlearning requirements and will build upon
the work already being done to stimulate andchallenge those with particular strengths
and talents.

It is our firm conviction that all young people
benefit from opportunities to extend theireducation well beyond the four walls of theclassroom. Through project-based learning,
performances and assemblies, co-curricular
clubs and opportunities to compete in local,
national and inter national competitions,
we will ensure that our pupils have every
chance to enjoy such benefit. Reviews of ourcurriculum will always take account of theseopportunities and encourage students to seethat not all learning needs to have an exam
at the end of it to make it valuable; a genuine
love of learning and life-long enthusiasms
can only be nurtured by encouraging andempowering students to engage in their own
areas of interest and discovery.

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Explorations& experiences

Outstanding schools recognise a responsibility to encourage personal development both inside andwell beyond the classroom. In seeking to shape its young people, the British School in Tokyo fosters
learning and discovery through a diverse range of challenges and experiences. Adventurous activities,
educational trips, projects and practical fieldwork are essential elements of our curriculum. Through abroad and varied range of co-curricular activities, the British School in Tokyo students are able to explore
their talents, extend their horizons and come to recognise their limitations. In the firm belief that cocurricular activities must be even further embedded into the philosophy and day-to-day function of
the school, clubs and societies will be expanded with further external expertise being bought in to
support and broaden current provision where necessary. The appointment in the Secondary School ofService and Adventurous Activity Coordinators is an important step; we will explore the possibilitiesof taking this a stage further by appointing senior leaders in each sector of the school with direct
responsibility for leadership and management of all aspects of education outside the classroom.

A WHOLE-SCHOOLOUTDOOR EDUCATIONSTRATEGY
We believe strongly in the value of a programmeof outdoor education that encourages young
people to show initiative, teamwork andresilience, to develop independence and toacquire an appreciation of the natural world.
Building on our current the British School inTokyo Outdoors provision, including the highly
successful residential trips in both Primary andSecondary, we will devise and implement awhole school outdoor education strategy, withco-ordinated trips both here and overseas. A
key element of this strategy will be enhanced
staff training.

St udents should be encouraged to valuelearning that is practical or vocational innature by being offered opportunities to learn abalanced range of core skills such as coaching,first aid, project management and financial
planning outside of curriculum time. Careers
information, guidance and experience will befurther enhanced.
The House system is already adding an extra
dimension to the co-curricular programme,
foster ing stronger ties bet ween students
through its vertical structure. We will ensurethat it continues to develop and facilitate abroader spectrum of competition across andthroughout the school, and that it offers further
leadership opportunities to our students.

VALUING SUSTAINEDCOMMITMENT & THE
WELL-BEING OF EVERYINDIVIDUAL
The introduction within the next two yearsof the British School in Tokyo Junior andSenior Awards for Years 4-8, based upon thephilosophy of the Duke of Edinburgh’s Award,
will create a blueprint for students to develop
a broad range of personal skills and attributes;
these will include learning to value sustainedcommitment in communit y ser v ice. The
awards will recognise enthusiastic participation
and a healthy lifestyle, and will unify the many
aspects of the co-curricular programme in asingle package; it will be awarded at different
levels – perhaps bronze, silver and gold. In
Year 9, all students will embark on the Dukeof Edinburgh’s Award. Schools play a vital rolein the emotional and personal development ofyoung people. The emotional well-being of ourstudents is a priority; through the developmentof a progressive programme of well-being
education, we aim to equip students withthe skills that will enable them to manage
themselves successfully as young people andas adults. All students will be encouraged to
become more thoughtful young people, capableof reflecting upon how they can best manage
themselves to live a purposeful, deliberate andpositive life. The British School in Tokyo wellbeing programme will be delivered through
PSHE, PE and the Secondar y School Tutor
system; support will come from external
speakers who will further explore issues of
personal welfare and management.

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Sport for all& a winning mentality

Physical education and sport are vital components in achieving and maintaininga healthy lifestyle. We believe in fostering an enjoyment of exercise, which willencourage students to develop positive, life-long habits. Sport offers lessons in selfdiscipline, teamwork, leadership, communication, focus and resilience, all elements ofour concept of the British School in Tokyo Learner. Our commitment is to embrace boththe pursuit of sporting excellence and the philosophy of sport for all.

FIRST-CLASS COACHING& STUDENT LEADERSHIPThe development of spor t at t he Br it ish
School in Tokyo includes enhancing further
st i l l t he qual it y of coach ing , improv ing
access to facilities, and widening the rangeof spor ts offered. More oppor tunities foral l st udent s to par t ic ipate in spor t w i l lb e prov ided t h roug h t he Hou se Sy stemand t hrough f i xt ure lists t hat w ill caterfor a greater range of players and a wider
number of teams.

H ig h qua l it y coach i ng at a l l level s i sessential. Enhanced coaching expertise willoffer fur ther oppor tunit ies for students ;in addition to the employment of external
professionals, perhaps at Assistant Teacher
level, to supplement ou r PE team wew ill act ively recr uit academic staff w ith
s p or t i ng e x p er t i s e i n add it ion t o t he i rteach i ng sp ec ia l i sm to t a ke t he lead i ncertain sports and support others. Students
will also be encouraged to take coachingroles and work through national coachinglevels appropriate to age and experience.

EXCELLENT AMENITIES &USEFUL SPACES, BUT THE
SEARCH CONTINUES
A lt houg h w e m a k e g o o d u s e of ne a r b yfacilities, children at Shibuya are limited in
the time they can spend enjoying physicalactivity. Given the healthy numbers in theschool, it is not surprising that space for
informal play and exercise is at a premium.
For older children the sports facilities at theShowa Campus are good, but we need toreview our provision to ensure that we are
maximising opportunities for our students.
While we are privileged to be able to use thepool, the new gym, and the main synthetic
pitch - a l l excel lent amen it ies – we a reconstrained by the competition for access tothem. Leo Place and the new Seminar House
pitch are usef ul areas to which we haveexclusive access, but their size means that
their usefulness is limited.

The s c ho ol w i l l c ont i nu e t o s e a r c h forsports facilities within reasonable travelling
distance in addition to those available at
Showa and Shibuya. The development offurther pitches and better access to indoor
spaces are both essential if we are to play afull part in regional competitions, and as we
look to increase the number of teams we run
and the range of sports we offer.

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Creativity& expression

We recognise at the British School in Tokyo that we have a responsibility to broaden ourpupils’ cultural experiences and understanding through regular participation and observation.
Creativity is always to be encouraged and emphasis given to the personal and community
enrichment derived from music, art and drama. We will continue to develop our programmeof assemblies, concerts, exhibitions and productions in order to maximise the range ofopportunities for talented young people to share their gifts. Visiting performers will be invited tooffer master-classes and workshops, and a rotating programme of artists-in-residence will allow
our creative departments to enhance our students’ experience. Inter-House competitions in eachof these disciplines will also help to raise the profile and involvement of pupils in the arts.
An integral element of our arts programme will be an introduction to the rich artistic andcultural heritage of Japan, and exposure to the vibrant contemporary arts scene in Tokyo.

OPPORTUNITIES FOR ALL
IN THE ARTS
While we are appreciative of facilities suchas the Hitomi Hall and the Green Hall, it isimportant that we should seek to include ahigh-quality performance space for small scale
productions in any new build or re-design. A
more ambitious programme of performance
opportunities in school, at venues around thecity and further afield, and regular tours andrecordings will offer wider opportunities andexperience; as will the formation of strong
relat ionships w ith local ar ts g roups andvenues, amateur and professional, including
those at Showa and SKG.

All students should have regular opportunities
to experience being part of a drama production,
whether on stage or as part of the backstage
crew. As the top end of the school grows, more
student-led productions will be encouraged,
while visits from touring acting companies,
professional actors and other professionals
from the world of theatre, television and film
will always be welcomed.
In Art, building on recent successes such as the
GCSE Photography Exhibition at the Hasselblad
Gallery, opportunities will be found to exhibit
the very best of our students’ work, with display

zones, reg ular art shows and exhibitions
promoting the talents of our students; lecturesand master classes from expert practitioners
and curators will provide greater depth.

DESIGN-THINKING& PROJECT-BASEDLEARNING
In order to reintroduce Design Technology into
the Secondary School and to allow it to develop
as far as it might at primary level, the issue offacilities needs addressing; the current building
lacks sufficient space to offer a subject thatdemands more space than most – even allowing
for the possibility of doing so by making use of
new digital technologies, such as 3D printing.
Given its importance in the current educational
climate, and the centrality of design-thinking
in project-based learning, it will be a priority
to f ind a way to develop this area of thecurriculum at the British School in Tokyo.

We appreciate that our location at the heart ofTokyo provides us with innumerable opportunities
to expose our students to a very diverse range of
top quality artistic experiences. Our creative arts
team will continue to seek ways in which theymight take full advantage of all that the city has tooffer our students by arranging visits to concerts,
performances and exhibitions on a regular basis.

27

Service& leadershipAt the British School in Tokyo we place a high value on commitment to others throughservice and charitable work; as such we aim to develop an understanding of its value
in our students. Service may be local (even within school), national or even global.
Students will be expected to explore a range of different service projects as an integral
part of their school experience and to reflect upon the responsibility that they eachhave to be positive members of their communities.

RESILIENCE,INDEPENDENCE &CONVICTIONA LONG-TERM
SUSTAINABLE PROJECT FOR
THE WHOLE COMMUNITY

The a r t of leader sh ip, whet her lead i ng
oneself or leading others, is an essential
skill; opportunities for leadership will be
provided throughout each student’s school
career. The input of students, their opinions,
ideas and feedback, is highly valued and will
be encouraged further through Year, Formand House forums, and through involvementin groups such as the Student Council andModel United Nations. By giving students
responsibility – often without a formal title- we seek to develop their understandingof ac c ou nt ab i l it y a nd t he ne e d t o t a k e
responsibilit y for their act ions ; show ing
resilience and having the courage to standby one’s principles are key attributes of the
British School in Tokyo Learner.

One ver y sig nif icant goal at the hear t ofou r 25t h A nn iver sa r y celebrat ions is towork with United World Schools to raise
funds and resources to build and maintaina v i l lage school in a remote reg ion of adeveloping country such as Cambodia.

As an educational establishment developed
initially to meet the needs of a very specificc o m mu n i t y, w e c o nt i nu e t o r e c o g n i s e
our responsibi l it ies to t hat commun it y.
We are committed to providing bursarial
assistance to those families in f inancial
need whose child/children would thrive in
the British-style educational environmentof the British School in Tokyo.

T h i s w i l l b e a l o n g - t e r m c o m m i t m e ntthat will allow our students and teachers– and indeed t he broader t he Br it ish
School in Tokyo communit y - to gain anunder standing of a world ver y different
f rom t heir ow n. The aim is to establ ish
a s c h o o l t h a t w i l l e v e n t u a l l y b e s e l fsustaining, alt houg h it is ex pected t hat
this may take up to 10 years of committed
partnership to achieve.
In addit ion, we seek to build on t hen u m e r o u s i n t e r- s c h o o l r e l a t i o n s h i p st hat we a l ready pa r t ic ipate i n w it h ou rhost schools, through JCIS and the Kanto
Pl a i n or g a n i s at ion , a nd t h r oug h g lo b a lorganisations such as COBIS.

29

Beyond the British
School in Tokyo

Students at the British School in Tokyo should experience an education that is not
limited to the school environment, but which looks towards the next step in theirlives – wherever it might take them - and which forms relationships with otherinstitutions to help them see beyond what is immediate and inspire them for the
future. In seeing that there is much more to education than exam results, we lookto higher education and business to enhance student experience; we value careers
advice and guidance, work experience and educational exchanges as ways to stretch
our students and to build their independence.

PARTNERING WITH
THE PROFESSIONAL,COMMERCIAL &ENTREPRENEURIAL WORLDBEYOND OUR DOORSThe development of a prog ramme ofpartnerships with universities and colleges
will place our students in an advantageous
position as they seek to move on to higher
education: visits to universities here in Japan,
in the UK and around the world; departmental
placements, v isit ing lect urers andparticipation in global academic competitions
will ensure that the British School in Tokyo
provides the best preparation for academic
life beyond the Sixth Form.

Inaugurating strong links with businesses
through which the school can develop its
skills for students is seen as increasingly
important. At the British School in Tokyo weare privileged to have a very powerful networkof parents in the business community, and wewill continue to work alongside organisations
such as the BCCJ, UKTI and the British Council
to make the most of opportunities for ourstudents to gain first-hand experience of theprofessional, commercial and entrepreneurial
world beyond our doors. We will seek to buildon the success of our recently establishedAut umn Lect ure Ser ies which is alreadygiving our older students remarkable accessto leading figures in academic, professionaland business fields in Japan.

TAKING THE NEXT STEP
For many of our students, of course, the next
step takes them back to their home country or
on to another international school. We believethat our academic curriculum, with its clear
progression and regular external assessment,
our pastoral care system and our co-curricular
programme all help to make that next step one
that our students can take with confidence.
We will continue to strengthen our links withschools both in the UK and in the international
sector, and will seek to enhance our reputation
as a very strong feeder school for first-classeducational institutions in the most popular
destinations for parents moving on from Tokyo.
We encourage our students to experienceeducation from a different perspective andaim to establish mutually beneficial links withother schools throughout Japan, the Asia-Pacificregion and the world, which will see the British
School in Tokyo students spending a period oftime in different learning environments – atour host schools, other Japanese educational
institutions, and in the international sector.
We welcome exchanges and believe that wehave much to offer students from other schools.
Bonds with other educational institutions areto the benefit of all, encouraging us to reflect onwhat we do and consider how we can improve.
This includes opportunities for our staff toexperience other educational environments, by
taking sabbaticals or being part of a teachingexchange programme.

31Community,communication& partnership

The British School in Tokyo is currently celebrating its 25th Anniversary. Already it has
a proud history as an independent co-educational international school and is notably
distinctive; we look to build on its strong reputation for educational excellence andachievement and to grow its renown further both locally and internationally.

SINCERE REGARD FOR
THE EXTENDED BRITISHSCHOOL IN TOKYO FAMILY
One of the great achievements of the school isthat it has succeeded in establishing itself as
the core of a vibrant, supportive community.
For many families it is the hub around which
their life in Tokyo revolves, and it certainlyoffers a comfortingly warm welcome in what,
for some, can initially be a bewilderingly
u n f a m i l i a r c i t y. We w i l l c o n t i n u e t owork closely with all of our stakeholders
t o ma i nt a i n a nd en ha nc e t h i s s en s e ofcommunity. Sincere regard for the extended
British School in Tokyo family must featurein all of our planning and it will always be
the case that the British School in Tokyo
education will build on the firm foundations ofa three-way partnership between the school,
its students and their parents.

LASTING CONNECTIONS
We w a n t e v e r y o n e t o u n d e r s t a n d t h ecore concepts of our strateg ic vision andaspirations and we aim to build outstanding
communication with all, including current
and potential parents, alumni, current pupils,
staff and the wider community. To that end
we aim to make full use of the opportunities
prov ided b y ou r 25t h A n n iver sa r y. Twos u c c e s s f u l p r e l i m i n a r y a l u m n i e v e nt s
took place in London in May and July 2013,
followed by further informal gatherings in
Singapore and Hong Kong in October. A very
successful and well-attended launch party
took place in January 2014. Clear objectives
have been set out for the year, foremost
among t hese being t he establishment of
lasting connections with a very wide range ofalumni and former parents.

INTRODUCING THE
19:20 PROJECT

Our students need to be able to take theirplace in the rapidly changing technologicalenvironment, making positive use of digital
media to enhance their learning, keeping up
to date with school news and activities andsharing their ideas. The school must be equallyproactive in using advanced technologies
to enhance communication with teachers,
parents, alumni, and the world at large.

In 2019 Tokyo will host the Rugby World Cup
and, just a year later, the Olympic Games. Fora short period, the city will be at the centre ofworld sport and the focus of global attention.
Given the status of these two events, theschool has a un ique oppor t un it y to use
sport as a means to project its name further
afield. The 19:20 project will seek to draw theclassroom and the world of sport together bydeveloping the British School in Tokyo digital
resource bank to cater for global demand for
educational material linked to the RWC andthe Olympics. It may also open opportunities
for summer schools and study visits, andcould have a significant impact on sport at
the school.

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Steps towards
the futureSince its inception in 2005 the Development Office has played an important part in improving
relationships with alumni, generating financial support through the CCP Fund and enhancing the
educational experience of current students. Looking to the future it has a central role to play inenabling the British School in Tokyo to achieve its aims. In order for this to happen we are developing
a clearer infrastructure for the Development Office that establishes roles and responsibilities, inparticular with regards to alumni. Creating closer ties with our former pupils, their parents and former
staff, and providing events in Tokyo, the UK and across the world to bring them together, is important
for the school’s continued success: we are proud of our alumni and want to encourage them to stay
in touch with the school throughout their lifetimes. Our commitment to offering financial assistanceto those families who would not otherwise be able to experience an education at the British School inTokyo is absolute and we will continue to develop the bursary scheme introduced in 2013.

PLANNING FOR
CAREFULLY MANAGED
GROWTHThanks to the highly successful partnerships
w it h bot h Shibuya Kyouik u Gak uen andShow a Women’s Un iver sit y, t he Br it i sh
S c ho ol i n Tok y o a l r e ad y enj o y s ac c e s s
to some excellent teaching and lear ningf ac i l it i e s i n p r i me lo c at ion s . Ho w e v e r,these do have their limitations, not least in
their ability to serve satisfactorily a schoolcommunity of 800 young people. We believethat it is feasible to aim for steady growthover the next five years, resulting in fourform entry throughout the Primary School,
three forms in Key Stages 3 and 4, and 40+
students in each of the two post-16 years.
Class sizes through to and including Key
Stage 3 will be maintained at their current
level.

To accommodate increased pupil numberson this scale we must either carry throughplans to negotiate more space on the Showa
ca mpu s, or s e ek add it ion a l /a lt er n at iv e
accommodation within reasonable travelling
distance of the current facilities. We certainly
concur with the majority view presented byour current parents that one of the School’s
great strengths is its sense of community,

and that this is, at least in part, the result of
our very accessible central city location. It is
important that any future planning shouldseek to maintain such accessibility.
It is clear, however, that the acquisition ofsignificant additional space for development
will take time; and it is equally clear that theschool will face constraints over the next
three – four years. In order to ensure thatthe current strong momentum is not lost,particularly in relation to our wish to grow
IGCSE and A Level numbers, we will haveto make our way through a difficult interim
per iod. To that end we must be bold andimaginative in seeking solutions.

One option might be the opening of a smallboard ing campus some d ist ance f rom
Tokyo, suitable as a base for adventurous
activity and for holiday courses aimed at awider market, including the international
one. In addit ion to prov iding t he schoolw it h a not her d i st i nc t iv e d i f fer ent i at orfrom its competitors, this would afford an
opportunity to alleviate over-crowding on theShowa campus through the introduction of aprogramme loosely modelled on the one so
successfully employed at Geelong Grammar
School. This will be explored further as partof the 19:20 project.

35

The 19:20
project

In 2019 the Rugby World Cup comes to Tokyo, followed a year later by the XXXII
Olympiad. Both will have at their centre Zaha Hadid’s futuristic new National
Stadium, and for these two years (and during the build-up) the eyes of the world will
be on Japan. The British School in Tokyo 19:20 project aims to take advantage of theopportunities afforded by these events, and has three distinctive strands.

1. THE BRITISH SCHOOL IN
TOKYO AS A DIGITAL HUB
FOR 19:20 RESOURCES
P rev iou s sp or t i ng event s l i ke t he se have2020. A project like this will do much to raise
the British School in Tokyo’s profile in the wider
educational world, which will aid recruitmentof both students and staff and be of assistanceto students moving on from the school.

inspired teachers around the world to create
lesson plans and even whole courses linked
to them. We are uniquely placed to develop a
digital platform for all such resources.

These class resources need not simply belimited to the events themselves. There are,for example, numerous possibilities for study
resources linked to the History, Culture andEconomics of Japan – and, of course, Geography
and Language.

There are so many ways to share informationin our rapidly evolving digital world that it will
be interesting to explore the options available
today, and good for us to be encouraged to keep
up to date with what will undoubtedly be rapid

It will also be, in itself, an exciting educational

developments in this area between now andproject for our students to enjoy.

37

2. A FOCUS FOR THE
DEVELOPMENT OF SPORT
AT THE BRITISH SCHOOLIN TOKYO

would complement the rest of our sporting
provision. Introducing the third element ismore problemat ic, but c ycling is anot hervery popular sport in Japan which is closely
associated with British success. We will seek

Despite fairly limited access to facilities,

to attract sponsorship, and to form a close

our participation in ISTAA and Kanto Plain

attachment to a local club. This will make itcompetitions have raised the profile of sportpossible for our students to compete in highat the British School in Tokyo in recent years,

quality local competitions from the age of 14.

but I believe we are ready to take another

This would give us a unique sports pedigree

step. One of our success stor ies has beenand some interesting marketing opportunities.

swimming. This is a major Olympic discipline.

Again, there would need to be investment in

We will look to build on the sound foundations

top quality coaching.

already laid by giving swimming a wholeschool focus, and by ensuring that coaching
resources are as good as we can make them.
Swimming is also one aspect of the triathlon- a spor t wh ich, t hank s to t he Brow nleebrothers and athletes like Non Stanford, hasa clear association with British excellence. It
has a high profile here in Japan and is growing
very quickly around the world.
We a l r e a d y h a v e g o o d c o - e d u c a t i o n a lprov ision for team spor t, but it would beinteresting to explore the possibility of taking
one such sport a little further as part of thisproject. Perhaps we should focus on football?
Or maybe, in partnership with a local club,
we could introduce rugby sevens? Both are
Olympic sports with an association with GB– and, of course, there is the RWC in 2019.
Progression towards the triathlon is usually

It is important to note that these initiatives

built upon participation in the aquathlon

must not undermine in any way the broader(swimming and running) and duathlon (anyprovision we already offer. They are additional

two of the three sports). We are already ar at her t h a n r epl ac ement opp or t u n it ie s.

fairly strong swimming school and running

One element with exciting potential is thetraining does not rely too heavily on specificpossibility of partnering more closely withfacilities. Our younger students could makelocal sportsmen and women; this certainly

rapid progress with the right training and, asfits in with the idea of the school playing an

both develop fitness, work in these disciplines

active part in the community.

38

3. A RESIDENTIAL
FACILITY
Th i s i s t h e m o s t a m b it i o u s of t h e t h r e e

and adventurous activity. This same facility
would offer two distinct advantages to thereg ular prov ision at t he Br it ish School inTokyo.

strands. We will seek to acquire a residential
facilit y in a r ural locat ion situated w ithin
no more than two hours’ travel time of thec it y c ent r e. Idea l ly, it w i l l ac com mo dat e
approximately 120 (including teaching andsupport staff ).

Firstly, if it were situated in the mountains
w it h i n r ea s on able d i st a nc e f r om c ent r a lTokyo, it would offer a safe retreat where we
could continue to teach IGCSE and A Level
students in the event of a major disaster thatcaused the closure of the school in the city.
L inked to t he idea of t he d ig ital resource
hub, we w i l l promote resident ia l st udy

S e c ond l y, a nd p a r t i c u l a r l y i n t h evisits to Japan from the UK and from otherc o nt e x t o f t h e s p a c e l i m it at i o n s w e a r einternational schools.

c u r r ent ly e x p er ienc i ng , it wou ld g iv e u st he op p or t u n it y t o add a not her e xc it i ng
d imension to t he Br it ish School in Tok yo
education.

We will also use such a facility for weekend
and hol iday cou r ses a i med at ou r ow nstudents and other young people in Tokyo.
Fo r e x a mpl e, t h e r e m ig ht b e s ig n i f i c a nt
take-up from Japanese students for a 5-day

This would provide us with a wonderful USP

resident ial cour se dur ing t he summer

as well as giving us an imaginative solution

break, offer ing a mi x of intensive English

to a practical problem.

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Address: 1-21-18 Shibuya, Shibuya-ku, Tokyo 150-0002
Tel: 03 5467 4321 Fax: 03 5467 4322
URL: http://www.bst.ac.jp