OUR STORY
Julia Hanschell
Katherine El Daher
It all began with Two Mothers who wanted More for their Children
Two mothers, Julia Hanschell and Katherine El Daher, started the school and set the tone, which continues today, focusing on student-centred learning. They believed there is no compromise acceptable when children’s futures, and invariably their happiness, are at stake.
Dissatisfied with ‘traditional’ education, where silence is valued, memorization is prized, respect is measured by subservience, and initiative is interpreted as distracting, Julia and Katherine knew that inspired, creative and inquisitive collaboration will always be key to successful learning.
Class sizes are usually no more than eight students as small classes foster strong, positive relationships, while academic mastery blossoms. Students are encouraged to discover the benefits of self-reliance and self-regulation, and having their voices valued.
There is laughter as well as eureka moments. Where there are relative weaknesses, they know this is an opportunity to support a child’s learning in a unique, meaningful way.
Believing every child is gifted in some way, with a unique array of talents, they wanted Lockerbie College to be a safe, stimulating place for children to learn and to discover individual magnificence.
Over the years, hundreds of day and extra-lessons students have attended the school, making huge academic gains while building enduring friendships.
From Learning for Life to Lockerbie College to Cambridge Accreditation
Lockerbie College began its story in 2005 as an extra-lessons centre called Learning for Life.
We offered curriculum support, study skills and remedial intervention to students who were not flourishing in mainstream government and private schools throughout Barbados (our own children included). Our small team of tutors also provided tuition for students being home-schooled by their parents.
Within three months we were asked to home-school them at our facility, as parents realized that their children would enjoy the social interaction in our close-knit, alternative and technology-rich learning environment. A further three months later, we were offering a full curriculum of mainstream inclusive learning during the day for students ranging in age from 11 to 16 years who transferred to us from other schools.
By 2006, we found Lockerbie House and the school was registered with the Ministry of Education as a Private Primary and Secondary School.
In 2010, we began offering Cambridge International A Levels to independent candidates, but we quickly realized that our students, by sitting their exams at other facilities, were compromised by less than optimal examination environments.
We applied to Cambridge, who examined us in depth. They sent us Richard Gilby, the Regional Director, as a surprise visitor three days later. After six hours of observation and intense interviews, the scrutiny of our back-end administration processes, academic offerings, teaching methods and facilities, we were approved!
We joined the Cambridge family of over 3000 schools, in 160 countries, in 2018.
LOCKERBIE CHANGES LIVES
Each student inherently joins us as a ‘work in progress’.
Every teacher at Lockerbie College is committed to changing lives but our students change us as much as we change them.
A DIFFERENT KIND OF SOCIAL INTERACTION
School is very much a social environment and Lockerbie College is intimate and caring. Everyone knows everyone else and students interact across gender, age and interests.
Senior students include younger ones, teaching them to shoot hoops, or pull them aside for peer-to-peer learning support when a topic is particularly challenging. Whole-school field trips, sports days and school events include everyone; friendships forged at school are meaningful and they endure!
EACH CHILD IS OUR #1 PRIORITY
Which brings us to curriculum and the fact that no two children have the same interests, goals, needs, inherent skill sets or abilities. Lockerbie College has always customized students’ academic journeys. Meeting individual scholastic objectives means students must have the freedom to choose any subject they connect with, or to blend programmes of study. Each child is our number one priority and what we help them discover are the “4 C’s” that are essential for the world of their future.
SOCIAL , EMOTIONAL & BEHAVIOURAL DEVELOPMENT
The school’s Educational Psychologist is the specialist professional who oversees a multi-agency team of experienced mentors. Their primary concern is to support the emotional development of each student and help them to maintain a sense of positive mental and emotional well-being.
ROBUST INTERNAL PROCESSES & INTERNATIONAL BEST PRACTICE
It is often said that ‘Lockerbie Changes Lives’ and there is so much that is closely monitored in the ‘back end’ for this to happen. Parents considering a school for their child, should ask probing questions about the delivery and supervision of ‘the learning product’ their child will receive. Lockerbie College focuses on growing creative problem-solvers and independent thinkers who are socially aware young adults.
To ensure learning is relevant and curriculum is completed, the what, when and how of the delivery of the course material is carefully supervised by our Vice Principal for Academics. It is, therefore, unheard of for syllabii not to be completed well in advance, or teachers to be regularly absent. Meaningful and carefully planned substitution – or Plan B – is always ready (including the unexpected, like the interrupted service of wifi or electricity). Lockerbie College teachers work closely with their Department Heads, who in turn collaborate with the Vice-Principal of Academics, who reports to the School Director.
Transparency and accountability are paramount, as is confidentiality. Considerable administration is carried out by all staff, and is monitored by the Vice-Principal of School Administration. Professional expectations of international best teaching practice are consistently met.
Lockerbie College prides itself in robust learning and equally robust administrative processes which support it.
