EtonHouse International School Granada

The EtonHouse International School Granada campus aligns with the broader EtonHouse approach, which places wellbeing at the center of learning through future‑ready, personalised programmes. The Granada teaching team includes a dedicated Pastoral Leader (Ayesha Gilroy) whose role covers supporting children with a diverse range of needs and promoting inclusive, wellbeing‑focused practice. The head of the Pre‑School and classroom leaders have emphasised student wellbeing in their roles, with references to initiatives such as whole‑school Mental Health Day activities led by staff. The primary programme explicitly states a strong focus on student happiness and well‑being as part of its holistic approach. Safeguarding and a strong home–school partnership are described as core elements supporting student wellbeing across the school community.

Ayesha Gilroy, the Pastoral Leader, is described as experienced in supporting children with a diverse range of needs, indicating an inclusive approach to SEN. Elanie Van Der Nest, Core Educator for EtonHouse International Pre‑School Granada, holds an Honours degree in Learning Support, positioning staff to address learning needs within the early years setting. The staff bios emphasise inclusive practice and partnerships with families to support individual learner wellbeing and growth. Public pages list pastoral, learning support, and Arabic/English language expertise among staff, but do not publish a formal SEN department or a specified list of SEN categories. The school does not publicly disclose information regarding the specific types of SEN it can support or whether it is a specialist SEN institution.

The school provides a strong bilingual programme in English and Arabic, delivered by two qualified educators (one native English speaker and one native Arabic speaker) who plan and deliver inquiry‑based learning together. Mandarin is offered as an additional language, expanding the language portfolio for students. The school emphasises multilingual and cross‑cultural immersion from an early age, with Arabic, English and Mandarin taught within the curriculum. As part of the global EtonHouse network, students benefit from cross‑campus language opportunities and English/Arabic language emphasis across the learning programme. The curriculum explicitly includes bilingual delivery and language progression within the IPC/IB pathway used in the group, befitting the Granada campus.

Mental wellbeing is a clear priority within the Granada campus, reflected in the Primary Programme's emphasis on wellbeing and happiness. The Teaching Team includes roles such as a Pastoral Leader and Educators who actively incorporate wellbeing into daily practice and school life. Staff biographies note initiatives focused on mental health, including Mental Health Day events led by teachers. The curriculum combines inquiry‑based learning with a deliberate emphasis on student happiness and wellbeing, supported by purpose‑built facilities and spaces for physical and creative activities. Safeguarding measures and a strong home–school partnership further support students' mental wellbeing and sense of security.

Comprehensive safeguarding measures are in place to prioritise student well‑being and safety. The school promotes a safe, supportive environment and maintains a strong home–school partnership that involves families in safeguarding and welfare. Publicly available materials describe safeguarding as a core, explicit commitment within the EtonHouse Arabia group and its Riyadh campuses. The staff structure includes roles focused on student welfare, such as a Pastoral Leader and wellbeing‑oriented educators, reinforcing safeguarding practices in daily school life. The school states that safeguarding measures are embedded across programmes and interactions, supporting a safe learning community.