Mission, Vision and Values


What do our pupils think?

The values that our pupils have defined as fundamental at the school are: happiness and optimism, solidarityteamwork, responsibility, intercultural respect, effort and motivation.

With a view to these values, the British School has the purpose of making an ART out of teaching, to captivate, motivate and educate committed, critical, competent people, with a perfect command of foreign languages, always on the basis of their needs, interests and learning styles, developing international education programs.

Facts and data

The British School of Aragon was founded in 1974, thanks to the ideological and economic drive of a group of parents who wanted excellent education for their sons and daughters based on bilingual teaching and innovation. As a private school, not receiving any public funding, the School is a joint-stock company whose majority shareholder is the Cultural Association of the British School of Aragon, consisting of all the families with children at the School.

The British School of Aragon provides educational services for children from 1 year old through to the end of Sixth Form, and is authorised to teach Infant, Primary, Secondary and Sixth Form education, accompanying its pupils through to pre-university age, and bases its educational excellence on personalised education where the pupils are a substantial part of the Educational Project. The requirements for admission to the school are established on the school’s website.

Taking English Language, Mathematics and Spanish Language tests will be considered if pupils are not familiar with the language of if their previous syllabus is different to the school’s. They are not excluding tests, they are only used to establish the initial level of pupils in order to properly guide families during the incorporation of new pupils. If there is something that distinguishes the British School of Aragon, it is personalised education, with classes consisting of an average of 20 pupils, and a teacher – pupil ratio of 1:11, and close collaboration between families and school.

Social enviroment

We consider our pupils to be “clients”, and their parents “investors in education”. There are currently 350 families at the school and a total of 600 pupils. For the next academic year (2018-19) we have forecast an estimated growth of 3% in the number of pupils.

The British School of Aragon has identified its pupils according to geographical zones and their catchment area. Our typical clients are families who are committed to personalised education, complete in foreign languages and strict academic rigour, where the use of ICT is a means and not an end, and where active methodology focussing on pupils is highly valued. Their socio-cultural and economic level is middle to high. Moreover, we have a high level of loyalty, which is evident from the fact that 15% of our pupils are the children of former pupils, and the rate of permanence at the school for over 6 years is 98%.


An educational institution of excellence with a central focus on innovation through the development of intelligent projects and learning spaces that allow students to achieve a profile adapted to the demands of today’s society and education.

Our raison d`être

  • To provide comprehensive, quality education, in line with the needs of our social, cultural and productive environment, adapting it to the expectations of families and the individual differences of our pupils.
  • To generate own knowledge through teachers undergoing constant training, and transferring that knowledge to pupils through an adapted methodology, i.e. taking into account their different learning styles.
  • To be a driving force of society in all areas, achieving the best academic results, competent professionals and intervening in social support projects.
  • To promote their national  and  international outreach, establishing contacts, synergies and links with other schools and countries during exchanges and joint work through our International Baccalaureate.


To be a European reference in the educational sector in the application of advanced methodologies, learning spaces and in the transfer of knowledge to society 

The future we want to make

  • CBA wants to be a centre for individual and collective personal development, for pupils, workers and families belonging to the school, where creativity and critical thinking are the driving force behind an agile, dynamic, up-to-date, high quality educational offer, with continued training processes, open and plural, and closely linked to the needs of its environment.
  • A benchmark in the teaching of foreign languages and academic and social competences, and in information technology, innovation, a model of excellence and national and international benchmark for the values fostered by the institution to collaborate with sustainable development, committed to the environment, natural resources, society and the world of business.
  • An institution creating and disseminating cultural, critical, participative and charitable habits and ways, through extending the standard syllabus and reaching out to the family syllabus.
  • A school with highly qualified, motivated, excited human resources, with a strong sense of belonging and pride towards the institution.
  • A generator of synergy and alliances with other schools and institutions, and different groups of interest in the fields of culture, science, teaching and technology, in order to create programmes and projects of local, provincial, regional, national and international interest.
  • An institution with the right infrastructures, spaces used efficiently and sufficient financial resources to carry out their functions.
  • A nationally and internationally recognised institution for its effectiveness, efficiency, excellence, competence and its strong commitment to the environment, forming people in solidarity who can contribute to creating a better world.


ATTITUDE, dedication and COMMITMENT comprise our daily work, ensuring TRANSPARENT, flexible open communication with the environment and in permanent COOPERATION with the families.

In a climate of WELFARE at the school that RESPECTS the natural evolution of each pupil and VALUES their personal characteristics so that they are able to build their own learning process.

Attitude, commitment, dedication and communication throughout our entire educational community is the fundamental principle our project has been built on, and these are the four factors we must constantly reflect on and verify from all areas of the school.

Our behaviour principles and rules

  1. Principle of humanism. This refers to the model of people we would like to educate, always bearing in mind the transfer of the values defined in our PEC (respect, charity, democratic values, equality, comprehensive education…) and their outreach to society.
  2. Principle of evolution. This is the natural evolution of each pupil, bearing in mind the development of their personality during different stages of development and the differentiating features of each pupil.
  3. Principle of individuality. Bearing in mind the personal features of each pupil, their conduct and reactions, their conditions associated with pathology and track record in terms of relationships, the way they communicate and socialise.
  4. Principle of activity. This is where we focus on making pupils their own learning builders, based on their individual baggage.
  5. School and social inclusion. Taking the normalisation of relationship situations as the baseline in classrooms and at school, from maximum respect for the person, supporting their adaptation and helping them with their weaknesses.
  6. Principle of organisational flexibility and support for the entire organisation. In order to respond to complex situations in relationships that take place in institutions like schools, we must be flexible with times and meetings concerning relationships. Although they can be organised before the start of the year, throughout the year situations arise that must be considered priorities and solved quickly. Support by advisory boards, (DOIE) Discipline and Mediation Committee, is fundamental for teachers, families and pupils.
  7. Principle of joint reflection and cooperation by all teachers. Coherent action concerning application of the Co-existence Plan at the school not only requires formal approval by the relevant bodies, but also a high degree of commitment by teachers.
  8. Principle of cooperation between teachers and families. Cooperation between teachers and families is indispensable for the co-existence plans to develop, mediation and application of the ROI.
  9. Principle of opening the school to the environment. The school, as an education centre, within a given context, must integrate in the community in order to take full educational advantage of the resources the environment offers us to create value at the school whose effects can be felt outside it.

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