The founding idea of this school
The founding idea of this school, originally inspired by Sir Roger Fry, seemed very appealing to us – moving away from cold England into the sunny and culturally rich environment of Spain. From 2019 until 2023, my daughter attended King’s College. At the beginning, she was full of enthusiasm, but over time this enthusiasm faded, as it did for many other children.
One child left the school due to severe eating disorders. Another girl, whose mother holds a senior position at the upper school, was seen by my daughter sitting on the bathroom floor, crying in despair and saying that she hated her life – in connection with the early death of her father and the difficult family circumstances at home. Witnessing such situations deeply affected my daughter and also diminished her joy of life. Eventually, we decided to withdraw her from the school.
Over the years, we gained the impression that King’s College is strongly characterized by a culture reminiscent of the coldness and arrogance often associated with the British school system – a stark contrast to the warmhearted Spanish environment. Teachers often seemed to favour children from their own circles, while outside students were disadvantaged, sometimes even bullied.
Several highly valued teachers, including Mrs Brett-Sommer, have left the school in recent years, which has further contributed to a decline in quality. There are also doubts as to whether all of the teaching staff actually possess the required qualifications. According to the contractual documents, it is explicitly stated that a formal teacher training degree is not mandatory. This became evident in the classroom: no regular homework, no textbooks, and lessons that often appeared superficial – almost as if the children were being taught directly from publicly available sources such as Wikipedia.
The issue of bullying, moreover, was never properly addressed or brought under control. A mother introduced herself as a doctor, although there were doubts about her professional background, and some individuals appeared to act as teachers without clear evidence of appropriate training. As a result, order and structure could not be sustained.
Particularly tragic was the case of a very intelligent student who, instead of being supported, was repeatedly subjected to disparaging treatment – apparently because his intelligence was not understood or handled appropriately. Over the years, he too lost his joy and laughter.
In light of these experiences, I would like to ask the school management on what basis pedagogical or even psychological assessments are being made. As a psychologist, I have serious doubts about the legitimacy of such practices, and I am not alone in this – a close friend, who is a lawyer, shares these concerns.
Finally, a personal note to Mrs Williams: I have witnessed the difficult circumstances under which your child had to grow up. The behaviour of your partner, whom I once personally encountered in a worrying state, has not only affected your child but also others. My daughter often had to provide comfort and support to your child. The fact that such private circumstances found their way into the school environment is further proof of the lack of clear structures and professional distance.