Crestforth International School enrolls pupils from the Early Years to Secondary School.

This is the cradle of academic experiences within a school/learning environment. The learners are usually between 9 months to less than 2 years old. These learners are toilet/potty trained. The ability to master the act of pencil grip/handling; with learning of rhymes and songs that enhance given tasks; prepare them for world of discoveries! The learners have a large room to themselves – Resting Point, Feeding Point, Games Center, Changing Arena, etc. There are a lot of toys and other materials to play/learn with. This is a major entry point into the school.

Often, this level is the most common entry stage for contemporary learners. The is the stage of introduction to basic approach to Nursery appreciation. The toddlers will run, roll, swing, jump, dance, sing, recite and actively participate in various learning activities

The development of the learners’ sensory and motors skills, creative expression that enable them to appreciate the basic concepts in nursery education. Writing skill, literary formation (Literacy), numerical (Numeracy) applications, etc. are critical aspects of these concepts. Emphasis is also laid on rhymes, songs, phonics, and life studies.

At this stage of learning, a lot of confidence is built to achieving tasks and instructions for the nursery education. There is a lot of advance but applicable instructions within the Literary, Numerical, Writing and other relevant instructional activities. At the conclusion of the various instructions in this class, learners have successfully completed the nursery education. This implies that the learners are being prepared for the much expected life in the world of primary education.

The instructional activities in the Nursery School (Toddler to Nursery Two) encourage social skill, emotional intelligence, brain development and self-confidence. All these enable learners to maintain self-discoveries, independence, boldness and discipline. It is expected that the discovery of individual strengths, talents, gifts and uniqueness is achievable thorough organized curricula (and articulated co-curricular activities).

At the conclusion of the nursery education, learners should be able to independently (with minimal supervision) execute the following: problem solving; self-services – making beds, feeding self, dressing and some other basic self –activities.

Grade One is the first year after the Nursery education and the beginning year in the primary education. It is the first concrete laying the foundation for a successful learning in the primary school. Due to its transition from nursery education to primary education, learning may be a little structured than it was in the Nursery; this may require the learners sitting longer but learning will be fun, friendly, interesting and enjoyable.

This is an important phase in Primary Education. The earner is expected to work more independently. At this point of learning/teaching, most of the learners will have improved their ability to coordinate movement, language/speech though increasingly complex and grammatically corrected but enjoyable and very interesting. Gradual exploration and attempt to act maturely can be seen in most of the learners.

This is a very strategic phase in pursuance of Primary Education. It is the conclusion of a midway in journey. At the end of this academic session, learners should be able to confidently and independently carry out the basics provisions within the curriculum making the next phase stress free and highly rewarding. In achieving all these, emphases need to be laid on relevant instructional activities that will enable the learners increase independence

At this stage of learning, the learners have gained more confidence and assurance that prepare them for further critical thinking and problem solving. The learners are conscious of additional responsibility and expectations to achieving excellence. The rewards for response to instructions are strategically adaptable to individual performance without tampering with self-esteem, confidence and trust. It is the beginning of the concluding half in Primary Education. There should be no compromise or lowering standard. Focus, dedication and character molding must be maintained. Decision making techniques are very crucial to this set of learners. The school provides enable supports through her well-structured curriculum and in –house mentorship.

It is expected that the Grade Five learners will begin developing more interest in creative and innovative approach to learning. Decision making remains very crucial and encouraged. They are guided, counseled and supported in their thoughts pattern and responses to learning/teaching. These are achievable through sharing of experiences, exposures and examples; skills development and complimentary activities. The emphasis should not be mainly on the cognitive domain but effective and psychomotor remain relevant in the making of a total child.

It is very obvious that at this point, these sets of learners start dreaming of lives in the secondary school.

It is not a hidden fact that most of the parents of the learners in Grade Five become anxious, nervous, eager and indecisive in deciding if their children should leave for the secondary school or they (the children) are allowed to successfully complete the primary school. It is good to professionally guide parents in making this kind of decision. Learning is a process that involves phases. Each of the phases is crucial, important and relevant to the next and subsequent phases. Any attempt to truncate, alter or modify this process will lead to unprepared and unexpected challenges that will lead to an imminent failure and regret. Allowing learners to properly conclude the curriculum for Primary Education is sure preparation for a successful journey in the secondary school. When children are supported and encouraged to successfully complete the Primary Education, life in secondary school is robust and enjoyable. The mentality, maturity and confidence of any child need to be guaranteed for a successful secondary school life. There is no need to haste or hurry the children. A 10 year old child (in Grade Six) is balanced in judgment and decision making; bold in resolving issues and better prepared for the tasks ahead as he/she steps into the secondary school. There is no need to rush children.

As exciting as it looks to the learners – finishing a phase of learning – it must also be noted and emphasized that there are works to be done, decisions to be made and thoughts to be organized in the quest for excellent conclusion of this phase of learning. At this crucial stage, the learners require relatively independence to explore, make mistakes, be held accountable and guided to providing solution. To achieve these features, critical thinking is a huge hub behind the power of the wheel that guarantees required acceleration towards the targeted destination. Critical thinking approach is a major tool the learners must be conversant with, made to live for and love to deplore. It is envisaged that the ability to appreciate this tool will provide the much needed strategies for success in any secondary school environment.

Due to peer pressure, it becomes almost difficult if not impossible for learners to analyse and provide solutions to their challenges (problems) that are fundamentally peculiar to them (the need to do/submit homework as at when due, copying notes, personal timetable, etc.); problem solving approach is a vital tool these set of learners must be taught on its usage and techniques. It must be noted that these learners must learn that it takes resilience, resolutions and remorse to walk along this route.

The learners are commended of their efforts toward reaching this stage of a journey that started about 8 or more years ago! However, the learners should just enjoy the music and its rhythm while the dance is postponed! They have not arrived yet. More rivers to swim and more candles to burn – more glories ahead!

This is not the end but the beginning of an anticipated end – university graduation. Often, upon graduating from the university, once is told ‘You are just beginning…’

Once again, primary education is incomplete without a child attending Grade 6. Withdrawing a child in Grade Five is an attempt of denying the child his/her right to knowledge. A child that leaves a primary school at Grade Five has just been taught half-truth and a half-truth is a whole lie!

Indeed, there is no doubt, the most memorable time any learner will have is at this stage of learning. Therefore, all the stakeholders must team up to making this a reality!


Every school may provide academic services but not every school can guarantee a moral upbringing. Crestforth International School seeks to connect academic excellence and moral standards through a working synergy between the home and the school.


Credible Results Earned by Strategic Thinking Founded On Research, Truth, and Hard work.


Crestforth is committed to building a total child inspired by an environment that is equipped with knowledge; challenged by tasks; known for integrity; safe with nature and empowered for global challenges


Creative attitude that accommodates cultural diversity Resources characterised by ingenuity Emerging with discipline, dignity, and direction Strategic learning, systematic teaching, and synergy between the homes and the school Thoughts devoted, directed, and dedicated to preserving these core values Foundations firmly rooted in family values and communal integrations On our Vision and Mission, we Stand Research towards delivering set goals, objectives and targets Truthfully leveraging on emerging opportunities in the quest for excellence Hard work as if no plays and plays as if no hard work.