We offer classes for age 3 years upwards. However, no child is ever too young to get started. If you are serious about your children reaching fluency in Spanish, you will need to be in it for the long-haul and form a regular routine of Spanish input at home. From birth we recommend that you learn Spanish alongside your child and get into a routine of regularly singing Spanish songs, reading books and watching simple videos with your child. We have some resource ideas here to help you get you started.   

We believe that acquiring a second language requires a methodical and research-backed approach. All of our programmes age 3 years upwards follow our carefully designed curriculums of study, with even the youngest children learning specific two-way communication (questions and answers) following a curriculum, as well as different sets of vocab each term.
In the early years, our students acquire the targeted language by way of singing songs, playing games, repeating vocab and targeted two-way questions and answers. As the children become older the curriculum content becomes more complex as students study to the CEFR, so that each term children acquire new explicit grammar instruction and vocab (conjugating verbs and applying grammar rules) which over time improves their ability to hold natural conversation with regards a varying topic pool.

Yes, all of our students are required to complete weekly homework, from our youngest students (age 3) through to our adult students. Students are asked to return their completed homework weekly for marking (and praise). Students very much need that thinking, digesting, memorising and practice time outside of class to reconcile what they have learned each week. Not to mention for our youngest students, it ensures that students get into good study habits from an early age (and early habits stick) as well as ensuring that parents get involved at home which aids in students maintaining long term motivation.

Acquiring a minority language is a lifelong journey which requires students to be motivated to stay on the path. Getting parents involved, as well as getting children into good study habits from an early age pays off in the long run.

A final note about homework, both research and our own personal experience as parents and educators has unequivocally shown us that the only way to master a minority language is to give frequent, consistent attention to the language (through targeted mediums such as homework revising what went on in class). Frequent practice and application in the language is essential.

All of our classes are conducted in Spanish, with English actively discouraged in class (bar the first few weeks of our absolute beginner Adult Intro to Spanish course where teachers do use more English at the historic request of our adult students).

In our early year Preschool and Primary classes, communication is effectively achieved through tone, gestures, flashcards, songs, actions and targeted repetition week after week. Young children are very adaptable and it is incredibly rare to see a child uncomfortable in the immersive environment. In fact, the Spanish immersive environment is what makes our lessons so unique and fun!

For adults and older children alike, students are taught classroom language and strategies to help keep the classes fully immersive.

This is a very common problem which occurs when there is insufficient motivation or “need to give” the Spanish.

Living in England it is far easier for a child to communicate to their parents in their dominant language, English, than their minority language, Spanish. Children know that their parents love them unconditionally so if they live in an environment where English is accepted at home, or if their parent mixes the two languages when communicating with them, they inevitably choose their dominant language, English.

In our classes, the teachers do not accept English as a form of communication and repeatedly remind the children that they need to dig deep and use the Spanish they have so far acquired, to communicate. Furthermore, children see their peers communicating in Spanish with each other and back and forth with the teacher and so they quickly come to understand that Spanish is the only acceptable form of communication in class. It is very common to hear parents say “he is now showing more interest in Spanish”, “he is asking me what things are in Spanish at home”, “he is now starting to communicate with his abuelos” etc etc.

Habits don’t break overnight – it takes time and a lot of effort at home to re-train your child. Spanish speaking parents need to continue making consistent effort at home in continuing speaking to their child in Spanish, alongside their child attending their weekly class.  With consistent effort, results will come!

Ad hoc feedback:

We like to keep open honest and free lines of communication so when teachers have specific feedback to give or concerns to relay, these are communicated as and when the need arises via email, in person and/or phone call.

Outside of this, feedback is provided through the following means:

• Child classes – twice a year you are invited to book a video call with your child’s teacher.  In the younger preschool and primary classes children are in effect assessed at the end of each term with the teacher seeing that the child has acquired the unit vocabulary and communication of the term.  If there are any concerns as to a student’s attainment to the curriculum these are shared with the parent on a direct, timely basis so that a strategy can be formed.  When a student enters the Amigo programme there are levelled tests that take place regularly in class to ensure that each student is aligned to the CEFR curriculum.
• Adult classes – regular feedback is given through the medium of marking homework, as well as assessments at completion of levels of study.

In our children’s classes we operate a points for prizes system where students receive one point per week for attending class and a second point per week for giving their best effort in class. Once a child reaches 20 points they receive a prize. 

All of our level and different age classes include games and fun activities to keep the lessons fun and upbeat. It is important to us that Spanish is taught in a welcoming, warm and inclusive environment as students need to be in it for the long haul.

All group classes run term-time only, with additional homework provided for all child and adult students in holiday periods to ensure that students are always moving forwards and not taking two steps back.

Private clients can choose their own schedule, with many of our private clients continuing with their Spanish lessons virtually to some degree over holiday periods.

For in person child classes, we request that you please provide your child with a bottle of water for class. For the 2 hour community we also recommend that your child brings a snack to class (always nut free please!). We provide all stationery. Your child should also return their weekly homework each week for marking and praise.  For Amigos and secondary levels there are books to purchase which you will be advised of at the time.

For in person adult classes, at the Intro to Spanish level (beginner level) we provide all handouts. For levels there upwards you will be asked to purchase relevant coursebooks and bring them to your lesson each week. In addition, we would recommend bringing a notepad and stationery each week to take notes.

For both child and adult courses, we recommend storing handouts and notes in a lever arch files at home. Being organised at home really helps with Spanish revision efforts.