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HUMAN SCHOOL: The program. Rueil Malmaison International Bilingual School | IHS

IHS International Human School: a bilingual school in Rueil Malmaison, equitable education built on the promotion and development of human skills (or soft skills), bilingualism and an open and enlightened pedagogy.


The collaborative approach adopted is based on an equitable relationship between adults and children, recognizing each person as an individual with no predominant relationships or interactions.

 A caring and respectful environment establishes a secure relationship between the child and his school environment. It makes their minds available to learn and contributes to the balanced growth of their socio-affective and cognitive skills.


"The collaborative approach to the educational mission" by Anne-Camille Khelalfa, founder of Human School. Journal of Childcare Professionals. Research section. N°129. 2021

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Emphasizing the development and value of the human skills. 

Individual development within society is a significant challenge for the educational system.

It's one of the keys to building a peaceful, respectful, and united world to which the HUMAN SCHOOL program tries to contribute.

This is why we consider the tools that contribute to self-awareness, understanding of others and the relationships are an integral part of the school's educational mission. In our personal and professional social relationships, as well as with the current challenges of a society in transition, the value and the development of one's human skills constitute a precious tool.

The program is structured around 3 pillars:

Incorporating activities and workshops into the program:

Each day is dedicated to various activities throughout the year, providing the children with opportunities to openly explore many aspects of their personalities, skills, and passions—theater, dance, capoeira, music, yoga, and many other activities during the school year. Similarly, workshops will allow children to interact on key topics: philosophical workshops, emotion management, conflict management, and initiation to non-violent communication.

These activities and workshops aim to provide the children with a range of genuine options to help them develop their own tools and resources.

Learning methods:

By combining the programs set by the Ministry of Education with diversified educational tools, teachers inspire students to develop their own abilities to observe, analyze, assess, contextualize, and connect.

The values passed on by our environment and surroundings :

Through their environment and surroundings, children experience their actions as much as their environment perceives them. This humanistic approach is instilled in the school’s very ethics, in all aspects of its operations, filled with purpose and importance. Therefore, immense care is taken when recruiting teachers and assessing their training.


Bilingualism is deployed through:


Thanks to our bilingual staff and the array of nationalities we welcome. Naturally, this implies English-speaking interactions.

English courses:

In collaboration with their French-speaking counterparts, the English-speaking teachers are responsible for preparing cultural programs such as world discovery, arts and crafts, cultural projects, and fun workshops.

Academic Courses:

Depending on their level of English, children will be invited to participate in more academic courses to build their language skills.


 English-speaking members of staff supervise the afterschool programs.

Open and enlightened education system

Today we have a wide range of wealth teaching tools.

Why limit ourselves to a single model when we have a plethora of tools capable of adapting to the needs of each student but also to different objectives and subjects?

Our programs are shaped using various tools and methods (traditional and alternative) always in line with the current neuro-scientific data in psychoeducation.

We share the Montessori philosophy, for its visionary and modern values. This pedagogy is an important source of learning for children aged 3 to 6, and a fabulous learning support for other levels. 

Nevertheless, playing and imagination are prohibited in AMI (Association Montessori Internationale) Montessori classes. In our pedagogical vision, they are an essential source of cognitive and social development. Therefore, they are intelligently integrated in preschool.

Furthermore, we are not adhering to the 3 hours working cycles imposed by the AMI. We consider that a break in the playground during the morning, for lunchtime and in the afternoon, is essential for the children's well-being and the quality of their learning. 
Children aged 2 to 6 will evolve in a Montessori environment, (qualified Montessori educator, bilingual supervision, materials and philosophy) and these pedagogical tools will be used for the other levels according to needs and learning.  

The values embodied in this philosophy are integrated into all IHS schooling.

Finally, a crucial element of any efficient teaching system is "The Timetable." The timetable is structured according to each child's cadence and, most importantly, their attention span. Mornings are dedicated to introducing new concepts, and afternoons are for reactivation through work requiring students to act.

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Information and pre-registration here

We look forward to meeting you! 

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