A new chapter at KIDS&Co.
We’re opening a primary school in September 2026!
Our vision
The world in which our children will grow up is changing faster than ever before.
That’s why we’re creating a school that teaches children not only knowledge, but also ways of thinking, communicating, cooperating, being independent and acting with courage. Our curriculum develops meta-skills that help children learn throughout their entire lives.
“From small questions to great projects.
From curiosity to the skills of the future.
We teach with the future in mind.”
Bilingualism
For us, bilingualism is a modern approach that allows children to gain more from the world around them. It’s an open way of thinking and communicating, and an international everyday experience for our pupils. In the future, it will give them opportunities for development that make full use of their potential.
We don’t teach a language — we teach through the language, for at least 10 hours a week.
Thanks to the one person — one language method, children immerse themselves in two languages — Polish and English — every day, in a natural, inspiring, and engaging way.
How do we do it?
- Language immersion: English is present in lessons, projects, and daily communication.
- CLIL (Content and Language Integrated Learning): we teach maths, science, and art in English, naturally developing thinking in a second language.
- Team Teaching: collaboration between Polish- and English-speaking teachers.
- Bilingual STEAM projects: learning through action, experimentation, and creative projects.
- Extra-curricular activities: conducted in both English and Polish, including Drama, Coding, Art, Science, and Debate Club.
Curriculum and Learning Objectives
We implement the Polish national curriculum combined with elements of the Cambridge International Programme. Teaching is based on the following methods:
- STEAM (Science, Technology, Engineering, Arts, Mathematics),
- Project-Based Learning,
- Design Thinking,
- Reflection and self-assessment,
- Multisensory learning and teamwork.
A child who understands, experiences, and feels learns faster, more effectively, and with greater joy.
Get to know us better
Visit us during our Open Days or get in touch with us today!
Meta-skills
In the early years of primary education, including Years 0–3 (around ages 6–9), a child’s brain and personality develop in ways that form the foundation for all future learning.
The key is not to “deliver more content” but to strengthen the inner abilities that enable learning, relationship-building, and personal growth. When we treat these as meta-skills, subjects such as maths, science, or even financial education become tools for developing them — not goals in themselves.
The most important meta-skills at this age often overlap, but they can be grouped into several key areas.
Learning
1/7
Learning How to Learn
Every child is born with natural curiosity, but not every child knows how to learn. At our school, we teach children to understand their own process of exploring the world — so that they don’t depend solely on the teacher, but become independent discoverers.
Why is it important?
The ability to learn is the foundation of all other skills, because a child who knows themselves as a learner can cope in any field — now and in the future.
Key competencies
- Curiosity and questioning — a sense of safety and encouragement to ask “why?”
- Attention control — building the ability to focus and filter distractions (linked to self-regulation)
- Metacognition — noticing “what helps me learn” and “what makes learning harder”
- Growth mindset — seeing mistakes as a natural part of learning, not as failure
- Positive discipline — developing good habits and realistic goals (the “1% better every day” approach)
Emotions and Empathy
2/7
Emotional and Social Development — the Foundation of Education
Emotional and social development is an integral part of our programme. We teach children how to understand themselves and others, how to build relationships, collaborate, and resolve conflicts.
Reflection is a constant part of the process — children learn to recognise emotions, analyse their actions, and consciously direct their development. The teacher acts as a mentor and guide, supporting each child in discovering their strengths and coping with challenges.
Why is it important?
Emotional self-regulation and empathy are the foundations of cooperation, confidence, and psychological wellbeing.
Key competencies
- Self-regulation — naming emotions, calming oneself, waiting without frustration, patience
- Empathy and perspective-taking — recognising that others may think and feel differently
- Conflict resolution — using words rather than impulses to solve disagreements
- Sense of belonging — understanding that everyone has value and a place
- Building relationships — forming positive bonds with peers
Flexible Thinking
3/7
Creative and Critical Thinking
In a world full of ready-made answers, those who can ask better questions will go the furthest. That’s why at our school the focus isn’t on reproducing information, but on creating, analysing, and questioning. We teach children to look at problems from different perspectives — sometimes logically, sometimes creatively — because true innovation happens where reasoning meets imagination.
Why is it important?
The world rewards flexible thinkers, not those who rely only on memorisation.
Key competencies
- Imagination and divergent thinking — generating multiple possible ideas
- Problem-solving — trying strategies, testing, and improving
- Pattern recognition — noticing connections in history, maths, or nature
- Narrative thinking — the ability to tell stories, organise thoughts, and express ideas
Agency
4/7
Agency and Independence
A child who believes they can influence their actions and decisions will grow into an adult who acts rather than waits. That’s why, from the early school years, we nurture the sense of “I can, I have influence, I can do it.” Instead of doing things for them, we teach them to plan. Instead of saying “do it,” we ask “how would you solve it?” True independence is born not from control, but from trust.
Why is it important?
At this age, children begin to see themselves as capable and responsible individuals.
Key competencies
- Sense of responsibility — completing tasks without constant direction
- Decision-making — choosing and observing the consequences
- Perseverance — continuing despite difficulties
- Asking for help appropriately — recognising when support is needed
Awareness of the World
5/7
Awareness and Connection with the World
Children naturally ask questions about the world — where things come from, why people are different, what happens if…
We turn that curiosity into mindfulness and responsibility. We teach them to see more broadly: not only me, but also us. Education is not just the development of the mind — it’s also about building relationships with nature, culture, and other people.
Why is it important?
Children who feel connected to nature, people, and culture develop empathy and a sense of purpose.
Key competencies
- Curiosity about the world — exploring surroundings and communities
- Cultural awareness — understanding diversity and fairness
- Environmental sensitivity — noticing and caring for nature
- Sense of community responsibility — understanding that my actions have an impact
Communication and Collaboration
6/7
Communication and Collaboration
Children are born with the need for connection — first through gestures and emotions, later through words, movement, and art. At school, we teach them that communication is not only about speaking, but also about listening, understanding, and acting together. In the future, success will belong not to those who know the most, but to those who can work with others and create together.
Why is it important?
The ability to share ideas, listen, and work in a team is the foundation of social and professional life.
Key competencies
- Listening to understand — not just waiting for one’s turn to speak
- Presentation skills — expressing oneself through words, movement, images, or bilingually
- Teamwork — sharing roles and supporting others
- Respectful discussion — saying “I see it differently” instead of “you’re wrong”
- Supportive leadership — leading through cooperation, not domination
Executive Functions
7/7
Executive Functioning
This is the brain’s “command centre” — a set of processes that allow a child to organise their thinking, plan actions, and control impulses.
Why is it important?
Research shows that well-developed executive functions are a stronger predictor of academic and life success than IQ. They enable a child to start, finish, switch, and reflect — to act effectively in a world full of distractions.
Key competencies
- Reading comprehension — analysing information and instructions
- Planning and sequencing — understanding the steps needed to complete a task
- Working memory — holding information in mind while performing actions
- Cognitive flexibility — switching efficiently between tasks or rules
The Student in the World of Technology
The world is changing faster than ever — and it will most likely accelerate even more. Our goal is not to make sure children do not fall behind, but that they learn how to use tools that have not yet been invented.
We teach them to think, to question, and to doubt. Because the true competence of the future is not knowing how to use a tool, but understanding when and why to use it. Artificial Intelligence should not replace thinking and creativity — it should stimulate them.
In a world where knowledge quickly becomes outdated, skills and courage to try new ways of acting play a key role. Acting not only independently but also as part of a team. We teach children that technology can support and connect. In the digital world, communication does not end at the screen — it means listening, understanding, and taking action.
We show that technology has its greatest value when it helps people solve problems. We also teach how to use it with empathy and respect for one another.
Key Skills
- Critical thinking and information awareness
- Selecting methods and tools according to needs
- Collaboration in a digital environment
- Empathetic online communication and responsibility for words and relationships online
Approaches
- Visible Thinking
- Project-Based Learning
- Design Thinking
Our Graduate
A graduate of our school is a child who:
- is fluent in English and knows a second foreign language (Spanish),
- thinks critically and creatively,
- is able to learn independently,
- is empathetic, emotionally resilient, and socially responsible,
- can work in a team, make decisions, and persevere in achieving goals,
- feels comfortable in an international environment and is ready to continue education either in Poland or abroad.
Extracurricular Activities in Two Languages
Beyond regular lessons, children take part in a wide range of activities conducted in both English and Polish, including:
- Drama & Speaking — confidence and communication, learning to express emotions and present ideas.
- Coding & Robotics — modern technologies, logical thinking, and creative problem-solving.
- Art Club — creative experimentation combining art, imagination, and emotions.
- Science Club — experiments, discoveries, and scientific exploration — the foundations of a true passion for learning about the world.
- STEAM Club — interdisciplinary projects combining science, technology, engineering, art, and mathematics.
- Debate Club — argumentation, critical thinking, courage in expressing opinions, and listening to others.
Thanks to this, language becomes a natural part of every area of life — from learning and technology to art, emotions, and relationships.
Contact Us
Call us +48 534 000 125
Open Days
Open Days are a gathering for the whole family! While parents attend the presentation, children enjoy fun and safe activities.
Check datesLocation
The bilingual KIDS&Co. primary school will be located in a modern office building at 48 Domaniewska Street, Warsaw, in a convenient and accessible area.
DirectionsWrite to Us
If you couldn’t find the information you were looking for on our website or have any questions, please contact us — we’ll be happy to help!
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