Education_BH: Innovation and Excellence celebrates the remarkable innovations implemented in Bahrain’s schools and universities. We learned about these innovations, the process, the challenges, and the lessons learned from some of the leading educational institutions in the Kingdom.
Read all about the British Preparatory School‘s innovation below.
Play and Activity-Based Early Learning
British Preparatory School is transforming its early years education by implementing play and enquiry-based learning. This child-centred approach replaces textbook learning methods with hands-on exploration, resulting in children exceeding UK national averages while developing stronger communication skills, emotional resilience, and confidence in their learning journey.
Please share a brief background of your innovation.
Under the leadership of Mrs Smith, Principal of The British Preparatory School and an experienced early years educator with over 14 years in the field, the school has embraced a transformative shift toward play and enquiry-based learning. Firmly believing that the foundations of education are best laid through curiosity, creativity and exploration, Mrs Smith led the school in implementing a modern, child-centred approach aligned with international best practices in early childhood education.
How was the innovation planned?
This innovation began with a complete review and redesign of the school’s early years curriculum. The planning process involved extensive research, curriculum mapping, and aligning learning goals with the Early Years Foundation Stage (EYFS) while prioritising hands-on, experiential learning over traditional textbook methods. Mrs Smith personally led the training and mentoring of teachers, equipping them with the tools and confidence to deliver play-based and enquiry-driven lessons. Environments were restructured to support this approach – classrooms became spaces of exploration, and outdoor areas were integrated into daily learning routines. Teachers received ongoing Continuing Professional Development (CPD) in areas such as observation-led planning, provocations for play, and effective use of learning-through-play resources.
What were the challenges faced during implementation?
The biggest challenge was shifting mindsets – both among educators and parents. Many practitioners initially relied heavily on structured, book-based learning. Likewise, some parents expressed concern that play might not deliver the academic results they expected. The school invested time in holding parent workshops, providing visual evidence of children’s progress, and highlighting the long-term benefits of this method. Another key challenge came during an inspection by the Ministry of Education, where BPS needed to justify its innovative approach. This required carefully documenting the children’s learning journeys, showcasing engagement levels, and demonstrating how play translated into measurable academic growth.
Give us a brief assessment of your results.
The results have been overwhelmingly positive. Children at BPS are not only more engaged, but also happier and more confident in their learning. Assessments have shown that children are exceeding UK national averages in both literacy and numeracy. The approach has particularly benefitted children’s communication skills, emotional development, and resilience. Teacher satisfaction has also improved, with educators reporting greater enjoyment and fulfilment in their roles. Parents have since become some of the strongest advocates, having seen first-hand the progress their children have made.
In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?
Key lessons include the importance of bringing all stakeholders on the journey – particularly in educating parents on the value of play. It also became clear that documentation and reflection were crucial, not only to satisfy external evaluations but also to inform and continuously improve practice. If starting again, the school would introduce parental education even earlier in the admissions process and provide more opportunities for classroom observation to demystify the approach from the outset. This innovation has become a cornerstone of BPS’s identity as a BQA Flagship School of Excellence – and the school remains committed to being a leader in progressive, play-based early childhood education in Bahrain.
