International Preschool in Minato-ku, Tokyo

Ohana International School in Tokyo:
Ohana International School in Tokyo is an inclusive preschool with a difference, located in Azabu-juban, and catering for children between the ages of 18 months and 5 years. We run a wide range of programs, both full- and half-day; and before- and after-school care is also available. After-school tutoring is available for children enrolled in our regular program or enrolled in other schools.

Ohana staff aim to create a warm, caring environment that reflects their philosophy and at the same time provides an infinite number of opportunities for children to develop a “love of learning.” The learning programme is designed to build on the strengths of each child, valuing families and their ethnicity as well as everyone’s contribution to the school. The school honors the uniqueness of each child and his or her faith, religion, family, and culture.

- Regular preschool program for children aged 18 months–5 years from 8:30am–2pm. Half-day option available.
- Before- and after-school care available 7:30am–6pm.
- After-school tutoring 2.30–6pm for children enrolled with Ohana or enrolled in other schools.
- A Me & My Mom program three mornings per week.
- After-School Classes in Phonics and Literacy, and Art, Design, and Technology.
- Summer School includes sessions on Wonderful Water, Kids in the Kitchen, and Cool Construction.

Our Philosophy:
We believe that all children have the ability to achieve academically and combine this with an environment of love, respect, and honesty. We believe that early childhood education is particularly important because it lays the foundation for all future learning. We respect the fact that all children are individuals. Every child in our care is valued and given the opportunity to take responsibility for their own learning.

We believe that everyone has something to contribute to the world, and therefore promote learning not only for our children but also for everyone associated with the school. Parents and family are the most important people in children’s lives and the biggest influence on their learning. A major role of our school is to support the relationship between each child and their family by working in partnership with them.

We are a global community and believe that we can all make a difference in protecting our earth, taking care of the environment, and making the world a better place. We believe that, from an early age, children should learn to take responsibility for the environment. We also believe very strongly that we are part of a greater community that includes the children, their families, the neighbourhood, the city we live in, and the places that we come from.

We aspire to teach the children in our care how to live in a community, embrace difference, and be honourable citizens in a global world. We aim to nurture each child’s unique individuality, and respect differences; and endeavour to support the learning, development, and wellbeing of young children. We aim to develop each child to the maximum of their potential—emotionally, socially, physically, intellectually, and cognitively—through:

* teaching them about the environment and how each of us can do something to help save the world,
* early literacy and language activities,
* maths and number games,
* gross and fine motor activities,
* science and discovery activities,
* showing them how to live in a community and embrace difference, and
* helping them to express their thoughts and feelings in an honourable and respectful way.

Our program includes the ideals and philosophies of many early childhood theorists as well as the latest discoveries about young children and their potential to learn—we focus on the “emotionalization” and “socialization” of young children as well as academic learning. We believe that young children are active learners who construct their own knowledge and understanding of the world, and that play is central to this. Environment and social interactions serve as scaffolds whereby children progress to higher levels of development, learning motivation and developing the ability to make their own choices.

Shelley Sacks graduated as an early childhood teacher before completing a postgraduate course in special needs at the University of Cape Town, South Africa. Spending 15 years in Sydney, Australia Shelley was an early childhood teacher before becoming the director of a prestigious preschool, then moving to Japan where she was an early childhood educator and private English tutor to 5–13 year olds. Having been the director of two schools before Ohana, Shelley believes in motivating the teachers and children in her care to reach for the stars. Parents and children alike have been touched by her warmth, love, sincerity, and respect for and of difference.

Darren Winney has 16 years of teaching, administrative, and training experience. He used his qualifications in art, design, and construction to work as a craftsman and designer for a royally approved jeweler and watchmaker in London, as well as a consultant to several technical colleges in the United Kingdom. He then returned to Isembard Kingdom Brunel University for a postgraduate qualification in education. Darren spent five years as department head in a public sector school in the UK, teaching across many fields including mentally and physically challenged children. He then taught at a preschool in Taipei, Taiwan, before moving to Japan where he became the director and teacher trainer of an English language school catering to 1800 children and adults. He then spent five years as an early childhood educator and head of English in an international preschool in Tokyo.

While we have a specific schedule each day, we allow for flexibility and value spontaneous teaching opportunities. The day starts off with free play, followed by circle time with greetings, music, exercises, and language/literacy or numeracy activities. After a snack, children participate in activities that specifically target the development of cognitive, motor, social, and emotional skills. We then have music and movement activities, and go outside for gross motor play and fresh air. Next we have lunch, followed by library time, stories, and language development (English and Japanese). At the end of the day we sing our farewells and thank one another for being together. Children have a daily rest period, depending on their needs.

We consider the local community and our families to be integral to our functioning. We encourage parents to participate in class and whole-school activities. We believe that school is an extension of the home, and work hand in hand with our families. We also value the inclusion of our neighbourhood community in events.