Our two children, aged 8 and 10, are starting their fourth year at IS33. They are excited to go to school every morning and aren’t dreading going back to school after the holidays. They have kept the same friends and know the entire teaching team perfectly.
Four years ago, when our two children were still in public school, they had a really hard time with their time at school. Our four-year-old daughter cried a lot, and our six-year-old son didn’t want to go to school anymore; he hardly slept at night. In 15 days at IS 33, their behavior changed completely. Today, my son, who was a very shy child, has learned to express himself comfortably in public and has regained his self-confidence. My daughter is happy, enthusiastic, and is now very comfortable speaking English.
I myself taught in a public preschool for over 13 years, and I recently decided to leave my profession. I was tired of the working conditions for teachers, but above all, I was psychologically exhausted from witnessing, helplessly, the unhappiness of many students who do not fit into traditional schools.
In the morning when I drop my children off at Is 33 and enter the building, I am always struck by the peaceful atmosphere that reigns in the corridors.
The many projects, the caring team, the outings, the celebrations, the small class sizes, the learning of English, here is an exhaustive list of all the positive points that make IS 33 a unique establishment.
Today, we wouldn’t change our children’s schools for anything in the world!
Thank you to the entire team for their daily work with our children.

A different school which, while guaranteeing compliance with French school curricula up to the Brevet des Collèges, departs from the classic French method which is unsuitable for many fast-learning children to allow them to develop in harmony.
Great positive points for us, the children are in national mix, become completely bilingual French/English in less than two years, and learn and experience respect for others.

Izem is a former student who spent 5 years at our school. He earned his french National Brevet Diploma with honors and the bilingual IB diploma, which allowed him to be admitted to McGill University (Canada). (Canada).

Here is what the IB has brought me and its advantages according to my experience:
The simple level of education is close to the first year of university level. It allows you to adopt a research and critical mind in several subjects which will facilitate the adoption of the university level without too many surprises. The different types of work required by the IB (TOK, CAS, EE, IA and final exams) are very similar to those required in the first year of university and the content of the courses is also of a high level. This allows ease without too many surprises in the work required at university.

The diversity of the courses offered allows for a small specialization from high school onwards with a relatively general and comprehensive diploma, with the obligation to take a subject from each subject group, which will facilitate the transition to university in a much more specialized environment.

The need for autonomy in the IB is relatively important and useful for the academic and professional future of students. It allows you to manage your work early so as not to be overwhelmed with the accumulation of work you receive at university, and to respect the deadlines imposed by teachers, which are much stricter than in IB (even with some teachers who give extensions reducing the grade of the work). Autonomy will also allow you to maintain yourself even in an unfamiliar environment where it is necessary to take charge of yourself. University, unlike high school, does not offer any individual supervision; teachers do not follow students in their work. The autonomy required by the IB prepares students for this environment.

The possibility of the bilingual IB diploma is one of the most important advantages of the IB. The diploma is very complicated to obtain, but it allows entry into top schools. It is one of the most recognized diplomas from what I have observed and allows access to top foreign universities.

After a year of deschooling following a situation of school bullying that we discovered late, our son developed a school phobia and was in great psychological distress. Not knowing where to turn, we thought of the Montessori school near our home which had recently had a middle school section. Our son had the courage to try schooling again even though he was very affected and in a situation of great lack of confidence in himself and in others.
He joined a 4th grade class in 2018, rediscovered the taste for school, the taste for life and thanks to an environment, a framework and teachers who adapt to each student, are attentive, he has just finished his schooling in DP 2 in May 2024. Rodolphe the Director, his wife Noémie, Stéphanie the main teacher of DP2, as well as all the other teachers are much more than speakers, they are concerned about the well-being of each student, the quality of learning and the level of acquisition.
The level required in each subject corresponds to the requirements of the national education programs and prepares students for deadlines in terms of exams. We are in contact with the teachers who keep us informed of the situation of our children from an academic point of view or more simply from an integration, state of mind, well-being point of view…… They do not limit themselves to academic requirements but support, accompany, listen and motivate when necessary and we are grateful to them. Thank you to Rodolphe, Noémie, Stéphanie and the teaching team in general because the academic and personal future of our son was bleak but they did everything to help him regain above all his self-esteem, his self-confidence, dare to reach out to others and resume normal schooling. A huge thank you for your support to our family who will always be grateful to you!

Since our son Noé joined this establishment in January 2022, he has quickly blossomed and been happy.
As proof, he came home singing from the very first days, very surprising for a 13-year-old who no longer wanted to go to his old school at all….
The kindness of the team as well as the philosophy of life established by the Management in accordance with the Montessori pedagogy make my son independent and serene about the future.
Excellence is present without pressure for our children, valued in non-judgment.
Preparation for the International Baccalaureate and entry to the Grandes Écoles is addressed well in advance so that we can become aware together of the steps to take, which reassures Noé.
I strongly recommend that you meet Noémie and Rodolphe, who are attentive and non-judgmental.
A year later, my opinion is confirmed. Noah has made extraordinary progress, both in terms of maturity and knowledge.
The teaching methods of teachers and management should be an example for national education.
Today, he is completely independent in his learning and has great confidence in the transmission of knowledge exercised by the entire IS33 team. He is in the period of choosing subjects for next year and is approaching this very calmly thanks to the very comprehensive information provided to him by the school.
I highly recommend Is33.
Thanks again to the team for our children.

Our two sons, aged 12 and 14, attend IS 33, where they have found an environment that is very open to personal development but also demanding in terms of teaching. The very small class size makes learning and relationships with the teachers much easier. They are very involved, very kind, and apparently of excellent quality. The large number of English-speaking students is an obvious advantage in becoming almost bilingual. Looking back on this school year, enrolling at IS seems to have been a very good decision.

Back from abroad, we were looking for an IB (International Baccalaureate) school for our son that would be a continuation of what he had experienced during our expatriation. One of our main criteria was English. Indeed, after 9 years spent studying in an international school, we did not want him to lose his level. It was therefore with a certain relief that we joined International School 33 in Gradignan in 2021. Today, we have enough hindsight to say that this choice was the right one. Indeed, our son has not only made enormous progress in English because the teaching in this language in middle and high school is of good quality, in line with our expectations. He has been able to participate in several trips to England and the multicultural aspect of the school makes everyday English engaging and real.
Furthermore, the IB culture – increasingly appreciated by post-baccalaureate institutions – has already reached a good level only 3 years after the school’s certification. Each year, concrete actions are implemented to establish this learning culture, which is still little known in France, and we are grateful to the management and the entire teaching team for the individualized and caring support provided to our son as he prepares to take his baccalaureate next year.
The school is also firmly committed to student empowerment. Last year, it organized a trip to Morocco that allowed students to help a village of orphaned children. This trip served as a platform for the students’ personal project (IB) and permanently changed the participants’ perceptions of others and their intrinsic abilities as global citizens.
Finally, this establishment remains affordable compared to other IB establishments in the region or other private establishments outside the contract; which is an essential element in our journey as parents.

We chose this school because our son was unhappy in the traditional education system, approaching school phobia despite discussions with the school psychologist and a PPRE (Personalized Student Success Plan). The results are largely positive: he has regained a sense of serenity. He is encouraged in his efforts, understood in his difficulties. The teachers demonstrate kindness, trust, but also high standards. The small class sizes allow teachers to pay attention to each individual. Our son’s lively and curious personality is valued. We do not try to put students in a mold but rather to take advantage of their individuality.
There are many suggestions for extracurricular activities/social activities as well as solidarity actions.
The emphasis is on work, progress, and the meaning of learning rather than on grades.

Our two children, aged 8 and 10, are starting their fourth year at IS33. They are excited to go to school every morning and aren’t dreading going back to school after the holidays. They have kept the same friends and know the entire teaching team perfectly.

Four years ago, when our two children were still in public school, they had a really hard time with their time at school. Our four-year-old daughter cried a lot, and our six-year-old son didn’t want to go to school anymore; he hardly slept at night. In 15 days at IS 33, their behavior changed completely. Today, my son, who was a very shy child, has learned to express himself comfortably in public and has regained his self-confidence. My daughter is happy, enthusiastic, and is now very comfortable speaking English.

I myself taught in a public preschool for over 13 years, and I recently decided to leave my profession. I was tired of the working conditions for teachers, but above all, I was psychologically exhausted from witnessing, helplessly, the unhappiness of many students who do not fit into traditional schools.

In the morning when I drop my children off at Is 33 and enter the building, I am always struck by the peaceful atmosphere that reigns in the corridors.

The many projects, the caring team, the outings, the celebrations, the small class sizes, the learning of English, here is an exhaustive list of all the positive points that make IS 33 a unique establishment.

Today, we wouldn’t change our children’s schools for anything in the world!

Thank you to the entire team for their daily work with our children.

A different school which, while guaranteeing compliance with French school curricula up to the Brevet des Collèges, departs from the classic French method which is unsuitable for many fast-learning children to allow them to develop in harmony.

Great positive points for us, the children are in national mix, become completely bilingual French/English in less than two years, and learn and experience respect for others.

Izem is a former student who spent 5 years at our school. He earned his french National Brevet Diploma with honors and the bilingual IB diploma, which allowed him to be admitted to McGill University (Canada).

Here is what the IB has brought me and its advantages according to my experience:
The simple level of education is close to the first year of university level. It allows you to adopt a research and critical mind in several subjects which will facilitate the adoption of the university level without too many surprises. The different types of work required by the IB (TOK, CAS, EE, IA and final exams) are very similar to those required in the first year of university and the content of the courses is also of a high level. This allows ease without too many surprises in the work required at university.

The diversity of the courses offered allows for a small specialization from high school onwards with a relatively general and comprehensive diploma, with the obligation to take a subject from each subject group, which will facilitate the transition to university in a much more specialized environment.

The need for autonomy in the IB is relatively important and useful for the academic and professional future of students. It allows you to manage your work early so as not to be overwhelmed with the accumulation of work you receive at university, and to respect the deadlines imposed by teachers, which are much stricter than in IB (even with some teachers who give extensions reducing the grade of the work). Autonomy will also allow you to maintain yourself even in an unfamiliar environment where it is necessary to take charge of yourself. University, unlike high school, does not offer any individual supervision; teachers do not follow students in their work. The autonomy required by the IB prepares students for this environment.

The possibility of the bilingual IB diploma is one of the most important advantages of the IB. The diploma is very complicated to obtain, but it allows entry into top schools. It is one of the most recognized diplomas from what I have observed and allows access to top foreign universities.

After a year of deschooling following a situation of school bullying that we discovered late, our son developed a school phobia and was in great psychological distress. Not knowing where to turn, we thought of the Montessori school near our home which had recently had a middle school section.

Our son had the courage to try schooling again even though he was very affected and in a situation of great lack of confidence in himself and in others. He joined a 4th grade class in 2018, rediscovered the taste for school, the taste for life and thanks to an environment, a framework and teachers who adapt to each student, are attentive, he has just finished his schooling in DP 2 in May 2024. Rodolphe the Director, his wife Noémie, Stéphanie the main teacher of DP2, as well as all the other teachers are much more than speakers, they are concerned about the well-being of each student, the quality of learning and the level of acquisition. The level required in each subject corresponds to the requirements of the national education programs and prepares students for deadlines in terms of exams.

We are in contact with the teachers who keep us informed of the situation of our children from an academic point of view or more simply from an integration, state of mind, well-being point of view…… They do not limit themselves to academic requirements but support, accompany, listen and motivate when necessary and we are grateful to them. Thank you to Rodolphe, Noémie, Stéphanie and the teaching team in general because the academic and personal future of our son was bleak but they did everything to help him regain above all his self-esteem, his self-confidence, dare to reach out to others and resume normal schooling. A huge thank you for your support to our family who will always be grateful to you!

Since our son Noé joined this establishment in January 2022, he has quickly blossomed and been happy.

As proof, he came home singing from the very first days, very surprising for a 13-year-old who no longer wanted to go to his old school at all….

The kindness of the team as well as the philosophy of life established by the Management in accordance with the Montessori pedagogy make my son independent and serene about the future.

Excellence is present without pressure for our children, valued in non-judgment.

Preparation for the International Baccalaureate and entry to the Grandes Écoles is addressed well in advance so that we can become aware together of the steps to take, which reassures Noé.

I strongly recommend that you meet Noémie and Rodolphe, who are attentive and non-judgmental.

A year later, my opinion is confirmed. Noah has made extraordinary progress, both in terms of maturity and knowledge.

The teaching methods of teachers and management should be an example for national education.

Today, he is completely independent in his learning and has great confidence in the transmission of knowledge exercised by the entire IS33 team. He is in the period of choosing subjects for next year and is approaching this very calmly thanks to the very comprehensive information provided to him by the school.

I highly recommend Is33.

Thanks again to the team for our children.

Our two sons, aged 12 and 14, attend IS 33, where they have found an environment that is very open to personal development but also demanding in terms of teaching. The very small class size makes learning and relationships with the teachers much easier. They are very involved, very kind, and apparently of excellent quality. The large number of English-speaking students is an obvious advantage in becoming almost bilingual. Looking back on this school year, enrolling at IS seems to have been a very good decision.

Back from abroad, we were looking for an IB (International Baccalaureate) school for our son that would be a continuation of what he had experienced during our expatriation. One of our main criteria was English. Indeed, after 9 years spent studying in an international school, we did not want him to lose his level. It was therefore with a certain relief that we joined International School 33 in Gradignan in 2021. Today, we have enough hindsight to say that this choice was the right one. Indeed, our son has not only made enormous progress in English because the teaching in this language in middle and high school is of good quality, in line with our expectations. He has been able to participate in several trips to England and the multicultural aspect of the school makes everyday English engaging and real.

Furthermore, the IB culture – increasingly appreciated by post-baccalaureate institutions – has already reached a good level only 3 years after the school’s certification. Each year, concrete actions are implemented to establish this learning culture, which is still little known in France, and we are grateful to the management and the entire teaching team for the individualized and caring support provided to our son as he prepares to take his baccalaureate next year.

The school is also firmly committed to student empowerment. Last year, it organized a trip to Morocco that allowed students to help a village of orphaned children. This trip served as a platform for the students’ personal project (IB) and permanently changed the participants’ perceptions of others and their intrinsic abilities as global citizens.

Finally, this establishment remains affordable compared to other IB establishments in the region or other private establishments outside the contract; which is an essential element in our journey as parents.

We chose this school because our son was unhappy in the traditional education system, approaching school phobia despite discussions with the school psychologist and a PPRE (Personalized Student Success Plan). The results are largely positive: he has regained a sense of serenity. He is encouraged in his efforts, understood in his difficulties. The teachers demonstrate kindness, trust, but also high standards. The small class sizes allow teachers to pay attention to each individual. Our son’s lively and curious personality is valued. We do not try to put students in a mold but rather to take advantage of their individuality.

There are many suggestions for extracurricular activities/social activities as well as solidarity actions.

The emphasis is on work, progress, and the meaning of learning rather than on grades.