Our teachers hold the highest extended qualifications in both educational and therapeutic fields. We believe that being a native speaker alone is absolutely not enough. We work with professionals qualified in a number of child development fields, which enables us to work effectively with children from different cultural backgrounds, with varying sensitivities, including those with special needs. We work in English and Spanish languages, and support our international students with a number of other languages whenever it's needed.

Yes. Spanish, English, additional languages whenever needed.

Spanish and other (ask individually)

We work highly individually with the best possible ratio of a number students per teacher 8-10

6-7

Holistic Learning & Science School is supported by both highly qualified teachers and therapists with extensive global experience. We only work with professionals whose qualifications are exceptional — no assistants, only highly experienced, empathic and extensively qualified leaders.

We ensure a project-based, nature-based, hands-on learning environment. Technology is used whenever necessary, but we are strongly focused on real life sensory-rich experience rather than digitalization. Our screen time is close to zero.

Yes. While in-person, nature-based learning is the foundation of everything we also offer a dedicated digital solution: the Personalized Learning Assistant (PLA) — an online support programme that provides each child with a full educational and developmental profile, strategic learning guidance, and ongoing personalised support beyond school hours. This means that even when physical attendance is not possible, children remain supported, guided, and connected to their individualised learning path.

No religious practice takes place at school. Holistic Learning & Science School is non-denominational and welcomes children of all cultural and religious backgrounds. Values such as respect, empathy, and connection to nature are approached through a universal, inclusive framework.

Not applicable. Our values-based framework — centred on respect, empathy, and connection to nature with scientiphic and therapeutic approach— is universal and inclusive by design.

Learning is assessed through continuous professional observation and individualised developmental profiling, however we don't give up on academics with strong project-based scientific and therapeutic focus. For families who require formal academic continuity, we offer access to an accredited programme with structured curriculum, friendly end-of-year assessments, and official documents.

Families decide about it together with us. It all depends on a child's individual profile. We give professional recommendations based on it, and we provide PLA Personalized Learning Assistant during after-school hours.

We offer PLA Personalized Learning Assistant for that, and roadmaps are personalized

Given the current age range of our students — primarily early childhood to early adolescence — this data is not yet applicable. Our focus at this stage is on building the developmental foundations, intrinsic motivation, and love of learning that naturally lead to strong future academic and life outcomes.

Yes. Supporting children with special learning needs is not a supplementary service at our school — it is embedded into everything we do, from the ground up.
Our team holds qualifications across child development, therapeutic practice, sensory integration, emotional regulation, and support for ADHD and autism spectrum profiles. We have worked successfully with children who are autistic, have ADHD (including masking profiles), have sensory sensitivities, and those requiring emotional co-regulation support. Every child receives an individualised developmental profile, and the programme is continuously adapted in real time based on professional observation. Support is woven into daily life — not delivered as a separate, stigmatising add-on.
At the heart of this approach is our founder, Nina — a teacher, therapist, school director, and head of programmes with over a decade of hands-on experience across schools and organisations in the EU, USA, and China, and a professional journey spanning 18 countries and collaborations with some of the world's leading institutions and educators. Since 2019, she has served as Founder and CEO of Holistic Learning & Science School, the Personalized Learning Assistant, Worldschool Hub, and an integrated therapy practice — bringing together over 45 areas of expertise including educational technology and curriculum innovation. She also works globally as an independent business partner for ambitious schools, ensuring excellence across the full student and family journey.
Nina did not adopt an existing methodology. She created, formed, and implemented this approach from scratch — as the most current and effective solution for modern children. Her rare combination of therapeutic and educational depth means she can identify a child's real needs, hidden risks, untapped potential, and developmental direction with a precision that a purely academic environment simply cannot offer.
When you bring your child to us, they are seen by someone who has spent a lifetime learning exactly how to see them.

Our team holds qualifications in child development, therapeutic practice, sensory integration, emotional regulation, and support for ADHD and autism spectrum profiles. We have worked successfully with children who are autistic, have ADHD (including masking profiles), have sensory sensitivities, and those requiring emotional co-regulation support. Support is embedded into daily school life rather than delivered as a separate programme. Every child receives an individualised developmental profile, and the programme is continuously adapted in real time based on professional observation. Extracurricular after-school time is dedicated to individual developmental and therapeutic work whenever it's neded.

Our individualised approach naturally serves gifted and talented children by removing ceilings on curiosity and depth of exploration. Project-based, science-oriented, and real-world learning allows advanced children to go beyond standard expectations, faster, but without pressure or artificial pacing. Each child's strengths are identified, mapped, and strategically developed as part of their personalised learning path. Besides that specialized programs, such as Brain Gym, Sensory Integration, Emotional Regulation, Sports, elements of yoga, Mental Arithmetic, support general abilities to learn more effectively within individual abilities. If family allows we support children with having related practices outside (competitions, cooperation with businesses and specialized institutions and similar).

Our founder and lead educator holds a therapeutic background, and the team integrates therapeutic and developmental expertise directly into daily practice. For formal educational psychology assessments, we collaborate with trusted external professionals and can facilitate referrals when needed.

Yes. Before enrolment, we conduct a personalised evaluation process that includes a detailed family application in the form of a Personalised Learning and Development Scorecard, a professional review of the child's developmental profile, and a trial day in the real learning environment. The trial allows us to observe the child's natural engagement, social dynamics, learning style, and comfort. There are no pass/fail criteria — the process is collaborative, observational, and designed to ensure the environment is the right fit for the child.

Yes. Places are limited due to our intentionally small group format of a maximum of 6 to 8 children. A waiting list applies when capacity is reached. General evaluation is related to building a child's comprehensive educational-developmental profile, then there is a decision about detailed learning environment, programs, schedules, priorities and strategies.

Yes. Places are limited due to our intentionally small group format of a maximum of 6 to 8 children. A waiting list applies when capacity is reached.

There is no fixed annual deadline. Enrolment is ongoing and subject to availability. Early registration is strongly recommended to secure a place.

Yes. Flexible and immediate starts are possible, subject to availability and the completion of the trial and agreement process.

The school day begins between 09:30 and 10:00, with some flexibility depending on the season and group rhythm.

The school day finishes between 13:30 and 14:00 or individually.

Extended hours are available by individual arrangement.

No school bus service is currently provided due to the group capacity

Yes. Warm, high-quality vegetarian meals are provided daily. Most ingredients are eco-certified, and we undertake quality tests of food and water. Children also bring their own lunchboxes with snacks for outdoor picnics.

Yes. Parents are asked to inform us of any allergies, intolerances, or dietary requirements at the point of enrolment. We accommodate individual needs and take health and nutrition seriously as part of our holistic approach.

No uniform is required. Children are encouraged to wear comfortable, weather-appropriate clothing suitable for daily outdoor activities.

All enrichment programmes are included in the standard fee with no additional charge. These include:
Little Scientist (hands-on experiments and discovery),
Little Artist (creativity and self-expression),
Little Gardener (ecology and nature connection),
Little Chef (cooking and practical life skills),
Brain Gym (focus, coordination, and memory),
sensory stimulation activities and sensory art,
elements of yoga,
sport (volleyball, football, ping pong, basketball)
and entrepreneurial and real-life project-based learning.

Daily outdoor movement is integrated into the school rhythm. 50% of time children spend outdoors: unique natural coast, dunes, forests, river estuaries, parks, professional sport fields, all between 3 and 15 minutes o walking distance from the cozy beach house. Children play volleyball, football, ping pong, basketball, active outdoors games, elements of yoga, sensory activities outdoors. Seasonal swimming and mini expeditions are also provided.

Formal inter-school competitions are not currently a feature of our programme. Physical activity is approached through cooperation, enjoyment, and personal development rather than competitive performance.

Indoor learning takes place in a calm, home-like beach house environment in El Paraíso, Estepona.
Facilities include a garden, a kitchen used for the Little Chef programme, creative and science work areas, and sensory-supportive indoor spaces. The broader unique natural environment — including beaches, dunes, forests, and open green spaces — is used daily as an extended learning space. Playgrounds, professional sport facilities for the mentioned sports are accessible as well. Everything is located between 3 and 15 minutes of a walking distance from the house, along the coast (no cars, no roads, no concrete school spaces with walls, the only limit is the sky and horizon).

Professional sports fields are available within walking distance. The beach, dunes, and coastal paths are used daily for physical activity and outdoor education are unique and rare. The official educational path with protected plants are located on this coastal stretch.

Some children don't fit the system. Some are too curious, too sensitive, too energetic, or simply too alive for a conventional classroom. Holistic Learning & Science School — Healthy Fun Lab was built for them.
Located in El Paraíso on the Andalusian coast between Estepona and Marbella, in one of the finest microclimates in Spain, we are an internationally oriented therapeutic learning community where education happens in the real world — on beaches, in nature, in kitchens and gardens and open spaces. Screen time is close to zero. More than half of every school day is spent outdoors.
We serve children from diverse cultural backgrounds and a wide range of learning profiles — including, but not limited to those with special educational needs, as well as gifted and typically developing children. Our team holds the highest qualifications across both educational and therapeutic fields, because we believe a great teacher is never just a teacher.
Here, children are not managed. They are seen, understood, and genuinely supported to grow.

We don't teach at children. We build the right environment and let learning happen naturally within it.

Our approach is project-based, nature-based, and radically individualised. Every child receives a personalised developmental profile — built through continuous professional observation and adapted in real time by our multidisciplinary team. There is no rigid curriculum, no one-size-fits-all pace, and no pressure to perform before a child is ready.

We do not compromise on academic rigour. Strong foundations come first. The difference is not what we teach, but how: with meaning, context, and genuine engagement rather than repetition and compliance.

We develop the whole child. This means science and hands-on discovery, life skills and real-world project management, emotional regulation and mental health, proactivity and time management, curiosity as a daily practice, wellbeing as a non-negotiable, and a deep, lived connection to nature. These are not add-ons. They are the backbone of everything we do — because they are precisely what the next generation needs and what traditional systems have stopped providing.

Therapeutic awareness is present in every interaction, every transition, every moment of the day. We put emotional regulation before academic output, sensory experience before screen time, and intrinsic curiosity before standardised measurement.

The world children are growing into looks nothing like the world the traditional classroom was designed for. A 100-year-old system built around memorisation and standardised output does not prepare children for a future that demands creativity, adaptability, emotional intelligence, and the ability to think — not just to repeat. We built something different on purpose.

Our model is personalised, future-ready, and therapeutically informed. Hands-on projects, real-world problem solving, nature immersion, and genuine human connection are not extracurricular extras here — they are the curriculum. We are not an alternative to education. We are what education is becoming.