Over the past two years, the school appears to have undergone a noticeable shift in culture and priorities. There is an increasing perception that operational and business considerations are taking precedence over educational and child-centred values. Decisions and internal processes seem more aligned with institutional protection and efficiency than with pedagogical development and student well-being.

During this period, the school regulations have also evolved in a way that feels more defensive, with greater emphasis on justifying school actions rather than promoting positive, formative discipline. Instead of focusing on guidance, mediation, and constructive behavioural shaping, disciplinary measures appear more procedural and control-oriented. This risks framing students primarily as subjects of compliance rather than learners developing social and emotional skills.

At the same time, the school has significantly improved its external communication and marketing. While this creates a polished public image, it may also obscure underlying challenges related to consistency, proportionality in discipline, and educational support. The contrast between presentation and day-to-day experience can give families the impression that image management is being prioritised over substantive educational improvement.

Overall, the school feels increasingly structured around institutional protection and brand positioning, rather than around a flexible, child-focused educational approach that emphasises growth, dialogue, and proportional discipline.