Wellington Early Years Shanghai earned an Excellent rating in its 2026 Annual Review, with GLD 15% above the UK average. Parents can book an Open Day tour.
By Ned Kelly
In the competitive landscape of international education in Shanghai, parents are often bombarded with promises of "fluency" and "excellence."
But what does excellence actually look like in the earliest years? The recent 2026 Annual Review of Wellington College International Shanghai (WCIS) Early Years Centre (EYC) offers a refreshing answer.
Led by an external reviewer, the report awarded the campus an overall "Excellent" rating across all core areas—from Vision & Values to Safeguarding.
The key takeaway? Wellington’s strength isn't a single ‘flagship program,’ but a coherent ecosystem where children don’t just learn more; they learn how to think.
As the report highlights, children here are "genuinely progressing, not simply appearing happy."
Here is how Wellington translates Excellent into a visible, everyday experience for families.
Outcomes That Lead
When discussing early years education, data is often the elephant in the room. The AR Report provides compelling evidence: GLD (Good Level of Development), the marker for children meeting end-of-year age-related expectations, for Wellington EYC children are approximately 15% above the UK national average.
However, the real story isn't just the data; it’s what happens behind the numbers. The report emphasizes "strong progress from diverse starting points."
This is not about hot-housing children to pass a test. It is about a culture where children are not memorizing answers, but learning how to think.
The Bank of Wellington
Bank of Wellington
This philosophy is best illustrated by the Bank of Wellington project. Walking through the corridors of EYC, you won't just see posters; you will see a fully functioning micro-economy designed by the children.
Over a six-week immersive project, math moved from concepts and ideas to the real world. The children built their own bank, complete with a ticket machine, waiting chairs, and a counter.
They applied for ‘jobs’—shy students became ‘Morning Greeters,’ while meticulous students took on the role of ‘Bank Managers’—to earn a special currency.
Crucially, this wasn't just role-play. It was a deep dive into financial literacy. Children learned to count money, understand the concept of saving, calculate balances, and grasp the value of transactions.
They even grappled with the concept of ‘giving,’ auctioning their artwork to donate books to a Hope Primary School in Guangxi, a school in an underprivileged area.
This is ‘real-world application’ in action. The math curriculum at Wellington blends the UK EYFS framework, Singapore's CPA (Concrete-Pictorial-Abstract) method, and Shanghai Maths ‘variation thinking’.
By applying these concepts to the Bank project, children moved from abstract numbers to tangible understanding.
They aren't just learning to count; they are learning how to navigate the world.
Charlotte Knight-Benjafield, Principal of the Early Years Campus:
"We want to give children the confidence to truly understand and demystify money so they develop the skills to be genuinely adept at financial planning. Our goal is for it to become part of their everyday thinking and everyday language."
Learning That Matters
Atelier
One of the report’s standout findings is that language development—both English and Chinese—is a "standout strength."
But Wellington avoids the trap of ‘English immersion’ where other skills are sidelined.
Here, language is a tool for inquiry.
The report notes that English progress is consistently strong, with many children exceeding age-related expectations, including mid-year joiners.
In Chinese, children express ideas and engage with cultural content with confidence.
The goal is not just repetition, but "Speak. Think. Express."
The story is about how a child moves from not knowing how to express themselves to saying, "This is what I think."
Design Den & Atelier
Design Den
To understand this, look at the school’s defining educational feature: children are not just ‘receiving lessons’ but exploring the world.
In the Design Den and Atelier art studio, the curriculum pivots from rote to curious inquiry.
The report highlights Project-Based Learning (PBL), STEM, and "Thinking Moves." For example, through the Mini Greenhouse project, children didn't just read about plants; they designed and built structures to protect them.
At the Atelier, children use diverse materials to experiment and articulate their understanding. When a four-year-old is given a question instead of an answer—"How do we make this stand up?" or "What happens if we mix these colors?"—they are forced to think.
These environments demand collaboration. A child must negotiate with a peer, articulate a plan in English or Chinese, and adjust their approach when a design fails.
This is where the ‘bilingual thinking’ happens naturally. They are not just learning vocabulary; they are using language to solve problems.
Charlotte Knight-Benjafield, Principal of the Early Years Campus:
“What does learning how to think look like? More questions than answers. We don't need an answer for everything—in fact, it's not always helpful to think there is one. That's why we encourage curiosity and questions."
A Community That Shapes
The Leuven Scales
Perhaps the most compelling strength highlighted in the AR Report is this simple, profound statement: "Children say they feel safe and happy."
If a child does not feel safe, their brain is not ready to learn. Wellington uses professional tools like The Leuven Scales to measure wellbeing and involvement, ensuring no child slips through the cracks.
This is not a ‘soft’ skill; it is the foundation of academic success.
The ‘Invisible’ Care
Wellbeing at Wellington is found in the details.
It is the anti-pinch guards installed on every door to keep small fingers safe.
It is the teacher who kneels down to listen at eye level.
It is the values—Kindness, Responsibility, Respect, Courage, and Integrity—that are modeled daily, not just stated in a handbook.
This culture extends to the family. Wellington views parents not as customers, but as partners. Through Parent Ambassadors, Class Representatives, and Friends of Wellington, parents are integrated into the learning journey.
Cathy and Family
For long-term families like Cathy’s, who have been with Wellington for 10 years, this partnership is tangible. She recalls a morning when she was dropping off her son and was feeling unwell. The teacher at the gate, noticed her distress, offered a hug, and asked if she needed to talk.
"It was just a small gesture, but it meant so much," Cathy recalls. "Parents need to be seen and heard, too."
This emotional safety net—for both children and parents—is why Cathy’s daughter, now in Grade 7, still says she feels "very safe" at school.
It is the Wellington Values in action. The school models the character it wishes to see in its students. Our behavior policy is known and understood by every child through our simple mantra of ‘ready, respectful and safe’.
Charlotte Knight-Benjafield, Principal of the Early Years Campus:
"If we don't feel safe—whether a child or adult—we can't meet our potential or operate in the world in a meaningful way. For me, that's the bottom of the pyramid. If we get that right, everything else can be built upon it."
Wellington Early Years Centre is not just a place where children learn their ABCs or numbers. It is a place where they learn to be safe, to be kind, and to be thinkers.
With the 2026 Annual Review confirming its "Excellent" status, Wellington offers a proven environment for your child to thrive.
The data supports it, the practices define it, and the community lives it.
Ready to see the ‘Thinking Child’ in action?
Wellington invites you to experience this environment firsthand at their upcoming Early Years Open Day.
Explore the Design Den and Atelier.
Meet the leadership team and teachers.
See how your child can learn to think, not just learn.
To apply or book a tour:
Admissions Hotline: + (86-21) 3158 0008-6712
Email: [email protected]
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