Frequently Asked Questions

The tuition fee for both the lower and upper elementary levels is CZK 179,000 per year and includes bilingual education according to the set timetable, as well as all learning materials and teaching aids. Lunches are paid separately (Grades 1–5: CZK 85, Grades 6–9: CZK 105), as well as the after-school program for lower elementary students (CZK 1,500/month) and a semi-annual class fund contribution (CZK 2,000), which is used to cover expenses for school trips, performances, and extracurricular programs throughout the year.

For Czech children, Czech is always the first (native) language that the child needs to develop, but a foreign language follows closely behind. Therefore, we aim to balance the ratio of Czech to English as closely as possible to 1:1. We switch to English at every opportunity (in educational subjects, during after-school care). Native speakers are with the children so frequently that there is an unlimited space for spontaneous conversation at school.

Each class has three educators: two Czech teachers and one native English speaker for English or bilingual subjects. Two of them are always present during lessons (so-called tandem teaching), ensuring exceptional conditions for effective learning. We carefully select our teachers based on their qualifications, professional experience, and positive relationship with children. Together, they cover all areas of expertise required for teaching individual subjects.
In the after-school program, which takes place entirely in English, two native speakers work with the children.

Yes, for English lessons or bilingual subjects, we have native speakers or teachers with English at a C2 level. Our native speakers come from various countries and backgrounds, ensuring a diversity of cultures and language accents.

For Czech children, prior experience with English is an advantage when entering the 1st grade, and the demands for English gradually increase in higher grades. If a child does not speak Czech, they must be an advanced English speaker. However, the most important factor is the willingness to learn the language and the effort to make rapid progress in both languages.

In grades one to three, we use a color-based evaluation system. In higher grades, we switch to percentage grading. This assessment is complemented by written feedback that highlights what the student can improve next time and how. This approach is known as formative assessment, which aims to support children’s ongoing learning, provide constructive feedback, and help them make steady progress in their studies.

Communication with parents is key for us. The foundation is the school administration system Edookit, where you can find all information about the curriculum, your child’s learning progress, and upcoming events. Every week, we send out a class newsletter summarizing the most important updates. Teachers are available to meet parents every morning before classes, and you can also stay in touch via email. Twice a year, we hold parent–student–teacher meetings to discuss progress and goals. You can also reach out to our Student Affairs Office at any time. Parents are represented on the School Board, and various informal gatherings are held throughout the year.

The school opens at 7:45 a.m., and the first lesson begins at 8:30. Students in the lower elementary grades usually finish classes at 2:15 p.m. and can then stay in the after-school program, which runs until 5:30 p.m., where parents can pick them up as needed. In the upper elementary grades, due to a higher number of lessons, classes for sixth graders usually finish at 2:40 p.m., and in higher grades, the school day may end up to an hour later on some days.

The after-school program is designed for lower elementary students and runs after classes until 5:30 p.m. Right after lessons, children usually spend an hour outside, followed by guided activities (with a different theme each day – art, music, sports, science, magic, etc.), which function much like afternoon clubs. In the final part of the program, there is time for rest and free play. The after-school program is an active, carefully planned, and valuable part of the school day. It takes place entirely in English and is led by two native speakers who create a natural language environment and support children in communication and during all afternoon activities.

Lunches are prepared and delivered by an external catering company, Bistro Inspirace. The daily menu always includes soup and five main course options (including vegan and vegetarian meals), which parents can order through an app. Meals are served in our school cafeteria.
The school also participates in the “Milk for Schools” and “Fruit for Schools” programs, through which lower elementary students receive milk-based and fruit snacks twice a month.

After-school clubs for lower elementary students are part of our afternoon program. Each day focuses on different activities – art, music, sports, science, magic, or seasonal themes. In the upper elementary grades, where students’ interests are already more defined, we expect them to attend their preferred sports clubs, art schools, or other extracurricular activities after classes. Nearby, there is also the Ulita Community Center, which offers a wide range of programs for children and youth.

Please fill out the contact form, and we will invite you to our Open Day (if you haven’t visited us yet) or directly to a DEMODAY. During DEMODAY, applicants invited in small groups of about five children take part in various activities designed to demonstrate their knowledge, teamwork skills, and ability to communicate in English.

Primary education should be accessible to everyone, and we adjust the capacity of our school to meet demand. Rather than simply accepting every application, we aim to advise you on whether the educational concept of our school aligns with the individual needs and potential of your child.

Yes, we highly recommend and welcome this. You can either attend one of our many open days or arrange an individual meeting with a tour of the school.

Yes, starting in November, we will be holding sessions four times a month — separately for grades 1 and 6 — always from 4:00 to 5:30 p.m. at our school on Roháčova Street. During the event, we will introduce our school’s concept, explain how our classes are organized, and answer any questions you may have. You can find the exact dates here.

For children who are considering transferring to one of our current grades (provided we have a vacancy), we require at least one full trial day. This allows both the student and our team to make sure that we understand each other and feel comfortable together.

As part of our project-based learning, we often take lessons outside the classroom – in nature as well as in the city, visiting museums, exhibitions, and excursions. In the lower elementary grades, swimming lessons are mandatory in grades 3 and 4. In the upper elementary grades, an annual ski course is compulsory in grade 8. At the end of each school year, all classes go on a school trip. In the future, we also plan to organize trips abroad once students are linguistically ready and sufficiently independent.

In addition to frequently alternating between Czech and English during the school day, we also often vary the activities – we work in groups and independently, by grade and in mixed-age teams, at desks and in the field, always with two teachers in the classroom. We place emphasis on creative, investigative activities and the application of learned knowledge. We regularly teach through projects, where different subjects often overlap, but we also dedicate time to thorough practice and consolidation of the material.

Our school provides the support of a special education teacher, school psychologist, guidance counselor, and prevention specialist, who are available to help students navigate challenging academic or personal situations. We also cooperate with the Pedagogical and Psychological Counseling Center for Prague 3.
If a student needs tutoring, we will help you find an online tutor. Our teachers will consult with them to ensure the tutoring focuses on the areas that need reinforcement and further practice.

In the 2026/27 school year, we will open 1st grade in elementary school, grade 6 in junior school (corresponding to the first and second years of a multi-year grammar school).

Teaching in the upper elementary grades focuses on developing general knowledge and helping students shape their individual academic interests. Students learn to build habits for independent study. New subjects such as physics, biology, chemistry, history, and sociology are taught in a highly practical way, based on experiments and discovery, with an emphasis on experiential learning and project-based activities.

The education at the junior high stage is designed to provide general knowledge and help students develop their interests in individual subjects. Students build habits for independent learning. The teaching of new subjects (physics, biology, chemistry, history, sociology) is highly practical, based on experiments and discovery, and focuses on experiential learning and project-based education. Expertise in teaching is guaranteed by teachers from the Fostra grammar schools, who teach some academic subjects here.

As a newly established school, we understandably do not yet have graduates whose results we can showcase. However, our highly individualized approach to students, with two teachers in the classroom, our connection to our grammar school and many years of experience in building the junior high level at other private schools, provide sufficient assurance that our students will be well-prepared for the transition. Fostra Elementary prepares its students for a smooth transition to Fostra Grammar school and guarantees them a points advantage.

We see travel as one of the best opportunities to apply and deepen the language skills acquired at school. It offers a unique chance to overcome communication barriers, develop independence, and explore different cultures.
That’s why, in the future, we plan to organize study trips abroad once our students are linguistically ready and sufficiently independent.

We identify and nurture talent in every student, and this is made possible primarily by the small student-to-teacher ratio, averaging 12:1. For gifted students, we individually adjust the curriculum content and task difficulty both in terms of breadth and depth. We encourage their participation in various olympiads and competitions and provide them with opportunities for self-expression through independent and group work, particularly within project-based learning.

Yes, at our school, we align the requirements of compulsory education with individual talents and strive to accommodate students by making adjustments to their schedules and the organization of lessons.

We assess applicants through an interview and self-presentation to gauge their willingness to grow, check their level of English (we expect at least A2), and evaluate their general knowledge. Please read about how our DEMOday works.