Our students' overall well-being is important to us. We believe social emotional health matters as much as academic excellence.

Social-Emotional Learning is the “process of learning to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviors.”

Zins, J. E., & Elias, M. J. (2007). Social and Emotional Learning: Promoting the Development of All Students. Journal of Educational and Psychological Consultation.

Social-Emotional Learning (SEL) has been an integral part of Reedley education for over 20 years. Since our beginnings, we have always believed in the importance of cultivating every child's skills and attitudes to develop healthy self-esteem, foster positive interpersonal relationships, empathize with others, and succeed in school and beyond. Through our Life Skills program, Anti-Bullying policy, and Life Coaching, among other initiatives, our community is fully committed to providing an engaging and supportive learning environment where kind and happy students thrive and excel to go on to become well-rounded, successful lifelong learners.

As early as Lower School, our youngest Reesians learn how to identify and label emotions. And as the curriculum advances accordingly, our students learn SEL topics such as Sean Covey's 7 Habits of Highly Effective People, the Growth Mindset, Stress Management, Healthy Relationships, and Conflict Resolution.

We combine the best practices of progressive and traditional education to nurture successful and excellent students who are kind and compassionate at heart, in mind, and in spirit.

Our academic curriculum has a set of routines, structures, and standards in place. We teach Life Skills, study habits, memory strategies, test-taking skills, and problem solving so that our students know how to think critically, decide soundly, and apply knowledge in practical and real-life situations.

Our teachers nurture our students by giving personalized attention and guidance. We teach literacy, numeracy, and the humanities without focusing on rote learning, but by removing the boundaries between these subjects and creating connections within them.

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Reasons to Choose Reedley International School Manila

5 Pillars of Reedley Education

Reedley ensures that our students are kind, emotionally healthy, and academically competent, thriving in an environment where each and every child is nurtured to his full potential. With Reedley’s holistic approach to learning and development, your child will not only experience world-class education, but also benefit from more opportunities for intellectual and emotional growth throughout their stay.

Our foundation is based on these five academic learning pillars:

International Accreditation & Curriculum

We ensure that our students become globally competent young learners and leaders.

92% Passing Rate to Top 5 Local & Foreign Colleges

We ensure that our students are prepared for the college entrance tests.

Life Skills Program

Our flagship program gives our students a holistic education by helping them develop strategies for practical and real-life applications.

Anti-Bullying Program

We are a proud Anti-Bullying school. We do not tolerate all forms of bullying.

Caring Teachers and Positive Environment

Our teachers give each child the care and focus that he or she needs and deserves.

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Reedley International School adopts the best approaches of three curricula—Singaporean, American, and Filipino. While fulfilling DepEd academic regulations, our Mathematics and Science Programs adhere to Singaporean standards, and our Language Arts and Social Studies Programs adhere to American Standards.

Kindergarten

Pre-K and Kinder

Lower School

Grades 1 to 3

Middle School

Grades 4 to 6

Junior High School

Grades 7 to 10

Senior High School

Grades 11 to 12

Our academic curriculum is composed of a two-year theme-based program in Kindergarten followed by a ten-year basic education for Lower School through Middle School to Junior High School.

It ends with the Senior High program where each student can choose among four different academic strands: Accountancy, Business and Management (ABM), Humanities and Social Sciences (HUMSS), General Academics (GAS), and Science, Technology, Engineering, and Mathematics (STEM).

Reedley offers the Advanced Placement (AP)

Qualify for Scholarships

“AP” on your high school transcript makes you stand out to colleges. It shows that you have the commitment and motivation to tackle, complete, and succeed in college-level work.

Save Money and Time

Recognized in admissions around the world, AP courses and exams lets you earn college credits and placement even before you step into college outside the Philippines.

Attain Flexibility and Adaptability

Get ahead and go beyond! AP makes it possible to change majors, pursue a second degree, study abroad, seek internships, and even let you graduate early.

Choosing the best college preparation program for your child depends on his/her academic goals and preferred university. Learn more.

Welcome to

Reedley International School

Philippines

One of the Top International Schools in Metro Manila

Reedley International School is an internationally-accredited K-12 private school, offering the best practices of both progressive and traditional learning. Experience a world-class curriculum that balances academics and character formation in a kind and nurturing environment.

HyFlex Learning

Pasig Campus

Reedley International School was founded in 1999. We are a private, non-sectarian, co-educational international school located in Pasig City, Metro Manila. Our permanent home is an 8-storey building with 10,000 sqm floor area designed for effective learning.

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Pasig Campus

HyFlex Learning

Reedley continues to strive for the best education and overall welfare of each student. Amidst the fluctuating COVID-19 alerts, we are adopting the Hybrid-Flexible (HyFlex) mode of instruction which combines the best practices of Face-to-Face (F2F) Learning and Distance Learning (RDLP) to minimize learning disruptions and maximize every Reesian's learning experience.

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WASC Accreditation (2019-2025)

Nationalities of Reesians

Years of Learning and Nurturing

Students per class

Curriculum for Math and Science

Curriculum for other subjects

Passing Rate to Top 5 local and foreign Colleges

After-school activities and organizations

Storey building with 10,000 sqm. floor area

From Unmotivated to Fulfilled

“There were so many opportunities for me to grow in Reedley that it was not just learning or doing academics within the four corners of the classroom. To be honest, before I moved to Reedley, that used to be how I “grew” and “learned”, just within the classroom. What I love about Reedley is the academic system. It focuses on the child’s mastery of the topic and giving them time and their own pace to learn it. This system made me appreciate and recognize my own mistakes and that it is okay for me to make them because the teachers encouraged me to get back up on my feet and try again.

As a matter of fact, I felt fulfilled every time I accomplished an assessment and project. It made me want to take on more so that I could see what else is in store for me. Furthermore, the academic system also guided me to help others along the way. Self-growth while helping my fellow classmates and batchmates is truly self-fulfilling..”

Ella Que (Alumni)

From Lagging to Confident

“Drake entered Reedley when he was in grade 5. As he had some learning difficulties and lagged behind his peers in certain subjects like Math, Reading, and Writing, he was placed in the school’s Center for Individualized Academic Program. This smaller class size allowed the teachers to get to know each child more thoroughly and focus more on addressing each student’s weaknesses. Our family is constantly amazed by the kindness of people here in Reedley! Because of this atmosphere of camaraderie, family, and friendship, our son has bloomed into the more confident and loving person that he is today! Throughout life, your child will be exposed to positive influences (builders) and negative influences (breakers).

Parents can expose the child to more builders and help him work through the breakers. This, for me, is what being in Reedley is all about. It is about being in an environment of builders, where our children are constantly surrounded by people who have a genuine concern for one another.”

Belinda Dy (Parent)

From Timid to Communicative

“We all have god-given talents but we need a place, an environment that enables us to fulfill our talents. Reedley’s school policy of staying small in size, its focus on individual kids, its anti-bullying policy, and the CIAP program – all these provide an enabling environment for our children. I am convinced that there are very few, if any, schools in Manila that can match Reedley in terms of providing both the competitive academic environment and the inclusive culture that helps our children live up to their full potential.

We’ve been especially impressed with the teachers at Reedley as they are so dedicated to each individual child. After a year at Reedley, Kenneth is talking so much more, is so much more communicative, he’s making friends, loving Reedley and just thriving.”

Harumi Kodama (Parent)

From Bullied to Happy

“Parenting is the toughest thing, but when you have a school that helps our children, gives them guidance, makes them believe in themselves, gives them opportunities to improve their grades and the most important, SELF WORTH, then we know our kids have a better future.

My priority is NO BULLYING and a place where she can be happy. I have to say it's hard for us to understand what kids want nowadays. We need a school like Reedley to work hand in hand with us parents.”

Sameera Sehwani (Parent)

From Scared to Kind Hearted

“Reedley helped me define a standard of success, and that standard is Kindness. Before Reedley, all the way back in grade school, I was bullied. Grades were my only solace from the kind of treatment that I got from my classmates. Reedley is different. In some schools, there are educators who don't prioritize or think much about what students think about themselves, their classmates and teachers.

Here, teachers, counselors and the faculty encouraged students to come to them if ever they needed advice or support or something as simple as just wanting to talk. These sessions and the general way that the teachers and faculty carried themselves helped me cope with my experiences and helped me open my eyes on how I can be an active agent of change to stop the pattern of unkindness..”