The Learn Academy

What The Good Schools Guide International says

Director

Since 2021, Hannah Grech BBA MEd. Possibly Barcelona’s youngest head; parents consider her a shining light in the Barcelona education scene. Originally a teacher in her native Australia, Hannah came to Spain as a private tutor with an Australian family and, as is so often the story, never left.

In 2017, she opened Tutoring Barcelona, a bespoke tutoring service for elementary through to high school students. In a few short years she impressed parents so much, they mooted that she tutor their youngsters full-time. Parents could see how dedicated she was to the wellbeing of her students. She knew it was the next obvious step and with some gentle encouragement from said parents, The Learn Academy was launched in 2021 with nine students.

Describing herself as empathetic, determined and curious, she knows her strengths and plays to them. She’s the first to arrive in the morning and greets everyone: ‘Everyone is valued and missed if they don’t show up.’ The core of the academy stems from the guide/mentor role that the teachers have and the relationships that grow from this. It’s clearly successful: there is no tension between teachers and students, students want to learn, can be themselves and chat to teachers easily.

Hannah and her team work on a first-name basis, and every student and parent we spoke to mentioned her open-door policy. Students describe her as considerate, inspirational, supportive, welcoming and trustworthy, while parents say she is ‘an absolute gem’ with ‘her finger on the pulse.’

Modest in her achievements, she tells us she could not have built the place without the small but dedicated staff she has. It’s clear that everyone feels valued, respected and appreciated, and the result is low staff turnover and a very loyal team.

Parents talk about a culture of continuous improvement and being ‘incredibly receptive to change,’ Hannah is not afraid to implement changes as and when needed. She’s not looking to grow too quickly but rather is looking for organic growth so the identity and core of the academy can stay the same.

Entrance

Need to have finished 10th grade or year 11 but not necessarily have done GCSEs. Hannah has an informal chat with every family. ‘We are not a regular school and it’s important to manage expectations at this early stage,’ she says. The attitude of the student matters; it’s not just about what the parents want. It’s essential the student has an interest in studying and wants to learn in this focused environment.

Maths, science and Spanish entrance tests, where necessary, and an English test if the student has not formally studied in English before. If students want to take A level maths, it’s not essential they have completed GCSE maths but there needs to be evidence that they have the skills to be successful in maths. If the director feels the student is a good fit she’ll invite them for a trial day.

Exit

Head of university applications coordinates a comprehensive programme throughout the year, supported by teachers experienced in applications to different regions, eg Spain, the Netherlands, USA and UK. Staff visit universities to stay informed and build connections and are committed to expanding these connections further. Visits to Spanish universities and informative talks by universities further afield are incorporated thought the year.

In 2024, UK and Dutch universities were popular and there was a lean towards prestigious business schools in Spain, including La Salle and ESADE in Barcelona and IE University in Madrid.

Latest results

Fourteen students graduated in 2024. Of forty entries, 20 per cent were A*/A and 50 per cent were B or above. One student achieved the highest grade in Spain for A level psychology.

In 2023, eight students graduated with an impressive 47 per cent A* /A and 80 per cent B or above.

Teaching and learning

‘Every one of the teachers is exceptional,’ a sentiment echoed by students and parents alike. Students feel the teachers want to be there and want to see them succeed, not only in school but in life too. Parents see how the contagious passion of the teachers instils an excitement to learn. Kudos to the director for hand picking such a hands-on team.

Of course it’s not always a bed of roses but any issues are picked up quickly and a solution found, even if it is a ‘gentle cracking of the whip’. One student admitted it was just what he needed when he found himself falling behind.

It’s not uncommon for students to come from schools with over 1,000 pupils and suddenly thrive in this tight-knit community. We sat in on a first-year IT class during which students were designing their own websites. The small groups allowed for plenty of participation and were quick and dynamic. Six students in a second-year history class meant scope for one-on-one moments, interactions and time for everyone. We spotted a very animated history teacher who could not have failed to engage everyone. Analysing questions, breaking down questions, formulating arguments - nobody gets to sit at the back of the class and fall asleep! Students ask questions, and teachers reply with a question to help guide them to the answer. The result: a sense of self-accomplishment.

The academy offers Pearson AS and A levels. Strategically speaking, the director believes that if you want to apply to a competitive degree course, focusing on three or four subjects gives you an edge. Often, students know what they don’t want to study, and A levels allow students to take away the burden of subjects they know they aren’t good at: ‘We feel good about ourselves when we have a subject we are good at and engaged with.’ She likes the curriculum and support that Pearson administers. A once-a-year unannounced inspection keeps everyone on their toes and is positively embraced.

All students encouraged to start with four subjects. It takes time to master subjects such as history and English literature so students encouraged to wait until they have done their mock exams (in November) before deciding to drop a subject. Mock exams are followed by a group trip where students bond without the pressure of exams hanging over them; real friendships are born here. This is followed by 15-minute parent-teacher meetings - more time given if needed.

Reflection forms are filled in after receiving mock results. Teachers report on what students did well - positive affirmations are important - and areas to work on. Students are asked to reflect too: ‘What did you expect?’ and ‘Are you surprised?’

Physics, chemistry and biology are offered even if there is only one student. Maths is the most popular subject, business comes a close second and psychology third. All subjects are offered at AS level (allows students to bank part of their final grade at the end of the first year if they are then taking it on to the full A level) apart from English literature (A level only). IT, art and design (fine art or photography) and history are offered too.

Spanish attracts a mixture of native and non-native speakers, learning through different topics such as the environment - vocabulary improves even for native speakers. The A level has a literature component (which AS does not have). Useful to note that some universities do not place value on Spanish if students are native speakers. Non-native speakers need to have done well in GCSE.

Future additions will include geography, economics and drama, if there is interest.

Classes are engaged and engaging. Teachers make an effort to split close friends and groups and mix languages, encouraging as much interaction between students as possible.

Learning support and SEN

SENCo with degree in psychology brings a wealth of experience. Available to meet students and parents too if they need help navigating a difficult period. Students will ask for help if having difficulty organising their time or need strategies for managing anxiety etc. If external advice is needed they work with two renowned Barcelona-based psychologists.

‘We don’t all perform the same way’ and accommodations are put in place to help students achieve their full potential. ‘Pearson exam board are pretty accommodating’ allowing laptops for exams for those struggling with developmental skills and fine motor skills and extra time where needed.

Language support

Students must be proficient English at point of admission.

The arts and extracurricular

Students given advocacy to create their own after-school clubs: book club, film club, STEM club and football club. Social media marketing club is popular with creative students who are given free rein to run the school’s Instagram account. Instead of a beautifully curated page selling the school through the eyes of the marketing department, it’s a lively diary of student life which perfectly conveys TLA’s spirit. Students also take part in MUN and the Duke of Edinburgh Award.

Sport

Based in a small building in the heart of the city, so no expectations for flashy sport facilities. Some students who have joined from large American schools miss the team spirit typically linked to school sports teams. Students are actively encouraged to play sport externally.

Ethos and heritage

‘Doesn’t look like a school and doesn’t feel like a typical school,’ one parent told us. ‘It’s so much more than school,’ said another. Many of the families have come via the tutoring agency so they already know the high standards and are familiar with the director’s philosophy. Yet still this fledgeling school has exceeded the expectations of all the families who have passed through to-date. Good news travels fast and 2025 will see 30 students graduate - the biggest cohort so far.

It is clear that the director had a vision to create an environment that caters to what students want or need, rather than pushing them into the standard model of education. She takes all requests seriously and will look to find a solution to fit the individual. One student couldn’t manage three A levels in the standard two years and instead is spreading them over three years. On the other hand, another student took five A levels. School does its part to enable students to achieve their potential - the hard work is then up to them.

But the school is about so much more than achieving exams - it’s about independent students, teachers and community. Students praise school's open-mindedness and feel that they are given advocacy, and teachers share values embracing young adults' first steps towards further education.

School is undoubtedly student led - expressed through social media, clubs and the student council. What gives them the confidence to create an environment of their choosing is the fact that the director is very approachable - she even agreed to a bring your dog to school day!

Students feel listened to and the result is a relationship of equals where ‘respect goes both ways.’ Students were asked their opinion about a teacher on a trial day before they were hired. The result is students feel invested as part of the school.

Pastoral care, inclusivity and discipline

TLA is one big homage to pastoral care. It identifies as a sixth form college but the emphasis is on the fact that university is not the only end game. Relationships and community are everything; the personal overlaps with the academics. One parent said that the staff are ‘mentors more than teachers, who are super involved and know the students very well.’ Students chat to teachers like family and teachers have been known to attend family events and celebrations. First name term sets the scene and relationships grow.

Inclusivity and diversity are key. At the core of the academy is the promotion of well-being and happiness. Students who felt a loss of identity at their previous school because they didn’t fit in with the norm thrive here because ‘we can be ourselves.’

For those who have experienced large schools, small class sizes are less daunting. Learning in small groups ‘forces you get on with everyone and be adaptable.’ Stress balls and fidget stalls are available, and exams in small rooms means less stress than in a large auditorium. A basket of sanitary products can be found in the toilet. Hannah is always open to ideas to make a comfortable space.

Students may leave the building at the beginning of a free period but not just whenever they feel like it. They must check out and back in. They have to be accountable for their time; there are consequences for being late and not handing homework in on time. Hannah said, ‘It’s important that students learn how to manage their time and find a structure.’ Lunch breaks are often spent in Starbucks next door.

Classroom and community

Families tend to come to the academy via Tutoring Barcelona’s after-school programme or word of mouth so it’s not surprising that it attracts like-minded families. Some students made the decision to attend when they met the director - her easygoing nature and the hospitable environment she created.

It’s an overwhelmingly mixed, international community with just a handful of local families making an ‘interesting portfolio of students’, as one parent commented. About a 50/50 split with native and non-native English speakers, some more and some less integrated in local life.

‘We’re parents who were willing to be part of an experiment,’ commented one father, ‘looking for something different’ and they found it here, where teachers are finding more interesting and dynamic ways to teach in small groups. ‘We’re lucky to be at this stage of the school creation,’ said another. We think their teens would agree.

Money matters

Fees are on a par with other schools who offer a sixth form international curriculum. Despite the lack of grand facilities, parents feel they get value for money.

The last word

One of just a handful of schools offering A levels in Barcelona, yet families and students say choosing it was about feeling seen and heard - in a space where they could be themselves - rather than for the curriculum. Sometimes the choice of school is just about knowing you are in the right place. Personalisation is at the core of TLA’s approach and this shines through. For those who want a small, close-knit school community, TLA is a welcome addition to the Barcelona education landscape.