The Prats de la Carrera institute and the Vedruna school in Palafrugell have implemented an educational model that has led to a remarkable decrease in school failure, achieving only 2.2% among their students. This collaborative approach involves students in interviews with their parents and teachers, promoting open communication about their academic progress and study habits.
Since their pedagogical merger in the 2020-2021 school year, these institutions have transformed their educational dynamics. The pedagogical director Montse Jiménez highlights that they have gone from struggling to fill places to having waiting lists. Moreover, school absenteeism has drastically reduced thanks to the active participation of families; approximately 75% of parents engage in school activities.
A Student and Community-Centred Approach
The adopted methodology includes STEAM disciplines (science, technology, engineering, arts, and mathematics) from the age of six. Students work on practical projects that foster both learning and critical thinking. One example is the vertical garden created by second-grade students, which not only beautifies the centre but also teaches responsibility and care for the environment.
Over time, academic results have improved significantly. In 2021-2022, 25% of students were performing at low levels in mathematics; three years later, this figure has halved. Currently, more than 53% have a medium or high level in basic competencies.
Despite the growing educational digitalisation, screens are restricted for the youngest. Instead, practical learning is promoted where “thinking with hands” is essential for developing emotional and cognitive skills. Marta Llonch, the primary pedagogical director, emphasises how this methodology helps manage frustration in the face of academic challenges.
“It is preferable to spend time talking to a student to ensure they are okay,” says Isabel Castelló, general director of Vedruna-Prats.
Aside from the traditional academic focus, these centres also integrate sustainable projects as part of the curriculum. Students have worked on initiatives such as sustainable buildings and hydroponic gardens. These practical experiences not only enrich their academic training but also teach them about environmental responsibility.
As they progress to secondary school, a technological tool is introduced: a chatbot designed to detect emotional problems among students before they escalate. This personalised attention is key to maintaining a healthy educational environment.
They do not only focus on improvement during the school stage; they also conduct follow-ups after finishing high school to identify areas where they need to reinforce their teaching. This demonstrates a continuous commitment to educational improvement and adaptation to the changing needs of students.
As these centres continue to innovate and adapt to new educational challenges, their success highlights the importance of involving the entire educational community —students, parents, and teachers— in pursuit of comprehensive learning.
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