A. Yes. YES International School Odawara is a Japanese-English bilingual international school where students use both Japanese and English as part of their everyday learning.

YES Yokohama opened in 2016, YES Tokyo in 2018, and YES Odawara in April 2025. Odawara is the third school in the YES group, following Yokohama and Tokyo.

A. One of the major differences is that we value both Japanese and English, rather than providing education exclusively in English.

At YES, we also view Japanese, English, and programming as three “languages” for understanding the world.

Japanese develops the ability to feel and think deeply. English develops the ability to form your own opinions and communicate with people from different backgrounds. Programming develops the ability to break problems down and think logically. We believe all three of these “languages” will be essential for children growing up in the age of AI. By moving between them, students learn to view the world from multiple perspectives.

A. At YES, we value the following:

• Trying again and again without being afraid of small failures
• Checking facts and thinking independently rather than being influenced by assumptions or one-sided information
• Respecting people with different ideas and backgrounds
• Having your own “why?” and expressing your thoughts in your own words

These values form the foundation of learning at YES through our “3Cs”: Consideration, Critical Thinking, and Creativity.

A. Currently, YES Odawara serves elementary school-aged students.

YES Yokohama and YES Tokyo have middle school divisions. For pathways after elementary school, we provide individual consultation based on each child’s wishes, strengths, characteristics, and the family’s educational goals.

A. English language schools and English after-school programs generally focus on learning English or increasing the amount of time children are exposed to English.

At YES, students do not simply study English itself. They also use English to learn mathematics, science, art, inquiry-based studies, and more.

Our goal is not simply for students to become fluent in English. We value using English to think, ask questions, express opinions, and build relationships with others.

English is both a subject to be learned and a natural language of daily life and thought within the school.

A. It means using English not only to memorize vocabulary and grammar or produce correct sentences, but also to think, organize ideas, and communicate them to others.

For example, students discuss questions such as, “Why do you think that?”, “Is there another way to look at it?”, and “What would you do?” in English. Even when their English is not perfect, we value having their own ideas and making an effort to communicate them while respecting others.

A. Inquiry-based learning is not simply memorizing answers provided by a teacher. Students develop their own questions, investigate, think, experiment, and express what they have learned.

Through experiments, observation, making things, discussion, and presentations, students ask questions such as “Why does this happen?” and “How can we test this?”

Rather than focusing only on finding one correct answer quickly, we value the process of deepening understanding through trial and error.

YES draws on many years of inquiry-based teaching experience developed across the YES group and provides learning that crosses traditional subject boundaries.

A. STEAM is an educational approach that integrates Science, Technology, Engineering, Art, and Mathematics.

At YES, knowledge is not separated into isolated subjects. Students explore a single theme from different perspectives by combining experiments, programming, making things, art, music, physical expression, and more.

Classes are also taught by teachers and instructors with expertise and teaching experience in areas such as science, education, computer science, art, music, and sports.

A. Yes.

Basic skills such as reading, writing, kanji, vocabulary, grammar, calculation, multiplication tables, and English vocabulary are necessary in order to deepen inquiry-based learning.

YES also incorporates drills and repetition when appropriate. However, rather than repeatedly solving the same type of problem without purpose, we emphasize using acquired knowledge to think, explain, and apply what has been learned.

We believe foundational learning and inquiry-based learning are not alternatives to one another, but rather support each other.

A. Programming is more than a technical skill for operating computers.

It develops logical thinking by requiring students to clarify a goal, break a problem into smaller parts, organize conditions, consider sequence, execute a plan, and correct mistakes when necessary.

At YES, students learn programming not only with the goal of becoming programmers, but as a language of thought for organizing complex problems and solving them through trial and error.

A. As AI translation develops, simply converting English into Japanese will likely become easier than ever before.

However, in situations involving direct human interaction—such as studying abroad, living overseas, talking with friends, or participating in classroom discussions—the ability to understand, think, and respond in your own words will remain important.

In the future, what matters will not only be whether someone can speak English, but also what they can think and communicate using English and Japanese.

At YES, we develop language ability together with the ability to form questions, organize ideas, and communicate them to others.

A. Students at YES use both Japanese and English in their daily learning.

The language used varies depending on the class content, teacher, grade level, and students’ level of understanding, so the proportion is not exactly the same every day.

Rather than relying only on English or only on Japanese, our goal is to develop the ability to think, understand, and express ideas in both languages.

A. Families of children with limited English experience are welcome to consult with us.

Fluent English at the time of admission is not a uniform requirement. During the assessment period, we consider the child’s current English ability, age, grade level, motivation, adaptation to group life, and whether the YES environment is suitable for their learning.

Any necessary support will be discussed individually.

A. Families of children with limited Japanese experience are also welcome to consult with us individually.

We review the child’s current Japanese ability, English ability, age, and previous educational background, and then consider how they can participate in classes and what support may be necessary.

Because we cannot provide exactly the same type of support for every child, we discuss individual needs through an interview and assessment before enrollment.

A. Learning through two or more languages makes it easier to view things from multiple perspectives.

Rather than simply replacing Japanese words with English words, students experience differences in expression and ways of thinking between languages, which can deepen their understanding of cultures and values different from their own.

It can also expand future educational options beyond schools in Japan to include English-medium schools and study abroad. Being bilingual can also be highly advantageous for working internationally as an adult. Simply put, it can significantly expand a student’s future options. Bilingual education may also have a positive effect on children’s confidence and self-esteem.

Language development varies from child to child, but we believe bilingual education can broaden children’s future possibilities.

A. Yes. There are challenges as well as benefits.

Because limited school time is divided between Japanese and English, students may need more deliberate practice in areas such as specific vocabulary and kanji compared with children attending a school that uses only one language.

Japanese requires students to learn hiragana, katakana, and more than 2,000 kanji, making it a particularly demanding written language. As a result, by the end of Grade 6, students may sometimes have slightly weaker kanji ability than graduates of Japanese-only elementary schools. However, kanji ability often catches up as students progress through middle and high school.

There may also be periods when understanding differs between Japanese and English, or when students feel frustrated because they cannot fully express what they are thinking. For this reason, it is important for the school and family to share information about learning progress and support the long-term development of both languages together.

A. Our staff includes teachers with Japanese teaching licenses, teachers with experience in schools in Japan and overseas, and teachers who have specialized in areas including English education, education, physics, and computer science.

Specialist instructors with professional experience in science, STEAM, sports, music, musicals, and other fields also teach classes.

At YES, we value not only degrees and qualifications, but also the ability to support children’s questions and bring out each child’s individuality.

A. At YES Odawara, our school lunches are handmade on campus.

We pay careful attention to ingredients, seasonings, and water, and aim to minimize reliance on artificial flavor enhancers and additives while incorporating Japanese food traditions and fermented foods.

Lunch is not simply a short period for eating. Through preparation, eating, conversation, and cleaning up, we consider lunchtime an opportunity for food education, where children learn gratitude for food, relationships with others, and healthy daily habits.

Please consult with us individually before enrollment regarding food allergies or other dietary needs.

A. One major advantage is that teachers can more easily understand each child’s level of comprehension, interests, strengths, and areas where they may be struggling.

Students have many opportunities to speak and ask questions, allowing teachers to respond carefully to each child’s “why?” within the classroom.

Small classes also make it easier for students of different ages to learn together and for teachers to adjust tasks according to each student’s pace.

A. Yes.

Because the number of students is small, the scale of relationships and group activities differs from schools with many same-age classmates. Because students and teachers are also relatively close to one another, personal compatibility can sometimes have a stronger effect.

At the same time, the small-school environment allows children not simply to avoid interpersonal difficulties, but to work through them with teacher support and learn how to rebuild relationships.

Before enrollment, we explain both the benefits and these characteristics of small-class education.

A. Yes and no.

YES has several gifted students and uses ability-based class groupings where appropriate. For example, a student with particular mathematical talent may study in a class above their age-based grade level.

At the same time, YES also has students with learning difficulties, including literacy-related challenges. Some participate in regular classes with other students, while others may receive individualized support from a dedicated teacher.

In other words, YES includes gifted students as well as students who need additional learning support. We continually strive to develop the individuality and talents of each student.

In the past, there have also been cases where a student had a supporter for approximately a year and a half after enrollment, with the frequency of support gradually reduced until the student was able to participate in school life without a supporter.

At YES, we do not make uniform decisions based solely on grade level. We look at each child’s strengths and challenges and consider the learning approach that best suits that student.

However, YES is not a special needs school or therapeutic facility, so depending on the type and level of support required, we may not be able to provide an adequate support system.

A. We do not determine eligibility for admission based solely on whether a child has a diagnosis.

What matters is whether the child can participate in group school life, whether they can learn safely and comfortably, whether the safety and learning rights of other students can also be protected, and whether the school can provide the necessary support.

Before enrollment, please share as much specific information as possible about your child’s characteristics, previous support, medication, and situations that may arise in school life.

Taking into account the child’s experience during the assessment period, the family and school consider together whether YES is an appropriate environment for the child.

A. If we determine that ongoing individual assistance is necessary for a student to participate in school life, we may propose a paid supporter arrangement after consultation with the family.

The supporter’s role is to help the student participate in group activities and lessons. The content and frequency of support are reviewed as the student develops.

However, depending on staffing availability and the type of support required, we may not always be able to provide a supporter.

A. At YES, our goal is not to create an environment where problems never occur. Rather, when something happens, we value confirming the facts, considering both one’s own feelings and those of others, and taking necessary steps toward apology and repairing relationships.

For serious incidents or matters involving safety, we promptly contact parents and work together with the family to determine an appropriate response.

A. At YES, we do not believe education should be completed by the school alone. We see education as something created together in cooperation with families.

For that reason, we value a relationship in which the school and family respect each other’s perspectives and can speak openly, always keeping the child’s growth at the center.

During the parent interview before enrollment, we also confirm whether there are major differences between the education the family hopes for and the educational philosophy of YES.

The school and parents do not always need to have identical opinions, but we believe it is important for both sides to maintain a willingness to find common ground through dialogue.

A. No. YES Odawara is not an “Article 1 School” as defined under Article 1 of Japan’s School Education Act. It is a privately operated educational institution.

As a general rule, children of compulsory school age remain officially enrolled at the public elementary school designated for their residential area while attending YES.

Matters such as official enrollment, attendance records, and academic evaluation are handled in cooperation with the child’s registered school and the local board of education. Procedures may differ depending on the municipality and registered school, so we explain these arrangements individually before enrollment.

With the cooperation of Odawara City, YES Odawara students are able to receive the necessary official elementary school graduation certification through the relevant Article 1 school without families having to manage complicated individual procedures.

A. Students may consider a wide range of options, including Japanese public and private middle schools, schools with strong English programs, international schools, and schools overseas.

Graduates of the YES group have chosen diverse pathways including mainstream schools in Japan, English-medium schools in Japan, middle and high schools overseas, and online schools.

The appropriate pathway depends on the student’s goals, academic ability, language ability, and the family’s educational plans. We begin discussions early and consider what preparation is needed for each individual pathway.

A. It depends on the school and the admissions method.

For admissions that place importance on English ability, thinking skills, communication, interviews, essays, and inquiry-based activities, students may be able to make strong use of what they have learned at YES.

On the other hand, for conventional Japanese junior high school entrance exams centered on written Japanese and mathematics tests, additional preparation may be required, including exam-specific problem solving, memorization, and improving speed.

YES is not a cram school specializing in junior high school entrance exams. Families who wish to pursue entrance examinations should identify the target school and admissions method and appropriately divide preparation between YES, the family, and external cram schools.

Past YES graduates have continued their education at regular Japanese middle and high schools as well as schools including the following:

• Hiroo Gakuen Koishikawa Junior High School, AG Course — Studying successfully at the top of the class in an all-English program
• Morimura Gakuen — Admitted with scholarship-level treatment
• International College of Technology, Kanazawa — Studying in an all-English program and planning to study abroad in New Zealand
• Oozora High School — Participating in short-term study programs in Los Angeles and Vancouver
• Senzoku Gakuen
• Kaisei Junior High School / Seiko Gakuin
• N High School — An online school using internet-based learning
• Orange County School of the Arts, Visual Arts Conservatory, California, U.S.A. — A secondary school specializing in the arts
• King George Secondary School, Vancouver, Canada — A public secondary school offering the International Baccalaureate Middle Years Programme
• Clayburn Middle School — A secondary school near Vancouver

A. He does not categorically oppose junior high school entrance examinations themselves.

The concern is with learning that focuses only on scores and deviation values and causes children to lose the ability to think for themselves or their interest in learning.

In Japan today, many entrance examinations are still centered on written tests, so it is also important to acquire the knowledge and examination techniques that may be required.

At YES, we value developing the academic ability needed for entrance examinations while also ensuring that students continue thinking independently and develop the ability to keep learning throughout their lives.

A. Daily experience using English to think and participate in discussions can be valuable preparation for schools overseas and schools that teach in English.

Many schools overseas evaluate students not only through academic tests, but also through school grades, English qualifications, interviews, essays, and extracurricular activities.

However, requirements and application procedures differ depending on the country and school. Families considering overseas education should research potential schools early and individually prepare the necessary qualifications and documentation.

A. The basic process is as follows:

1. Contact Us
   Please feel free to contact us through the inquiry form on our website or other available channels.
2. School Information Session / Individual Consultation
   We explain the educational philosophy of YES and everyday school life.
3. Experiential Assessment
   Your child participates in regular school life so that both the family and the school can understand the child’s characteristics and whether the YES environment is a good fit.
4. Assessment Result and Confirmation of Enrollment Intent
   We normally contact you with the assessment result within one week after completion. We then confirm your family’s intention to enroll, and once both sides agree, we proceed with the enrollment procedures.

At YES, admission is not simply a one-sided process of “selection” or “pass/fail.” We consider it a process in which the family and school together determine whether YES is truly an appropriate environment for the child.

A. Your child participates in regular school life at YES.

The purpose is not to conduct a conventional entrance examination involving written tests in reading, writing, or mathematics.

We observe how the child participates in lessons, listens to teachers and staff, interacts with other children, transitions emotionally, and responds when experiencing difficulties during everyday school life.

At the same time, it gives the child an opportunity to experience YES and consider whether they feel comfortable and able to learn here.

A. In principle, the assessment period is 4 days.

If participation for all four days is difficult due to individual circumstances, please consult with us.

The total assessment fee is ¥52,800 (tax included).

This includes school lunch and other necessary costs.

A. We ask about the type of education your family hopes for, your child’s previous school experience, strengths, difficulties, health, developmental characteristics, and any support needs.

We also explain the educational philosophy of YES, the characteristics of our small-class environment, the handling of official school enrollment, and situations that may arise during school life.

The interview is an opportunity for both the family and the school to confirm that there is no major difference between the education the family is seeking and what YES is able to provide.

A. Yes.

The assessment is not designed to rank children by academic performance. However, if we believe the YES environment may not be appropriate for the child, or if the school is unable to provide the necessary support, we may recommend postponing enrollment or considering another educational environment.

We make decisions by considering the child’s safety and well-being, the safety and right to learn of current students, and whether staff can continue to provide an appropriate educational environment.

A. Yes. We offer school information sessions, individual consultations, trial enrollment, seasonal schools, and other opportunities.

Dates are announced on our website and social media. Even if no upcoming dates are listed, please feel free to contact us individually.

We believe seeing actual classes, school lunches, and interactions between teachers and children is the best way to understand the atmosphere of the school.

A. Yes. We offer short-term enrollment for families including children returning temporarily to Japan from overseas and those staying in Japan for a limited period.

Available grade levels, dates, and fees vary depending on current enrollment and class content.

Space is limited, so once you know the period you are interested in, we recommend contacting us as early as possible.

A. Yes. YES has grade levels, but depending on the individual case, we also use ability-based class groupings. For example, a student with particular mathematical ability may study in a class above their age-based grade level. YES continually strives to develop the individuality and talents of each student.

A. At the Yokohama campus, approximately 80% of students are Japanese nationals and 20% are foreign nationals. The ratio of Japanese teachers to native English-speaking teachers is approximately 4:6.

At the Odawara campus, most students come from Japanese families. Among full-time teaching staff at Odawara, the approximate ratio of Japanese teachers to native English-speaking teachers is 5:5.

A. Initially, all of our native English-speaking teachers were American. Today, our teachers come from countries including the United Kingdom, Canada, Australia, India, and China. One of our teachers from China holds a master’s degree in computational science from Texas A&M University in the United States.

A. It is true that in business settings, especially online, AI translation may make language barriers much smaller. Even in face-to-face business meetings, real-time translation through earphones may become increasingly common.

However, when studying or working in English-speaking countries such as the United Kingdom, United States, Canada, Australia, New Zealand, or Singapore, it would be difficult to ask everyone in a classroom or workplace to use translation devices. The ability to communicate using your own voice will remain important.

Even as technology changes, direct human communication will continue to involve our own voices and facial expressions. We believe the value of being able to communicate directly will therefore remain.

A. Our STEAM education has three main strengths: ① highly qualified teachers, ② approximately 10 years of experience in inquiry-based learning across the YES group, and ③ Cambridge accreditation, for which the application process is currently underway.

A. At YES, our goal is for students to reach approximately CEFR B1–B2 by the end of elementary school. As a general reference, this corresponds roughly to Eiken Grade 2 through Pre-1.

Our goal is not simply conversational English. Students develop the ability to understand lessons in English, read texts, organize their thoughts, ask questions, participate in discussions, and make presentations.

From Grade 4 onward, TOEFL Junior is administered regularly to monitor development in listening, grammar and vocabulary, and reading.

At YES Yokohama, the average level among students in Grades 4–6 has reached CEFR B1, approximately equivalent to Eiken Grade 2, across all assessed areas.

However, achievement varies depending on the student’s English experience at the time of enrollment, individual characteristics, length of study, and exposure to English at home. Therefore, YES does not guarantee that every student will reach a specific qualification or score.

A. There have been reports that some municipalities may introduce subsidies or financial support for free schools and international schools in the future. However, as of July 2026, no such subsidies or grants are currently available to YES Odawara.

A. No. Donations are not mandatory.

YES Odawara is operated by a corporation as a privately run educational institution. Donations from supporters help us continue and develop our educational activities.

If you make a donation, please send your name and relevant information to [email protected].

Bank Transfer Information

GMO Aozora Net Bank
Branch: Corporate Business Department (101)
Account Number: 2260155
Account Name: 株式会社YES Odawara

A. Yes. We provide supplementary Japanese classes for students who have never studied Japanese before.

A. Yes. We provide supplementary English classes, so students with little or no previous English experience are welcome to consult with us.