Tatyana, what would you say is your school’s core mission?
Our mission goes far beyond teaching the Russian language. We work with children growing up in culturally and linguistically mixed environments — often with a mother speaking one language, a father another, and the society around them a third. Our goal is not just to teach, but to help children feel that their Russian identity is alive, meaningful, and valuable.
Language shapes our thinking, emotions, and perception. It influences how we see the world, how we joke, how we feel. Our children live in Britain, but they carry within them a layer of Russian culture. It’s important that this doesn’t dissolve.
How did the idea of creating the school and kindergarten first come about?
It all started when I was working at an Anglo-French school and noticed how many Russian-speaking families were enrolling. At one point, parents asked for a simple Russian-language after-school club. So in 2010, we launched the first one. Then came Saturday and Sunday classes, then holiday camps. Eventually, we opened the kindergarten. All these formats emerged organically — they were responses to real needs from parents. Cherry Orchard continues to adapt — some families want more intensive lessons, others need flexible scheduling or a British-curriculum focus.
What’s the difference between the after-school club, the weekend classes, the camp, and the kindergarten?
In the after-school club, children come after their main school day to read, write, and speak in Russian. In the camp, we focus on spoken language and vocabulary expansion through themed weeks like “Interplanetary Travel” or “Dinosaur Island” — fun, immersive, and educational.
Saturday school is more academic, with a structured schedule and subjects. Sunday school has a softer pace — games, walks, storytelling. The kindergarten is a fully licensed educational institution, meeting Ofsted standards. We recently had two inspections, both of which rated us “Good,” which we’re very proud of.
One of the inspections was quite funny: the inspector arrived unannounced, saying she hadn’t been able to reach us by phone. She offered to come back another day, but we welcomed her in on the spot — no preparation at all. And still got a “Good.” I consider that one of our greatest achievements.
Is it difficult to find educators who speak Russian and understand the British educational system?
Very. There are very few who meet both criteria. Most often, we recruit people with teaching backgrounds from Ukraine, Belarus, the Baltics, Russia, Kazakhstan — and train them ourselves. We help them earn British qualifications. It’s a long process, but it pays off.
How do you blend the British educational framework with Russian cultural traditions?
We know our students are going into British schools, so our core approach is rooted in the UK system. But we enrich it with our unique cultural elements — we don’t oppose one to the other; we add to it. It’s logical for the children: they live in Britain, but they carry a different heritage as well.
Do you collaborate with speech therapists, psychologists, or other specialists?
Yes, we have a network of professionals. They’re not on staff full-time, but we involve them as needed — especially for children with developmental differences. We observe, develop individual plans, liaise with local councils, and refer families to both English-speaking and Russian-speaking therapists.
What about the parents — are they involved in school life? Are there shared projects, events, or feedback channels?
Absolutely! Cherry Orchard has twice received awards — Bronze and Silver — from Healthy London, a mayoral initiative. These awards represent a huge collective effort involving both children and parents.
At the kindergarten, we host sports days and invite parents to speak about their professions. We’ve had a GP, a nutritionist, and recently a dentist-mum who gave a talk on oral health and gifted all the kids toothbrushes. We also organise Quiz Nights, celebrations, and family events. Parents are welcome in classrooms, even in Saturday school — some children take time to settle in new environments, especially if it’s outside their usual circle. We work closely with families to ease those transitions.
And when it comes to adjusting to life in the UK — especially with the latest wave of emigration — do you help with that too?
Yes, we try to support families as much as we can. In one project, we created a mailing list with practical advice: how to find Russian-speaking GPs or NHS dentists, how to organise life with young children, where to find playgrounds, what to do during school holidays, and so on. We share info on Russian-language workshops and theatre performances.
You mentioned the Healthy London project. What did it involve?
It was focused on “risky play.” We received a Silver Award for it. Why risky play? Because modern children are growing up in environments full of restrictions: “Don’t climb,” “Don’t touch,” “Be careful.” They often don’t know their own physical capabilities. When we were kids, we climbed trees, jumped in puddles…
In our kindergarten, we run hands-on activities — hammering nails into wood with real hammers (no injuries!), jumping from logs, playing with water, even holding a hand near a candle flame (under supervision!). Kids need to understand what’s hot and what’s safe. They loved it! Even our teachers were hesitant at first, but soon saw the value. We even received a grant to buy proper equipment.
Why do you think British nurseries don’t do the same?
Because it takes extra time and effort. But we’re willing to go beyond the manual. Participating in such initiatives means documenting, reporting, photographing — a lot of paperwork. But it’s worth it. Cherry Orchard got noticed and supported.
And what about culture — do you celebrate Russian or international holidays?
Of course! We run International Days. Recently, we “traveled” to Arabia: with costumes, music, calligraphy, cuisine, and storytelling. We also “visited” Lithuania — one teacher came in national dress, danced a traditional dance, and served a Lithuanian pie. Another time we made American pancakes and ate Russian buckwheat with milk.
Children need to see the diversity of the world. We always celebrate Chinese New Year and Diwali — explaining the lanterns, introducing characters like Scheherazade and Rama. We celebrate Maslenitsa, too — with costumes, blini (pancakes), and sun-themed stories. We try to make every celebration feel meaningful, not just ceremonial.
In your view, what’s the biggest challenge in raising children in a multilingual environment?
Honestly — the parents. They have to make a conscious decision, commit, and not give up. Yes, it means early mornings, driving the child around, helping with homework — it all takes effort. But the parent must be the motivator.
There are many Russian-speaking professionals, but very few who can truly ignite a child’s curiosity. Without that spark, supplementary education doesn’t work. I deeply admire the parents who commit. Cyrillic, a second language — it’s so beneficial for the brain. Scientists have long said: the more languages, the more neural connections. And culturally, it’s a powerful tool — it sets you apart and opens new opportunities.
What are your plans for the school and kindergarten over the next 5–10 years?
We want to expand and open new locations. Many families travel quite far to reach Cherry Orchard and Little Cherry. We’re also thinking of launching experimental classes — using non-traditional methods, teaching not just language and math, but science and programming. Children need logic, problem-solving, and creativity — skills AI can’t replace (yet). We want to teach what can’t be automated: agility of thought, imagination, human intuition.
That said, not all families are ready. Prices are rising, VAT is higher, and many are cutting back. Even basic things like after-school care and breakfast clubs have become significant expenses. So for now, the focus is language, literature, and math. But we dream of doing more.
Kids don’t read like they used to. How are you addressing that?
They don’t — and we need to rethink our approach. Reading culture hasn’t disappeared, it’s just changed form. Kids are skilled at skimming — they catch the gist, but they don’t dive deep. It’s both a strength and a weakness. Only a few can now sit with a book like we used to. So we need to understand how they process information and adapt our teaching.
But surely today’s generation has strengths of its own?
Absolutely! They have a completely different logic. You see it especially in art projects — they perceive colour and shape differently, and their associations come from both real and virtual worlds.
We try to make the real world just as engaging. We create lively events — with costumes, characters, and play. Instead of just reciting a poem, they’re part of a whole performance: seasons, nature, aliens — there are no limits. Even teachers take on roles. The idea is to make the real world as exciting as a video game.
And do the children get into it?
They do! They’re still kids, and if the event is fun, they forget about their screens. The key is smart, layered play — with good props and real stories. We aim to immerse them in a world that feels like a game, but in real life. And then we take off the costumes and return to everyday life — showing them that reality can be just as fascinating.
What’s your dream?
My dream is to create a space like the old Soviet “House of Culture” — a place where everything is under one roof: Russian, music, dance, sport, math, tutors, chess, even tennis. Where a child can do everything, and parents can relax or work without running around the city to different clubs. There should be a proper cafeteria, quiet corners for homework, and a space where teenagers can just hang out — not home, not the street, not a mall — something like a teen café.
I’ve tried pitching this idea, but investors don’t see it as profitable. And grants are usually small, especially for Russian-language contexts. Maybe we need to reframe it. It doesn’t have to be purely Russian. What matters is quality, atmosphere, and community. That’s what counts. I believe this kind of project could really help both kids and parents.
