There was no call from Grades 11 and 12 this year for a Child Development IGCSE so I was keen to look for another opportunity and preferably one that would take me outside Bingham.

I approached two friends that have set up "Reach International Center of Education" (RICE). This school employs Ethiopian staff who teach the children through Christian values. It also seeks to encourage Ethiopian families where the parents have been working or studying abroad to return with these skills to Ethiopia, knowing that there is quality international education available.

Like Bingham, RICE uses the Cambridge Curriculum, as well as the International Primary Curriculum and the Ethiopian National Curriculum. The school began in September 2014 with Grades 1 to 3 (UK years 2 to 4) with 42 children. This year they have added Grade 4 and have over 70 children. The school is housed in a property that feels a little like a home, but the rooms have been well utilised and all the outside space is used as playground.

I was excited to begin my first afternoon. The facilities had been developed further over the break. In fact the classroom I was in was unrecognisable now with bright carpet, painted walls, white board and posters and I found the Grade 1 children bubbly, curious and responsive.

However what I didn’t anticipate was the effect of the weather. Despite the countryside lacking rain, Addis has experienced almost daily thunderstorms. This particular afternoon we had a storm of such ferocity that it was difficult to hear what anyone was saying in class as the rain beat down on the tin roof. Windows were closed and the outside shoe rack was rescued (despite being under a shelter). As the afternoon drew to a close, I ventured outside. I had failed to notice previously the considerable hollow by the school gates but this was by now a small lake. Knowing I had a taxi waiting the other side I hoisted my trouser legs and stepped in. I was somewhat surprised that the water swirled around mid calf level.  I understand that despite the difficulties, after I left children were ferried across in cars to their waiting parents. I am hoping for a drier departure next week.

Back at Bingham my Kindergarten 1 (Foundation/Reception) class have settled well and I’m growing very fond of their personalities. We have an opportunity to develop this year. My teaching assistant Ruth is able to take on a greater variety of activities and is doing some literacy booster groups for an older class. I am busy preparing a differentiated approach to cope with the wide range of ages and abilities. This year I had five children who were three when they started in August (the age cut-off this year for their 4th birthday was the end of October), whilst two children will turn six before the end of the year. In addition to such vertical grouping is the fact that many speak at least two languages and often use a combination when playing. I am heartened by the amount of Amharic words that I can understand this year though, as last year I had to ask Ruth to interpret everything. It all contributes to the fun and challenge of each day!

Their parents' employment ranges from those who are missionaries to those in a variety of businesses, a couple of flower farm managers and African Union or Embassy staff. I am heartened that they have been both supportive and interested so far and I’m hoping to nurture this throughout the year.

This week I was observing a Swedish child and an Ethiopian child (who has been adopted by a Finnish family) playing in the "sit and ride" cars. One opened the fuel cap. “I need benzine” (petrol), she announced. “Benzine is finished”, replied her friend. “OK let’s move on” the other prompted. They moved across the playground and repeated the scenario. This time she announced happily “There’s million benzine!” (in early years speak: this garage had plenty). A truly ‘real life’ Addis experience.