It is never too early
to start building those brain muscles

The Executive Assessment (TEA)

  • The Executive Assessment (TEA) is a a powerful and crucial tool used to help understand your child’s individual learning DNA. This gives us, the educators, a clear baseline to work with your child to supercharge his or her performance to achieve their full potential. Your child will be discreetly observed in class as they perform a series of activities (disguised as play) and evaluated on their current ability and potential ability.
  • The Executive Assessment has been developed over 12 years of research by educational specialists, occupational therapists and speech therapists and is specifically designed to help your child revolutionise their approach to learning.
  • A one-to-one private consultation will follow where feedback is given regarding your child’s strengths and learning gaps, as well as useful strategies which can be used at home.

For Toddler Executives (18 - 36 months)

Your child will be able to:

  • Self-regulate - “move on” when he doesn’t get his way e.g. he can’t get a toy he wants
  • Pay attention for longer periods of time
  • Self-entertain without using the iPad
  • Stop when you tell him to e.g. turn off the TV and take a bath
  • Cope with transition and changes e.g. starting childcare or preschool
  • Be open to trying new activities, even if it seems difficult at first

For Mini Executives (Nursery)

Your child will be able to:

  • Pay attention in class
  • Listen well to instructions
  • Control their impulses
  • Develop good learning habits
  • Listen to opinions of others
  • Prepare for school by themselves
  • Identify complex patterns to get ready for Reading and Maths
  • Communicate their thoughts clearly

For Junior Executives (Kindergarten)

Your child will be able to:

  • Absorb better in school
  • Get started on tasks independently
  • Think flexibly to come up with multiple solutions
  • Persist despite difficult work
  • Have better memory recall for classroom work
  • Think ahead and plan
  • Take the initiative to resolve problems
  • Take pride in their work

For Little Executives (Lower Primary)

Your child will be able to:

  • Increase brain processing speed
  • Work under pressure and within time limits
  • Improve accuracy in their work
  • Analyse and come to logical conclusions
  • Question and think critically for Comprehension
  • Understand 2D & 3D transference for Maths and Science
  • Be self-motivated in doing daily revision
  • Set goals and plan ahead
  • Evaluate own performance and learn from outcomes

TLE Approach

The Little Executive (TLE) Approach is built on 3 strong pillars; formulated from the latest scientific research about brain development combined with years of experience as teachers, therapists, parents, and specialists in the field of learning and education.

It is our goal that each Little Executive discovers his innate ability to be independent and self- aware, equipped with tools to assess and change his performance, growing into an astute, whole, and happy person.

Essential skills are a set of higher-order cognitive skills responsible for ensuring tasks are followed through from beginning to end. These include sensory, processing, attention, communication and critical thinking, with the greatest being Executive Functioning skills, frequently known as the brain’s “Command and Control system” or the “CEO of the brain”
Executive function skills consists of working memory, impulse and emotional control, flexibility, planning and prioritizing, self-monitoring, and task initiation. These skills are necessary to ensure tasks are followed through from the beginning to the final stages, enable us to make decisions, see the big picture as well as details, switch gears from one activity to another, incorporate feedback, and use information and experience from the past to solve current problems.
Our 5 Step Learning Process aims to develop a well-rounded approach towards learning.
With awareness, practice, and guidance, children will have ample opportunities to prime their brain for optimal learning in the classroom and beyond.
“Every so often, a truly groundbreaking idea comes along. This is one.”
Based on the movement and findings of Dr Carol Dweck, the Growth Mindset explains why intelligence and talent alone often do not bring success but may even get in the way of it. It explains how praising these traits, or praising results alone, can jeopardize self-esteem and accomplishments instead of fostering them. Research from Stanford University has consistently found that introducing this framework for thinking raises grades and productivity. What all great CEOs, parents, teachers, and athletes know and have, is recognised as a Growth Mindset. A mindset that allows insight to emerge from failure, resilience to be built from mistakes, and that every misstep holds an opportunity to become better.
We are confident that our unique approach and team of qualified teachers will bring learning to life and give each Little Executive the skill sets and experience he needs to succeed in the classroom, boardroom, or wherever his dreams take him.


Executive Function Skills

The greatest predictor of academic success.
We build strong foundations for every child.

Learning DNA

Classroom habits that differentiate effective learners from the rest.

Growth Mindset

Resilience. Persistence. Grit.
Don’t get left behind.


The Little Executive (TLE) Curriculum is a researched-based specialist-designed programme written by a team of highly trained Educational Therapists, Occupational Therapists and Speech Therapists using over 10 years of evidence-based best practices.
Our curriculum aims to develop essential brain-based skills and cognitive processes that children need in order to succeed both in and out of the classroom.
In addition, our TLE curriculum aims to empower each learner with the right set of learning habits to become an independent and active learner; a child who takes the role of being in the driver’s seat, a decision maker, a strong influence in understanding and directing his own learning.
At The Little Executive, joy-filled, purposeful, motivated learning isn’t incidental, it is in our DNA.
Our curriculum builds upon Stanford University’s research methodology of developing the right mindset, which is known as a growth mindset. We aim to equip each little pair of feet with a positive attitude towards life and learning. Each Little Executive who passes through our doors will be empowered to build resilience, drive, grit and fulfilment as she steps out and grows from the classroom to the boardroom and beyond.


Executive functions are a set of mental skills that help the brain organize and act on information. These skills enable people to plan, organise, remember things, prioritise, control impulses, pay attention and get started on tasks. Children are not born with these skills, but with the potential to develop these skills.

These skills form the foundation for effective learning and living. Without these skills, your child may lack the organisation, attention and memory abilities to learn at an optimal level and thrive in our fast-paced and often stressful education system such as ours.

Executive function also helps children to become independent and adaptable problem-solvers. It increases their ability to think laterally and to apply the concepts that they learn in school to various aspects of life.

Our curriculum has been developed from tried and tested methodologies and we have used them on more than 6,000 children using current and researched pedagogies from USA, Israel, UK, and Australia.

One key pillar of our curriculum is developing healthy learning habits, versus a single focus on the result. We are deliberately mindful not to over emphasise on getting the right answer; what is important is the ability to analyze, rationalise, support why he thinks the answer is right, and identify areas to change or self-correct. That is a far more powerful approach to learning, than just competing to arrive at the right answer.

It is assumed that these skills and positive habits are taught in school but in reality there is often a gap. In most academic settings, the focus is on the content and on the child learning a variety of subjects, ranging from math to music.

If the child has not had opportunities to learn and practise these skills, it could result in the formation of weak habits towards learning. Based on our experiences, issues may surface anywhere between Primary 1 to Primary 4 as these skill sets are taxed in a formal education setting. By that time, a lot more effort will be needed to undo bad habits and replace them with more positive ones.

At different levels, there will be different skills and applications to support your child at the formal educational level he is in. And as a child grows and learns, he will need to develop more complex and a more sophisticated set of skills to meet growing demands.

Our activities are play-based as children learn best through play, and are designed to develop a range of skills. For example, our visual memory game develops sequencing and scanning abilities, helping your child heighten his sense of observation and attention to detail.

Yes, the sessions will get progressively more difficult in line with addressing the additional demands of the academic requirements in school.  There will also be opportunities for us to target and strengthen each child’s areas of weakness.

As we will be developing a growth mindset in your child, and where the focus is on process vs product, you could encourage your child to see failures as learning opportunities.

Most of these centres focus on one side of the brain, but we know that the brain does not work in isolation. With the 3 pillars of our TLE philosophy, we encompass the development of Essential skills, Learning habits and a Growth mindset to equip your child with a well-rounded foundation.

We allow a maximum of two (2) replacements per term. In the event that no suitable replacement classes can be offered, request for a 30-minute weekday make-up lesson can be made, subject to teacher’s availability.