Comparing 8 schools side by side in USD.
BSG Guangzhou
983-3 Tonghe Road, Baiyun District
Guangzhou 510515, CHINA
BSG serves children from early years through to pre-university:
Early Years (ages 1–5),
Primary (ages 5–11)
Secondary (ages 11–18)
The British School of Guangzhou (BSG) is a private, co-educational British international day school and a proud member of the Nord Anglia Education family. The school provides an outstanding education for students from Early Years through to Sixth Form and does not offer boarding provision.
BSG is a diverse and inclusive British international school community in Guangzhou, welcoming students from more than 50 nationalities. Our families come from across the globe, including Asia, Europe, North and South America, Africa, the Middle East and Oceania, creating a truly international learning environment enriched by different cultures, perspectives and experiences.
English as an Additional Language (EAL) support is available. Learning Support (LS) coordinators work closely with teachers and families to develop personalised support plans and monitor student progress. Families are encouraged to contact the Admissions team to discuss individual learning needs.
BSG is a British International school that follows the English National Curriculum, IGCSE and A-Level Programme. BSG is part of the Nord Anglia Education group.
The school welcomes families of all backgrounds and has no religious affiliation, providing a non-denominational British international education.
School Day: 8:00am–3:00pm
After-School Activities (ASAs): Available on Tuesdays, Wednesdays and Thursdays from 2:50pm–3:50pm.
Transport: On ASA days, school buses depart at 4:00pm to accommodate students participating in activities.
Meals: Lunch is included in the school fees and is served daily on campus under staff supervision. Students enjoy a balanced selection of meals as part of the school day.
For more information about the school day, breaks, transport arrangements and extracurricular opportunities, please contact the Admissions Team or refer to the Parent Essentials guide.
BSG operates a supervised school bus service covering major residential communities across Guangzhou. All routes are overseen by school staff and supported by dedicated Bus Supervisors, with comprehensive health and safety procedures in place.
For enquiries, please contact the Bus Manager, Ms Vivien Xue, at schoolbus@bsg.org.cn or +86 (0)20 8709 4788 ext. 2032.
Detailed route information is available on the school's website.
The British School of Guangzhou is a day school without boarding options.
Wearing school uniform in the correct way is compulsory for all children at the British School of Guangzhou. It helps students focus in school, encourages positive social interaction and even makes life a little easier for parents each morning.
Lunch is included in school fees and served daily under staff supervision. Students enjoy a varied menu with hot meal options, salads, fruit and desserts. Special dietary requirements and allergies can be accommodated where possible.
Every student is assigned to one of BSG's four houses, which represent different eras of British history; Normans, Vikings, Saxons and Romans. The House System fosters a strong sense of belonging, teamwork and healthy competition through a variety of events and inter-house activities throughout the year. Students earn points for their house, with the winning house recognised at the end of each academic year.
The British School of Guangzhou is part of Nord Anglia Education, a leading international schools organisation. The school is governed in accordance with Nord Anglia Education's global standards and educational framework.
BSG follows the English National Curriculum from Early Years to Year 9, leading to IGCSE qualifications in Years 10–11 and A Levels in Years 12–13.
Students benefit from a broad and balanced education that includes strong foundations in literacy, numeracy, STEAM, languages, arts and sports, enhanced by Nord Anglia’s global collaborations with MIT, UNICEF, Juilliard and IMG.
Sixth Form students can choose from a wide range of A Level subjects and enrichment opportunities, including the Extended Project Qualification (EPQ).
Ratios vary by age and year group. In Early Years, the student-to-teacher ratio ranges from approximately 1:4 to 1:8, with each class led by an international teacher supported by one or two teaching assistants. In older year groups, the ratio is typically around 1:10, with specialist subject teachers delivering lessons in Secondary School.
BSG students have exceeded the UK A Level average for 10 consecutive years. Most recently, 63% of A Level grades were awarded at A–A, compared to the UK average of 28.2%.
BSG students also achieved outstanding IGCSE results, with 65% of grades at A–A and 96% at A–C, reflecting the school's strong academic performance and commitment to excellence.
BSG students consistently achieve outstanding academic results and benefit from personalised university guidance and strong character development programmes. As a result, graduates have secured places at leading universities worldwide, including the University of Cambridge, University of Oxford, Imperial College London, UCL, University of Manchester, Georgetown University, and The University of Hong Kong, among many other top institutions.
BSG is known for its personalised approach to learning, ensuring every student is challenged, supported and encouraged to pursue their individual strengths and passions. Through a wide range of academic, sporting, creative and leadership opportunities, students can excel in areas that interest them most. Many participate in national and international competitions, including academic Olympiads, sports tournaments, performing arts festivals and global enrichment programmes, achieving success at both local and international levels.
Social and emotional learning is embedded throughout school life at BSG through a comprehensive pastoral care programme. In Primary School, class teachers support students’ wellbeing through daily interactions, assemblies, and circle-time sessions that help children develop self-awareness, confidence, resilience, and positive relationships. In Secondary School, students are supported by dedicated form tutors who deliver the citizenship and PSHE curriculum, providing guidance on personal, social, and emotional development. This work is overseen by the Assistant Head of Primary & Secondary – Pastoral.
BSG’s pastoral programme is delivered both through dedicated lessons and everyday practice. A buddy system helps new students settle into the school community, while leadership opportunities such as the Student Council, House Captains, and Head Students encourage responsibility, collaboration, and communication skills.
Class teachers and form tutors provide ongoing mentoring and wellbeing support, ensuring every student feels valued, connected, and able to thrive.
University and careers counsellors also support older students as they navigate future pathways, helping them develop the confidence and self-understanding needed for life beyond school.
BSG states it provides tailored learning support and has an expert team of Special Educational Needs (SEN) coordinators who work with teachers to put plans in place, monitor progress, and liaise with families. The school's Learning Support page emphasises personalised approaches to help students achieve their potential. The website does not specify which categories of SEN (for example specific learning difficulties, autism spectrum conditions, or sensory impairments) it will or will not support, nor does it present itself as a specialist SEN institution. For detailed thresholds or specialist placements the site advises contacting the school directly.
The British School of Guangzhou provides a comprehensive English as an Additional Language (EAL) programme for students whose first language is not English, ensuring they can access the curriculum confidently and participate fully in school life.
In the Primary School, students in Reception to Year 3 receive EAL support four times per week through small-group or in-class instruction, alongside one individual session each week. From Year 4 onwards, students requiring additional English support receive EAL lessons in place of Mandarin. EAL specialists work closely with students in small groups for approximately 3.5 hours per week and provide additional one-to-one support on a fortnightly basis.
In the Secondary School, the EAL programme offers a balanced and targeted approach to language development. Students participate in four periods of Core Curriculum Language Development each week, using carefully adapted, CEFR-levelled texts covering a range of engaging topics. In addition, EAL Language classes are provided for two periods each week, focusing on developing listening and speaking skills and replacing Modern Foreign Language and Chinese lessons where appropriate.
Students also receive subject-specific language support, particularly in areas such as Humanities, where they develop the academic vocabulary and language structures needed for success across the curriculum. This integrated approach enables students to build confidence, strengthen their English proficiency, and achieve academic success while fully engaging with the wider school community.
The school states it attends to student wellness through pastoral and guidance programmes and that in‑house staff and external specialists provide a full range of support and counselling services. Primary staff monitor wellbeing through class activities and circle‑time while Secondary form tutors and a pastoral leadership post provide oversight. BSG also highlights parent support groups and community activities that help families settle and strengthen social connections. The website does not publish detailed lists of counsellor qualifications or formal clinical referral pathways; parents are invited to contact the school for more specific information.
BSG's Safety First Charter states that safeguarding and promoting the welfare of children is a fundamental priority and that Designated Safeguarding Leads are present across campus sites. The charter also describes first‑aid and nursing provision, key staff being first‑aid trained, and routine emergency procedures (fire drills, lockdowns, risk assessments). Parent Essentials links to the school's policies, including a Safeguarding Policy, for further detail. The site asks families to speak to Designated Safeguarding Leads if they have concerns.
Founded in 2005, The British School of Guangzhou was the first British international school in Guangzhou. What began as a small kindergarten in the city centre has grown into a thriving all-through school on its purpose-built South Lake campus, serving a diverse international community across the Pearl River Delta. BSG is part of the Nord Anglia Education family of schools.
BSG is a vibrant international community of students, parents and staff. Throughout the year, the school celebrates a variety of cultural and community events, including International Day, Mid-Autumn Festival, Diwali, Christmas and Chinese New Year. Students participate in the House System, whole-school activities and competitions, while families stay engaged through a shared annual events calendar.
Community service and social impact are central to school life, with students regularly leading and participating in initiatives that support local and global causes.
BSG encourages active parent participation through its Parent Support Groups (PSGs). Working closely with teachers and school leaders, parent volunteers help organise community events, cultural celebrations, fundraising activities and initiatives such as International Day. This collaborative approach strengthens the school community and helps foster strong partnerships between families and the school.
Set on a beautiful 44,000m² lakeside campus beside South Lake, BSG offers a spacious, green and inspiring learning environment away from the bustle of city life. The purpose-built campus features bright classrooms, specialist science and technology spaces, performing arts facilities, sports areas and extensive outdoor learning spaces, all designed to support students' academic, creative and personal development.
Key features of the lakeside facilities include :
BSG offers a purpose built sports hall and a swimming pool. There are two football fields and an outdoor basketball court. The sports facilities support physical education, competitive team sports, and after‑school activities. The spaces are integrated with the campus buildings to provide easy access for both primary and secondary students.
The school follows the English National Curriculum from Early Years Foundation Stage through IGCSE and A‑levels, with IGCSE qualifications followed by A‑levels. There are advanced science labs and a STEAM room, and dedicated music and dance studios and a theatre. Two libraries and interactive technology are available in every classroom, complemented by a one‑to‑one information technology program providing age‑appropriate Apple devices. The Primary and Secondary buildings are located on the shores of South Lake and are designed to inspire learning with age‑specific facilities throughout the campus.
Dozens of after‑school activities (ASAs) are available, allowing students to build a portfolio of experiences through sports, arts, community service, and other pursuits. Examples include competitive sports, performing arts, and projects outside of regular class time, among many options. The school also runs BSG Summer Camp, Residential Trips, and a Social Impact programme as part of its wider extracurricular offering. Activities are connected to the Global Campus platform for global learning and opportunities.
The school teaches the English National Curriculum from Early Years Foundation Stage through IGCSE and A-levels. It serves Pre-Nursery through Year 13 on a campus located by South Lake. The age ranges are Early Years 1–5, Primary 5–11, and Secondary 11–18. The school was established in 2005 as Guangzhou's first British international school and remains the most established in the city.
The school teaches in English and follows the English National Curriculum from Early Years through IGCSE and A-levels. Mandarin Chinese is taught from day one, with Pre‑Nursery and Nursery receiving four 40‑minute lessons per week with native speakers; Reception has daily 40‑minute Mandarin lessons; Years 1–3 have four Chinese lessons per week; Years 4–6 have three hours per week. Secondary students may study Mandarin or another language. Chinese language options extend to IGCSE and A-levels, with Chinese offered as First Language (mother tongue), Second Language (near‑native), or Foreign Language; KS3 (Years 7–9) provides two 70‑minute lessons in Chinese, French, or Spanish, KS4 (Years 10–11) offers IGCSE in Chinese (First/Second/Foreign) or French/Spanish, and KS5 (Years 12–13) offers Edexcel A Levels in Chinese, French, and Spanish. Cambridge English Programme is available as a weekend course to improve English, and EAL support is provided with encouragement of home languages.
On the school's website, the following awards (given to the school or its institutional profile, not to individual students) are documented within the last five years; each entry includes a one‑line explanation and the source.
- British Chamber China Schools Awards 2022 — Winner, Diversity & Inclusion category (published on the school site 27 Feb 2023). The award recognised the school's approach to inclusion across educational, social and emotional support.
- Pearson Edexcel Pioneer Award 2023 — BSG states it received the 2023 Pearson Edexcel Pioneer Award (published on the school site 1 Dec 2023); the award recognises schools whose students achieved ‘Outstanding Pearson Learner Awards' in the relevant examination series.
Note on scope and currency: the lists above are limited to information published on The British School of Guangzhou's official pages (the Nord Anglia / BSG website). If you would like, I can (a) check for any additional recognitions listed in other public sources, (b) pull the exact school page text and publication dates for each accreditation/award, or (c) compile the original page links and dates into a short citation list for your records.
Below are the accreditations and formal associations that The British School of Guangzhou lists on its website, with a one‑line explanation of each and a source.
- Council of International Schools (CIS) — BSG is a CIS member with full accreditation; CIS accreditation is an independent quality-assurance process used by international schools to demonstrate they meet defined standards of governance, teaching and student welfare.
- Edexcel (Pearson Edexcel) — listed as an awarding organisation for GCSE and A‑Level examinations; this allows the school to offer Edexcel/ Pearson qualifications and exam services.
- Cambridge Assessment / Cambridge English (assessment centres) — BSG is an authorised Cambridge English assessment centre and accredited to administer selected Cambridge Assessment tests; this enables the school to deliver recognised English language and university entrance assessments.
- SAT Examination Centre (College Board) — the school is a registered SAT testing centre, allowing students to sit SAT examinations on site for U.S. university admissions.
- Licensed by Chinese authorities — BSG states it is a fully licensed international school approved by the Guangdong Education Commission and the Chinese Ministry of Education, indicating legal approval to operate in China.
- Historical Association Quality Mark — listed on the school's accreditations page as the Historical Association Quality Mark, which recognises the quality of a school's history provision.
- Duke of Edinburgh's International Award provider — BSG is listed as a provider for the Duke of Edinburgh / International Award programme, meaning the school can deliver the award framework (Bronze/Silver/Gold) to students.
- Memberships / regional school associations — the school's site also notes active membership of regional associations such as FOBISIA (Federation of British International Schools in Asia) and ACAMIS (Association of China and Mongolia International Schools); these are membership networks that run regional events, competitions and collaborative programmes.
(Each item above is taken from the school's own accreditation / information pages.)
doris recommends that you start by speaking to admissions. This connects you directly to the school's admissions team who can respond with answers, more information, and next steps. 1. Make an enquiry. Submit the online enquiry form, email the admissions office, or call the school to request information or a tour; the website says the school typically replies within 24 hours. Parents should be ready to provide basic child details (name, date of birth, current year group and current school) when enquiring so the admissions team can give accurate guidance on availability and next steps. Contact details are published on the admissions page if you need to follow up directly.
2. Discover the school (visit or virtual meeting). The school recommends an on-site visit as the best way to see classrooms and meet staff, but it also offers virtual discovery meetings; book the slot that suits your schedule. When arranging a visit, ask in advance about class observation, a meeting with the Head or Senior Leader, and whether there are specific documents they would like to see at that meeting. These meetings are useful to confirm curricular fit (English National Curriculum, IGCSE/A‑Level pathways) and pastoral arrangements.
3. Apply for a place (submit application and documents). Complete the online application form and, when requested, upload or send required supporting documents: copies of the child's passport, previous school reports, and the signed conditions and declarations form. An application fee is required at the time of application (RMB 2,500, non‑refundable); parents should also expect the school to request the enrolment deposit (RMB 20,000 per child) if an offer is made — the deposit is refundable subject to the school's fee policy.
4. Pre-entry assessment and English support. The school arranges a pre‑entry assessment for most applicants; if you are overseas, BSG accepts recent school reports and may use online assessments or request references instead. Parents of children with limited English should expect the school's EAL (English as an Additional Language) support to be discussed; the school is more selective from Year 10 onward because later stages require stronger English proficiency. If the child cannot attend a face‑to‑face assessment, clarify ahead of time where and how the online assessment will be administered (school, current school, or home under supervised conditions).
5. Decision, offers and enrolment payments. After assessment and receipt of documents, the Head of School reviews the application and will either make an offer, decline, or place the child on the waiting list if no space is available; offers will include details of the enrolment deposit, fee schedule and payment deadlines. The school operates rolling admissions (you can apply any time of year), and fees for the coming academic year (2025–26) are published on the tuition page — for example, annual tuition ranges published for 2025–26 run from RMB 95,000 (Toddler half‑day) up to RMB 292,000 (Years 10–13); the school also lists payment due dates and a 5% annual‑payment discount if paid by 15 June 2025. Read the School Fee Policy and the published tuition table carefully before accepting an offer, and confirm refund and withdrawal notice conditions (two months' written notice) so you understand financial commitments.
BSG operates a formal Scholarship Programme for new international applicants in Years 5–12. Scholarships are limited in number, awarded for two years, and may provide a tuition discount of up to 50% depending on performance in the assessment process; awards are reviewed annually and may be renewed subject to performance and the school's decision. Available categories are Academic, STEAM, Performing Arts and Leadership; each category has specific evidence requirements (for example academic transcripts, portfolios, certificates or performance records) and the scholarship process requires a completed application form and supporting documents submitted to admissions. The Scholarship Committee reviews applications, may invite candidates to an interview (sometimes with the Principal and committee members), and will notify applicants promptly of outcomes (the site states notification is made within two working days after the Scholarship Committee meeting). If you are considering applying, download the scholarship application form from the school's scholarship page, prepare the required supporting evidence, and submit everything to Admissions@bsg.org.cn; contact the admissions office with any eligibility questions before applying.
The British School of Guangzhou uses a waiting list when there are no immediate spaces available. The admissions page states that, after assessment and review by the Head of School, applicants may be placed on the waiting list if places are not currently available; the school will notify parents of that outcome as part of the decision process. The website does not publish a detailed public algorithm for waitlist ranking or an estimated wait duration, so parents who want a sense of position or likely timing should contact admissions directly (phone or admissions@bsg.org.cn) to ask about current demand for the child's year group and any priorities (for example siblings or other admissions policies).
Located at No. 2 Huxia Street, Yuan Yang Town, Yubei District, Chongqing 401122, China. The campus sits in the Yuan Yang Town area of Yubei District. It occupies more than 5,000 square meters of space for indoor and outdoor learning.
The school serves children aged 2 to 6. The curriculum includes Toddler Curriculum (ages 2–3), Early Childhood Curriculum (ages 3–5), and Pre-Primary Preparation Curriculum (ages 5–6).
The kindergarten serves both local Chinese and expatriate families and operates as a day kindergarten in a bilingual learning environment.
SEN provisions are not publicly listed. The school emphasizes child protection and safety policies as part of its safeguarding framework. Families with learning needs should contact the admissions team for guidance.
No formal country affiliation is listed; the school is part of the Yew Chung Yew Wah (YCYW) international education network.
No religious affiliation is indicated. The school frames its values around science, culture, and charity rather than a specific religion.
Daily life routines vary by class. For K2 and K3, the day begins around 8:30 a.m. with outdoor time at 9:00 a.m., followed by play and exploration at 10:00 a.m., Morning Talk/Language Talk at 11:15 a.m., and lunch at 11:30 a.m. K4 starts around 8:20 a.m. with a similar pattern, and K5 begins around 8:10 a.m. with a slightly extended morning schedule and lunch around 11:35 a.m.
Bus service information is not publicly published. Interested families should inquire with admissions for transport options.
The school is owned by the Chongqing Fudi Yew Wah International Kindergarten Foundation. It is part of the Yew Chung Yew Wah (YCYW) network of international schools. Governance is provided by the foundation in coordination with the YCYW network.
The Chongqing Fudi Yew Wah International Education Kindergarten follows the YWIEK Curriculum developed by Yew Wah Early Childhood Education Research and Development Centre for children aged six or below, with three stages: Toddler Curriculum (2–3), Early Childhood Curriculum (3–5), and Pre-Primary Preparation Curriculum (5–6). It uses an emergent curriculum and learning-through-play approach in a bilingual English–Chinese environment, guided by an observation-reflection-response cycle. The program emphasizes whole-child development—health, social skills, language, science, and arts—and aims to cultivate confident, imaginative, and caring learners. Unique programmes include the YW Adaption Programme for New Students, YW Early Literacy Education Programme, Early Mathematics Education Programme, English Programme, Early Music and Movement Programme, and Early Physical Development Programme. Daily life routines for K2–K5 illustrate structured, age-appropriate activities, including outdoor play, morning language talks, and group activities, reflecting the emergent curriculum in practice.
YWIEK Chongqing Fudi supports Social and Emotional Learning (SEL) through a focus on healthy, balanced growth and all‑round development, with an emphasis on strong teacher–child relationships and close cooperation with parents to foster an open, inclusive, and supportive learning environment. The school emphasizes character education to nurture care, respect, honesty, trust, and positive social interactions among students. It describes its learning environment as positive, loving, enjoyable and appreciative, aiming to build confident, global citizens with both Chinese cultural heritage and international perspectives. The co‑operative teaching model between Chinese and Western teachers helps children develop social awareness within a bilingual setting, reinforcing social and cultural understanding. Emergent curriculum supports SEL by integrating health, social and other development domains through child‑led inquiry and collaborative learning.
The school does not publicly disclose information regarding Special Educational Needs (SEN) provision or whether it operates as a specialist SEN institution.
EAL support is evidenced in YWIEK's curriculum, which describes a bilingual learning environment and a focus on second language learning. The curriculum notes a Yew Wah English Programme and other language supports as part of Unique Programmes, indicating structured English language development alongside the home language. It highlights learning through an emergent curriculum that treats English language learning as an integrated part of activities, rather than a separate, standalone program. This aligns with a bilingual approach where English is taught alongside Chinese within a shared learning context. The school also emphasizes a Chinese–English bilingual environment, staffed by a co‑leadership model that blends Western and Chinese approaches.
The curriculum promotes holistic development and healthful growth, describing aims for students to have a healthy body and a lively, cheerful personality, with health and social development embedded in the emergent curriculum. Specific mental wellbeing programs or dedicated mental health services are not publicly disclosed in available materials. The emphasis on positive relationships and a supportive, interactive learning environment suggests a focus on social‑emotional well‑being within daily activities, though explicit mental health provisions are not itemized.
YWIEK Chongqing Fudi identifies itself as a Child‑Safe School and provides access to Child Protection Policies and Procedures through its site. The English‑language page notes a dedicated Child Protection section, and the Chinese page likewise centers safeguarding and child protection as core commitments. Public statements describe the school's safeguarding approach as part of its broader child safety framework, without detailing specific safeguarding roles or procedures in a stand‑alone, public, policy document. The presence of a formal child protection framework is supported by references to policies and procedures on the site.
Step 1 — Complete the Online Application. Parents submit the Online Enquiry form to arrange a visit to YWIEK Chongqing Fudi. The Admissions Office will review the completed application package and then notify the family about the placement assessment and interview. This initial step sets the timeline for the next stage of the process.
Step 2 — Placement Assessment & Interviews. All children must be interviewed together with their parents, which allows the kindergarten to understand and meet the child's needs. During this step, the Admissions Office processes the application package and informs the family about the scheduled placement assessment and interview.
Step 3 — Application Review and Decision Notification. After the interview, the family receives a placement offer letter from the school if the candidacy is successful. The school may also issue subsequent communications related to the next steps in enrollment.
Scholarships: The Yew Chung Yew Wah Education Network offers network-wide scholarships with several categories (for example, Madam Tsang Chor-hang Memorial Scholarship, YCYW Subject & Talent Award, and IGCSE/IB/A Level Award). These scholarships generally provide tuition fee waivers ranging from about 15% to 100% and are open to eligible students in certain grade levels, typically starting from upper primary through secondary (grades 7–13) with specific eligibility requirements and documentation. The exact applicability of these scholarships to YWIEK Chongqing Fudi Kindergarten is not published on its campus pages; the network's scholarship program information is available across the network, and individual campus eligibility can vary.
No waitlist or pool system information is published for Chongqing Fudi Yew Wah International Education Kindergarten.
Located at 1555 Jufeng Road, near Jinjing Road in Pudong District, Shanghai. The campus sits in a dedicated education area with convenient access by road and public transit. The site covers a large campus with multiple buildings and substantial green space. The school serves pupils from kindergarten through Grade 12, including an international department.
The school comprises a Kindergarten, Primary Department, Secondary Department (including middle and high school) and an International Department.
Private, all-through boarding school. It operates as a boarding school and includes an International Department.
The school emphasizes personalized education and features an Apple Model Classroom approach. The International Department includes a Mandarin Center to support Chinese language learning for international students.
No official country affiliation is listed publicly.
No religious affiliation is indicated publicly.
The school day runs Monday to Friday from 7:30am to 4:00pm.
Nearby public transport options include multiple bus routes (e.g., 987, 1006, 791, 995, 1016, 774, 799) and Shanghai Metro Line 12.
Shanghai Gold Apple School operates as a modern boarding school with on-campus housing for students across its kindergarten through high school and international departments. Enrollment materials show a boarding option exists alongside day students, with accommodation priced at 5,000 RMB per semester. For the International Department's Mandarin Center, on-site dormitories house 2–4 students per apartment with private bathrooms and essential amenities, including Wi‑Fi, a water dispenser, air conditioning, hot water, and a washing machine, with living staff on 24-hour duty. The staff recruitment page notes that the school provides dormitories or arranges transport for staff, which confirms the existence of on-site housing infrastructure.
A school uniform is required. The Mandarin Center page lists a uniform fee of 5,000 Yuan for four-season uniforms. Color, sourcing, and purchasing details are not specified on the site.
The on-site canteen provides breakfast, lunch, and dinner, with meals primarily in Chinese style and some Western options; a halal window is available. Milk and dessert are provided at 10:00 am, and fruit and a late snack follow dinner.
Shanghai Gold Apple School was founded in 2000 by the Yalong Group (Shanghai Yalong Investment Group Co., Ltd.). It is a member school of Jianping Group, reflecting its governance and network within a private-education group.
Shanghai Gold Apple School is a K-12 modern boarding school in Pudong that comprises a Kindergarten, Primary Department, Secondary Department (middle and high school), and an International Department, with a Mandarin Center for Chinese language education. The domestic curriculum follows the Chinese national system for primary through high school, while the International Department provides international pathways aligned to UK and US frameworks. The International Department includes centers for Mandarin language (Mandarin Center), U.S. High School studies, and Cambridge International (Cambridge Center), with additional regional centers and a focus on overseas university admissions. The Mandarin Center Curriculum offers five categories: language courses, Shanghai curriculum, international curricula (primarily UK and US systems), specialty courses, and expansion courses, with personalized plans based on entry level. Graduation from the Secondary Department yields three certificates (achievement, physical ability, and bilingual speech); the Cambridge Center has produced many Oxbridge entrants, and the U.S. High School Center offers pathways toward admission to top U.S. universities.
Shanghai Gold Apple School supports social-emotional learning through the Apple Classroom model, which facilitates student self-construction and interaction, and through Life Guidance courses that help students develop good behavior and leadership within the school's five development areas (Keep Fit, Good Behavior, Art, Learning and English).
The school does not publicly disclose information regarding Special Educational Needs (SEN) support.
English language development is a focus within the five development areas, with the Primary Department aiming for graduates to master 1000 English phrases, and the International Department offering centers such as the US High School Center and the Cambridge Center as part of its programs.
Mental wellbeing provisions are not explicitly described; Life Guidance courses contribute to student well-being and behavioral development.
A Safe Campus section exists under Campus Culture on the site, indicating safeguarding provisions are part of campus culture, though specific safeguarding policies are not publicly disclosed.
1. Program eligibility and options. Shanghai Gold Apple School runs three international streams: International Primary for ages roughly 6–12, International Middle for about 14–16, and International High School for students who have completed middle school or higher. International Primary classes are capped at 22 students per class, International Middle at no more than 30 per class, and International High School at 25 per class; teaching is conducted in English for the international high school. These details define which track a family should pursue based on the student's age and current grade.
2. Initial inquiry and registration. Families begin by contacting the admissions team by telephone or by online registration to start the process. After registration, parents wait for an admissions staff member to reach out with next steps and scheduling information. This registration step helps determine eligibility and the appropriate interview and testing windows.
3. Application and examination fee. An application/examination fee of 300 RMB must be paid to proceed with the assessment. The fee is paid as part of the enrollment process after registration and before testing. This fee is non-refundable and confirms the candidate's participation in the admissions assessments.
4. Entrance assessments and interviews. For international streams, admissions involve English and Mathematics examinations, followed by an interview (often bilingual). The class placement is informed by the exam results and interview performance. Successful candidates move on to the tuition/payment stage after completing these assessments.
5. Admission decision, tuition payment, and formal notice. Upon meeting the required assessments, families are asked to pay the applicable tuition and related fees. After payment, the school issues a formal admission notice, finalizing enrollment for the chosen program. This completes the admissions process and allows the student to begin the program.
Public information does not list scholarship programs for Shanghai Gold Apple School.
SIFC (also known as Shenzhen International Foundation College / 深国预) is located in Shenzhen's Bao'an district at the International Arts Exhibition Center / IADC (listed on some directories as No. 8, Yizhan 4th Road or at the International Art Exhibition Centre complex). The campus is in the Songgang/松岗 area of Bao'an and is served by local buses and the nearby Shenzhen Metro lines (access typically requires a short bus or taxi transfer from the nearest metro station). Parents relocating from overseas will usually travel to the campus from Shenzhen Bao'an Airport or major metro interchange stations; confirm exact campus address and directions with the school before you travel.
SIFC is primarily a secondary/college-preparatory school (the school operates international high‑school programs and directories list intake roughly around middle-to-high school grades, e.g. Grade 7 or Grade 9 through Grade 12). The school is organised into two main divisions: an International High School and an Art High School, offering AP, A‑Level and international foundation/"3+1" programmes.
A private, co‑educational international school. Publicly available school profiles and international‑school directories indicate SIFC operates both day and boarding provision (boarding available for some year groups), though exact boarding arrangements and eligibility should be confirmed with admissions.
There is no detailed public description found in the school's published admissions summaries about a dedicated Special Educational Needs (SEN) department or specific learning‑support facilities. If your child has diagnosed additional learning needs, contact the school's admissions or student‑support office directly to discuss available accommodations and assessment procedures.
SIFC is a Chinese private international school approved by the Shenzhen Education Bureau and registered with provincial education authorities and the China Scholarship Council; it is not listed as being affiliated to a foreign government or national school system.
No religious affiliation is indicated in the school's public materials or directory profiles; SIFC is presented as a secular international college.
A specific published daily timetable (start/end times, exact break and lunch periods) was not found on public admissions or school‑profile pages. For precise school‑day times, term dates and weekend/boarding routines, ask admissions or request the school's current parent information pack.
Multiple school directories and international‑school profiles list a school bus service for SIFC (school‑operated or contracted routes are commonly provided by schools of this type), but they do not publish route maps or provider names publicly. Families should request route coverage, pick‑up/drop‑off points, cost, vehicle safety checks and any live‑tracking/GPS arrangements from the school's admissions or transport office before enrolling.
Shenzhen International Foundation College (SIFC) is a senior secondary international college running Grades 9–12 and offering parallel American and British pathways. Qualifications offered include the American high‑school diploma with College Board Advanced Placement (AP) courses—including AP Capstone and AP electives—Cambridge IGCSE, and UK A‑Levels (via Cambridge, Pearson Edexcel and Oxford AQA), together with EPQ and college‑credit placement options. SIFC also provides pre‑university/Foundation programmes (pre‑bachelor and pre‑master), “3+1” articulation routes, and specialised art tracks for students targeting arts degrees. The curriculum is delivered alongside specialist centres for art & design, international music, STEM/MIT FabLab, Tencent AI Lab, and sports training (including a basketball and a modern‑pentathlon centre), allowing students to combine academic qualifications with arts, sport or STEM pathways. Within its Grades 9–12 span students typically follow IGCSE (GCSE‑equivalent) in the mid‑stage and progress to A‑Level or AP/US‑diploma and foundation options in their final one to two years.
SIFC publicly describes a whole‑school, “whole‑person” education approach and cites project‑based learning and personalised student development as part of that work. Public descriptions list a PBL (project‑based learning) Innovation Education Centre and a “Student Individualised Growth Center” used to support student development and personalised pathways. The school also promotes specialised pathways and the “V‑class/拏云计划” for tailored academic and personal development. Specific staff roles (for example named pastoral leads or dedicated SEL coordinators) are not detailed in the public materials found.
The school does not publicly disclose information regarding provision for students with special educational needs (SEN) or whether it is a specialist SEN institution. Publicly available school profiles and news items describe academic, artistic and personalised learning centres but do not publish a SEN policy, lists of supported needs, or dedicated learning‑support staffing. Therefore no verified, sourceable details about SEN provision could be found.
Public listings for SIFC note provision of English courses for non‑native speakers (described in some profiles as “English non‑native” or EAL‑style classes) and an English‑medium curriculum across grade levels. These sources do not, however, publish a clear EAL programme description, entry/assessment procedures, or named EAL staff on the publicly available pages located. As a result, while non‑native English instruction is referenced, detailed, sourceable information about specific EAL staffing or formal support programmes is not published.
SIFC's public materials emphasise personalised pastoral development and “whole‑person” education through centres and projects intended to support student growth. Items such as the Student Individualised Growth Center and regular teacher mentoring are described in school profiles and news items as part of the school's approach to student development. The school's public descriptions do not, however, provide a published counselling service structure, named mental‑health staff, or a detailed mental‑wellbeing programme that can be cited.
SIFC is described in official and major public profiles as an Education Bureau‑approved full‑time international school (registered with Shenzhen authorities), which indicates formal recognition by local education authorities. Those public profiles do not, however, publish a child‑protection or safeguarding policy, a named Designated Safeguarding Lead, or detailed reporting procedures that can be cited from the school's own public materials. Therefore specific, sourceable safeguarding policy text or staff names were not found in the public sources located.
1. Initial enquiry and school visit — Contact the admissions office (phone/email or the online enquiry form) to request current materials, ask about open‑day dates, and confirm which programmes (AP / A‑Level / Arts / Music) are accepting students for the intake you want. Parents should bring the student's most recent school report when they visit and note that some programmes (art/music) require a separate portfolio or audition—ask in advance what format the school wants. It's common for the school to schedule on‑campus tours or online information sessions before you complete a formal application; confirm the exact timeframe and available slots with admissions.
2. Submit a formal application — Complete the school's application form (online or in person) and submit the requested documents: a copy of the student's ID (passport, mainland ID or hukou), recent academic transcripts, one‑inch photos, and any specialist materials (art portfolio, music recordings). The application step typically requires payment of an application or registration fee; published amounts vary between sources so ask admissions for the current, exact figure before paying. Keep scanned copies of everything and request a receipt and an application reference number from the school for follow‑up.
3. Test registration and fees — After the application is accepted for assessment, you will be asked to register for the entrance assessment and pay the test fee (many parents report a separate exam/testing fee in addition to the application fee). Expect to be told precise test dates and whether the test is on campus, online, or computer‑based; confirm refund policies (most test fees are non‑refundable). Before you arrive, double‑check what calculator or ID to bring and whether parents are permitted to stay for the test day.
4. Entrance assessment — SIFC uses a formal academic assessment (reported as a 150‑minute MAP or MAP‑style computerised test covering math, English and science for most academic streams) and a one‑to‑one interview (often with a senior leader such as the principal). For arts and music applicants the academic test is combined with a professional exam or portfolio review; portfolios and recordings should meet the school's stated format and length. Parents should prepare the student by reviewing subject areas named by the school and by making sure portfolios are labelled and uploaded according to the school's instructions.
5. Interview and family meeting — If shortlisted, the school will normally schedule a student interview and a parent/guardian meeting (in person or by phone/video). The interview evaluates language ability, academic motivation and fit with the programme; art/music applicants often have a separate subject‑specific audition or interview. Parents should bring original identity documents and be ready to discuss learning support needs, future university plans and logistics (transport, boarding if relevant).
6. Offer, timeline and placement — After assessment the school will issue an outcome (offer, conditional offer, or non‑offer). Some sources report that initial results can be given quickly (reports of decisions within about three working days in some application rounds), but official timelines can vary by intake and cohort—confirm the expected decision date when you apply. If an offer is made, read the offer letter carefully for deadlines to accept, any conditions (e.g., submission of authenticated transcripts), the contract terms and the deadline to pay the deposit or tuition to secure the place.
7. Contract, payment and registration — To secure a place you will typically sign an enrolment agreement and pay the required deposit/full tuition by the stated deadline; the school will provide instructions for invoicing and acceptable payment methods. Be aware of what the tuition covers (some published schedules note that tuition may include core fees but exclude meals, boarding, international exam fees and school bus) and keep copies of the signed contract and payment receipts for visa or school‑record purposes. If you need an invoice for reimbursement or visa applications, ask admissions at the time of payment.
8. Pre‑arrival administrative steps — Once your place is confirmed, the school will advise on start‑of‑term requirements: immunisations or health records, uniform orders, orientation dates and any assessment to place the student in the right subject level. For non‑mainland students, check visa/entry paperwork early; for mainland transfers you may need to follow local education bureau procedures for transfer or new student registration. Keep the admissions contact details handy in case documents or travel plans change.
SIFC publishes a structured scholarship scheme (branded as the “拏云奖学金” in the school's own material) that includes entrance scholarships, university‑entry scholarships and targeted university fee assistance. The entrance scholarships are awarded before enrolment and may reduce tuition directly (the published categories include full‑tuition awards, and tiered awards such as ¥100,000/year, ¥50,000/year, ¥20,000/year, and ¥10,000/year levels); the programme also describes separate university‑entry awards tied to particular destination universities with larger lump sums for top offers. The school's 2025 scholarship materials state a combined potential package of awards and assistance up to a large total (the page cites the overall programme cap), and it notes that scholarship rules and the awarding process are determined by the school—parents should request the specific scholarship application form, eligibility criteria, selection timeline, whether scholarships are renewable year‑to‑year, and any scholarship conditions (e.g., minimum progress or enrolment in particular classes). For full, current details and the official application process, contact SIFC's admissions or scholarship office and ask for the scholarship policy and deadlines.
Publicly available admissions material and the school's published admissions summaries do not set out a formal, detailed waitlist policy on the website; I did not find an explicit statement that SIFC operates a named waiting‑list process in its public admissions pages. That said, many international schools will place qualified applicants on a waiting list if a grade or programme is full and then offer places as spaces open; because SIFC's external admissions guides do not publish a formal waitlist policy, the best practical approach is to ask the admissions office directly whether (a) they maintain a waiting list for the year/grade you need, (b) how candidates are prioritised, and (c) how long the wait typically is. If you want a fallback plan, ask admissions whether they will accept rolling documentation updates and how often you should check in to keep your application active.
Britannica International School is in Gubei (Puxi), at 1988 Gubei Road near Wuzhong Road — a centrally located site about 10 minutes from Xujiahui CBD and roughly 15 minutes from the former French Concession. The school is inside the city (easy for downtown accommodation) and is served by multiple school-bus routes and short commute times.
The school covers Early Years through Sixth Form: Early Years (18 months–5 years), Primary (Key Stage 1: ages 5–7; Key Stage 2: 7–11) and Secondary (Key Stage 3: 11–13; Key Stage 4 / IGCSE: 14–16; Sixth Form / A-Level: 16–18).
Britannica is a British international day school delivering the English National Curriculum; students are educated together (co-educational). The school's materials and handbooks describe a day-school model (no boarding provision is listed on the school website).
The school runs a dedicated English as an Additional Language (EAL) programme and reports specialist EAL teachers and withdrawal sessions where needed. For additional learning needs the Primary handbook describes an inclusive approach: pupils are supported in mainstream classes by qualified teachers and teaching assistants and, where necessary, follow individualised programmes. Pastoral care and regular assessment are used to identify and plan support.
The school is British in curriculum and ownership: it delivers the English National Curriculum, prepares students for IGCSE and A Level, and states it is British‑owned and British‑managed.
No religious affiliation is listed on the school's public pages; the school presents itself as a secular British international school.
The published school hours list the day school as 08:20–15:00 with After School Activities 15:00–16:00; the FAQs note buses start arriving from about 08:00, a registration period around 08:20, and formal lessons beginning at 08:40, with a morning break and lunch.
The school operates a comprehensive door‑to‑door bus service with many routes across the city; routes and pick‑up/drop‑off times are updated as families join. Buses meet local safety regulations, and each bus is supervised by a bilingual bus monitor who is also a school teaching assistant; the service is optional and charged separately. Specific route stop lists are published on the school site.
Uniform and PE kit are required; sold at the uniform shop.
Lunch is provided in the dining hall at 31-35 RMB per meal; vegetarian and medical dietary provisions are accommodated.
There are four Houses; all pupils are allocated to a House, and Houses compete in sporting, academic and entertainment activities. The school year comprises three termly championships, with a Cup awarded to the winning House; House events use House T-shirts in the corresponding colour, sold via the uniform shop.
The school is owned and operated by Orbital Education; a School Board governs Britannica International School, Shanghai.
Britannica International School, Shanghai follows the English National Curriculum from Early Years through Sixth Form; its Early Years programme (18 months–5 years) uses the British Early Years Foundation Stage (EYFS).
In Primary (Key Stage 1–2, Years 1–6) the school delivers the English National Curriculum with specialist teaching beginning in Reception (including languages, swimming and music).
Secondary is organised as Key Stage 3 (Years 7–9) and Key Stage 4 (Years 10–11), with Key Stage 4 leading to externally examined IGCSE qualifications.
The Sixth Form (ages 16–18) is a two‑year programme preparing students for AS/A2 and A‑Level examinations, typically taken in 3–4 subjects for university entry.
Alongside the core curriculum the school provides an extensive World Languages programme (Mandarin, Korean, Japanese, French, Italian, Spanish, Hebrew) and English-as-an-additional-language (EAL) support.
Britannica describes personalised pastoral care as central to its approach: pupils are known by every teacher, form teachers act as the daily communication link with parents, and small classes (often with teaching assistants) are used to support individual growth. The school says UK‑qualified staff regularly assess students' needs and progress against UK standards to guide personalised support. The site highlights designated pastoral leadership in both Primary and Secondary (including a Deputy Head of Secondary responsible for Pastoral Care). Recent school news also describes whole‑school wellbeing events (Global Wellbeing Week) that include assemblies, mindfulness activities and reflective workshops.
The school's admissions information states it is non‑selective but that the admissions team will consider whether the school can meet any specific learning needs when assessing applications. Staff profiles on the site show individual teachers with formal SEN training or experience (for example, a teacher who trained as an SEN teacher and staff with SEN co‑ordinator experience). The website does not publish a detailed list of the specific types of special educational needs it can support. The school's website does not present Britannica as a specialist SEN institution; there is no statement describing it as a specialist SEN school.
Britannica states it delivers a comprehensive English as an Additional Language (EAL) programme taught by specialist, experienced teachers and that all students are assessed for reading, writing and speaking on entry and throughout their time at school. Classroom teaching is differentiated and, in Secondary, students are placed in ability groups for English support; the duration and intensity of support vary by individual need. The school's leadership biographies also note staff with formal EAL training and coordination experience. The website emphasises a tailored approach to each student's English development rather than a single uniform programme.
The school's published news describes recurring wellbeing initiatives (Global Wellbeing Week) that include mindfulness workshops, assemblies, self‑care activities, physical exercise and reflective projects across Early Years, Primary and Secondary. Pastoral materials state the school aims to create an environment where children feel comfortable discussing worries and where teachers monitor welfare closely. Staff training and the pastoral structure (form teachers, year leads and pastoral leaders) are presented as mechanisms to identify and respond to students' emotional needs. The website therefore documents both curriculum‑linked and extra‑curricular activities aimed at supporting students' mental wellbeing.
The school's Safeguarding and Child Protection Policy (published on the website) names the Designated Safeguarding Lead (Anthony O'Brien) and Deputy DSL (Katherine Mustoe), requires all staff to complete approved child protection training, and sets out safer‑recruitment checks, reporting procedures and record‑keeping. The policy cites UK safeguarding guidance, requires annual policy review and explicitly describes staff responsibilities for reporting concerns and keeping accurate records. The school requires DBS or equivalent police checks and mandates regular staff training and induction on safeguarding procedures. These elements are documented in the school's published Safeguarding and Child Protection Policy.
1. Enquiry and school tour — Start by contacting the Admissions team to request an enquiry, book a tour or join an open day so you and your child can see the campus and meet staff. During this visit the admissions staff will discuss your child's needs, explain the curriculum, transport and routines, and introduce you to the Principal or Head of Phase; use the visit to check whether the school's organisation and timetables fit your family logistics. If you are overseas the school can arrange a virtual tour and a meeting with the relevant head of phase.
2. Complete the online application and upload documents — When you decide to apply you must submit the online application form and upload the specified documents: child's birth certificate, child and parent passports, child and parent residence permits/work permits, recent school report, immunisation record, medical insurance card and a passport photo. The admissions portal stays open for your admissions journey so you can upload documents and track progress, but you cannot edit submitted forms after signing. Note: if a year group is already full and you meet entry requirements, the school will place the child on the waiting list only once the registration fee has been paid.
3. Assessment and second visit — After the application and paperwork are received the school arranges a formal assessment and usually a meeting with the Principal (or relevant Head) to evaluate academic readiness, communication and social interaction. Assessment format depends on age: EYFS children have informal observations (and sometimes a trial day), Years 1–9 typically sit a non-verbal reasoning (NVR) test (with additional drawing assessments in early primary), Years 10–11 have NVR plus English and Maths assessments, and Years 12–13 require evidence of prior externally accredited results (IGCSE equivalence). The Admissions Policy says assessment outcomes and any observed support needs will be discussed with parents; if further evidence is needed the school may invite a trial day or ask for more school reports.
4. Offer, registration and deposit — If the child meets the school's entry criteria and passes the assessment, the Principal issues an offer. To accept a place you will be asked to pay a non-refundable registration fee and an enrolment deposit; the standard registration fee and the deposit amounts and terms are published in the school fees schedule (the 2025–26 fees document shows a RMB 2,500 registration fee and a RMB 20,000 enrolment deposit that is credited against the next term's tuition). The admissions documents and the school's admissions policy explain timing: registration and deposit secure the place, the deposit is refundable subject to the school's refund and notice conditions, and full fee payment deadlines are specified in the fees schedule.
The school has run scholarship opportunities in the past (examples published on the school website include a 2019 Secondary Scholarship Day offering up to 100% scholarships for some secondary entry years and a 2019 announcement of a 50% tuition scholarship for certain Year 10 and Year 12 entrants). Those items are event/news postings from 2019 and describe specific, time‑limited scholarship campaigns rather than a standing, published scholarship programme. The current Admissions and Fees pages do not present an ongoing, school‑wide scholarship scheme, and there is no separate, regularly updated scholarships page on the site; therefore, if you are interested in any scholarship or fee‑assistance options you should contact the Admissions office directly (admissions@britannicashanghai.com or +86 21 6402 7889) to request the latest information and to ask whether any assessments or scholarship days are being offered at the moment.
Britannica operates a waiting list if a year group is full: applicants who meet the entry requirements are placed on the waiting list provided the registration fee has been paid. Priority on the waiting list is explicitly set out in the Admissions Policy: siblings of current students, returning students, sister‑school children, staff children and native first‑language English speakers receive priority, followed by other applicants based on completion of the admission process. The Admissions Policy and fees documents also state that an enrolment deposit (paid on acceptance) guarantees a place once paid and that families may register up to a year in advance subject to completing the full admissions process. For exact position on the list and timing you should confirm with the Admissions team, as places are reallocated if fees are unpaid before term start.
LEH International School Foshan is in central Foshan, Guangdong. Address: No.26 Jingping Road, Chancheng District, Foshan, 528000. The school notes that it is about 6 minutes from Wanhua metro station, and roughly ~15 minutes from Guangzhou South station and ~70 minutes from Guangzhou Baiyun Airport by car.
The school accepts students aged 6–18 and follows the British phase structure: Prep / Pre‑Prep (ages 6–10), Key Stage 3 (11–13), IGCSE (14–16) and A‑Level (16–18). Admission information on the site shows provision across Years 2–13.
Co‑educational British international school offering both day places and an optional boarding programme; the website states families may choose day or boarding for students in Years 4–13 (ages ~8–18).
The school provides English language support and a dedicated Learning Support team led by a Learning Support Director; incoming students complete baseline assessments (reading, CAT4, writing, interview, Oxford placement) and there are language‑intensive programmes and in‑class support.
The school follows a British curriculum (IGCSE and A‑Level) and is linked to the Lady Eleanor Holles (LEH) UK network; it also holds COBIS accreditation.
No religious affiliation is stated on the school website; the school presents itself as a secular British international school.
The school describes a full school day for day students with the same curriculum and facility access as boarders, and an extended routine for boarders including evening supervised study and organised weekend activities.
The school operates a dedicated school‑bus service with options for daily pick‑up/drop‑off (for day students) and weekly transfer services (for boarders). Current routes include a Foshan Guicheng line. The school notes routes and pick‑up points are designed from parent feedback and a route map is available via admissions.
LEH Foshan offers day and boarding options. Boarding options include termly boarding, weekly boarding, flexi boarding, and support (ad-hoc) boarding. Boarders reside in separate boys' and girls' boarding houses in en-suite rooms, and Evening School runs Monday to Friday 7 pm–9 pm.
The school requires a formal uniform. Y2-6 Summer Uniform includes shirt, tie, blazer, trousers or shorts, black ankle socks or grey school socks, and black polishable shoes; girls wear shirt, tie, blazer, skirt or summer dress with socks and black polishable shoes. Winter Uniform adds a wool pullover; items differ for boys and girls. Uniforms can be purchased from the online store.
Meals are provided through Compass catering with nutrition standards and labels. A buffet breakfast is served from 07:15; lunch and dinner feature a mix of Asian and Western dishes; snacks are available in boarding houses; weekend boarders have brunch options and Sunday dinner. There are kitchenette areas in the boarding houses for drinks and snacks, and a Food Committee collects feedback.
LEH Foshan has a four-house system: Dragon, Gryphon, Phoenix, Unicorn. Houses include mixed-year and mixed-gender cohorts, with cross-year mentorship, House Captains, and a House Points system to promote collaboration and leadership.
The school is the Foshan campus of Lady Eleanor Holles International School Foshan, part of the LEH International School network. It is a COBIS Patron's Accredited Member School (April 2023).
LEH International School Foshan delivers a British-style programme from Prep through Sixth Form, organised as Prep (ages 6–10, Years 2–6), Key Stage 3 (ages 11–13, Years 7–9), IGCSE (ages 14–15, Years 10–11) and A Level (ages 16–18, Years 12–13). The Prep School follows a structured English-medium, English national-style curriculum for Years 2–6 with daily extracurricular time, leadership opportunities and an immersive English environment. Key Stage 3 (Years 7–9) covers core subjects (English, mathematics, science and Chinese), humanities (history, geography), technology and creative arts (computer science, design & technology, art, music, drama), a modern language (Spanish), PE and PSHE. In Years 10–11 students follow the Cambridge IGCSE pathway: compulsory coverage of English, Chinese, mathematics and science plus non-exam core provision (PE, PSHE), and a choice of 3–4 elective IGCSE options such as art, computer science, design & technology, Spanish, geography, history, music, economics and business. For post-16 study LEH offers A Levels (students normally take three or more A Level subjects) with a broad subject list including English, languages, mathematics (and further maths), sciences, humanities, economics, business, arts, computer science and music. PE, PSHE and IELTS support are provided alongside university and careers guidance.
LEH Foshan describes a structured pastoral system that uses tutors and a house/academy system to provide day-to-day pastoral care and build student belonging. The school states that PSHE (Personal, Social, Health and Economic) learning and themed activities are used to teach emotional and social skills across age groups. A multi‑level pastoral team (tutors, house/academy leaders and a child‑protection team) is named as the first point of contact for students and families. The school says staff from classroom teachers to boarding staff share responsibility for pastoral care and run extracurricular activities that promote resilience and leadership.
LEH Foshan states it provides learning‑support services and lists a Learning Support Director (Mrs Jenny Nelson) who holds an international SEND coordination qualification and extensive experience. The learning‑support page explains the school runs assessments (e.g., CAT4, reading and writing tests) and uses those results to identify needs and plan interventions. The school's safeguarding policy also notes attention to the specific safeguarding challenges faced by pupils with SEND. The website does not list a definitive public catalogue of the specific types of SEN (for example, particular diagnoses) that the school can or cannot support, nor does it describe being a specialist SEN institution. For details on precise SEN provision or limits the school asks families to contact admissions/learning support directly.
LEH Foshan publishes a dedicated English‑language support provision: an EAL/English‑language coordinator (Mr Christopher Johnson), an English language specialist team, class‑based EAL support and targeted programmes. The school runs a pre‑term “Language Academy” week, phonics support in the preparatory phase, semester‑long intensives for Key Stage 3 and in‑class EAL support for Key Stage 4 and A‑Level students. It also integrates language learning across subjects (CLIL approaches), offers extracurricular language activities (school news, public speaking, creative writing) and uses LAMDA for spoken‑language confidence.
The school states an explicit commitment to positive mental‑health guidance and describes curriculum and activity‑based work to build self‑awareness and coping skills, including PSHE and targeted activities. The website says students can first seek support from tutors and the academy pastoral team and may be referred to the learning‑support department or an external professional counselling team when needed. Boarding staff are described as trained in student well‑being and provide daily routines and pastoral supervision for resident students. The school frames wellbeing as embedded across daily life rather than a single isolated service.
LEH Foshan publishes a Safeguarding and Child Protection Policy (last reviewed 13 May 2025) that names a Senior Designated Safeguarding Lead (SDSL), Designated Safeguarding Leads (DSLs) and requires staff background checks and safeguarding training. The policy specifies the use of MyConcern for recording and reporting safeguarding incidents and sets out governance arrangements, legal frameworks referenced, and annual review procedures. The public policy states staff, contractors, visitors and parents share responsibility for child protection and that concerns about staff must be reported to the Headteacher or nominated governor. For full procedural detail the school directs readers to the published Safeguarding and Child Protection Policy on its website.
1. Submit an application (online and documents):
Complete the online application (the school uses OpenApply at leh-foshan.openapply.cn) and pay the non‑refundable application fee (RMB 2,000). When you apply, upload the required documents: the student's passport and visa, birth certificate, vaccination record, recent school reports (last two years), a student photo, parents' passports/IDs and visas, health/medical records, and (for Years 10–12) a subject‑choice form and, for Years 12–13, any formal public‑exam certificates.
2. Assessment and interview (age‑appropriate):
After the school receives the application, they review it and if the selection criteria are met, the school will invite the child to an assessment and interview. Overseas applicants may be assessed and interviewed online. Assessments vary by year group: early years/Prep use play‑based activities and observation; Years 3–6 include NGRT reading and CAT4; Years 7–9 use CAT4 (and NGRT reading); Years 10–13 sit CAT4 plus subject tests chosen by the applicant. If the student's first language is not English, an Oxford Placement Test (OPT) may be required. If you think your child has special educational needs, flag this in the application so the Headteacher and Director of Learning Support can consider appropriate arrangements during assessment.
3. School decision:
Applications and assessment results are considered by the LEHF review committee; the school aims to notify parents of the outcome within five working days. The committee considers the documentation, assessment scores and interview performance together when making decisions; outcomes will reflect both academic fit and the school's capacity in the requested year group. If you have time‑sensitive circumstances (e.g., visa, relocation deadlines), note them to admissions so they can be considered in the timeline.
4. Offer, conditional offer, waitlist or decline:
Parents receive a clear written outcome by email: a confirmed offer, a conditional offer, placement on the waitlist, or a decline. A conditional offer will list the conditions to be met (for example, final documents or specific academic/English requirements). A confirmed offer will be followed by instructions about registration (the school holds a refundable registration guarantee deposit.
LEH Foshan runs scholarship and award programmes for Years 7–9 (KS3), Years 10–11 (KS4) and Years 12–13 (Sixth Form). The Prep years (early years) do not have formal scholarships, though the Headteacher may award prizes or rewards for exceptional talent. Scholarships are offered across several strands: academic, arts, music, sports and STEM. Awards are granted by the Head and successful candidates are expected to act as ambassadors for their specialist area and contribute to school life.
LEH Foshan does operate a waitlist (候补名单) as one of the possible outcomes parents may receive after application and assessment. If a place is not immediately available the school may place an applicant on the waitlist and notify parents by email.
Merchiston Academy Songshan Lake is located in the Songshan Lake industrial park, Dongguan, Guangdong — the campus sits next to Huawei European Village and Songshan Lake Park. Address given on the school site is C4 CIMC Yi-Ning-Xi-Lu Road, Dongguan City, Guangdong, China. The site notes the campus is tranquil and has easy access to local transport links.
The school offers IGCSE and A‑level programmes and international preparatory (pre‑A level) options, with two‑year IGCSE and two‑year A‑level patterns and a one‑year pre‑A route described on the curriculum pages. The programmes are aimed at secondary / senior‑school students preparing for university.
MAS is a co‑educational school and operates boarding provision; students are placed in age‑appropriate boarding houses with houseparents and resident tutors on site. The Songshan Lake campus is part of the wider Merchiston group (links with Merchiston Castle School and other Merchiston campuses) and shares resources across those campuses.
The website describes a three‑teacher guidance model that includes academic mentors, pastoral care and a psychological counsellor as part of student support. The school does not publish a detailed Special Educational Needs (SEN) or specific learning‑support list on its public pages; parents are advised to contact admissions for case‑specific information.
MAS presents itself as part of the Merchiston family and cites an affiliation with Merchiston Castle School in Edinburgh, Scotland (UK).
The school website does not state any religious affiliation.
The site publishes an Academic Calendar and a timetable page (作息表) where the school timetable is made available; exact start and finish times are shown on that calendar/timetable rather than in prominent text. The boarding page notes that boarders follow the same working day as day students and have a structured evening homework period and supervised weekend activities.
The school refers to school buses in its uniform guidance (students must wear uniform on school buses), which indicates a bus service is used, but the website does not publish detailed route, provider or booking information. For pickup/drop‑off routes, costs and registration, the site directs parents to contact Admissions (admissions@merchistonacademy.cn / 400 999 0978).
Three age-appropriate boarding houses accommodate MAS Songshan Lake students, cared for by a Houseparent who lives on site alongside resident Tutors, promoting a family atmosphere. Boarding students follow the same school day pattern; after their evening meal they have structured homework time overseen by a staff member on duty, followed by social time and bedtime. A fully staffed medical centre supports boarders, and at weekends they may participate in a range of activities or undertake independent study.
All MAS students wear the school uniform on school days, on school buses, on school property and on school trips; exceptions may be allowed in special circumstances. Full dress is required from October to April and during the rally.
Boarding includes meals; boarders have evening meals as part of the daily routine.
There are three age-appropriate boarding houses for MAS Songshan Lake students.
Merchiston Academy Songshan Lake delivers UK‑style 14–19 provision with IGCSE, a Pre‑A‑level year where applicable, two‑year A‑levels and vocational BTEC pathways in partnership with Edexcel. Programmes run on three entry models — 0+2 (two‑year A‑level for G11–G13), 1+2 (one year Pre‑A‑level then two years A‑level for G10–G11 entrants) and 2+2 (two years IGCSE then two years A‑level) — with staged academic targets for each cohort. Core and elective subjects include Mathematics and Further Mathematics, Physics, Chemistry and Economics (students typically choose three at A‑level), with IGCSE equivalents and wider options such as Biology, Geography, Accounting, Computer Science, ICT, Drama and Art & Design. Language provision includes IGCSE English plus A‑level and Chinese pathways (including Chinese A‑level and HSK for international students), and the school offers extension and admissions‑test preparation (STEP/MAT/PAT) and competition training. The wider scope comprises vocational/internship modules (BTEC, finance, e‑commerce, data analysis), phase‑assessed general education credits (software, media, Mandarin, arts, performance) and a broad co‑curricular activities programme.
Merchiston Academy Songshan Lake states that pastoral care is a central part of its approach and places pastoral care “on a paramount position” within its holistic education model. The school describes boarding tutors and houseparents as important role models who live and work with students, which the school says supports students' social development and sense of community. Co-curricular activities (CCAs) such as Debate Club, Cultural Societies and team sports are listed as regular provision that supports teamwork, communication and wider social skills. The Boarding overview explicitly links boarding routines and house structures to encouraging interpersonal skills and a supportive community.
The school's public website does not set out a dedicated Special Educational Needs (SEN) or inclusion policy. The site does describe targeted academic clinics (for example, Chinese Clinic and Science Clinic) that provide extra academic support, but these pages do not identify specialist SEN provision or list specific categories of special needs supported. There is no page on the website that describes a named SEN coordinator, specialist learning support team, or a formal SEN policy. Based on the website material I reviewed, Merchiston Academy Songshan Lake does not publicly disclose specific SEN provision or whether it is a specialist SEN institution.
The school's co‑curricular listings describe an English Clinic and an English Clinic/IELTS Preparation offering targeted English support; the site states that targeted EAL/IELTS provision is available, including an EAL provision note for Years 12–13. The English Clinic is described as focused lessons to improve English language proficiency and the IELTS preparation CCA is explicitly for students identified as needing exam support. These references indicate targeted English-language support primarily through CCA-style clinics rather than a separate full-time EAL department. The school does not publish a separate detailed EAL policy or an all‑school EAL programme on the public website.
The school lists staff with psychology and mental health-related roles: an individual profile identifies Richard Yu as a Psychology & University Guidance Teacher with a mental health teacher qualification and experience in school psychology and counselling. The Guidance Team page describes a university counselling team and named counsellors involved in student guidance. Boarding information states that houseparents and resident tutors are expected to provide responsive care and that staff receive ongoing in‑service training related to student welfare. The site also mentions a fully staffed medical centre on campus for student healthcare. These items on the website indicate the school provides pastoral, counselling and on‑site medical resources for student wellbeing, though the site does not publish a full mental‑health policy document.
The website emphasises pastoral care, boarding house structures with houseparents and resident tutors, ongoing in‑service staff training, and a fully staffed medical centre as parts of student care and supervision. Boarding pages describe principles such as dignity, inclusion and access to responsive care, and note that tutors and houseparents are important role models who live on site to support students' welfare. The public site does not appear to publish a standalone child protection or safeguarding policy, nor does it name a designated safeguarding lead on the pages reviewed. Therefore, while the site describes practical safeguarding-related provisions (boarding supervision, staff training and medical support), it does not publicly disclose a formal safeguarding/child‑protection policy document.
1. Follow the school's official WeChat and make initial contact. Merchiston Academy Songshan Lake (MAS) asks families to follow its official WeChat account as the first step; the Applications Process page on the school website lists this as Step 1 and this is also where open days, application links and contact details are announced. Parents should follow the account so they receive updates (assessment dates, open-day slots and application-link notices) rather than relying on third‑party summaries.
2. Pay the non‑refundable application fee (RMB 1,000). MAS requires a non‑refundable application fee of RMB 1,000 to progress an application; the Applications Process page shows this as Step 2. Keep the payment receipt and proof of payment — the school asks you to submit proof of payment with the application form and will not proceed with assessment without it.
3. Complete and submit the school application form. Parents should complete every section, including declarations about medical conditions and support needs — incomplete forms slow processing and the school uses the information to plan assessments and pastoral support.
4. Attend the interview and complete entry assessments (or arrange online if necessary). Both parents and the student are normally expected on campus for a face‑to‑face interview; an online interview is an alternative when required (for example, COVID‑related restrictions). Students take the entry assessments (the school specifically lists CAT4 and WIDA among the assessments); prepare copies of recent school reports and expect English proficiency testing (WIDA) and cognitive/ability screening (CAT4).
5. Provide required supporting documents at application or assessment. MAS lists the documents they require: mainland candidates should bring ID cards (international/HK/Macau applicants should provide passports), a recent frontal colour digital photo (two‑inch, white background), the application form, and academic transcripts for the last two years; CVs and certificates of awards are optional but recommended where relevant. The Application Information page also notes the school usually requests a confidential report from the applicant's current school and requires disclosure of any special learning needs so the Head of Section can assess reasonable adjustments.
6. Receiving an outcome, accepting an offer and next administrative steps. The school states parents will receive an offer letter by email within five working days after assessments, and offers should be accepted within five working days; if a candidate is declined they may reapply after six months once recommendations (if any) have been completed. After accepting a place, expect follow‑up steps such as fee‑payment instructions, a medical check on entry and placement decisions (year placement is determined by birth date and assessed ability); consult the school fee policy and the admissions team for payment deadlines and refund/withdrawal rules.
MAS publishes a specific scholarship page describing a range of awards and eligibility rules for 2024. The school runs targeted scholarships for different entry points and programmes: (a) A‑Level and DSE one‑year ‘crash‑course' scholarships (full or half tuition) using gaokao/DSE thresholds and interview performance — thresholds on the page show Guangdong candidates with higher listed score cutoffs (for example, A‑Level full scholarship considered at gaokao 500+ with interview; half scholarship at 470+). (b) Middle‑school/new‑student scholarships ("优才新生奖学金") tied to Dongguan Zhongkao scores (examples on the page show full award at a pure culture score of 700, half award at 650) and renewal conditions requiring the student to remain in the top percentage of the year. (c) Awards for outstanding graduates ("优秀毕业生奖学金") and academic/excellence awards (e.g., 20,000–50,000 RMB and other ranges) for students who achieve high university placements or sustained in‑school performance. Each scholarship page links to the application form and a WeChat/MikeCRM application URL; the page also sets renewal conditions (for multi‑year awards) and clarifies that scholarship value usually applies to tuition rather than extras such as boarding, uniform or activity fees — read the scholarship terms closely and contact admissions to confirm current availability and exact amounts.
MAS's published Applications Process states that where there are more candidates than available places, applications will be placed on a waiting list. The site gives no further public detail about waiting‑list ordering, typical wait times, or whether priority is given by application date, assessment score, sibling link or other factors; parents on the waiting list should contact admissions directly (admissions@merchistonacademy.cn or phone 400 999 0978) to ask about their position and any expected timeline. If an application is declined, the school's page also notes a candidate may reapply after six months, provided any recommendations have been followed.
No. 17 Kangjian Road, Jiangbei New Area, Nanjing, China. The campus is located in Jiangbei New Area, a district in northern Nanjing. It is the China branch of the Royal Grammar School Guildford (United Kingdom).
Primary School (G1-G6); Middle School (G7-G9); High School (G10-G12)
United Kingdom
Nanjing Gemdale Future School integrates the China National Curriculum (CNC) with RGSG's British education philosophy and the International Baccalaureate Primary Years Programme (IB PYP) and Middle Years Programme (IB MYP). A school-wide literacy curriculum is designed around student-centered, inquiry-based learning to support progress at each student's own pace. Curriculum features include an AR graded reading system, a GL testing system, and homeroom teacher oversight within an internationalized framework. The school follows the National Compulsory Education Curriculum and uses a house system for vertical management from G1 through G12. The program expands English and foreign-language teaching, offers experiential literacy courses, and develops literacy from experiential to fixed elective; English typically reaches the KET level, with the aim of cultivating lifelong abilities.
The school has a Moral Education Office led by Yu Weil Liang. The school's core values are knowledge, respect, inclusion, courage, collaboration, and integrity.
The language program systematically develops students' language abilities to think in English, and is supported by the British Embassy; students participate in English Olympiad competitions.
Open Day and Enrollment Plan: RGS Guildford Nanjing hosts admissions events, including Admissions Open House. Recent Admissions Open House programs included Senior High on May 22 (9:30–11:30) and Primary School on May 22 (14:30–16:30). Location: RGS Guildford, Nanjing. The school invites families to visit to learn about the campus environment, teaching philosophy, courses, and teachers through in-depth visits and face-to-face presentations by the management team. The school also recruited a small number of transfer students for the spring semester of the 2022-2023 academic year, and for the fall semester of the 2022-2023 academic year Primary School Grades 1–6, Middle School Grades 1–3, and High School Grades 1–2 (A-Level Academic Class and Royal Art Class). Parents can follow the WeChat official account “RGSG Nanjing” for the latest Open Day information and to apply. Address: No.17, Kangjian Road, Jiangbei New Area, Nanjing. HR telephone: 189-4406-0898. Admissions telephone: 025-566-78333. HR e-mail: rgsnjhr@gemdale.com.
Scholarships: The school offers scholarships; in 2026 RGSG Nanjing launched a brand upgrade and announced a scholarship fund totaling 24 million RMB.
