Comparing 4 schools side by side in USD.
1 Landbridge Avenue, Oniru Private Estate, Victoria Island, Lagos, Nigeria. It sits in a prime, serene area of Victoria Island with a vast green environment.
Ages 11 to 18; secondary and sixth form.
Co-educational, with day and boarding options.
The school has students from over 10 nationalities.
Learning support for students with learning needs, including dyslexia, dyspraxia, anxiety; in-class support, 1-to-1 directed support, and after-school study and enhancement groups; access for students with restricted mobility.
British.
The School Day runs Monday to Friday from 7:30 a.m. to 2:35 p.m.; co-curricular activities take place from 2:45 p.m. to 3:45 p.m.; BIS operates a ten-day timetable across two weeks (A and B).
Boarding is available in three formats: full boarding, flexible boarding (Sunday evening to Friday afternoon in the boarding house with weekends at home), and personalised short-stay arrangements subject to bed availability. An airport transfer service to and from the school is provided. The school maintains a staff-to-student ratio under 1:10, with each boarder allocated a personal tutor. Boarding houses are led by a Senior House Parent with a team of Assistant House Parents; three qualified nurses provide 24-hour care with a direct link to a hospital, and the Head of Boarding coordinates day-to-day operations. A weekend activity programme runs alongside the weekday activities, meals are provided in Jarusato with Nigerian and continental options, and boarders can raise concerns via the Boarder Voice, which are addressed promptly.
Uniform includes a white shirt with the top button fastened and a school tie; shirts must be neatly tucked in. The school shop sells rain coats, black V-neck jumpers, and green blazers; other coats are not permitted. Hairstyles should be tidy and natural; girls' hair must be tied back and extensions should be collar-length; boys must be clean-shaven. Girls may wear one pair of small stud earrings and no other piercings or necklaces; no nail varnish. Boys' trousers are black with plain belts; girls wear tartan skirts sitting on or below the knee with black socks (boys) or white socks (girls); plain black formal shoes are required.
Food is provided by the catering team, offering Nigerian and continental meals. All meals are served in Jarusato on the main campus.
The boarding houses provide a homely environment. Each house comprises small, personalised bedrooms (up to four boarders per room; sixth formers up to two per room), a dedicated study and prep room, and access to recreational facilities, with air-conditioning and modern shower and toilet facilities. There is daily contact with families, 24-hour nursing support from three nurses, and a secure, guarded compound. Each house is led by a Senior House Parent with a team of Assistant House Parents, under the day-to-day coordination of the Head of Boarding.
British National Curriculum at Key Stage 3 (years 7-9). Yoruba is offered as per national requirements in Nigeria. Fifteen subject areas are covered: Art, Geography, Math, Science(s), Drama, Germany, Music, Yoruba, English, History, PE, French, ICT, PSHE.
Average class size is 14 students (4 in Sixth Form). Form groups are 8 pupils.
The school has a track record of outstanding examination results, with students excelling in internal and external examinations, including some of the best CIE academic achievers in Nigeria and, on occasions, the highest achievers in the world.
BIS staff support students in applying to universities most commonly in the UK, USA and Canada, including meetings with university representatives, career and degree guidance, UCAS/Common App and other application support, personal statement guidance, mock interviews, and tutoring for course-specific testing. Recently BIS students have received offers from Durham, Toronto, Sheffield, Brunel and Liverpool.
Pastoral care supports each student's personal growth and well-being within a welcoming community. The form tutor provides daily pastoral guidance, supported by senior pastoral staff, the designated safeguarding lead (DSL) and the school counsellor. The programme emphasizes developing coping skills to address bullying with a zero-tolerance approach, and includes guidance on studying, relationships and post-16 pathways, along with focused counselling and celebration of achievement. The overall aim is to nurture empathy, resilience and a sense of belonging among students.
The Learning Support team provides help for students who struggle to access the curriculum, have diagnosed learning needs (e.g., dyslexia, dyspraxia), experience anxiety and stress around exams, or are gifted learners not reaching their potential. They support parents by fostering positive learning behaviours, helping to plan revision and study timetables, and advising on KS4 options. Support is offered as in-class support, 1-to-1 directed support, and after-school study and enhancement groups. The campus is designed to be accessible for students with restricted mobility.
Mental wellbeing is supported through pastoral care and counselling as part of the BIS welfare system. Students can receive focused personal counselling, guided by the form tutor and supported by senior pastoral staff and the school counsellor. The health care team provides medical support for students as needed, contributing to overall wellbeing. Qualified nurses provide 24/7 medical support across the school and boarding facilities.
The safeguarding framework includes a designated safeguarding lead (DSL) supported by the senior pastoral team and the school counsellor, with a zero-tolerance approach to bullying.
1. Make initial contact with the School's admissions office. The registrar discusses your initial enquiry and provides you with an application form. The process is typical but can be adapted to ensure that you and your child are supported every step. 2. Complete the application form and submit it to the admissions office. For entry to other Years, please contact the admissions office to discuss a suitable date. The process can be adapted to suit individual circumstances. 3. Within 10 days of the test being taken, we will write to confirm whether we will make the offer of a place. A place is secured after we have written confirmation of acceptance of the place and a deposit has been received. The timeline is structured to confirm offers promptly once testing has been completed. 4. Waiting list: Entry to Year 7 is often over-subscribed. Should acceptance of a place be received after we have reached our maximum year group size, parents will have the option of their child's name being added to our waiting list. If acceptance of a place is received after the maximum year group size has been reached, the waiting list serves as an additional option.
Academic scholarships are available to students joining us in Year 7, and exceptional students applying to BIS for entry to our Sixth Form may also be considered for scholarship. The Year 7 Scholarship offers up to 100% of fees for 5 years, subject to continued academic performance and positive contribution to the school community. Process: As part of the standard application process you may indicate that you wish your child to be considered for scholarship. All scholarship candidates must take the entrance test in November. Test results will be used to select which scholarship applicants will be invited to interview and to take further assessments; the second selection round takes place on the same day as the January entrance test. Successful candidates will then be interviewed by members of the Education Board, and an offer of scholarship will be made in writing and must be accepted within 14 days.
Entry to Year 7 is often over-subscribed. If acceptance is received after BIS reaches maximum year group size, parents will have the option of their child's name being added to the waiting list. The waiting list provides another pathway to securing a place should space become available.
The school is located on Banana Island Estate in Ikoyi, Lagos. The address is Banana Island School, 5th Avenue, Banana Island Estate, Ikoyi, Lagos. It operates as a co-educational day school.
Early Years (Ages 0-5); Key Stage 1 (Ages 5-7); Key Stage 2 (Ages 8-11).
co-educational day school.
United Kingdom
The school is a day school.
The school has a Governing Body consisting of School Governors who provide strategic oversight of teaching, learning and policies. It also has an Advisory Board with members responsible for safeguarding & HR, strategy and finance.
The school provides an international curriculum. The Early Years Foundation Stage curriculum of England underpins Nursery, Key Stage 1 and Key Stage 2 and Primary. From its start as an Early Years setting, Banana Island School now offers Key Stage 1 and Key Stage 2 education. Children transition from the Reception class with a secure Early Years foundation into Year 1 and move up through the School until the end of Key Stage 2 (Age 11). The curriculum emphasises cross-curricular topic work, learning outside the classroom and individual support. Accreditations include COBIS and NDNA.
The school includes Personal Well-being and Relationships as part of its PSHE program. Emotional and Mental Health is taught as part of the PSHE curriculum. Health Education and Online Safety are included in PSHE. Relationship Education, Citizenship and Community, and Economic and Financial Education are also part of PSHE. This supports students' social and emotional development within the curriculum. French is taught as a subject, reflecting a multilingual element within the curriculum.
The school has an SEN-Inclusion Policy 2025 BIS. The school also has an EAL Policy to support students learning English as an additional language.
The school has an EAL Policy to support students learning English as an additional language.
Emotional and Mental Health is addressed in PSHE (Personal Well-being and Relationships; Emotional and Mental Health) as part of the Year 5 and Year 6 curricula. Health Education and Online Safety are included under PSHE. The curriculum covers Relationship Education, Citizenship and Community, and Economic and Financial Education.
Whole School Safeguarding Policy is in place. A Child Protection Disclosure policy is also published as part of safeguarding arrangements.
The school accepts children into Early Years from age one. Pupils may join the School at any stage subject to the availability of places. Applications for entry should be made on the Application Form obtainable from the School or by completing our online registration form below and sending it to the School with the Application Fee as set out in the Fees Sheet. Prior to admission, each child is invited for a free taster session and, from Age 4, an interview.
54 Alexander Avenue, Ikoyi, Lagos, Nigeria.
Foundation 2 (Reception) to Year 6.
British Curriculum School; co-educational day school.
Diverse nationalities represented; majority Nigerian with dual nationality.
English as an Additional Language (EAL) policy; SEN policy with a designated SEN Coordinator.
Anglican Christian.
House system with inter-house competitions (e.g., Interhouse Science Competition).
Governing bodies are the Board of Trustees and the Board of Management.
The school is a British Curriculum School delivering the English National Curriculum for Foundation 2 (Reception) through Year 6, with about 340 pupils. The Curriculum Maps for 2024/2025 set out aims to develop 21st-century learning, international mindedness, independent learners, leadership opportunities, and a safe, supportive environment. Reception Curriculum Overview shows English, Mathematics, Communication & Language, Physical Development, Personal, Social & Emotional Development, Understanding the World, Expressive Arts, and Religious Education with age-appropriate milestones. Year One Curriculum Overview shows English, Mathematics, Computing, Humanities, Drama, Music, French and PSHE with term-specific progression across Michaelmas, Lent and Trinity terms. The curriculum documents emphasize developing independent learning, leadership, and global awareness across year groups.
The school delivers PSHE, Citizenship & Relationship Education through a mix of timetabled sessions and integration across other subjects, assemblies, and school life. It aims to increase pupil involvement in school life, develop self‑confidence, help pupils make healthy life choices, resist peer pressure, and foster a caring attitude toward themselves, others and the environment. Pupils participate in individual, peer and collaborative learning, including discussion and role‑play, with informal assessment that is supportive rather than judgmental. Teaching is led by class teachers within a whole‑school approach that emphasises inclusion and the development of social skills across diverse contexts. A range of teaching strategies and cross‑curricular links support pupil wellbeing and personal development throughout the curriculum.
The school provides Special Educational Needs (SEN) through a dedicated Intervention Team led by the Special Educational Needs Coordinator (SENCO). All staff are responsible for meeting the needs of SEN pupils, with the Intervention team advising teachers on in‑lesson strategies and the SENCO coordinating support. Pupils identified with SEN may have an Individual Education Plan (IEP) and may receive 1:1 or smallGroup intervention, with progress reviewed mid-term and with parental involvement. A graduated approach to SEN is used, with in‑class or targeted withdrawal support and an emphasis on inclusive access to the curriculum. The SEN budget is managed within the school's governance framework to support identified needs, and inclusion means SEN pupils access the same curriculum and are integrated with their year groups.
The school recognises pupils learning English as an additional language (EAL) and implements arrangements to remove barriers, ensuring equal access to the curriculum and opportunities. EAL pupils participate in mainstream classes and receive language‑model modelling and targeted language support; they are placed in groups with fluent English speakers and are not automatically placed in Learning Support. Placement decisions are made early to provide continuity and security, and the school maintains an EAL register coordinated by the Intervention Team. The EAL policy outlines responsibilities across staff to identify needs, share information, and integrate EAL pupils into the whole curriculum. Teaching and learning focus on developing listening, speaking, reading and writing skills in English through curriculum‑embedded language development and appropriate support.
The school promotes mental wellbeing through the PSHE/Citizenship & Relationship Education programme and associated pastoral structures. The curriculum supports pupils in understanding and managing their feelings, while the safeguarding framework ensures a safe, supportive environment where pupils feel able to talk to trusted adults. Pastoral care groups, circle time, assemblies and school events contribute to emotional development and a sense of belonging. Staff receive safeguarding training to recognise wellbeing needs and respond effectively to concerns. The Designated Safeguarding Lead coordinates welfare and wellbeing across the school, reinforcing a culture of care and proactive support.
The school has a Designated Safeguarding Lead (DSL) and deputy safeguarding leads who manage safeguarding and child protection. The DSL maintains safeguarding procedures, coordinates referrals to local agencies and liaises with UNICEF networks; the policy aligns with Education Regulations (2014), Keeping Children Safe in Education (Sept 2022) and related guidance. Staff must report any suspicion or disclosure of abuse to the DSL immediately, and serious cases may be referred to external agencies or the Police. Safeguarding training is provided on a two‑year cycle and the school keeps written records of concerns and training, with annual reporting to the Board. The school emphasises prevention, protection and support to ensure pupils' safety and well‑being.
1. Eligibility and timing: Parents may register their child for Reception admissions up to two academic years before the intended year of entry. The child must have turned four years old by August 31 of the entry year. The process is focused on Reception admissions to align with the age criteria and entry timeline. 2. Registration window: Registration for Reception takes place on the first working day in September through the school website. The registration link is active from 08:00 local time (Nigerian Time). 3. How to apply for a specific year: To register for Reception 2027/2028, fill out this application form via the linked registration page. The online form is the method used to submit the application. Submission completes the Registration step for Reception entry. Further information about the application can be obtained from the Admissions Team if needed. 4. The team provides information about entrance procedures and can arrange a school visit. They are available to assist prospective families throughout the admissions process.
Charterhouse Lagos is situated on a 70-hectare campus in Ogombo on the Lekki peninsula, in the south-eastern part of Lagos. This location places the campus away from the central mainland of the city. The area is accessed via Ogombo Road, providing a distinct boundary from the more heavily congested business districts.
The school is structured into a Primary School for students in Years 1 to 6 (ages 5 to 11) and a Secondary School. Secondary education currently accommodates students in Years 7, 8, and 9, with Year 10 (IGCSE) and Year 12 (A-Levels) opening in September 2026. The structure is designed to support students from age 5 up to 18 years old.
Charterhouse Lagos is a co-educational independent school. It operates as a day school for Primary students and offers both weekly and full termly boarding options for Secondary students starting from Year 7.
The school requires parents to disclose any known learning difficulties during the admissions process so that appropriate accommodations can be planned. Teachers adapt lessons to individual requirements, and the maximum class size of 24 allows for targeted feedback and personalized learning steps.
The school is affiliated with the United Kingdom, delivering the British Curriculum as a direct member of the Charterhouse UK family of schools.
The school has no specific religious affiliation and accepts students of all denominations and faiths. While on-site worship is not accommodated, the school provides a concierge service to arrange transport for boarding students to attend their respective places of worship.
The daily schedule includes core academic classes, specialist subject periods, and time allocated for co-curricular clubs. Scheduled breaks occur throughout the day, during which students are provided with snacks and a lunch prepared by in-house chefs featuring local and international options. Following the afternoon activities, day students depart while boarders transition into their evening routines and dinner.
The school operates a dedicated transport service for students. The fleet is managed by an in-house Transport Supervisor who coordinates schedules, routes, and daily vehicle safety checks. Vehicles are operated by licensed drivers trained in road safety and child safeguarding protocols to safely transport students to and from designated locations.
Weekly Boarding (Monday–Friday) and Full Boarding (24/7) are available. Boarding is offered to students from Year 5.
Uniforms are compulsory. The Uniform Policy defines compulsory and optional items for boys and girls, with sizing samples available on-site; uniforms are ordered through Charters Boutique and partners Ruff 'n' Tumble and Nike Sports Kit by TNGR UK.
Lunch and morning snacks are provided on-site at Brooke Hall, a food court managed by the school's Food & Beverages Manager; outside food is discouraged, and snacks are available for boarding houses.
Housewears are part of the Years 7–11 uniform categories, reflecting the house element of student life.
Charterhouse Lagos is part of the Charterhouse family of schools, a British independent education network with a long heritage.
Charterhouse Lagos follows a British curriculum across the school, with Years 1–9 in the primary and lower secondary and a pathway to IGCSE (Year 10) and A-Levels (Year 12). Primary uses the International Primary Curriculum and delivers weekly lessons in English, with Maths, IPC, Values (PSHE), Art, Music, Nigerian and African Studies, Physical Education and STEM; Mandarin or French is offered. Key Stage 1 and 2 cover Years 1–6. IGCSE (Year 10) comprises English Language, English Literature, Mathematics, Biology, Chemistry and Physics as core subjects, plus two additional subjects; most students complete eight IGCSEs by Year 11. A-Levels (Year 12–13) include Art, Biology, Business Studies, Chemistry, Computer Science, English, Geography, History, Mathematics, and Physics. From September 2026, Charterhouse Lagos will offer a full secondary school pathway culminating in A Levels.
Sixth Form pathway designed to prepare students for admission to top global universities—including the UK, US, Canada, and across Europe—through rigorous academics, personal guidance, and leadership development.
Charterhouse Lagos integrates social and emotional development into its curriculum through a Pastoral Platform that supports personal character development. The timetable includes weekly lessons in the Values (PSHE) and a Pastoral Platform with events that support wellbeing. The school provides high-quality pastoral care to ensure the wellbeing of all students, and pupils are described as respectful, tolerant, resilient and emotionally intelligent. Extra-curricular activities promote wellbeing and intellectual curiosity across age groups.
The school offers facilities for Additional Educational Needs, but these are limited. When Additional Educational Needs are known, the school discusses the issue with parents and determines whether the child can reasonably access the curriculum. Children with Additional Educational Needs are considered individually. Admissions criteria include evaluating a student's English proficiency and any special learning needs during the application process.
English is the language of instruction. The curriculum is based on the British curriculum, with weekly lessons in English. English proficiency is assessed during admissions; applicants take English and Mathematics assessments and are interviewed, with consideration given to non-native English speakers. If English is not the applicant's first language, arrangements can be made to administer assessments at the applicant's current school.
Safeguarding and promoting the welfare and wellbeing of students is a collective responsibility at Charterhouse Lagos. Safeguarding covers emotional, intellectual, physical and moral development, and the school complies with relevant legal and international safeguarding standards. The Speak Out, Stay Safe Programme encourages students to report abuse, neglect or online risks. The digital CPOMS reporting platform is used to record safeguarding concerns, and staff receive regular safeguarding training.
Safeguarding Policy (Policy Number C1.1) became effective on 01 September 2025 and is reviewed annually (next review 31 August 2026). Safeguarding is central to school life; staff are recruited under safer recruitment procedures and undergo safeguarding training, with a Safeguarding Code of Conduct in place. The Safeguarding Review Committee monitors safeguarding practices, develops action plans, oversees safeguarding training and annual audits, and oversees boarding safeguarding. The school provides a Safeguarding Statement to visitors and uses CPOMS to manage safeguarding reports; it references Keeping Children Safe in Education (UK), Nigerian law and international conventions.
1. Registration and application. Complete and submit the online registration form with the registration fee, then complete and submit the application form, the application fee, and supporting documents. The Admissions Department arranges assessments, and overseas candidates may be assessed at their current school. Year-level placement is determined by the Heads of Schools with the support of the Admissions Team. 2. Assessments and interviews. Applicants undertake English and Mathematics assessments appropriate to their year group. Primary applicants meet with the Head of Primary for an in-person assessment; Middle School applicants are interviewed by the Head of Middle School; High School applicants are interviewed by the Head of School or the IGCSE/A-Level coordinators. Overseas candidates may have assessments arranged at their current school. 3. Offer, acceptance and deposits. If offered, an invoice is issued; payment of one term's fees is required to secure the place. The deposit is repayable after the student leaves and all outstanding invoices are settled, and no student attends class until tuition and the deposit are paid. 4. Waiting lists and progression. If there are more applicants than places, the applicant will be placed on a waiting list with priority given to a child of a full‑time faculty member, a qualified sibling of a current student, children transferring from another Charterhouse School, or children of alumni. Waiting list positions are not disclosed to parents. If a place is not obtained in the term applied for, the applicant is transferred to the waiting list for the following term and may reapply after six months. 5. Registration documents and entry. Required documents include a duly completed online registration form, the child's birth certificate, a recent passport-sized photograph, proof of payment for the application, the bio data page of the international passport, an immunization record, the last term report from the previous school (where appropriate), and examination certificates (for Year 12 entry).
We do not offer scholarships at this time.
Waiting list: Placement on a waiting list is determined by the date the application and fee are received, with priority given to a child of a full‑time faculty member, a qualified sibling of a current student, children transferring from another Charterhouse School, and Children of alumni. Waiting list positions are not disclosed to parents. If a place is not obtained in the term applied for, the applicant is transferred to the waiting list for the following term; at the end of the academic year, the applicant's name is moved to the appropriate year level for the new academic year. Applicants may reapply after six months.
