Comparing 9 schools side by side in USD.
Southbank International School operates across three Central London campuses located in Hampstead, Kensington and Westminster. The Westminster campuses include Conway Street and Cleveland Street sites. The MYP is taught at 63–65 Portland Place, London W1B 1QJ and the Diploma Programme and Career-related Programme at 377–381 Euston Road, London NW1 3AU. Early Childhood and Primary are taught at the Kensington and Hampstead campuses.
Early Childhood Years (2-5), Primary Years Programme (5-11), Middle Years Programme (11-16), Diploma Programme (16-18), IB Career-related Programme (16-18).
Independent international school offering the International Baccalaureate (IB) programmes.
70 nationalities are represented in the student body; Westminster has over 20 languages taught.
The school provides Learning Support and English as an Additional Language (EAL); staff differentiate instruction and provide accommodations in teaching and assessments; supports include developing Student Support Plans and collaboration with parents and external specialists.
United Kingdom
There are no school uniforms.
The school is part of the Cognita family of Schools.
The school has three campuses in central London delivering an IB continuum. Hampstead and Kensington offer the International Baccalaureate Primary Years Programme (PYP) for ages 3–11. Westminster hosts the Middle Years Programme (MYP) and the Diploma Programme (DP). Conway Street hosts the Diploma Programme and MYP, Portland Place hosts MYP, and Cleveland Street hosts DP and MYP. The three campuses are located in Hampstead, Kensington and Westminster, across five sites. The language of instruction is English, with English as an Additonal Language (EAL) support available.
Average class sizes vary by stage. Typically, PYP classes have 12–18 students, while Lower Senior classes are typically 11–16 students.
The Diploma Programme (DP) results for the Class of 2023 show a 97.3% pass rate, with an overall average score of 35.1 points. 21% of students achieved 40 points or more, and 25.3% of DP graduates earned a bilingual Diploma. 79% of the cohort scored above the world average of 30.24. Most of Southbank's Diploma students passed the programme in 2023 and gained places at their first-choice universities.
The school provides Higher Education and Careers support, including one-to-one meetings with HE/Careers Advisors and guidance through the university application process. Students have access to a Global University Fair and a Careers Fair, and the school hosts dedicated university guidance events. In 2024, graduates are studying at a wide range of universities in the UK, Europe and North America, including institutions such as University College London, King's College London, and other world-class universities.
The school identifies able, gifted and talented students and provides opportunities to extend learning, including the possibility of joining higher-grade classes in primary and participating in extension groups or one-to-one support. Resources for identifying and teaching able, gifted and talented learners include access to specialist guidance, external organisations such as NACE, and IB publications on gifted and talented education. The Language & EAL policies also acknowledge that some EAL students may be gifted or talented.
The school delivers Personal, Social, Health and Economic Education (PSHEE) across Grades 6-12. PSHEE focuses on personal, social, health and economic development and permeates daily life in lessons and extracurricular activities. The programme reinforces school values and aims to develop caring, principled and open-minded individuals who feel valued for who they are and are aware of their place in the world. Units cover mental health, conflict resolution, online safety, relationships and other topics and are taught at all grade levels with age-appropriate content. Advisory and pastoral systems, assemblies and year-group gatherings provide ongoing support for student wellbeing.
Southbank has an Inclusion Policy dedicated to providing an inclusive education for all learners. The policy aligns with IBPYP principles, the Equality Act 2010 and Independent School Standards. The Learning Support/SEN policy outlines identification, assessment and provision for students with learning support needs, including the use of an International Individual Learning Plan (IILP). All students receiving learning support have an IILP and progress is reviewed through the school's processes. Support is provided through in-class and targeted Learning Support and Literacy programmes in Primary Years, and through advisor and subject-teacher support in the Middle Years and Diploma Programme, with accommodations as appropriate. From Grade 10 onward there are two counsellors to advise on career and university choices, and the school maintains links with external services and organisations to support learners with learning support needs.
The language of instruction is English. The school offers 20 other languages. Students who need to learn English as an additional language are supported through dedicated EAL lessons.
Mental health is addressed within PSHEE with age-appropriate topics taught at all grade levels. The PSHEE content includes emotional health and healthy relationships and emphasises social and moral responsibility. The programme reinforces care and empathy within the school community, and the advisory and pastoral system and assemblies provide ongoing support for wellbeing.
The school has a Safeguarding and Child Protection Policy. New staff are informed of the names and roles of the Designated Safeguarding Lead and Deputies at induction. All staff receive annual safeguarding and child protection training. The school is committed to proactively teaching children about safeguarding, including online safeguarding.
Southbank is a non-selective school with rolling admissions. Applications are accepted year-round, subject to availability, and submitted online via our application system. Our admissions process is a five-step path designed for simplicity: 1. Start by reviewing the Admissions Policy and using the age placement chart to determine the correct grade (the school uses the American grading system); 2) Prepare the documents required for the online application for the relevant programme (PYP, MYP, DP/CP); 3) Begin and submit your online application; 4) Pay a non-refundable application fee of £300 (inc. VAT); debit or credit cards are not accepted; 5) The Admissions Committee reviews completed applications in 7–10 working days. If a place is available, you will receive a formal offer and the first term's invoice; if not, your child will be placed on the waiting list and we will notify you when a place becomes available.
Milton Toubkin Scholarship: a two-year award for new Diploma Programme entrants (Grade 11 to Grade 12) that covers 100% of tuition fees and 50% of capital development fees for the duration of the scholarship. The family remains responsible for the £2,000 refundable deposit, PTA fees, residential events, and IB Diploma exam fees. Eligibility: new students only; must have immigration status to enroll and a reasonable daily commute; must meet criteria including above-average academic achievement and potential; evidence of extracurricular interests; commitment to Southbank and the IB curriculum; commitment to the IB Learner Profile; high standard of English (online English test required).
Waitlist: If a place is not immediately available after a successful application, the student is placed on the waiting list and we will notify you when a place becomes available.
Located in Cobham, Surrey, England (KT11 1BL). The 128-acre ACS Cobham campus sits in the Surrey countryside. It is part of the ACS International Schools group and offers international day and boarding education for students aged 2 to 18.
Lower School (ages 2-10) and Senior School (ages 10-18).
The school is an international day and boarding school.
A diverse international community with 70+ nationalities represented.
English as an Additional Language (EAL) and learning support for students with learning differences.
England, United Kingdom
Lower School day runs from about 08:00 to 15:30, with after-school clubs from 15:30 to 18:00; an Extended Day Club is available from 22 April 2025.
ACS Cobham operates an extensive busing service with door-to-door and shuttle options, a late bus, and the Vectare app for scheduling and tracking; three zones cover the catchment area.
Boarding is offered for students aged 13 to 18, with 7-day and 5-day options. Short-term immersion experiences may be considered on a case-by-case basis. Boarders live in two on-site houses, Fields House (ages 13–17) and Woodlands House (ages 16–18), with separate wings for boys and girls, dedicated study areas, lounges, 24-hour security, and an on-site Medical Centre.
The school does not require a uniform; there is a dress code that all students follow.
The school provides in-house catering; menus are seasonal and follow nutritional guidelines, sourcing ingredients from local suppliers.
Two boarding houses form the house system: Fields House (ages 13–17) and Woodlands House (ages 16–18). Each house is run by House Parents and Tutors with dedicated study areas and common rooms; there is 24-hour security and an on-site Medical Centre. A Residential Head of Boarding leads the boarding team.
The school is part of ACS International Schools, a charitable organisation. It is NEASC-accredited and IB-authorised to offer the IB Diploma Programme; it also participates in the US College Board Advanced Placement programme and holds memberships in ECIS, CIS, ISA, and HMC.
Senior School follows a future-forward, international curriculum aligned with the International Baccalaureate Diploma Programme (IBDP) and Advanced Placement (AP). Middle School covers English, Mathematics, Languages, Science, Social Studies, Physical Education, PSHE, Visual and Performing Arts, and Digital Skills. Upper School (Grades 9–10) requires eight subjects: English, Mathematics, Languages, Science, Social Studies, Physical Education & Health, and two additional subjects. High School (Grades 11–12) offers IBDP or AP, and credits toward a High School Diploma. The High School Diploma is NEASC-accredited and recognized by North American colleges and universities. IBDP and AP qualifications are recognised by leading universities worldwide.
IBDP results 2025: average 35/45; highest 44/45; 97% pass rate. AP results 2025: 91% of students achieving a score of 3+; average AP score 3.6; 208 AP students.
Graduates go on to leading universities in the UK, the US, and the rest of the world.
Wellbeing is an integral part of ACS Cobham, with a dedicated wellbeing team providing a safe, healthy, and respectful environment. The Pastoral Team works to support students' health, wellbeing, academics, and everyday life, offering both individual and group support and coordinating with families. Counsellors collaborate with parents and teachers to identify needs and may refer to external professionals when appropriate. PSHE is embedded across the curriculum to develop compassionate, confident, and responsible individuals, reinforced through advisory structures and whole-cohort activities. Student wellbeing ambassadors and a proactive wellbeing program ensure student voices are heard in campaigns and initiatives, while a Medical Centre on site offers medical support for physical and mental health needs. DEIB and inclusive practices run throughout, and boarding welfare is supported by a dedicated team and wellbeing initiatives.
ACS Cobham provides Special Education Needs and Disability (SEN/D) provision in line with the organisation's SEN/D policy. The policy defines SEN as difficulties that require extra educational provision and identifies four broad areas of need: communication and interaction, cognition and learning, social, emotional and mental health, and sensory and/or physical needs. It promotes inclusive practice, removing barriers to learning, high-quality teaching, early identification, and regular review with family involvement. Service provision follows a multi-tier system (MTSS) with dedicated SEN staff, integration into mainstream classes, and a mix of universal, targeted, and specialist supports; on-site provision and access to external specialists are coordinated by case managers. Regular Student Services Teams, staff training, and the use of assistive technologies support learning, with additional supports determined by individual needs.
The EAL programme helps students achieve proficiency in academic English to thrive in a global community and succeed in AP and IBDP courses. The programme is personalised for each learner and includes Intensive English Courses with small-group instruction led by EAL specialists, initially up to three lessons per day. Academic Language Development provides in-class support for math, science, and humanities to help students analyse complex texts and write effectively in English. A dedicated case manager monitors each learner's progress, using the WIDA framework to benchmark growth across listening, speaking, reading, and writing. The EAL approach uses Universal Design for Learning to ensure accessibility, with boarding offering additional homework support and opportunities to maintain home languages; IB Diploma students can pursue self-taught literature options toward the IB Bilingual Diploma. Graduates routinely go on to top universities in the UK, US, and elsewhere.
Mental wellbeing is supported as part of the school's overall wellbeing program. A central wellbeing team and dedicated pastoral staff create a safe, healthy environment founded on mutual respect and trust. The Pastoral Team strengthens health, wellbeing, academics, and life skills, with both individual and group support and collaboration with families. Several full-time counsellors work with parents and teachers to address needs, with external referrals used when necessary. PSHE education promotes resilience, digital citizenship, healthy relationships, and personal development across year groups, guided by a proactive wellbeing program and student wellbeing ambassadors. The Ready to Thrive initiative provides safe spaces and wellbeing hubs, and there are wellbeing ambassadors and student voice channels to influence wellbeing campaigns. The school operates a Medical Centre with nurses and links to local care to support physical and mental health, and boarders receive 24/7 welfare support, including the Lotus Project for regular one-to-one coaching. DEIB is embedded across the community, ensuring inclusive support for neurodiversity and mental health needs.
ACS Cobham follows the Safeguarding & Child Protection Policy (publication date September 2025) to keep children safe and secure in ACS schools. The policy affirms that safeguarding is everyone's responsibility and aims to provide a safe, welcoming environment where concerns can be raised and addressed promptly. It aligns with statutory and local guidance, including Keeping Children Safe in Education, and sets out roles and responsibilities for staff, trustees, and leadership. The policy enshrines a zero-tolerance approach to sexual violence and harassment and emphasizes early identification of risk, collaboration with parents and external agencies, and high-quality safeguarding practice across the school. It also covers reporting and responding to safeguarding concerns, the involvement of the Designated Safeguarding Lead (DSL) and Local Authority processes, and coordination with local safeguarding partnerships. All staff are required to uphold safeguarding duties, with on-site and partner resources used to support children in need or at risk.
1. Enquiry — Find out what ACS Cobham offers in terms of curriculum and facilities to ensure it is the best fit for your child. We recommend visiting for an Open Day or Personal Tour to explore the campus, meet our academic staff and discuss admissions with the team. You can make an enquiry to begin the process. We operate a rolling admission process, with applications accepted year‑round and students may start at any point in the academic year, subject to availability.
2. Application — You can apply all year around as long as your child has the right to study in the UK. Each application is accompanied by a non‑refundable application fee paid online.
3. Review — Once your online application is completed, it will be assessed by the Admissions Team, taking into account all information provided. We will contact you if any additional documents are required and inform you of the outcome as soon as we can.
4. Admission — If your application is successful, we will contact you with an offer of a place for your child. To secure the place, a non‑refundable enrolment deposit is required, which is set against the second semester tuition/boarding fees. For more details of application fees, deposits and tuition costs, see Fees. Should your child's application be successful, but the grade or programme applied for is at capacity, your child will be waitlisted. When a place becomes available, we will contact you immediately to complete the rest of the admission process.
5. Welcome — Our team will provide you with all the necessary information (cafeteria, transport, school platforms, subject selection, visa compliance, etc.) prior to the first day of school to ensure a smooth start for everyone.
Bursaries are offered to students with exceptional personal and academic potential who would benefit from an ACS education but whose family circumstances mean that affording full school fees cannot be met. The ACS bursary programme has been suspended for the academic year 2026/2027; details for 2027/2028 will be published in 2026. Applicants must be a UK resident, live within the school's bus catchment area, and have the right to remain; each bursary application is assessed individually. Bursary awards can cover up to 100% of tuition for up to seven years and may include additional costs; the amount is calculated after assessing income and financial assets, with annual review. All bursaries are means-tested.
If a grade or programme is at capacity, applicants are waitlisted. When a place becomes available, the school contacts families immediately to complete the admission process.
The Norwegian School in London is in Wimbledon, London. Address: 28 Arterberry Road, Wimbledon SW20 8AH, United Kingdom. The school is a short walk from Wimbledon Station, which has Tube and National Rail links, and Raynes Park Station. The surrounding area is residential Wimbledon.
Primary School Y1-4; Primary School Y5-7; Secondary School Y8-10.
Norwegian international school following the Norwegian LK-20 curriculum.
Pupils come from Norway, the rest of Scandinavia, the UK and beyond.
Norwegian as a second language support with individualized education plans; pupils with insufficient Norwegian receive extra support and follow their own Norwegian IEP until they can follow ordinary Norwegian teaching; English language tuition is maintained to a high standard.
Norway.
Pupils do not wear school uniforms.
SFO provides after-school care for pupils in years 1–4; fruit is served after school and snacks include fruit and crispbread daily.
The school is governed by a Board of Governors; the board is composed of volunteers who oversee the school's long-term direction, financial management, and educational standards. The proprietor is The Norwegian School in London Limited.
The Norwegian School in London follows the Norwegian national curriculum LK-20 in full. It blends the Norwegian curriculum with London as an extended classroom to reflect British values alongside Norwegian educational priorities. Years 1–2 and 3–4 have a total of 23 hours per week of teaching, while Years 5–7 and Years 8–10 have 28.5 hours per week, with subject offerings including Norwegian, English, a third language (German/French/Spanish), Maths, Science, Social Studies, KRLE, Music, Art & Craft, Home Economics and Physical Education; there is career guidance and optional subjects in later years. English is taught with both a native English-speaking teacher and a Norwegian teacher, and the curriculum is largely topic-based and cross-curricular in line with fagfornyelsen. The school uses London as a classroom, with trips to museums, theatres and other cultural sites; reading development is supported by The Oxford Reading Tree and Cambridge ESOL exams (KET, PET and FCE) for Years 5–7.
The Norwegian School in London promotes positive mental health and wellbeing for the whole school community. Mental health is recognised as important to learning, and the school aims to develop protective factors that support students. All children should feel valued and safe, have a sense of belonging, and be able to speak openly to trusted adults without stigma. Bullying is not tolerated. The curriculum emphasises mental wellbeing and includes RSHE lessons, regular class meetings focused on monthly values, and a cross-curricular approach to health and resilience. The school also uses activities such as student councils, assemblies, and educational trips to support social development, with staff trained to recognise and respond to mental health issues and to refer to external services when needed.
The school has its own SENCO and collaborates with PPT Utland, the educational/psychological service for Norwegian schools abroad, and the County Governor. PPT Utland can assess pupils for Individually Tailored Instruction (ITO), and the Governor makes decisions based on PPT's recommendations. PPT Utland visits the school one to two times per year, with close collaboration outside visits. Pupils who are referred to PPT Utland, or who receive ITO, must have a Norwegian passport. We also collaborate with local authorities if PPT Utland does not cover specific needs.
The school uses Norwegian as the language of instruction and follows the Norwegian curriculum. If a pupil starts with insufficient Norwegian to follow teaching, the school will assess language skills and, in cooperation with the family, consider a referral to PPT Utland. Pupils with insufficient Norwegian or Norwegian as a second language may receive special education and follow an Individual Learning Plan until they can follow regular instruction. Pupils learn Norwegian through immersion, by being immersed in language in all contexts. Close cooperation with families is essential to support language development at home.
The school recognises that mental health and wellbeing are important and aims to promote positive mental health for all pupils. It seeks to identify and support children with mental health needs and to train staff to recognise signs and respond appropriately. Staff training in mental health is part of regular safeguarding preparation, and concerns are logged and monitored when raised. External services such as CAHMS and the Children and Families Hub are engaged for further advice and support when needed. A values-based, whole‑school approach, RSHE lessons, regular class meetings, and a range of activities and trips contribute to resilience and wellbeing.
The school has a Child Protection and Safeguarding Policy aligned with Keeping Children Safe in Education (2024) and related guidance, with defined safeguarding contacts and external safeguarding partners. The designated safeguarding lead is Monika Herland and the deputy DSL is Lise Meling Karlsen; the safeguarding governor is Tone Myhre. Staff receive induction and ongoing safeguarding training, and the policy covers online safety, abuse definitions, and procedures for reporting concerns. Safeguarding responsibilities extend to off-site activities, pupils with special educational needs or English as an additional language, and looked-after or previously looked-after children. External safeguarding partners include the local authority LADO, Merton Children and Families Hub, the police, and the UK Safer Internet Centre.
1. The school is open to applicants who support the school ethos and wish to receive education based on the Norwegian Curriculum; the main language of tuition is Norwegian. Applicants who are not Norwegian citizens may be asked to attend an interview or prove sufficient knowledge of Norwegian (or another Scandinavian language); the Head Teacher will decide on suitability. Norwegian State Grants may also cover Special Education following separate decisions by Norwegian authorities. For those not eligible for Norwegian State Grants, full fees are payable as determined by the Governors; any costs related to Special Educational Needs will be charged additionally. The governors have absolute discretion to approve or reject any admission application. 2. Admission is based on completion of an Application Form from the school homepage and submission of the information requested therein. 3. The Deadline for Applications is 1st March for starting the following School Year; however applications may be accepted and admission granted at other times provided that there are sufficient places available. Capacity is such that all applicants who satisfy the criteria are expected to be offered a place. 4. Pupils already on roll will keep their places for the following year. 5. Applications are subject to priority as follows: 5.1 Children in the Nursery applying for place on Year 1; 5.2 Staff Members' and Board Members' Children; 5.3 Children with siblings in the school; 5.4 Seniority of application. 6. Short stay applications: 6.1 Applications for an entire School Year have priority over applications for One Term; 6.2 Short-term applications of minimum three months may be considered if there are sufficient places available in the relevant year group; applicants must pay the fee equal to one term (6 months) regardless of the actual length of stay. 7. A place must be taken up no later than four weeks after the place is available; payment is required for the entire period from the day the place is allocated as the first school day. 8. Applications submitted before the deadline will be handled as follows: 8.1 An Admission Committee Meeting will be held within one week; 8.2 The Admission Committee is chaired by the Head Teacher; 8.3 Outcomes will be provided before 15 March; 8.4 If there is a waiting list, a new Admission Committee meeting will be held in the first week of May. 9. Following initial admission to the Primary or Secondary School, all of these requirements must be met before a place is allocated and reserved: 9.1 Completion of an Admission Form with additional information; 9.2 Payment of a deposit of £250 per place; 9.3 Signing of a Contract for a School Place. 10. For pupils with Special Educational Needs, adequate and complete information in good time is essential for preparing teaching and training. 11. Complaints: 11.1 Any complaints should be handled according to the School Complaints Procedure; 11.2 Norwegian citizens will also have a separate right to file a complaint with Norwegian authorities if an application for a place is not approved. The school will provide further information in case of a rejection.
Waiting list: A waiting list may be used. If a waiting list exists, an Admission Committee Meeting is held within the first week of May.
Located in north‑west London, NLCS's Senior School is on Dalkeith Grove in Stanmore (HA7 4SQ) and has a Canons Drive entrance in Edgware (HA8 7RJ). The school sits in the London Borough of Harrow. Stanmore Station (Jubilee Line) is about a 10‑minute walk to NLCS; Canons Park Station (Jubilee Line) is about 8 minutes away; Edgware Station (Northern Line) is about a 15‑minute walk to the Canons Drive entrance.
Girls aged 4-18; Junior School, Senior School and Sixth Form.
Independent day school
The Medical Centre and Cedar Space provide health and wellbeing support, including a Mental Health and Wellbeing Lead, a School Nurse, a healthcare professional, and two counsellors; tailored support to meet individual needs.
United Kingdom
Junior School day: First School (Reception–Year 2) arrives 8.30–8.45am; registration 8.50am; lessons finish 3.20pm; Lower School (Years 3–6) arrives after 8.15am; registration 8.40am; lessons finish 3.25pm; after-school clubs 3.30–4.00pm. Senior School day: nine 35-minute lessons; arrivals 8.15am–8.35am; Period 1 8.40–9.15; Period 2 9.15–9.50; Form time/assembly 9.50–10.25.
Coach and minibus services operate; morning coaches aim to reach the School by 8.25am.
Pupils wear school uniform until the end of Year 11; Sixth Formers are not required to wear uniform.
Thomas Franks provides healthy, balanced meals with three‑week rotating menus and accommodation for dietary needs and allergens. Breakfast is available in the dining room from 07:30 to 08:15, and a supervised packed tea is offered after school for Junior School pupils.
The school is organized through a house system with inter‑house competitions.
The school is The North London Collegiate School Limited, a Company Limited by Guarantee and Registered Charity (1115843). It is governed by a Governing Body, including the Chair of Governors, Gabrielle Gower OBE.
In Years 7–9 the curriculum follows the National Curriculum, and in Years 10–11 pupils study the Edexcel IGCSE syllabus, with all students taking IGCSE Language and Literature in Year 11. In the Sixth Form the school offers two pathways: A Levels or the International Baccalaureate Diploma Programme, with English Literature available through IB and Cambridge Pre-U. The Mathematics department uses the Edexcel IGCSE syllabus in Years 10–11, and about three-quarters of Sixth Form students study A Level or IB Mathematics, with some choosing Further Mathematics or IB Higher Level. Pupils can study six modern languages—French, Spanish, German, Russian, Mandarin and Italian—with language exchanges and a Polyglot Society. The Music Department offers IB, A Level and IGCSE music syllabuses, following Cambridge IGCSE Music and AQA A Level Music.
IB Diploma 2025 average score 42.94, making NLCS the second highest performing IB school in the world and the best in the country. A Level 2025 results were outstanding with 54.3% A grades, 86.1% A-A and 96.1% A-B. GCSE/IGCSE 2025 results were record-breaking with 83.4% grade 9, 95.9% 9/8 and 99.2% 9/8/7.
Notable university destinations include Cambridge, Oxford, Imperial College London, UCL, King's College London and LSE, with many graduates also going to Yale, Brown, Columbia, Johns Hopkins, McGill and other leading institutions. Destinations span the UK, USA, Canada and Europe.
The Sophie Bryant Scholarship commemorates the intellectual brilliance of Sophie Bryant and offers an individualized mentoring and enrichment programme. It includes termly mentoring sessions, a Sophie Bryant Symposium, a Sophie Bryant Journal and potential fee remission, and is offered to a small number of girls entering NLCS in Year 7 and Year 12 who demonstrate a deep love of learning.
NLCS places safeguarding and wellbeing at the center of pastoral care. Staff receive regular safeguarding training to recognise and respond to concerns. The school operates a whole-school Mental Health and Wellbeing strategy, promoting regular physical activity and addressing adolescence challenges such as social media pressures and healthy boundaries around tech. The wider pastoral team includes Heads of Year, Heads of Section, a Mental Health and Wellbeing Lead, the School Nurse, a Healthcare Professional and two Counsellors. The Medical Centre and Cedar Space provide spaces and activities for physical and emotional wellbeing, including Mindfulness and wellbeing-focused clubs. Peer support and PSHE help students develop resilience, confidence and healthy relationships.
NLCS operates a whole-school SEND approach. Every teacher is a teacher of all pupils, including those with SEND, and each pupil is supported to reach her full potential, academically, socially and emotionally. The school has two SEND advisers: Mrs Lisa Weisgard (Junior School including EYFS) and Mrs Sonya Beale (Senior School). The SEND policy emphasises equality under the Equality Act 2010 and the Children and Families Act 2014, and embraces the neurodiversity of its pupil population. The policy follows a graduated approach (Assess, Plan, Do, Review) to identify and address needs and involves parents in planning and reviewing support. It covers admissions, assessment and the provision of Individual Support Plans, with liaison to outside professionals where appropriate.
The School has an English as an Additional Language (EAL) Policy. EAL is defined as language used at home differing from the language of instruction. EAL pupils may come from multilingual backgrounds and may be fully bilingual. The policy promotes equality of access to the curriculum and compliance with the Equality Act 2010. A five-stage model of English acquisition is used, ranging from New to English through Fluent. When pupils are identified as having EAL needs, the Deputy Head (Academic) works with SEND advisers to provide support, including Individual Support Plans and targeted differentiation; additional English teaching is provided as required.
NLCS runs a school-wide Mental Health and Wellbeing strategy. The team includes a Mental Health and Wellbeing Lead, School Nurse, part-time Health Care Professional and two part-time Counsellors. The Medical Centre and the Cedar Space host wellbeing spaces and activities. The PSHE programme supports pupils to develop resilience, healthy relationships and to manage issues such as online safety and body image. Tooled Up Education provides resources to families to support wellbeing at home.
NLCS has a Safeguarding and Child Protection Policy. Safeguarding is central to all activities and all staff are trained to identify and respond to concerns. The school designates safeguarding leads; details are available in the policy. The policy sets out staff responsibilities to identify and report abuse and to involve external services when necessary. Early help is provided by staff, and safeguarding information is kept confidential and shared only with those who need to know. Safeguarding records are securely stored and disposed of in line with policy. The policy requires at least annual safeguarding training for staff and annual review by the Governing Body, with oversight by the Pastoral, Safeguarding and Compliance Committee.
Entry points for NLCS: 4+ (40 places), 7+ (8–10 places), 11+ (approximately 70–75 places), and 16+ (approximately 20 places). There are also Junior School Occasional Places and Years 8–10 Occasional Places. Registrations for 2026 entry are closed. NLCS seeks students with strong academic potential, curiosity about the world, ambition, and readiness to embrace opportunities, and it values diversity. A range of scholarships and bursaries is offered, including music scholarships, sports scholarships, and the Sophie Bryant Scholarship, available to Senior School entrants at 11+ and 16+. Occasional places may be available in other year groups, and School in Action mornings can be booked to visit.
Music Scholarships are offered at 11+ and 16+ for outstanding musical promise; Handel Music Scholarship provides a remission of 10–20% of school fees and 11+ scholarships last for the duration of studies while 16+ scholarships cover the duration of Sixth Form. The Sophie Bryant Scholarship is awarded to a small number of Year 7 or Year 12 entrants, includes mentoring and enrichment, and usually fee remission (not guaranteed); assessment follows the 11+ or 16+ process and is open to external and some internal applicants. Sports Scholarships are open to external 11+ and 16+ applicants as well as current Year 6 and Year 11 pupils; candidates must demonstrate high-level sport and potential; recipients receive mentorship, a strength and conditioning programme, some NLCS kit, nutritional support, and usually fee remission; assessments include fitness tests, skill evaluations, and interviews.
Douglas House, Petersham Road, Richmond-upon-Thames, TW10 7AH, UK. The school is on a park-like site between Richmond Park and the River Thames in southwest London.
Kinderhaus (Kindergarten & Pre-School); Primary School; Secondary School (SEK I and SEK II).
German school abroad (Deutsche Auslandsschule).
52 nations represented.
A multi-professional Beratungsquadrat (BQ) provides SEND support across Kinderhaus, Primary and Secondary, including social education, counselling and safeguarding. Dyslexia support, reading and spelling support, and Individual Learning Support Teachers are available; SENCo coordination covers all levels.
Germany (German Auslandsschule).
The Extended School Day (Ganztag) is available for Years 1–7, including cafeteria supervision, fixed-group study time and clubs; Years 8–12 may join after-school clubs and use the Learning Resources Centre.
Five bus routes operate daily for pupils from Year 1 upwards; exact stops are set at the start of the school year; timetables are available by contacting reception.
The school does not have a uniform.
The cafeteria offers meals provided by a catering partner, with lunch served on school days from 12:55 p.m. to 2:00 p.m. Secondary students from Year 10 can buy snacks in the cafeteria, and breakfast snacks such as pretzels, croissants or fruit are available during the breakfast break. Younger children are served meals in their group rooms in the Kinderhaus.
The financial matters of the school are regulated by the board of the German School London association. As a recognized German school abroad, it receives financial support from the German Central Agency for Schools Abroad (ZfA), including the provision of teachers and the free use of school premises; remaining running costs are covered by school fees, income from other services, and donations.
The German School London follows the German curriculum, which has been expanded to include the International Baccalaureate (IB) and elements from the English system. It provides continuous education from Kindergarten through to Abitur/IB, catering to ages 3–18. Pupils graduate with the German International Abitur (DIA) and may also obtain the IB; since 2023/24 Fachhochschulreife (FHS) is offered. In upper secondary (years 11–12), students can pursue a dual qualification programme with DIA and IB, or complete the DIA with IB as a course, under the KMK framework. Foreign languages include English, French, and Spanish, with bilingual subjects to support multilingualism.
Pupils graduate with the German International Abitur (DIA) and may also obtain the International Baccalaureate (IB); Fachhochschulreife (FHS) is available since 2023/24. In Years 11 and 12, the school runs a dual qualification programme (DIA+IB) or completes the DIA with IB as a course, all within the KMK framework. The three most recent Abitur cohorts have an average grade of 2.0.
The school provides a structured university and careers programme to help graduates make informed study and career decisions. In Year 9, study and career advice is linked to politics lessons; in Years 9–10, CVs and application letters are prepared in German and English. Year 10 includes a mandatory internship, and an information week with career advisors from the Federal Employment Agency; career information evenings and events with specialists from various fields are held regularly. Specially trained staff guide students through the decision-making and application processes for German, British, and international universities, with a UCAS Advisor to assist UK applications.
The Beratungsquadrat is a multi-professional support team that covers safeguarding, psychology, social education and specific educational needs; it explicitly supports areas such as special needs and promoting special talents.
The school has a multi-professional Beratungsquadrat (BQ) team that looks after pupils' wide range of needs and wellbeing, including social education, counselling, educational psychology and safeguarding. Safeguarding and pastoral care protect children and young people, with all staff trained in safeguarding. In Grundschule and at secondary level, socio-pedagogical programmes such as Fairplayer, Lubo aus dem All, and Ben und Lee are implemented.
An Education, Health and Care Plan (EHCP) is available for children and young people up to 25 years who need more support than standard SEN. Pupils typically move from Grundschule to Orientation stage for Secondary School Level.
The bilingual language programme broadens linguistic foundations in German and English, enabling fluency in both languages.
Wellbeing is supported by the multi-professional team and safeguarding framework, with counselling and educational psychology contributing to pupils' mental wellbeing.
Safeguarding protects children and young people; staff receive safeguarding training; safeguarding policy and practices guide the school's approach.
1. Contact Uta von Andrian, Admissions Coordinator, who will help you with registration. She personally accompanies new families through the registration process and provides advice and support during the settling-in period. This is the initial point of contact for arranging visits or Open Day opportunities. You can reach her by email to begin the registration.
2. Prepare and submit the required documents by email. Include the last two school reports, the birth certificate, and any available assessments for the child to be registered. Fill out the registration forms and attach them to your email to Uta von Andrian. The material should be emailed as attachments.
3. Access and complete the registration forms: KG-VS for kindergarten and preschool; Registration form for Year 1-11; Language Questionnaire. The forms are provided for download and should be emailed to Uta von Andrian. The Language Questionnaire helps the school assess language needs and supports the registration decision.
4. Arrange a tour or attend the Open Day to learn more about the school; the next Open Day takes place on 21 March 2026. This is an opportunity to meet staff, view facilities, and ask questions. You may bring your children to visit during the Open Day.
The German School Association offers means-tested bursaries for school fees to support families with financial need. Bursaries may be awarded at any point during a pupil's time at the School. Applications require a comprehensive assessment of need and may be considered after a place has been offered and accepted. Thresholds include income below £65,000 for one child and £75,000 for two or more children; the number of bursaries depends on available funds and is awarded at the school's discretion. A third-party service conducts bursary assessments, and requests must be submitted by 1 June for consideration for the following school year.
Reddam House Berkshire is on Bearwood Road in Sindlesham, near Wokingham, Berkshire. The campus is set in 125 acres of parkland centred on a Victorian mansion. Wokingham has good rail connections to London Waterloo (under an hour) and Reading. The M4 motorway is nearby, and Heathrow Airport is about 30 miles away.
The school has four divisions: Early Learning School (3 months to 4+ years), Junior School (Reception to Year 6), Middle School (Years 7-9), and Senior School (Years 10-13 including Sixth Form). This structure provides an all-through educational journey from infancy to university entry.
Reddam House is an independent co-educational day and boarding school. Flexible boarding options including weekly and full boarding are available from Year 7. The school is part of the Inspired Education Group, a global network of 121 schools.
Reddam House originates from South Africa, with schools also in Australia and the UK. It is part of the Inspired Education Group.
A bus service is available for students. Details of routes and costs can be obtained from the school.
Flexible boarding is available from Year 7, with both weekly and full boarding options. Full boarding fees range from GBP 13,710 to GBP 14,641 per term depending on year group. Weekly boarding is slightly less. The boarding provision is on the 125-acre campus.
Reddam House Berkshire is part of the Inspired Education Group, a global network of 121 schools serving over 95,000 students worldwide. The Reddam House brand originates from South Africa, with schools also in Australia. Inspired Education Group provides a framework for collaboration across its network.
The school follows the British curriculum through to A Levels. The Junior School provides a broad foundation curriculum. In Middle School, students prepare for GCSEs, and the Sixth Form offers A Levels. A Challenge and Extension programme provides enrichment for students who want to push beyond the standard curriculum. The school uses innovative educational technology including a VR Metaverse and Global Study Platform.
In 2025, A Level results were 21% A, 53% A-A, and 78% A-B, significantly higher than the UK national average. 90% of students received offers from their first-choice universities globally.
90% of students were offered places at their first-choice universities globally. The school provides support with university applications as part of its provision.
A Challenge and Extension programme is available for students who want to go beyond the standard curriculum. This enrichment programme supports academically able students in developing their potential.
Pastoral care was rated Outstanding by ISI in 2022. The school emphasises individual attention and support for each student's personal development.
1. Contact the admissions team or visit the school for a tour of the 125-acre campus.
2. Submit a registration form with the GBP 140 registration fee.
3. Entry assessments vary by age and year group.
4. Scholarships are available for qualifying students.
5. The school accepts students at various entry points from Early Learning through to Sixth Form.
6. International families are supported through AEGIS accreditation for guardianship arrangements.
Scholarships are available for qualifying students. Details of eligibility and categories are available from the admissions team.
L'Ecole des Petits is located on Hazlebury Road in Fulham, a residential neighbourhood in South West London. The central London location provides easy access to local transport links and allows for regular day trips to nearby museums and historical buildings.
The school provides pre-primary education for children aged 3 to 6 years old. Classes are structured into Early Years and Pre-Prep levels, corresponding to the French Petite Section (Nursery), Moyenne Section (Reception), and Grande Section (Year 1). Children are grouped by their calendar birth year.
L'Ecole des Petits is a co-educational, independent day school. It operates exclusively on a day-school basis and does not offer boarding facilities for any age groups.
The school supports pupils with specific neurodivergent conditions, such as dyslexia, dyspraxia, ADHD, or ASD, using individual plans from UK or French authorities. Parents can fund a Learning Support Assistant (LSA) for daily classroom integration if required, though external provisions like speech or occupational therapy are not funded by the school. The teaching staff actively integrates any external specialists involved in a child's development into the educational plan.
The school is strongly affiliated with France and delivers the French national curriculum in parallel with the English system.
The school has no religious affiliation and operates in accordance with the French Principle of Laïcity (secularism).
The school day begins with arrivals between 8:30 am and 9:00 am, depending on the child's specific year group. The standard academic day finishes at 3:10 pm for younger years and 3:15 pm for older students. An optional late stay program is also available, which extends the school day until 4:00 pm.
A daily private school bus service is available for students in the mornings and afternoons.
L'Ecole des Petits follows a bilingual curriculum that directly integrates the French National Curriculum with parallel instruction from the English educational system. The pre-prep school caters to children through three main stages: Petite Section (Nursery), Moyenne Section (Reception), and Grande Section (Year 1). In the earlier years, the programme is primarily oral-based to build foundational communication and language skills in both French and English. Specific English phonics lessons are formally introduced during Moyenne Section and Grande Section. By Year 1, students receive an equal number of instructional hours in both languages, supplemented by specialist-led classes in art, music, and dance. The curriculum is officially recognised by the French Ministry of National Education and registered with the English Department for Education, holding an official exemption from standard English Early Years Foundation Stage (EYFS) learning requirements.
The school supports SEL through its Personal, Social, Health & Citizenship Education (PSHCE) programme, which focuses heavily on the emotional health and welfare of the children. The curriculum is designed to help children understand and manage their emotions, become morally and socially responsible, and build respectful relationships.
L'Ecole des Petits is a non-selective, mainstream school, not a specialist SEN institution. It supports pupils diagnosed with neurodivergent conditions, including dyslexia, dyspraxia, attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD). This support is guided by individual plans from UK or French authorities and is provided within the classroom, in small groups, or via one-to-one sessions.
The school does not publicly disclose information regarding specific EAL (English as an Additional Language) standalone programmes. As an international bilingual school, the core curriculum naturally immerses all children in both French and English on a daily basis. The teaching is explicitly structured to support a multilingual audience, introducing adapted English phonics lessons in Moyenne Section (Reception) and Grande Section (Year 1).
The mental wellbeing of pupils is addressed primarily through a supportive educational environment and the dedicated PSHCE framework. The school maintains a specific Mental Health Policy and implements a whole-school preventative approach to managing wellbeing concerns. Teachers are focused on building resilience, self-confidence, and a positive attitude toward learning in a safe space.
L'Ecole des Petits implements a whole-school preventative approach to safeguarding to ensure that the protection and wellbeing of pupils remain at the forefront of all actions. The school has stringent guidelines in place, including a Safer Recruitment Policy that vets all staff thoroughly and a Whistleblowing Policy for reporting concerns. Digital safety is managed through a specific Cyberbullying Policy, which forbids the use of mobile phones by children on the premises and restricts internet access. Additionally, the school legally notifies the Local Authority of all new admissions and requests safeguarding records from any previous schools a child has attended.
1. Request a Registration Package
Parents are advised to first contact the Registrar's office to request an official registration package. During this initial stage, it is highly recommended to book a school visit, which generally runs on Thursday mornings between October and May. Visiting the school prior to enrolling allows parents to familiarise themselves with the environment before making a commitment.
2. Submit Application and Registration Fee
Upon submitting the application, a one-off registration fee must be paid for each child to process the request. This fee is currently £95 for the Petite Section or £114 for the Moyenne and Grande Sections. Submitting the application and paying this fee ensures the child is officially added to the school's waiting list for their respective year group.
3. Receive and Accept an Offer
The school begins sending out formal place offers in October of the year prior to the child's intended start date. If parents choose to accept the offer, they must pay a non-refundable admission fee to proceed. This specific fee is £1,350 for the Petite Section and £1,620 for the Moyenne and Grande Sections.
4. Secure the Child's Place
To fully secure the child's place for a September intake, parents must then pay the first term's tuition fees in advance. This advanced payment is strictly required before the 1st of April in the year they plan to start. Completing this final payment step finalises the enrollment process in accordance with the school's official terms and conditions.
L'Ecole des Petits does not offer an internal academic scholarship programme, but financial aid options are available for eligible families. A school education grant can be applied for through the French Consulate, which is awarded depending on a family's personal financial circumstances. Additionally, the school provides built-in fee reductions for larger families, offering a 15% termly reduction for a third child and a 20% reduction for a fourth child attending full-time.
L'Ecole des Petits operates a structured waiting list system, with children automatically added as soon as their application and registration fee are received. The school applies specific priority rules to this list, giving first preference to siblings of current pupils (if registered within their first year of birth), followed by siblings or children of former pupils. Once priority applications are processed, all remaining new children are listed according to their registration dates, while also factoring in the length of time between the child's birth and when they were registered.
ICS London operates on two central London campuses: the Early Years & Primary Campus at 7B Wyndham Place, London W1H 1PN, and the Secondary & Diploma Campus at 21 Star Street, London W2 1QB. The campuses are between Hyde Park and The Regent's Park, a short walk apart and minutes from the West End, with easy transport connections.
Early Years; Primary Years (PYP); Middle Years (MYP); iGCSE Programme; Diploma Years (DP).
Private co-educational day school.
The student body includes more than 50 nationalities.
One-to-one and/or small-group provision for English as an Additional Language (EAL) and for learners with learning differences.
United Kingdom
Typical day begins with a warm morning welcome, followed by timetable-based learning for Early Years, Primary, MYP and Diploma, with breaks and lunch, dedicated homework time and a range of extracurricular activities.
Door-to-door bus service is available to collect students from home in the morning and deliver them to the front door at the end of the school day.
A school uniform is worn by students in both the Primary and Secondary School. Diploma Years do not wear a uniform; they follow a smart casual dress code. The uniform includes House t-shirts and the House programme runs across the school from September; school ties are optional and can be purchased through the school.
Healthy, well-balanced hot school meals are available each day in the Dining Room, with halal and vegetarian options always available, or students may bring a healthy packed lunch from home. Lunch is included within the tuition fees.
House t-shirts are part of the uniform. The House programme runs across the school from September.
ICS London is part of Globeducate, a network of 65+ premium international schools. Globeducate is a leading international K12 education group with schools across 11 countries.
The school delivers a bespoke curriculum rooted in the International Baccalaureate (IB) framework, culminating in the IB Diploma. It serves ages 3 to 18, with Early Years, Primary Years Programme (PYP), Middle Years Programme (MYP), iGCSE and Diploma Years (DP). On the secondary side, the curriculum is structured into MYP, iGCSE and DP. Language provision includes courses in French, Spanish and Mandarin alongside English. 100% of pupils study at least one additional language at IGCSE and DP levels. The IB Learner Profile and Approaches to Learning are integrated across the school.
The school has a student-teacher ratio of 5:1.
Average IB Diploma Programme score: 33.12 points over the last five years, significantly higher than the 24-point pass mark. The school is ranked in the top 20% of UK schools.
Average IB Diploma Programme score is 33.12 points; 40% of university destinations are ranked among the Top 100 Universities in the world (Times Higher Education, 2021).
ICS London follows a holistic approach to education, with student wellbeing informing all aspects of school life. The aim is to develop well‑rounded, compassionate community‑builders who contribute positively to the school. A PSHRE (Personal, Social, Health and Relationships Education) programme supports students' personal and social development. The programme is complemented by stimulation, academic and physical activities designed to support growth across mind and body. Safeguarding is treated as the highest priority by all staff, with annual safeguarding training and a designated Whole School Safeguarding Lead.
ICS London can consider prospective students with physical and/or mental needs, with each application evaluated on an individual basis. The school notes that access to classrooms is via stairs and there is no lift, which may affect wheelchair users. If a special educational need or disability becomes apparent after admission, parents are consulted about reasonable adjustments to support the student. If requirements go beyond what can reasonably be provided, Student Support fees may be charged. Additional information is provided in the ICS London Student Support policy.
Language Bridges at ICS London offers courses in French, Spanish and Mandarin alongside English proficiency training. English is the main language of instruction. In the Early Years, children as young as three begin language learning, with two hours of language instruction each week; the Primary Years Programme continues this provision. In the Middle Years, language courses are bespoke in French, Spanish or Mandarin with native-speaking teachers and small class sizes; at IGCSE all students study at least one of these languages. International Student Support welcomes multilingual students; if needed, the school provides EAL support and may offer early IGCSE options; EAL assessments determine eligibility, and EAL fees may apply.
Wellbeing is central to ICS London's philosophy; the school uses a holistic approach to education, and wellbeing informs all aspects of school life. The timetable includes mental stimulation, physical education and support services to help students thrive. Safeguarding policies are in place to support students throughout their school experience, including meeting the needs of students with medical conditions. The Whole School Safeguarding Incorporating Child Protection policy underpins safeguarding practices and fulfills legal duties. The school community is described as a close, caring environment where staff and students are encouraged to be happy and confident to take on new challenges.
Safeguarding is the action to promote the welfare of children and protect them from harm or maltreatment, including physical and mental health and general wellbeing; online safety and content are also covered. A robust PSHRE programme, online monitoring of networks and devices, and workshops support holistic development. Safeguarding is treated as the highest priority; staff receive annual safeguarding training, and a Whole School Safeguarding Lead oversees the programme. In an emergency where a child is at immediate risk, call 999. The safeguarding team and school locations are listed for contact and policy access.
1. First Contact: Families are encouraged to contact the Admissions team with questions about the school and to arrange a campus tour. The dedicated Admissions team can be reached by email or phone to organise a personalised visit. Book a Visit is available to arrange this.
2. Submit an application via OpenApply: The application takes around 15 minutes to complete. Have the following information at hand: applicant's full personal information (name, date of birth, passport number and photo); parent or guardian personal information (name and contact details); proposed start date and visa information. If applying for multiple students, each applicant must submit an individual application.
3. The Admissions team makes contact: The Admissions team will contact applicants' parents/guardians directly to discuss the application. This is a good time to ask questions about the school or the admissions process.
4. Letter of Offer: Once Admissions has reviewed all information, a place may be offered. To accept the offer, complete and return the online acceptance forms.
