King's College The British School of Murcia

Located on the outskirts of La Torre Golf Resort in Roldán, 30 minutes from Murcia city centre. The campus serves up to 750 students aged 18 months to 18 years. Address: Calle Pez Volador s/n, Urbanización La Torre Golf Resort, 30709 Roldán, Murcia. Accessible by King's College's bus routes and other transport links to the city centre.

Nursery (EYFS); Primary School; Secondary School; IGCSE; A-Levels.

Independent day school; co-educational.

38 nationalities; 55% of students are from Spain and 45% are international, with the largest group being British.

Disability and Special Educational Needs: limited facilities; assessment of needs; English as an Additional Language (EAL) programme available with costs; adjustments and additional services may be provided and charged as appropriate.

British international school delivering the English National Curriculum and A Levels; bilingual English/Spanish; accredited by BSO and PENTA International.

The school day runs from 9:15 am to 4:30 pm with one morning break and a lunchtime break.

Bus routes cover more than 20 neighbourhoods in Murcia, Cartagena, and the coastal regions of Costa Calida.

The school follows the National Curriculum for England and Wales in the secondary phase and prepares students for IGCSE examinations. In the Sixth Form, the A Level programme is offered, with most subjects following the International A-Level modular course. The International Baccalaureate Diploma Programme was introduced in 2022, but from the 2025–26 academic year the school has reverted to the A Level programme. All pupils study English Language, and the majority study English Literature; two sciences are studied; Spanish (Lengua y Cultura) is taught as an IGCSE subject. Pupils in Years 12–13 can choose Especifica subjects such as Biology, Technical Drawing, Economics, Physics, Geography, Art History, Mathematics II, Mathematics for the Social Sciences, and Chemistry, alongside A-Level subjects; Enrichment includes Extended Project Qualification, the Duke of Edinburgh Award, and Cambridge English qualifications.

In 2025, the International Baccalaureate Diploma Programme class achieved an average score of 33.5 points. The highest Diploma score reached 42 points. 69% of students earned the bilingual IBDP diploma. For the IGCSE 2025 cohort, 44% scored A; 57% scored A-A; 73% scored A-B.

2024 graduates pursued degrees at universities in Spain including CEU Valencia (Medicine), University of Alicante (Biomedical Engineering), Miguel Hernández University (Environmental Sciences, Law), ESIC Valencia (International Business), University of Navarra (Pharmacy), Francisco de Vitoria University (Business), European University (International Relations, Engineering), Carlos III University (Project Management), UCAM (Pharmacy), and CUNEF (Law and Business). In the Rest of the World, graduates enrolled at University of Manchester, University of Wales Trinity Saint David, University of Amsterdam, Maastricht University, University of Sydney, and other institutions.

Enrichment Studies include the Extended Project Qualification, the Duke of Edinburgh Award, and Cambridge English qualifications.

PSHE programme covers emotional well-being, ethical topics, and life skills. The pastoral care system provides individualized guidance to help pupils thrive academically, socially, and emotionally. Senior staff coordinate the PSHE programme and pastoral care across the school to ensure all aspects of student well-being are addressed. A strong partnership with parents supports each child's growth through regular newsletters, handbooks, calendars, and parent meetings. Student well-being initiatives include tailored programmes, assemblies, and individual counselling sessions delivered by our pastoral and wellbeing teams. The House System and peer mentoring foster leadership, collaboration, and resilience across year groups.

King's College Murcia provides a broad and balanced curriculum for all children. The Inclusion and Special Educational Needs policy identifies a range of SEND, including communication and interaction needs (e.g., autism spectrum conditions and speech and language difficulties), cognition and learning needs (dyslexia, dyspraxia, dyscalculia), social, emotional and mental health difficulties (e.g., ADHD, anxiety), sensory and physical needs, and high-ability learners. Identification uses CAT4, standardised assessments, teacher referrals, observations, and progress data, with the SENDCo coordinating provision. The school delivers inclusive teaching with differentiated and personalised instruction and, where needed, additional interventions and access arrangements to support individual pupils. The SENDCo works with staff, parents, and external agencies to plan, review, and monitor progress and ensure equal access to the curriculum. EAL is integrated within the SEND framework to support language development and full curriculum access.

The English as an Additional Language (EAL) programme supports students whose first language is not English to participate fully in the curriculum. The EAL department provides specialist withdrawal and in-class support, staffed by specialist teachers, with an EAL classroom and dedicated resources. The programme uses Cambridge curriculum principles and The Bell Foundation framework to emphasise inclusive language development, with a balanced focus on speaking, listening, reading, and writing. All entrants undergo pre-assessment, and ongoing assessments monitor progress and inform personalised targets; parents receive three full reports each year. EAL aims to enable students to access the mainstream curriculum as quickly and effectively as possible, with phased integration and ongoing collaboration with families. Cambridge English exam preparation is available through the EAL team to certificate language proficiency where appropriate.

Emotional well-being is a central focus of the PSHE programme and pastoral care. A designated tutor leads welfare in the Secondary School, supported by daily tutor periods and dedicated PSHE sessions to address emotional needs. Senior staff coordinate PSHE and pastoral care to ensure a consistent, school-wide approach to mental well-being. Student Well-Being Initiatives include tailored programmes, assemblies, and access to counselling to support emotional health and resilience. The House System and peer mentoring foster supportive relationships and personal development, contributing to a climate where students feel safe, valued, and capable of seeking help. The school also emphasises family engagement to sustain well-being beyond the classroom.

The safety and wellbeing of pupils is the school's number one priority. Safeguarding and promoting the welfare of children is everyone's responsibility, and we operate as a sharing organisation with clear reporting procedures. All concerns should be reported immediately to the Designated Safeguarding Lead (DSL) or a Deputy DSL; the DSL coordinates safeguarding across the school and with external agencies. The school maintains inter‑agency working with local authorities, police, and health services to promote welfare and respond to concerns. Staff receive safeguarding training, and policies are updated annually; online safety is included as part of the curriculum. The policy applies to all pupils, including those in the early years and sixth form, and to education off-site, with clear processes for reporting and responding to concerns.

Submit an Enquiry to begin. Visit the campus in person or arrange an online interview. Complete the online Application Form and submit the required documents. Student Assessment & Interview: Year 1 to Year 3 applicants meet the Head of Primary for simple literacy and numeracy tasks in English; Year 4+ applicants complete an online CAT4 assessment and an English written assessment; Year 11+ applicants have an interview with a senior member of the Secondary academic team. Offer and Admission: after reviewing the application and assessments, an offer is issued by letter or email; to secure the place, a one-time enrolment fee and refundable deposit must be paid; Admission is formally confirmed by the Admissions Department.

Nsouli Scholars Programme provides 50 full scholarships at any one time to attend any Inspired school; the programme honours Nadim Nsouli, founder of Inspired in 2013; scholarships are awarded to individuals of Lebanese origin; the programme supports education across academics, sports, the arts and extracurricular activities.