Queen's College

An idyllic location in a residential area overlooking Palma Bay, near woodland and Bellver Castle.

Primary (Nursery to Year 6) and Secondary (Year 7 to Year 13), including Foundation Stage Nursery and Reception; Key Stage 1 (Y1–Y2); Key Stage 2 (Y3–Y6). Secondary runs from Year 7 to Year 13 (Key Stage 3 Y7–9; Key Stage 4 Y10–11; 6th Form Y12–Y13).

International school following the British National Curriculum; day school.

Most pupils are British or Spanish, with representation from many other nationalities.

The school recognises that every pupil is unique and aims to meet their needs within the facilities available; it does not specialise in support for specific learning needs.

British education in Spain; NABSS member.

The school day begins at 08:50 and doors open at 08:30. End times vary by level, but classes finish around 15:50 for most students, with extra-curricular activities running until 17:00.

The curriculum is designed to be broad, relevant and demanding. It equips students with confidence, skills, knowledge and the preparation needed to meet challenges beyond the school. It stimulates intellectual curiosity. It extends beyond the classroom. It maximizes opportunities for students to take responsibility for their own learning.

Assessment informs learning and future planning. In Primary, assessment relies on teacher observations, with Baseline assessments in Early Years; regular checks in Key Stages 1 and 2, and formal Year 6 assessments in Literacy, Numeracy, Science and cross-curricular topics in November and May. In Secondary, work is evaluated daily with end-of-year examinations in all subjects. External examinations include GCSEs and GCE AS/A Levels; AS level passes average 94% and A level passes 100%, with an average of 4.3 A‑Levels per student, and an average Spanish Selectividad score of 8.1.

Most Sixth Form students pursue higher education in the United Kingdom and Spain. Some have gained places at Cambridge, Oxford, and the London School of Economics. In the past five years destinations have included universities such as Nottingham, Bath, Bristol, Leeds, Manchester, York, Greenwich, and University College London, as well as international institutions like the University of British Columbia.

We believe that for children to reach their full potential, the school attends to all their needs: academic, physical, social and emotional. A psychologist is employed to address these needs. The psychologist works one-to-one with pupils who may have learning, behavioural, social or emotional problems, as referred by teaching staff. The psychologist also works with pupils who contact her directly to discuss specific problems. The psychologist communicates and collaborates with parents to tackle problems and with staff to ensure issues are addressed appropriately, efficiently and effectively.

The school recognises that each child is unique and aims to meet the educational needs of every pupil. Where a pupil has specific educational needs, every effort is made to enable them to overcome these within the resources available at the school. The school does not specialise in supporting particular categories of special needs. Parents are strongly advised to discuss any known difficulties with the school when applying for admission to ensure these difficulties can be met.

Except at Nursery level, entry requires a good grasp of the English language, both spoken and written, at a level appropriate to the pupil's development.

The school believes that if children are to reach their full potential, it must attend to all their needs, including emotional and social needs. A psychologist is employed to support mental wellbeing, providing one-to-one work with pupils who may have emotional or behavioural difficulties, and to discuss issues directly with pupils who contact her. The psychologist communicates with and involves parents and staff to address problems effectively, ensuring appropriate support is available.

The welfare framework includes a psychologist who provides welfare support and works with parents and staff to monitor and address concerns, ensuring a safe and supportive environment for pupils.

Submit Preliminary Enquiry Form for admission. The form is available for download and initiates the admissions process. It helps the college provide relevant information about entry timelines and next steps. This form is the first step for prospective families seeking a place at Queen's College.

Entry to Queen's College is through interview and assessment at all levels. The process ensures candidates are suitable for the program and community. Applicants from other schools must provide academic reports and, if requested, a character reference from their Head Teacher. The college may request additional information during the admissions process.

Pupils coming from other schools must provide copies of their most recent academic reports. If requested, a personal reference from the Head Teacher may be provided. The school requires that all applicants (except nursery) have a good grasp of the English language, spoken and written, at a level appropriate to their stage of development.

The form of assessment depends on the level of entry. Primary Department pupils spend a morning in the classroom to experience life at Queen's and to help the class teacher assess suitability. Secondary Department pupils take a test in English and Mathematics and, where applicable, Spanish. Sixth Form (years 12 and 13) entry depends on GCSE results and a personal reference from the previous school.

The Sisu Award is presented annually to Year 13 students in recognition of effort and perseverance. The award is based on specific results-based criteria, and there is no limit to the number of awards. The award consists of a monetary prize: a refund of 50% of the final year's annual school fee. The criteria require achieving the equivalent of 4 A grades at GCE A-level and demonstrating the academic and personal qualities expected of a Queen's College student. The concept behind the award name, SISU, reflects strength of will, determination, perseverance, and rational action in adversity.