Comparing 7 schools side by side in USD.
Concordia International School Shanghai is located in the Jinqiao (Biyun) neighbourhood of Pudong, Shanghai; the visitor entrance is at 345 Huangyang Road and the school's mailing address is 999 Mingyue Road (postcode 201206). The campus sits in an international residential and commercial area with nearby metro and bus links (Taierzhuang Road / Line 9 is a short walk) and is reachable from both Pudong and Puxi.
The school serves students aged about 3 to 18 and is organised into Early Childhood, Elementary School, Middle School and High School divisions (Preschool through Grade 12).
Concordia is a co‑educational day school delivering an American‑style curriculum; it does not offer boarding. The school operates as an international school for students holding foreign passports.
Concordia runs a Learning Support (LS) programme with LS specialists who work with classroom teachers to design interventions and accommodations. The programme supports a limited number of students with mild to some moderate learning needs through referral, in‑class support, and targeted interventions.
The school is approved by the Ministry of Education of China and the Shanghai Municipal Education Commission but is not an official national school of another country; it provides an American‑style education for expatriate families.
Concordia was founded in the tradition of the Lutheran Church—Missouri Synod (LCMS) and holds related school accreditation; it identifies as a Christian/Lutheran‑affiliated international school.
Typical school start times reported are about 8:00 AM for Early Childhood, Elementary and Middle School and about 8:30 AM for High School, with a usual school day finishing in the mid‑afternoon (around 3:20 PM). Specific schedules (for example exam blocks or early‑release days) are published on the school calendar and can vary by week or division.
Concordia offers optional paid bus transportation with morning, afternoon and late/activity routes; routes cover much of Pudong and some areas of Puxi. Families who pay for daily bus service may also use activity buses for no additional charge on participating ECA/athletics days. The bus service is run as a school‑arranged transport option and the fee is separate from tuition.
The school is a co-educational day school; boarding is not offered.
Uniforms are required for all students from Kindergarten through Grade 12, with PE uniforms for Grades 5-12. Preschool and Pre-Kindergarten students do not wear the uniform; uniforms can be purchased through the school, and size charts and price lists are available.
Food service is provided by Aramark, a global food service company. EC, ES, and MS/HS lunch menus are published for Concordia students.
The Concordia Board governs Concordia International School Shanghai. The Board establishes the mission and sets policies, and entrusts the educational program and business matters to the administration, faculty, and staff.
Concordia delivers an American-style continuum from Preschool through Grade 12: the Early Childhood program (Preschool–K) is Reggio Emilia–inspired and integrates literacy, math, science, social-emotional learning and the arts with Mandarin and English-language support. The Elementary School (Grades 1–5) follows U.S. standards—Common Core for math and literacy, NGSS for science, C3 for social studies—and uses resources such as Bridges in Mathematics alongside daily Mandarin and balanced literacy instruction. Middle School (Grades 6–8) follows an American curriculum with an international focus; students study nine subject areas each year: Mathematics, Science, English, Social Studies, Physical Education, World Language, STEM, RSB and the Fine Arts. High School (Grades 9–12) requires a U.S.-style core (English, social studies, science, math, world language, fine arts, health, PE and spirituality) and offers Advanced Placement courses, Applied Learning pathways and Global Online Academy options; students meet defined credit-based graduation requirements to earn a Concordia high school diploma. Across all divisions the school embeds STEM, applied-learning, service, counseling and learning-support programs alongside extracurriculars and specialist arts instruction.
Concordia describes a P–12 counselling and guidance programme that delivers social–emotional learning through classroom, small-group and individual sessions, and trains Student Ambassadors to welcome and support new students. The Early Childhood/Kindergarten guidance programme uses the Second Step curriculum for explicit SEL instruction (skills for learning, empathy, emotion management and problem solving). The high school has also recently revised its advisory programme to emphasise SEL at the grade‑level advisory level. Counselors work with teachers and parents to support transitions and adjustment, and confidentiality is stated as a priority in counselling.
Concordia publishes a Learning Support Program (LSP) that is delivered by Learning Support (LS) Specialists who co‑plan with classroom teachers and provide interventions, accommodations and monitoring. The LSP states the school can support a limited number of students with mild and some moderate learning needs and uses a referral process for admission and exit. The school describes collaborative planning between LS Specialists, classroom teachers and parents as the primary model of support. Concordia does not present itself as a specialist SEN institution; its published materials indicate mainstream inclusion with targeted support for qualifying students.
Concordia publishes an English Language Learning (ELL) programme that uses WIDA assessment for identification, employs ELL Specialists to provide language scaffolds and co‑teaching, and offers English Language Development (ELD) courses for middle and high school students. The ELL page explains exit criteria (WIDA scores, classroom tasks and academic progress) and emphasises home‑school partnership and ongoing monitoring.
Concordia's published support for student mental wellbeing is delivered through its P–12 counselling team, which runs whole‑school, small‑group and individual work and operates a Care and Concern team to monitor social and academic adjustment. The School Health & Safety page notes on‑site registered nurses and explicitly states counselling staff provide support for emotional and stress‑related difficulties. The school has published a Middle School Wellness programme addressing six dimensions of wellness (spiritual, intellectual, occupational, physical, social and emotional).
Concordia's website indicates child safeguarding is part of its counselling and staff training work: the counselling team runs a Care and Concern group and the school has hosted professional events that included sessions on child safeguarding, reporting protocols and staff training. The School Health & Safety page also refers to emotional health and the role of counselling staff in supporting students. However, the school does not publish a standalone child‑protection policy document accessible from its public website pages that we could locate; a formal, dedicated child protection policy is not publicly disclosed on the site.
1. Check eligibility and required government documents. Before you begin the online application, confirm your family meets Shanghai Municipal Education Commission (SHMEC) eligibility categories and that you can provide the required government documents (passports, residence permits, work permit/employment verification, birth certificate, etc.). Concordia requires at least one parent to be resident in Shanghai while the child is enrolled; failure to maintain required documents can lead to dismissal and forfeiture of fees, so gather certified/translated copies now.
2. Start the online application (OpenApply) and pay the application fee. Eligible applicants must complete the school's online application portal (concordiashanghai.openapply.cn) and upload initial documents; after submission you will receive a customized checklist in your applicant account. The application fee is paid through that process (the site lists a non-refundable application fee); keep the payment receipt and note the portal account login for future checklist items.
3. Upload supporting academic records, recommendations and any learning-needs documentation. The admissions checklist asks for previous report cards, test results, and teacher recommendations; if your child has diagnosed learning needs or specialized schooling requirements, include full documentation and disclose these up front because admissions decisions are made case-by-case based on available support. Concordia states that failure to disclose a full history of learning needs can result in dismissal, so be thorough and contact Admissions to discuss any supports your child may require.
4. Prepare for interviews and assessments (if required). Depending on grade level and the initial application review, Concordia may request an interview and/or English-language and academic assessments (math, reading comprehension, vocabulary, writing, etc.); Preschool/Pre-K have different language expectations than Kindergarten–Grade 12. If the grade has reached wait-pool status, the school notes that required assessments may be scheduled only when space becomes available, so ask Admissions about timing if you need a prompt assessment.
5. Receive the admissions decision and complete acceptance steps. The admissions committee evaluates academic/behavioral records, English proficiency, support needs and overall fit; the school will notify families of decisions by email. If you receive an offer, a non-refundable Capital Fee (listed on the tuition page) is billed upon acceptance and generally must be paid within the timeline provided in the offer to secure the place.
6. Complete enrollment paperwork, payments and operational arrangements. After acceptance, follow the Enrollment instructions (submit any outstanding SHMEC documents, arrange tuition payment in RMB or USD per the school's payment instructions, and be aware of one-time fees: ELL support fee where applicable, and laptop requirements for Grades 6–12). Also arrange optional services (bus, lunch, uniforms) and confirm start-of-term logistics; if you have questions about billing or currency conversion, contact the Business Office or Admissions directly.
Concordia's public website does not list a general family-facing scholarship or means-tested financial-aid program for incoming students. The site does show the Concordia Fund (a donor program that supports student/faculty enrichment projects) and describes employee tuition benefits for faculty children under specific employment arrangements, but it does not present an open scholarship application process or standard tuition-remission program for the general applicant pool. If you are seeking fee assistance, sponsored places, or employee-related tuition benefits, contact the Admissions or Human Resources offices directly to ask whether any limited-sponsored places, staff benefits, or special arrangements might apply in your case — contact details are provided on the school's contact page.
Concordia operates a wait pool system rather than an automatic long public waitlist for grades that have reached capacity. The school's Admissions/Requirements pages flag specific grade levels as being at “wait pool” status and state that, when capacity is reached, applicants are placed in the wait pool rather than being immediately assessed or placed. Priority consideration within the wait pool is not an automatic placement; Concordia lists priority factors used when choosing among wait-pool applicants: siblings currently enrolled or applying, returning students in good standing, stronger academic English proficiency, and students with prior attendance at U.S. or American international schools. The site also explicitly notes that if a requested grade is at wait-pool status and an applicant requires an assessment, the assessment will be scheduled only if and when space becomes available — so families on the wait pool should expect possible delays to assessment and placement and should keep Admissions informed of any changes in status.
Located at No. 2 Huxia Street, Yuan Yang Town, Yubei District, Chongqing 401122, China. The campus sits in the Yuan Yang Town area of Yubei District. It occupies more than 5,000 square meters of space for indoor and outdoor learning.
The school serves children aged 2 to 6. The curriculum includes Toddler Curriculum (ages 2–3), Early Childhood Curriculum (ages 3–5), and Pre-Primary Preparation Curriculum (ages 5–6).
The kindergarten serves both local Chinese and expatriate families and operates as a day kindergarten in a bilingual learning environment.
SEN provisions are not publicly listed. The school emphasizes child protection and safety policies as part of its safeguarding framework. Families with learning needs should contact the admissions team for guidance.
No formal country affiliation is listed; the school is part of the Yew Chung Yew Wah (YCYW) international education network.
No religious affiliation is indicated. The school frames its values around science, culture, and charity rather than a specific religion.
Daily life routines vary by class. For K2 and K3, the day begins around 8:30 a.m. with outdoor time at 9:00 a.m., followed by play and exploration at 10:00 a.m., Morning Talk/Language Talk at 11:15 a.m., and lunch at 11:30 a.m. K4 starts around 8:20 a.m. with a similar pattern, and K5 begins around 8:10 a.m. with a slightly extended morning schedule and lunch around 11:35 a.m.
Bus service information is not publicly published. Interested families should inquire with admissions for transport options.
The school is owned by the Chongqing Fudi Yew Wah International Kindergarten Foundation. It is part of the Yew Chung Yew Wah (YCYW) network of international schools. Governance is provided by the foundation in coordination with the YCYW network.
The Chongqing Fudi Yew Wah International Education Kindergarten follows the YWIEK Curriculum developed by Yew Wah Early Childhood Education Research and Development Centre for children aged six or below, with three stages: Toddler Curriculum (2–3), Early Childhood Curriculum (3–5), and Pre-Primary Preparation Curriculum (5–6). It uses an emergent curriculum and learning-through-play approach in a bilingual English–Chinese environment, guided by an observation-reflection-response cycle. The program emphasizes whole-child development—health, social skills, language, science, and arts—and aims to cultivate confident, imaginative, and caring learners. Unique programmes include the YW Adaption Programme for New Students, YW Early Literacy Education Programme, Early Mathematics Education Programme, English Programme, Early Music and Movement Programme, and Early Physical Development Programme. Daily life routines for K2–K5 illustrate structured, age-appropriate activities, including outdoor play, morning language talks, and group activities, reflecting the emergent curriculum in practice.
YWIEK Chongqing Fudi supports Social and Emotional Learning (SEL) through a focus on healthy, balanced growth and all‑round development, with an emphasis on strong teacher–child relationships and close cooperation with parents to foster an open, inclusive, and supportive learning environment. The school emphasizes character education to nurture care, respect, honesty, trust, and positive social interactions among students. It describes its learning environment as positive, loving, enjoyable and appreciative, aiming to build confident, global citizens with both Chinese cultural heritage and international perspectives. The co‑operative teaching model between Chinese and Western teachers helps children develop social awareness within a bilingual setting, reinforcing social and cultural understanding. Emergent curriculum supports SEL by integrating health, social and other development domains through child‑led inquiry and collaborative learning.
The school does not publicly disclose information regarding Special Educational Needs (SEN) provision or whether it operates as a specialist SEN institution.
EAL support is evidenced in YWIEK's curriculum, which describes a bilingual learning environment and a focus on second language learning. The curriculum notes a Yew Wah English Programme and other language supports as part of Unique Programmes, indicating structured English language development alongside the home language. It highlights learning through an emergent curriculum that treats English language learning as an integrated part of activities, rather than a separate, standalone program. This aligns with a bilingual approach where English is taught alongside Chinese within a shared learning context. The school also emphasizes a Chinese–English bilingual environment, staffed by a co‑leadership model that blends Western and Chinese approaches.
The curriculum promotes holistic development and healthful growth, describing aims for students to have a healthy body and a lively, cheerful personality, with health and social development embedded in the emergent curriculum. Specific mental wellbeing programs or dedicated mental health services are not publicly disclosed in available materials. The emphasis on positive relationships and a supportive, interactive learning environment suggests a focus on social‑emotional well‑being within daily activities, though explicit mental health provisions are not itemized.
YWIEK Chongqing Fudi identifies itself as a Child‑Safe School and provides access to Child Protection Policies and Procedures through its site. The English‑language page notes a dedicated Child Protection section, and the Chinese page likewise centers safeguarding and child protection as core commitments. Public statements describe the school's safeguarding approach as part of its broader child safety framework, without detailing specific safeguarding roles or procedures in a stand‑alone, public, policy document. The presence of a formal child protection framework is supported by references to policies and procedures on the site.
Step 1 — Complete the Online Application. Parents submit the Online Enquiry form to arrange a visit to YWIEK Chongqing Fudi. The Admissions Office will review the completed application package and then notify the family about the placement assessment and interview. This initial step sets the timeline for the next stage of the process.
Step 2 — Placement Assessment & Interviews. All children must be interviewed together with their parents, which allows the kindergarten to understand and meet the child's needs. During this step, the Admissions Office processes the application package and informs the family about the scheduled placement assessment and interview.
Step 3 — Application Review and Decision Notification. After the interview, the family receives a placement offer letter from the school if the candidacy is successful. The school may also issue subsequent communications related to the next steps in enrollment.
Scholarships: The Yew Chung Yew Wah Education Network offers network-wide scholarships with several categories (for example, Madam Tsang Chor-hang Memorial Scholarship, YCYW Subject & Talent Award, and IGCSE/IB/A Level Award). These scholarships generally provide tuition fee waivers ranging from about 15% to 100% and are open to eligible students in certain grade levels, typically starting from upper primary through secondary (grades 7–13) with specific eligibility requirements and documentation. The exact applicability of these scholarships to YWIEK Chongqing Fudi Kindergarten is not published on its campus pages; the network's scholarship program information is available across the network, and individual campus eligibility can vary.
No waitlist or pool system information is published for Chongqing Fudi Yew Wah International Education Kindergarten.
No. 8 Dongyi Road, Changsha Economic and Technological Development Zone, Hunan Province, China. The school is located within the Changsha Economic and Technological Development Zone, a designated development district in Changsha. It serves foreign children and operates as the MOE-approved international school in Hunan that uses English as the primary language of instruction.
The school offers Early Years, Primary, Lower Secondary, High School, and Higher Education. It serves foreign children aged approximately 2 to 18 years.
Co-educational. Boarding facilities are available for students.
Detailed SEN provisions are not publicly published by the school.
Affiliated with the Singapore-based WES Group; established in partnership with the Changsha CETZAC and WES Group of Singapore.
No religious affiliation is indicated in the school's published materials or accreditation listings.
The school year runs from August to June. Publicly published start times for the school day are not listed on the site; the calendar and policies indicate a full-day international programme.
Information about a school bus service is not publicly published on the school's pages; families should contact Admissions for transport options. The school can be reached at +86-0731-8691-4921 or info.cwa@wes-group.org for transport inquiries.
The school has four Houses: Neptune, Mars, Mercury, and Titan. Each House has House Leaders, Captains and Vice-Captains. Every pupil from Grade 1 to Grade 12 and staff is assigned to a House, with siblings placed in the same House to foster family loyalty. The House system complements academic life by encouraging a wide range of disciplines within a competitive environment, and house points accumulate throughout the year to crown a Champion; the approach aligns with IB values driving the school ethos.
The school operates as part of the WES International Community and is associated with the WES Group (info.cwa@wes-group.org). The campus is located at No. 8 Dongyi Road, Changsha Economic and Technological Development Zone, Hunan Province, China.
Changsha WES Academy uses a staged, internationally oriented curriculum across Early Years, Primary, Lower Secondary and High School. The Early Years segment runs Pre-Nursery, Nursery and Pre-Kindergarten under EYFS, while Kindergarten follows the Cambridge Primary curriculum, with all stages aligned to the IB framework. The Primary Years Programme (PYP) runs from Grade 1 to Grade 5, blending the Cambridge Primary Curriculum with the IB framework; core subjects English, Mathematics and Science follow Cambridge, with weekly instruction in English and Chinese. Lower Secondary (Grades 6-8) follows the Cambridge Lower Secondary Curriculum for English, Mathematics, Science and Global Perspectives, with a timetable including Art, Music, Physical Education, Dance, Drama and ICT, and two English strands: Mainstream and EAL. High School (Grades 9-12) offers IGCSE in 9-10, and A-Levels, IBDP, or IBCP in 11-12, with detailed subject options such as Biology, Chemistry, Physics, Mathematics and Computer Science for A-Levels and a six-subject IBDP program; IBCP is a vocational pathway. Specialist classes include Physical Education, Dance, Music, Visual Arts and ICT across stages.
The Early Years curriculum focuses on developing social-emotional understanding as part of its core aims. The program aims to help children think critically, solve problems, and express creativity within a nurturing, stimulating environment. The school's mission states an aim to cultivate responsible, curious, respectful, and reflective individuals and to support a balanced lifestyle with opportunities for service-learning experiences. A House system further supports SEL by creating a sense of belonging, leadership roles, and healthy inter-house competition aligned with IB values.
The school does not publicly disclose information regarding Special Educational Needs (SEN) provision or whether it operates as a specialist SEN institution.
The school describes English as the language of instruction and provides weekly language instruction in English and Chinese in the Early Years, indicating bilingual language support. There is no explicit, publicly posted, dedicated EAL programme or EAL staff description on accessible pages. The bilingual language arrangements are evident in the Early Years section, which notes weekly language instruction in English and Chinese. This suggests language-support approaches but without a separately named EAL service.
Mental wellbeing is addressed through SEL-related elements such as social-emotional learning, a nurturing environment, and a balanced lifestyle emphasis in the school's mission. The House system and IB-aligned values contribute to a sense of belonging and community, supporting students' emotional and social wellbeing. The mission also emphasizes a balanced lifestyle and service-learning, which contribute to holistic wellbeing.
The school maintains safeguarding documents, including a Child Protection policy and a Board Policy Manual, listed under WES Policies with November 2024 dates. The policies page confirms the existence of these documents and their November 2024 updates, indicating formal safeguarding and child protection provisions. Specific policy content is not publicly posted on accessible pages, but the existence of these documents demonstrates a formal safeguarding framework.
The admissions process starts with collecting the student's basic information. Admissions staff review the student's academic background and personal details. They assess the student's circumstances and strengths to tailor an approach. A preliminary higher-education plan is drafted that outlines potential pathways for the student.
WES Academy does not publish a school-based scholarship program in its admissions materials.
There is no published information about a waitlist or pool system for admissions.
Nanjing International School is located at Xue Heng Lu 8, Xian Lin University City, in the Qi Xia District of Nanjing, PRC 210023. The campus sits in Xianlin University City, across from international restaurants and nearby residential areas. The school occupies a large, purpose-built site of about 80,620 square metres and holds LEED Silver certification.
NIS offers Pre-K to 12 education within an IB Continuum. The Primary School covers Pre-K to Grade 5 and the Secondary School covers Grades 6 to 12.
NIS is co-educational and operates as a fully inclusive, non-profit international school. It is an IB World School offering the full IB continuum (PYP, MYP, DP).
The Learning Support Services (LSS) team comprises four specialists who work with classroom teachers to provide targeted interventions, accommodations, and individualized learning plans. English Language Support and Counselling are also available to support learners with diverse needs.
There is no formal country affiliation.
NIS has no religious affiliation.
Early Years follow a full-day schedule with a start at 8:00 a.m. and a finish at 3:00 p.m. Primary School schedules are issued by the homeroom teacher, and Secondary timetables are managed by the school leadership as part of the IB continuum.
Bus transport is provided through HomeCaught to cover routes serving most international compounds in Nanjing. Buses are supervised, GPS-tracked, and driven by trained staff; parents pay the bus fees and coordinate with a dedicated buses manager for pickups and drop-offs.
Students in Grades 1-12 have options from Western Grill, Asian Station, Salad Bar, and Sandwich Bar, with Vegetarian and Daily Special choices. Snacks are served at the Deli, with seating on the ground floor and mezzanine. All dining options are provided and managed by AdenEdge, a branch of Aden Group, and NIS is a nut-free and single-use plastics-free campus.
The school has a house system with three houses: Taiping, WuTaiShan, and XuanWu. Members include students, parents, and staff; inter-house competitions are held throughout the year, and the house with the most points is awarded the house shield.
The school is a not-for-profit, independent institution owned 100% by its parent community. It is governed by a volunteer board of elected trustees drawn from parents, staff and the NIS community, which sets policy and oversees strategic direction and financial stability. The Association of NIS includes all parents and board members; an Annual General Meeting is held each September to review the year and approve plans and budget.
Nanjing International School (NIS) is an IB World School offering an IB Continuum Pre-K to 12 curriculum. The IB programmes at NIS are PYP for Pre-K to Grade 5, MYP for Grades 6–10, and DP for Grades 11–12. The PYP focuses on the development of the whole child through transdisciplinary inquiry, while the MYP includes service learning as a core element. The Diploma Programme lasts two years (Grades 11–12) and comprises six subject groups plus the DP Core (Theory of Knowledge and the Extended Essay); the school also recognises a Global Citizen Diploma for activities beyond academics. English is the language of instruction; language offerings include a German Mother Tongue programme and IB-integrated language courses. NIS emphasises inquiry-based, student-centred learning with inclusive practices and provides university counselling to support DP students.
Nanjing International School supports Social and Emotional Learning (SEL) through a proactive, school‑wide Counselling programme that addresses both academic and social‑emotional development from Pre‑K to Grade 12. The University Counselling Programme focuses on overall personal development and wellness as part of student wellbeing. The Learning Support Services team provides targeted support to students and collaborates with families on individualized learning plans. The English Language Learning (ELL) team provides targeted language support across the school, and in Primary, ELL teachers are integrated into classrooms to support English acquisition within the regular learning environment. The JEDI initiative—Justice, Equity, Diversity and Inclusion—underpins everyday practices and aims to build a sense of belonging and remove barriers to learning.
Nanjing International School describes itself as an inclusive learning community and states it accepts students with mild to moderate support needs. A Learning Support Services team comprises specialists who work across the school to provide targeted support to students and to develop individualized learning plans. English Language Support (ELL) is provided by a dedicated team of specialists who support English language learners across the school; in Primary, ELL teachers are embedded in classrooms. Counselling supports the whole child's academic and social‑emotional development, complementing other supports for learners with additional needs. The school emphasizes removing barriers to access as part of its inclusion approach.
English Language Support (ELL) is provided by a team of specialists who work across the school to provide targeted support for English language learners. In Primary, ELL teachers are integrated into classrooms, supporting English acquisition within the context of the regular learning environment. This arrangement reflects the school's inclusive approach to language development within mainstream classes. The ELL provision is part of the broader inclusion framework described on the Inclusion pages.
The Counselling programme is proactive and focuses on the academic and social‑emotional development of the whole child from Pre‑K to Grade 12, and the University Counselling Programme emphasizes overall personal development and wellness. Counselling services are designed to support students' mental wellbeing as part of their holistic education. The inclusion framework and JEDI ethos reinforce a supportive sense of belonging and relationships as foundational to wellbeing. These provisions operate in concert with Learning Support and ELL to support diverse learners.
Nanjing International School prioritises Child Protection, with procedures based on the United Nations Convention on the Rights of the Child. Safeguarding provision is organized into Prevention, Operational, and Strategic components, including police checks for all employees, contractors, and volunteers; a Code of Conduct (English and Chinese) signed by staff; and clear reporting pathways for abuse or neglect. Visitors sign in and wear identification badges, and the Visitor's Code Conduct is enforced. A designated Child Protection Officer, Child Protection Team, and Child Response Team coordinate safeguarding across the school. The NIS Child Protection Policy and Procedures are available in English, Chinese, and Korean.
Step 1: Enquiry and/or school tour. Begin by making an enquiry or arranging a tour to learn about NIS and determine if the school fits your child's needs. Tours can be booked through the Book Tour option in the Admissions area, or you can contact the admissions team for more information. This step helps families decide whether to proceed with the online application. If you decide to move forward, you proceed to Step 2.
Step 2: Online application. The OpenApply online form is how your family introduces themselves to NIS. All applications are completed online, and each child requires a separate application. The system allows you to return to the application later, and all necessary supporting documents are uploaded during this process. Submitting an application does not guarantee acceptance.
Step 3: Admissions interview. After the online application and documents are received, the Admissions Team will schedule an interview to determine if NIS is a good fit for your family and your child's learning needs. The interview includes an in‑person session with your child, and they can ask questions about the school. Students in Grade 3 and above will be assessed on reading, writing, maths, and language during or after the interview, and initial online interviews may be conducted for families outside Nanjing; a second interview may be arranged if more information is needed.
Step 4: Assessment. Admissions testing is diagnostic and does not affect eligibility. All applicants for Grade 3 and above will take a MAP assessment to gauge maths and literacy against grade‑level standards. If English is not the home language, Grade 9 and above will take the WIDA English language test to determine if English Language Learning (ELL) support is needed.
Step 5: Interview with Principal. The Primary or Secondary Principal will meet with the family, and they may be accompanied by a Learning Support specialist if relevant. In Primary, the Deputy Primary Principal is also present. This interview provides a final opportunity to discuss learning needs and fit.
Step 6: Final decision. Following the Principal Interview, the Admissions Committee reviews the application package and interview results and makes a recommendation to the School Director, who makes all admissions decisions. Families are notified of the admissions decision through an OpenApply email generally within one week of the Principal Interview. Grades are then placed according to the school's guidelines: Primary (Early Years to Grade 5) and Secondary (Grade 6 to Grade 12) with age guidelines by August 31.
No discounts or scholarships are offered.
If a grade level reaches capacity, students are placed in a waiting pool (waitlist). The school operates a diversity policy, and the maximum number of any one nationality group at any grade level is 30%.
Utahloy International School Zengcheng (UISZ) is in Xiangshan Community, Zengliang Street, Zengcheng District, Guangzhou — the school's address is No.99 (also shown as No.957 in some older references) Guofeng 1st Street / Tashan Avenue, Zengcheng, postcode 511316. The campus sits in a large, lakeside/botanical setting in Sanjiang Town, about an hour from major cities in Guangdong and roughly two hours to Hong Kong by road, so commuting times can be significant depending on where you live.
UISZ runs a continuous programme from early years / kindergarten through to Year 12 (K–12). The school delivers the IB Primary Years Programme (PYP) in primary, the IB Middle Years Programme (MYP) in lower secondary, and the IB Diploma Programme (DP) in senior secondary; there is also an option to follow the Hong Kong Diploma of Secondary Education (HKDSE) in Years 11–12.
The school is co-educational and offers both day-school places and a residential (boarding) programme; the boarding community is known as Dragon House. UISZ is run by the Utahloy Education Foundation and operates as an international, English-medium school in China.
UISZ provides Student Support Services including English-as-an-Additional-Language (EAL/EALL), Special Educational Needs (SEN) support, and counselling; the school describes itself as inclusive and aims to provide individualised support within its resources. The admissions guidance asks parents to declare diagnosed learning needs and supply supporting reports so the school can assess whether it can meet a child's needs.
The school is based in Guangzhou, China, and is part of the Utahloy Education Foundation (UEF) group; it is not affiliated to a foreign government or single-country education system.
UISZ is secular (no religious affiliation).
Lesson time generally starts in the early morning (school communications reference activities around 8:15–8:30) and the school day finishes in the mid‑afternoon (third‑party listings typically show finish times around 15:20–15:35). There are the usual morning break(s) and a lunch period; exact start/finish times and daily schedules vary by year group, so check with Admissions for the current term timetable.
Utahloy operates an optional two‑way school-bus service that covers routes for Guangzhou and the surrounding districts (zones that include parts of Zengcheng), with licensed buses, drivers and bus assistants reported in school information. UISZ posts about regular bus safety drills, and the broader Utahloy schools use a bookings/management system (SchoolsBuddy) for routes and late‑bus arrangements — contact admissions/transport if your compound or neighbourhood is not listed, as new routes are sometimes added.
Utahloy International School Zengcheng delivers a full International Baccalaureate (IB) continuum—IB Early Years, the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP)—and also offers a two‑year Hong Kong DSE senior route. The PYP is taught from Early Years (K3) through Year 5 with a transdisciplinary Programme of Inquiry (K3–Year 5: four units in Kindergarten, six units in other years). The MYP is provided through Years 6–10 (students study eight subject areas including languages, sciences, maths, arts and design) and culminates in Year‑10 eAssessments for the IB MYP Certificate. The DP is offered in Years 11–12 with the standard six subject groups, three Higher/three Standard Level courses and the core components (Theory of Knowledge, Extended Essay and CAS) for university preparation. As an alternative senior pathway, the HKDSE programme runs two years of full‑time senior secondary study with a 4+2+1 structure (four core subjects, two electives from specified options, plus Physical Education). The wider curriculum scope includes English as an Additional Language (EAL), modern languages and mother‑tongue support, technology and learning support services.
Utahloy Zengcheng describes Social-Emotional Learning (SEL) as part of its Student Support Services and says the school's counsellor delivers SEL content and life-skills education in the curriculum. The site refers to PSPE (personal, social, and physical education) lessons in primary and life-skills programmes in secondary that cover safeguarding and student awareness. The school states counselling is used to help students develop strategies to manage social and emotional challenges. Parents, teachers and specialists are described as collaborating through regular meetings to monitor social-emotional progress. (Sources: school Student Support Services and Counselling pages).
The school states it is an inclusive school and that its Learning Support provision supports students with social, emotional, behavioural or physical/medical needs. UISZ reports having an SEN coordinator who develops targeted interventions and uses measures such as small-group interventions and Behaviour Support Plans (BSPs) where needed. The site describes a multi-tiered Student Support Services model and collaboration with external experts when additional expertise is required. The school does not present itself as a specialist SEN institution; its materials describe mainstream inclusion within school resources rather than specialist-only provision. (Sources: Student Support Services and Counselling pages).
UISZ publishes an EAL programme that uses an internationally recognised placement test on entry and organises English Language Acquisition into six phases (students may enter at any phase based on placement). The school provides three hours per week of Academic Skills classes to support academic language development and embeds grammar, vocabulary and cultural content in contextualised units. To maintain inclusion, the school combines differentiated instruction across subjects with a Structured English Immersion (SEI) model in Sciences and Humanities and focused small-group EAL lessons. The site also notes an EAL coordinator who designs immersive language programmes. (Source: EAL programme page; Student Support Services news).
The school states it offers confidential individual and group counselling delivered by a trained counsellor who consults with parents, teachers and administrators to support students' personal and social development. Counselling is presented as part of broader Student Support Services and is used to help students develop coping strategies and resilience. Year-level guidance and university/career counselling are also described for older students as part of pastoral provision. The school notes collaboration with external specialists when extra support is needed. (Sources: Counsellor & Learning Support Services page; Student Support Services news).
UISZ publishes a Child Protection & Safeguarding page that says child welfare is the school's first priority and that its policy is aligned with PRC laws and international definitions (WHO, UNCRC referenced). The school lists safeguarding measures including a clear child protection policy, designated Child Protection Officers, a staff Code of Conduct, criminal background checks for staff and volunteers, a designated teacher response team, and annual staff training on child protection procedures. The site also describes PSPE and life-skills lessons aimed at helping students understand safeguarding issues and school procedures. Reporting procedures and cooperation with relevant authorities are cited as part of the school's responsibilities. (Source: Child Protection & Safeguarding page).
1. Prepare to apply — Confirm eligibility and gather documents. UISZ accepts only students holding valid foreign passports or residents of Hong Kong, Macau, or Taiwan; children holding PRC passports are not eligible to enrol. Parents should assemble the required documents before starting the online application: passports and residency documentation for parents and the student, the student's birth certificate, a passport photo, at least two years of school reports (with verified English translations if needed), a recent vaccination record, and any learning‑support or medical reports if applicable. Having these ready avoids delays, because the Admissions Office requires uploads during the application and may not process incomplete submissions.
2. Submit the online application (OpenApply) and pay the application fee. Applications are submitted through the school's OpenApply portal; within the portal you will upload the documents listed above and request a confidential reference from the student's most recent teacher or principal (for Years 1–12). The non‑refundable application fee is RMB 2,000 and the school will not process the application without this payment; families who are currently outside mainland China may submit passport copies first and supply visa/residence permits later. Depending on the student's age and prior English experience, the school may require an English assessment as part of the application; after submission the Admissions Office schedules an interview with the Head of Division.
3. Admissions review — school assesses fit and capacity. Admission decisions are made by school leaders (Head of Division, Head of Admissions, and Head of School) based on whether the student can benefit from UISZ's programmes, the school's capacity to meet the student's needs, results of any assessments, references, and the availability of places. The school is inclusive and aims to support English Language Learners and students with mild learning needs, but may decline admission where it judges enrolment would not be in the best interests of the student or school (for example serious past disciplinary expulsions or lack of appropriate documentation). Parents should be prepared to provide clear academic records and, when relevant, detailed learning‑support documentation so the school can evaluate capacity to meet needs.
4. Admissions response and wait pool. After review you will receive a formal admissions response: an offer will be accompanied by an official enrolment letter and a debit note listing payment deadlines required to secure the place. If the year level applied for is full, UISZ may place the child in a wait pool (referred to on the site as a “wait pool”); if a space becomes available the Admissions Office will contact parents to discuss the enrollment timeline. If denied, the school will issue a formal letter explaining the reasons for refusal. Parents should act promptly on any debit note to secure a place and confirm timelines for deposit and tuition payment.
5. Confirm enrolment and pay tuition (timing, inclusions, and discounts). Tuition is charged either annually or by semester; day tuition is stated as inclusive of meals, textbooks, after‑school activities and a contribution towards field trips. UISZ's published tuition schedule includes specific per‑year/grade fees for the 2025–26 academic year and the school offers a 5% discount for full‑year payments made in advance before the specified deadline (May 1, 2025 for the 2025–26 schedule). Parents should review the exact annual or semester amounts for their child's year group (these are listed in the school's tuition charts) and check the payment deadlines on the enrolment debit note.
6. Boarding, transport, sibling bursary and other levies. Boarding is charged separately (rates shown for 5‑day and 7‑day boarding, plus daily flexi options); transportation is optional and charged by zone for day and 5‑day boarders (the transport levy is subsidised by the school). UISZ also publishes a sibling bursary that applies to the second and subsequent concurrently enrolled children (the bursary applies to basic tuition only and excludes boarding, transport and other fees). Parents planning boarding, school transport or multiple children at UISZ should budget for these additional fees and confirm exact amounts and payment schedules on the school's fee tables and the enrolment documents.
UISZ operates a time‑limited scholarship programme (published for the 2025–2026 academic year) with separate application windows and award types for current students and new starters. For current students the application period shown is May 1–May 31, 2025; for new starters it is May 1–July 31, 2025. Awards are given in categories such as Academic Excellence, Artistic Excellence, Athletic Excellence and Community Engagement; prize levels and quantities are published for IB (MYP/DP/PYP) and DSE programmes — examples from the 2025–26 announcement include first, second and third prizes with amounts such as RMB 60,000 (first prize for selected MYP/DP students), RMB 30,000 (second prize), and RMB 20,000 (third prize) for current students, and for new starters awards that can include half or full tuition fee awards or cash amounts depending on programme and prize ranking (the scholarship posters list programme‑specific prizes for IB and DSE). Applications require academic evidence (transcripts from the past two years), a personal statement, and shortlisted applicants will have a final student interview conducted in English; DP and MYP eligibility minimum averages are specified on the announcement (for example minimum average DP 4.5, MYP 5.0 as shown for the 2025–26 cycle). All awards published for 2025–26 are single‑year awards and subject to the school's interview and selection process. Parents should refer to the scholarship announcement and contact admissions@uiszc.org with questions or to confirm current scholarship availability and application deadlines in future years.
Yes — UISZ uses a wait pool system (the website refers to a “wait pool” rather than a formal numbered waitlist). When a year level has reached capacity, students who meet the admissions criteria may be placed in the wait pool for future consideration; the Admissions Office will contact parents if a space becomes available and discuss the enrolment timeline. Parents should note that placement in the wait pool does not guarantee a later offer, and the school's decision to offer a place will depend on capacity and the school's assessment of fit at the time a vacancy arises. For precise position or timing questions, contact admissions@uiszc.org or the Admissions Office directly.
WISS is in the western suburbs of Shanghai (Xujing Town, Qingpu District) at 555 Lian Min Road, Shanghai 201702. The campus is in a suburban residential area and is reachable by car and the school's bus network that covers major housing areas in the city. If you are relocating, note the school is outside central Shanghai so commute times depend on where you live; many families use the school bus or private car transport.
WISS covers early years through secondary: Lower Elementary (ages ~2.5–5), Elementary (Grades 1–5) and Secondary (Grades 6–12). The school delivers the full International Baccalaureate continuum.
WISS is a co‑educational day school offering the full IB continuum (PYP, MYP, DP and the Career‑related Programme). The school does not advertise boarding facilities; provision is for day students.
WISS operates a Student Support Services team that creates individualized support pathways (academic and social‑emotional) rather than offering formal diagnoses. Support focuses by division (language/motor/sensory in early years; literacy, numeracy and attention skills in Elementary; and study/organisation skills in Secondary). Parents should discuss specific needs with admissions and the Student Support team to confirm available services for a child.
WISS describes itself as an international school and states it is not aligned to any single national curriculum or country. Its programmes are based on the International Baccalaureate framework.
The school does not state any religious affiliation and presents itself as a non‑religious international school.
According to the school's Secondary student handbook (published material), the typical student day is Monday–Friday 8:30 a.m. to 3:20 p.m., with students asked to arrive by about 8:20 a.m.; campus hours are noted as roughly 8:00 a.m.–3:20 p.m. Division‑specific break and lunch times can vary, so confirm current bell times with admissions.
WISS operates its own branded bus service (fleet of 30+ buses) offering door‑to‑door routes that cover major residential areas; the service is available for children aged about 2.5 years and above. Buses are fitted with safety features (three‑point seatbelts, security cameras, AQI monitoring, emergency exits) and are staffed by trained drivers and on‑board monitors. Families can also drop children by car; contact the school for route availability, stop locations and fees.
Western International School of Shanghai is an IB World School delivering the full IB continuum: Primary Years (PYP), Middle Years (MYP), Diploma (DP) and Career-related (CP) Programmes. Pre‑Nursery through Grade 5 follow the inquiry‑based IB PYP with transdisciplinary Units of Inquiry and integrated English and Chinese language pathways. Grades 6–10 follow the IB MYP framework, alongside a staged Chinese language programme that includes Chinese Language & Literature options at secondary levels. Grades 11–12 offer the IB Diploma Programme and the IB Career‑related Programme as senior‑school qualifications. The academic programme is delivered alongside specialist arts and sports, mandatory afternoon activities for younger students, and community‑service learning, which WISS identifies as four pillars of its curriculum.
WISS states that social‑emotional learning (SEL) is embedded across the curriculum and all IB programmes. It is delivered through Advisory programmes, Life Skills, Social Skills lessons and Personal, Social & Health Education (PSHE), and through explicit Approaches to Learning skills. The Student Support Services Team provides proactive and reactive individual and group interventions that target routines, social‑skills activities, study habits, life skills and personal growth. School counsellors are listed as addressing emotional regulation, decision‑making, healthy relationships, identity and diversity (including affective/sexual education). SEL is also reinforced through after‑school activities that provide leadership, teamwork and empathy opportunities.
WISS describes a formal Student Support Services framework that provides academic and social‑emotional support through individualized support pathways designed and implemented by faculty. The school explicitly states it does not diagnose or label students and focuses on classroom‑based practices and strategies rather than on formal diagnoses. Support examples given include Lower Elementary work on language development, communication, motor and sensory development; Elementary support for writing, reading, mathematical processing, following instructions and attention; and Secondary support for organisation, study habits and time management. The admissions/application guidance asks families to provide relevant educational or medical evaluations, IEPs or other reports when applicable. WISS does not present itself as a specialist SEN institution; its published material describes in‑school learning support rather than specialist external provision.
WISS includes English as an Additional Language (EAL) support as part of its provision and notes EAL support is included in tuition‑fee inclusions. The Elementary programme states students new to English are supported five days a week through an "English for Beginners" programme, and the school describes translanguaging and honoring students' first languages. The Secondary overview highlights a range of language acquisition options and phases to support language development at older ages. The admissions pages note applicants are evaluated for English speaking, reading and writing ability and that Secondary entrants must have a level of English sufficient to access the curriculum. Overall, the school's public pages describe staged EAL support across Early Years, Primary and Secondary.
WISS publishes that it operates three on‑site nurse stations and a qualified nursing team to provide first aid, minor‑injury care and emergency response while on campus. The school also says its Student Support Services Team provides counselling services for social, emotional and academic development. The SEL guidance and news material state that school counsellors address emotional regulation, decision‑making, identity, relationships and related wellbeing topics. Parents are asked to disclose health or medical matters so medical action plans can be prepared when needed. WISS describes student wellbeing support as a mix of on‑site health care, counselling and targeted interventions delivered by the Student Support Services Team.
WISS states it "fully recognizes its moral and statutory responsibility to safeguard and promote the welfare of all children" and refers readers to its Safeguarding Policy for details. The Health & Safety information describes campus security measures (24‑hour licensed security, perimeter fencing, CCTV, visitor registration) and regular emergency drills. The site also documents that Student Support Services contributes to students' welfare through academic and social‑emotional support pathways. Application guidance requests medical and evaluation documents so the school can create appropriate plans for students with health or learning needs. For full details the school directs readers to its publicly posted Safeguarding Policy on the WISS site.
1. Start an online application (OpenApply). Create an account and submit the WISS Online Application Form via the school's "Apply Now" link; this is the formal start of the review process and parents should expect to upload documents and receive an invoice after submission. The site and application portal are the official route for all applications.
2. Prepare and upload required documents. WISS requires a set of personal, academic and supporting documents (examples: student birth certificate, copies of student and parent passports, Shanghai residence permit or visa documentation, ID-style photos, medical and immunisation records), plus school reports and teacher/principal recommendation forms; grade-specific report history is requested (for example: PK–K: current year report; Grades 1–8: current and previous year; Grades 9–10: two previous years; Grades 11–12: records from Grade 9 onward). Certified English translations are required for any reports not in English. Parents should check the document checklist in the online application so nothing delays review.
3. Arrange recommendations and book assessment / interview. After you submit documents, request confidential principal/teacher recommendation forms (Admissions will share the secure link) and then speak with your assigned Admissions Officer to schedule the admissions assessment, an academic interview for the student, and a family introduction meeting; these are all part of the school's evaluation process. For non-native English speakers, expect an English language assessment to confirm placement and support needs. Timing for assessments will be coordinated with Admissions—plan for scheduling delays if you are relocating.
4. Pay the non-refundable Application Fee and await decision paperwork. Once the online application is received you will be invoiced for the Application Fee (listed as RMB 2,500 for the academic year shown on the site); the application will not be considered complete until payment is confirmed. If the school issues an Offer of Placement, new families are required to pay the Placement Fee within five days to confirm the seat; note that the Placement Fee is offset against tuition once the student starts but payment alone does not guarantee placement until all admissions conditions are satisfied. Check the Tuition & Fees / Tuition Policy document for exact amounts, deadlines and refund terms before you pay.
5. Offer, placement and invoicing (acceptance / enrollment). If offered a place you will receive an Offer of Placement and the school will issue invoices (tuition, capital fee, bus if requested, etc.); the Placement Fee secures your place on acceptance but full tuition and any required upfront fees must be paid by the stated deadlines or at least five days before the student's first day if joining mid-year. Students are not permitted to attend classes until required fees are settled. If you expect a company or third party to pay, parents remain ultimately responsible for ensuring fees are paid on time.
6. Mid-year entry and pro‑rata billing; re-enrolment. WISS operates rolling admissions (it accepts applications throughout the year) and tuition for mid-year starts is calculated on a monthly pro‑rata basis and includes the month the student begins; re-enrolling families must follow the re-enrollment instructions and settle the placement/re-enrollment fee during the stated re-enrollment period. Confirm the semester payment deadlines (Semester 1: May 15; Semester 2: November 1) and any early‑payment discount dates if you plan annual vs semester billing.
7. Final steps: school start, practical arrangements and support planning. Before arrival, complete any required transportation or meal forms (if using the bus or school meals), submit medical/immunisation forms, and confirm device (BYOD) requirements by grade (for example: Grades 2–5 iPad; Grades 6–12 laptop/iPad). If the student has learning needs, upload relevant evaluations or IEPs during application so Student Support Services can plan appropriate support. Keep the Admissions Officer's contact details handy for questions and to confirm start logistics.
WISS operates a merit-based scholarship programme covering several categories (Academics, Sports, Arts, Community Service, Entrepreneurship/Innovation) and scholarships can provide full or partial coverage of annual tuition; the programme emphasises both the award and the student's ongoing contribution in their area of strength. The published scholarship application sequence requires families to complete the normal WISS admissions process first (or start at step 2 if the student is already enrolled), then complete the scholarship application form, submit supporting documentary evidence (pdf), submit a student essay, and return the application by the stated deadline; shortlisted candidates are invited to a final interview with the Scholarship Committee. Scholarship recipients must meet ongoing conditions: maintain high academic standards (the site specifies a minimum equivalent of a 6/7 on the IB scale where applicable), uphold standards of academic honesty and character, and the school may withdraw the scholarship for serious violations. Important practical detail: scholarship awardees are still responsible for paying certain fees (the school explicitly states recipients must still pay the Application Fee, Capital Fee, Transportation Fee and fees for after‑school activities and trips). If you are considering applying, download the WISS Scholarship Pack from the school site and contact the Scholarship Committee or Admissions for application deadlines and the current scholarship schedule.
WISS does not publish a separate public "waitlist" or central pool policy on its admissions pages. The school states it operates rolling admissions and uses a Placement Fee to secure an offered place; the published Tuition & Fees / Tuition Policy also notes that payment of the Placement Fee will not, by itself, guarantee a placement unless all admissions and entry requirements have been met. Because there is no formal waitlist text on the public site, families concerned about seat availability should contact Admissions directly (the site provides admissions contact details) and ask whether a place can be held, whether the school is operating an internal waiting list for a specific grade, or what the local practice is for managing oversubscription.
Campus address: 301 Zhujian Road, Minhang District, Shanghai (201106). The school is in Minhang, a residential/urban district of Shanghai; it's primarily reached by private car or by the SSIS school-bus network that serves many neighbourhoods around the city.
SSIS is a K–12 school with three main divisions: Preschool (Early Years), Primary School and Senior School. The senior pathway includes IGCSE preparation and the IB Diploma for upper secondary students (the school serves ages roughly 2–18).
SSIS is a co-educational day school for expatriate students (no boarding provision). Official IB listing notes gender as co-educational and boarding status as day.
The Student Services team provides Academic Learning Support (personalised learning plans, small-group and one-to-one interventions and exam accommodations), English Language Acquisition support, and social–emotional counselling; the school describes collaborative, integrated support across divisions.
The school does not indicate a formal national or governmental affiliation. Its programmes explicitly include a Singapore curriculum pathway alongside Cambridge/IGCSE and the IB Diploma.
No religious affiliation is stated on the school website (SSIS presents itself as an international, secular K–12 school).
Published secondary sources list a typical school day of about 8:30 am to 3:30 pm for students; after-school activities run later (SSIS's ASP sessions and related bus runs extend to around 5:00 pm). Parents should confirm exact daily timings with admissions, as timetables can vary by division and year.
SSIS runs an optional, school-managed bus service in partnership with professional bus companies. The fleet is described as more than 70 buses equipped with CCTV, GPS tracking and first-aid supplies; each bus has a trained monitor. Routes cover roughly 300 neighbourhoods across 11 Shanghai districts, and SSIS provides free ASP (after-school programme) drop-offs to a set of locations. For route maps, schedules and booking you should consult the school's bus pages or contact Admissions.
The school has a uniform policy. Shanghai Xinxinle Dress Co., Ltd is contracted as the uniform vendor, and uniforms are ordered online with delivery to home addresses. The Sabres Store on campus provides sizing and fittings.
The school provides catering with an in-house kitchen and publishes weekly menus planned by the Head Chef, including options across Chinese, Western, Japanese, Korean, and Southeast Asian cuisines. Produce mainly comes from Mahota Farm on Chongming Island, with other licensed suppliers; vegetarian meals and dietary accommodations are available. Food samples are retained for 48 hours and the kitchen is regularly inspected to ensure safety and compliance.
The school uses a House System with four houses: Ruby, Amber, Pearl, and Sapphire. All students and staff belong to a House and remain in the same House through their SSIS journey, including younger siblings. House activities include sports, music, debating and other competitions, with House points tallied to determine an annual Championship.
SSIS was founded and invested by Prime Group International. The Core Leadership Team leads the school, guiding curriculum development and daily operations.
SSIS operates a K–12 pathway: Preschool (Pre‑Nursery–Kindergarten 2), Primary (Grades 1–6), Lower Secondary (Grades 7–8), a two‑year IGCSE course for Grades 9–10, and a two‑year IB Diploma for Grades 11–12. The Preschool programme aligns with Singapore's Nurturing Early Learners framework, and the Primary curriculum draws on Singapore Math and Science together with Cambridge Primary English. Lower Secondary follows the Cambridge Lower Secondary programme to prepare students for the IGCSE years, which in turn lead into the IB Diploma in Senior School. Chinese language and culture are taught across all stages with banded Advanced/Standard/Foundation classes from Grade 1, immersive culture lessons, and options to take Chinese at IGCSE and within the IB Diploma. The academic programme is complemented by structured co‑curricular activities (CCA/ASP) and specialist sports and arts offerings—examples include formal after‑school clubs as well as school programmes in golf and swimming.
SSIS states that its Student Services Team has prioritised an enhanced Social-Emotional Learning (SEL) programme and embeds SEL across all divisions. The school references use of recognised SEL frameworks (including links to Harmony and ISCA materials) and describes Primary Pastoral Care lessons as opportunities for students to develop social and emotional skills. Counsellors and the Student Services team work with teachers to integrate SEL into curriculum lessons and run related parent workshops. These initiatives are described in school newsletters and the Student Services overview on the SSIS website.
SSIS describes Academic Learning Support within its Student Services provision, stating it offers personalised learning plans, differentiated instruction, small-group interventions, one-to-one mentoring and assistive technology to support students with diagnosed learning needs. The school's public pages list dedicated Learning Support staff and a Director of Student Services with qualifications and experience in Special Education, indicating an in‑school specialist team. SSIS also states that accommodations and modifications are available for assessments. The school's website does not enumerate specific diagnostic categories supported (for example dyslexia, autism spectrum disorder or ADHD) on its publicly available pages. SSIS is presented as a mainstream international school with in‑school learning support rather than as a specialist SEN institution.
SSIS publishes an English Language Acquisition (ELA) programme for Grade 1–6 and a Cambridge English programme, and describes ELA specialists who collaborate with classroom teachers to integrate language support across the curriculum. The school's tuition page lists a fee for the English Language Acquisition (ELA) Programme for Grades 1–6, confirming a formal, fee‑based ELA offering. The faculty directory also names an ELA Coordinator and ELA teachers, indicating staffed provision. These materials show SSIS publicly discloses active EAL/ELA support rather than no provision.
SSIS provides individual and group counselling through its Student Services Team and names counsellors assigned to different divisions on its site. The school states counsellors offer crisis intervention, pastoral care lessons, and work with teachers to embed wellbeing into the curriculum. SSIS newsletters and staff profiles describe parent workshops on topics such as executive functioning, supporting teenagers and home wellness tools. The Director of Student Services is presented as having responsibilities for wellbeing and inclusive practice. These counselling and wellbeing supports are described on the SSIS website.
SSIS states it has a Child Protection Policy, a Campus Safety Committee, and a zero‑tolerance position on bullying, neglect or any form of abuse. The school's public pages describe practical safeguarding measures including staff safety training (first aid/CPR/AED), visitor ID procedures, segregated toilets, and strict student‑release processes. Pastoral Care lessons are identified as part of students' education about personal boundaries and safety. SSIS indicates these child protection procedures are communicated to staff and parents and provides contact points on its website for enquiries. For the full policy text and procedural detail the school directs readers to its Child Protection Policy and school contacts.
1. Create an OpenApply account. SSIS requires every applicant to register an OpenApply account before submitting an application or signing up for an Open Morning; this account is how the school sends all application notifications. Parents should register on SSIS's OpenApply link and keep the account login details and email address current because the admissions team uses it for test schedules, invoices and final offers.
2. Complete and submit required documents via OpenApply. The school lists specific document sets depending on the applicant's family status (for example: expatriate families, Hong Kong/Macau/Taiwan citizens, children born in foreign countries to Chinese citizens, and families with SHMEC approvals), and documents must be translated into English or Chinese by an authorised translation company. Bring original documents to the Admissions Office for verification on the day of the Admissions Assessment; common items include the SSIS Registration Kit, Code of Conduct (G1+), Confidential Recommendation (G1+), birth certificate, vaccination record, latest school report and parent residency/employment paperwork. Review the document checklist carefully because omissions will delay processing.
3. Pay the application fee (and note its timing and refund rule). After you submit documents you will receive a proforma invoice from SSIS Finance; the application fee must be paid at least five working days before the scheduled Admissions Assessment. The SSIS tuition-and-fees page lists the Application Fee for AY2025/2026 as 2,500 (amounts published by the school) and states the fee is non‑refundable and valid only for the applying school year — plan to submit payment promptly using the accepted methods (bank transfer or on‑site by card/cash). Keep the bank receipt or card payment confirmation; the admissions office will require proof on occasion.
4. Attend the Admissions Assessment. All applicants must complete an Admissions Assessment; once SSIS has a complete application they will contact you with the assessment date and details. Register for a test date through the Admissions Test page (the form asks for applicant name, passport, DOB, grade applied and preferred test date); parents should arrive on campus prepared to show originals and arrive early so the child can settle — the school provides test dates and registration instructions via OpenApply or the Admissions Test form. If your child requires language support or special arrangements, contact admissions in advance to discuss accommodations.
5. Receive outcome and pay the matriculation (registration) fee. Successful applicants receive an SSIS Admissions Notification; once you receive the notification you must pay the Matriculation Fee within five working days to confirm the place. For AY2025/2026 the Matriculation Fee is shown as 20,000 on the SSIS fees page and is described as non‑refundable and not applicable against tuition — budget for this payment and retain the confirmation for school records.
6. Complete enrolment payments and service selections. After place confirmation you will be invoiced for tuition and any optional services (examples published for AY2025/2026: annual tuition by grade, the ELA programme, and school bus fees). Tuition amounts published by SSIS for AY2025/2026 are shown on the school site by grade band (examples: Pre‑N to K2 ≈ 200,000; Grade 1–6 ≈ 260,000; Grade 11–12 ≈ 300,000) and the ELA programme (Grade 1–6) and bus fees are listed as separate charges — check the Registration Pack download for payment deadlines, instalment options and refund/withdrawal policies. Confirm preferred services (bus route, ELA enrolment) before the school start date because some services require full pre‑payment.
7. Practical notes and contact details. Keep copies of all submissions and receipts, and check OpenApply frequently for messages from SSIS during the process.
Historic scholarship programmes and current status: SSIS has run scholarship programmes in the past and published details in a school news update (posted April 23, 2020) that described three scholarship types — IBDP scholarships (two tiers: an ‘Excellence' award covering 100% of tuition and a ‘Merit' award covering 50% tuition for the two‑year IB Diploma intake) and Aesthetics and Athletics awards (each described as covering 50% tuition with annual renewal conditions). The 2020 news post also described an application process that included submission of papers, interview by a scholarship committee, specific eligibility by grade band and published deadlines for that year. Because the SSIS Scholarships page currently shows a placeholder message (“Stay tuned for more info on scholarships”), these published 2019/2020 details should be treated as historical and subject to change. For current scholarship availability, eligibility criteria, application forms and deadlines contact scholarships@ssis.asia or the Admissions Office — they can confirm whether the IBDP, Aesthetics or Athletics scholarships (or any other financial assistance) are being offered for the intake year you are applying to. Additionally, SSIS lists a School Services Request form that references a Financial Assistance Scheme (FAS); if you need need‑based support or formal financial‑assistance information, request the school's FAS documentation directly.
SSIS does not publish a public waitlist or central ‘pool' policy on its website pages for admissions; the admissions pages and the online admissions sections do not describe an open waiting-list procedure. Because many international schools manage places internally (for example holding offers, running year‑level capacity checks, or placing applicants ‘on hold' when classes are full) the most reliable way to learn current availability or whether you would be placed on a waitlist is to contact the Admissions Office directly (admission@ssis.asia, +86 21 6221 9288 or the enquiry form on the SSIS site). If you need a formal waitlist status for planning (work visas, housing, or timing) ask the admissions officer to confirm in writing whether a place is available or if your application will be held on a waiting list and what position or expected timeframe applies.
