Compare French Curriculum International Schools in China

EFIW is based on the Wuhan International Educational Center / Campus International (Bo Xue Lu / Boxue Road) in the Wuhan Economic & Technological Development Zone (WEDZ), Hanyang. The school shares a purpose‑built international campus with Wuhan Yangtze International School (WYIS), which is useful for families wanting a single campus community.

EFIW offers the French national curriculum from maternelle (nursery/kindergarten) through élémentaire (primary), collège (lower secondary) and lycée (upper secondary). The site describes preparation through to the baccalauréat.

EFIW follows the French national (AEFE) programme and operates as a day school on the international campus; no boarding facilities are mentioned on the school pages. The school works in partnership with WYIS for on‑campus delivery of the programme.

The website states EFIW provides language support measures such as FLSco (Français Langue de Scolarisation) and EMILE (teaching subjects through a foreign language) and cites a CNED partnership, and it highlights small enrolment and individualised attention. The site does not detail specialized Special Educational Needs (SEN) services or a named SEN coordinator—prospective parents should contact the school directly for precise SEN provision and assessments.

EFIW is a French‑curriculum school: it is homologated by the French Ministry of Education and is part of the AEFE (Agence pour l'enseignement français à l'étranger) network.

The school presents itself as a secular French curriculum institution; no religious affiliation is indicated on the official site.

Classes run Monday to Friday starting at 08:00 with student arrival from 07:50. School ends at 15:20 on Monday, Tuesday, Thursday and Friday, and at 11:30 on Wednesday.

The EFIW website's practical information pages do not describe a school bus service, and WYIS (the on‑site partner school) does not publish a transportation schedule on its public pages either; there is no published bus route or provider listed. Families should contact EFIW (contact@efiwuhan.com or the phone number on the site) to confirm current daily transport options or whether WYIS transport can be used by EFIW students.

The school is administered by a parents' association that brings together all parents of pupils. Each year, the association elects at least three members to form the management committee, responsible for the proper functioning of the school. Since the Ordinary General Assembly on June 13, 2023, the bureau consists of President: Mr. Freddy Géhin; Treasurer: Mr. Jérémy Loste; Vice-Treasurer: Mr. Quentin Dufour; Secretary: Mr. Jan-Michael Albina. The management committee's primary mission is to ensure the school's sustainability and sound financial management and to maintain a stable, welcoming environment for the school community in line with the establishment's values and objectives.

École Française Internationale de Wuhan (EFIW) is an établissement homologué by the French Ministry of Education and part of the AEFE network, offering schooling from maternelle to lycée that follows the official French programmes.
Maternelle (TPS, PS, MS, GS) follows Cycle 1 with five core domains: language development, physical activity, artistic expression, early mathematical thinking (shapes, sizes, space, time) and discovering the world.
Elementary (CP–CM2, Cycles 2 and 3) covers the national curriculum in French language, mathematics, history‑geography and EMC, sciences and technology, English as a modern language, arts and physical education.
From collège (6ème–3ème) and lycée (Seconde–Terminale) EFIW delivers the official secondary programmes via the CNED with on‑site supervision; lycée pupils follow the general pathway (tronc commun and chosen spécialités) and are prepared for the French baccalauréat.
Throughout all stages the school operates a hybrid partnership with Wuhan Yangtze International School to provide integrated English, arts, sport and science lessons and offers multilingual support (French/English/Chinese) plus FLSco and EMILE arrangements for language needs.

The school describes a small, “bienveillant” learning environment with individualised support and an emphasis on students' personal development, which it presents as central to its approach. The website states that small class size and personalised follow-up allow each child to be known and supported. EFIW runs language-integration (FLSco) sessions and an EMILE inclusion programme with partner WYIS, both of which the school says foster confidence, cultural openness and adaptation. A named FLSco teacher is listed on the staff page, indicating dedicated personnel for part of this provision. Sources: school overview and parcours éducatifs pages.

The EFIW website does not publish a clear description of provision for students with special educational needs (SEN) or list which types of SEN it can support. The site highlights individualised follow-up because of the school's small size, but it does not present a specialist SEN programme or a detailed SEN policy in its public pages. For definitive information about SEN support and eligibility, the school provides contact details for enquiries. Sources: school overview, practical information/contact pages.

EFIW states it delivers a FLSco (Français Langue de Scolarisation) programme for non‑francophone pupils from maternelle to élémentaire, taught by a specialised teacher in small groups to build the language needed to access curriculum subjects. In addition, the partnership with Wuhan Yangtze International School (WYIS) gives pupils EMILE/immersion time (about 40% of the week) including ESL classes, which the school presents as supporting English acquisition and confidence. The staff list names an FLSco teacher, confirming dedicated personnel for language support. Sources: parcours éducatifs and staff/overview pages.

The school's published materials repeatedly refer to a “bienveillant” atmosphere, personalised accompaniment and the promotion of pupils' personal fulfilment, and the FLSco programme text explicitly says it promotes pupils' school well‑being. These statements indicate the school frames language support, small group work and a close teacher–family relationship as part of its approach to students' well‑being. The website does not publicly list specific external mental‑health services or a named school counsellor. For more detail on clinical or specialist support, the school's contact details are provided. Sources: school overview and parcours éducatifs pages; contact page.

The site publishes administrative documents (e.g. “Règlement intérieur”) and a “Protocole de protection en cas de pollution” under practical information, but it does not display a separate, detailed child‑protection or safeguarding policy on its public pages. The school provides contact details for enquiries and for requesting further documentation. If you need the school's formal safeguarding policy or designated child‑protection contacts, the practical information and contact pages indicate how to request these directly. Sources: practical information and contact pages.

1. First contact and initial enquiry — Email or call the school to begin the process. If you are planning arrival from overseas, mention your intended arrival date and the child's current year group so the office can confirm seat availability.

2. Download and complete the registration form — EFIW's “Modalités d'inscription” page lists a fiche d'inscription (registration form) and a règlement financier (financial rules/fees) as the primary administrative documents to submit. Parents should carefully read the règlement financier to understand tuition, payment schedule, and any non‑refundable administrative fees; these documents are the basis for the written enrollment offer and invoice. Note: the registration form and the financial regulation are linked from the school's practical information page.

3. Prepare standard supporting documents — Although the school's downloadable registration form should list required attachments, common documents you should have ready are: the child's passport or ID, visa or residence permit (if applicable), birth certificate, recent school reports or transcripts, and vaccination/medical records. If your child needs language support, also include any reports or assessments that describe previous language instruction (useful for FLSco placement). Because EFIW is small and follows French programmes, the school may ask for school reports to determine the correct year group placement—confirm the exact list with the admissions office. (If you need help confirming the precise document list, contact EFIW directly.)

4. Assessment / placement conversation — EFIW uses French national programmes and offers FLSco (Français Langue de Scolarisation) and EMILE language support; for some pupils the school will carry out a short academic or language assessment or an interview to check level and placement, especially for non‑francophone children. Secondary students may follow CNED modules as part of the school's organisation, which can affect timetable and subject choices. Also be aware that the EFIW operates a hybrid model in partnership with Wuhan Yangtze International School (WYIS): students spend roughly 40% of their school time integrated into WYIS activities, so successful placement may consider English level and the child's ability to participate in some WYIS classes.

5. Offer, contract and payment — After the school confirms place and class placement you should receive a written offer and the school's contract or terms (the règlement financier sets the payment schedule, penalties for late payment, and the policy for withdrawals). Parents should check whether a non‑refundable first‑registration fee or deposit is required, how many instalments are accepted, and whether meals, transport, insurance or WYIS fees are included or billed separately. The practical information page links the règlement financier; review it closely and ask the admissions office to confirm any line items that are not clear.

6. Final administrative steps before start date — Provide signed contract, proof of payment for the required deposit/first instalment, and the original supporting documents requested. Check the school calendar (the site provides a downloadable school calendar) for term dates, start of year formalities and any orientation days for new families. Make sure you understand daily hours and drop‑off/pick‑up times (classes typically start at 8:00; see the school's hours on the contact/practical pages).

7. Arrival and in‑school integration — On arrival expect local reception procedures: student registration at the office, presentation of original documents, explanation of uniform/kit (if any), and initial teacher meeting to share educational history and support needs. If your child is non‑francophone, ask for details about the FLSco support plan and how progress and transitions back into mainstream classes are managed. Because EFIW is small, the school emphasizes individualized follow‑up—use the first weeks to confirm any additional support or timetable adjustments in writing.

The EFIW website and its practical documents do not advertise scholarship programmes or bursaries. External school‑listing pages that summarize EFIW (which cite the school) likewise do not display available scholarships and advise contacting the school for details; EFIW also notes that it is managed by a parents' association and that operating funds are derived from school fees, which suggests the school does not publicly offer institutional scholarships. If you are looking for financial support, ask EFIW directly whether any in‑house assistance exists and also check with the French Embassy/Consulate or the AEFE for possible support programmes for French nationals abroad—these organisations sometimes have scholarship or assistance schemes that apply in specific circumstances.

No public waitlist description on the EFIW website — the site's practical pages list the registration form and the school's administrative rules but do not describe a formal waitlist or pool system. EFIW is a very small school (the school text mentions a very small enrolment and the AEFE listing shows a low pupil count), so seat availability can change quickly; for that reason, parents should contact the school to confirm current availability and whether a waitlist exists for the child's year group. If a waitlist is needed, ask the school how candidates are prioritized (date of application, siblings, nationality or other criteria) and whether any deposit is required to hold a place.

The Lycée Français de Shanghai (LFS) operates two Eurocampus sites: Qingpu (350 Gaoguang Road, Qingpu District) and Yangpu (788 Jiangwancheng Road, Yangpu District). Both campuses are in Shanghai but in different districts—Qingpu is on the city's western edge while Yangpu is closer to central/northeastern Shanghai; each campus has its own reception and contact numbers. The school and the German School of Shanghai share Eurocampus facilities at both sites.

LFS educates children from maternelle (early years) through terminale (final year of lycée), roughly ages 2 to 18, covering preschool, primary, collège and lycée. The curricula are homologated to the French national education system and the school is a member of the AEFE (Agency for French Education Abroad).

The school is a co-educational, non-profit international school run by a parents' association; it follows the French national curriculum leading to the French Baccalauréat. The two campuses operate under the same school governance and share some facilities with the partner German school.

LFS provides structured support for learners with additional needs, including personalized plans (PPRE, PAP, PAI, PPS), a team of psychologists and an enseignante spécialisée, and a dedicated French-as-instruction program (FLSco) for non‑French speakers with intensive and complementary tracks. The FLSco hours and the school's accompaniment measures are described on the school site; families are involved in setting up and monitoring interventions.

The school is affiliated with France through the AEFE network (Agence pour l'Enseignement Français à l'Etranger) and delivers an education conforming to the French national programmes.

LFS is an international secular school following the French national curriculum; it does not have a religious affiliation listed as part of its institutional identity.

Typical school routines start in the morning (around 8:00) and dismissal times vary by level: some morning-only sessions or midday endings exist alongside full-day schedules with typical afternoon finishes around 15:00 and later departures for secondary students (some return/after‑school slots until around 17:00 or later for activities). The school also schedules 72 hours per year of 'accompagnement personnalisé' (about 2 hours per week) as part of students' timetables. Exact daily start/finish times and year-group timetables are published by the school and on bus timetables.

LFS runs a large paid school-bus service (operated in partnership with a government-licensed carrier, Pei Xing Bus Company) that serves both Qingpu and Yangpu campuses with many lines across the city; the fleet includes seat belts and boosters and is staffed with a driver and an accompanying attendant. The service is managed per campus (bus managers) and publishes route maps, regular schedules and rules; parents register for specific lines and the system is not door-to-door in all cases. The school uses a bus‑tracking app and maintains a parent transport commission; contact details for bus managers and downloadable bus documents are available on the school site.

The Qingpu and Yangpu campuses have on-site cafeterias with meals prepared daily by Sodexo, serving about 3,400 meals per day across both campuses and supported by around 60 staff. Kindergarten meals are served in a dedicated space with assistants and parent volunteers; primary students eat on the Eat Global line. From 6th grade, students choose from several dishes to compose their plate, and from 4th grade they have access to all Delimarché (cafeteria) products. There are five service lines on each site, and meal fees are included in tuition (30.5 RMB per day for nursery; 33 RMB per day for primary and secondary); menus are published on the LFS site and via the EPOS (WeChat mini-program) app. A catering committee reviews the service twice yearly.

The Lycée Français de Shanghai is a private non-profit establishment under Chinese law, backed by a French association governed by the 1901 law and managed by a Board of Directors. The Association des Parents d'Élèves du Lycée Français de Shanghai is the sovereign body of the school and is a French 1901 non-profit association whose General Assembly meets once a year.

Shanghai French School (Lycée Français de Shanghai) delivers the French national curriculum from maternelle through lycée, homologated by the French Ministry and organised into French cycles with a strong plurilingual emphasis. Maternelle (Cycle 1, TPS–PS–MS–GS, ~2–5 years) emphasises language development, motor and sensory activities and five learning domains. Primary (Cycles 2–3, CP–CE1–CE2–CM1–CM2, ~6–10 years) follows the socle commun with core teaching in French plus mandatory English and Chinese, and regular maths, arts, sport, sciences and technology classes. Collège (6e–5e–4e–3e, ~11–14 years) is taught by subject specialists and culminates in the national Diplôme National du Brevet (DNB) at the end of 3e. Lycée (2nde, 1ère, Terminale, ~15–17 years) follows the reformed Baccalauréat pathway with chosen specialty courses, continuous assessment and final exams (including the grand oral); the school is a Baccalauréat exam centre and also organises language and external certifications across levels (HSK/YCT for Chinese, Cambridge/IGCSE for English, DELF for French, DELE/Goethe for Spanish/German and SAT sessions for 1ère/Terminale).

The school integrates social and emotional learning through its life‑school programmes and a broad extra‑curricular offer: the ASC (Activities Sportives et Culturelles) lists over 70 activities designed to build confidence, teamwork and resilience across age groups. Accompagnement personnalisé (72 hours annually) provides scheduled time for individual support, study skills and guidance. Classroom practices for non‑French speakers (FLSco) include in‑class co‑teaching and peer tutoring to ease social integration. The school also runs projects and exchanges (for example school correspondence and citizenship education) that develop social skills and civic awareness. (Sources: ASC; Soutien individuel pages).

The school publishes a dedicated “Soutien individuel et accompagnement personnalisé” page describing formal support measures and plans for pupils with particular needs (PPRE, PAP for learning disorders such as dyslexia/dyspraxia, PAI for medical needs, and PPS for pupils with a recognised disability). The page names two campus psychologists and an enseignante spécialisée (specialist teacher) as contacts for assessments and follow‑up. Procedures include meetings with families and possible external assessments before implementing an individual plan. The website describes these school‑based provisions but does not present the LFS as a specialist SEN institution that provides intensive specialist placements; it frames support as adaptations and personalised plans within the school. (Source: Soutien individuel page).

The school's language provision is described in detail: it runs French support for non‑Francophones (FLSco) and dedicated English pathways including a Section Internationale Américaine (SIA) taught by anglophone teachers and IGCSE English (including English as Second Language) examinations. However, the website does not publish a discrete “EAL” programme labelled as targeted English‑as‑an‑additional‑language support for learners who need remedial English development; provision is presented through language sections, the language pole and available certifications. For specific EAL‑style support (small‑group English withdrawal or bespoke EAL classes) the site does not provide a named programme description. (Sources: Accompagner les non‑francophones; Le pôle langues; Language certifications).

The school's health and welfare provision includes campus infirmaries (four nurses across the two campuses) and named school psychologists who are listed as contacts on the support page. The Santé page describes health education actions (prevention of risky behaviour, education to sexual health, nutrition, and prevention of malaise) and the Comité d'éducation à la Santé et à la Citoyenneté that oversees related prevention and follow‑up. The individual support page also states psychologists and a specialised teacher coordinate individual plans and referrals when pupils show emotional or learning difficulties. These pages indicate on‑site clinical support and structured preventive work, though the site does not publish an external clinical referral protocol in full. (Sources: Santé; Soutien individuel pages).

The school's website describes health‑service responsibilities that “contribute to the protection of children” (Projet d'Accueil Individualisé for pupils with chronic conditions, infirmary procedures and emergency protocols) and names the Comité d'éducation à la Santé et à la Citoyenneté with members from leadership, life‑school, nurses and the school psychologist. Procedures for managing illness, air‑quality protocols and emergency responses are published on the Santé page. The site therefore documents defined pastoral and medical safeguarding structures and named contacts, but it does not publish a separate, standalone child‑protection policy document explicitly titled “child protection policy” on the public pages. (Sources: Santé; Soutien individuel pages).

1. Learn the basic timelines and where to apply. The school posts annual opening dates for the next school year (for example, applications for 2026–2027 opened on Monday 3 November 2025); new applications may also be accepted during the school year but places depend on availability. Parents should decide which campus they are applying to (Qingpu or Yangpu — some year groups are campus-specific) before they start the application. See the LFS online admissions page and use the Eduka portal to begin the request.

2. Prepare the required documents before you start the online form. The LFS requires copies of the child's passport and visa (or a promise to provide the visa once obtained if the family is not yet in China), birth certificate, vaccination record, recent school certificate and two years' school reports for most ages; for very young children (TPS/PS) some documents are not required and for MS/GS/CP (K2–Grade 1) the school asks for end-of-kindergarten reports or a school recommendation. If both parents are foreign passport-holders you will also need copies of both parents' passports and visas, plus an employment attestation and employer business licence for the parent working in Shanghai. Make sure medical / special-needs information that affects schooling is included in the application.

3. Submit the online application via Eduka and pay the non‑refundable application fee. Parents must complete the application form on the LFS Eduka platform and attach the supporting documents listed on the site; the administrative (frais de dossier) fee is 3,600 CNY and must be provided as part of the file. The school's admissions team and pedagogical staff then review the dossier for academic fit, language needs and place availability. If your child is non‑Francophone you should indicate interest in the FLSco programme (French for schooling) during application so the admissions team can plan assessment and support.

4. Assessment, verification and formal approval. After dossier submission the admissions office and teaching teams verify documents, review school reports and may arrange an interview or language assessment (as applicable to age and language profile). For candidates requiring special permissions (for example, children whose parents do not meet the usual residency conditions) the school notes that a SHMEC (Shanghai Municipal Education Commission) derogation may be needed — allow extra time for that administrative step. Final approval is given by the school leadership (the head/principal) once eligibility and place availability are confirmed.

5. Secure the place with payment of registration and construction fees. Once the admission is approved, parents secure the place by paying the registration (droits d'inscription) and construction (frais de construction) fees; the site lists the registration fee for 2025–2026 as 23,700 CNY (and shows the registration fee budgeted at 24,500 CNY for 2026–2027) and construction fees of 30,000 CNY per child for families (75,000 CNY where the employer pays). Tuition billing is annual but the site shows a payment schedule (deposit and then term instalments) and level‑by‑level annual tuition figures (for example, general‑section maternelle/elementary ~122,100 CNY; collège ~159,300 CNY; lycée ~182,600 CNY — higher rates apply in language sections). Parents should read the financial information carefully for the exact amounts that apply to their child's year and section and note that annual fees are voted and can change.

6. Complete visa/immigration requirements and arrival steps before first day. The LFS requires up‑to‑date copies of passports and visas for parents and child on the online file before the child's first day; without those documents the child cannot start school. If you plan to secure a place but are not yet in China, communicate clearly with admissions about arrival timing and provide the visa documents as soon as they are available. On arrival the school will confirm class placement and any language support (FLSco) that had been agreed during the admission process.

The school's financial information page states that there is a “Bourse scolaire” process and that requests must be completed and submitted each year; for details the page refers families to the French Embassy in China (the site links to the embassy's scholarship page). The LFS page does not list the detailed eligibility rules or the internal selection steps on its website — it directs families to consult the French Embassy link for more information and to contact the LFS finance department for questions. If you are interested in financial aid, start the process early: download the school's financial regulation and tuition documents from the LFS site, contact the LFS finance office (phone and finance email are given on the financial page) and check the French Embassy / AEFE scholarship guidance linked from the LFS page.

The LFS website does not publish a separate, formal “waitlist” or pool policy. Instead, the admissions page explains that applications are accepted year‑round but that admissions are always subject to place availability and that some year groups may be closed once capacity is reached. In practice this means: submit a completed Eduka application and required documents as early as possible; if a place is not immediately available the admissions office is the contact point to ask whether your child can be considered should a place open. For families with urgent timing or questions about capacity at a given grade/campus, the site directs enquiries to the admissions department (email and phone contacts are listed on the site).

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.

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.

The school campus is on Jinshazhou (Jinsha Island) in Baiyun District, Guangzhou — address listed as No. 62–70 Shangshui Street, Caibin Middle Road, Jinshazhou. Jinshazhou is a residential/development area northwest of Guangzhou's central districts and is connected to the city by road bridges and local metro stations on Line 6 (for example Shabei and Xunfenggang).

LFIC provides a continuous French curriculum from preschool (from about 2 years old) through upper secondary (Grade 12 / lycée). The school is accredited by the French Ministry of Education up to Grade 10 (Seconde); the final two years currently operate in partnership with CNED while the school works toward full accreditation for the terminal cycle.

LFIC is a non-profit French international day school that follows the French national curriculum and is open to both French and international students. The website does not indicate any boarding/internat provision, so families should plan for day attendance unless the school confirms otherwise.

The school publishes an academic support programme for non‑French speakers that includes intensive French language lessons (minimum four hours weekly on enrolment) taught by certified FLE/FLSco teachers. Ongoing individualised measures are listed (FLE, APC, PPRE, extra teacher support and small‑group assistance) to help pupils progress.

LFIC is part of the Agency for French Education Abroad (AEFE) network and follows the French national curriculum — its affiliation is with France.

The school does not state any religious affiliation on its website; it presents itself as a French international (secular) school within the AEFE network.

The school website provides the academic calendar and information about on‑site catering but does not publish standard daily start/end times or precise break schedules for each level. For exact daily timetables (arrival, class periods, lunch and dismissal times by level) parents should check the school's parent platforms (Pronote/Eduka) or contact admissions.

The LFIC website does not describe a school bus/shuttle service or a regular transport provider. Many relocating families therefore arrange private transport, taxis or use local public transport; if you need a school bus option, contact the admissions office to ask whether the school currently arranges routes, approved providers, or recommended third‑party services.

The LFIC is managed by a nonprofit association.

LFIC follows the French national curriculum from preschool through lycée and is accredited by the French Ministry of National Education and affiliated with the AEFE. Preschool (Cycle 1) and elementary (Cycles 2–3) follow the French cycle structure with annual progression benchmarks and cycle-end evaluations (there is no national qualification at these stages). Lower secondary (collège, 6e–3e, Cycle 4) covers the common core, complementary and optional subjects and culminates in the Diplôme National du Brevet (DNB), which combines continuous assessment and final written/oral examinations; LFIC serves as a DNB exam centre. Upper secondary (1ère–terminale) is a two-year preparation for the French Baccalauréat; the school notes specific arrangements for overseas students (regulated CNED classes and attachment to a Hong Kong examination centre for Bac administration). LFIC also offers a multilingual programme in French, English and Chinese using the AEFE PARLE pathways (Full English or Chinese+), CLIL lessons and extracurricular language support to build proficiency.

The school states its programme emphasises social and emotional learning alongside academic skills, and the Head of School explicitly cites SEL as part of the school's aims. LFIC operates student representative bodies (Elementary School Government and the CVLC Student Life Council) that give pupils roles in decision-making and school projects. The curriculum includes citizenship and moral education components and the lower‑secondary cycle lists a dedicated ‘health education' and ‘citizenship' pathway. The school also runs daily extracurricular activities and supervised study sessions intended to develop social skills and peer interaction.

The LFIC website notes the use of differentiated pedagogy and describes ‘hours of support' and personalised support for pupils in serious difficulty, particularly in lower secondary. These descriptions indicate the school provides remedial and personalised academic support within its programmes. The website does not publish a detailed SEN policy, a list of specific types of special educational needs it can support, nor does it present itself as a specialist SEN institution.

LFIC describes trilingual provision (French, English, Chinese) and a structured PARLE language pathway that groups students by English proficiency and uses CLIL (Content and Language Integrated Learning) for subjects taught in English. The school offers a Full English PARLE Pathway or a Chinese+ Pathway and states extracurricular activities in English to complement in‑school language instruction. The site also notes an intensive French support programme for non‑native French speakers (FLSCO), showing language support is an explicit part of LFIC's curriculum.

LFIC's governance documents describe a CESCE committee (Education in Health, Citizenship and Environment) that designs and oversees preventive and health-related educational initiatives, and the lower‑secondary programme includes a health education pathway. The principal's message also states the programme emphasises social and emotional learning as part of student development. The school offers extracurricular activities, supervised study sessions and student‑led councils, which the website presents as contributing to pupils' wellbeing and social development. The LFIC website does not publicly list specialist mental‑health or counselling staff, nor a detailed student wellbeing service on the pages reviewed.

The LFIC website describes its governance structure (Management Committee, School Council) and refers to school internal regulations and committees that oversee health and citizenship education. The School Council pages show procedures for parent representation and minutes of meetings, indicating formal oversight of school life. However, the school's website does not publish a separate, detailed child‑protection or safeguarding policy accessible on the pages reviewed. For specific safeguarding procedures or named safeguarding officers, the site directs readers to contact the school administration.

1. Initial enquiry and online registration. Start by creating an account and submitting the application on the school's Eduka portal ("S'inscrire en ligne"). The portal is the school's official application channel and allows you to create a family account and begin the dossier; parents should enable cookies and keep the login details for later status updates.

2. Complete the application form and upload documents. After creating an account, complete the online application and upload the required identification and school records requested in the portal (passport/identity pages, birth certificate, latest school report cards, and any documents relating to special educational needs if applicable). The Eduka platform supports photo/document uploads; if you are unsure which specific documents are required for your child's year level, confirm via the portal or with the admissions office (contact details are on the school site).

3. Administrative review and follow-up from the school. Once the file is submitted the admissions team reviews the dossier and will contact you by the portal and/or by the school email/phone to request any missing items or to arrange an interview or assessment if needed. Parents should watch the Eduka messages and the email address you provided; keep copies of recent school reports and language-assessment information ready in case the school requests them.

4. Financial acceptance and fees information. Admission and continued enrollment require acceptance of the school's financial regulations; the site states that fees are billed in RMB and that the financial regulation must be accepted as part of enrollment. Parents should review the school's "Règlement financier" carefully (payment deadlines, refund conditions and any required deposits) and confirm whether you need an official Chinese invoice (facture) for employer reimbursement or visa purposes.

5. Offer, confirmation and payment. If the school offers a place you will receive formal notification through the portal or by email; acceptance is typically finalized when the required administrative steps and any initial payments or deposits are completed according to the financial rules. Make sure you understand deadline(s) for confirming the place, the amounts due on first enrollment versus re-enrollment, and whether employer billing or family payment applies (ask the finance office for a written schedule if it is not clear).

6. Final enrollment steps before the first day. After confirmation, complete any remaining formalities requested by the school (health/insurance forms, lunch/transport registration and emergency contacts). The school notes that an annual school insurance is arranged and included in the school fees; check what medical and accident coverage that provides and whether you must supply additional documents or vaccinations.

7. Ongoing communication and arrival. Once enrolled, use the Eduka account and the school's parent information channels (calendar, Pronote or other parent portals referenced on the site) to confirm start dates, orientation details and the school calendar; if you have timing constraints for arrival, inform admissions promptly so they can advise about start-of-term procedures. Contact the admissions email or phone number on the school site for any unresolved questions.

The school indicates that school-aid scholarships (bourses) are administered through the French Agency for Education Abroad (AEFE) and can assist families of French nationality who meet the eligibility and means-tested criteria. The AEFE bourse system uses country- or post-specific scales that consider cost of living, schooling costs, family income, family composition and certain allowable charges; eligible families must ordinarily be French nationals residing in the consular district and registered on the register of French nationals abroad. The site states that application forms and the list of supporting documents for AEFE bourses can be obtained directly at the school or from the French Consulate in Guangzhou; parents wishing to apply should request the dossier early, follow the specified documentation list and respect the deadlines set by the school/consulate.

The school's public admission pages and application portal do not state a formal, published waitlist or pool process. The website presents the Eduka online application system as the route to apply but does not describe how oversubscription is managed or how a waiting list would be maintained. If you need definitive information about whether a grade has a waitlist or how candidates are ranked, request the school's current policy directly from the admissions office (use the Eduka messages or the contact email/phone on the site).

The LFIP campus is in the Laiguangying / Languangying area of Chaoyang District, Beijing — address 3 Xinjin Lu, Beijing 100015. It sits just outside the 5th ring road, about 1.5 km from the Airport Expressway and roughly 3.5 km from Cuigezhuang (Line 15) metro station, which makes it accessible by road and serviced school transport.

The school covers the full French curriculum from maternelle through terminale (early years up to ages ~3–18), with the standard primary and secondary divisions (école primaire, collège, lycée) homologated by the French authorities. AEFE records show the establishment teaches from petite section up to Terminale.

LFIP is a co‑educational French international day school and a member of the Agence pour l'Enseignement Français à l'Étranger (AEFE) network. No boarding/internat facilities are indicated on the school's public information; it operates as a day school.

As an AEFE school, LFIP follows the French framework for inclusion and can put in place individual arrangements used in the network (PAI, PAP, PPRE, PPS) and other adapted measures in coordination with families and medical/educational professionals. For specifics about available on‑site services, aides or referral routes at LFIP you should contact the school's admissions or student‑life team.

The school is affiliated with France: it is an AEFE‑listed French international school (Lycée Français International Charles‑de‑Gaulle de Pékin).

The school follows the French public curriculum and has no religious affiliation listed; it is a secular French international school.

The published material on the school site does not list a single universal start/end time for all levels; school hours and timetables typically differ by cycle (maternelle, primaire, secondaire). For exact daily schedules (start time, breaks and lunch), contact the primary or secondary life offices — the school provides direct contact numbers and emails.

LFIP runs a dedicated school transport service covering many areas of the city: the campus information notes around 19 bus lines stopping at over 50 residential points across Beijing. The school publishes a dedicated bus contact and invites families to consult the lines and timetables; route details and booking are handled through the school's transport office. }

The LFIP does not indicate on-site boarding; it functions as a day school.

The site does not publish a separate uniform note in the provided content.

The site references a school life with meals and related services, but specific canteen options or dietary accommodations are not detailed in the content provided.

The content does not describe a house system.

The LFIP is part of the AEFE network, indicating governance within the French international school system.

Lycée Français International Charles de Gaulle de Pékin delivers the French national curriculum from Petite Section (maternelle) through Terminale, with programs homologated by the French Ministry. Maternelle and primaire (PS–GS, CP–CM2) follow the French early‑years and primary programmes and include early language teaching with support for non‑Francophone pupils. Lower secondary (collège, 6ème–3ème) follows the national collège syllabus and culminates in the Diplôme National du Brevet. Upper secondary (Seconde–Première–Terminale) prepares students for the French Baccalauréat; the school also offers international pathways (Section internationale britannique and Section internationale chinoise) that lead to the Baccalauréat Français International (BFI). The campus emphasizes a plurilingual, intercultural approach and uses language placement/positioning tests and tailored support where needed.

The school's “Vie Scolaire” (Student Services) is organised by a Senior Education Advisor (CPE) who coordinates education assistants and oversees student supervision, behaviour follow-up and educational animation. Secondary documentation states the Vie Scolaire works with teachers to address behavioural or academic difficulties and organises leisure time and collective projects. The site lists a wide range of extracurricular activities (sports, music, theatre, arts, web radio) and student bodies (CVL, délégués éco‑responsables) that are presented as ways for pupils to engage and develop social skills. These elements are described on the LFIP secondary and contact pages.

The school's catering page states that students with severe allergies may be covered by a Projet d'Accueil Individualisé (PAI) and that a specific meal can be provided in that case. Beyond this medical accommodation, the LFIP website does not publish a dedicated page describing specialist SEN provision, the range of learning needs supported, named SEN staff or whether it operates as a specialist SEN institution. For that reason, no further public details about classroom differentiation, specialist therapists or formal SEN programmes are available on the public site.

The school publishes its language pathways: from 6ème pupils study two required modern languages (English and Chinese), may choose additional language options, and may join British or Chinese Section Internationale pathways (leading to DNBI/OIB options). These curricular arrangements show structured English teaching within the school curriculum. However, the LFIP website does not provide a distinct public description of an EAL (English-as-an-additional-language) intervention programme or named EAL specialists for learners needing targeted English support.

The LFIP secondary pages state that students work with teachers and a “psychologue conseillère d'orientation” as part of orientation and personal development activities, indicating access to counselling linked to academic and career guidance. The school's FAQ from the 2020 continuity period also records that psychological support was offered to the community during the distance‑learning phase. Contact listings include a health service (“Santé”) for families to reach the school's medical/health contacts. The website does not, however, publish a separate, detailed mental‑health policy or a public list of full‑time mental‑health staff beyond the mention above.

The LFIP website describes practical safety measures for school transport (video surveillance, particle filtration, geolocation and bus escorts) and states that campus access is by appointment with visitor badges issued at reception. The transport page also refers to a transport regulation available in the parent portal and notes that accompanying staff supervise arrival and handover of younger pupils. The public site does not, however, publish a standalone child‑protection or safeguarding policy page detailing reporting routes, designated safeguarding leads or related procedures, so those documents do not appear to be openly available on the website.

1. Check eligibility and priorities. Before you start the formal application, confirm that your child meets the school's eligibility rules: LFIP admits children from age 3 and gives priority to French nationals and pupils from the AEFE network; the school is also authorized to take non‑Chinese foreign passport holders and residents of Hong Kong, Macao and Taiwan, while Chinese nationals with long‑term foreign residence permits require additional approval. Parents should therefore check passport and residency status, and confirm whether their situation requires special authorization from the school or the Chaoyang/Beijing education authorities. (See the school's enrollment/conditions page for these rules).

2. Start the online pre‑registration (Eduka). LFIP uses an online pre‑registration platform (Eduka) — begin by completing the online form and uploading the requested documents. Note that the school explicitly states a registration is only considered effective once the first‑time registration fee (droit de première inscription) has been paid; keep proof of payment and the Eduka confirmation e‑mail. Parents should open their Eduka account early (several weeks before deadlines) because incomplete files slow processing.

3. Assemble and submit required documents. Prepare clear scans or copies of passports (child and legal guardians), residence permits (for non‑Chinese residents), last school reports (previous year and current year's first two trimesters when available), birth certificate or family record book, and the child's vaccination record. Non‑resident families should also prepare an employment attestation for Beijing to speed verification when the family arrives in China. Upload the complete dossier to Eduka; missing or incorrectly formatted documents are a common cause of delays.

4. Expect language/placement tests where applicable. From CE2 up to Terminale, new entrants who are not already in the French system must either present the specified DELF/DALF certificate for their year or take the school's positioning tests in French and mathematics; the page lists minimum DELF/DALF levels by grade (for example DELF A2 for CE2, DALF C1 for lycée entrants). If your child is non‑Francophone but you request a pathway (Flesco, international sections), prepare for interviews and placement assessments; the school refers families to Alliance Française for DELF testing logistics. Parents should check the exact DELF level required for the intended entry year and arrange any external tests well ahead of admission deadlines.

5. Maternelle health check: mandatory medical visit. For children entering maternelle, LFIP requires a medical examination before arrival and specifies that the exam must be done at one of two designated hospitals (the school's admissions page names those hospitals). Book that appointment early: in many locations the only accepted medical certificates must come from those hospitals and results are required before the child starts school. Bring vaccination pages and any medical reports (allergies, medication plans) to the medical visit so the report is complete.

6. Review fees, additional costs and payment timing. Tuition rates vary by school level and academic year; in addition to tuition, families commonly pay separate annual or term fees for school meals, transportation and optional services (bus routes, extra‑curricular activities). The school's fees page is the authoritative source for the current annual tuition table, transportation charges and catering rates; remember that the first‑time registration fee must be paid to finalize an inscription. If your employer is covering fees, confirm whether LFIP applies an employer or family rate and check the school's payment schedules and accepted payment methods.

7. Sign the contract and provide arrival documentation. Once the admission offer is made, you will receive an enrollment/contract form to sign; when the family is not yet resident in China you will usually need to provide the Chinese residence permit and the child's passport on arrival. Read the contract terms carefully (refund conditions, withdrawal notice, payment schedule) and keep all receipts; the school notes that registrations are only effective after payment of the required registration fee. If you expect to arrive after school start, notify Admissions in advance to reserve the place and confirm any staging arrangements.

8. Confirm logistics (transport, catering, platforms). After enrollment, complete transport and catering enrollment forms by published deadlines; LFIP publishes separate pages for bus routes and the school canteen with prices and schedules. Parents should also register on the school's parent platforms (Eduka and, for secondary, Pronote) to receive timetables, reports and communications — these systems are used for daily communications and grading. Missing these administrative steps can block access to bus services or lunches, so act promptly after the formal admission.

9. In‑year admissions and transfers. If you are seeking a mid‑year placement, follow the same Eduka procedure but expect the school to examine vacancy by level, language ability, and the child's previous curriculum; placement often depends on available seats and successful positioning tests. Contact Admissions directly for current mid‑year vacancy information and to arrange any required testing or interviews; LFIP's Admissions team handles case‑by‑case decisions. Keep recent school reports and teacher references ready to speed assessment.

10. Follow up and keep records. After submission, track your file status with the Admissions office (phone or e‑mail) and retain copies of all submitted documents, payments, and any correspondence confirming acceptance or outstanding documents. If you have any unusual circumstances (work permit timing, late arrival, medical needs, language support), disclose these early so the school can advise on accommodations or placement options. For immediate questions or to confirm current fees and deadlines, contact the Admissions service by the e‑mail and phone listed on the school contact page.

LFIP does not list its own internal, school‑funded scholarship programme on the public pages; instead the school provides guidance about the official French system of school assistance (bourses scolaires) administered by the Agence pour l'Enseignement Français à l'Étranger (AEFE). French or bi‑national families who meet the AEFE eligibility conditions (French nationality for the child, registration with the Consular register, residency with the family and other criteria) may apply for AEFE means‑tested schooling grants via the French Consulate; these grants are not automatic, are awarded within the AEFE budgetary allocation and must be requested through the Consulate by the published deadlines. The school's bourses page gives the standard eligibility points and lists the Consulate submission process (for example, a past AEFE campaign opened on 17 January 2024 with a fixed deadline in February 2024), so families should check the current campaign calendar and exact documentary requirements with the Consulate and with LFIP's Admissions officer. If you believe you may qualify, contact LFIP Admissions for any school‑specific supporting documents and contact the Consulate to obtain the up‑to‑date application window and required forms.

LFIP's public admissions pages do not publish a formal, public “waitlist” or pool process (there is no detailed ‘liste d'attente' procedure posted). The school operates online pre‑registration via Eduka and states that an inscription becomes effective only once the first‑time registration fee has been paid; in practice this means that priority, eligibility rules (French/AEFE priority) and the timeliness and completeness of a family's file and payment are key factors in securing a place. Because LFIP must also respect local education authority rules (Chaoyang/Beijing) and level capacity, places at popular levels can be limited; for an accurate statement of current availability and any informal waiting procedures you should contact Admissions directly and ask whether they maintain a waiting list for the specific year and grade. For Admissions contact details and how to follow up on a pending application, see the school contact and inscription pages.

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%.

Shekou International School is located in Shekou, Nanshan District, Shenzhen, with three nearby campuses: Jingshan (Early Primary) on Nanhai Boulevard, The Bay (Upper Primary) on Gangwan Avenue, and Net Valley (Secondary) in the Net Valley / industrial-innovation area. The three sites are within walking distance of one another (the Bay and Jingshan are about a 15-minute walk; Net Valley is roughly a further 15–20 minutes). For exact addresses and campus maps see the school's contact and directions pages.

SIS serves Nursery through Grade 12 (ages about 2–18) across three campuses: an Early Primary (Nursery–K) campus, an Upper Primary (Grades 1–5) campus, and a Secondary campus (Grades 6–12). The school runs both an International Programme and a French International Programme.

SIS is a private, not-for-profit, co‑educational international school governed/managed by International Schools Services (ISS). The school's published information describes day-school programmes only; no boarding provision is indicated.

The school publishes a Student Support (Learning Support Services) programme that provides in-class and small-group interventions, a full-time learning support specialist on each campus, EAL (English as an Additional Language) support using a sheltered-immersion model, and counselling services for social/emotional and academic needs. Campuses also have designated small-group spaces (the FAQs mention a sensory space) and the school asks families to disclose learning needs at application so appropriate services can be considered.

SIS is located in China but is not affiliated with a particular national education authority; it is owned and managed by the international organisation International Schools Services (ISS).

No religious affiliation is stated on the school website; SIS presents itself as a secular/international day school.

Published FAQs state the usual school day runs 8:00–15:00 for Nursery through Grade 5 and 8:30–15:30 for Grades 6–12. The school also offers after‑school activities (ASAs) and an after‑school bus service for students taking activities.

SIS provides paid two‑way bus transportation across Shenzhen; fees cover daily two‑way service and a separate afternoon run is provided for students in after‑school activities. Buses are described as fully licensed, air‑conditioned, fitted with seatbelts, and supervised by two bus attendants; routes are fixed and only registered riders may use them. The school uses a bus‑tracking app and asks parents to be prompt at pick‑up; young children (up to Grade 5) must be met at afternoon drop‑off or will be returned to school and parents contacted. For route details or to register contact sisbus@sis.org.cn or the school admissions office.

Uniforms are required for nursery through grade 10; students in grades 11 and 12 may wear either the uniform or business casual attire. Uniform pieces must come from the official uniform collection, and on PE days students wear the PE kit. Uniforms are worn daily on regular school days and for field trips.

The SIS cafeteria services are provided by ISS World, offering healthy fusion meals. Lunch is available with weekly menus for the Jingshan, The Bay, and Net Valley campuses, with sample menus and dietary information published for reference.

SIS is a private, co-educational, not-for-profit school owned and governed by International Schools Services (ISS). The SIS Board is composed of ISS senior staff together with the Head of School and the SIS Chief Finance and Administration Officer.

Shekou International School follows the International Baccalaureate Primary Years Programme (PYP) in its primary years. The school offers a Chinese Bilingual Programme for Grades 1–5 and provides Mandarin (CSOL) from Kindergarten through Grade 12; it also runs a French international pathway from pre-school through the primary years that can continue into the upper grades. For middle school (typically Grades 6–10) SIS is an IB Middle Years Programme (MYP) candidate and implements the MYP framework across the eight subject groups, including a Personal Project. Senior students (Grades 11–12) follow the IB Diploma Programme (DP), with DP course options that include subjects such as IB Music, IB Visual Arts and IB Film Studies alongside the core DP elements and university preparation. Across all stages the curriculum is delivered through inquiry-based, student-centred approaches with co-curricular offerings in arts, athletics and activities, and the school holds WASC accreditation.

SIS describes a school‑wide guidance curriculum and advisory programme (middle and high school) that addresses students' personal, social and emotional development and supports global citizenship, communication and collaboration skills. Counsellors deliver classroom lessons, individual and group sessions and work with teachers and parents to reinforce social and emotional learning. The school's Learner Profile and guidance curriculum are cited as resources that promote respect and kindness across the community. SIS also integrates service‑learning (MYP Service as Action / Week Without Walls) as part of developing empathy and responsibility. (Sources: Student Support; Safeguarding; MYP pages).

SIS states it admits and accommodates students with additional learning needs "as existing space and resources allow" and that decisions about admission and continuation of services are made case‑by‑case. Each campus has a full‑time learning support specialist who provides individual and small‑group interventions, collaborates with teachers, offers professional development and parent education. The website emphasises support to help students access the regular curriculum rather than offering an alternative course of study. The school does not publicly list specific categories of special educational needs it can support on the Student Support page. SIS presents itself as an inclusive school that provides learning support within its existing resources rather than as a specialist SEN institution.

SIS states that EAL specialists support non‑native English speakers through referral at admission or by teacher recommendation and that support focuses on social and academic language development. The school uses a Sheltered‑Immersion Model (SIM): EAL teachers work directly in mainstream classrooms (students are not withdrawn) and support reading, writing, speaking and listening within grade‑level curricula. EAL specialists and classroom teachers jointly assess and monitor students' English acquisition and recommend services based on recent assessments and classroom performance. The Student Support page describes these structures but does not publish detailed staffing numbers or placement criteria on the public page.

SIS describes a comprehensive, developmental counselling programme that addresses students' personal, social, emotional and academic needs and includes individual and group counselling, classroom lessons and parent programmes. Primary counsellors offer lessons and family support for younger students while middle and high school counselling includes advisory and academic/career guidance and four‑year planning in high school. The school runs wellbeing‑focused initiatives and workshops (for example, school‑wide Wellbeing Week, Positive Discipline workshops and parent education events listed in the events calendar). Counsellors also provide materials and resources to support student adjustment and achievement. (Sources: Student Support page and the school events calendar).

SIS has a published Child Safeguarding Policy (linked on its Safeguarding page) and states the policy is based on international law, the UN Convention on the Rights of the Child, and Chinese law. The school says all staff who work directly with students undergo police clearance and, where applicable, international background checks before employment and that staff receive annual training on recognising and reporting abuse and neglect. SIS also states students receive age‑appropriate lessons on personal safety and where to seek help, and lists the Safeguarding & Child Protection Policy among its key policies. The Policies and Practices section links to the detailed Safeguarding & Child Protection document (hosted via the school's policy/sharepoint links).

1. Initial enquiry and Open Day: Start by registering for an online Open Day (offered approximately every three weeks). The online Open Day introduces the school's programmes and campuses and families who attend are usually then invited to an in-person tour; you may also begin the formal application at any time. Parents should note the Open Day schedule and register early because tours and application slots can fill quickly.

2. In-person tour and school visit: After the online Open Day you will normally be invited to an in-person campus tour and, where appropriate, a classroom visit or playdate for the child. Use the tour to confirm practical details (which campus your child will attend, transport options, school hours and ASA schedules) and to ask about language support or learning‑support capacity. If you need language assistance, the admissions office includes Mandarin and Cantonese speaking staff; ask for their support when you book the visit.

3. Complete the online application and assemble documents: Submit the school's online application (SIS uses the OpenApply portal) and upload all required documents listed on the application. The Admissions Policy says a complete application must include the application fee and all specified documents (examples commonly required are passport/ID, immunization records, recent school reports, passport photo and teacher recommendation forms); incomplete applications cannot be processed and will be discarded after 30 days. Parents should prepare translated copies where needed and check the specific document list for the grade you are applying to before submitting.

4. Application fee and scheduling of assessment: After the application and the non‑refundable application fee are received the school schedules the child's assessment or playdate as relevant for the age/grade. The admissions FAQ sets out grade‑by‑grade assessment practice (examples: playdates for nursery; school‑designed English and maths tasks for mid‑year Kindergarten to Grade 1; MAP reading and MAP maths for Grades 2–5; MAP + essay for Grades 6–12; WIDA may be used where additional language information is needed). Expect the assessment to be paired with a short interview (student and parent) and plan travel/logistics around the scheduled assessment.

5. Disclosure of learning‑support needs and EAL considerations: If your child has an IEP or learning‑support needs you must supply all relevant documentation at application (recent testing, reports and current support plans). The Admissions Policy explains that SIS admits students with additional needs only where the school has the resources to meet those needs; decisions are made case‑by‑case and additional evaluation may be requested (at the family's expense). If your child will need English language support (EAL), be prepared for screening and for placement decisions that consider both the child's projected rate of language acquisition and available classroom balance.

6. Priority groups, decision categories and notification: Admissions decisions take into account priority categories (for example siblings, certain company‑sponsored families and expatriate passport criteria) as well as English proficiency, academic history and available space. The Director of Admissions will notify families of one of three outcomes: Accepted (place offered if space allows), Wait Pool (applicant meets requirements but the grade is full) or Not Accepted. Parents should check the offer letter carefully for any stated deadlines and the instructions the school supplies about next steps.

7. If placed on the wait pool or offered a place: If your child is placed in the wait pool you will remain on that list for the academic year applied for; the school reviews the pool as places become available and may re‑order consideration according to priority factors. If you receive an offer, the school's offer/acceptance instructions and the current fee schedule (downloadable from the Tuition & Fees page) will outline the required paperwork and payment items; follow those instructions and contact Admissions promptly if you need clarification. For administrative or fee questions, contact admissions directly (the admissions office publishes phone extensions and an email address on the school site).

8. Onboarding and first term arrangements: Once acceptance actions are completed the school will provide information on orientation, timetables, bus registration and other practical arrangements (uniform, lunch accounts, ASA sign‑up). Familiarise yourself with the school's communication platforms (Seesaw for Early Years/Primary; ManageBac for upper levels) so you can receive notices, homework and teacher messages. If your child will use the school bus or ASA programme, check the ASA fee practice and bus tracking options ahead of term start so you can register in time.

SIS publishes two formal scholarship streams on its admissions pages and accepts applications through the online portal.

- French International Programme Scholarship (ISS Global International Language Scholarship): This award supports students joining the French International Programme. It is intended for French speakers or those with appropriate French proficiency, is offered to students entering Grades 1–5, and is awarded for up to three years or until the student completes Grade 5. The application is made online and requires the standard application documents (application fee, passport, immunization record, photos, school reports where applicable, and a completed teacher recommendation form). The school assesses language proficiency (oral test), academic standing, and family interview; awards are limited, vary year to year, and recipients must meet behavioural, attendance and community expectations to retain the scholarship. Note the scholarship is not available to students whose tuition is paid directly or indirectly by an employer. For full eligibility, timelines (applications are typically required by 31 December for the scholarship window) and the list of required documents consult the French International Programme Scholarship page.

- SIS Geckcellence Scholarship Competition: SIS also runs a Geckcellence Scholarship Competition; application and detailed information are published through the school's admissions links (application via OpenApply and further program details on the school's internal information pages). The number and value of awards can vary annually and are determined by the school based on available seats and funding. If you are interested in scholarship opportunities beyond these two named programmes, contact Admissions because additional or year‑specific awards and competitions may open in a given year.

SIS uses a wait pool (not a strict numbered waitlist): if an applicant meets the school's admission requirements but the requested grade is full the applicant is placed in the grade's wait pool for that academic year. The school's Admissions Policy explains that a student's position in the wait pool can change if a subsequent application has higher priority (for example sibling or defined expatriate/company priority), and that applicants remain in the wait pool only for the academic year applied for. Parents may contact Admissions to roll an application into the next academic year beginning December 1st, but applications do not automatically carry over; if you want to be considered for a later year you must request rollover or reapply with updated documents. Because offers from the pool are made as seats open (and are influenced by priority and balance considerations) movement off the pool is unpredictable; contact Admissions for the current status and any grade‑specific guidance.

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.

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.