Compare SEN / Special Education International Schools in Guangzhou, China

Alcanta International College is in Nansha District, Guangzhou — listed at No. 14 Guangsheng Road (Nansha), in the southern part of the city's Greater Bay Area. The Nansha area is served by Guangzhou Metro Line 4 and other regional links, so public-transport connections to central Guangzhou and neighbouring cities are available; confirm exact travel times from your location.

The school offers a Pre‑Diploma pathway and Cambridge IGCSE courses for junior students, followed by the two‑year International Baccalaureate (IB) Diploma for senior students (typical ages mid‑teens to 18). AIC describes a four‑year Pre‑Diploma plus the IB Diploma for graduation preparation.

AIC is a private, co‑educational international school; it is an IB World School and also lists Cambridge IGCSE and external accreditation (MSA‑CESS). The school operates boarding provision alongside day places.

AIC's publicly available pages and directory listings do not publish a detailed Special Educational Needs (SEN) or Additional Learning Needs policy online. Prospective parents should contact admissions directly to ask about specific learning‑support services, EAL support, diagnostic assessment or individual learning plans available for their child.

The school is based in the People's Republic of China (Guangzhou) and is not presented as being affiliated to another country's school system.

No religious affiliation is listed in the school's public profiles; AIC is presented as a secular international school in its directory entries.

Public listings note the school year runs on a roughly August–June cycle, but AIC does not publish a detailed daily start/end timetable or break schedule on its public pages. If you need exact school‑day hours, class period lengths or boarding daily routines (for example supervised evening study), request the current daily timetable from admissions.

Directory information indicates the school provides transport (school bus) options, but public pages do not specify the provider, routes, stops or fees. For route maps, pickup/dropoff times, and costs you should request the school's transport brochure or speak with the admissions office.

Independent international school established in 2011; accredited by the Middle States Association of Colleges and Schools (MSA-CESS), the International Baccalaureate Organization (IBO), and Cambridge IGCSE.

Alcanta International College runs a four‑year pre‑IB/preparatory programme (Grades 7–10) followed by the two‑year IB Diploma Programme in Grades 11–12. The school is an authorised IB World School offering the full IB Diploma as its senior qualification. Diploma students at AIC complete the DP core—Theory of Knowledge, the Extended Essay and Creativity, Activity, Service—alongside six subject‑group courses required for the diploma. The IB registry for AIC lists available DP subjects including English A (Language & Literature), English B, Mandarin (ab initio), Chinese A/B, Mathematics (Analysis & Approaches and Applications & Interpretation), Biology, Chemistry, Physics, Economics, Business Management, Psychology, Computer Science, Environmental Systems & Societies and Visual Arts (May examinations). The preparatory years are structured to ready students for DP subject choices and assessments and instruction is delivered in English.

Alcanta International College describes itself as a student-centred community and cites values of a “safe and supportive” learning environment; the school public news items also reference student-led activities such as a student council (STUCO), TOK Café events, debate competitions and drama productions that involve collaborative project work. These curricular and co-curricular activities (debate, drama, TOK Café, clubs) are used on the website to illustrate opportunities for students to practise collaboration, communication and leadership. The site does not list a separate named SEL programme or a designated SEL coordinator. Parents and applicants would need to contact the school for details about formal SEL curricula or staff roles.

The school does not publicly disclose information regarding Special Educational Needs (SEN) provision on its website. There are no pages or policy documents on the site that describe the types of SEN supported, specialist staff, an inclusion/learning-support department, or whether the school is a specialist SEN institution. If you need this information for admissions or placement, please contact the school directly for its current SEN policy and available support.

Alcanta International College's published curriculum pages show English-language pathways: the IGCSE provision includes English as a second language, and the IBDP subject list on the site includes English B at higher level alongside language offerings such as Chinese ab initio. These entries indicate the school teaches English as a language option within its formal qualifications, but the website does not describe a separate EAL support programme, specific EAL staff, or staged intervention pathways. For details about individual EAL assessment or in-class support, contact the school.

The school's mission and values emphasise a caring, student-focused community and a safe, supportive learning environment, and the website documents co‑curricular activities that contribute to student engagement. The website does not publish a dedicated mental-health or wellbeing policy, nor does it identify named counselling staff or an on-site counselling service. Because those specific provisions are not publicly listed, interested families should request the school's current mental-health/wellbeing policy and details of available counselling or pastoral staff directly.

The school's mission and values statement affirms that AIC aims to provide a safe and supportive learning environment, but the website does not publish a dedicated safeguarding or child-protection policy with named safeguarding contacts, procedures or statutory-compliance details. There is no public child-protection policy document or explicit safeguarding contact listed on the site. For formal safeguarding procedures, mandatory reporting arrangements, or the school's designated safeguarding lead, please contact AIC directly and request their safeguarding policy.

1. Initial enquiry and information-gathering. Parents should confirm which academic year/term they are applying for (AIC lists a first application deadline of 30 April on directory pages) and whether the student is applying as day or boarding, since fees and deadlines can differ.

2. Complete and submit the application form and pay the application fee. AIC's published application charge is shown as roughly RMB 300 (around USD 43) on school directories; make sure you submit the signed form plus payment by the stated deadline and retain the payment receipt. Parents should check whether the application is submitted via the school website, the school's own application portal, or a third‑party system (some directories link AIC to OpenApply) and upload required documents in the requested format.

3. Prepare and send required supporting documents. Typically this will include the student's current academic transcripts/grade reports, passport copy (for international students), recent school reports, teacher recommendation(s) and any previous exam records; confirm the exact document list with admissions. If English is not the student's first language, expect to provide evidence of English proficiency or to arrange an English assessment—directories note that AIC teaches in English and provides ELL support. Parents should arrange official translations where required and allow time for notarisation if the documents are needed for visas or scholarship applications.

4. Entrance assessment and interview. Public information about AIC indicates scholarships and admissions decisions are linked to an entrance examination and review of academic records, so expect a written/online assessment (academic and/or English) and an interview with admissions or a senior teacher. Parents should verify the format (onsite, online, timed test) and, if travelling from overseas, ask whether remote assessment options are available and whether any preparatory materials are provided. Keep copies of past schoolwork or samples the school requests for the assessment.

5. Scholarship consideration (if applying). AIC directories state that applicants who perform strongly in the entrance exam and have strong academic records may be considered for scholarships; for international students AIC has historically offered full-tuition awards to selected applicants. If you want to be considered, follow the school's specific scholarship application instructions and submit any additional documents or essays by the scholarship deadline; note that directories indicate scholarships typically cover tuition only, not living costs. Parents should ask whether the scholarship decision is made at offer stage or separately and whether scholarship recipients must meet ongoing academic or behavioural conditions.

6. Offer, acceptance and deposit. Successful applicants will receive a formal offer (conditional or unconditional). The offer will set out any conditions (e.g., final transcripts, visa paperwork, English standard) and the deadline for accepting the place and paying any tuition deposit or enrolment fee; check the offer letter carefully for exact amounts and payment instructions. Parents should confirm refund and withdrawal policies for deposits, and whether the deposit counts toward the first year's fees.

7. Final paperwork: contracts, visas and boarding arrangements. After acceptance, complete the school contract and provide final documentation the school requires for registration; international families should start the visa process promptly because visa timelines vary. If the student will board, confirm the boarding contract, boarding fees and the school's published meal/room charge schedule (boarding and meal fees are listed separately in directory fee summaries). Parents should check arrival dates, orientation schedules, health insurance/medical forms and any immunisation requirements.

8. Fee payment schedule and orientation. AIC directories list annual tuition ranges (day tuition figures published between approximately RMB 158,000 and RMB 182,000 depending on grade) and additional boarding/meal charges for boarders; confirm the exact fee schedule and whether the school accepts instalments, bank transfer instructions and the currency required. Parents should also check for one‑time enrolment charges (directories reference a first‑year one‑time fee such as an application or administration charge) and request an itemised fee breakdown (tuition, boarding, meals, activity fees, textbooks). Finally, attend the school's orientation and keep a copy of the signed enrolment agreement and the school's contact details for ongoing questions.

Directories indicate that Alcanta International College offers scholarships and that applicants showing exceptional ability and potential may be awarded tuition scholarships; for international students, full‑tuition awards have been offered in past cycles. Scholarship awards are reported to be based on the applicant's performance in the school's entrance examination and on previous academic records; directories also note that scholarships typically cover tuition only and not living or boarding costs. Historical notes on some directory pages reference specific award numbers in particular years (for example, a past cycle listing 15 full scholarships in 2020–21), but these are examples rather than guarantees for future years—confirm current availability, selection criteria, application deadlines and whether there are scholarship renewal conditions with admissions. For authoritative, up‑to‑date details about scholarship types, amounts and application steps, contact the admissions office directly and ask for the current scholarship policy and deadlines.

Public directory listings and the school's available admissions summaries do not explicitly describe a formal waitlist or pool process for Alcanta International College; the school's admissions pages linked in directories focus on application, examination and offer stages rather than an online waitlist. Because many schools operate informal or formal waiting lists (and policies vary year to year), if you want to know whether a waiting list will be used for the grade you are applying to, ask admissions directly (AIC's admissions contact details appear on OpenApply's school entry). If you are placed on any waitlist, confirm whether you must re‑affirm interest periodically to keep the application active, whether siblings or other priorities are applied, and how the school notifies families when a place becomes available.

ISA Science City is in Guangzhou's Huangpu District at 66 Yushu South Road, inside the Guangzhou Science City development. The campus sits near the boundary with Tianhe District and is described as roughly a 20–30 minute drive from Guangzhou's Pearl River New Town/CBD depending on traffic.

The school is a K–12 (Early Years through Grade 12) international school, accepting children from about age 2 up to 18. The website and group listings show Early Years, Primary, Middle and High School divisions.

ISA Science City is a co‑educational international day and boarding school. The school states it operates as a mixed (male/female) day and boarding K–12 campus and advertises a boarding house capacity (around 500 boarders).

The school website does not publish a detailed SEN policy on its main pages; the ISA group schools operate a formal access/inclusion and learning‑support approach (tiered support, EAL and individualized plans) and the group's member schools commonly offer learning‑support and EAL services — prospective parents should contact admissions with specific queries about individual needs and available resources.

The school is based in China (Guangzhou) and is an international school operating within that context; it does not advertise affiliation to a foreign national school system.

No religious affiliation is stated on the school website or in its public profile; the school presents itself as a secular international IB school.

The school does not publish a full daily timetable (start/end times and all break times) on the main website; a third‑party school listing notes a short secondary pastoral/tutor time (PTT) at about 15:00–15:30, but parents should confirm exact daily hours and division‑by‑division schedules directly with admissions. Boarding students follow an established residential routine.

ISA Science City runs a professional school‑bus service in partnership with an external provider; third‑party reports say the school operates multiple routes (reported as nine–ten routes) covering several Guangzhou districts (Tianhe, Huangpu, Haizhu, Baiyun and Zengcheng), with a driver plus on‑bus supervisor, face‑recognition check‑in and WeChat push notifications for parents. The school's team pages and group admissions pages also reference school‑bus arrangements — contact admissions for route stops, costs and current route maps (routes can be adjusted each semester).

The school provides day school and boarding; a boarding house on campus accommodates up to 500 students.

The campus has a cafeteria on site for meals.

The school is part of the ISA International Education Group and is an IB World School.

ISA Science City International School (Guangzhou) is a K–12 IB World School serving students aged 2–18 and delivering the full IB continuum. Its Early Childhood Learning Centre and Primary phases follow the IB Primary Years Programme (PYP). Middle school is organised around the IB Middle Years Programme (MYP), and senior students (Years 11–12) study the IB Diploma Programme (DP) to complete university‑entry qualifications. The taught curriculum covers English and Chinese instruction plus additional world languages, mathematics, sciences, humanities, design and computing, and a formal arts programme (visual arts, drama and music), alongside extensive co‑curricular activities. Academic enrichment and research pathways are provided through the Student Enrichment Centre, and the campus includes boarding and purpose‑built facilities to support experiential learning and university preparation.

ISA Science City describes social and emotional development as part of its whole‑child approach and the Head of School states the school aims to develop students' social‑emotional skills alongside academic learning. The ISA Academic Centre also says it contributes to “wellbeing frameworks” for ISA schools. The school's leadership pages and student‑support overview note that a Student Support Team (to include pastoral care) is being developed to deliver social‑emotional and pastoral provision. The website does not publish a detailed SEL curriculum or daily programme (for example, explicit lessons or named SEL programmes are not shown).

The school publishes a Student Support team led by a Head of Student Support Services and lists a Learning Support teacher, and it says staff will provide individualised programming and learning support services. Leadership profiles note qualifications in inclusive education and experience supporting students who require individual programming. The website does not list specific categories of special educational needs (for example, particular diagnoses or levels of need) that the school will or will not support. The school is presented as a mainstream IB K–12 international school rather than as a specialist SEN institution; no public statement identifies it as a specialist SEN school.

ISA Science City's staff pages and the Student Support description state the Student Support Team will include English as an Additional Language (EAL) provision and list staff experience supporting EAL learners. Senior‑staff profiles also reference experience in supporting students with EAL. The website, however, does not publish a detailed EAL programme (for example, entry assessment procedures, lesson models, withdrawal vs in‑class support, or levels/phases of EAL instruction).

The school's published staff profiles and Student Support description show counselling and guidance are part of the intended Student Support Team (the Head of Student Support Services holds degrees in Inclusive Education and Guidance & Counselling, and other senior staff have counselling experience). The Academic Centre page states it supports wellbeing frameworks across ISA schools. The website does not publish a standalone, detailed mental‑health policy or a schedule of counselling services (for example, numbers of counsellors, referral routes, or session formats are not publicly listed).

1. Online application and documents — Start by completing the school's online application and uploading the required documents listed on the ‘Apply Online' checklist (for example: previous school reports, passport/ID, and any medical or residency documents the school requests). Parents should check the checklist carefully before submission — missing documents slow the review and may delay assessment. If you are applying from abroad, prepare clear certified copies and allow extra lead time for document translation or notarisation.

2. Pay the application fee — After you submit the online application you must pay a non-refundable application fee of RMB 3,000 for the admissions team to review the file. Make sure you keep the payment receipt and reference number; the school will not begin a full review until payment shows against the application. Note that application fees are routinely non-refundable at many international schools, so confirm the payment method and currency before you pay.

3. Documentation review and conditional offer — The admissions team reviews submitted documents and then the appropriate Division Principal or Head of School gives final sign-off. If the paperwork meets requirements the school will issue a conditional letter of offer; if more information is needed they will contact you to request it before issuing a conditional offer. Parents should watch their email closely during this stage and be ready to supply school reports, transcripts, or clarity about previous curricula.

4. Assessment and family meeting — For Early Childhood learners the school uses an observation by an education leader; Primary and Secondary applicants typically sit screener assessments in English, Mathematics, Chinese and General Reasoning, with other components added as required. All families are invited to a meeting with a member of the education leadership team so the school can better understand the child's background, learning needs, interests and any support required. Parents should prepare to discuss learning history, any SEN (special educational needs) support, and to ask about curriculum, language support and pastoral care during this meeting.

5. Offer acceptance and enrolment payment — Once assessments and meetings are completed the school issues an unconditional offer (subject to the family returning the signed acceptance and family contract). To confirm the place families pay an admissions/enrolment deposit of RMB 30,000 (the school's published information describes this as refundable when accepted according to their terms). Before you pay this deposit, check the contract carefully for timelines, refund conditions, and any deadlines for accepting the offer.

6. Tuition, boarding and payment schedule — Published sources for recent academic years show annual tuition in the range of approximately RMB 220,000 (Early Years) up to about RMB 328,000 (senior grades), and the school operates a boarding facility for secondary students (capacity published as around 500 boarders). Parents should request the current official fee schedule from admissions because published ranges vary by year, grade and program (and may not include additional charges such as uniforms, transport, meals, exam or activity fees). If you need instalment options, sibling discounts or an exact cost breakdown (tuition vs boarding vs one-off levies), ask the admissions office and request the written fee policy for the year you plan to start.

If you want, I can draft an e-mail you can send to the school's admissions office asking for the latest fee schedule, payment terms, refund policy and exact list of documents required for your child's year group.

ISA Science City publishes an internal programme called ISA Global Pioneers (run via the Student Enrichment Centre) that selects students (notably in Grades 9–11) by academic and comprehensive assessment to receive scholarships to participate in ISAIEG academic programmes and enrichment activities. The Student Enrichment Centre page describes the ISAGP selection process (academic assessment and comprehensive assessment) and notes that selected students are offered special scholarships to participate in those programmes. Separate public-facing articles and school communications for 2025 reference scholarship opportunities connected with ISAGP and promotional scholarship campaigns; however, detailed eligibility rules, the value of awards (for example partial vs full tuition), availability by year group, and application deadlines are not published in full on the school's basic admissions pages. For a clear answer about what scholarships are currently available, how they are awarded, what they cover (tuition or programme fees), and the application timetable, contact the school's admissions or the Student Enrichment Centre and request the scholarship policy and application form.

The school's published admissions pages and public enrolment guidance do not describe a formal waitlist or wait-pool system. The application-process page sets out application, assessment and offer steps but does not explain how the school manages oversubscription or waiting lists; because many international schools use waitlists differently from year to year, the safest option is to ask the admissions office directly whether a waitlist is used for your child's year group and, if so, what (if any) deposit or timeline is required to hold a place. Contact the admissions office to confirm current practice and any priority rules (for example sibling priority or returning students).

ULink College Guangzhou is located at 8 Wei Li Road in Nansha District, Guangzhou, on a riverside campus surrounded by green hills and parks, close to Nansha Marina and Nansha Binhai Park. The school website notes the campus sits in the Pearl River Delta and is roughly one hour from major city centres and the region's airports (Guangzhou, Shenzhen and Hong Kong).

ULink College follows the Cambridge/CAIE pathway: IGCSE for Grade 9–10 and A Level for Grade 11–12, with more than 30 subject options listed. The curriculum pages and subject lists describe core and optional subjects for each grade band.

The school is presented on its website as an international boarding college offering IGCSE and A Level qualifications; the site includes a detailed boarding programme and residential provision. The website does not state a single-sex intake; boarding facilities and student life pages describe dormitories, residential advisers and life coaches.

The website describes an EAL (English as an Additional Language) programme for incoming English-language learners and a Learning Center that provides IELTS/TOEFL/SAT preparation, individual tutoring and out-of-school programmes. Student-support listings also include personal counselling and college-planning services; the site does not describe a separate, dedicated SEN department, so parents with specific additional needs should contact admissions for details.

ULink College is funded by Guangdong ULink Education Group and is authorised by Cambridge Assessment International Education (CAIE) and Edexcel; it is based in Mainland China.

The school website does not indicate any religious affiliation. For confirmation about religious or values-based programmes, contact the admissions office.

The site has a “Daily Schedule” page and describes student life routines, but it does not publish fixed start/end times or specific break/lunch times online. The admissions or student-life office can provide the current term timetable and daily hours on request.

Living-on-campus information states the school operates a dedicated shuttle team and provides shuttle/transport services for students and staff, with regular vehicle inspection and maintenance; however, specific routes, stops and external provider names are not listed on the site. Parents should request route maps, pickup points and costs from admissions or the transport office when enquiring.

ULink College Guangzhou offers on-campus boarding. Rooms accommodate four students. Two boarding options exist: RMB 45,800 per school year for a room of four without weekend stay, and RMB 55,700 per school year for a room of four with weekend stay.

Dining on campus is provided by COMEMOS, SunGlint's catering brand. COMEMOS offers Chinese and Western cuisines, noodles, vegetarian meals, and over a hundred varieties of dishes weekly. The dining area is located on the southwest side of the campus with a riverfront view.

The school is funded by Guangdong ULink Education Group. ULink College Guangzhou is accredited by the Council of International Schools. It is a member school of International Schools Services (ISS), Search Associates, and The Principals' Training Centre. Cambridge Assessment International Education CAIE and Pearson Edexcel provide and support IGCSE and A Level courses; the school is an official CAIE professional development centre.

ULink College Guangzhou delivers Cambridge-authorised IGCSE and A Level programmes for senior secondary students. IGCSE is offered as a two‑year programme for Grades 9–10 with compulsory courses (Mathematics, Chinese, English, Physics, Chemistry, PE, PSHE, project work and university‑preparation lessons) and a broad set of option subjects including Accounting, Art & Design, Business Studies, Sociology, Geography, History, Economics, Biology, Computer Science, Music, Spanish, Japanese, French, Drama and Design Engineering. The school also provides a one‑year IGCSE pathway for Grade 10 with core subjects (Mathematics, Physics, Chemistry, Chinese, English, PE, PSHE and university‑preparation) and limited electives (Economics, Biology). The A Level programme runs for two years (Grades 11–12); core elements include Mathematics, English, PSHE and university‑preparation lessons, and students may choose from more than 30 A Level options such as Further Mathematics, Psychology, Physics, Chemistry, Accounting, Economics, Computer Science, Biology, Art & Design, Business, Sociology, History, Geography, Japanese, Music, Drama and the Cambridge International Project Qualification (IPQ). The curriculum also emphasises PSHE (personal, social and health education) and weekly university‑guidance lessons alongside project and admissions activities to prepare students for overseas study.

ULC describes a formal Growth Counselling (成长辅导) programme aimed at supporting students' social, emotional and academic development. Growth mentors provide individual and group counselling on issues such as interpersonal skills, stress management, bullying, friendship, low mood, emotional control and eating disorders; sessions are confidential except where there is a clear safety risk. The school also operates a dual-homeroom system (one local, one foreign) and weekly grade-level meetings coordinated by a Grade Level Coordinator to monitor academic and pastoral needs. Teachers, parents or students can refer issues to the Growth Counselling office and there is a documented referral process for teachers and parents. These arrangements are described on the school's student-support pages.

ULC's published admissions policy states the school does not have the hardware or software facilities to accept students with special physical conditions, emotional needs, or learning disabilities, and that such applications are not accepted. The site separately describes academic support through a Learning Center (standardised-test preparation and subject tutoring), but the admissions statement makes clear the school is not a specialist SEN institution and does not admit students whose needs require specialist facilities. The admissions policy is explicit about this restriction rather than describing specific SEN support services. For clarification or case-specific questions the school's admissions office is listed on the website.

ULC states that Grade 9 entrants are placed into intermediate or advanced English classes based on entrance English scores and that an EAL teaching team provides support for Grade 9 intermediate students. The school says EAL teachers work closely with subject teachers inside and outside lessons to support access to curriculum, joint planning and assessment, and lists specific measures such as peer tutoring, dedicated reading time and drama classes. The school's Learning Center additionally offers IELTS/TOEFL/SAT preparation and individual tutoring, which the site presents as broader language and academic support. These EAL arrangements are described on the curriculum and learning-support pages.

The Growth Counselling page describes individual and group counselling that explicitly covers stress management, mood concerns, peer issues, and eating-disorder related support; sessions are provided during school days and students may self-refer or be referred by teachers or parents using the stated referral process. The school's Child Protection Policy (public PDF) further describes staff training, student education on safety and reporting procedures, and the school's responsibilities for creating a safe environment. The counselling page also states confidentiality is maintained unless there is a clear risk of self-harm or harm to others, in which case staff follow referral/reporting procedures. These provisions are documented on the counselling page and in the published child-protection policy.

ULC publishes a detailed Child Protection Policy (downloadable PDF) that sets out the policy statement, definitions of abuse, reporting procedures, a flowchart for suspected incidents, staff code of conduct, recruitment checks, and required training for staff and students. The policy references Chinese law and the UN Convention on the Rights of the Child, states the school will provide parent briefings and distribute the policy to parents at the start of each school year, and names the principal and Growth Mentors as contact points for child-protection matters. The full policy and procedures are available for download from the school website.

1. Learn about the school and make an appointment. Start by visiting the ULink College website, following the school's official WeChat account (ULC剑桥国际高中) and, if useful, viewing alumni or news pages to see recent developments. The school encourages campus visits and provides an online reservation system; the admissions office is available Monday–Friday 9:00–17:00 for questions. Parents should note the admissions phone number and email and prepare any questions about grade placement, boarding, or special programs before the visit.

2. Register for the entrance assessment. All applicants must complete the school's registration form and sign up for the centrally organized entrance exam (the site points families to a QR-code/WeChat registration via the ULink admissions service account, ULinkEducation). Follow the registration instructions carefully and keep any confirmation or reference number the system issues. Parents should check registration deadlines and save screenshots or emails showing the student is scheduled, because space can be limited.

3. Take the entrance exam (and understand the intake principle). ULink College uses a centrally administered entrance exam and applies a ‘selective and first-come, first-served' admissions principle; if the intake is full the school may close admissions for that intake. The site also states that, where applicable, mid-term transfer seats are limited or (on some pages) not offered—so timing matters. Parents should plan for the scheduled exam date, arrive with identification and past school records, and be prepared that available places can fill quickly.

4. Know what the school assesses and the retake policy. Admission requires meeting standards in English and mathematics and passing an interview; applicants who fail a subject may be permitted to retake that subject, and the site states each student may have up to two attempts in the same admission year. Ensure your student's recent school reports and any English-test results are ready to upload or present, and be aware that the interview assesses communication and suitability for the CAIE (IGCSE/A‑Level) pathway. If your child has significant learning differences or medical needs, note the school's published position that it does not have the facilities to accept students with certain special educational or significant medical needs.

5. Placement rules, special programs and grade exceptions. If a student passes the exam for the requested grade they will be placed in that grade; students who pass a higher‑grade exam may choose to advance one year (G11 entrants are an exception to the jump‑grade policy). For G9 students entering the autumn intake, the school requires participation in an overseas program at a sister school in Australia (about one month) to support transition into an English‑immersion curriculum. Parents should confirm these program requirements (and any travel logistics or costs) before completing registration.

6. Accept the offer and complete registration on time. When a student receives an offer (an admission letter), the family must complete the school's seat‑registration steps within the stated deadline; the site warns that offers are valid only for that admissions season and unregistered seats will be released. Before registering, review the published tuition, boarding and other fees for the relevant school year so you understand the payment schedule and refund/forfeiture conditions. If you need to defer or have timing questions, contact admissions immediately — contact details (phone and admissions email) are listed on the site.

The ULink College Guangzhou public website does not list scholarships, merit awards, or a formal financial‑aid program for the Guangzhou (ULC) campus. The tuition and boarding pages publish the annual fees for new students (the site shows figures labelled for the 2025–2026 school year), but there is no published page describing scholarships or how to apply for them. If you are interested in fee reductions, merit awards, sibling discounts, or other forms of financial support, ask admissions directly by phone or email; they can confirm whether any campus‑specific scholarships exist and provide application criteria, deadlines, and documentation requirements. (Note: other campuses or schools under the ULink group have, at times, published entrance‑scholarship programs — that does not mean ULC Guangzhou has the same arrangements; verify with the Guangzhou admissions office.)

ULink College's public admissions pages do not describe a formal waitlist or pool that is maintained after an intake fills. The school's stated policy is that recruitment is ‘first‑come, first‑served' and that once planned intake numbers are reached, recruitment for that intake is finished. At the same time, there are mixed statements on different pages about mid‑term transfer (插班) availability: one page indicates no mid‑term places are available for a given intake while another page says transfer applications are accepted year‑round but places are limited and handled case‑by‑case. Because the site does not publish a clear waitlist procedure, parents who want to be placed on a potential list or notified of future openings should contact the admissions office directly (phone or admissions@ulinkcollege.com) to ask whether the school will hold names for future openings and how that process is managed.

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.

Fettes College Guangzhou is on a large campus in Phoenix City, Nan'an Village, Xintang Town, Zengcheng District, Guangzhou (No. 2 Xinxue Road, postcode 511340). The school is set on a suburban campus about an hour's drive from Guangzhou city centre and Baiyun International Airport, so most families travel to the site by car or school-arranged transport.

The school is a K–12 provision with an Early Years section plus Primary, Middle and Senior (high school) divisions listed on the school site. Age entry is shown as approximately 2 to 17 years.

FCG is a day and boarding school; the website describes boarding as an integral part of the Fettesian model and details house/boarding staff arrangements. The site presents the school as a full-year K–12 provision (no religious or single‑sex designation is stated).

The school describes a pastoral ‘humanistic care' system that provides individualised support and wellbeing services; Early Years and other pages note small class sizes and targeted activities (for example sensory-integration work in EY). The website also describes EAL/IELTS support and one-to-one or small-group tutorials for students needing extra help. For specifics about formal SEN assessments or named specialist staff, the school requests enquiries via admissions.

Fettes College Guangzhou is a joint venture between Fettes College (UK) and Country Garden (Country Garden Education Group); the partnership and British heritage are stated on the school site.

The school site does not list any religious affiliation; its materials present the provision as an international, secular K–12 school.

The website does not publish a standard daily timetable (start/end times or exact break/lunch times) in its public pages. Prospective parents are directed to contact admissions or consult the School Handbook/policies for detailed daily schedules.

There is no detailed information about a daily school-bus network or external provider on the public website. If a dedicated bus service or route information is important for your move, contact the admissions team (phone numbers and contact page are on the site) to request current bus routes, pick‑up points and costs.

Boarding is an integral part of FCG and mirrors the boarding ethos of Fettes College UK. Boarding fosters independence and practical life skills such as resilience, timekeeping, self-motivation and tolerance. The Primary School has dedicated boarding houses, Arran and Iona, which host boarders.

The uniform features magenta and chocolate stripes; senior pupils wear magenta and chocolate stripes as part of the uniform.

Arran and Iona are the Primary School boarding houses.

FCG is a joint venture between Bright Scholar Education Group and Fettes College. It is a 15-year all-through private school. The school uses bilingual instruction in English and Chinese, with about 40% of curriculum taught in English.

Fettes College Guangzhou operates a K–12, China–international blended curriculum that integrates the Chinese national curriculum with British and IB frameworks and delivers much of its teaching bilingually.
In the kindergarten the programme is EYFS‑informed within the IB Primary Years Programme (IB PYP) framework and includes a wide range of enrichment activities and CCAs.
The primary school explicitly combines the Chinese national curriculum with the IB PYP framework and elements of the Fettes (UK) programme to deliver cross‑curricular, inquiry‑based learning.
The middle school teaches the national compulsory curriculum while drawing on the IB Middle Years Programme (MYP) framework to structure bilingual, inquiry‑led study and project work.
The senior school offers externally assessed international qualifications—Cambridge IGCSE followed by A‑Level courses—providing multiple academic pathways and university preparation.

Fettes College Guangzhou describes a formal pastoral system that places students into Houses and uses boarding tutors, house parents and boarding carers to provide day-to-day pastoral support and to develop social skills, resilience and a sense of belonging. The school's website explains a named “humanistic mind‑care” (pastoral) approach that monitors both learning and physical/mental health and aims to help students with individual difficulties. House competitions, age‑appropriate boarding activities and a high staff‑to‑student ratio are highlighted as mechanisms to promote social and emotional development. The school also publishes a Pastoral Care and Student Behaviour policy as part of its policies list.

The school's public website and published policies (language policy, safeguarding, pastoral care) describe pastoral, medical and language support but do not set out specific provision, staff roles or named programmes for Special Educational Needs (SEN). Fettes College Guangzhou does not publicly specify which kinds of SEN it can support or that it is a specialist SEN institution in the materials available online. For SEN details and any individual arrangements the school would make, families should contact the Admissions or Pastoral teams directly.

FCG publishes a detailed Language Policy stating it provides English Language Acquisition / EAL (and Chinese as an additional language) and that provision is made “wherever possible” for students without English or Chinese as a mother tongue. The school describes co‑teaching with expatriate teachers and dedicated EAL teaching in Senior, Middle and Primary phases, and recent news articles describe interactive EAL classes and Cambridge/IELTS preparation. The website also references EAL/IELTS courses using digital platforms and exam preparation for Cambridge English qualifications.

The school's Safeguarding page lists a counselling policy and a Student Psychological Crisis Screening and Intervention guideline among downloadable documents, and the Pastoral Care page describes pastoral staff (house parents, tutors and boarding carers) who support students' personal matters. FCG states that staff receive child‑protection training and that the pastoral system monitors students' wellbeing and helps resolve individual difficulties. These published policies indicate the school has formal counselling and crisis‑intervention documents, although the downloadable PDFs require access for the full details.

Fettes College Guangzhou publishes a Safeguarding page explaining its child‑protection responsibilities, staff training, site security, DBS/international police checks for adults who work with students, anti‑bullying procedures, and first‑aid/medical arrangements. The page lists a Safeguarding Handbook, Child Protection Policy and other related documents (including the Safe‑Touch policy) as downloadable attachments. The school states that safeguarding is everyone's responsibility and sets out the types of abuse it addresses and how staff should respond to concerns.

1. Pre-registration and first contact. Start by completing the school's online pre‑registration (the site asks families to scan the QR code or fill the registration form) so the admissions office can record your interest and assign a dedicated admissions officer. Parents should expect the school to use that officer as their main point of contact for scheduling visits, tests and next steps—keep their contact details and any reference/registration number the school gives. Refer to the school's admissions page for the QR/registration instruction and to ask about current vacancies.

2. Visit / open day (recommended before formal application). The school explicitly asks families to visit campus with the child so you can see curriculum, facilities and pastoral arrangements in person; visits are arranged through the admissions officer. When you book, confirm whether the child should bring school reports, portfolios, or evidence of special talents (art/sport/music) because those can matter for assessment in some years. Bring photo ID for both child and parent to present if requested on arrival.

3. Formal application and documents. After pre‑registration and/or a visit, complete the Student Information Registration Form online and upload the required documents: child's ID (household register, birth certificate or passport), guardian ID/passport, a clear recent photo of the child, and a medical/physical examination report. The admissions page lists those exact document types—prepare certified copies where applicable and check whether originals are needed for verification on registration day. Missing or incomplete documents are a common cause of delay, so confirm the file formats and any translation/notarisation requirements with your admissions officer.

4. Assessment: tests, interview and portfolio. For most entry years the school will invite the child to an assessment that typically includes age‑appropriate testing and an interview or teacher observation; in some cases the school will also request a portfolio or evidence of extracurricular achievement. Ask the admissions officer in advance what the assessment includes for your child's year group (Early Years assessments differ from Year 7 or Year 10 entry). If English is a second language for your child, check whether there is an EAL/ESL assessment stream or additional language support options.

5. Offers, acceptance and deposit. If the assessment and documentation are satisfactory the school will issue an offer (places may be limited by year group). Ask the admissions officer exactly what the offer letter includes—start date, tuition and boarding fees, deposit or payment schedule, and any conditions (for example submission of original documents or medical clearance). Confirm payment methods, deadlines and whether the deposit is refundable or applied to first‑term fees. (The admissions pages recommend communicating with your assigned admissions officer for these details.)

6. Registering and enrolment checklist. On acceptance you will need to complete the final enrolment/registration process (the school lists the same identity and medical documents required at application) and pay the fees required before the start of term. If you are requesting any special arrangements (boarding, dietary needs, medical care, international student paperwork), submit those requests early to the admissions office so the school can make placements and arrangements. If your child holds Chinese school registration (学籍), note the school's national‑exam policy (students with Chinese school registration are in principle required to take the local high school entrance exam unless a waiver is filed).

7. Boarding placement and pastoral induction (if applicable). If you plan boarding, confirm whether places are offered immediately with the academic offer or require a separate application—board placement, house allocation and levies are managed by the boarding office and should be confirmed early. Ask about the boarding ratio of staff to students, whether there are expatriate houseparents, arrival/adaptation schedules and any additional boarding fees or deposits. The school's public pages describe boarding as integral to their model; contact the admissions officer for the boarding‑specific checklist.

8. Transfers and mid‑year entry. The school accepts in‑year transfers/插班生; for transfer students you will be asked for recent school reports and to complete the same assessments to determine placement. If you are moving mid‑year, ask about catch‑up support, course equivalencies (IGCSE/A‑Level/IB alignment) and whether there are any termly intakes with available places. Confirm with admissions what fees are prorated for mid‑term starts and whether waiting lists exist for the requested year group.

The school operates a scholarship programme but the public web pages give only a high‑level description; they state that Fettes has a scholarship system intended to encourage well‑rounded, academically‑strong students. The admissions page notes the existence of scholarships but does not publish detailed eligibility categories, award levels, or the formal application/timetable on that page—families should ask their admissions officer for the current scholarship prospectus, application deadlines and assessment criteria.

Independent reporting and school announcements indicate named scholarship categories and significant awards in recent years: for example, a school report published in 2024–2025 records about 60 scholarship recipients whose combined awards totalled close to RMB 7,000,000; the report also describes multiple named scholarships (different tiers and talent‑based awards) and a scholarship review committee that evaluates candidates on academics, conduct, co‑curricular participation and competition results. The school has also publicly described a further‑education scholarship for students who enter certain top global universities, linked to more substantial financial support for university tuition (reported examples appear in school news coverage). These third‑party reports and school news items show scholarships are active and awarded annually, but amounts and specific criteria can change year to year—confirm current programmes and any application dates with the admissions office.

Public information on the school's admissions page refers to a pre‑registration system for families but does not publish a formal waitlist or ‘pool' policy on the website. The site advises families to pre‑register and to contact the admissions officer to arrange visits and assessments; it therefore appears the admissions office manages place availability and any internal waiting arrangements directly rather than publishing a standard public waitlist process. Parents who need clarity about whether a specific year group has a waitlist or how places are prioritised should contact the admissions office and ask for the school's current availability, the procedure for holding a place, and whether a formal waitlist will be used for their child.

Merchiston Academy Songshan Lake is located in the Songshan Lake industrial park, Dongguan, Guangdong — the campus sits next to Huawei European Village and Songshan Lake Park. Address given on the school site is C4 CIMC Yi-Ning-Xi-Lu Road, Dongguan City, Guangdong, China. The site notes the campus is tranquil and has easy access to local transport links.

The school offers IGCSE and A‑level programmes and international preparatory (pre‑A level) options, with two‑year IGCSE and two‑year A‑level patterns and a one‑year pre‑A route described on the curriculum pages. The programmes are aimed at secondary / senior‑school students preparing for university.

MAS is a co‑educational school and operates boarding provision; students are placed in age‑appropriate boarding houses with houseparents and resident tutors on site. The Songshan Lake campus is part of the wider Merchiston group (links with Merchiston Castle School and other Merchiston campuses) and shares resources across those campuses.

The website describes a three‑teacher guidance model that includes academic mentors, pastoral care and a psychological counsellor as part of student support. The school does not publish a detailed Special Educational Needs (SEN) or specific learning‑support list on its public pages; parents are advised to contact admissions for case‑specific information.

MAS presents itself as part of the Merchiston family and cites an affiliation with Merchiston Castle School in Edinburgh, Scotland (UK).

The school website does not state any religious affiliation.

The site publishes an Academic Calendar and a timetable page (作息表) where the school timetable is made available; exact start and finish times are shown on that calendar/timetable rather than in prominent text. The boarding page notes that boarders follow the same working day as day students and have a structured evening homework period and supervised weekend activities.

The school refers to school buses in its uniform guidance (students must wear uniform on school buses), which indicates a bus service is used, but the website does not publish detailed route, provider or booking information. For pickup/drop‑off routes, costs and registration, the site directs parents to contact Admissions (admissions@merchistonacademy.cn / 400 999 0978).

Three age-appropriate boarding houses accommodate MAS Songshan Lake students, cared for by a Houseparent who lives on site alongside resident Tutors, promoting a family atmosphere. Boarding students follow the same school day pattern; after their evening meal they have structured homework time overseen by a staff member on duty, followed by social time and bedtime. A fully staffed medical centre supports boarders, and at weekends they may participate in a range of activities or undertake independent study.

All MAS students wear the school uniform on school days, on school buses, on school property and on school trips; exceptions may be allowed in special circumstances. Full dress is required from October to April and during the rally.

Boarding includes meals; boarders have evening meals as part of the daily routine.

There are three age-appropriate boarding houses for MAS Songshan Lake students.

Merchiston Academy Songshan Lake delivers UK‑style 14–19 provision with IGCSE, a Pre‑A‑level year where applicable, two‑year A‑levels and vocational BTEC pathways in partnership with Edexcel. Programmes run on three entry models — 0+2 (two‑year A‑level for G11–G13), 1+2 (one year Pre‑A‑level then two years A‑level for G10–G11 entrants) and 2+2 (two years IGCSE then two years A‑level) — with staged academic targets for each cohort. Core and elective subjects include Mathematics and Further Mathematics, Physics, Chemistry and Economics (students typically choose three at A‑level), with IGCSE equivalents and wider options such as Biology, Geography, Accounting, Computer Science, ICT, Drama and Art & Design. Language provision includes IGCSE English plus A‑level and Chinese pathways (including Chinese A‑level and HSK for international students), and the school offers extension and admissions‑test preparation (STEP/MAT/PAT) and competition training. The wider scope comprises vocational/internship modules (BTEC, finance, e‑commerce, data analysis), phase‑assessed general education credits (software, media, Mandarin, arts, performance) and a broad co‑curricular activities programme.

Merchiston Academy Songshan Lake states that pastoral care is a central part of its approach and places pastoral care “on a paramount position” within its holistic education model. The school describes boarding tutors and houseparents as important role models who live and work with students, which the school says supports students' social development and sense of community. Co-curricular activities (CCAs) such as Debate Club, Cultural Societies and team sports are listed as regular provision that supports teamwork, communication and wider social skills. The Boarding overview explicitly links boarding routines and house structures to encouraging interpersonal skills and a supportive community.

The school's public website does not set out a dedicated Special Educational Needs (SEN) or inclusion policy. The site does describe targeted academic clinics (for example, Chinese Clinic and Science Clinic) that provide extra academic support, but these pages do not identify specialist SEN provision or list specific categories of special needs supported. There is no page on the website that describes a named SEN coordinator, specialist learning support team, or a formal SEN policy. Based on the website material I reviewed, Merchiston Academy Songshan Lake does not publicly disclose specific SEN provision or whether it is a specialist SEN institution.

The school's co‑curricular listings describe an English Clinic and an English Clinic/IELTS Preparation offering targeted English support; the site states that targeted EAL/IELTS provision is available, including an EAL provision note for Years 12–13. The English Clinic is described as focused lessons to improve English language proficiency and the IELTS preparation CCA is explicitly for students identified as needing exam support. These references indicate targeted English-language support primarily through CCA-style clinics rather than a separate full-time EAL department. The school does not publish a separate detailed EAL policy or an all‑school EAL programme on the public website.

The school lists staff with psychology and mental health-related roles: an individual profile identifies Richard Yu as a Psychology & University Guidance Teacher with a mental health teacher qualification and experience in school psychology and counselling. The Guidance Team page describes a university counselling team and named counsellors involved in student guidance. Boarding information states that houseparents and resident tutors are expected to provide responsive care and that staff receive ongoing in‑service training related to student welfare. The site also mentions a fully staffed medical centre on campus for student healthcare. These items on the website indicate the school provides pastoral, counselling and on‑site medical resources for student wellbeing, though the site does not publish a full mental‑health policy document.

The website emphasises pastoral care, boarding house structures with houseparents and resident tutors, ongoing in‑service staff training, and a fully staffed medical centre as parts of student care and supervision. Boarding pages describe principles such as dignity, inclusion and access to responsive care, and note that tutors and houseparents are important role models who live on site to support students' welfare. The public site does not appear to publish a standalone child protection or safeguarding policy, nor does it name a designated safeguarding lead on the pages reviewed. Therefore, while the site describes practical safeguarding-related provisions (boarding supervision, staff training and medical support), it does not publicly disclose a formal safeguarding/child‑protection policy document.

1. Follow the school's official WeChat and make initial contact. Merchiston Academy Songshan Lake (MAS) asks families to follow its official WeChat account as the first step; the Applications Process page on the school website lists this as Step 1 and this is also where open days, application links and contact details are announced. Parents should follow the account so they receive updates (assessment dates, open-day slots and application-link notices) rather than relying on third‑party summaries.

2. Pay the non‑refundable application fee (RMB 1,000). MAS requires a non‑refundable application fee of RMB 1,000 to progress an application; the Applications Process page shows this as Step 2. Keep the payment receipt and proof of payment — the school asks you to submit proof of payment with the application form and will not proceed with assessment without it.

3. Complete and submit the school application form. Parents should complete every section, including declarations about medical conditions and support needs — incomplete forms slow processing and the school uses the information to plan assessments and pastoral support.

4. Attend the interview and complete entry assessments (or arrange online if necessary). Both parents and the student are normally expected on campus for a face‑to‑face interview; an online interview is an alternative when required (for example, COVID‑related restrictions). Students take the entry assessments (the school specifically lists CAT4 and WIDA among the assessments); prepare copies of recent school reports and expect English proficiency testing (WIDA) and cognitive/ability screening (CAT4).

5. Provide required supporting documents at application or assessment. MAS lists the documents they require: mainland candidates should bring ID cards (international/HK/Macau applicants should provide passports), a recent frontal colour digital photo (two‑inch, white background), the application form, and academic transcripts for the last two years; CVs and certificates of awards are optional but recommended where relevant. The Application Information page also notes the school usually requests a confidential report from the applicant's current school and requires disclosure of any special learning needs so the Head of Section can assess reasonable adjustments.

6. Receiving an outcome, accepting an offer and next administrative steps. The school states parents will receive an offer letter by email within five working days after assessments, and offers should be accepted within five working days; if a candidate is declined they may reapply after six months once recommendations (if any) have been completed. After accepting a place, expect follow‑up steps such as fee‑payment instructions, a medical check on entry and placement decisions (year placement is determined by birth date and assessed ability); consult the school fee policy and the admissions team for payment deadlines and refund/withdrawal rules.

MAS publishes a specific scholarship page describing a range of awards and eligibility rules for 2024. The school runs targeted scholarships for different entry points and programmes: (a) A‑Level and DSE one‑year ‘crash‑course' scholarships (full or half tuition) using gaokao/DSE thresholds and interview performance — thresholds on the page show Guangdong candidates with higher listed score cutoffs (for example, A‑Level full scholarship considered at gaokao 500+ with interview; half scholarship at 470+). (b) Middle‑school/new‑student scholarships ("优才新生奖学金") tied to Dongguan Zhongkao scores (examples on the page show full award at a pure culture score of 700, half award at 650) and renewal conditions requiring the student to remain in the top percentage of the year. (c) Awards for outstanding graduates ("优秀毕业生奖学金") and academic/excellence awards (e.g., 20,000–50,000 RMB and other ranges) for students who achieve high university placements or sustained in‑school performance. Each scholarship page links to the application form and a WeChat/MikeCRM application URL; the page also sets renewal conditions (for multi‑year awards) and clarifies that scholarship value usually applies to tuition rather than extras such as boarding, uniform or activity fees — read the scholarship terms closely and contact admissions to confirm current availability and exact amounts.

MAS's published Applications Process states that where there are more candidates than available places, applications will be placed on a waiting list. The site gives no further public detail about waiting‑list ordering, typical wait times, or whether priority is given by application date, assessment score, sibling link or other factors; parents on the waiting list should contact admissions directly (admissions@merchistonacademy.cn or phone 400 999 0978) to ask about their position and any expected timeline. If an application is declined, the school's page also notes a candidate may reapply after six months, provided any recommendations have been followed.

The school is in Merchant Hill, Panyu District (No.122 Dongyi Road), Guangzhou — about a 20-minute drive from downtown Guangzhou and close to retail and residential areas. Public transport and highway links in Panyu connect the neighbourhood to the wider city; the school website gives the full postal address for visits and enquiries.

CIS serves ages 2–18 with divisions for Early Childhood (international kindergarten), Elementary, Junior High (Grades 6–9) and High School (Grades 10–12). The site describes pathways from Pre‑K through the Alberta high‑school program.

CIS is a co‑educational international school that operates as a day school and offers boarding for secondary students. The boarding programme and dormitory facilities are available to students in Grades 7–12.

The school provides English Language Learning (ELL) with graded programs (elementary pull‑out and after‑school sessions, in‑class support in junior high, and credited ESL in high school) and assesses other learning‑support needs on an individual, at‑need basis. Admissions and the ELL pages describe assessment and tailored support arrangements.

CIS follows the Alberta (Canada) curriculum and is accredited by the Alberta (Canada) government; it also uses the IB PYP framework in early years/elementary and offers AP courses at senior levels.

The school does not list any religious affiliation on its public website; information and programme descriptions are secular in nature.

The school operates full‑day programs (the site specifically notes full‑day Pre‑K and Kindergarten). Specific daily start/end times and break schedules are not published on the public pages; prospective parents are asked to contact Admissions or check the school calendar for division‑specific timetables.

CIS offers a paid school bus service with zone pricing (examples listed on the admissions/fees page: a local 5 km zone, within‑Panyu and outside‑Panyu rates are published). Bus routes, fees and pickup areas are arranged through Admissions and are billed as optional extras. For exact routes, stops and current fees, contact the Admissions office.

Boarding is available for secondary students (Grade 7–12). The CIS Guangzhou dormitory accommodates 120 students and includes four-bunk rooms, independent bathrooms, and student lounges. The dorm programme offers after-school activities and an evening development curriculum. Boarding expenses are RMB 35,000 per year.

CIS Meals provides on-site catering from a Level A certified kitchen. The kitchen uses Metro Supermarket ingredients with daily quality checks. Boarding students have breakfast and dinner on campus on weekdays, in addition to lunch and snacks for all students. Weekly menus are shared with parents, and the meals feature a mix of international and local dishes.

CIS uses a four-house system: Panda, Wolves, Elk, and Dragon. The houses compete throughout the year to win the House Cup, promoting community, belonging, and personal and social development.

CIS Guangzhou is Alberta-accredited by the Government of Alberta and an IB PYP World School. It is a member of ACAMIS and the Canadian Overseas Schools Association Network (COSA). The school delivers the Alberta Curriculum for K-12 and offers Advanced Placement courses.

Canadian International School of Guangzhou delivers the Alberta (Canada) K–12 curriculum, integrates the IB Primary Years Programme framework across early years and elementary levels, and offers Advanced Placement (AP) courses in senior high.
Early Childhood (ages 2–5) follows a play‑based, IB‑aligned program that also uses Alberta kindergarten outcomes; Elementary (Kindergarten/age 5–Grade 6) teaches Alberta Programs of Study through Units of Inquiry in English language arts, mathematics, science and social studies while also scheduling PE, art, music, Mandarin and IT.
Junior High (Grades 7–9) continues the Alberta curriculum with an inquiry approach and provides English Language Learning (ELL) support embedded in core subjects for students who need it.
High School (Grades 10–12) follows Alberta senior‑secondary courses; on completion of required credits students receive the Alberta High School Diploma, and AP courses are offered as enrichment (AP Calculus and AP Physics were introduced for 2024–25).
Mandarin instruction is provided across divisions in native and non‑native streams, and the school supplements classroom learning with after‑school activities and university‑counselling services to support language development and post‑secondary pathways.

CIS describes a formal counselling service that provides group and individual counselling and delivers social‑emotional lessons in the classroom to support students' social and emotional development. The counselling team works with teachers to implement evidence‑based strategies aimed at improving student relationships, behaviour and learning. The school's House system (Panda, Wolves, Elk, Dragon) is explicitly described as promoting belonging, self‑identity, responsibility and positive self‑esteem across sporting, academic and artistic activities. CIS also lists “personal growth & well‑being” among its core competencies within its Alberta/IB‑informed curriculum framework.

CIS states it is an inclusive, non‑selective international school and that learning support for students who require additional help is assessed on an individual, at‑need basis during admissions and thereafter. The admissions information explains the school will determine availability of learning‑support services case‑by‑case rather than listing a published set of specific diagnoses or categories supported. The website does not publish a public list of the exact types of special educational needs it can or cannot accommodate. CIS does not present itself as a specialist SEN institution; instead it describes individual assessment and tailored support where possible.

CIS operates a defined English Language Learning (ELL) programme for students who do not speak English as a first language, with stated provision for Grades 2–9 and an ESL credited course option in High School. The ELL page describes leveled reading materials and assessments 2–3 times per year, elementary pull‑out and after‑school sessions (noting nine periods per week at elementary level), in‑class support in Junior High, and credited ESL courses in High School. The school says ELL is designed to develop both social and academic English and to remove barriers so students can access the Alberta curriculum when ready. The website therefore does publicly describe specific EAL/ELL provision and staffing structure.

CIS's counselling service describes whole‑school wellbeing initiatives intended to promote compassion, leadership and resilience, and offers both group and individual counselling to support students' mental health. The counselling team states it provides classroom social‑emotional lessons, supports teachers with evidence‑based strategies, and runs parent/caregiver workshops to help families support student wellbeing. Boarding and student services pages also reference attention to students' psychological and social development in the boarding context. These statements on the website outline the school's publicly stated approach to mental wellbeing but do not publish clinical protocols or detailed therapeutic qualifications for staff.

The school's public website describes student wellbeing, counselling services and boarding safety in broad terms but does not publish a clearly labelled child‑protection or safeguarding policy that is publicly accessible. The site includes a privacy policy and a menu link for "School Policies," but a distinct, named safeguarding/child‑protection policy is not available on the pages reviewed. For specific details about safeguarding procedures, reporting lines, or staff safeguarding roles you will need to contact the school directly via the admissions or contact details provided on the site.

1. Initial enquiry and eligibility check — Contact the Admissions Office to begin. Parents should confirm eligibility (CIS accepts students who hold foreign passports, including Hong Kong, Macau and Taiwan) before completing the online application form; if you are unsure, ask Admissions so you do not complete unnecessary paperwork. You can request a campus tour or an online information session — tours are available year-round but appointments are recommended.

2. Complete the application and gather documents — Fill in the school's Application Form (the site links to the online form) and prepare required documents: a recent photo, the student's passport information page, both parents' passport copies, and school records (current year and previous full-year reports and any standardized test results). Note the non‑refundable application processing fee (stated on the admissions page) is required when you submit — this fee covers review, one test and an interview. Keep certified/translated copies ready if your documents are not in English.

3. Arrange assessment and interview — After submission you will be scheduled for an admissions assessment and an oral interview; these are conducted in English and are used to determine grade placement and any language support needs. If you are outside Guangzhou the assessment and interview can be scheduled online; follow the instructions Admissions provides so your child is prepared (timing, platform, and materials). Expect the school to test English and, where relevant, to assess academic levels against the Alberta curriculum.

4. Learning support / ELL assessment — If the assessment indicates the student needs English Language Learning (ELL) or other additional learning support, the school will evaluate needs individually and may make ELL a condition of entry (especially above Grade 2). Parents should ask in advance about ELL costs, frequency, and how ELL lessons are scheduled relative to mainstream classes. If your child has documented learning support needs, disclose these early so CIS can confirm whether appropriate services are available.

5. Offer, acceptance and securing placement — Once assessments and document checks are complete, CIS will issue written notification of the outcome (offer or otherwise). To secure a confirmed place the FAQ states families must complete tuition payment — parents should clarify whether this means a deposit or full payment and ask for the exact invoice and payment deadlines. Ask Admissions for the written offer's conditions (start date, grade placement, any conditions such as continuing ELL).

6. Fees, payment timing and mid‑term starts — Tuition can be paid annually or by semester; fees are inclusive of experiential-learning fees, tests, materials and insurance, and the school invoices pro‑rata for students starting mid‑semester (monthly or half‑month rules apply as specified). Parents should request the full tuition table and a written copy of the school's refund and withdrawal policy before paying to make sure they understand deadlines and any penalties. Also note optional miscellaneous fees (boarding for Secondary students, bus fees) are charged separately.

7. Arrival and orientation — Arrange a campus visit or orientation before your child's first school day where possible; the Admissions Team normally arranges a meeting with a relevant head of school or teaching staff during visits. If you are relocating from overseas, inform Admissions early so they can accept documents by email and schedule an online interview if needed. For visa purposes the school can provide a “future student letter of enrolment” only after tuition fees have been paid; CIS does not provide visa‑application services.

CIS publishes a formal Academic Scholarship Programme (2025–2026) on its website. The programme includes several categories: (a) a high‑value “Million RMB Scholarship” tied to Grade 12 graduates who receive offers from certain elite universities (Ivy League, Stanford, MIT, Oxford, Cambridge — the page describes awards up to one million RMB); (b) a Tuition Scholarship that can cover full tuition for high‑performing students entering Grade 10; and (c) an Excellence Scholarship recognising new and current students for academic achievement, leadership and contribution in areas such as STEM, arts and service. The scholarship announcement asks new families to contact Admissions for details and current students to speak with their Learning Partner (LP), so application procedures, eligibility criteria, selection timelines and award amounts appear to be managed directly by the school rather than through an open online application form; parents should contact Admissions to request the official scholarship guidelines and any deadlines.

The school's public admissions pages (Admissions and FAQ) do not describe a formal waitlist or centralised ‘pool' system; instead CIS accepts applications year‑round and emphasises that offers are made subject to seat availability. Parents are explicitly advised to apply as early as possible because seats in each grade are limited, and the FAQ notes that placement is secured by completing tuition payment — which implies places are allocated on a first‑come/confirmed‑by‑payment basis rather than by an automatic ranked waitlist. If you need to know whether CIS will hold your application on a waiting list or maintain a priority order for late applicants, contact Admissions directly (phone, WeChat or email) to request the school's local practice for your child's grade.