Compare British Curriculum International Schools in Shenzhen, China

The Bao'an campus is in Hangcheng (Hangcheng Street), Bao'an District, Shenzhen — address: No.2, Beiqi Road. The campus is a short drive from central Bao'an and is part of a newly opened SAIS campus complex that includes academic buildings, dormitories and a dining hall. Public metro and bus links serve Bao'an generally, but exact route/times for daily commutes will depend on your neighbourhood and are best checked locally.

SAIS operates as a K–12 international school overall (preschool through Grade 12), while the Bao'an campus focuses on middle and high school provision. The Bao'an campus offers middle-school foundation (Grades 6–8) and multiple high-school pathways (IBDP, AP, A‑Level, HKDSE).

The school is co-educational and provides both day and boarding options; the Bao'an campus includes an on-site boarding programme for Grade 6 and above. There is no indication that the school is operated by a religious organisation.

SAIS Bao'an states it provides Special Educational Needs (SEN) support and places emphasis on inclusive admissions procedures and counselling. School counsellors run both group and individual sessions and the school asks parents to work collaboratively with staff on support plans; admissions and the Student Development Center are listed contacts for further detail.

The school is an independent international school operating in Shenzhen; it offers multiple international curricula (including American-style AP, A‑Level, IB and HKDSE pathways) and is not presented as formally affiliated to a single foreign government. The school was established with approval from the Chinese education authorities and the Bao'an campus is run in partnership with Tianli Educational Group.

The school website does not list any religious affiliation and presents SAIS as a secular international school.

The school office hours for the Bao'an campus are Monday–Friday, 08:00–17:00; specific daily timetables (start/end times by grade, lesson blocks, and lunch/break schedules) are not detailed on the public pages and can be confirmed with admissions. Boarding students follow a campus boarding schedule with after‑school activities, enrichment and supervised self-study in the evenings.

The Bao'an campus website does not publish a dedicated school-bus schedule; SAIS's Shekou main campus operates a paid school-bus service covering Nanshan, Futian and parts of Bao'an, with fees and routes set by service area — for Bao'an-specific transport you should confirm directly with admissions.

The Bao'an Campus offers a boarding program for Grade 6 and above. Boarding provides dormitory living spaces with comfortable accommodations and nutritious meals, with 24/7 supervision by boarding parents. The program includes student-led after-school activities, enrichment classes, and self-study support to promote holistic development.

The culinary team includes chefs from star-rated hotels to offer a diverse range of Chinese and Western dishes for students and staff. Meals are nutritionally balanced and reflect an international palate. Staff and students dine in the same canteen to enable interaction and timely feedback on dining needs.

The Bao'an campus is governed through a strategic partnership between Shenzhen American International School and Tianli Educational Group (01773.HK). It operates independently from the Shekou campus, with governance strengthened by this partnership to support sustainable educational growth. Tianli Group aims to explore multiple opportunities within the educational sector.

Shenzhen American International School offers a K–12 international programme: IB‑PYP in early years/elementary, a Middle Years/Foundation bridge in middle school, and multiple Grade 10–12 pathways (IBDP, AP, A‑Level (Edexcel/AQA) and HKDSE).
Grades 6–8 follow a Middle Year Foundation Program (MYFP) with core subjects in English, Chinese, mathematics, science, individuals & societies, arts, music, ICT, physical health education, Service as Action (SAS) and after‑school activities.
Grade 9 is a High School Foundation Year (Pre‑DP) that prepares students for pathway selection (Pre‑DP into IBDP, AP, A‑Levels or HKDSE) and includes TOK and PHE in the programme.
The American Placement (AP) pathway (Grades 10–12) lets students choose AP subjects across languages, humanities, sciences and maths and sit external AP exams (students typically take 2–3 exams and may earn university credits).
The A‑Level route includes a Grade 10 Pre‑DP year and Pearson Edexcel IAL / AQA Oxford International qualifications in Grades 11–12 (students usually select three specialist subjects alongside mandatory English/Chinese, PHE and ASAs); the HKDSE pathway (Grades 10–12) follows Hong Kong Diploma requirements with compulsory Chinese, English, mathematics and liberal studies plus elective sciences, humanities, Applied Learning options and mathematics extension modules.
The IBDP option comprises a Grade 10 Pre‑DP transition and the two‑year Diploma Programme (Grades 11–12) with the six subject groups, Theory of Knowledge, Extended Essay and CAS; students can follow HL/SL subject choices across languages, individuals & societies, sciences, mathematics and the arts.

SAIS describes a range of student-led after‑school activities (ASA) that the school says develop teamwork, leadership, resilience and confidence through clubs and sports. The SEN/Student Development information also states school counselors run general, age‑group sessions on mental‑health topics as well as individual counselling. The Student Development Center is led by a named director (Ms Aleezer Li), who is presented as a life mentor involved in student support. The school website frames these elements as part of a broader “holistic education” approach on the main site.

The school's SEN page states SAIS offers Special Educational Needs support and says inclusivity and gathering information through the admissions process are part of that provision. The page describes dedicated school counselors providing general and individual counselling tailored to students' needs. The site invites parents to cooperate with the school's SEN work and provides contact emails for further enquiries. The school does not publicly specify on its website which specific categories of SEN it can support, nor does it describe itself as a specialist SEN institution.

SAIS states it offers English language support through English as a Second Language (ESL) and English as an Additional Language (EAL) programmes and lists TOEFL and IELTS preparatory courses. The Language Programs page also notes additional instruction in Chinese, French and Japanese to enrich language learning. The school says its language teaching team includes native and experienced non‑native English teachers to support students transitioning to an English‑language environment. For more detail (levels, entry criteria or class sizes) the site directs enquiries to admissions email addresses.

The school's SEN and Student Development pages state that school counselors provide both group sessions on age‑appropriate mental‑health topics and one‑to‑one counselling for individual needs. The Student Development Center is presented as a focal point for student support and college counselling, led by a named director. The campus description also refers to a “Home Parent” programme and dormitory living spaces intended to create a supportive, home‑like environment for boarders. If you need specifics about counselling qualifications, referral processes or external mental‑health partnerships, the website provides contact emails but does not publish those operational details.

The school does not publicly disclose information regarding safeguarding and child‑protection policies on its website.

1. Initial inquiry and information-gathering (Contact & tour). The school's contact page provides a form to request tours and lists school hours and phone/email contacts; families should confirm which campus/program (Bao'an vs. Shekou) they are applying to before proceeding. Visiting or a phone call is useful because the school offers both day and boarding options and bus/meal arrangements differ by campus.

2. Create an OpenApply account and complete the online application.
- SAIS uses OpenApply for admissions; parents should register a family account and complete every required section of the online application (personal details, family, previous schools, health/SEN information and fees section) before submitting. The OpenApply form also asks whether you want boarding or day place and which academic year and curriculum stream (IB/AP/A‑Level/DSE) you are applying to; fill those carefully because they affect placement and fee schedules. You can preview the full checklist on the OpenApply portal so you can gather translations, transcripts, and medical records before submission.

3. Prepare and submit required documents and pay the non-refundable application fee.
- The application will not be processed until the non-refundable application fee (¥2,000 RMB) is paid and the required documents are received. The school's published application checklist requires a completed application form plus copies of the student's passport, birth certificate (English translation), residence permit or visa (if available), immunization record, two passport photos, the last two years' official school reports (English translation), and any specialist SEN reports. If you do not yet have a Chinese visa/residence permit you may submit passport copies now and email visa/permit copies later.

4. Admission review and any follow-up (selection process).
- Once the application fee and documents are received the school's selection/review process begins; the school may request additional information, clarification of records, or follow-up communications with the sending school. The website and application form do not publish a single fixed interview/exam sequence for all applicants, so the school may contact you to arrange placement testing, an interview, or a meeting with staff as appropriate for the student's age and programme; for high‑school entry the school also runs entrance examinations and scholarship-related assessments. Parents should be ready to supply original documents on request and to schedule in-person or online meetings for placement discussions.

5. Offer, acceptance, and payment of the enrollment deposit.
- If the school issues an offer, new families must pay the non-refundable enrollment deposit (published as ¥60,000 RMB) within five working days of receiving the admission letter to secure the place; continuing students must meet the seat-reservation deadline (published as March 31). The enrollment deposit is applied toward total fees but is non-refundable; if the deposit is not paid by the deadline the school explicitly reserves the right to offer the place to other applicants. Parents should check the offer letter for exact dates and the finance contact for bank details.

6. Tuition payment schedule, early-bird and payment options.
- The school publishes grade-group tuition bands and offers an early-bird rate for payments by March 31; full tuition deadlines and the standard payment schedule show an annual (due by August 10) or semester option (due by August 10 and January 10). For example (published in the SAIS fee policy for 2025–26) annual tuition figures differ by grade and programme (primary, middle, AP/IB high school, A‑Level, HKDSE) and boarding and meal fees are additional. Parents should review the current Fee Policy PDF carefully for the grade-specific tuition amount that applies to their child and confirm whether their employer will pay directly or whether they will pay as family.

7. Additional fees and optional services (boarding, meals, transport, school fund).
- The Fee Policy lists boarding fees (annual boarding fee and meal and dormitory amounts), a School Fund / uniform & BYOD one-time fee for new students (published as ¥20,000 RMB), and bus fee zones (published zone rates); meal and transport fees can be optional and non-refundable depending on your selections. Sibling discounts apply to tuition only (with the structure published in the fee document) but do not apply to boarding, meals or uniform/school-fund charges. If you are considering boarding, note the fee structure for dormitory configurations and that meal arrangements differ between the Bao'an and Shekou campuses.

8. Withdrawal, refunds, and arrival preparations.
- The school publishes a withdrawal and refund policy with proportional refunds depending on the withdrawal date (e.g., 100% refund before school year begins, scaled refunds through the year) and specific rules for temporary leave, late payments, and documentation release. Parents should also prepare immunization records and any medical documentation in advance; the application form requires immunization and health history and indicates the school will follow emergency procedures if necessary. If a visa/residence permit is required for enrollment, start that process early (the application form asks for residence/visa details).

SAIS publishes a school scholarship programme and a scholarship application form for the Bao'an campus. The school's scholarships page and the SAIS Scholarship Application Form list several categories in the 2025 plan, including a High School Entrance Examination Scholarship, Top University Scholarship, Outstanding Student Scholarship, and Talent Scholarship (for arts or sports); the application form describes required items such as a 200–500 word personal statement, two recommendation letters, certified transcripts, and supporting evidence (competition results, portfolios) for talent awards. Deadlines and timelines are published in the scholarship form (examples: application deadlines of December 20 for spring-entry and June 30 for fall-entry; selected applicants notified by January 10 or July 31; successful applicants required to confirm by January 20 or August 5). The scholarship form identifies a Scholarship Coordinator (Ms. Aleezer Li) and gives a contact email and phone number for questions and submission instructions. The scholarships page also includes student testimonial material (example: a 12th‑grade recipient reporting a half scholarship) indicating the school has awarded partial scholarships in practice. If you are considering a scholarship, submit the scholarship form and all supporting documents by the published deadline and follow up with the scholarship coordinator for any programme-specific steps.

The school website and published admissions documents do not present a separate, public ‘waitlist' policy or named ‘admissions pool' for general applicants. However, the Fee Policy states that if a new student's enrollment deposit is not paid by the required deadline the school reserves the right to offer the place to other applicants, which indicates places may be reallocated promptly when deposits are not received. Because the site does not describe a formal waitlist process (priority rules, how long students remain on a list, or how waitlisted families are notified), parents who want to know the practical handling of oversubscribed grades should contact admissions directly (admissions@szsaisba.org) to ask whether a waitlist will be created for their child and how offers from that list are managed.

SIFC (also known as Shenzhen International Foundation College / 深国预) is located in Shenzhen's Bao'an district at the International Arts Exhibition Center / IADC (listed on some directories as No. 8, Yizhan 4th Road or at the International Art Exhibition Centre complex). The campus is in the Songgang/松岗 area of Bao'an and is served by local buses and the nearby Shenzhen Metro lines (access typically requires a short bus or taxi transfer from the nearest metro station). Parents relocating from overseas will usually travel to the campus from Shenzhen Bao'an Airport or major metro interchange stations; confirm exact campus address and directions with the school before you travel.

SIFC is primarily a secondary/college-preparatory school (the school operates international high‑school programs and directories list intake roughly around middle-to-high school grades, e.g. Grade 7 or Grade 9 through Grade 12). The school is organised into two main divisions: an International High School and an Art High School, offering AP, A‑Level and international foundation/"3+1" programmes.

A private, co‑educational international school. Publicly available school profiles and international‑school directories indicate SIFC operates both day and boarding provision (boarding available for some year groups), though exact boarding arrangements and eligibility should be confirmed with admissions.

There is no detailed public description found in the school's published admissions summaries about a dedicated Special Educational Needs (SEN) department or specific learning‑support facilities. If your child has diagnosed additional learning needs, contact the school's admissions or student‑support office directly to discuss available accommodations and assessment procedures.

SIFC is a Chinese private international school approved by the Shenzhen Education Bureau and registered with provincial education authorities and the China Scholarship Council; it is not listed as being affiliated to a foreign government or national school system.

No religious affiliation is indicated in the school's public materials or directory profiles; SIFC is presented as a secular international college.

A specific published daily timetable (start/end times, exact break and lunch periods) was not found on public admissions or school‑profile pages. For precise school‑day times, term dates and weekend/boarding routines, ask admissions or request the school's current parent information pack.

Multiple school directories and international‑school profiles list a school bus service for SIFC (school‑operated or contracted routes are commonly provided by schools of this type), but they do not publish route maps or provider names publicly. Families should request route coverage, pick‑up/drop‑off points, cost, vehicle safety checks and any live‑tracking/GPS arrangements from the school's admissions or transport office before enrolling.

Shenzhen International Foundation College (SIFC) is a senior secondary international college running Grades 9–12 and offering parallel American and British pathways. Qualifications offered include the American high‑school diploma with College Board Advanced Placement (AP) courses—including AP Capstone and AP electives—Cambridge IGCSE, and UK A‑Levels (via Cambridge, Pearson Edexcel and Oxford AQA), together with EPQ and college‑credit placement options. SIFC also provides pre‑university/Foundation programmes (pre‑bachelor and pre‑master), “3+1” articulation routes, and specialised art tracks for students targeting arts degrees. The curriculum is delivered alongside specialist centres for art & design, international music, STEM/MIT FabLab, Tencent AI Lab, and sports training (including a basketball and a modern‑pentathlon centre), allowing students to combine academic qualifications with arts, sport or STEM pathways. Within its Grades 9–12 span students typically follow IGCSE (GCSE‑equivalent) in the mid‑stage and progress to A‑Level or AP/US‑diploma and foundation options in their final one to two years.

SIFC publicly describes a whole‑school, “whole‑person” education approach and cites project‑based learning and personalised student development as part of that work. Public descriptions list a PBL (project‑based learning) Innovation Education Centre and a “Student Individualised Growth Center” used to support student development and personalised pathways. The school also promotes specialised pathways and the “V‑class/拏云计划” for tailored academic and personal development. Specific staff roles (for example named pastoral leads or dedicated SEL coordinators) are not detailed in the public materials found.

The school does not publicly disclose information regarding provision for students with special educational needs (SEN) or whether it is a specialist SEN institution. Publicly available school profiles and news items describe academic, artistic and personalised learning centres but do not publish a SEN policy, lists of supported needs, or dedicated learning‑support staffing. Therefore no verified, sourceable details about SEN provision could be found.

Public listings for SIFC note provision of English courses for non‑native speakers (described in some profiles as “English non‑native” or EAL‑style classes) and an English‑medium curriculum across grade levels. These sources do not, however, publish a clear EAL programme description, entry/assessment procedures, or named EAL staff on the publicly available pages located. As a result, while non‑native English instruction is referenced, detailed, sourceable information about specific EAL staffing or formal support programmes is not published.

SIFC's public materials emphasise personalised pastoral development and “whole‑person” education through centres and projects intended to support student growth. Items such as the Student Individualised Growth Center and regular teacher mentoring are described in school profiles and news items as part of the school's approach to student development. The school's public descriptions do not, however, provide a published counselling service structure, named mental‑health staff, or a detailed mental‑wellbeing programme that can be cited.

SIFC is described in official and major public profiles as an Education Bureau‑approved full‑time international school (registered with Shenzhen authorities), which indicates formal recognition by local education authorities. Those public profiles do not, however, publish a child‑protection or safeguarding policy, a named Designated Safeguarding Lead, or detailed reporting procedures that can be cited from the school's own public materials. Therefore specific, sourceable safeguarding policy text or staff names were not found in the public sources located.

1. Initial enquiry and school visit — Contact the admissions office (phone/email or the online enquiry form) to request current materials, ask about open‑day dates, and confirm which programmes (AP / A‑Level / Arts / Music) are accepting students for the intake you want. Parents should bring the student's most recent school report when they visit and note that some programmes (art/music) require a separate portfolio or audition—ask in advance what format the school wants. It's common for the school to schedule on‑campus tours or online information sessions before you complete a formal application; confirm the exact timeframe and available slots with admissions.

2. Submit a formal application — Complete the school's application form (online or in person) and submit the requested documents: a copy of the student's ID (passport, mainland ID or hukou), recent academic transcripts, one‑inch photos, and any specialist materials (art portfolio, music recordings). The application step typically requires payment of an application or registration fee; published amounts vary between sources so ask admissions for the current, exact figure before paying. Keep scanned copies of everything and request a receipt and an application reference number from the school for follow‑up.

3. Test registration and fees — After the application is accepted for assessment, you will be asked to register for the entrance assessment and pay the test fee (many parents report a separate exam/testing fee in addition to the application fee). Expect to be told precise test dates and whether the test is on campus, online, or computer‑based; confirm refund policies (most test fees are non‑refundable). Before you arrive, double‑check what calculator or ID to bring and whether parents are permitted to stay for the test day.

4. Entrance assessment — SIFC uses a formal academic assessment (reported as a 150‑minute MAP or MAP‑style computerised test covering math, English and science for most academic streams) and a one‑to‑one interview (often with a senior leader such as the principal). For arts and music applicants the academic test is combined with a professional exam or portfolio review; portfolios and recordings should meet the school's stated format and length. Parents should prepare the student by reviewing subject areas named by the school and by making sure portfolios are labelled and uploaded according to the school's instructions.

5. Interview and family meeting — If shortlisted, the school will normally schedule a student interview and a parent/guardian meeting (in person or by phone/video). The interview evaluates language ability, academic motivation and fit with the programme; art/music applicants often have a separate subject‑specific audition or interview. Parents should bring original identity documents and be ready to discuss learning support needs, future university plans and logistics (transport, boarding if relevant).

6. Offer, timeline and placement — After assessment the school will issue an outcome (offer, conditional offer, or non‑offer). Some sources report that initial results can be given quickly (reports of decisions within about three working days in some application rounds), but official timelines can vary by intake and cohort—confirm the expected decision date when you apply. If an offer is made, read the offer letter carefully for deadlines to accept, any conditions (e.g., submission of authenticated transcripts), the contract terms and the deadline to pay the deposit or tuition to secure the place.

7. Contract, payment and registration — To secure a place you will typically sign an enrolment agreement and pay the required deposit/full tuition by the stated deadline; the school will provide instructions for invoicing and acceptable payment methods. Be aware of what the tuition covers (some published schedules note that tuition may include core fees but exclude meals, boarding, international exam fees and school bus) and keep copies of the signed contract and payment receipts for visa or school‑record purposes. If you need an invoice for reimbursement or visa applications, ask admissions at the time of payment.

8. Pre‑arrival administrative steps — Once your place is confirmed, the school will advise on start‑of‑term requirements: immunisations or health records, uniform orders, orientation dates and any assessment to place the student in the right subject level. For non‑mainland students, check visa/entry paperwork early; for mainland transfers you may need to follow local education bureau procedures for transfer or new student registration. Keep the admissions contact details handy in case documents or travel plans change.

SIFC publishes a structured scholarship scheme (branded as the “拏云奖学金” in the school's own material) that includes entrance scholarships, university‑entry scholarships and targeted university fee assistance. The entrance scholarships are awarded before enrolment and may reduce tuition directly (the published categories include full‑tuition awards, and tiered awards such as ¥100,000/year, ¥50,000/year, ¥20,000/year, and ¥10,000/year levels); the programme also describes separate university‑entry awards tied to particular destination universities with larger lump sums for top offers. The school's 2025 scholarship materials state a combined potential package of awards and assistance up to a large total (the page cites the overall programme cap), and it notes that scholarship rules and the awarding process are determined by the school—parents should request the specific scholarship application form, eligibility criteria, selection timeline, whether scholarships are renewable year‑to‑year, and any scholarship conditions (e.g., minimum progress or enrolment in particular classes). For full, current details and the official application process, contact SIFC's admissions or scholarship office and ask for the scholarship policy and deadlines.

Publicly available admissions material and the school's published admissions summaries do not set out a formal, detailed waitlist policy on the website; I did not find an explicit statement that SIFC operates a named waiting‑list process in its public admissions pages. That said, many international schools will place qualified applicants on a waiting list if a grade or programme is full and then offer places as spaces open; because SIFC's external admissions guides do not publish a formal waitlist policy, the best practical approach is to ask the admissions office directly whether (a) they maintain a waiting list for the year/grade you need, (b) how candidates are prioritised, and (c) how long the wait typically is. If you want a fallback plan, ask admissions whether they will accept rolling documentation updates and how often you should check in to keep your application active.

Harrow Shenzhen is located in the Qianhai Cooperation Zone, Nanshan District (No.39 KeChuang 6th St), Shenzhen — a short commute from the Shekou/Qianhai areas and with cross‑border business links toward Hong Kong.

The school serves pupils aged 2–18, organised as Early Years (2–5), Pre‑Prep (5–11), Prep (11–13), Senior (13–16) and Sixth Form (16–18).

Harrow Shenzhen is a co‑educational day and boarding school offering boarding options (including flexi‑boarding) from upper primary/Year 5 through to Sixth Form.

The school has a published SEND policy and a SEND Coordinator; support includes EAL programmes, small‑group literacy and maths support, dyslexia intervention, social‑skills work, access to a school psychologist and individual education plans (IEPs) where required.

Harrow Shenzhen is part of the Harrow/AISL group and follows a British international curriculum linked to Harrow (UK) schools.

The school presents a values‑based ethos but does not state a religious affiliation on its website.

According to the school FAQs, EYC pupils finish at about 15:00; Pre‑Prep and Upper School pupils finish at about 15:00 and then attend the Harrow Diploma Activities (HDA) programme, with the later day ending around 16:00. Boarding students follow a separate weekday routine with supervised study, activities and set lights‑out times.

The school operates a multi‑route student bus service covering many residential areas in Shenzhen; routes (with estimated pickup/drop times) are published and adjusted each term to meet demand. Buses carry an on‑board escort and parents are expected to have children ready at the scheduled stop times.

The school operates boarding in two houses: The Park for boys and The Grove for girls. Flexi Boarding is open to Years 5–13, with spaces allocated on a first-come, first-served basis and bed availability. Boarders receive meals and structured activities: breakfast Monday–Friday 7:00–7:30, dinner Sunday–Thursday 18:00–18:30, and evening activities Monday–Thursday 19:45–21:00, plus prep and academic support 17:00–19:30 and snacks; pastoral care is provided by a dedicated boarding team.

The Uniform Policy is strict; students wear the standard school uniform and Harrow Hat to and from school. Students arriving in non-uniform clothing may be sent home to change; contact the School Operations department at HIS@harrowshenzhen.cn for more information.

On-site canteens provide meals with healthy, well-balanced menus, and the menus accommodate dietary preferences. Boarding includes home-cooked style healthy meals with a diverse menu, catering to dietary preferences.

Harrow Shenzhen uses a six-house system: Deng Xiao Ping House (Green), Curie House (Purple), Lyon House (Orange), Attenborough House (Red), Song Qing Ling House (Yellow), and Churchill House (Blue). All students belong to one House. Lower School Houses compete in events such as sports and singing, with pastoral care provided by Class Teachers and Heads of Phase; Upper School Houses form tutor groups led by Housemasters/mistress(es) with support from the Assistant Head and Head of School. The House system fosters a small-school atmosphere and provides a clear link between school and home.

The school is part of AISL Harrow Schools, a group of Harrow-branded international and bilingual schools in Asia. The AISL group preserves the Harrow heritage and values and coordinates relationships among Harrow schools and Harrow London.

Harrow Shenzhen operates a British-based programme for ages 2–18 divided into Early Years (2–5), Pre-Prep (Years 1–6), Prep (age 11–13), Senior (age 13–16) and Sixth Form (age 16–18).
The Early Years follows the Early Years Foundation Stage (EYFS) approach of the English National Curriculum.
In Pre-Prep (Years 1–6) the school emphasises literacy, numeracy and broad exposure to specialist subjects (languages, music, PE, computing, art and design), while the Prep phase continues specialist teaching in core subjects including English, Mandarin, mathematics and science.
The Senior School prepares students for international public examinations, with most students completing Cambridge/IGCSE courses typically taken in Year 11 across subjects such as English, mathematics, sciences, humanities, languages, arts and design/technology.
In Sixth Form students follow a two‑year A‑Level programme (with many taking an Extended Project Qualification) aimed at university preparation; the school also sets subject-specific entry expectations for A‑Level choices.

Harrow Shenzhen describes pastoral care as a structured, school-wide system that uses homerooms in the Lower School and a vertical House system and close personal tutoring in the Upper School to ensure each student is known and supported by staff. The House system creates cross-age “family” units with Housemasters/mistresses and tutors who monitor academic progress and provide pastoral guidance. The school runs focused activities and campaigns (for example Fellowship Week and anti‑bullying initiatives) to promote inclusion, peer support and respectful behaviour. Small class sizes and boarding pastoral routines are cited as part of the personalised support network for students.

Harrow Shenzhen lists staff with learning‑support and special‑education experience on its teacher pages (for example Krista Berry is listed as a Learning Support Teacher and Yaeliz Rabassa's bio notes a Master's in Special Education and prior Head of Inclusion roles). The school's admissions information asks parents of children with SEN to consult the school before applying and states explicitly that Harrow Shenzhen “does not have the facilities or faculty required to educate children with severe learning needs.” The website does not publish a dedicated Special Educational Needs policy or a comprehensive public list of specific conditions the school can support. Therefore, while the school employs staff with SEN experience and offers learning‑support provision, it is not presented as a specialist SEN institution.

Harrow Shenzhen presents an EAL provision on its site (including a subject video) and lists a dedicated EAL team and leaders — for example an Upper School Head of EAL and several Upper School EAL teachers in the staff directory. Early Years phonics provision (Read Write Inc.) is described on the site and is noted as supporting young learners for whom English is an additional language. The school's pages describe targeted EAL teaching and specialist EAL staff rather than stating a single uniform programme for all year groups. If you need details about levels of support, assessments or class‑by‑class provision the school publishes a subject video and staff list but does not provide a single, detailed public EAL policy on the website.

The school names a Director of Care, Guidance and Support (Zaynah Lyons) whose profile lists counselling and psychology qualifications and wellbeing specialisms, indicating a senior role for student mental‑health support. Pastoral care, the House system and boarding routines are described as contributing to students' social and emotional support, and some staff hold mental‑health first‑aid training. Harrow Shenzhen also runs parent workshops addressing topics such as bullying and positive parenting, which form part of its wider wellbeing provision. The school materials emphasise pastoral and boarding structures rather than a separate public‑facing mental‑health policy document.

Harrow Shenzhen states that safeguarding and child protection are central to school operations, with its policy aligned to UK legislation (the Children Acts 1989 and 2004) and international frameworks such as the UN Convention on the Rights of the Child. The site names the Designated Safeguarding Lead (Zaynah Lyons, Director of Care, Guidance and Support) and lists deputies William Mitchell and Natalie Dirkze, and gives an email contact for concerns (safeguarding@harrowshenzhen.cn). The school says the full Safeguarding and Child Protection Policy is available to parents via the Parent Portal. Visitor and campus safety guidance (photography, adult/child boundaries, ID badges) are published on the safeguarding page.

1. Harrow Shenzhen will only consider applications if there is space in the requested year group, so parents should confirm availability rather than assume an open place. The school publishes citizenship/residency eligibility rules (foreign passport or HK/Macau/Taiwan ID; for Chinese-passport holders at least one parent must have worked in Qianhai for more than 90 consecutive days and meet specified criteria).

2. Complete the online application and prepare documents: Complete the school's application form (the site links to the online application portal) and assemble required documents such as passports/ID, recent school reports or transcripts, and any certificate of residency/work in Qianhai for Chinese passport families. Parents should note an assessment fee is charged per application (see step 4) and that incomplete applications can delay assessment scheduling. If your child has additional learning needs, the school asks parents to consult Admissions first because the school is not resourced for severe learning needs.

3. Assessment fee and booking: For applicants invited to assessment, Harrow Shenzhen requires payment of an application/assessment fee (the site lists RMB 3,000 for assessments/applications in recent notices). Families should be ready to pay this promptly to confirm a scheduled assessment; any differing fees for specific entry years will be set out by Admissions at invitation. Payment methods are restricted (the school states all fees must be paid by bank remittance; cash is not accepted).

4. Assessment and interview: Once the application and documents are received, the school aims to schedule assessments and interviews within two weeks. Assessment format varies by year group: Pre-Nursery has a parent interview only, Nursery–Year 1 include student observation and parent interview, and Year 2+ include a computer-based assessment, student observation/interview and a parent interview — check the year-by-year table on the Admissions page for exact requirements. Families should prepare appropriate past-school reports, any standardized test results, and (for older applicants) evidence of curricular interests or portfolios where relevant.

5. Admissions outcome and timeframes: The school states that results are usually issued within one week of assessment and interview, though some cases may take longer; Admissions will notify families of the outcome and next steps. If offered a place, parents are required to sign confirmation documents and pay the facility deposit within five working days of the offer or the place may be offered to another applicant. Keep this deadline in mind when planning travel or overseas moves — a delayed response risks losing the offered place.

6. Deposit, fees and billing structure: The published fees page shows a non-refundable facility deposit (listed as RMB 25,000) and gives the tuition schedule for the 2025/26 academic year (tuition ranges by year group; for example, Pre‑Nursery and Reception figures are shown separately from Years 1–13). Harrow Shenzhen offers payment cycles and instalment options (for 2025/26 the school allows two instalments covering Term 1 and then Terms 2+3); confirm the current year's billing schedule with Finance. Additional identifiable charges include school bus, boarding and catering — the fees page lists the school bus and boarding annual charges and notes some charges (textbooks, trips, certain activities) are charged separately.

7. Siblings, discounts and other practicalities: The fees page lists sibling discounts (no discount for second child; 5% for third child, 10% for fourth, 15% for fifth+ when children attend concurrently) — check the exact conditions with Finance. Uniforms are purchased separately through appointed suppliers and the school requires a signed bus agreement before using bus services; boarding uses a separate billing arrangement and flexi-boarding is charged per night. Make arrangements early for bus routes, uniform orders and any boarding requirements to avoid delays at enrolment.

8. Final enrolment and records: After deposit/payment and returned confirmation paperwork, the school completes enrolment and will provide billing/invoice (fapiao) information through the Finance Department. If you later decide to withdraw, the published Terms and Conditions require a term's written notice to the Head; follow the school's specified notice and delivery methods. Keep copies of all bank remittances and the signed confirmation documents for your records.

9. When to contact Admissions: If you need to check vacancies, request special arrangements, or confirm assessment requirements for a particular year group or entry month (for example, Year 10/Year 12 subject-selection deadlines are published for specific intake cycles), contact the Admissions team directly — they run campus tours/Open Days and can add you to event registration or the WeChat admissions channel. The Admissions page lists the email and phone number for direct queries.

Harrow Shenzhen operates a Scholarship Programme and also offers means‑tested bursaries; information and application details are published on the school site. Merit-based scholarships are offered in categories such as Academic Excellence, Sports, Music and Drama; the merit scheme is described as providing targeted curricular enrichment and support rather than direct financial discounts for all merit awards (the school distinguishes merit support from full-cost scholarships). The scholarship application process requires a completed application form, supporting documents (transcripts, test scores, references, portfolios where appropriate), a personal statement (the school's guidance indicates 500–700 words for merit applications), and shortlisted candidates are invited to interview with the scholarship committee. In addition, AISL Harrow Scholarships (for example, the Y2025–27 Harrow scholarship round) have been run at Harrow Shenzhen/AISL Harrow and in at least one cycle included full scholarships covering tuition, boarding and examination fees for the two‑year A‑Level programme; check current availability, deadlines and selection criteria for the year you are applying. For means‑tested support, the school's bursary information indicates that all students may apply and that bursaries are intended to ensure talented students can attend irrespective of parental income. For precise application forms, deadlines and contact points (scholarship enquiries list a contact such as Angela Tai and the Scholarship page provides form downloads), contact the Admissions or Scholarship office and download the school's scholarship brochure from the admissions pages.

Harrow Shenzhen's public admissions pages do not publish a formal waiting‑list policy or a named ‘waiting list' procedure; instead the site emphasises that applications will only be considered where places are available and asks families to contact Admissions to check vacancies. Because the school does not publish a standard waiting‑list mechanism, parents who are willing to be held for a future vacancy should contact admissions@harrowshenzhen.cn to ask whether the school can retain their application or place them in any internal pool when no immediate place exists. If you need a formal waiting‑list placement or a position number for local administrative purposes, request explicit confirmation in writing from Admissions so you have a dated record of any agreement.

SCIE is on a purpose-built campus at No. 3 Antuoshan 6th Road, Futian District, Shenzhen (postcode shown on the school site). The campus moved to Antuo Hill in 2020 and sits in central Futian, close to the city's business district; local public transport options include Shenzhen's metro (Longhua Line to Fumin Station) and several city bus routes near Huanggang Park.

SCIE is a four‑year international high school: G1 and G2 follow the IGCSE programme, and A1 and A2 are the final two years when students study A‑Levels or AP.

Co‑educational; SCIE operates as a day school with boarding facilities on campus (the website describes dormitories and residential support).

The school describes a pastoral and wellbeing structure (form tutors, Heads of Year, a wellbeing centre with counsellors and on‑site nurses) and mandatory safeguarding procedures. The website does not publish a detailed public 'SEN/Additional Learning Needs' policy; parents with specific ALN/SEN questions should contact admissions or the pastoral team for case‑by‑case detail.

SCIE teaches a UK curriculum (IGCSE and A‑Level pathways) but is an international college rather than formally affiliated to a national church or foreign government.

The school does not state any religious affiliation on its public pages; its materials present SCIE as a secular international college.

Published staff timetables indicate a typical weekday start around 07:50 (with some earlier Monday starts) and lessons finishing mid‑ to late‑afternoon, followed by a one‑hour after‑school ECA slot (commonly 16:30–17:30). The campus provides a canteen for lunch.

The school website does not publish a dedicated school‑bus/provider timetable. For daily travel many families use public buses and the metro (nearby Fumin Station and Huanggang Park area are the closest public links cited by local guides). If you need a school‑run service, contact SCIE Admissions (info@scie.com.cn or the telephone number on the site) to confirm whether the college currently operates routes or recommends external providers.

Boarding houses provide modern, well-equipped dormitories with personal study areas and shared common rooms, supported by attentive dorm teachers and psychological counselors.

The school uses a four-house system: Water, Metal, Wood, and Fire. Students wear house uniforms in color-coded designs.

A wide choice of meals and refreshments is available in the canteen and café.

There are four houses (Water, Metal, Wood, Fire). House events include sports and non-sport activities, with weekly gatherings on Wednesday afternoons. A Student Leadership Body oversees the House division and related events.

SCIE is affiliated with the Council of International Schools (CIS), FOBISIA, and ACT, and offers College Board–audited AP courses since 2016. SCIE has undergone accreditation with CIS and the Western Association of Schools and Colleges (WASC).

SCIE operates a two-stage international curriculum: a two-year Cambridge IGCSE programme in G1–G2 (for roughly 14–16 year olds) followed by AS/A‑Level study in A1–A2 (aimed at 17–18 year olds). In G1–G2 all students take five core IGCSEs (Chemistry, Chinese, English Language, Mathematics and either Biology or Physics) plus three optional subjects, normally finishing with at least eight IGCSE qualifications after two years. A‑Level study is divided into AS (usually taken in A1) and A2 (A2) components; students typically choose four to five AS subjects and leave with three or four full A‑Levels (AS can also be taken as a standalone qualification). The college offers subjects across art, visual & performing, humanities and social sciences, mathematics and computer science, modern languages and sciences at IGCSE and AS/A‑Level levels, with subject pages and syllabuses provided on the site. Course-selection guidance, entry requirements and progression advice are available in SCIE's course-selection materials and student handbook.

SCIE describes a structured pastoral programme in which most teachers act as Form Teachers who deliver a weekly PSHE lesson and mentor a cohort of roughly 14 students. Each year group is overseen by a Head of Year and the Pastoral Deputy Principal has overall responsibility for the pastoral team. The college says it takes a preventative approach to student welfare and identifies the form teacher as the first point of contact for students and parents. SCIE also runs a student-led Peer Support Division that provides peer tutoring, mentoring and a decompression space used during events such as Mental Health Week. Job and recruitment pages further describe mandatory pastoral/safeguarding CPD for staff and the form-tutor role.

SCIE's staff listings include a named SENCO coordinator (Adam Romano), indicating a designated staff role for special educational needs coordination. The site also records that the school has previously had staff in Learning Support coordinator roles, showing historic learning-support provision in some faculties. The public website describes pastoral, counselling and medical services but does not set out a detailed list of the specific categories of SEN the college can support (for example specific learning difficulties, autism spectrum conditions, or physical disabilities). SCIE's website presents the college as a mainstream international sixth-form college and does not describe itself as a specialist SEN institution.

The school does not publicly disclose information regarding EAL provision on its website. Individual staff CVs note experience teaching EAL or holding EAL-coordinator roles elsewhere, but SCIE's public pages do not present a dedicated EAL programme or a named EAL coordinator. For specific details about English-language support the school's published contact information is available on its website.

SCIE operates a Wellbeing Centre and the Wellbeing Center page names two wellbeing counsellors (Maria Acosta and Joel Wang) and a school medic/health-and-safety officer. The Pastoral Care page states the wellbeing centre is staffed by two counsellors and supported by a medical team of nurses for day and residential students. The counsellors' profiles on the Wellbeing Centre page list relevant counselling and crisis-intervention qualifications. The school also describes peer-based programmes (peer mentoring and peer tutoring) and student-run wellbeing initiatives used in Mental Health Week. The website provides staff and programme descriptions rather than a standalone, detailed mental-health policy for public download.

SCIE's Safeguarding page sets out child-protection requirements for applicants (including an ICPC or equivalent and phone contact with the applicant's current or most recent Head of School) as part of background checks. The page lists a Statement of Principles that references compliance with the UN Convention on the Rights of the Child and international best practice while also noting the college will abide by PRC law. The college names specific safeguarding roles (Child Protection Officer and Designated Safeguarding Lead) and states that all staff, including non-teaching staff, receive child-safeguarding training. The safeguarding statement emphasises staff have a mandatory duty to report suspicions of abuse and that student well‑being is the paramount concern in decision-making. Contact details for the college are published on the site for reporting or enquiries.

1. Check eligibility and timelines. Before you apply, confirm which Grade Group you are targeting (G1/IGCSE Year 1 or A1/AS Level) and check SCIE's published quotas and age limits (for example, G1 applicants must be born after January 1, 2009; A1 applicants must be born after January 1, 2007). Parents should note registration opening dates (registration for 2025 opened Jan 6, 2025) and that places are limited; the school states registration runs “until full.”

2. Prepare documents and digital materials for registration. SCIE requires a government-issued ID (mainland ID card, Mainland Travel Permit for HK/Macau/Taiwan residents, or passport for foreign students) and a passport-style electronic photo for upload; parents should have scanned copies ready before starting the online application. The admissions pages also point to specialist streams (Arts/Music) that require additional materials (portfolios or performance recordings) if applying to the Arts Academy.

3. Register online and pay the registration fee. Registration is completed through the SCIE application platform or by following the school's official WeChat account; the published registration fee for 2025 was RMB 600 (non‑refundable) and payment is made online (WeChat/Alipay). Parents should double-check the exact fee and accepted payment methods at the time they apply because the school notes registrations close when seats are full.

4. Prepare for the written entrance examination (subjects and format). For the regular stream the written test in 2025 included English and Mathematics (example dates listed: March 16 and June 1, 2025); the school runs two rounds and candidates unsuccessful in the first round can reapply for the second. Parents should check the published test format (offline/online), bring the ID used at registration on test day, and follow any test‑day instructions released by the school (the school posts software/monitoring requirements and a candidate instruction page when online testing applies).

5. Specialist (Arts/Music) application steps, if relevant. Applicants to the Arts Academy follow an additional specialist process: there is a prescreening of submitted portfolios/recordings, a specialist audition or practical test (music performance or art drawing/painting tasks), and then the standard English written test; prescreening and audition dates are published separately. Parents of specialist applicants should confirm the portfolio/video formatting instructions, any minimum competency requirements (for example, music applicants are asked to demonstrate certain grade/level equivalence), and whether a prescreen outcome automatically transfers candidates into the regular stream if they do not meet specialist requirements.

6. Shortlist and interview scheduling. Candidates who are shortlisted after the written examination are assigned an interview appointment; SCIE typically schedules interviews within 1–2 weeks after the written exam and will notify candidates via the applicant portal, official WeChat, or the website. Parents should monitor the school's communication channels closely (the site and WeChat are used to announce results and interview times) and ensure contact details in the application are current.

7. Results, offers and next steps. Admission results are posted on SCIE's official WeChat account and the school website; the admissions notices specify exact release dates for each round and for specialist streams. If an offer is made, families should read the offer letter carefully for any stated deadlines and fee/registration instructions, and be prepared that tuition does not include some costs (for example, international exam fees and off‑campus trips).

8. Fees, accommodation and other costs to plan for. Published 2025–2026 figures list annual tuition (regular stream) at RMB 273,000, Arts Academy tuition at RMB 303,000, and boarding costs of RMB 16,800 (excluding weekends) or RMB 19,800 (including weekends); these published figures also note they exclude international examination fees, field trips, internships and some summer programs. Parents should budget for examination fees (e.g., CAIE/Edexcel/AP/IB/ACT/SAT where applicable), school trips, uniforms, and any additional services (guardianship, airport transfers), and confirm the current year's fees with the Admissions or Finance Office before accepting an offer.

9. If you don't get a place right away. Because SCIE runs multiple rounds of exams and registration is stated to run until full, unsuccessful candidates may register for a later round if one is offered; check the admissions calendar and registration closing notes for each year. If you are considering other options, keep copies of transcripts and test scores ready to speed new applications elsewhere and contact SCIE's Admissions Office for clarification about future recruitment rounds.

SCIE's official admissions and programme pages (as published in the school's 2025 admissions materials) do not advertise a general scholarship or means‑tested financial aid programme for incoming students on the public site. The published pages focus on application steps, exam schedules, and fee schedules (tuition and boarding) without describing entrance scholarships or ongoing bursaries. Because some schools operate internal or case‑by‑case support (or may offer occasional merit awards), if you are seeking fee assistance or scholarship possibilities you should contact SCIE's Admissions or Finance Office directly to ask whether any scholarships, fee reductions, or limited awards are available in the year you intend to apply; the Admissions contact information and instructions are provided on the school's admissions page.

SCIE's publicly posted admissions materials do not describe a formal, named waitlist or “holding‑pool” process; instead, the school runs at least two rounds of entrance examinations each intake year and states that registration is open until capacity is reached. The admissions notices advise that test seats are limited and that registration may close when full, which suggests the school manages demand by additional exam rounds or re‑opening registration rather than by publishing a standing waitlist for offered places. If you need a definitive answer about whether the school keeps a waiting list for a particular year or grade, contact the Admissions Office directly (the school publishes contact details on its Admissions page).

Recognise International Academy is located in the Shekou area of Shenzhen (Nanshan district); the school's postal address is 4–6 Bi Yu Lu, Bi Tao Yuan Villas, Tai Zi Road, Shenzhen 518067. Shekou is an established expatriate neighbourhood with ferry links and metro connections to other parts of Shenzhen and amenities such as Sea World nearby, so the area is commonly used by internationally mobile families.

RIA teaches children aged about 4 to 16 (Reception/Year 1 through Year 11, often shown as KG–Grade 10). The school's published curriculum pages describe Lower and Upper Primary (Years 1–6) and Lower and Upper Secondary (Years 7–11), with IGCSE study typically taken in Years 10–11.

Recognise is an independent, small-scale international school that teaches in English and uses the UK National Curriculum as its basis; class sizes are kept small. The school is mixed-gender (co‑educational) and serves the expatriate community in Shekou.

The school runs a dedicated Cognition (additional‑needs) class of around four to five students staffed by a specialist teacher plus a support teacher; pupils in that class follow tailored programmes and may join mainstream classes for some subjects and activities. RIA says it works with parents and external specialists to assess needs and plan pathways.

The school has no stated national/ governmental affiliation; its curriculum is based on the National Curriculum of England (adapted for an international context).

There is no religious affiliation stated on the school website; RIA presents itself as a secular, international school.

Morning arrival is between 8:30–8:45am and lessons begin at 8:50am. The published day runs with a morning break (around 10:15am), lunch about 12:00pm, an afternoon break at about 2:15pm and the normal end of day at 3:45pm (after‑school activities extend to 4:45pm).

The school website does not list a school bus service; third‑party directory listings also indicate there is no school bus provided. If you will need transport from a particular neighbourhood, contact the admissions office to confirm current arrangements or recommended local transport options.

School meals are provided by La Maison, a local French restaurant; nearly all students opt for school lunches; snacks may be brought but should be healthy; sweets and fizzy drinks are not allowed.

The school is a family-run independent international school founded in 2008, with a maximum enrolment of 78 children. The founder is Ms Kate Rowan and the principal is Mr Ian Taylor.

Recognise International Academy bases its programme on the UK National Curriculum (2014), adapting content to an international context and a personalised approach for pupils aged 5–14. The school serves Reception–Year 11 (ages 4–16) in small, sometimes mixed‑age classes and monitors attainment using the UK National Curriculum levels. Primary provision is divided into Lower Primary (ages 5–7, Years 1–2) and Upper Primary (ages 7–11, Years 3–6), teaching core literacy and numeracy alongside science, humanities, the arts, computing, technology, PE and well‑being. Secondary is split into Lower Secondary (Years 7–9, ages 11–14) which maintains broad UK‑based subject coverage, and Upper Secondary (Years 10–11, ages 15–16) when most students study for Cambridge IGCSEs; the school also supports US High School Diploma credit routes. Across the school pupils study English, mathematics and science as core subjects; foundation areas include art, music, design & technology, computing, humanities, Mandarin (taught several times weekly), PSHE/well‑being and regular PE, with a programme of after‑school activities and excursions.

Recognise teaches explicit PSHE (called “Well‑being”) and a weekly ‘Habits of the Mind' (HOM) session to develop pupils' social skills, attitudes and resilience; Student Council activities form part of this programme. The school emphasises small classes and close teacher–student relationships so teachers have time to address emotional or behavioural issues and to discuss concerns with parents. The Parent Handbook and the school's features page describe these curriculum elements and the school's approach to emotional wellbeing.

The Parent Handbook states RIA offers targeted, individualised support for students with additional academic, social‑emotional or physical needs and that the school partners with experts and parents to assess needs and plan support. The admissions information also describes RIA as an inclusive, non‑selective school and says it has successfully supported children who struggled elsewhere. The handbook does not describe RIA as a specialist SEN institution; support is provided within the school's mainstream, small‑class context.

The school website and Parent Handbook note an English‑speaking environment and describe Chinese language lessons, but they do not publish a specific EAL/ESL programme or detailed EAL provision. Therefore, the school does not publicly disclose dedicated EAL support or a named EAL policy on its website. For language provision the handbook describes four Chinese lessons per week and grouping by home language where appropriate.

Recognise integrates well‑being (PSHE) and HOM into the curriculum with weekly sessions that teach topics about growing up, managing oneself and positive learning attitudes, and the Student Council contributes to this strand. The school's aims include fostering resilience and positive self‑esteem, and small class sizes are presented as enabling teachers to identify and address emotional needs quickly. The Parent Handbook also outlines medical/health procedures and specialist help routes for pupils who require additional support.

The Parent Handbook sets out practical safety and child‑care measures: drop‑off and collection rules (children must be brought to and collected by a responsible adult), emergency contact and medical/accident procedures, playground supervision and a complaints/concerns process. These operational rules and procedures are the school's published measures relating to pupil safety; however, the website does not show a separately titled, published ‘safeguarding' or ‘child protection' policy page. For definitive details or named safeguarding contacts, the school's office and principal contact details are provided on the site.

1. Make an initial enquiry and get the application form. Be prepared to provide basic facts about your child (name, date of birth, current year group) so the school can advise which year group is appropriate.

2. Complete and return the application paperwork. Include scanned passport pages (the school only accepts students with expatriate/non-Chinese passports), recent school reports if you have them, and any learning-support information that affects your child.

3. Wait for an acknowledgement and a proposed meeting. The school will contact you to acknowledge receipt of the application and to arrange a meeting with you and your child; this is the formal next step after submission. Plan to bring originals of any documents (passports, previous school reports) to the meeting or be ready to show them via video call if you are overseas.

4. School visit / trial day for the child (if appropriate). RIA may set aside time for your child to spend at the school so staff can meet them and observe how they settle; this is commonly used to confirm the best class placement. Parents should note visits may include informal classroom observations and short activities rather than long formal testing.

5. Assessments and references (when appropriate). The school says it may carry out some gentle assessments and/or contact referees to establish current academic level and needs; these are used to inform placement and any individual support. If your child has special educational needs, bring relevant records and be ready to discuss support history, since RIA tailors placements to individual circumstances.

6. Overseas applicants: remote correspondence and interviews. If you are applying from outside China, the school conducts correspondence and interviews by email, Skype, FaceTime or WeChat where needed; be ready to arrange a convenient time across time zones. Have digital copies of passports, reports and any assessment documents available for the remote discussion.

7. Decision and timing. RIA describes itself as a small school with limited places and says decisions are at the discretion of the School Directors; for applications received before 30 March the school aims to confirm places before the end of the second week of April. Parents should be aware of the limited capacity (the school highlights small maximum class sizes) and plan alternative options in case a place is not available.

8. Confirm enrolment and fees. If offered a place, confirmation normally requires payment of the registration fee and completion of enrolment paperwork; tuition and payment terms are published on the Fees page (see Fees section). Keep a record of payment deadlines and the school's stated instalment schedule so you can meet the enrolment conditions promptly.

There are no scholarships, bursaries or financial-aid programmes described on the school's public admissions or fees pages. The Fees page lists tuition (141,000 RMB per year for 2023–24), a registration fee (6,500 RMB) and optional costs such as school lunches, but does not reference discounts, sibling concessions, or scholarship schemes. If you need fee assistance or want to check for any unpublished discounts or concessions (for example sibling discounts, staff-rate fees, or ad hoc awards), contact the school directly to ask — the admissions contact and principal's email addresses are available on the site.

The school does not publish a formal waitlist or 'pool' system on its website; instead the site explains that RIA has limited places that are in high demand and that enrolment decisions are made at the Directors' discretion. Parents who cannot secure an immediate place should contact the school (office.recognize@gmail.com or the admissions contact) to ask whether the school maintains an informal list or can notify them if a place becomes available. Because the site emphasises small class sizes and limited capacity, it is advisable to ask the school directly about expected timings for any vacancy notifications and whether the school will hold a place pending paperwork or fees.

Longhua campus: No.12 Shilongzai Road, Dalang Sub-district, Longhua District, Shenzhen; Qianhai/Shekou campus: No.1009 Nanhai Blvd, Shekou, Nanshan, Shenzhen. Both campuses are in Shenzhen city; Longhua is inland (Dalang) while the Qianhai/Shekou site is in the Nanshan/Shekou area near the coast. The website lists full contact numbers and postcodes for each campus.

MIS is an all-through school serving Early Years through Year 13 (ages 4–18). The Longhua campus is the main all-through site; the Qianhai/Shekou campus is noted for Early Years and Junior provision.

Merchiston International School is a co-educational British international school and an overseas branch of Merchiston Castle School (UK). The school operates boarding provision across age-appropriate houses (boarders are organised in houses covering junior through senior year groups).

Parents are asked to declare any additional support needs at application; all students are screened for additional support needs at entry and the school says it will make reasonable adjustments where appropriate. The site also refers to a Student Success Centre / support team for helping students with learning needs.

MIS is the authorised overseas branch of Merchiston Castle School in Edinburgh, Scotland; the school follows British-style provision and offers British pathways (IGCSE/A Level) alongside other options for senior years.

The school website does not list a religious affiliation for MIS; the founding school in Edinburgh (Merchiston Castle School) is described in public sources as non‑denominational.

Typical school routines shown on the site indicate a morning registration/form time around 07:45–08:00, lessons during the day, a school finish in the mid‑afternoon (~15:30) followed by co‑curricular activities/CCAs (often 15:45–17:00) and supervised study/evening programmes for boarders (evening study/homework and set bedtimes vary by year group). Exact start/end times differ slightly by phase and boarding house.

The school runs an optional bus/shuttle service for day students; parents are asked to book routes in advance and the service carries an additional fee (the school notes optional bus fees and that fees are non‑refundable once a term begins). Routes are organised to meet local requirements and parent demand. For specifics on routes, stops and fees you should contact Admissions.

Boarding at MIS Shenzhen follows the traditional British boarding system with an extended day that integrates academics, co-curricular activities and personal development. Boarding students receive additional academic tutoring and supervised homework every evening, and a wide range of after-hours co-curricular activities is offered. Students are placed in one of three age-appropriate boarding houses (Pringle, Chalmers, Rogerson) and are supported by a large boarding team; there is a fully staffed on-site medical centre.

The school has a uniform system with a Uniform Shop and a Uniform Guide available for families.

School meals are provided in the Dining Hall with attendance at all meals compulsory for all years. On Sundays, breakfast is served in the boarding house common rooms; Sunday lunch is offsite; dinner is served at 18:00–18:45 on Saturdays and Sundays.

The school uses three boarding houses: Pringle, Chalmers and Rogerson.

The MIS Shenzhen campus is the overseas branch of Merchiston Castle School. Governance is provided by the MIS Board of Governors, which makes policy and strategic decisions in collaboration with the leadership team. The school is operated by China-Europe Yishang Culture Development (Shenzhen) Co. Ltd.

Merchiston International School Shenzhen delivers a British-style programme from Early Years through Key Stage 5; its Early Years provision (age 4–5) is aligned with the Early Years Foundation Stage (EYFS). Key Stages 1–3 (Years 1–9) follow a broad British curriculum covering core subjects (English, mathematics, science) alongside Chinese, humanities, art, design & technology, computing and physical education. Key Stage 4 (Years 10–11) is based on the IGCSE programme, with core IGCSEs in English, mathematics, Chinese and the sciences and a range of elective options in humanities, languages, creative and technical subjects. Key Stage 5 (Years 12–13) offers Cambridge International A‑Levels or Edexcel A‑Levels across STEM, humanities, creative and language pathways, and students can also undertake an Extended Project Qualification (EPQ). Senior phases include dedicated university guidance, personalised support and co‑curricular opportunities to complement the examined qualifications.

Merchiston describes pastoral care and boarding provision as central to students' social and emotional development, stating that its boarding practice aims to “encourage physical, social and emotional development” and to develop a sense of identity within a community. The school cites tutors, houseparents and a boarding team who live on site and work alongside teachers to provide day-to-day pastoral support. The Leadership Team page identifies senior staff with pastoral responsibilities (for example a Deputy Head with pastoral duties), indicating leadership oversight of pastoral provision. The school also emphasises home–school partnerships as part of its approach to student wellbeing.

The school's Admissions and Application Information states that children with certain learning needs may be considered for learning support only after submission of an educational psychologist's report and that such applicants are assessed on an individual basis. The website also refers to a “Learning Support Center” as part of the school's student‑centred framework and lists vacancies for Learning Support Teachers, indicating in‑school provision for differentiated learning. The admissions page explains the school seeks information on additional support needs at application to determine reasonable adjustments. The school does not state on its website that it is a specialist SEN institution; admissions decisions for applicants with SEN are handled case‑by‑case.

Merchiston lists staff with specific EAL roles (for example named English & EAL teachers on the staff pages) and advertises EAL teaching posts, indicating dedicated EAL staffing. The Admissions information notes that, where applicable, the Head of Section can require a student to enter an intensive English programme, showing an established pathway for additional English support. Job listings for Juniors EAL and school staff profiles further confirm EAL provision is part of the school's staffing and admissions arrangements. The school therefore documents EAL support but does not publish a detailed EAL curriculum on the pages cited.

The school runs a published “Mental Health Week” and reports activities led by a named school counsellor (Jenny Jiang) including sessions on resilience, mindfulness and communication, indicating organised whole‑school mental wellbeing initiatives. Boarding and pastoral pages also emphasise promoting health and welfare and note a fully staffed medical centre for students in boarding, showing operational health and welfare support. The school's wider materials reference a Student Growth Centre focused on learning and wellbeing as part of its educational framework. These pages together show both scheduled wellbeing events and structural pastoral/medical provisions rather than a single counselling policy document.

Merchiston publishes a dedicated “Child Protection and Safeguarding Principles” page that describes measures such as trained site security, visitor challenge procedures and alignment of site security with the school's pastoral systems. The page sets out operational expectations for security staff and links safeguarding to everyday site management. Leadership and governance pages further state that pastoral care and safeguarding are priorities for the Leadership Team and Board. The website therefore provides an explicit safeguarding statement and describes specific on‑site practices to support child protection.

1. Enquiry and initial application — Contact Admissions, complete the school's application form and submit it with the required supporting documents and proof of payment of the non‑refundable application fee. Parents should include current passport/ID details, recent school reports, any assessments or Individual Education Plans, and a completed medical declaration so the school can identify support needs early. The school provides downloadable application material and specific contact emails for Longhua and Shekou admissions.

2. Admissions checks and entry assessment — After the application is accepted, the Admissions Department schedules the appropriate assessments. All applicants from Year 3 (age 7) and above take an online entrance assessment; Juniors (Years 1–2) are normally assessed by a meeting with the Head of Juniors and often by a morning or day in class, while Senior applicants sit CAT4 (cognitive) plus an English test and an interview. Parents should ask which specific test their child will sit, whether the assessment can be arranged at the current school (for overseas candidates), and whether EAL or SEN screening applies.

3. Interviews and trial visits — For many junior applicants the school recommends, and sometimes requires, a classroom trial or in‑person meeting; for senior applicants an interview with the Head of Seniors (and Head of Sixth Form for Years 12–13) forms part of the decision. Parents should prepare recent school reports and be ready to discuss any English‑as‑an‑additional‑language (EAL) needs or learning support so the school can assess whether it can provide appropriate support. The Head of Section has discretion to request additional evidence or a Student Support review if additional learning support is suspected.

4. Decision and acceptance — The Head of the admitting section (supported by Admissions and the Head of School) informs parents whether an offer is approved. To secure an offered place parents must confirm acceptance and pay the placement/security deposit (stated on the school invoice as RMB 18,000); the offer may be withdrawn if the deposit is not paid by the invoice deadline. Parents should note the school's invoicing currency (RMB), payment channels, and the credit‑card surcharges and deadlines set out in the fee policy.

5. Waiting list, refusal and re‑application — If places are full the school will place an approved applicant on a waiting list (placement is generally by date application + fee received, with some priority categories). If an application is denied, parents may reapply after six months and should follow any remedial recommendations given in the decline letter. Parents are advised to apply early and to keep their application documentation and contact details up to date while on the waiting list.

6. Pre‑entry requirements and ongoing obligations — Before attendance begins the school typically requests up‑to‑date medical checks and may take a confidential report from the applicant's current school; all students are screened for additional support needs on entry. Parents should understand the school's withdrawal and refund rules (for example, one‑term notice for withdrawal and the stated refund calculations) and the expectation that fees are paid by the due date to avoid late penalties or withheld reports. The school places students in year groups by age as of 1 September and will consider out‑of‑year placements case‑by‑case.

Merchiston publishes a formal Scholarship Policy and runs a scholarship programme that applies to tuition fees only; other costs (boarding, application fees, lunches, extracurricular fees, uniforms, textbooks, etc.) remain payable by the family. Scholarship awards are tiered (examples published include full, 75%, 50%, 25% and smaller discounts) and are normally time‑limited and subject to renewal criteria (academic standards, conduct, attendance and participation), with specific durations varying by year group. The school runs multiple scholarship categories (academic, music, sport, leadership/service/global citizenship, and specific programmes such as a golf scholarship) and evaluates candidates using a mix of tests (e.g., standardised tests/CEM), interviews, written statements, references, and evidence of achievement; sporting scholarships use performance evidence and may require tournament rankings. Application windows and exact eligibility/award levels are published on the school site for specific cycles (for example the school has recent public scholarship campaigns and separate calls for particular programmes), so parents should check the current Scholarship Criteria page and contact Admissions for the latest timelines and the documents required.

Merchiston operates a formal waiting list. Placement on the waiting list is generally determined by the date the application and application fee are received, though priority is explicitly given to (1) children of full‑time faculty, (2) qualified siblings of current students who have completed the application process, and (3) children transferring from another Merchiston Castle school. Positions on the waiting list are not disclosed to parents; if an applicant does not obtain a place for the term applied for they are automatically carried forward to the waiting list for the following term and, at the end of the academic year, to the appropriate year level for the new school year. The school advises early application because waiting‑list position and available spaces can change; for operational details parents should contact Admissions.

The school's main campus is in Qianhai, Nanshan District — address listed as No.375 Yuewan (月湾街375号), Shenzhen. It sits inside the Qianhai/Month Bay area, a short drive from central Nanshan and within reach of local metro and bus links (nearest metro references list Liyumen/Qianhai area).

The King's School Shenzhen serves ages 2–18: a Pre‑Prep/Early Years section (EYFS) for about 2–6 year‑olds, a Prep/Primary and Middle phase (roughly Years 1–8 / ages 6–14) and a Senior/High School for Years 9–12 (ages up to 18). Grade-year groupings and curriculum routes (EYFS, Cambridge IGCSE, A‑Levels) are described on the school site.

The school is co‑educational and offers day places across the whole age range. Boarding is available from around Grade 4 upwards (lower‑year rooms are four‑person, older students 2‑person rooms per the school's boarding description).

The school publishes a range of pastoral and academic support services: a Health & Well‑Being provision, English support and an academic support / pastoral care structure are mentioned on school materials and news items. For children with specific additional learning needs, the school describes inclusive support and structured academic/pastoral teams — parents are advised to discuss individual needs with admissions to confirm precise provisions.

The Shenzhen school is an overseas branch of The King's School, Canterbury (UK) and states an operational link with the UK parent school. It is therefore affiliated with that British foundation rather than to a Chinese national chain.

The Shenzhen campus does not advertise a local religious denomination on its public pages; it operates as the international branch of The King's School Canterbury, a historic UK school with Church of England roots, but the Shenzhen materials focus on academic and pastoral provision rather than explicit religious observance.

The school publishes an academic calendar and term dates but does not publish a single, fixed daily start/end time for every division on its public pages. Municipal guidance for Shenzhen schools sets typical earliest start times (for reference: primary not earlier than about 08:20, lower secondary not earlier than about 08:00), so exact daily timetables (arrival, break and lunch times) should be confirmed with admissions for the relevant year group.

The school operates a paid school‑bus service for both the Early Years and the Main School; the admissions information and FAQ note that routes are arranged according to demand and currently cover parts of Nanshan, Bao'an and Futian. Specific stops, route maps, pick‑up/drop‑off times and fees are managed by the school and are provided to families when places are offered. }

The King's School Shenzhen International operates a boarding program at the Qianhai campus. Junior boarders live in four-person dorm rooms and senior boarders in two-person dorm rooms. A dedicated boarding team of four classroom teachers and three boarding tutors oversees daily life, with tutors residing on the same floors as boarders. Boarding life follows a structured routine with after-dinner activities, access to study spaces and library resources, and an evening study period supervised by teachers; the canteen provides three meals and three snacks daily.

The in-house canteen is run by the school's catering team. It serves three meals and three snacks daily (breakfast, lunch, dinner, morning snack, afternoon snack, and evening snack), prepared to be delicious and nutritious.

The school is part of The King's School network and has a sister-school relationship with The King's School Canterbury in the United Kingdom. The visit of The King's School Canterbury's Head and International Director to announce the Incoming Executive Principal signals ongoing cooperation and alignment between the Shenzhen and Canterbury campuses.

The King's School Shenzhen teaches ages 2–18 (kindergarten 2–6; primary/ prep approximately 6–14/Grades 1–8; senior/high school 15–18/Grades 9–12).
Early years (2–6) follow the UK Early Years Foundation Stage (EYFS) framework with bilingual staffing.
The primary/Prep phase combines elements of the Cambridge/ Cambridge Global curriculum with aspects of the Chinese national curriculum and school‑developed courses across maths, English, science and foundation subjects.
Senior school (Grades 9–10) delivers Cambridge IGCSE (offered as the standard two‑year programme or an intensive one‑year pathway), and Grades 11–12 proceed to AS/A‑Level study; students may also undertake an extended research project (EPQ/IPQ) and receive university‑entry guidance.
Instruction is primarily in English (Chinese language and China studies are taught in Chinese) and the school supplements the academic programme with co‑curricular activities and subject specialist teaching.

The school presents a structured pastoral-care model adapted from The King's School, Canterbury and identifies pastoral care and wellbeing as a core element of school life. The Deputy Head for Pastoral Care (Mrs Carrie Cameron) leads homeroom teachers, tutors and the House system that are described as central to day-to-day student support. Co-curricular activities are explicitly linked to health and wellbeing in the school's programme. Boarding provision includes dedicated boarding tutors and supervised evening study to support students outside lesson time. (Sources: school pastoral pages and staff/news items).

The school states it operates an inclusive policy and has a Learning Support department that advises teachers and parents on additional learning needs. On entry pupils undertake baseline testing to help identify learning difficulties, and the school describes use of differentiation in class and, where appropriate, individual learning plans (ILPs). The school says it will refer students to external specialists (for example an educational psychologist) if needed and that interventions are discussed with parents. The website does not list specific categories of special educational needs it can support nor does it describe operating as a specialist SEN institution. (All points taken from the school's Q&A and learning-support descriptions).

The school publishes staff profiles and articles describing staff experience teaching pupils for whom English is an additional language and explains classroom approaches used to support language learners. Senior students are also given electronic materials to preview and review lessons to assist comprehension and language acquisition. The school's published information indicates in-class differentiation and learning-support input are used to help non-native English speakers. The website does not, however, show a separately named EAL department or a detailed, standalone EAL policy. (Information from staff/profile articles and the school's admissions/learning-support Q&A).

The school frames mental wellbeing within its pastoral-care provision and describes systems intended to ensure students feel safe and supported emotionally. Leadership states an aim to manage workload so pupils are “stretched not stressed,” and pastoral leaders oversee houses, tutors and boarding to support students' social and emotional needs. Boarding routines and co-curricular activities are described as offering structured opportunities to decompress and build resilience. Teachers and boarding tutors are presented as first-line contacts for students needing support; more formal referrals are handled through the Learning Support team and external specialists where necessary. (Sources: pastoral pages, news/Q&A and boarding article).

1. Book a campus visit or virtual tour and create an admissions account. The school uses OpenApply for event booking and the application portal; parents should choose the correct campus (Pre‑Prep or Main School), pick the exact year group they are applying for, and use an email address they will keep because that login will be used for the whole application. (See booking fields and campus list on the OpenApply portal.)

2. Complete the online application form in OpenApply and upload required documents. Typical items the system asks for are the applicant's legal name and date of birth, parent/guardian details, current school reports, passport/ID copies, and immunisation/health records — make sure scanned documents match the form field requirements and that names match legal ID. Allow time to translate or certify any documents not in English or Chinese before upload.

3. Pay the application fee (if required) and submit the application for processing. The school's published fee schedule shows a one‑time application fee and a refundable deposit as part of first‑year charges for new intakes; expect to be invoiced after an initial application is accepted. Parents should confirm the current amounts and refund terms with admissions before payment because fees and refund conditions can change year to year.

4. Assessments and interviews are scheduled once the application and documents are complete. For entry to Years 1–6 the school's FAQ says the admissions assessments include CAT4 testing plus an interview; for Years 7–8 the school lists CAT4, a writing test and an interview. For kindergarten/early years there is usually an observational session or parent‑child meeting — read the specific test guidance so you can prepare the right ID, school reports and any required samples of work.

5. Wait for the admissions decision and, if offered, review the acceptance paperwork. If an offer is made you will normally receive an acceptance letter or offer and an invoice for the enrolment deposit/first term fee — check the acceptance deadline carefully, the exact deposit amount shown on the invoice, and the school's refund policy before you pay to secure the place. Keep correspondence and payment receipts in case you need them later.

6. Complete registration tasks and prepare for transition. After payment of the deposit and any required enrolment forms, the school may ask you to complete health forms, bus enrolment, uniform orders and other pre‑start checklists in the portal; you should also confirm start‑of‑term dates and induction/transition visits for your child. If your child needs learning support, disclose this early and upload any assessment reports so the school can plan support measures before term starts.

7. Practical items to be ready: legal ID (passport or national ID), recent school reports and transcripts, immunisation records, proof of residence for the correct campus, and any educational/psychological reports where relevant. If you are applying from overseas, check visa/guardian requirements for the relevant year group (the school may also offer boarding from Year 4 and above; confirm the boarding eligibility process separately). These specifics are referenced in the school's admissions pages and FAQs.

The King's School Shenzhen's senior‑school navigation includes a Scholarship Programme section, which indicates the school runs some form of scholarships at the senior level; however the detailed official scholarship terms (eligibility windows, application deadlines, selection criteria and award levels) are not fully published in a single detailed page that I could retrieve. Third‑party coverage and local school reports indicate the Shenzhen campus has offered senior‑school scholarships in recent years (academic scholarships and performing‑arts/specialist awards have been referenced) and that award levels reported in local media range from partial awards (for example 10% of fees) up to full tuition awards for outstanding candidates. Because third‑party articles summarise past programmes and the school's own scholarship page does not publish full application rules in the public HTML I could access, I recommend contacting admissions to request the current scholarship policy, application form and deadlines (and to ask whether awards are means‑tested, merit‑based, renewable, or limited to particular year groups).

Harrow Hong Kong Children School Shenzhen Qianhai is located at No.1 KeChuang Road 6, Nanshan District, Shenzhen City. It is in the Shenzhen Qianhai area within the Greater Bay Area.

Kindergarten (Pre-K to K3); Primary School (Grade 1-6); Secondary School (Grade 7-12). The school provides for students from age 2 to 18.

Boarding

English as an Additional Language (EAL) programme providing tailored English language support.

Boarders follow a structured and fixed daily schedule with dedicated evening prep time and guided study.

Boarding mirrors Harrow School in the UK. The Boarding House provides a home-away-from-home environment with a House Master or Mistress and designated House Parents; dedicated academic tutors are available in the evenings, and a structured schedule with a fixed routine and an electronic device policy supports focused study. Boarders benefit from progress tracking across academic, social, physical, emotional and psychological development, and from leadership opportunities such as mentoring younger peers. The language environment is immersive, with English, Cantonese and Putonghua used for daily communication, and an EAL Programme provides tailored English support. Boarders have full access to the school's facilities and can participate in a wide range of co-curricular activities. Boarding options include Single, Double and Triple rooms, with rooms randomly allocated and opportunities to switch rooms during the year.

The school has a Uniform Policy. All students must wear the school uniform when attending school or representing the School. Formal uniform is worn on Tuesday and Thursday; PE uniform is worn on Monday and Wednesday for morning activities, with a requirement to switch to PE attire for physical activity on other PE days. Uniform items vary by year group, with Pre-K to K3 using summer and winter sets (including boater, polo shirt, shorts or winter trousers, etc.), and G1–G12 wearing blazer, shirt, tie (elastic for G1–3, knot for G4–6 and above) with appropriate bottoms; black leather shoes are required and uniforms must be neat, tucked in and ironed with top buttons secured. Optional items include items such as a woolen jumper, and items like a school bag and apron are used for specific activities.

The House System is a core feature of Harrow's campus life. Each student is admitted to a House, which has a distinctive name, colours, flags and costumes, creating a personalised learning environment and a sense of honour and belonging. House Masters and tutors know every student, supporting them academically, socially and personally; the system fosters cross-year bonds and community. House activities include inter-house events and broader college activities such as sports days, charity events, dance and music competitions, and athletics. Both day and boarding students belong to a House, providing a small, connected community within the larger school.

The school is owned and operated by Asia International School Limited (AISL) and is part of the AISL Harrow Schools network. AISL owns and operates Harrow-branded schools and kindergartens in Asia, and HHKCS Shenzhen Qianhai has AISL governors on its board. The AISL governance structure is reflected in the Harrow Hong Kong Children School Shenzhen Qianhai's leadership and board membership.

Kindergarten children benefit from a multi-faceted AISL Harrow designed curriculum tailored for our youngest learners. Students in Grade 1 to Grade 9 follow the Hong Kong curriculum, fully integrating the culture of the Greater Bay Area. In Grades 10 to 12, students can opt for either the DSE or IBDP curriculum. The Harrow Values—Courage, Honour, Fellowship and Humility—are embedded throughout the education experience and guide students to act with integrity, embrace challenges, and build strong relationships. The six Harrow leadership attributes are woven into the fabric of the curriculum: contributing positively to the community; applying knowledge with compassion; solving problems collaboratively; solving problems creatively; making fair and just choices; facing challenges with determination.

Graduates go on to top universities worldwide. The school supports dual-path routes through DSE or IB Diploma Programme to prepare students for admission to leading higher education institutions.

A Super-curriculum supplements the regular curriculum with clubs, guest speakers, debates, public speaking and competitions to challenge students beyond examinations. There is a strong STEAM focus with facilities and activities designed to develop critical thinking, collaboration and problem-solving skills.

Pastoral Care provides personalised support and guidance. Small class sizes and the House system help ensure every student is known by name and understood in terms of strengths and areas for improvement. The home room in the Lower School and the House in the Upper School anchor student wellbeing, including attention to life outside school and celebration of successes, with staff prepared to support students through difficulties and life's challenges.

Bi-literate and Trilingual: Mandarin, English and Cantonese proficiency. The teaching faculty includes Native English Teachers (NETs) who have a thorough working knowledge of HKEDB's English Language Curriculum or England's Early Years Foundation Stage. In Kindergarten, the approach strengthens the mother tongue while learning the second and third languages; primary learning languages are Traditional Chinese characters and English, with reading and early literacy emphasized; in secondary, students are guided to apply bi-literate and trilingual skills in more complex work.

Pastoral Care underpins safe, academically successful and fulfilled students. The school provides personalised support and a sense of community through small class sizes and the House system, with ongoing attention to students' wellbeing and collaboration with parents to support each child on their journey.

The school is committed to the safety and protection of children. All staff and visitors comply with safeguarding policies and procedures; safeguarding is central to the Harrow ethos; robust procedures ensure that at‑risk children receive effective support, protection and justice. The school aligns with the UN Convention on the Rights of the Child and requires comprehensive safeguarding training for all staff, with regular audits by International Child Protection Advisors (ICPA).

1. APPLICATION. Applications have limited openings for each academic year, so early submission is encouraged. Applications will be considered only if seats are available; contact the admissions team to understand vacancies. Citizenship/residency categories determine priority, including children of Hong Kong, Macao and Taiwan residents (priority to those who work and live in the Qianhai Cooperation Zone); children with foreign passports (priority to those with a parent holding a foreign passport and living in Qianhai); children of Returning Overseas Talents (priority to those in the Qianhai Cooperation Zone); and children of Overseas Chinese (priority to those who work and live in the Qianhai Cooperation Zone). Special considerations for Hong Kong residents include two categories: Category 1 where one parent and the child are Hong Kong Permanent Residents, and Category 2 where the child is a Hong Kong Permanent Resident born in Hong Kong with both parents residing on the mainland. The successful applicant must demonstrate sufficient Chinese and English to access the curriculum. Parents of students with Special Educational Needs should consult with the admissions office before applying, as Harrow Hong Kong Children School Shenzhen Qianhai does not have facilities or staff to educate children with severe learning needs. The admission process varies by age; families should contact the admissions office for detailed information regarding the application process.