search.noResults

search.searching

dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
UK INDEPENDENT SCHOOLS ENSURING QUALITY


The UK government operates a system of inspections for British schools overseas, run by a number of approved providers. The scheme looks in detail


at similar aspects


of education and welfare to the Office for Standards in Education (Ofsted) in England. These include the quality of the curriculum and teaching, the welfare of pupils, health and safety, and the suitability of school premises. By achieving UK-inspection-based approval, schools should be able to demonstrate that they provide a British education that has similar characteristics to an education in an independent school in the UK.


Inspectorates are required to publish on their website the results of all inspections for the past three years, but all reports can also be found on the UK government website, gov.uk COBIS is now offering an alternative external validation system for BSOs called the Patron’s Accreditation and Compliance, which will be in operation from April 2017.


The COBIS Patron is HRH The Duke of York, and the new process, which is designed and run by COBIS, is rooted in self-evaluation, with professional validation from trained peer-school improvement partners and peer accreditors. “The new COBIS Patron’s Accreditation system


encompasses British values with sensitivity to local cultural context and has a strong emphasis on scrutinising the effectiveness of safeguarding practices,” says COBIS’s CEO, Colin Bell. With more people working overseas than ever before, the demand for high-quality British international schools has never been greater. And, with the backing of the UK government and the commitment from world-class UK independent schools to continue expanding into popular relocation destinations, globally mobile families are in a strong position to take advantage of a British international education, wherever in the world they choose to call home.


The formula is simple:


• Take 70 international students each term for intensive English language immersion, from at least 15 different countries


• Prepare them quickly, in a minimum of 1 term up to a maximum of 4 terms, until ready for entry into mainstream schools


• Gain 100% success in Cambridge English Language Assessment and/or IGCSE exams (2010/11, 2011/12, 2012/13, 2013/14 and 2014/15)


• Add sports and outdoor activities 6 days a week and a cultural/ leisure excursion on Sunday


• Then present them confidentially and successfully to over 80 top UK schools (2014/15 academic year)


Bishopstrow College, Bishopstrow, Warminster, Wiltshire BA12 9HU Telephone: +44 (0)1985 219210 • Email: admin@bishopstrow.com www.bishopstrow.com • @bishopstrowcol


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172