British Schools Overseas (BSO)
inspection report
18 to 20 November 2025
British School of Paris
38, quai de l’Ecluse
78290 Croissy-sur-Seine
France
The Independent Schools Inspectorate is appointed by the Department for Education to inspect British Schools Overseas (BSO). Our inspections report on the extent to which the BSO Standards are met, referred to in this report as ‘the Standards’.
Summary of inspection findings
Provision at the school meets the requirements of the BSO Standards.
1. Governors have an informed oversight of all areas of school life. They ensure that leaders fulfil their responsibilities in meeting the BSO Standards.
2. Governors and leaders maintain close relationships with external agencies and the local community including to safeguard pupils.
3. The curriculum and co-curricular programme meet pupils’ needs and interests. Leaders adjust the curriculum for the different language backgrounds of pupils who join the school, including those who speak English as an additional language (EAL).
4. Children in the early years make good progress in their communication skills. In the junior school, pupils in Years 1 and 2 make less consistent progress in reading, writing and mathematics than in other year groups because teaching does not always build on pupils’ prior learning.
5. Teachers typically have secure subject knowledge. They usually plan lessons to ensure that pupils make the progress they should.
6. Teachers use effective strategies in lessons to support pupils who have special educational needs and/or disabilities (SEND). As a result, pupils who have SEND make good progress.
7. The school provides a stimulating environment in which pupils enjoy learning and develop their character.
8. The personal, social, health and economic education (PSHE) programme is effective in supporting pupils’ personal development and self-knowledge.
9. Pupils receive careers and higher education advice appropriate for their age, which is strengthened by regular visiting speakers.
10. By the time pupils leave the school, they have a good knowledge of economic issues and the management of personal finances.
11. Pupils show respect for those of different faiths, national backgrounds and gender differences. Male and female pupils enjoy equal opportunities.
12. The school’s behaviour policy and anti-bullying strategy are effective. Expectations are understood by staff and pupils. Pupils are well behaved, and bullying is managed effectively on the rare occasions it happens.
13. Buildings and grounds are well maintained. Any potential risks to pupils are minimised through systematic, detailed checks of health and safety and fire procedures. The security of all pupils is prioritised.
14. Pupils are kind. They recognise the value of service to others, including in their commitment to volunteering as part of local projects.
15. Safeguarding arrangements are effective in promoting the wellbeing of pupils. Effective pastoral care ensures that pupils who may be at risk of harm are identified quickly, and appropriate action is taken.
The extent to which the school meets the BSO Standards
The school meets all the BSO Standards.
BSO Standards relating to leadership and management, and governance are met
BSO Standards relating to the quality of education, training and recreation are met
BSO Standards relating to pupils’ physical and mental health and emotional wellbeing are met
BSO Standards relating to pupils’ social and economic education and contribution to society are met
BSO Standards relating to safeguarding are met.
Recommended next steps
Leaders should:
ensure that teaching in Years 1 and 2 consistently builds on pupils’ previous learning.
Section 1: Leadership and management, and governance
16. The board of governors includes members from both France and the UK, who bring a broad range of expertise. It is effective in ensuring that the school continues to meet the BSO Standards. Governors fulfil this role meticulously through regular visits, discussions with parents and pupils, and audits of documentation. They work closely with the headteachers of the senior and junior schools to promote the wellbeing of pupils of all ages.
17. Leaders comprehensively and strategically evaluate all areas of school life. They gather background evidence through surveys, discussions with pupils, staff and parents and direct observation. Decisions have a clear and effective focus on improving the outcomes for pupils, including for minority groups. For example, they have invested in resources to provide an alternative curriculum for sixth-form pupils for whom A levels are unsuitable.
18. Governors and school leaders have created a comprehensive register of risks relating to pupils’ physical, emotional, mental and educational wellbeing. Leaders use this register to regularly assess and mitigate risks, for example through more focused staff training or changes in procedures.
19. Leaders at all levels have secure knowledge in their areas of responsibility and apply it effectively. They regularly evaluate the quality of teaching, monitor pupils’ work and use data to reassure themselves that at least good levels of progress are being maintained. Junior school leaders have implemented changes in the content and delivery of the English curriculum in Years 1 and 2, as a result of which reading levels at this age are starting to improve. Senior leaders carry out annual audits of the impact of the PSHE programme.
20. The school’s website provides clear and accessible information for current and prospective pupils and their parents. This incorporates all the policies and documents required, including those relating to the early years. Parents receive annual reports and other frequent information about their child’s progress. Leaders provide relevant funding bodies with all required information in relation to any pupils who have an education, health and care plan (EHC plan) whom they finance.
21. The school’s complaints procedure is in line with requirements. It encourages parents to share concerns with academic, pastoral or senior leaders. All concerns, including at the informal stage, are recorded in detail, with an accurate chronology. The school follows its published procedures if complaints move to the formal stages. Records are stored centrally, and leaders and governors regularly review these to identify any themes or patterns.
22. Leaders cultivate effective links with external agencies to promote the wellbeing of pupils. There is an open working relationship with French safeguarding bodies and the local Mairie.
23. Leaders make appropriate arrangements for those who have SEND through an accessibility plan. They support a comprehensive programme that meets the needs of these pupils. They implement reasonable adjustments, including to teaching methods, to enable any pupils who have SEND to take a full part in school life, as far as is possible.
The extent to which the school meets the BSO Standards relating to leadership and management, and governance
24. All the relevant BSO Standards are met.
Section 2: Quality of education, training and recreation
25. Leaders provide a broad curriculum for all pupils. Children in the early years gain experience in all areas of learning. Leaders in the early years setting have provided a variety of resources through which children can develop their own interests alongside others.
26. Leaders in the junior school have carefully planned the curriculum so that it meets the aptitudes and needs of pupils who have a wide range of interests. Visiting professionals support teachers in developing pupils’ talents in, for example, music and art.
27. The curriculum enables senior school pupils to select from a wide range of subjects, including modern foreign languages, humanities and the performing and creative arts. Leaders adjust the curriculum for new pupils who join with varying aptitudes in French and other languages. As a result, pupils can build on their prior attainment or quickly catch up with their age group. Leaders have developed a bespoke curriculum for sixth-form pupils for whom A-level studies are not suitable.
28. Leaders meet the school’s aim of building pupils’ character alongside their academic achievement by timetabling co-curricular activities each week. Pupils commit enthusiastically to a wide range of opportunities, including voluntary service, sport, drama and The Duke of Edinburgh’s International Award scheme (DofE). The junior and senior school curriculums are enriched by relevant trips to Paris and abroad.
29. Teachers of all age groups have good subject knowledge. They plan lessons in detail. They use resources appropriately to support pupils’ learning. Teaching methods ensure that pupils are interested in lessons and the topics being taught. Teachers promote an atmosphere in which pupils frequently ask questions. They give regular, detailed feedback to pupils in lessons and in their written work so that pupils both feel reassured and know how to improve.
30. Children in the early years make good progress in their basic skills, particularly in communication and language. Teachers in Years 1 and 2 do not consistently build on that knowledge, especially in mathematics, reading and writing. By the time they leave the junior school, however, and throughout the senior school, pupils make overall progress in all areas of the curriculum.
31. Teachers identify pupils who have SEND either in lessons or through information provided from previous schools. Leaders evaluate the extent of the support needed and provide teachers with individualised guidance for each pupil. They routinely discuss the effectiveness of the approaches and make adjustments if necessary. Teachers provide discreet, effective support for pupils in lessons. They carefully modify the language of questions and regularly check that pupils have understood. Almost all pupils who have SEND follow a full curriculum and pupils make good progress from their starting points.
32. A few pupils join the junior school speaking little or no English. Staff and other pupils support them so that they quickly gain the competence to follow the curriculum. In the senior school, teachers ensure that technical terms are fully explained to pupils who speak EAL. Pupils who speak EAL make good progress throughout their time at the school.
33. Academic leaders in both junior and senior schools oversee a suitable framework to evaluate the progress of individual pupils relative to their starting points. Sophisticated adjustments are made for pupils who join at non-standard times in the school year. Leaders use data effectively to evaluate the
extent of pupils’ academic progress. Teachers use their awareness of pupils’ starting points to encourage pupils to aim for and achieve the highest grades.
34. The curriculum, through PSHE lessons, assemblies and weekly visiting speakers, effectively promotes mutual respect between pupils of different faiths. Teachers encourage pupils to share their beliefs when relevant, for example when discussing religious wars in European history or migration in geography.
35. Leaders provide a stimulating environment in which to learn. Teachers make effective use of the adjacent River Seine in art, geography and science lessons. The junior school includes shared areas where pupils from different classes can collaborate, for example to make a large mural based on the work of the Impressionists. Both schools have libraries where pupils can read and study quietly. Lessons and co-curricular activities are supported by the effective use of high-quality resources, including electronic devices, for both teaching and learning.
The extent to which the school meets the BSO Standards relating to the quality of education, training and recreation
36. All the relevant BSO Standards are met.
Section 3: Pupils’ physical and mental health and emotional wellbeing
37. Leaders promote the school’s character values through a PSHE scheme of work which meets the needs of pupils effectively. Pupils learn how to reflect, to have regard for their mental wellbeing and to cope with their emotions. Leaders provide guidance and training to staff who teach PSHE so that topics are taught consistently and in line with the school’s expectations.
38. Leaders provide children in the early years with a range of indoor and outdoor resources that they use to promote their personal, emotional and physical development. For example, children play freely on outdoor apparatus, developing motor skills and co-ordination, and are encouraged to share their ideas for new games with confidence. Leaders in both the junior and senior school promote self-esteem and confidence by awarding a range of certificates in assembly. Pupils share respectfully in the successes of others.
39. Teachers regularly refer to relevant school character values, for example explaining the meaning of courage or respect in the context of pupils’ contributions in lessons. Pupils new to the school settle quickly, including those who join at non-standard times.
40. Leaders promote pupils’ awareness of a spiritual dimension through nature and art walks along the River Seine, in science and in the analysis of poetry in English literature.
41. An appropriate programme of physical education (PE) supports pupils’ mental and physical health. Lessons include football, basketball and a range of activities which develop individual skills and teamwork. Junior school pupils develop limb co-ordination and balance on gym mats. Pupils practise yoga and meditation as part of their PSHE curriculum.
42. Leaders integrate a suitable relationships and sex education (RSE) programme into the PSHE curriculum. External professionals support teachers in dealing with some aspects of the programme. The programme enables pupils to develop an age-appropriate understanding of the physical and emotional changes of adolescence. Leaders consult appropriately with parents in advance of any potentially sensitive topics being taught. Pupils’ learning is assessed through discussion and quizzes in which pupils demonstrate their understanding.
43. Pupils are taught the virtues of compassion and respect as part of the school’s character education initiative. They typically form supportive, inclusive and helpful relationships. Teachers resolve any disagreements between younger pupils and discreetly check whether friendships have been restored.
44. Leaders and staff implement the school’s clear behaviour policy fairly and consistently at all ages. Sanctions are applied proportionately and effectively. Pupils behave consistently well in lessons and around the sites. Teachers give pupils practice at resolving dilemmas, helping them develop their understanding of morality. For example, on the Year 9 Alpine expedition pupils complete a daily diary reflecting on the moral decisions that they have made, such as how they have balanced their own preferences with those of the group.
45. Leaders have provided training for staff in effective approaches they can use to support a small group of pupils to develop positive learning behaviours. As a result, this group is well catered for and feels secure, and the learning of others is not disrupted.
46. In PSHE and in targeted anti-bullying weeks, pupils learn strategies to identify and respond to different types of bullying. Incidents of bullying are rare and are responded to effectively and in a timely way.
47. Effective supervision arrangements ensure that pupils’ safety is promoted. Staff are vigilant in their assigned duties during lesson changes and breaktimes. They are positioned so that pupils are within sight during breaks. Staff-to-child ratios are appropriate in the early years. At the beginning and end of the school day there are strict protocols for the safe dropping-off and collection of younger pupils.
48. Admission and attendance registers are maintained in line with requirements. Leaders have been rigorous in implementing practice in line with the most recent changes in UK statutory requirements regarding attendance. Leaders frequently communicate with parents and immediately follow up any unauthorised or unexpected absence. As a result, pupils attend regularly.
49. The school provides suitable accommodation for pupils of all ages. The premises include wellresourced classrooms and facilities for art, music, drama. A building has been refurbished to accommodate sixth-form pupils studying an alternative curriculum. Science laboratories provide separate spaces for theoretical and practical work, which positively supports pupils’ learning. The standards of maintenance are high. The premises are regularly inspected by local authorities and meet the requirements of French law.
50. There is a comprehensive and rigorous approach to health and safety, including fire safety. Policies and records of checks are detailed and appropriate. Both schools conduct regular fire drills and other evacuation and security procedures. External authorities and the proprietorial body undertake further checks to ensure that the school’s health and safety and fire safety procedures are suitable and effective.
51. First aid is provided appropriately in both schools. A sufficient number of staff have received first aid training. This includes specialised training for those working with the very youngest children. Leaders maintain an up-to-date record of any accidents and the administration of any medication or first aid. Appropriate medical rooms are made available for pupils who require immediate treatment.
The extent to which the school meets the BSO Standards relating to pupils’ physical and mental health and emotional wellbeing
52. All the relevant BSO Standards are met.
Section 4: Pupils’ social and economic education and contribution to society
53. School leaders provide a curriculum that supports the growth of pupils’ social and economic knowledge. Leaders encourage respect for others by promoting discussion and debate at every opportunity.
54. The school’s Thursday afternoon activities programme is influential in its contribution to pupils’ social development. Its wide-ranging opportunities allow pupils to work alongside those of different ages and genders and others in the local community. Pupils show consideration for each other and support their peers.
55. The curriculum promotes respect for the rule of law, individual liberty and tolerance. For example, junior school pupils link a topic on migration to their own charity fundraising for refugees. Senior school pupils learn about the lack of liberty for certain groups in some countries around the world. In lessons, teachers encourage pupils to share their own experiences of living in different countries.
56. Leaders encourage respect for and promote the understanding of race, religion and sexual orientation through assemblies and the PSHE curriculum. Religious teaching is restricted in France, and the school is unable to teach religious education as a discreet subject. Pupils are encouraged to study the impact of religious faith on world history alongside topics such as historical trading partnerships.
57. Pupils are prepared for life in British society through exposure to democratic processes, respect for the law and institutions and cultural awareness. Assemblies and the taught curriculum promote resilience, responsibility and ethical decision-making. For example, pupils learn about the impact of economic pressures in the English civil war and contemporary conflicts. These discussions equip pupils with the skills and values to develop political awareness in later life.
58. Leaders develop pupils’ understanding of the different forms of democracy. For example, pupils who undertake leadership roles as prefects and class representatives are elected and learn to take responsibility for the wellbeing of others and themselves. They successfully gather opinions from across the school and use them effectively in discussion with senior leaders. The school holds mock elections at times of national elections in France or the UK. In history lessons, pupils study the impact on populations of different forms of government in European history.
59. Leaders promote pupils’ cultural awareness through opportunities in art, music and drama provided by the taught curriculum and visits. Leaders use the extensive opportunities afforded by the city of Paris to enhance pupils’ artistic and architectural awareness. Musical ensembles perform regularly. Opportunities such as French play performances, exhibitions, and international competitions foster cultural appreciation and collaboration.
60. Leaders have established a well-planned ‘Futures’ programme which provides pupils with coherent advice on subject choices, higher education courses and future careers. Teachers in the junior school take opportunities to develop pupils’ awareness of different jobs, for example fire officers or farmers. The PSHE curriculum in the senior school encourages pupils to reflect on their own skills and aptitudes and how these relate to a range of possible professions. Careers leaders provide specialist, impartial and detailed advice to individual pupils, such as guidance on university
applications or studying abroad. Senior pupils are guided in using careers software to develop skills in independent research. Leaders draw on a significant number of former pupils from across the world to provide current pupils with advice and online work experience.
61. Personal finance and economic education are delivered through the PSHE programme as well as in other curriculum areas. The PSHE programme offers age-appropriate information on saving, budgeting, planning for the future and handling money at university. Outside lectures enhance the programme, for example in presentations on subjects such as ethical banking. Older pupils learn about international trade, for example the implications of tariffs on the world economy. Significant numbers of pupils opt for finance-related subjects at GCSE, A level and in higher education. Teachers ensure both junior and senior school pupils take responsibility for the financial management of charity initiatives.
62. The curriculum reinforces the virtues of citizenship and community awareness through a widespread programme of service both in school and the local area. Many pupils are involved in projects to protect the environment. Junior school pupils donate Christmas gifts to children’s charities. Pupils raise funds for refuges and homeless projects. Senior school pupils recycle books, clothes and toys to sell in their own community shop. As a result, pupils both benefit the local communities and develop initiative and organisational skills.
The extent to which the school meets the BSO Standards relating to pupils’ social and economic education and contribution to society
63. All the relevant BSO Standards are met.
Safeguarding
64. Safeguarding arrangements are clearly described in the school’s safeguarding and associated policies. These include the additional expectations of adults in the early years setting.
65. The arrangements are implemented effectively to promote pupils’ wellbeing. Governors robustly monitor the effectiveness of all aspects of the school’s safeguarding policies and procedures. They undertake this by triangulating the views of pupils and staff and analysing anonymised information from safeguarding records. The designated safeguarding governor maintains regular contact with the school’s safeguarding leaders. A full and detailed report is provided to the whole governing body, who use it to decide on priorities for additional resources. Since the previous inspection they have created a wellbeing hub where pupils can seek advice. Governors have received training appropriate to their role and provide professional challenge.
66. Leaders with designated safeguarding responsibilities have the necessary knowledge and training to carry out their role effectively. Safeguarding leaders in both the junior and senior schools work closely together and share knowledge and expertise.
67. Leaders have a good working relationship with social services and the police. There are no local thresholds for reporting safeguarding concerns, and safeguarding leaders make decisions based on likely approaches in the UK.
68. Teaching and support staff receive regular and up-to-date safeguarding training at an appropriate level. Supplementary training for bus drivers, sports coaches and other self-employed or contracted staff is adapted to their specific roles. Training is delivered in French where appropriate.
69. Staff have an effective understanding of safeguarding arrangements. They are highly alert to the potential risks faced by pupils. Staff report concerns quickly and ensure that action has been taken. They report any low-level concerns about adult behaviour to the appropriate headteacher. Leaders understand their duties in dealing with allegations about staff and, when appropriate, reporting issues to the police.
70. Pupils feel safe and have a range of adults they can speak to if they are concerned. Leaders provide methods such as QR codes and drop-boxes, which are appropriate for pupils of different ages, to share their concerns anonymously. Pupils make use of these options, and safeguarding or pastoral leaders follow up all communications in a timely way. They have access to a range of well-trained professionals, including medical staff.
71. The safeguarding team makes effective use of electronic reporting systems to support safeguarding practice. Records are detailed, identify risks to pupils and explain the rationale for decisions made. Leaders review the effectiveness of actions taken. Safeguarding leaders effectively implement the school’s appropriate procedures when there are safeguarding concerns about pupils. They follow the national guidelines regarding the risk of pupils being radicalised.
72. Internet filtering and monitoring software helps protect pupils online and identifies any inappropriate use of the internet. The safeguarding team analyse records of internet use each day. Pupils receive guidance about keeping safe both online and more generally.
73. All appropriate pre-employment checks are made on adults before they come into contact with pupils. This includes visitors engaging in regulated activity. Staff maintain an accurate single central record of appointments and files relating to safer recruitment checks.
The extent to which the school meets the BSO Standards relating to safeguarding
74. All the relevant BSO Standards are met.
School details
School The British School of Paris
Department for Education number 000/6006
Address British School of Paris 38, quai de l’Ecluse 78290 Croissy-sur-Seine France
Phone number 00 33 134 80 45 94
Email address ssc@britishschool.fr
Website www.britshschool.fr
Proprietor Association Education Anglaise à Paris
Chair Dr Eric Coutts
Headteacher Mr Nicholas Hammond
Age range 3 to 19
Number of pupils 650
Date of previous BSO inspection 19 to 20 October 2022
Information about the school
75. The British School of Paris is a co-educational day school. It is situated on two campuses in the western suburbs of Paris.
76. The school is an Association 1901 under French law with named members of the association on the governing board. The board of governors has representatives from the local area and the UK, and their role is advisory only. The school has ‘hors contrat’ status granted by the Académie of Versailles to follow a curriculum other than that proposed by the state.
77. The school has identified 98 pupils as having special educational needs and/or disabilities (SEND).
78. English is an additional language for 350 pupils.
79. The school states its aims as playing an essential role in providing continuity of British education for children of all nationalities, particularly in response to their international mobility. The promotion of the wellbeing of every pupil is at the heart of all the school does.
Inspection details
Inspection dates 18 to 20 November 2025
80. A team of five inspectors visited the school for three days.
81. Inspection activities included:
observation of lessons, some in conjunction with school leaders
observation of registration periods and assemblies
observation of a sample of extra-curricular activities that occurred during the inspection
discussions with the chair and other governors
discussions with the school leaders, managers and other members of staff
discussions with pupils
visits to the learning support area and facilities for physical education
scrutiny of samples of pupils’ work with pupils and subject leaders
scrutiny of a range of policies, documentation and records provided by the school.
82. The inspection team considered the views of pupils, members of staff and parents who responded to ISI’s pre-inspection surveys.
How are British Schools Overseas inspected?
The Department for Education accredits British international schools which meet the BSO Standards. Accreditation last for three years from the date of inspection.
ISI is approved by the Secretary of State for Education to inspect BSO schools. ISI inspections report to the Department for Education on the extent to which the school meets the Standards.
For more information, please visit www.isi.net.
Independent Schools Inspectorate
CAP House, 9-12 Long Lane, London, EC1A 9HA
For more information, please visit isi.net