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British Schools Overseas (BSO) inspection report 16 to 18 March and 10 June 2026

International British School of Bucharest Agricultori Street 21 to 25 Sector 2 Bucharest 021481 Romania

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’.

Contents SUMMARY OF INSPECTION FINDINGS ..................................................................................................................................3 THE EXTENT TO WHICH THE SCHOOL MEETS THE BSO STANDARDS ......................................................................................4 RECOMMENDED NEXT STEPS ..............................................................................................................................................................4 SECTION 1: LEADERSHIP AND MANAGEMENT, AND GOVERNANCE.......................................................................................5 THE EXTENT TO WHICH THE SCHOOL MEETS THE BSO STANDARDS RELATING TO LEADERSHIP AND MANAGEMENT, AND GOVERNANCE .....................6 SECTION 2: QUALITY OF EDUCATION, TRAINING AND RECREATION......................................................................................7 THE EXTENT TO WHICH THE SCHOOL MEETS THE BSO STANDARDS RELATING TO THE QUALITY OF EDUCATION, TRAINING AND RECREATION ...............8 SECTION 3: PUPILS’ PHYSICAL AND MENTAL HEALTH AND EMOTIONAL WELLBEING ............................................................9 THE EXTENT TO WHICH THE SCHOOL MEETS THE BSO STANDARDS RELATING TO PUPILS’ PHYSICAL AND MENTAL HEALTH AND EMOTIONAL WELLBEING ..................................................................................................................................................................................................10 SECTION 4: PUPILS’ SOCIAL AND ECONOMIC EDUCATION AND CONTRIBUTION TO SOCIETY...............................................11 THE EXTENT TO WHICH THE SCHOOL MEETS THE BSO STANDARDS RELATING TO PUPILS’ SOCIAL AND ECONOMIC EDUCATION AND CONTRIBUTION TO SOCIETY .......................................................................................................................................................................................12 SAFEGUARDING .................................................................................................................................................................13 THE EXTENT TO WHICH THE SCHOOL MEETS THE BSO STANDARDS RELATING TO SAFEGUARDING ....................................................................13 SCHOOL DETAILS ................................................................................................................................................................14 INFORMATION ABOUT THE SCHOOL...................................................................................................................................15 INSPECTION DETAILS ..........................................................................................................................................................16

International British School of Bucharest – March 2026

Summary of inspection findings Provision at the school meets the requirements of the BSO Standards. 1. Leaders have an accurate view of the strengths of the school and its areas for further development. Governors ensure that the leaders of the school demonstrate sufficient skills and knowledge to actively promote the wellbeing of pupils. At the start of the inspection in March 2026, pupils’ use of the internet was not consistently monitored in line with UK statutory guidance. Consequently, potential risks to pupils such as extremism and radicalisation were not suitably managed. However, leaders drew up a thorough and detailed action plan, which ensured this was addressed effectively by the time the inspection resumed in June 2026. 2. The curriculum is academically ambitious and builds upon pupils’ prior learning. Lessons are typically well planned, with effective questioning and clear explanations. This helps pupils in their acquisition of the English language. As a consequence, pupils make good progress and work with sustained effort and self motivation. Pupils who have special educational needs and/or disabilities (SEND) achieve well because of the care taken to shape the support they receive. Pupils’ achievement is systematically monitored. Leaders use this information to ensure that support is precisely targeted and effective. 3. Pupils who speak English as an additional language (EAL) rapidly acquire fluency in English because of the appropriate support they receive, which is matched to their needs. 4. Pupils of all ages benefit from a wide-ranging co-curricular programme, which supports their skills, interests and personal development. However, pupils in the sixth form have relatively few opportunities to take part in physical activity. 5. Pupils’ emotional and mental health is supported successfully. Pupils have a number of adults to whom they can go with any concerns. Leaders have put in place clear policies and procedures to ensure that behaviour is typically appropriate around the school. However, some low-level misbehaviour is not addressed in lessons in the secondary school. An effective strategy is in place to prevent bullying. 6. Leaders have a systematic approach to the management of health and safety at the school. Measures to mitigate risk are suitably implemented and reviewed. Fire safety evacuation procedures are well understood. First aid is readily available. 7. Effective links with the community ensure that pupils are well informed about their locality and prepared well to contribute positively to British and Romanian society. Pupils benefit from a structured careers education programme at the upper end of the school, which enables them to make informed choices about their next steps. However, this programme is less well developed for younger secondary school pupils. 8. Governors review safeguarding arrangements and check that staff understand the school’s procedures for reporting concerns. Leaders carry out the required pre-recruitment checks, and these are recorded in an appropriate single central record. Pupils learn how to keep themselves safe, including when online.

International British School of Bucharest – March 2026

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: provide pupils in the sixth form with greater opportunities to take part in physical activity ensure that staff consistently address any low-level and off-task misbehaviour during lessons strengthen the careers education programme for younger secondary school pupils so that they are better informed about options for their next steps.

International British School of Bucharest – March 2026

Section 1: Leadership and management, and governance 9. Leaders have an accurate view of the strengths of the school and its areas for further development and carefully consider the impact that their actions have on pupils’ wellbeing and success. They formulate well-informed school development planning through methodical and detailed selfevaluation and take effective action to work towards their objectives. For example, a school-wide focus on the development of pupils’ learning habits and skills has been effectively promoted through staff training and appropriate classroom resources. 10. The governing body is represented by the executive director, who maintains daily oversight of the school. This ensures that leaders have the knowledge and skills to fulfil all their responsibilities effectively. However, in March 2026, leaders did not ensure that suitable monitoring of pupils’ use of the internet was in place. Subsequently, the governors and leaders drew up a thorough and detailed action plan to respond to this, which had been successfully implemented by June 2026. 11. Leaders ensure that the school’s ethos is embedded and understood by pupils. There is constant communication with pupils about the school’s values. 12. Leaders foster effective links with external agencies. For example, leaders maintain close working relationships with local agencies and authorities, which inform the school’s procedures around health and safety and safeguarding. 13. Leaders manage any parental complaints appropriately and keep thorough records of these and any actions taken by the school in response. Complaints are dealt with within the timeframes stated in the school’s policy. 14. Parents receive regular reports about their own child’s progress, attitudes and attainment. These reports consistently provide parents with information about what their child needs to do in order to improve their performance. All required information, including about the school’s aims and ethos, is made available to parents, largely through the school’s informative website. 15. Leaders ensure that the provision for the early years is well resourced. They ensure that staff have an in-depth understanding of how to support early child development. Staff enable children to feel secure and make good progress. 16. Leaders have a systematic approach to risk management. They have a largely effective understanding of physical and welfare risks and respond with urgency and diligence when risks are identified. Where risk assessments are in place, they identify potential risks thoroughly and detail appropriate steps to reduce or remove these. Leaders systematically monitor risk assessments to check their continued effectiveness. 17. Pupils are treated fairly, in line with the principles of the UK Equality Act 2010. Leaders ensure there is no discrimination, and suitable adjustments are made to ensure that pupils can access the school site and the curriculum.

The extent to which the school meets the BSO Standards relating to leadership and management, and governance 18. All the relevant BSO Standards are met.

International British School of Bucharest – March 2026

Section 2: Quality of education, training and recreation 19. The curriculum is supported by schemes of work which build upon pupils’ prior attainment. There is a focus on English language development which ensures that by the end of the primary school, pupils have a command of sophisticated vocabulary and language structures. In the primary school, pupils who are Romanian speakers are exposed to language, literature and Romanian culture. As they grow older, pupils draw on a wide range of accumulated knowledge, often related to current affairs, to inform their learning and to form coherent arguments. Pupils readily transfer their numeracy skills to a variety of applications in science, economics and sociology. 20. Teaching features secure subject knowledge and effective use of good quality resources to promote learning. Lessons typically involve a structured approach to questioning, clear explanations and the modelling of responses before pupils have the opportunity for guided practice and the independent application of new knowledge and skills. Teachers enable pupils to plan and structure their written tasks methodically. This helps pupils in their acquisition of the English language. As a consequence, pupils make good progress and develop their knowledge and understanding securely. Pupils typically work with sustained effort and show growing self motivation. They demonstrate purpose and enjoyment in their learning when staff maintain high expectations of behaviour. 21. Leaders utilise an effective assessment framework to support accurate tracking of pupils’ performance and to inform planning decisions. The school’s detailed approach to feedback ensures that pupils reflect on their learning and that they have a clear understanding of their achievements and what they need to do in order to improve their work. Pupils grow in confidence as independent learners. Pupils make good progress from their starting points to IGCSEs and A levels. 22. Appropriate support is in place for pupils. The progress of pupils who have SEND is tracked carefully, including through their individual learning plans (ILPs). These ILPs are monitored and reviewed regularly by the leaders of provision for pupils who have SEND, who consult parents and pupils as part of their review. Staff adapt their teaching methods and resources to support pupils’ individual needs when required, such as by clearly structuring tasks in lessons and making use of, for example, visual aids, sentence starters and adjusted spelling lists appropriately. In the primary school, teaching assistants closely monitor and support the work of pupils who have SEND so that they access the curriculum well, develop independence and make good progress from their starting points. 23. Specialist teachers provide systematic support for pupils who speak EAL. Flexible timetabling and the use of resources such as glossaries, translation software and sentence starters help these pupils access the curriculum. Pupils are also supported in the development of their use of language socially. As a result of this support, most pupils who speak EAL quickly become linguistically competent. 24. In the early years, staff place a high priority on developing children’s communication skills. An appropriate mix of Romanian and English is often used to reinforce language acquisition and development. Language is modelled effectively by staff who reinforce key vocabulary. The developmental needs of the children are carefully considered in teachers’ planning, which carefully identifies individual children’s prior attainment and what needs to be taught next in order for them to make progress. There is an effective balance between adult-led and child-initiated activities and children make good progress in their acquisition of English from their starting points.

International British School of Bucharest – March 2026

7 25. There is an extensive co curricular programme of activities which attracts high levels of pupil participation. Opportunities through the Community Action Service and The Duke of Edinburgh’s Award scheme, along with a wide range of cultural and competitive events such as debating, enable pupils to participate in national and international events. Many initiatives and activities are pupil led. The wide range of clubs and activities is available, which includes chess, Model United Nations and robotics. Pupils develop confidence, teamwork, leadership, communication, creativity and resilience.

The extent to which the school meets the BSO Standards relating to the quality of education, training and recreation 26. All the relevant BSO Standards are met.

International British School of Bucharest – March 2026

Section 3: Pupils’ physical and mental health and emotional wellbeing 27. Leaders set high expectations for maintaining an environment of inclusivity and mutual respect. They promote the school’s positive values through school assemblies, class discussions and projects. Discussions in lessons encourage pupils to share their opinions and listen to others respectfully. Pupils typically demonstrate a secure understanding of the importance of respect and tolerance and apply these in their day-to-day interactions. 28. Teachers provide pupils with opportunities to reflect and to explore ethical and spiritual questions. Debates encourage pupils to frame motions on topical issues and listen to opposing views. Pupils learn about a range of different religions. Pupils develop their awareness of the non-material aspects of life and discuss moral ideas with increasing confidence. 29. Leaders and staff help pupils to develop their self-knowledge, self-esteem and self-confidence. Pupils in the primary school regularly carry out project work and present their work to their peers. Older pupils regularly present to audiences, which strengthens their confidence. Praise is regularly and effectively used and there are regular opportunities to celebrate pupil achievements such as ‘Star of the week’ assemblies. Teachers comment on and ask pupils about their successes. Pupils are encouraged to explain their approach to solving problems, both socially and academically, so that they evaluate their own progress with growing accuracy and develop their self-knowledge. 30. Leaders set clear curriculum objectives in physical education (PE). Pupils are organised into groupings based on their prior attainment which facilitates targeted challenge and support. Pupils’ performance is regularly assessed to inform teaching. Lessons develop a wide range of skills such as co-ordination, ball skills and manipulation along with collaboration and resilience. However, although the table tennis tables in the sixth-form courtyard and basketball court are well used, there are limited planned additional opportunities for pupils in the sixth form to participate in physical activities. 31. Personal, social, health and economic education (PSHE) lessons are well planned and delivered effectively. Lessons build sequentially on previous learning and cover a suitably broad range of appropriate themes. In the primary school, there is a focus on developing respect, emotional wellbeing, kindness and digital safety. This is built upon in the secondary school, where pupils learn about different types of relationships, respect for other people and study habits. Relationships and sex education (RSE) is taught in line with UK statutory guidance. Pupils are taught in an ageappropriate way about themes such as consent, contraception and sexual health. As a consequence, pupils exhibit understanding of healthy, respectful behaviours, apply taught ideas to everyday situations and reflect on habits that support their wellbeing. 32. Leaders communicate behaviour expectations which are typically well understood. Leaders and staff effectively promote a sense of caring within the school which leads to positive levels of behaviour overall. Most teachers implement the school’s behaviour management policy consistently. As a result, most pupils behave in line with the school’s expectations. However, on occasions in lessons, teaching allows some pupils to become disengaged, which leads to low-level and off-task misbehaviour that staff do not always address effectively.

International British School of Bucharest – March 2026

9 33. There are effective measures in place to address any bullying appropriately. The school ensures that pupils have multiple options for finding an adult to take any worries or concerns to. Pupils are able to describe what bullying is and can explain what happens when bullying occurs in the school. Pupils understand the harm that bullying can cause and are increasingly equipped to challenge inappropriate behaviours. 34. The premises and accommodation are maintained to a suitably high standard. There is an effective cleaning regime. Any maintenance issues are reported and then checked to ensure that they are addressed. 35. There is effective supervision of pupils. Clear and appropriate staff-to-child ratios are maintained in the early years and playtimes are suitably covered by an appropriate number of staff. Adults are readily available for pupils who may have concerns. 36. The school implements effective fire safety procedures. Fire extinguishers are maintained annually, and all areas have appropriate signage and emergency lighting. Fire safety and training logs and records are maintained to a high standard and staff are trained appropriately. There are regular fire evacuation practices and clear procedures to be followed in the event of an earthquake. 37. Attendance is regularly monitored. Registers are marked accurately every morning and afternoon. Leaders promote the importance of attendance so that pupils understand this. Effective measures are in place to identify any issues and to provide support to pupils and their families as necessary to improve their attendance. 38. First aid is administered efficiently. The school nurse is on site at all times and provides efficient care to meet pupils’ medical needs. All staff are trained in first aid and staff in the early years are trained in paediatric first aid. Medication is kept securely. The medical room is well lit, ventilated and close to toilet facilities. As a result, pupils are well cared for and show confidence in approaching staff, including the nurse, for assistance. 39. In the early years, the outdoor learning area is equipped with suitable equipment and resources that are used to develop children’s gross motor skills well. Children’s fine motor skills are developed through the careful use of resources such as scissors, pencils and crayons. Learning takes place in a kind and supportive environment that promotes children’s emotional development well.

The extent to which the school meets the BSO Standards relating to pupils’ physical and mental health and emotional wellbeing 40. All the relevant BSO Standards are met.

International British School of Bucharest – March 2026

Section 4: Pupils’ social and economic education and contribution to society 41. Pupils’ understanding of society and the economy is developed through the curriculum. Encounters with the wider community include Model United Nations, dinners with ambassadors, the British Romanian Chamber of Commerce, the marking of United Nations Day, and multi faith activities, all of which expose pupils to civic life and develop their understanding of cultural diversity. Pupils learn about budgeting in preparation for independent living beyond the school. Pupils develop social and cultural awareness, can discuss how societies function and learn how to apply economic understanding beyond the classroom. 42. British values are promoted through both the formal curriculum and wider school experiences. An understanding of democracy is developed through elections of pupils to the Pupils’ Parliament, as well as to roles such as house captains and prefects. Pupils learn about the importance of having a voice, listening to the perspectives of other people and contributing to decision-making processes. The curriculum actively promotes respect for other people. Pupils mark United Nations Day and learn about different countries, while music from different cultures is played in assemblies. Pupils understand the importance of being inclusive. Events such as ‘World Sight Day’ are marked to encourage pupils to respect other people. Pupils participate in events celebrating a wide range of religions and cultures. As a consequence, pupils develop their awareness of different types of diversity. Pupils have a secure understanding of British values and can explain how these apply within their school context. 43. Lessons in PSHE engage pupils with issues of discrimination and fairness, as well as ethical principles and related legal frameworks. Pupils’ respect for the rule of law is reinforced through the school’s behaviour systems and through pupils’ engagement with external organisations such as the police. Individual liberty and mutual respect are promoted through the school’s inclusive ethos, assemblies and celebrations of diversity. 44. A suitable careers education programme is in place. This is delivered through PSHE, presentations from external speakers and guidance about higher education. The programme is more developed in the sixth form. Pupils in the younger years engage in self-evaluation of their skills and talents and how they relate to careers in general. However, they experience fewer planned opportunities to explore a broad range of career options than those provided to older pupils. Older pupils learn about different employers and the experience of former pupils in their careers. Pupils in the sixth form have the opportunity to carry out work experience. Teachers provide advice and opportunities to learn about studying abroad and guidance through the application process. Therefore, older pupils receive structured support towards post 18 pathways, make informed choices using current information and develop the confidence to engage with employers and higher education providers. Pupils are typically successful in securing places on their chosen courses after school. 45. Pupils are encouraged to take responsibility and to put forward ideas, such as ways to raise money for charities. House captains in the primary school take responsibility for supporting younger pupils. Pupils in the sixth form support pupils across the school and organise school events. They are held to account by their peers for the impact of their contributions in the school. As a result, pupils become increasingly able to take on responsibility for others and contribute to the running of the school.

International British School of Bucharest – March 2026

11 46. Staff use the school’s locality effectively to promote pupils’ understanding of Romanian heritage. Younger pupils compare and contrast the UK and Romania in terms of food, language and landmarks. The school works closely with many charities and local centres, including through pupilled initiatives. For example, pupils in the sixth form helped to revive a community cinema by holding a short film festival for schools across Bucharest. Pupils develop a secure understanding of the school’s local area and how they can contribute positively to the lives of others. As a result of their understanding of other people and the opportunities which pupils have to take on leadership roles in school and in the wider community, the school prepares pupils for life in modern society in Britain, Romania or elsewhere. 47. Staff in the early years promote children’s social development effectively. Staff encourage and develop children’s turn-taking and ability to share. The staff encourage and role model kindness. Children listen attentively to one another. They participate in the wider charity events of the school such as bake sales. Children are positively engaged in their activities and develop positive social skills.

The extent to which the school meets the BSO Standards relating to pupils’ social and economic education and contribution to society 48. All the relevant BSO Standards are met.

International British School of Bucharest – March 2026

Safeguarding 49. Safeguarding training for staff is thorough, regular and in line with local and UK requirements, including a suitable induction process for newly appointed staff. Staff understand their safeguarding responsibilities and report concerns appropriately. This includes any concerns that they may have about adults working with pupils. 50. Leaders with designated safeguarding responsibilities respond promptly and appropriately to any safeguarding concerns that arise. Safeguarding leaders are conscientious in consulting with external authorities such as the police and local social services and referring safeguarding concerns to them when appropriate. Leaders keep suitable records of safeguarding concerns and the decisions and actions taken in response. 51. Leaders ensure that safeguarding arrangements are effective. Leaders are aware of the contextual risks and challenges facing pupils beyond the school. There is an appropriate safeguarding policy on the school website which reflects the requirements of current UK statutory guidance. 52. Leaders ensure that all appropriate safer recruitment checks on adults who work with pupils are made in a timely manner and accurately recorded. 53. Governors maintain an effective overview of the safeguarding policy and safeguarding procedures. The executive director liaises closely with safeguarding leaders to oversee safeguarding practice at the school and ensures that all governors exercise corporate oversight of safeguarding. All governors undertake suitable training in safeguarding. 54. Leaders provide several ways for pupils to raise any concerns that they might have. Pupils know who they can go to should they have any concerns. In PSHE and in dedicated computing lessons, pupils are taught how to keep themselves safe, including when online. 55. Effective internet filtering is in place, which is regularly tested. Leaders’ response to the issues identified during the inspection included the implementation of an electronic system to monitor pupils’ use of the internet and relevant training for the DSL, with a systematic approach applied to the management of any consequent identified risks to pupils. When necessary, leaders liaise appropriately with parents and make suitable adjustments to the PSHE curriculum. Potential online risks to pupils’ welfare, such as those related to radicalisation and extremism, are now appropriately managed.

The extent to which the school meets the BSO Standards relating to safeguarding 56. All the relevant BSO Standards are met.

International British School of Bucharest – March 2026

School details School

International British School of Bucharest

Department for Education number

000/6303

Address

International British School of Bucharest Agricultori Street 21 to 25 Sector 2 Bucharest 021481 Romania

Phone number

00 40 212 53 1698

Email address

office@ibsb.ro

Website

www.ibsb.ro

Proprietor

Mrs Simona Cohen

Chair

Ms Aura Bogdan

Headteacher

Mr Kendall Peet

Age range

3 to 18

Number of pupils

468

Date of previous BSO inspection

27 to 30 September 2022

International British School of Bucharest – March 2026

Information about the school 57. The International British School of Bucharest is an independent co-educational day school situated on two urban sites near the centre of Bucharest. The school is a not-for-profit foundation. The provision for children and pupils in the early years, the primary and secondary school is on the same site and sixth-form pupils are taught in a satellite campus about 50 metres away on the same street. 58. The school has identified 32 pupils as having special educational needs and/or disabilities (SEND). 59. The school provides additional support for 38 pupils who speak English as an additional language. 60. The school states its guiding vision is to build a community of passionate lifelong learners whilst promoting the school’s core values, which are derived from the word British: brave, respectful, innovative, tolerant, integrity, sustainability, and happy.

International British School of Bucharest – March 2026

Inspection details Inspection dates

16 to 18 March and 10 June 2026

61. A team of four inspectors visited the school for three days in March 2026. Subsequently, one inspector completed the inspection in June 2026. 62. 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 executive director and another governor discussions with the headteacher, 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 scrutiny of a range of policies, documentation and records provided by the school. 63. The inspection team considered the views of pupils, members of staff and parents who responded to ISI’s pre-inspection surveys.

International British School of Bucharest – March 2026

16 How are British Schools Overseas inspected? The Department for Education accredits British international schools which meet the BSO Standards. Accreditation lasts 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

International British School of Bucharest – March 2026