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Reflections 2026

TANGLIN MISSION Tanglin Trust School in Singapore has a long tradition of providing Britishbased learning with an international perspective. At Tanglin we strive to make every individual feel valued, happy and successful. Responsibility, enthusiasm and participation are actively encouraged, and integrity is prized. Working together in a safe, caring yet stimulating environment, we set high expectations whilst offering strong support, resulting in a community of lifelong learners who can contribute with confidence to our world.

TANGLIN VISION STATEMENT We aspire to be the best school in the world with a dynamic learning community which nurtures and inspires every individual to be the best they can be.

Contents 02

CEO’s Foreword

The Business Team

Team Tanglin

Technology & AI

Reimagining Our Campus

Sustainability

Tanglin Highlands Programme

The Institute@Tanglin

Infant School

Junior School

Senior School

Careers & University Counselling 2026

Examination Results

2026 University Offers

Academic Committee: Inspired Learners

Pastoral Committee: Flourishing Individuals

Co-Curricular Committee: Personal Best

Outstanding People

Governance

LeadershipTeam 2025/2026

Foreword Craig Considine, CEO

Each year, Reflections offers a moment to pause. Schools are busy places. Days quickly become weeks, weeks become terms, and before long another year has passed. Amid that momentum, it is easy to miss the extraordinary things that happen when talented young people are given opportunities to learn, create, serve, compete, perform and grow. This publication allows us to stand back and appreciate not only what has been achieved, but also the people and relationships that have made those achievements possible. This year feels particularly significant. As Tanglin moves beyond its Centenary and into the next phase of its journey, our strategic vision, Beyond Boundaries, is beginning to take shape in tangible and exciting ways. It challenges us to think differently about what a school can be, encouraging us to extend horizons, embrace innovation, and create opportunities that prepare young people for a rapidly changing world. The stories contained within these pages bring that vision to life. They reveal a community that is continually learning and pushing beyond traditional expectations. One of the most exciting developments has been the emergence of the Junior Arts Academies following the opening of the Junior Arts Centre. This programme has created a specialist pathway for students who demonstrate exceptional promise in Dance, Drama and Art, while maintaining Tanglin's commitment to broad participation and access for all. It represents the very best of our educational philosophy: creating opportunities for excellence amidst moments of curiosity and joy. The year has also been marked by outstanding academic achievement. Our students continue to demonstrate remarkable commitment to

their studies, supported by passionate teachers and families who value learning. The results of the Class of 2026 were exceptional, with a 100% pass rate in the IB Diploma Programme, an average score of 39.1 points and six students achieving the maximum score of 45. Strong A Level outcomes similarly reflected the depth of talent and determination across our Senior School. Most importantly, these results are not simply numbers; they are the culmination of years of effort, resilience and personal growth. Beyond the classroom, our graduates have once again demonstrated that a Tanglin education opens doors across the world. Students secured places at leading universities in the United Kingdom, North America, Europe, Asia and Australia, including Oxbridge, Ivy League institutions and many of the world's most respected universities. Applications were submitted to 18 countries, while scholarship awards exceeded S$2 million. These destinations reflect the breadth of aspirations within the Tanglin community and the confidence our students have to pursue ambitious futures wherever opportunity may lead. Yet academic outcomes tell only part of the story. As you read these pages, you will encounter performances, exhibitions, expeditions, competitions, service initiatives, research projects, outdoor adventures and countless examples of young people discovering talents they did not know they possessed. You will see the impact of Tanglin Gippsland, the growth of our co-curricular programmes, and the countless ways in which students contribute to the life of our community. Together, these experiences shape character, cultivate belonging and help young people understand both their potential and their responsibility to others. What strikes me most when I reflect on the year is the sheer scale of what happens across Tanglin. The publication in your hands captures only a fraction of it. Behind every article lies a much larger story, and behind every success lies a network of teachers, support staff, parents, governors, alumni and friends working together in support of our students. That collective effort remains one of Tanglin's greatest strengths. My sincere thanks go to Lilian Wu, whose skill, patience and editorial leadership have brought this publication together so beautifully, and to every author and contributor who has helped tell the story of the year. They have done a sterling job of capturing something of the richness, complexity and ambition of our community while never losing sight of the people at its heart. I hope you enjoy reading Reflections 2026. More than a record of achievements, it is a celebration of a community that continues to learn, innovate and grow together. If these pages demonstrate anything, it is that Tanglin's future will not be defined by the boundaries that surround us, but by our willingness to look beyond them.

The Business Team Ling Guan Heng, COO/CFO

The Business Team at Tanglin Trust School brings together Finance, Human Resources, Operations, Central Procurement, Corporate Legal, Technology, Risk & Compliance, Transport, and Food Services. Collectively, these functions provide a robust, efficient, and effective business infrastructure that enables the Infant, Junior, and Senior Schools to deliver a world-class education for our students. During FY2025/26, the Business Team continued to strengthen the School’s operational foundations while supporting strategic priorities across the organisation. Three strategic initiatives were progressed during the year: • Introducing Artificial Intelligence training for business staff during CPD Day, raising awareness of emerging AI trends and building digital confidence. Staff explored how AI tools can support communication drafting, report generation, workflow streamlining, and productivity improvements across departments. • Implementing enterprise-wide planning solutions through Oracle NetSuite and TenderBoard, following the completion of the ERP consultancy in 2024/25. This year-long implementation, led primarily by the Finance, Procurement, and Technology teams, is expected to be completed in September 2026 and will streamline crossdepartmental processes, enhance data-driven decision-making, and support long-term strategic planning. • Supporting Master Planning by contributing the operational, financial, technological, and procurement expertise required to progress the School’s long-term campus and infrastructure priorities. The school’s financial performance remained strong, supported by student enrolment close to full capacity, and disciplined budget management. We anticipate a year-end operating surplus of approximately $1.5 million above budget, contributing to long-term financial sustainability and continued investment in campus development. Departmental highlights are summarised below.

FINANCE

During the year, Finance continued to provide strong stewardship and strategic support across the school’s financial operations, governance and long-term planning. Key areas of focus included maintaining robust financial controls and audit outcomes, supporting Board-level budget approval and financial modelling, and advancing major transformation initiatives to strengthen future finance capability: • KPMG issued an unmodified audit opinion for the FY2024/25 statutory audit of Tanglin Trust School Limited and its subsidiary, Tanglin Australia, with no audit findings reported. • The FY2026/27 Budget was approved by the Finance and Risk Committee and the Board of Governors following a comprehensive review of operating and capital expenditure requirements, school fee benchmarking, and long-term financial modelling, including cost structure and cash flow projections through to 2038. • Financial modelling support was provided for the Master Plan, including scenario analysis and stress-testing to inform long-term planning and decision-making. • The ERP project progressed into the implementation phase, with Finance working closely with the Technology team, NetSuite vendor and external consultants to support effective delivery.

HUMAN RESOURCES

HR continued to support Tanglin’s organisational resilience and future readiness through effective workforce planning, recruitment and capability development. The following key priorities were achieved: • Staff turnover remained healthy and sustainable at approximately 9% across teaching and support staff, supporting organisational continuity while enabling Tanglin to continue attracting highquality talent. • Tanglin welcomed 27 new teachers in August 2026, following another successful international recruitment cycle focused on securing outstanding educators. • The Gippsland campus completed its first full year of operations successfully, with the teaching and support staff structure now fully established and operational. • Organisational capability continued to be strengthened for the future, including support for the Board’s recruitment and appointment process for Tanglin’s next CEO, and delivery of AI training by the COO for business functions during CPD Day. • An evaluation of HR information management system options was undertaken, with a view to replacing the existing HRIQ platform and improving future HR data, workflow and reporting capability.

RISK AND COMPLIANCE

Risk and Compliance continued to enhance the school’s governance, risk management, compliance, and workplace health and safety frameworks. The emphasis remained on strengthening accountability, embedding consistent practices, and improving oversight of key strategic and operational risks. The appointment of a dedicated Senior Risk and Compliance Manager has enhanced coordination and oversight across the school, while the continued implementation of recommendations from the PwC review has supported a more structured and consistent approach to risk and compliance management. Workplace health and safety also remained a key area of focus, supported by regular WHS walks with senior staff and ongoing engagement across departments. Good progress was also made in the development and use of Risk Wizard, improving the quality, consistency, and visibility of reporting across risk, incident management, and workplace health and safety. Risk assessments were further strengthened and centralised during the year, with clearer ownership and more effective monitoring of key areas of exposure. For the Tanglin Highlands Programme at Gippsland, a comprehensive review and update of risk assessments was undertaken to ensure that controls remain robust and appropriate for the programme’s operating context.

OPERATIONS

Operations were involved in the whole school BSO Inspection conducted in November 2025 for the areas under facilities, health, and safety. We are very happy to have contributed to Tanglin Trust School achieving an

Outstanding rating. Our school continues to invest in new and upgrading of existing facilities to provide the best learning environment for our students. Notable projects completed during the year included: • Extension of dining room at Level 2 Nixon Building to accommodate more diners and an improvement to the overall acoustic quality of the environment. • Air-conditioning upgrades to the whole Sixth Form Centre as part of the replacement cycle. • Replacement of high mast lights at Playing Field to provide more conducive night lightings for sports and events. • Replacement of ACMV BMS Control System and parts for energy efficiency. • Expansion to the Junior Training Kitchen to enable the delivery of an enhanced Life Skills curriculum. • Replacement of Senior School Level 2 windows. • Addition of three programmable cleaning robots, bringing the total fleet to five fully operational units deployed against scheduled cleaning routes. • Implementation of the new Visitor Management System (MICE), where the Security Team worked closely with the Technology Department to continuously enhance and refine the system based on operational needs and user feedback.

TECHNOLOGY

Technology continued to advance Tanglin’s AI strategy through governance, capability building, and practical adoption initiatives. Strategic evaluations of Microsoft Copilot, Google Gemini, and OpenAI ChatGPT were undertaken to identify the most suitable platforms for teaching, learning, and business operations. AI use cases were explored across education, business services, cybersecurity, data analytics, ERP, and HR systems, while AI literacy and responsible adoption became key focus areas within the school's Digital Learning Strategy. These initiatives have positioned the school to leverage AI in a secure, effective, and educationally meaningful way. Cyber Security remains a strategic priority as the threat landscape across the education sector continues to evolve. During the year, the team strengthened cyber resilience through enhanced security controls, improved governance, stronger identity and access management, expanded data protection through Microsoft Purview, and improvements to endpoint security using Microsoft Intune and Microsoft Defender. Continued investment in incident response, recovery planning, and security awareness has further strengthened the school's overall security posture. Another key focus for the Applications team this year has been the successful preparation of NetSuite and TenderBoard for their schoolwide go-live on 1 September 2026. Significant progress has been made in system design, process optimisation, data migration, testing, training, and change management. Together, these initiatives will modernise finance and procurement operations, strengthen governance and reporting, improve operational efficiency, and provide a scalable platform for future growth.

CORPORATE LEGAL

During the year, the Legal team supported the School on a range of

strategic and operational matters. This included the legal work required for the extension of the School’s land lease. The team also provided legal guidance on human resource matters in Singapore and Gippsland, including the School’s response to developments in employment law and practice. In addition, the team developed, reviewed and advised on a broad range of contracts and arrangements, including those relating to the transition to a new school caterer, external opportunities for students, and philanthropic and charitable initiatives. Legal support also continued for the Gippsland campus across operational and staff matters.

CORPORATE PROCUREMENT

A total of 1,507 purchase orders and 65 sourcing events valued at $6.4 million were competitively sourced to ensure compliance with Tanglin's Procurement policy and to deliver cost efficiencies. We achieved annualised cost savings of $1.19 million. Major tenders supported: • Extension and upgrade of Senior canteen at Nixon building Level 2. • Air-conditioning system replacement - Sixth Form building. • Replacement of Apple devices (whole school). • Replacement of Laptops, All-in-One PCs, Chromebooks (whole school). • Building works of Junior School Kitchen. • Senior School iPad (BYOD) Purchase. In June 2026, the team successfully implemented TenderBoard, a new e-Procurement platform for Tanglin Australia, with rollout for Tanglin Trust School and Tanglin Trust School Foundation scheduled for 1 September 2026. TenderBoard is fully integrated with the Finance ERP, which enables seamless end-to-end automation across procurement workflows and enhances the overall user experience. Development of a procurement chatbot is underway to provide 24/7 digital support for internal stakeholders, helping them navigate procurement processes and comply with relevant policies and procedures.

TRANSPORT

Several enhancements were implemented to improve the efficiency, safety and student experience of the school bus operations. These included streamlining the 5pm Senior student bus registration process through a direct portal link that automatically generates bus lists, thereby reducing administrative workload and the risk of manual errors. Safety within the bus bay was strengthened through the installation of flashing lights, sirens and a physical barrier near Lobby B to improve awareness and prevent unsafe access. Student comfort and communication were also enhanced through the installation of fans in the waiting area and a digital bus information board displaying real-time bus information for students and staff.

FOOD SERVICES

In 2025/26, the Nixon Dining Room underwent a significant transformation, with an extension to increase seating capacity, a refreshed design, and an enhanced overall dining experience. The upgraded space now offers a brighter and more welcoming environment, improved flow, additional POS with enhanced features to support smoother checkouts, and refreshed menu offerings. In addition, the dining team has continued to provide strong support for a wide range of internal and external school events over the course of the year.

Team Tanglin Tom Evans, Director of Marcomms, Admissions & Community Relations At the start of this academic year, the team wondered what this year would feel like following on from Tanglin’s Centenary. Would the year feel slower, would there be fewer events, would community engagement diminish after last year’s intensity? Of course not! Team Tanglin was more energised than ever and community engagement levels even exceeded those seen during the Centenary. The Team Tanglin spirit that was generated during the Centenary continued to expand further this year. EVENTS/FRIENDS OF TANGLIN (FOT)

More events, more volunteers, and more participation were seen throughout the year. • Once again, each of the 130 classes at Tanglin was supported by one or more volunteer class representatives. • More volunteers than ever before came together to support community events like the Festivals in the Bus Bay, House Fun Run, Christmas fair and the Summer Fete. Not to be outdone by last year’s two-day Summer Festival, Richie Baxter and Team Tanglin expanded the festivities into a two-week Festival Fortnight celebrating the co-curriculum and the community. • Parents demonstrated their desire for greater community connection through the dramatic increase in the number and involvement in parent social groups. There are now more than 11 active parent groups, varying from intellectual activities like the book club and chess club; to athletic pursuits like walking, running, climbing, cycling and yoga; to the social clubs of mahjong, coffee explorer and the curiosity club. • The number of events supported by FOT increased 10% vs last year and overall attendance remained at levels experienced during the Centenary. Events held by The Institute@Tanglin, Parentwise talks, the Foundation, and Alumni team all continued to be very popular.

RETAIL TEAM

The school spirit was even evident in the shop. Parents created official supporter kit which they could proudly wear to support Tanglin Teams competing in Singapore or internationally. Samples to try-on are in the shop and supporter shirts can now be purchased online. Speaking of online, the Tanglin School shop entered the 21st century and launched an online shop. Parents can now order uniforms and other school items online for delivery at school or at home. Alumni living abroad can even order items for international delivery. 5% of the shop’s sales are now made online and we expect this to increase. Beyond convenience, we hope that this shopping option will alleviate some of the back-to-school shopping crunch.

ADMISSIONS

All this goodwill and community spirit continued to be demonstrated through Tanglin’s admissions metrics. • It was the fourth year in a row of record high numbers of applications to Tanglin, despite some softness in the overall Singapore international school sector. • It also was the third year in a row of record low withdrawals from the school. Tanglin has one of the lowest withdrawal rates of any international school in Singapore. This was evident

in the number of students graduating this past year who had been at Tanglin for their entire schooling. 34 students spent 15 years at Tanglin from Nursery through Year 13—that represents 18% of the entire graduating cohort!

BUILDING A CULTURE OF GIVING

Our culture of giving continues to grow. We are seeing increasing support from our community, alongside a growing number of donors choosing to make transformational gifts that enable ambitious ideas to become reality. Together, this generosity is creating opportunities that inspire curiosity, build confidence and prepare students to thrive in a changing world. As we move beyond our Centenary, the Tanglin Trust School Foundation is guided by the three Cs - Connection, Contribution and Community – where we nurture philanthropy, so it continues to expand opportunities and empower future generations of students.

MARCOMMS

The Team Tanglin spirit was also apparent in the Marcomms metrics and in the accolades that the school received. • Four awards were given to Tanglin this year: 1) International School of the Year (3rd year in a row), 2) British Curriculum award (for the 2nd year), 3) Most Future Ready students (for the past four consecutive years), and 4) Curriculum Initiative of the Year for the Highlands Programme. • Open rates for both the weekly In Touch parent newsletter and the Highlands Highlights newsletter remained above 75%. • Social media metrics continue to grow. The number of fans increased by 12%, we now have more than 31,000 followers on Facebook, Instagram, and LinkedIn. • These numbers are dwarfed by the traffic on the school’s website which had over 294,000 users this past year, up +20% vs last year. To make the website experience more convenient for these people, we introduced an AI Chatbot, called Miss Griff, to help answer people’s queries.

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This was also the year when AI dramatically altered the way that people search and the answers they get. We re-coded the website to be optimised for AI searches and enhanced our content strategy. We also subscribed to an AI search monitoring tool and were very pleased to review that Tanglin has the highest visibility score, the most positive sentiment score, and the highest mention rate amongst international schools in Singapore.

ALUMNI

It was another successful year for Alumni Relations, with alumni continuing to engage with Tanglin and find meaningful ways to give back through talks, mentorship, volunteering and other opportunities to connect with the community. We also continued to strengthen our alumni network, launching new network groups and a jobs board on the alumni portal, while further expanding our online archives. Some key highlights from the year include: • Over 450 alumni attended the London Alumni Event. • 70 alumni attended our Singapore Alumni Event. • Over 120 alumni returned to Tanglin through alumni tours and visits. • 14 grants and awards were awarded to support our alumni community. • 14 Tanglin Foundation interns returned to the Tanglin to give back through the internship programme. • Three Alumni of the Year recipients were recognised for their outstanding contributions and achievements. It has been another remarkable year at Tanglin and we look forward to the next academic year!

Technology & AI Chin Peng Lee, Director of Technology Kayzad Byramjee, Head of Digital Learning & Innovation

Technology is transforming the world at an unprecedented pace, but at Tanglin, our Digital First journey has always been about people rather than technology itself. It is about empowering our students with the skills, confidence, and mindset they need to thrive in an increasingly digital future. This year, we continued to explore how emerging technologies, including Artificial Intelligence (AI), can enhance teaching, learning, and school operations. Beyond evaluating platforms and tools, our focus has been on helping students and staff develop the knowledge to use technology responsibly, ethically, and effectively. Through our Digital Learning Strategy, we have expanded conversations around AI literacy, digital citizenship, and future-ready skills, ensuring that innovation remains aligned with our educational values. At the same time, we have continued to strengthen the digital foundations that support our community. Investments in cybersecurity, digital services, and modern enterprise systems help ensure that our students and staff can learn, create, collaborate, and innovate in a secure and reliable environment.

GENERATIVE AI

After an initial period of evaluation, we are now proceeding to continue to test and embed use of our chosen AI platforms, Copilot and Gemini, for staff and Senior students, and Magic School AI for Junior students. In addition to developing the ethical and practical use of AI for students and staff, our pastoral and Life Skills teams have adapted their curricula to incorporate bespoke lessons on the additional dangers AI can pose to a young person online. It is easy to be swept up by the hype around AI and the potential it has to transform all industries, including education, however, we need to be cognisant of the unique role that education has in shaping a person’s future. Gen AI is treated as any tool in the classroom and evaluated to ensure there are benefits to learning and students are encouraged to use it as part of the process of 'Learning to Learn'. Gen AI has the unique potential to reduce workload and increase output, and teaching is no exception. As our curriculum evolves, it is essential that we can map the skills, content and opportunities for development of our young learners so this year we will be evaluating platforms that allow us to integrate the whole teaching and learning journey from curriculum planning, resource creation, lesson delivery, student assessment and finally reporting. We will be looking for tools that incorporate AI throughout this process to reduce friction and allow teachers to deliver innovative lessons.

TECHNOLOGY

Over the past year, Tanglin has continued to strengthen its digital foundations while embracing emerging technologies that enhance teaching, learning, and operational effectiveness. A key area of focus has been Artificial Intelligence (AI), where we have developed governance frameworks, evaluated leading platforms including Microsoft Copilot, Google Gemini and OpenAI ChatGPT, and explored practical applications across education, business services,

cybersecurity, analytics, and school operations. At the same time, AI literacy and responsible use have become central themes within our Digital Learning Strategy. Cybersecurity continues to be a strategic priority. Significant investments have been made to strengthen our security posture through enhanced identity management, endpoint protection, data governance, and security awareness initiatives. These measures help safeguard our community while ensuring that technology remains a trusted enabler of learning and collaboration. Behind the scenes, major work has also been undertaken to prepare for the school-wide implementation of Oracle NetSuite and TenderBoard. These platforms will modernise finance and procurement processes, improve governance and reporting, and provide a scalable foundation for future growth. As we look ahead, our commitment remains unchanged: to embrace innovation thoughtfully, nurture digital confidence, and equip every student with the skills and adaptability needed for a rapidly changing world. By placing people at the centre of technology, we continue to build a future where our students are not just consumers of technology, but responsible creators, critical thinkers, and lifelong learners.

SOCIAL MEDIA

We monitor digital engagement across social media platforms. This helps us communicate elements of school life and measure how well they are amplified on various platforms:

8905 followers

+4%

8367 followers

+17%

13,744 followers

+13%

Reimaining Our Campus Tracey Grobbelaar, Director of Business Development

What an extraordinary year it has been for Tanglin. As we reflect on the past year, one of our most significant achievements has been securing the renewal of our lease at 95 Portsdown Road for a further 30 years. This milestone provides certainty for Tanglin’s future and ensures that many more generations of students and families will have the opportunity to experience an education on this remarkable campus. This achievement was made possible through the incredible commitment and work of our CFO, Ling Guan Heng, and Chair of the Board of Governors, Dominic Nixon. Their dedication has helped secure Tanglin’s home in Singapore as we move beyond our Centenary and look towards our next century of excellence. With our future at Portsdown Road secured, our attention has turned to an equally important question: what should a Tanglin campus for the next generation look like? Behind the scenes, a dedicated group led by our CEO, Craig Considine, has spent considerable time reimagining the Tanglin Masterplan. The work has been guided by our Beyond Boundaries 2025–2030 strategic plan and its ambition to provide a future-ready, globally minded education through innovative teaching, exceptional people and a reimagined campus. Importantly, this is about much more than constructing new buildings. It is about considering how the spaces in which our students learn can support curiosity, collaboration, creativity and a strong sense of belonging. It is also about ensuring that our campus remains adaptable as education, technology and the needs of young people continue to evolve. Our masterplan work has therefore considered connectivity, sustainability, student experience and Tanglin’s identity, while creating a strategic framework for the School’s future growth. The extension of our lease has also opened up an exciting new opportunity. The school has been granted a lease on additional land adjoining our site on one-north crescent. The size of this new plot of land is 0.5 hectares, which allows us to increase our campus

footprint by 11% from 4.66Ha to 5.16Ha, providing valuable space to enhance our campus and begin planning for the campus of the future. The first phase of this vision is an exciting new Senior School with innovation spaces, bringing together Science, Technology, Engineering, Economics, Entrepreneurship and Mathematics. Rather than viewing these disciplines in isolation, the ambition is to create an environment where interdisciplinary learning, research, problem-solving and real-world application can flourish. Flexible and adaptable learning environments, advanced laboratories, technology and design facilities, collaborative areas and wellbeing spaces will all contribute to a Senior School designed around how students will learn in the future. Our location within one-north makes this vision particularly powerful. Surrounded by Singapore’s research, technology and innovation ecosystem, there is enormous potential to strengthen connections with universities, industry and external partners and to provide students with authentic opportunities extending well beyond the traditional classroom. Reimagining our campus also gives us an opportunity to think about the entire Tanglin educational journey. Our longer-term vision considers purpose-designed environments for different stages of a child’s development, creating greater continuity from our youngest learners through to graduation. Perhaps what has been most exciting this year is seeing the conversation move from what we need to build to what we want education at Tanglin to become. The spaces we create should inspire learning, strengthen community and wellbeing, embrace sustainability and remain relevant for decades to come. Our ambition is to create a campus that respects Tanglin’s heritage and identity while embracing the innovation and possibilities that will define its future. As we look ahead, there is still much work to do. Following a robust tender process, P&T and WilkinsonEyre have been selected as our architectural partners to help bring this vision to life. A dedicated Project Group will work closely with the architects to ensure the evolving design brief reflects Tanglin’s educational ambitions and the needs of our community. From September to December, the next important phase begins with an extensive programme of community consultation. Students, staff, parents, Governors and our wider community will have opportunities to share their perspectives and ideas as we work with our architects to shape the design. We want to ensure that all voices are heard and that the resulting spaces genuinely reflect the aspirations of the Tanglin community. Our Centenary gave us an opportunity to celebrate an extraordinary first 100 years. Securing our home at Portsdown Road for the next 30 years gives us the confidence to look ahead, while reimagining our campus gives us the opportunity to shape what the next century of a Tanglin education could be. It is an incredibly exciting time to be part of Tanglin and, importantly, to have the opportunity to help shape what comes next.

Artist impression: Senior School concept design

Sustainability Carla Randall, Assistant Head of Year 12

In recent years, sustainability at Tanglin has evolved from a passion project into a strategic priority, with a growing focus on embedding it across all aspects of school life through operational improvements, community engagement, and educational initiatives. In the Infant School, Early Years students are becoming increasingly engaged with sustainability and developing a deeper understanding of their role in caring for the environment. Across all classes, students have been exploring sustainability through stories, discussions and hands-on activities. Nursery students have been discovering the world of composting through story times, visits to the Eco Garden and interactive sessions with Senior School students, while Reception students have taken action through a whole-year composting initiative, collecting their food waste and helping to turn it into valuable compost. Meanwhile, our Year 2 Green Team has taken the lead in promoting composting across the year group, coming up with creative ideas to inspire their peers and encourage greater awareness of food waste and sustainable choices. Across the Junior School, students are developing their understanding of the relationship between people and the natural environment through Geography. In Year 4, students explored ‘How do we harness the power of nature?’, designing sustainable homes that could withstand natural hazards while harnessing renewable sources of energy and water. Year 5 students visited Sibu for a three-day residential, learning how the island community lives sustainably by making use of local resources, including wells for water and locally sourced timber, and in Year 6, students built on this understanding by exploring the impacts of deforestation and its wider environmental consequences.

Student-led action in the Senior School has also played a vital role in advancing sustainability. An e-waste drive collected more than 205kg of electronic waste for responsible recycling, while a Foundationfunded textile recycling bin installed on campus has enabled the collection and recycling of over 2,000kg of textile waste. Other successful initiatives have included a highly successful LEGO recycling drive and the exploration of innovative waste management solutions to further reduce waste and support a more circular approach to resource use.

We have made significant progress in reducing waste and embedding circular economy practices across the school. The introduction of a reusable mug initiative has eliminated the use of more than 250,000 disposable, non-recyclable cups annually at school events. The annual Tanglin Thrift event has also helped reduce waste while raising more than $800 each year for sustainability initiatives over the past three years.

This approach will be further developed through the launch of a new ‘Waste to Worth’ co-curricular programme for Upper School students, delivered in partnership with external sustainability consultants, Epic Gaia. The programme explores the principles of circularity and the potential of partnerships with social enterprises, supported by a diverse range of guest speakers from the local community. Students will have the opportunity to deepen their understanding of the circular economy while exploring practical solutions to real-world sustainability challenges.

Tanglin has also made significant progress in reducing energy consumption and increasing awareness of carbon emissions. Through a partnership with Climate Impact X, parents can now offset emissions associated with school trips, supporting peatland restoration projects in Indonesia and forest protection initiatives in Cambodia. Our continued membership of TASS (The Alliance for Sustainable Schools) also provides opportunities to collaborate with more than 100 schools worldwide to address the often-overlooked carbon footprint associated with school travel and educationrelated events. Through this collective initiative, TASS aims to offset 50,000 tonnes of CO₂e from school travel, sports tournaments and conferences by June 2027 and Tanglin students are excited to play an active role in contributing to this goal. The school has also built a strong network of partnerships with schools, businesses, and organisations across Singapore to strengthen collective action on sustainability. A particular highlight has been the development of a marine literacy programme through a four-week

residency led by marine scientist Dr Joanna Henley. The programme fostered ocean literacy across all three schools and established a team of Ocean Ambassadors, empowering students to become advocates for marine conservation and ocean stewardship. Students have participated in high-profile events such as the British Chamber of Commerce’s Singapore Sustainability Dialogue for the second time, while focused assemblies across all sections of the school have helped raise awareness and encourage action among students and staff. Looking ahead, there is real momentum, with an exciting programme of action on the horizon. Next year, we will host the Beyond COP 21 Symposium, bringing together students, educators and community partners to explore solutions to the challenges we face. We will also continue to strengthen recycling across campus, take further action to tackle food waste, and deepen our engagement with community organisations. Together, these initiatives will help turn ambition into meaningful action and ensure that sustainability continues to shape the way we learn, work and contribute to a more sustainable future.

Tanglin Highlands Programme Mark Cutchie, Head of Campus Following a whirlwind first year in 2024/25 during which the Gippsland Campus was developed, the Highlands Programme written, the team assembled and first two cohorts hosted, 2025/26 has been just as exciting, but fortunately, considerably more settled in comparison. The Programme continued to be ‘optional’ for Year 9s to attend, and we were encouraged by the strong uptake, with over 75% of students attending. This first full year of operation has highlighted the benefits of Tanglin’s commitment to the holistic education of students. While we never doubted the value of residential experiential education, we underestimated how big an impact the five weeks in Australia would have on students. It has been a joy to watch students digging through snow to study sub-alpine plants, standing in a river measuring water quality and, with map and compass in hand, navigating mountain trails. Having the natural world as a classroom brings learning alive for students and helps them apply theory in a meaningful but exciting way that can be a challenge to do in a traditional class setting. Along with the academic programme, that character growth we are seeing is remarkable. Students quickly become quite independent as they develop new life skills, adjust to living in community and develop traits, like grit and resilience, through the challenging hiking trips. As much as we love hearing the stories of achievement, growth and change in the students, we are equally encouraged that the longitudinal study commissioned by Tanglin confirms these results. The most recent research report observed: "Six of the seven statistically significant outcomes seen lie within the Life Effectiveness Scale, indicating that the emerging longer-term benefits are most pronounced in practical personal effectiveness skills/resources and students' overarching self-beliefs that they are capable and able to overcome difficult challenges. These longer-term capacities include: • confidence • belief in managing difficult situations • engagement and initiative • cognitive flexibility • effective use of time • stress management • feeling capable and effective The emergence of positive effects well after a Programme has ended (called sleeper effects) can be understood to have remained dormant post-programme until the conditions of the students' environment required the acquired resource/belief/value to be expressed." These strong results were recognised and rewarded with the Highlands Programme winning the ‘Curriculum Initiative of the Year’ in the TES Awards for International Schools. In addition to the Year 9 programme, we have been visited by other groups from within the school who have been keen to experience the campus and the

Victorian High Country. The Junior School staff ran a week-long school holiday adventure programme for Year 6 students, which included hiking, mountain biking, canoeing and abseiling. We thoroughly enjoyed having younger students on campus as the energy and excitement they bring is contagious and provides variety for staff. The Year 12 students made the journey to Gippsland to complete the inaugural Summit to Sea expedition, which also served as the Gold Award for students enrolled in the Duke of Edinburgh programme. This gruelling trip began nearby at the summit of Mt Baw Baw and required students to hike for three days to the Thomson River, where they canoed for three days before switching to mountain bikes and riding for three days to 90 Mile Beach on the Victorian coastline. This physically and mentally demanding trip was made all the more challenging by the cold winter weather but also showed students just how capable they are when they persevere and lean on each other when the going gets tough. As with the rest of Tanglin, the success of our programmes is the direct result of the dedication and hard work of an excellent team who are committed to giving students a world class experience and education. I am grateful for the dedicated team we have in Gippsland and for the significant support we receive from countless academic and operational staff in Singapore. Despite the 6,000 kilometres that separate us, we feel very much a part of Team Tanglin and the broader school community.

The Institute@Tanglin Sohini Brandon-King, Director of Scholarship, Inquiry and Partnerships Across The Institute’s work, a common purpose connects our talks, programmes, workshops, research and external opportunities: to give students meaningful ways to engage with the world beyond Tanglin, explore their interests in greater depth and learn directly from experts in their fields. The aim is to create experiences that take students beyond their comfort zones, where they encounter challenging ideas, work on authentic problems, use professional and academic approaches, and develop the confidence to thrive in environments beyond school. Academic Year 2025–26 saw this work continue to grow in both breadth and depth, connecting students and faculty with leading academics, policymakers, entrepreneurs, leaders in the arts and industry practitioners across Singapore and internationally.

BUILDING SCHOLARSHIP

Developing a stronger culture of research remains an important part of The Institute’s work for both faculty and students. THE INSTITUTE RESEARCH PROGRAMME AND INSTITUTE FELLOW In January 2026, Dr Sophie Hidden joined The Institute as our inaugural Institute Fellow. Alongside her work within the Science Faculty, Sophie’s role focuses on developing opportunities for students to extend and apply their academic knowledge, particularly through science research and application, and on strengthening connections between Tanglin students, faculty and researchers beyond school. Work developed during the year has now led to the launch of the Institute Research Programme. Beginning this academic year, selected Year 12 students are undertaking a sustained, year-long research experience with academics at the National University of Singapore and Nanyang Technological University. Students will experience how genuine research develops: engaging with existing scholarship, refining questions, learning new experimental and analytical techniques, working with uncertainty and ultimately communicating their findings through an academic paper and presentation. The programme represents an important next step in the Institute’s development, moving towards opportunities where students can pursue an area of genuine interest with greater independence, depth and academic rigour. FACULTY RESEARCH Our annual Faculty Research Forum brought colleagues together to share and celebrate research and inquiry taking place across Tanglin. Keynote sessions were led by Tanglin senior leaders: Claire Russell, our former Deputy Head of Senior School (Academic), explored the ‘Supergirl’ narrative and girls’ perfectionism, while Peter O’Brien, Deputy Head of Junior School (Pastoral), shared UCLlinked research into strengthening belonging for Third Culture Kids. Breakout presentations showcased faculty action research across areas including wellbeing, learning, literacy and motivation, creating opportunities to discuss findings and their implications for everyday teaching and learning. THOUGHT LEADERSHIP The 2025–26 Thinking Internationally Speaker Series explored major global trends and perspectives, helping students consider the forces

shaping societies, economies, research, culture and international affairs. We started the series with a focus on the arts and held the event at our new Junior Arts Centre. World Stage, Island Voice: Building a Global Arts Hub, brought together Gaurav Kripalani, Artistic Director of Singapore Repertory Theatre, and Tingting Wang, Assistant Director of Learning and Outreach at National Gallery Singapore for a candid, engaging discussion. Moderated by Tanglin’s Head of Junior Drama, TJ Taylor, the discussion explored Singapore’s evolving cultural landscape and how creativity, authenticity and innovation will shape the future of the arts. Professor William Bain from the National University of Singapore opened the geopolitical strand of the series with World Order: Between the Jungle and the Abyss. He examined assumptions about the international system, encouraging students to think more deeply about conflict, cooperation, sovereignty and the future of world order. Ambassador Bilahari Kausikan then brought diplomacy and statecraft vividly to life in Diplomacy in a World in Flux. Drawing on his distinguished career in Singapore’s Foreign Service, he explored how smaller states can retain agency within an increasingly volatile and multipolar world and challenged students to look beyond conventional narratives about geopolitics and great-power relations. The series concluded with Nobel Laureate Professor Sir Konstantin Novoselov, Director of the NUS Institute for Functional Intelligent Materials. His discussion ranged from graphene and cutting-edge materials science to the process of research itself, including the importance of curiosity, unconventional questions, experimentation and the connections between science, art and creativity. The Institute also welcomed Peter Shumlin, former Governor of Vermont, for a lively conversation on climate leadership, innovation,

geopolitics and the role young people can play in driving future climate solutions. Acclaimed composer and conductor Bob Chilcott spoke at The Institute with Director of Music, Rob Hall, about creativity, collaboration, and the rigour and persistence behind a life in music and the opportunities for young people interested in music. Across these events, students were not simply audience members. They introduced speakers, asked questions, took part in smaller discussions and interviewed guests for the Institute’s In Conversation series (available on our website), placing student initiative and engagement at the centre of the programme. INSTITUTE WORKSHOPS AND PROGRAMMES The Institute Entrepreneurship Programme, delivered in partnership with Reactor School, continued as one of our most intensive Year 12 experiences. Over 16 weeks, selected students worked in teams to identify genuine problems, research potential users, test assumptions and ideas, develop viable solutions and business models, and ultimately pitch to external venture builders and business leaders. The process deliberately exposes students to uncertainty and iteration: ideas change as teams encounter evidence and feedback, requiring them to adapt, make decisions and communicate their thinking with increasing clarity. The programme culminated in a professional pitch at INSEAD Business School to a panel of business and investment leaders from Microsoft, Standard Chartered, Nomura and Novo Tellus Capital Partners. NXplorers, designed by Shell and delivered with Science Centre Singapore, continued to give students a structured way to tackle complex sustainability challenges involving food, water and energy. Tanglin teams have continued to gain recognition through the programme over the past few years. This year’s students explored the use of drones to help improve water quality and had the opportunity to present their work at the final NXplorers Festival. HSBC Singapore brought discussions about global economic and financial developments directly into school. HSBC’s Chief Digital Officer explored the future of jobs in finance in the age of AI; its Senior ASEAN Economist worked with students to understand how tariffs, trade tensions and changing economic relationships affect countries, industries and businesses; and students took part in a workshop on the fast-evolving world of digital assets with experts from the bank. From understanding major global shifts to working in teams on how emerging technologies might be applied within banking and finance, the sessions challenged students to engage with ideas, problems and opportunities that may shape the industries in which they will one day work. Aviation continued to provide another rich context for interdisciplinary learning. At the annual Institute Aviation Workshop, Year 12 students worked with experts from BOC Aviation and Rolls-Royce to consider how aviation can transition towards more sustainable fuel and energy sources while remaining reliable, affordable and energy-secure. Working from the perspectives of different industry stakeholders, students

grappled with the real trade-offs involved in cost, infrastructure, engineering feasibility and scale. A group of students also had the opportunity to demonstrate their passion for aviation at the 2026 Singapore Airshow. Guided by the Institute Fellow and Science Faculty, four Year 12 students represented Tanglin in the British High Commission Student Pitching Competition, competing against teams from international schools and the Cambridge Research Centre in Singapore. Their proposal to transmit aircraft black-box data through existing onboard connectivity won three of the four awards presented: Most Innovative Idea, Best Presentation and Joint Winner for Best Presenter. UNIVERSITY AND INDUSTRY EXPERIENCES Partnerships and collaborations enable students to step beyond school and experience university and professional environments first-hand. During the October break, selected Sixth Form students took part in three distinctive immersive opportunities. At NUS’s Institute for Functional Intelligent Materials (I-FIM), students spent a week working in Professor Sir Konstantin Novoselov’s research environment, completing a short research projects with members of his team and presenting their work at the end of the week. At the Singapore University of Technology and Design’s (SUTD) iTrust Centre, students explored Operational Technology cybersecurity, using simulations and real-world scenarios to understand how critical infrastructure such as water systems can be protected from cyberattack. The Institute’s connection with Vogue Singapore created two opportunities during the year. During October break, students worked behind the scenes at Next in Vogue, helping deliver its flagship fashion and culture event, while later in the year another group supported the inaugural Vogue Wellness Day. Both experiences gave students first-hand insight into how a major media brand brings together content, audience engagement, partnerships and event programming. These intensive, immersive experiences place students in unfamiliar professional and university environments, where they are expected to adapt quickly, work with people they have not met before and take responsibility for making meaningful use of the opportunity.

LOOKING AHEAD

A talk can introduce an unexpected idea, a workshop can enable students to apply classroom knowledge to an unfamiliar problem, a week in a laboratory or workplace can help them discover whether an emerging interest is one they want to pursue further, and sustained intellectual stretch in a programme can enable them to develop genuine expertise, independence and confidence. As we look ahead, our ambition is to expand both the scope and scale of these opportunities while retaining the depth and authenticity that make them valuable. By continuing to build strong relationships with universities, industry, government, the arts and expert practitioners, we want more Tanglin students to be able to explore widely, pursue particular interests more deeply, and engage meaningfully with the people, ideas and challenges shaping the world beyond school.

Infant School Paula Craigie, Head of Infant School

This year we have continued to fly the flag for Tanglin, embracing new initiatives and trying our upmost to live up to our ‘be the best we can be’ aspiration under the umbrella of our strategic plan ‘Beyond Boundaries’. This began in August 2025, when we welcomed new colleagues: Deputy Head (Academic) Anna Karacan and class teachers Alex Nicholson, Scott Robson, and Konstantina Spanou, and TLAs Helen Bennie, Zulaidah Joir, Trang Luu, Raquel Peralta, Sandra Pong and Aliana Ridwan. We also welcomed part-time teachers Irene Charles and Priya Suraindran. Due to the popularity of our mini-beast and animal classes in the Early Years, we took the decision to prolong the excitement and sense of belonging for our children and introduced names for classes in Year 1 and Year 2. Year 1 chose to be sea creatures, while Year 2 decided to be birds. If you visit our Year 1 and Year 2 classes now, you will meet: Whales, Stingrays, Jellyfish, Turtles, Sharks, Dolphins, Starfish, Seahorses, Toucans, Robins, Puffins, Hummingbirds, Kingfishers, Swifts, Eagles and Penguins. It has been wonderful to see the children embrace their classes with excitement and wonder. After the resounding success of our Forest School programme in the Early Years, we expanded Forest School in August to Year 1 and 2. This means that every Infant child now benefits from this enriching experience. In September, we launched the inaugural Year 2 Connection Evening. It was a fantastic way for children to develop friendships in their new classes. The evening was filled with exciting activities run by staff from across the school involving creativity and teamwork! It was a joyous occasion which the children remembered fondly throughout the year. In October, we developed a new initiative with MediaCorp. Channel 8 (8world News, MediaCorp’s Chinese digital portal) visited Infant School to film a short feature as part of an upcoming project where they invited their viewers to vote for ‘Word of the Year’ (a Chinese word that best represents 2025). The Infant School was honoured to be part of this national initiative, joining a wider conversation that encouraged thoughtful reflection. A small group of children was invited to take part in a short video interview conducted in Chinese. Each child explored the meaning of their keywords (smoke, tax, cut, choice, collapse) from their perspective, showing both creativity and confidence in speaking. The final footage was broadcast publicly as part of the programme and was also shared through the broadcaster’s media channels. It was a memorable experience—not only taking part in a national event but also having the chance to express themselves and represent the school with pride. Mudit R had this to say, “I can speak Chinese well. I like to learn Chinese.” November was an impressive month. The Year 1 children were delighted to take part in an interactive Story Drama workshop, organised by the Singapore theatre company, Wild Rice, based on 18

The Selfish Giant. They explored the story through imaginative play, drama games, and role-play, bringing the characters and key themes of selfishness, generosity and compassion to life. Through this engaging experience, the children developed their creativity, empathy, and confidence while working collaboratively with others. Florence (1.5) thought "it was really fun because the giant was really funny" while Ming (1.5) "liked the bit where the Giant pretended he couldn't see us and we had to sneak past him." We also hosted the renowned Early Years guru, Dr Alistair Bryce-Clegg (ABC) MBE, for two fantastic days of professional development. Alistair shared pearls of wisdom into how cognitive, social, emotional and physical growth impact children’s wellbeing and attainment, along with a few entertaining and very relatable anecdotes from his career. On day one, Alistair spent time with the teaching team and supported us on our Continuous Provision journey in Year 1. On day two, we welcomed over 100 delegates from schools across the region who came to listen to ABC unpack the essential ingredients for creating outstanding educational experiences. They also enjoyed tours of the Tanglin campus, which was very well received. Tanglin was awarded 'Outstanding' for our BSO inspection as well. The inspection team was full of praise and they were highly impressed with all that they saw. The commentary along the way and the final report were littered with huge compliments such as "Provision in the Early Years is exceptional, with children achieving well above UK benchmarks for the Good Level of Development (GLD)", "Early Years pupils exceed expectations in number and reasoning. By Key Stage 1, threequarters of pupils exceed expected standards", and "Teachers and TLAs are highly skilled, using storytelling and exploration to build vocabulary and confidence." The learning environment was described as a “sensory-rich, inclusive, and safe space”, but perhaps the best way to capture the essence of our school is this: "Tanglin is a family—a place where everyone belongs, achieves, and aspires." The children also participated in our annual Caring For Cambodia (CFC) Orange Day, completing chores at home and sending in hygiene pack donations to support CFC and continue our longstanding relationship with the wonderful charity. During the Lunar New Year break, 17 Infant colleagues delivered 750 packs and also led Teacher Training within a new cluster of schools in Siem Reap. We thank our community for the generosity and support in sharing such an important message of ‘giving’ for our Nursery to Year 2 children. December meant a glorious collaboration with our Year 13

particularly enjoyed trying on a series of homemade hats, created by Ms Lagrimas from Infant Library, to celebrate Book Week. We also celebrated Leaver’s Week at Tanglin, and were delighted to welcome back the 34 Year 13 students into Nursery to relive their journey having started and finished school at Tanglin! A staggering number of 50 Year 13 students started in the Infant School.

students who began their Tanglin journey in the Infant School. It was a privilege to observe them interview our longest serving TLAs and hear their stories of service. This culminated in a celebratory tea party with special guests, local delights such as Pandan Cake, Teh Tarik Cake, Coconut Gula Melaka Cake, Curry Puffs, and a chance to watch the interviews on the big screen. The display outside the Curran Hall created lots of conversation over the term as the Infant children spent time watching the interviews and listening to the oral history of Tanglin over the last 50 years. In January, I became a fully qualified Ballet Barre teacher and have been teaching Senior students on Friday afternoons in the Dance Studio. It is a marvellous way to end the week and is completely energising! Our Year 2 Student Council also met with our CEO, Craig Considine, to share some ideas they had been discussing as a group and ask him some questions about his role and insight into Tanglin life. They were role-models for the Infant School and came away having shared suggestions that are being taken seriously. Some of their plans are already being actioned and we hope to share more on this in the new year! The Curiosity Approach re-accreditation in April 2025 was a proud reminder of how important the Early Years is in successful outcomes for children later on and how it shapes children’s future learning and development. We have continued to go from strength to strength in this as part of the Inner Circle (embracing our role as pioneers and leading reflective, high-quality practice that inspires curiosity, creativity, and independence). This has led to a sustainability focus and in February , the journey towards this qualification began in earnest. This award places our youngest learners at the heart of caring for their world. This has sparked a stronger sustainability focus across Infant School, as we nurture children’s understanding of the environment and empower them to make thoughtful, responsible choices for the future. In March, we were delighted to welcome Victoria Pugh, Director of Education and Professional Learning at COBIS (Council of British International Schools) to Tanglin. She loved her tour of Tanglin and

April welcomed Singapore Ballet back to Tanglin for the second year. As part of the Appreciation Evening, they performed three dance pieces (Raymonda, Zin and Incomparable Beauty) and then the audience enjoyed drinks, canapes and mingling with the dancers post-performance. Former Singapore Ballet soloist, Stephanie Joe and choreographer Christina Chan led three workshops for Tanglin’s children as a follow up. It was wonderful to involve 52 children from the age of 5 years to 18 develop their love of dance. We are always thrilled to welcome older students back to the Infant School and in May, eight Year 10 students completed their Work Experience Week (WEX) in the Infants. Our Year 2 Wellbeing Warriors rounded off the year by delivering groceries (which were generously donated by the Infant School community) to homes in need through our collaboration with FaithActs and SG Cares, in partnership with Lions Befrienders. While providing a purposeful service within the community, our children are given the opportunity to show their responsibility and kindness throughout the process. As we approached the end of the year, June brought a new initiative to the Infant School and Tanglin in the form of our Year 2 Family Legacy Book Collection as our children prepare to leave the Infant School. Each child was invited to contribute a book that holds special meaning to them and their family, creating a collection that reflects the rich diversity and shared values of our community. Through this, our children leave a meaningful legacy that will continue to inspire a love of reading across our Infant School for years to come. Along the way, we have continued to balance these exciting initiatives seamlessly with our core purpose of teaching and learning. Monitoring lessons closely, as well as our CCA provision (a staggering 142 sessions observed by the end of Term 2), along with strong academic outcomes seen in learning walks and book scrutinises confirms what the BSO inspection team saw. This ongoing relentless attention to detail, rigour and high expectations is regularly echoed by our parents who are so quick to share praise and anecdotes about their children’s journey. As the year drew to a close, we wished colleagues, Niamh Fearon, Ben Collins, Katie Cornes, Carla Carter, Shanagi K V, Tsai Yu Feng and families who are moving on a huge thank you for being part of the Tanglin Infant experience and warmest wishes for their next adventures. 19

Junior School Clair Harrington-Wilcox, Principal of Primary School & Head of Junior School In a world shaped by rapid change, artificial intelligence, and global uncertainty, it is timely to pause and reflect on what truly brings purpose and joy. Experiences that foster resilience, curiosity, and a sense of passion are fundamental to a well-rounded education. These developments were made possible through the great support and leadership of: Peter O’Brien (Pastoral Deputy), Rachel Turpin (Academic Deputy) and Benjamin Walker (Assistant Head Co-curriculum). In June 2025, we were proud to welcome alumni Harry Mills and Grace Roberts to open our Junior Arts Centre. Watching them perform at the Esplanade Theatre in The Phantom of the Opera was a powerful reminder of the enduring impact of the Arts. Nurturing creativity and talent from a young age is not a passing trend, but a responsibility—one that ensures every child is empowered to thrive and achieve their very best. FUTURE READY One year on from the launch of our Junior Arts Centre, we continue to develop our curriculum to ensure that every child will benefit from this outstanding facility. The importance of these subjects was reflected in the journey of Tanglin alumnus Josh Sullivan, who performed in Harry Potter on the West End and credited his Junior performing arts teachers for their support. FLOURISHING INDIVIDUALS Our commitment to developing flourishing individuals is underpinned by a strong Life Skills curriculum and a culture that prioritises wellbeing, community and personal growth. Under the leadership of Cameron Davidson, the Junior School Life Skills (PSHE) curriculum has been refined around three core themes: Relationships, Health and Wellbeing, and Living in the Wider World. Within these areas, the curriculum has been further developed to strengthen key skills in managing

relationships, resolving conflict and understanding digital citizenship, alongside a growing focus on financial literacy and a positive growth mindset. This also includes a greater emphasis on healthy eating, with all year groups now making use of the Junior School kitchen. This is further enriched through themed weeks, including Anti-Bullying, Online Safety, Neurodiversity and Mental Health Awareness, alongside Parentwise workshops that strengthen our partnership with families. We have also invested significantly in developing a positive dining culture. Students are supported to eat together respectfully, develop independence, and take responsibility for their environment. Working closely with our food provider, we responded to student voice to ensure menus are balanced and appealing, while the new refurbishment of the Nixon Dining Room will further enhance the lunchtime experience. In response to increasing pastoral need, we have strengthened our approach to emotional regulation. Building on our work with the Zones of Regulation which supports students to understand and manage their emotions, we introduced the Big Feelings Box. Led by our counselling team, this followed a three-tiered approach of staff training, parent workshops, and student education through Life Skills lessons, supported by practical classroom resources. This ensures a

consistent and shared language between school and home. The approach is now embedded across the whole Junior School, with students able to access strategies independently across different learning environments, enabling them to manage their emotions with greater confidence, resilience, and self-awareness. Together, these developments reflect our commitment to nurturing confident, resilient and wellrounded individuals. We will continue to build on this work to ensure every child feels supported, valued and able to thrive. INSPIRED LEARNERS Academic outcomes in the Junior School remain consistently strong, irrespective of each child’s starting point. Attainment and progress remain well above UK national standards, as affirmed by our recent BSO inspection. Looking ahead, our strategic priority is to ensure that these excellent outcomes are sustained while preparing students to be truly future-ready. Over the past two years, led by Joseph Gale (Year 4 teacher), we have undertaken a deliberate refinement of the curriculum, embedding sustainability, STEAM, service and enterprise across academic lessons, educational visits and the cocurricular programme. This integrated approach ensures that students engage meaningfully with real-world issues, while cultivating the skills, dispositions and interests essential for life beyond school. Furthermore, we remain aligned with the school’s technology strategy, harnessing AI in a thoughtful and purposeful way to enhance planning and support increasingly personalised learning pathways. Professional development on metacognition has remained a central focus this academic year, equipping staff to support students in becoming increasingly independent and reflective learners. Through the consistent use of visible thinking routines, high-quality self-assessment, purposeful home learning and self-directed tasks, students are developing the confidence and capability to take ownership of their learning. Collectively, these elements underpin an outstanding education, shaping confident, principled and future-ready leaders of tomorrow. PERSONAL BEST This year marked a highly successful period for both our Co-Curriculum and Outdoor Education programmes, with new initiatives and memorable experiences introduced across the Junior School. A major highlight was the inaugural Year 6 trip to our Gippsland campus during the Easter holiday. 35 students took part in this pioneering experience, which was a tremendous success. Feedback from staff, students, and parents was overwhelmingly positive, with the trip described as a “truly unique and rewarding experience.” It marked an important step in the development of our Outdoor Education provision. Our residential programme continued to expand. Year 6 students enjoyed their trip to Sarawak, while Year 5 completed Tanglin’s first-ever visit to Sibu, both offering challenge, independence, and cultural exploration. Younger students also benefited from new experiences: Year 3 enjoyed

an overnight zoo stay, while Year 4 took part in a twonight Singapore residential centred on outdoor education and forest school activities. Co-Curriculum participation remained strong, with 94.2% of students receiving their first-choice CCA in Term 3. A key development was the launch of our Academy: Arts programme in Dance, Drama, and Art. Offering extended weekly sessions, it culminated in a celebratory showcase attended by Dominic Nixon, Chair of the Board of Governors. Overall, this year has been one of growth, innovation, and strong engagement across both programmes. TEAM TANGLIN This has been an exciting and successful year for both sport and music in the Junior School, with students embracing opportunities to compete, perform and grow in confidence. In sport, House Sports Days provided a wonderful celebration of teamwork, determination and House spirit. Across the year, students also represented the school in rugby, touch, netball, cricket, gymnastics, swimming, athletics and climbing competitions, demonstrating resilience and commitment throughout. We were proud to send our Year 5 and 6 students to Bangkok for the Junior FOBISIA Games in Term 3, where they competed against schools from across Asia in athletics, football, tee ball and swimming. Music and Performing Arts have also flourished this year. Our choirs enjoyed workshops with acclaimed composer Bob Chilcott before performing at Victoria Concert Hall. Students were further inspired by visiting artists such as Marcel Pusey and Ollie Tunmer. The Tanglin Festival showcased the breadth of talent across the school through Lunchtime Recitals and the Junior Solo Musical Showcase. We are immensely proud of all our students for their enthusiasm, dedication and willingness to challenge themselves throughout the year. OUR PEOPLE PROFESSIONAL DEVELOPMENT In the fast-paced world of education, it is easy for leadership to become "inward-looking" by continually focusing on our own schools. Therefore, visiting other beacons of excellence becomes a strategic imperative, ensuring that we are attuned to global shifts in teaching and learning. From benchmarking innovative ideas to understanding other schools around the world, stepping off campus allows us to bring new ideas back to our students. These exchanges also build leadership communities and networks where educators share best practices. What a privilege to ensure that Tanglin remains outward facing to best serve the needs of our students and parents. We remain extremely proud of the quality of our Junior provision, which has been thoughtfully developed and refined over the years through the continued collaboration of our whole school community. 21

Secondary School Dr Richard Malpass, Principal of Secondary School

It was delightful at the commencement of term to welcome all the new students and their families to the community of Tanglin Trust. We have 91 new students who are joining our collective family of learners and educators here in the Senior School. It was thus an opportunity to articulate the distinct qualities of the school that they, and all our students and families, will experience as this academic year stirs into action. As we reflect on last year’s academic results, we remain warmly impressed by how well our Tanglin students typically perform in their various IB Diploma, A Level and IGCSE examinations. Notwithstanding those fine achievements, the strength of Tanglin lies in how the community’s life is so much more than just the transactional focus on public examinations. Any great school is about the transformational dimension of education, not just the transactional. Transformational schools understand that students have the capacity to become greater than the sum of their apparent parts. The joy of a liberal education across the arts, mathematics, humanities, sciences, literature, sport, music, drama etc open up avenues for individuals to thrive and grow, enabling our students to discover passions and pursuits which in turn drive and articulate their internal motivation and self-worth. A feature of such educational environments is the capacity for people to be open-minded and humbly ambitious, curious and respectful in an age of sharply polarised territorial standpoints and nervous political correctness. One might consider the mantra espoused by Rory Stewart and Alastair Campbell from The Rest Is Politics podcast that we should aim to ‘disagree agreeably’.

American journalist Bret Stephens perhaps took this further in a public lecture he gave in 2017 entitled The Dying Art of Disagreement. In it, he makes the observation that "to listen and understand; to question and disagree; to treat no proposition as sacred and no objection as impious; to be willing to entertain unpopular ideas and cultivate the habits of an open mind is what I was encouraged to do by my university teachers 30 years ago. It’s what used to be called a liberal education". Such a liberal education thrives in an environment where mutual respect, personal and collective responsibility as well as purposeful curiosity abound. Families will progressively be aware that we are launching a new framework under the title of the Tanglin Ten which aims to build on our core values of Respect, Responsibility and Purpose in order to articulate the dispositions and characteristics of learners and educators across the Tanglin community. The Tanglin Ten is, in one sense, entirely without controversy, but importantly it is a succinct articulation of what we believe each of us in this learning community can embody as an ambitious yet entirely humane set of dispositions. Indeed, in a rapid-fire era of technological change during which humanity now has the increasingly inevitable urge to out-source anything from knowledge acquisition to personal relationships to the dizzying speed of impressive LLMs, Tanglin’s future ready learners and educators have a shared language of endeavour which re-asserts the essential humanity of our core values across the educational landscape here in one-north.

Careers & University Counselling 2026 by Zoë Williams, Head of Careers & University Counselling KEY TRENDS FOR THE CLASS OF 2025

We received offers from an impressive 168 different institutions this year, which is 22 more than the previous year, across 18 different countries. Whilst we continue to have steady numbers matriculating to European destinations, the USA saw a slight increase and Australia a decrease. The most sizable shift has been towards students wanting to stay in the region, with Hong Kong gaining traction. There was also a record number of 33 scholarships offered, collectively worth over $2.2 million SGD. Scholarships ranged from Presidential and Merit to a Climate Leaders Scholarship. Economics and Business dominated the course choices, closely followed by Medicine, Law and Engineering. They are strong in terms of balancing career stability and many courses incorporated professional experience opportunities. There is a growing emphasis on employability with students investigating the graduate employment rates at their chosen institutions in greater depth. The creative industries were strongly represented with Fashion, Film Production, Acting, Fine Art, Creative writing and Media, whilst interdisciplinary degrees such as Philosophy/ Chemical Engineering & AI, and Environmental Humanities, signal rising interest in AI and climate and sustainability careers.

UNIVERSITY ACCEPTANCES

This year has brought another exceptional range of university offers. With five students headed to Ivy League institutions in the USA, five students headed to Oxford and Cambridge, and seven students heading off to study medicine and veterinary medicine, the Class of 2026 has certainly challenged themselves to gain admittance to the most selective and academic rigorous institutions in the world. The UK remains the number one destination for our students with 55% of the cohort matriculation, in second place we have the USA with 12% and in joint third, Hong Kong, Australia and Canada with 4%. The EPQ remains a strong element of our A-level curriculum. We saw 127 reduced university offers from 36 different universities, including eight Russell group institutions, across a range of 35 degree areas to 58 individual students. Universities value the EPQ and the skills it exhibits such as independent academic research, critical thinking and academic referencing. A full list of offers for the Class of 2026 can be found on page 28.

THE POWER OF A GAP YEAR AND NATIONAL SERVICE

For the last couple of years, we have seen 8% of our cohort opting to take a transformative gap year and 12% undertaking their National Service. Students have undertaken some incredible travel, volunteering, internship and work opportunities. Gap years and National service are an important part of enabling students to gain real-world experience, independence, and responsibility. They have an opportunity to determine their values and passions before undertaking the next step in their educational journey. Students who have undertaken a gap year or NS have reported feeling more confident and ready to take on positions of responsibility at university. They have spoken about the time out refreshing their enthusiasm for study, wanting to meet new people and explore new activities. A gap year does not need to break the bank, many students have enjoyed working part-time jobs to save some money for college and there are some incredible schemes such as work away placements where students can work overseas in return for accommodation, food and a small stipend. We would advise students to map out their gap years in sections – incorporating essential time to relax and recharge alongside family commitments, travel and work. Alumni students are supported via the University Counselling team after they have graduated and we encourage them to access the Tanglin Alumni grants for additional funding.

SHIFTING PERSPECTIVES ON US UNIVERSITY ADMISSIONS AND THE CHANGES TO STUDENT VISAS

The increased number of international students applying to the US have shown no signs of slowing down. Universities are annually reporting dramatic growth in applications, with many institutions such as Vanderbilt University adding new campuses in New York and San Francisco to meet demand. Students applying to the US from Tanglin are often strategising with Early Decision applications,

where a substantial number of offers are made in a smaller cohort of applications. The advantages of this are quick acceptance decisions thus saving time on other applications, however this is often the most competitive pool of applicants. Students should be 100% committed to the institution; this is not an agreement to be entered into lightly and you will be expected to withdraw from any other global applications you have made. With a dramatic shift in immigration policies towards international students in the US over the last couple of years, there is new rule which may have consequences for those who want to pursue co-op programmes or post graduate opportunities. The changes to student visas are due to take place on the 15th of September, pending ratification from Congress. The rule will prevent students from changing their declared course of study in the first year and will prevent students from staying in the US for internships after their fixed four-year term visa has expired without applying for an Extension of Stay.

IS THERE A PENDING CRISIS IN UK UNIVERSITIES?

In August, a plethora of articles hit the UK press regarding the impending financial crisis hitting UK Higher Education. It is clear that the international student numbers attending UK universities has been in a sharp decline since Brexit and this has certainly hit the budgets of many institutions. It is inevitable that we will see an increase in both domestic and international student fees, after eight years of fee freezes between 2017-2025. Figures released from the Home Office showed student visa applications last year were 11% down from the previous intake. That combined with improved A-level results in the domestic market and record number of students securing their chosen university placements placed further pressure on them. Universities have struggled to accommodate all first-year students in campus housing, offering the option for students to defer their start date to 2027 and some degree programmes are already being cut, such as Geography at Exeter’s Penryn campus. Edinburgh and Nottingham have indicated their faculty staff will be pursuing strike action this term due to staff cuts. In contrast, the UK universities remain a strong leader in global educational ranking tables and remain highly respected by international students and employers. What we are likely to see is some smaller university mergers, such as King’s College London merging with Cranfield University. It is estimated that two in five universities are actively discussing mergers or acquisitions1, some more streamlining of course offerings and more specialised career-focused programmes.

LOOKING AHEAD TO 2026/27

We’re delighted to welcome a fifth member to the Counselling team this year, Ms Martine Gagnon. She is a highly experienced counsellor, with the last decade of her career spent in London advising students on their international applications. We also welcome Jaden and Tim, interns from the University of Oxford, as part of our annual programme; an initiative that’s earned Tanglin the prestigious Gold Internship Provider status for six consecutive years. Last year saw the implementation of the new UCAS personal statement and now international students have the option to upload GCSE certificates directly on their UCAS applications. In the US, Georgetown University finally joined the Common application, and a few more institutions have reverted to requiring standardised testing with either the ACT or SAT. In contrast, Oxbridge tests have also had a shake up with the HAT test no longer required.

TAKING TANGLIN TO THE UNIVERSITIES & EMPLOYERS

The team will be presenting and attending two CIS conferences this autumn in Bangkok and Prague; with plans for university visits in Australia, Czech Republic, Denmark, Scotland and Sweden. WEX will return for the current Year 10 cohort from 10–14 May 2027, with calls for placements from employers in Singapore beginning in earnest already. Whether you're a returning host or a new partner, your involvement can make a lasting impact on a young person’s future. Throughout the year, we’re hosting a vibrant lineup of university visitors, talks and workshops, including the Lion City Fair on 23 September, with 165 institutions from 20 different countries including attendees from six additional Singaporean schools, this promises to be one of our largest and most dynamic university events yet. For full details on upcoming events, application systems, and key timelines, visit our University Counselling site.2

1. https://www.universitiesuk.ac.uk/what-we-do/creating-voice-our-members/media-releases/two-five-universities-consider-joining 2. https://sites.google.com/tts.edu.sg/universitycounselling/home

Examination Results: (I)GCSE (I)GCSE Results Table Year

No. of Candidates

No. of Subjects Offered

% of A* to C or equivalent

2023

185

2024

186

2025

168

2026

180

% of A*/A grades achieved by Tanglin students

(I)GCSE Summary for 2026 (Class of 2028)

2023: 81% 2024: 77% 2025: 80% 2026: 77%

2026 (I)GCSE Examination Results (Class of 2028) Subject Art and Design Biology Business Chemistry Design & Technology English Literature English Language French Further Mathematics Graphic Communication History Mathematics Physics Psychology Science (Double Award) Physical Education Religious Studies Spanish TOTAL TOTAL %

Subject Computer Science Drama Economics Geography Latin First Lang. Chinese Chinese as Foreign Lang. Chinese as a Second Lang. Music Moving Image Arts TOTAL TOTAL %

No. of Grades

No. of Candidates 25 103 49 103 39 184 185 47 87 14 58 185 103 38 82 46 3 44 1477

5 12 7 1 0 52 32 10 8 1 2 4 8 16 12 48 35 14 3 1 20 5 9 3 2 40 39 33 52 14 23 57 59 27 15 20 12 9 2 2 36 22 16 10 3 5 6 3 0 0 18 16 9 8 4 85 54 20 17 7 63 25 10 5 0 7 12 7 8 1 44 43 21 22 15 6 14 8 12 3 0 1 1 1 0 12 10 11 6 3 486 399 255 201 83 33% 27% 17% 14% 6%

0 0 5 1 0 4 2 1 0 0 3 1 0 3 7 3 0 2 32 2%

0 0 1 1 0 2 2 1 0 0 0 0 0 0 7 0 0 0 14 1%

0 0 1 0 0 0 0 0 0 0 0 1 0 0 3 0 0 0 5 0%

3 3 1%

4 1 3 2 0 1 0 2 1 0 14 4%

0 0 0 0 1 0 0 0 0 0 1 0%

0 0 0 0 0 0 0 0 0 0 0 0%

No. of Candidates 44 29 66 55 12 7 62 12 30 51 368

No. of Grades A*

13 9 26 18 8 3 49 2 12 9 149 40%

18 17 23 24 1 2 10 5 10 25 135 37%

9 2 14 11 2 1 3 3 7 14 66 18%

%A*

%A*/A %A*-C

68% 82% 12% 81% 64% 43% 43% 68% 67% 79% 59% 75% 85% 50% 53% 43% 33% 50% 60% 60%

96% 91% 29% 94% 87% 61% 75% 87% 85% 100% 74% 86% 95% 68% 66% 61% 67% 75% 77% 77%

100% 100% 96% 99% 100% 99% 99% 98% 100% 100% 100% 99% 100% 100% 93% 100% 100% 100% 99% 99%

%A* %A*/A %A*-C 30% 31% 39% 33% 67% 43% 79% 7% 24% 0% 40% 40%

70% 90% 74% 76% 75% 71% 95% 23% 43% 9% 77% 77%

100% 100% 100% 100% 92% 100% 100% 40% 59% 14% 100% 100%

Examination Results: A Level A Level Results Table No. of Candidates 130 126 141 125

Year 2023 2024 2025 2026

A Level Summary for 2026 (Class of 2026)

% of A*/A grades achieved by Tanglin students 2023: 58% 2024: 64% 2025: 63% 2026: 63%

Tanglin % passed 100 100 99.6 100

% of A*-B grades achieved by Tanglin students

100%

2023: 79% 2024: 85% 2025: 87% 2026: 87%

Pass rate

% of A*-C grades achieved by Tanglin students 2023: 93% 2024: 94% 2025: 97% 2026: 95%

A* - B

87 %

2026 A Level Examination Results (Class of 2026) No. of Grades

No. of Candidates

English Lang & Lit English Literature Psychology Philosophy Mathematics Further Maths Computer Science Art & Design Drama Music Media Studies Biology Chemistry Physics Geography History Politics Business Economics Spanish French

25 3 19 2 73 22 12 8 9 5 13 27 28 30 23 17 4 25 37 2 2

0 1 9 0 34 12 2 4 1 0 1 13 7 6 13 1 0 4 16 0 0

2 1 4 0 23 1 9 1 5 1 6 7 11 16 6 8 1 6 11 2 0

7 1 5 1 12 7 1 3 3 2 4 6 5 7 3 6 1 9 6 0 2

9 0 0 0 4 2 0 0 0 2 2 1 3 0 0 1 1 2 3 0 0

5 0 1 1 0 0 0 0 0 0 0 0 2 1 1 1 1 2 0 0 0

2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 1 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Physical Education

42%

Product Design Total Total %

8 406

3 2 3 128 127 99 32% 31% 24%

0 32 8%

0 15 4%

0 5 1%

0 0 0%

63% 63%

Subject

A*/A

A*B

A*-C

A*-E

8% 67% 68% 0% 78% 59% 92% 63% 67% 20% 54% 74% 64% 73% 83% 53% 25% 40% 73% 100% 0%

36% 100% 95% 50% 95% 91% 100% 100% 100% 60% 85% 96% 82% 97% 96% 88% 50% 76% 89% 100% 100% 83% 100% 87%

72% 100% 95% 50% 100% 100% 100% 100% 100% 100% 100% 100% 93% 97% 96% 94% 75% 84% 97% 100% 100%

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Subject

No. of Entries

Extended Project Qualification

18%

26%

32%

16%

Percentage

100%

100% 95%

100% 100%

of all grades were A* to B

32 %

of grades were A*

18 %

of EPQ grades were A*

A* - A

45 %

of EPQ were A* to A

Examination Results: IB Diploma 2026 IB Examination Results (Class of 2026) Subject English A: Lang and Lit HL English A: Lang and Lit SL English A: Literature HL English A: Literature SL French A: Literature self taug SL Danish A: Literature self taug SL Dutch A: Literature self taug SL Russian A: Literature self taug SL Chinese A: Literature self taug SL Chinese B - Mandarin HL Chinese B - Mandarin SL French Ab. SL French B HL French B SL Latin HL Latin SL Spanish Ab. SL Spanish B HL Spanish B SL Business Management HL Business Management SL Economics HL Economics SL Geography HL Geography SL Global Politics HL Global Politics SL History Europe HL History SL Philosophy HL Philosophy SL Psychology HL Psychology SL Biology HL Biology SL Chemistry HL Chemistry SL Computer Sc. HL Computer Sc. SL Env. & Soc. SL Env. & Soc. HL Physics HL Physics SL Mathematics Analysis & Appro HL Mathematics Analysis & Appro SL Mathematics Applications & I HL Mathematics Applications & I SL Film HL Film SL Music HL Music SL Theatre HL Theatre SL Visual Arts HL Visual Arts SL Total Total %

No. of Candidates 16 37 3 12 1 1 1 1 3 3 12 4 1 9 1 5 12 3 15 8 4 16 5 10 2 7 1 5 5 2 4 7 5 17 2 23 5 12 6 4 14 15 2 31 25 4 10 2 3 3 3 4 5 6 2 419

7 7 8 0 5 1 0 0 0 0 2 3 1 0 5 1 4 4 2 5 0 2 12 1 4 2 4 0 2 0 1 1 6 3 6 0 8 4 5 4 1 8 7 2 7 5 2 2 0 2 0 3 2 4 1 1 160 38%

No. of Grades 6 5 4 8 1 0 19 10 0 0 3 0 3 4 0 0 0 0 1 0 0 0 0 1 0 0 1 0 2 1 0 1 0 5 1 3 3 0 0 1 0 0 4 0 0 0 0 0 0 1 0 3 5 0 1 0 0 6 2 2 4 4 0 2 0 0 4 0 0 3 0 1 4 1 1 0 0 0 3 0 0 1 0 0 3 0 0 4 1 0 1 0 0 1 2 0 1 0 0 2 0 0 5 5 1 2 0 0 11 2 2 1 0 0 6 0 1 2 0 0 1 2 0 3 2 1 4 4 0 0 0 0 15 8 1 8 6 5 1 1 0 5 0 3 2 0 0 1 0 0 2 1 0 0 0 0 2 0 0 1 0 0 4 1 0 1 0 0 164 70 24 39% 17% 6%

Tanglin Students Average Diploma Score (out of 45) 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0%

Tanglin Average 39.1 Tanglin Average 39.6 Tanglin Average 39.1 World Average 30.88

2024 2025 2026 2026

IB Diploma Summary for 2026 (Class of 2026) Diploma

100%

successfully achieved the full Diploma

students achieved the Bilingual Diploma

99 %

students achieved 45 points

of all students scored 30 points or more

67%

29%

scored 38 points or more

scored 42 points or more

IB Results Table Year

No. of Candidates

Tanglin % Passed

2023

100

2024

100

2025

100

2026

100

2026 University Offers Asia Anant National University (India) Duke Kunshan University (China) Hong Kong University of Science and Technology (Hong Kong) Monash University (Malaysia) Nanyang Technological University (Singapore) National University of Singapore (Singapore) Singapore Management University (Singapore) Strate School of Design (India) Symbiosis Institute of Design (India) The University of Hong Kong (Hong Kong) Australia Monash University Murdoch University University of Melbourne University of Queensland University of Sydney UNSW Sydney Canada Huron University College McGill University McMaster University Toronto Metropolitan University University of British Columbia University of Guelph University of Toronto University of Victoria University of Waterloo Western University Europe Amsterdam University College (The Netherlands) Design Academy Eindhoven (The Netherlands) Hanze University of Applied Sciences (The Netherlands) KU Leuven (Belgium) Royal College of Surgeons (Ireland) Technical University of Denmark (Denmark) University College Roosevelt (The Netherlands) University College Utrecht (The Netherlands) UK Aberystwyth University Anglia Ruskin University Arts University Bournemouth Bournemouth University Bristol Old Vic Theatre School Bristol School of Acting Cardiff Metropolitan University Cardiff University City St George’s, University of London Durham University

Edge Hill University Hartpury University Heriot-Watt University Imperial College London Keele University Kingston University King’s College London, University of London Lancaster University Leeds Arts University Leeds Beckett University Liverpool Institute for Performing Arts Liverpool John Moores University London Metropolitan University Loughborough University LSE, University of London Manchester Metropolitan University Manchester School of Theatre Middlesex University Newcastle University Northumbria University, Newcastle Norwich University of the Arts Nottingham Trent University Oxford Brookes University Queen Mary, University of London Regent’s University London Rose Bruford College Royal Holloway, University of London Royal Veterinary College, University of London Sheffield Hallam University St Mary’s University, Twickenham Swansea University The Glasgow School of Art The University of Edinburgh UAL, University of the Arts London UCL, University College London University for the Creative Arts University of Aberdeen University of Bath University of Birmingham University of Brighton University of Bristol University of Cambridge University of Dundee University of Essex University of Exeter University of Glasgow University of Gloucestershire University of Greenwich University of Hertfordshire University of Kent University of Leeds University of Leicester University of Liverpool University of Manchester University of Nottingham University of Oxford University of Portsmouth University of Reading University of Roehampton University of Salford University of Sheffield University of South Wales

University of Southampton University of St Andrews University of Stirling University of Strathclyde University of Surrey University of Sussex University of Warwick University of York York St John University USA American University Babson College Belmont University Brandeis University Columbia College Chicago Columbia University Cornell University Dartmouth College Emerson College Fordham University Georgetown University Georgia Institute of Technology Harvey Mudd College Indiana University Bloomington Loyola Marymount University New York University Northeastern University Northwestern University OTIS College of Art and Design Pratt Institute Purdue University in West Lafayette Rensselaer Polytechnic Institute Rhode Island School of Design Rice University Savannah College of Art and Design School of the Art Institute of Chicago School of Visual Arts Suffolk University Syracuse University Texas Christian University The New School University of California, Davis University of California, Irvine University of California, Los Angeles University of California, Riverside University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of Chicago University of Illinois Urbana-Champaign University of Maryland University of Massachusetts Lowell University of Michigan, Ann Arbor University of Pennsylvania University of Pittsburgh University of Richmond University of Southern California University of Virginia University of Washington, Seattle University of Wisconsin-Madison Washington University in St. Louis Worcester Polytechnic Institute Yale University

This list is complete as of August 31, 2026 and is subject to alterations and amendments. Southern Hemisphere acceptances are pending.

Lead Students Nishka Chokhani (left) and Arthur Gergele (right) from the Head Team 2025-26 giving a speech during the Graduation Ceremony.

Academic Committee: Inspired Learners John Ridley, Director of Learning The Academic Committee oversees curriculum, pedagogy and assessment across Tanglin. Our aim is to ensure that every student experiences an education that is academically rigorous, deeply engaging and prepares them for an increasingly complex world. This year has been a period of significant validation, strategic progress in digital learning, and research-informed developments. OUTSTANDING VALIDATION: THE BSO INSPECTION The 2025–26 academic year provided an invaluable opportunity to reflect on the strength of our provision through the British Schools Overseas (BSO) inspection. Inspectors judged Tanglin to be outstanding across all areas, describing the curriculum as “broad, balanced, coherent, ambitious and inclusive” and recognising the quality of teaching, learning and assessment as “consistently outstanding.” The inspectors particularly praised the strength of our vertical curriculum teams and the seamless progression of our bespoke 3-14 framework. They also highlighted the school’s “culture that values metacognition and independence” and praised our “exceptional use of data” in informing continuous improvement. Crucially, the inspectors highlighted our culture of continuous improvement, observing that "Staff describe Tanglin as ‘a school that never stops progressing’." DIGITAL LEARNING FOR A NEW ERA Digital Learning was a primary focus this year as we continue to adapt to the advances in generative AI. With strong support from the Board of Governors, we developed a comprehensive Digital Learning Strategy built around five key themes: Digital Pedagogy, Digital & AI Literacy, Tools & Systems, Collaboration & Community, and Policies & Ethics. The goal is for technology to be used purposefully by teachers and students and to ensure that our students are digitally literate, whilst being thoughtful and responsible in its use. A major milestone was the creation of a new whole-school leadership role: Head of Digital Learning and Innovation, to which Kayzad Byramjee was appointed. This role strengthens coordination across all three schools while ensuring Tanglin continues to learn from emerging research and international best practice. Professional learning has been central to this work. During the April CPD programme, staff worked with AI-in-Education specialist Leon Furze, exploring practical applications of AI and how these tools can support, rather than replace, deep thinking. The theme “Hard Thinking with AI” resonated strongly with our existing focus on metacognition. 30

The strategy is further supported by the move to schoolmanaged student devices in the Senior School. Following successful trials and onboarding throughout the year, we fully rolled out this new approach in August 2026, providing a consistent and safe foundation for technology use. RESEARCH-INFORMED TEACHING AND THE TANGLIN TEN Across all three schools, we continue to be guided by recent educational research, and a growing culture of practitioner inquiry. The Infant School, welcomed Alistair Bryce-Clegg to help refine our 'continuous provision' model, ensuring a smoother transition from Early Years into Years 1 and 2. In the Junior School, the 'drive team' has further embedded thinking frames—tools that help students organize complex thoughts—which align with the Senior School’s 'Learning to Learn' approach.

Wider collaboration with pastoral and co-curriculum leaders has culminated in the The Tanglin Ten. These ten researchinformed learning behaviours - Pursue Curiosity, Embrace Challenge, Practise Reflection, Value Communication, Uphold Integrity, Develop Resilience, Build Community, Show Humility, Demonstrate Kindness and Grow Confidence - provide a common framework through which students, staff and parents can discuss what underpins success and wellbeing at Tanglin and beyond. EXPANDING HORIZONS The Tanglin Gippsland Campus continues to have a transformative impact on our provision. Four Year 9 cohorts participated in the Highlands Programme during 2025–26, with the curriculum evolving through involvement from subject teachers based at Tanglin Gippsland. Inspectors highlighted how the programme builds resilience, independence and leadership whilst creating memorable learning experiences. Back on the Singapore campus, the new Junior Arts Centre (JAC) has also been transformational. Junior students now benefit from year-round access to specialist drama and art studios. The introduction of dance within the drama programme has been especially impactful, evident in the incredible richness of the year group productions. The messages from this year are both reassuring and exciting. The BSO inspection confirmed the quality of Tanglin’s academic provision, while developments in digital learning and research-informed practice demonstrate our commitment to continual improvement. By striving for excellence and remaining open to innovation, we continue to ensure that Tanglin students are future ready, inspired learners. 31

Pastoral Committee: Flourishing Individuals Richard Sellers, Director of Pastoral Care This year has been one of continued development for Pastoral Care at Tanglin. Across the Infant, Junior and Senior Schools, our focus remains on ensuring that every student feels safe, known, valued and supported, while developing the confidence and independence to flourish both within school and beyond. Increasingly, our work is also about creating greater consistency across the school. While the pastoral needs of a five-year-old are naturally very different from those of a Sixth Form student, there are important experiences and opportunities that should connect a young person’s journey through Tanglin.

RECOGNISING CONTRIBUTION AND ACHIEVEMENT

This year we continued to develop how we recognise and celebrate students. In the Infant School, there has been a greater emphasis on explicitly linking House Points to the positive behaviours children demonstrate. Class teachers and specialist teachers are aligned in this approach, providing in the moment feedback so that children understand and recognise their success. In Years 1 and 2, certificates are now uploaded to Seesaw when they are awarded. This gives children and parents the opportunity to talk about and celebrate achievements as they happen, allowing successes to be shared and recognised when they mean most. The use of EPraise in the Junior and Senior Schools has provided a more consistent approach to recognising positive behaviours, participation and achievement. Recognition is not simply about rewarding academic success; it allows us to notice the everyday actions that contribute to a positive school community; showing kindness, demonstrating resilience, taking responsibility and contributing to others. As EPraise becomes further embedded, we will increasingly use the information it provides to understand patterns of recognition and ensure opportunities for celebration are broad, meaningful and equitable.

Junior School: Supporting Big Feelings In the Junior School, Bounce Together data, alongside teacher observations and conversations with children, highlighted anxiety and managing ‘big feelings’ as an area for further support. In response, our pastoral and counselling teams introduced 'Name it, Tame it, Claim it'. A simple approach helping children recognise their emotions and choose appropriate strategies to manage them. The approach was introduced to staff, parents and students, creating a shared language between school and home. Big Feelings Boxes were also placed in classrooms and specialist spaces, providing practical resources children can access when needed. Feedback has been extremely positive, with early Bounce data beginning to indicate a positive impact. Senior School: Responding to Emerging Online Risks Senior School survey data has similarly identified rapidly developing areas where students may need greater education and support. In particular, students’ use of Artificial Intelligence has highlighted the need to consider AI not only as an academic tool, but also in relation to wellbeing, relationships and safeguarding. Here's what our students told us in 2026:

LISTENING TO OUR STUDENTS: FROM DATA TO ACTION

Our wellbeing and student surveys provide valuable insight into how young people are feeling and the issues affecting their lives. Importantly, this information helps us identify emerging themes and shape our response.

The findings have already shaped our provision, with emerging themes from student surveys informing changes to the Life Skills curriculum and year group assemblies throughout the year. This has allowed us to respond more quickly to students’ experiences and ensure pastoral education remains relevant to the issues they

are encountering. The data is also informing our next steps for next academic year. A new AI Week will be introduced in Term 1, alongside further surveying to deepen our understanding of how students are using AI. This reflects how we want to use student data across Tanglin: not simply to measure wellbeing, but to listen, respond and adapt our provision to the changing needs of our students.

DINING AND THE SCHOOL DAY: CREATING SPACE TO CONNECT

The lunchtime experience has been an important area of pastoral development this year. Dining is not simply about food; it should provide an environment where students can socialise, develop independence, and enjoy time with friends. In the Infant School, both Year 1 and Year 2 enjoyed lunch in the Infant Dining Hall. Having a dedicated space away from the classroom provided a valuable opportunity to sit, talk and enjoy lunch with friends, while developing greater independence around lunchtime routines. In the Junior School, students moved to the larger Nixon Dining Hall. The additional space has created a more comfortable and sociable environment, allowing students to interact with a wider range of peers and develop greater independence. It also provides a valuable step towards Senior School, where confidence in navigating larger shared spaces becomes part of everyday school life. For the Senior School, It has been a significant year of planning. From 2026–27, a new split-lunch model will reduce queues and congestion and create a calmer lunchtime environment. The expansion of the Nixon Dining Hall will provide substantially more space, improved acoustics and a more conducive environment in which to eat and socialise. These developments will coincide with the arrival of our new food provider, Sodexo. Together, the new provider, expanded facilities and revised lunch structure are expected to have a significant positive impact on students’ lunchtime experience.

SAFEGUARDING: CULTURE, CONFIDENCE AND CARE

Safeguarding remains at the heart of our pastoral provision. We have continued to strengthen a culture in which students understand how to seek help, staff feel confident responding to concerns and safeguarding is understood as everyone’s responsibility. Systems for recording and responding to concerns provide an important whole-school picture, but systems alone do not keep children safe. What matters most is the culture surrounding them: students knowing adults will listen, staff noticing when something does not feel right, and everyone having the confidence to share concerns. Student voice offers an insight into how this culture translates into students’ confidence to seek help and respond to concerns. Our message to students remains simple: looking after one another means speaking up. Being an upstander rather than a bystander is an important part of belonging to the Tanglin community.

THE TANGLIN TEN: THE NEXT STEP IN OUR JOURNEY

One of the most significant areas of work has been the development of the Tanglin Ten, which launches across the school next academic year. The Tanglin Ten sets out ten learning behaviours designed to help students flourish at Tanglin and beyond. Rather than being a separate programme or additional curriculum, it provides a shared whole-school language connecting learning, pastoral life, co-curricular experiences and students’ wider development. Pastoral development has been an important part of this work. Academic success will always be central to a Tanglin education, but flourishing involves much more: developing positive relationships, contributing to a community, learning from challenges, understanding oneself and others, and becoming increasingly independent and responsible. The Tanglin Ten will help connect and make more visible the wealth of experiences already taking place across Infant, Junior and Senior Schools. Student voice and wellbeing, service, leadership, outdoor education and the everyday experiences that develop independence and character all contribute to our broader understanding of what it means to flourish. The progress made this year gives us much to build on, while reminding us that strong pastoral care must continue to evolve, respond and improve.

Co-Curricular Committee: Personal Best Sophie Hawkins, Deputy Head (Co-Curriculum) Under the stewardship of the Co-Curricular Committee, Tanglin's co-curricular programme is where students discover passions, broaden horizons, develop confidence, character and leadership, and find purpose and belonging within our vibrant international community. Following the glittering Centenary celebrations the previous year, the Co-Curricular Committee dedicated time in 2025-26 to deepening and refining our articulation of "Personal Best", the co-curricular strand of the School Strategic Plan. Rather than redefining our ambitions, we sought greater clarity around the elements that underpin a world-class co-curricular experience and how we measure and strengthen them. This work affirmed the themes at the heart of Personal Best: passion, ambition, wellbeing and inclusion, and adventure. Together, they capture the experiences and values that enable every student to thrive.

IGNITING AND DEVELOPING PASSIONS

For many students, particularly in the Infant, Junior and Middle Schools, co-curricular opportunities provide a platform for exploration and discovery. Breadth remains a central principle of our provision, helping students uncover new interests, develop talents and identify passions they may pursue more deeply over time. This strategic commitment to breadth was reflected in the continued growth of our provision during 2025-26, particularly within club sport. Responding to increasing student interest, participation expanded significantly in Badminton and Cricket, alongside the enduring popularity of Football amongst Tanglin students. Across the year, more than 220 students engaged with the Tanglin Badminton Club, while over 250 participated in the Cricket programme. The latter was further strengthened by our entry into a weekend league, enhancing competitive opportunities and a clearer pathway for students seeking to develop their skills and pursue excellence. Our talented actors and actresses in all schools have also demonstrated their growing skills and passion across a range of wonderful productions too many to list! Stand-out performances include the double-cast Sister Act, a joyous, at times hilarious, and always high-energy production, Year 5’s vibrant Groovy Greeks, which was the first full-scale turn in the newly opened Junior Arts Centre and the completely wonderful Stella the Starfish performed confidently by our Year 1s to rapturous applause.

1727

performers in 153 music performances

107

ABRSM (Associated Board of the Royal Schools of Music) exams taken, 1/3 graded Distinction

AN ENVIRONMENT FOR AMBITION AND EXCELLENCE

At Tanglin, co-curricular achievement is not reserved for a select few. We strive to create the conditions that enable every student to perform, compete and excel, often surpassing their own expectations. Few initiatives embodied this more clearly than the launch of the Junior School Academy: Arts programme. Bringing together students selected for their attainment and potential in Art, Dance and Drama, it provided personalised pathways for growth. It was wonderful to see students flourish under expert guidance, culminating in a celebratory event for the first graduating cohort. This year whilst we maintained focus on high-quality coaching, we extended our Athletic Development Programme to all performance squads and increased the use of the on-site physio clinic to improve early intervention and injury management. Our Tanglin Lions excelled at the highest levels of international school sport, with the U15 girls crowned FOBISIA Netball Champions, the U18 girls winning the SEASAC Touch Championship and our golfers securing the PGA Schools Regional title. The strength and depth of our programme was further reflected in multiple broken records at the FOBISIA Games, the girls' overall victory at the SEASAC Swimming Championships, alongside two school-record performances from the boys, and a stunning performance at the SCC Rugby 7s where Tanglin reached all three age-group finals for only the second time. Following its establishment as part of our Centenary celebrations, the Music Scholarship programme is now firmly embedded within the Music Department and our focus has been on using these exceptionally talented students as a vehicle for student voice while developing their roles as leaders and role models. Seeing them perform in assemblies has been inspiring for their peers. On an altogether different stage, our STEM Racing teams reached new heights by qualifying for the World Finals. It was a pleasure to host schools from across Singapore here at Tanglin, and we look forward to expanding the programme next year through a mentoring initiative with local schools.

BREADTH, WELLBEING AND INCLUSIVITY

Participation matters every bit as much as performance. Last year, we delivered 406 clubs across the school, ensuring every student could find opportunities to engage, from LEGO and chess to cooking and countless other pursuits. Integrated throughout the school day and beyond, these experiences encouraged students of all ages and interests to feel connected and included. Across the year, more than 1,700 students experienced the excitement of performing in concerts, both on campus and at some of Singapore's most prestigious venues, including Victoria Concert Hall, CHIJMES and SOTA. A particular highlight was the Choral Concert, where more than 250 students performed alongside renowned composer Bob Chilcott following a week of workshops. Performance also remained woven into daily school life, whether in assemblies, at the bus bay or through Battle of the Bands.

BUILDING AN ADVENTUROUS SPIRIT AND GLOBAL PERSPECTIVE

Outdoor Education continued to grow in scale and ambition this year as what we fondly call the ‘Gippsland effect’ gathered momentum. Students embraced challenge, developed resilience and strengthened their ecological literacy, sense of community and spirit of exploration.

students achieved national representation or titles in Sport

1100

students represented Tanglin in over 838 fixtures

A particular highlight was the Duke of Edinburgh’s Award Evening, where a record number of students received their hard-earned and well-deserved awards. This year also marked the launch of the Exploration Society for Years 7 and 8, culminating in memorable expedition experiences, including a trip to Tioman in October. In the Infants, Forest School remains a cornerstone of our provision, continuing to inspire and challenge our youngest adventurers. As we had always hoped, the Tanglin Gippsland campus was enjoyed this year by students in Years 6 and 12, alongside the cornerstone Year 9 experience. The ambitious Year 12 ‘Summit to Sea’ expedition saw students journey across a landscape that holds a special place in our school’s story, overcoming challenges, enduring a few frozen wetsuits, and creating lasting memories. The Year 6 Easter expedition was equally successful, leaving many students already eager to return in Year 9. While it would be impossible to capture every adventure undertaken by Tanglin students this year, it is fair to say that Changi Airport saw plenty of Tanglin House shirts, and long may that continue.

61 overseas trips

426

days were spent overseas on trips

Outstanding People Ayako Sugaya, Director of People

At the heart of Tanglin are our people. Throughout the year, we continued to focus on attracting outstanding colleagues, supporting our staff, and building the capability and structures needed for the school’s future. RETENTION AND RECRUITMENT

Staff turnover remained at a healthy level of approximately 9% across both teaching and support staff, providing a strong balance between continuity and the opportunity to bring new experiences and perspectives into the School. Recruitment remained a significant focus, culminating in 27 new teachers joining Tanglin in August 2026. As always, our priority was not simply to fill vacancies, but to attract exceptional educators who share Tanglin’s values and commitment to our students. Key appointments include Deputy Head Academic (Senior School), Head of Sixth Form, and Director of Business Development and Head of Foundation.

GIPPSLAND

This was also an important year for Tanglin Gippsland, as the campus completed its first full year with its teaching and support teams fully operational. Working closely with colleagues in Singapore and Australia, the HR team supported the recruitment, appointment, and establishment of a dedicated Gippsland team, as well as the employment structures needed to support a new international operation. Bringing together the right mix of teaching, pastoral, outdoor education, and operational expertise has been central to creating the environment in which the Highlands Programme can deliver its distinctive residential and experiential learning experience, helping students develop greater independence, confidence and a strong sense of community.

CPD

Looking further ahead, we continued to invest in the skills our people will need for the future. As part of CPD Day, teachers and colleagues across business functions participated in AI training, exploring practical ways in which emerging technology can enhance how we learn, teach and work. This formed part of Tanglin’s broader commitment to being future-ready and ensuring our people are equipped to respond confidently to a rapidly changing world.

LEADERSHIP TRANSITION

The year also marked the beginning of an important leadership transition for Tanglin. With Craig’s departure planned for the end of the 2026/27 academic year, the HR team supported the Board through the recruitment and appointment process for Tanglin’s next CEO—helping to ensure a thoughtful and rigorous process. Across all of these areas, our focus remains the same: to bring great people to Tanglin, support them to thrive, and ensure the School has the people and capability it needs for the future.

Tanglin By The Numbers

674 Staff in 2023-2024

681 Staff in 2024-2025

270 Teachers in 2023-2024

273 Teachers in 2024-2025

194 Educational support in 2023-2024

Nationality

Percentage

American

Australian

British

37%

Filipino

Malaysian

14%

Singaporean

36%

Others

Faculty Qualifications 2025-26 Qualifications

Number of Staff

PhD

Masters

Degree

191

Diploma

Total

278

201 Educational support in 2024-2025

Faculty Tenure 2025-26

average 8.38 years across the whole school

686 Staff in 2025-2026

278 Teachers in 2025-2026

196 Educational support in 2025-2026

7.87 years 8.36 years 8.67 years Infant

Junior

Senior 37

Governance Mee King Chen, Group Corporate Secretary

Tanglin Trust School Limited (formerly known as Tanglin Trust Limited) was incorporated on 21 August 1961 as a public company limited by guarantee. It was registered under the Charities Act on 29 December 1984. Unique Entity Number (UEN) Registered Address Banker Auditor Governing Instrument

196100114C 95 Portsdown Road, Singapore 139299 The Hongkong and Shanghai Banking Corporation Limited KPMG LLP Tanglin Trust School Limited Constitution

Governing Board Members of Tanglin Trust School Limited Dominic Nixon Governor and Chair of Board of Governors, Chair of Board Real Estate and Campus Development and Board Education Policy & Schools Curriculum Committees (Member since 19 March 2002) Colm McCarthy Governor (Member since 7 March 2013) Diana Dawson Governor (Member since 25 April 2023) Emma Horstmann Governor (Member since 23 April 2024) Fang Eu-Lin Governor and Chair of Board Finance and Risk Committee (Member since 1 May 2016) Gina Lee-Wan Governor (Member since 19 February 2005) Mee King Chen Group Corporate Secretary and Member of Management Team

Neil Tottman Governor and Chair of Board Development and Alumni Committee (Member since 13 September 2007) Rajan Raju Governor (Member since 2 July 2016) Richard Routledge Governor and Chair of Board Talent Committee (Member since 1 September 2020) Robert Arbuthnott Governor (Member since 16 February 2012) Sameer Hasija Governor (Member since 24 April 2025) Sue McNamara Governor and Chair of Board Pastoral and Safeguarding Committee (Member since 1 September 2009)

Some Governors have served beyond 10 years. The Board, collectively, wishes to retain these Governors as they have the necessary skills, relevant experience and commitment to serve Tanglin Trust School Limited. Board succession planning includes the appointment of new Governors. Committees

Board membership is voluntary and not remunerated.

The Board appoints separate committees in relation to the following areas of responsibility: • Development and Alumni • Education Policy & Schools Curriculum • Finance and Risk • Pastoral and Safeguarding • Real Estate and Campus Development • Talent

There are no paid staff who are close members of the family of the Chief Executive Officer or Board Members for the period 1 September 2025 to 31 August 2026.

Attendance Record for Board of Governors and Board Committees Meetings De vel Com opme mitt nt a ee nd A Me lum etin ni gs Edu Cur cati ricu on lum Pol Com icy a mitt nd Sc ee hoo Me ls etin gs Com Finan mitt ce & ee Risk Me etin gs Pas tor Com al an mitt d Saf ee egu Me ard etin ing gs Rea l Es tat e Comand C mitt amp ee us D Me eve etin lop me gs nt Tal ent C Me omm etin itte e gs

Boa

Governors' Attendance

rd o f Me Gove etin rno rs gs

Period: 1 September 2025 to 31 August 2026

No. of Meetings Held

Dominic Nixon Colm McCarthy Diana Dawson Emma Horstmann Fang Eu-Lin Gina Lee-Wan Neil Tottman Rajan Raju Richard Routledge Robert Arbuthnott Sameer Hasija Sue McNamara

11 6 7 11 7 10 6 9 10 7 4 9

4 2

6 4

3 2 1

3 3 3 3

6 1 6 5

1 5 5 5

7 7 6

6 7

0 3 0 3 3 3

Note: Due to business travel, work commitments and/or being in countries with different time zones, a few Governors were unable to attend some of the Board and Board Committee meetings.

Leadership Team 2025/2026

Craig Considine Chief Executive Officer Appointed August 1, 2018

Ling Guan Heng Chief Operating Officer/ Chief Financial Officer Appointed April 13, 2009

Paula Craigie Head of Infant School Appointed August 1, 2014

Clair Harrington-Wilcox Principal of Primary School & Head of Junior School Appointed August 1, 2016

Ayako Sugaya Director of People Appointed March 21, 2022

Tom Evans

Richard Sellers Director of Pastoral Care & Deputy Head (Senior School) Appointed August 11, 2021

Dr Richard Malpass Principal of Secondary School Appointed August 1, 2025

Tracey Grobbelaar

Director of Marcomms, Admissions & Community Relations

Director of Business Development & Head of Foundation

Appointed June 17, 2019

Appointed January 5, 2026

John Ridley Director of Learning Appointed September 1, 2011

Sophie Hawkins Deputy Head (Co-Curriculum) Appointed August 7, 2025

Whistleblowing Policy

Tanglin Trust School has a Whistleblowing Policy. The Policy is posted on the School’s website (tts.edu.sg) and may be used, if needed, by employees, suppliers, business partners and others in the school community.

Tanglin Trust School Limited 95 Portsdown Road Singapore 139299 t: +65 6778 0771 f: +65 6777 5862 w: www.tts.edu.sg 42

CPE Registration No.: 196100114C CPE Registration Period: 7 June 2023 to 6 June 2029