Please click on this link to read the Accreditation Outcome Letter
Please click on this link to read the Visiting Team Inspection Report
Please click on this link to read the Penta Inspection Report
The Council of International Schools (CIS) is the premier worldwide accreditation organisation for international schools. The Accreditation Service manages an Accreditation Programme which encourages teaching and learning focused school improvement through a process of continuous Self-Study and Peer Visitor evaluation. Working in partnership with member schools, this service sets the standards for international education as laid out in the Guide to School Evaluation and Accreditation.
The final award of ‘Accredited Status’ demonstrates that a member school has achieved high standards of professional performance in international education and has a commitment to continuous improvement.
Accreditation Report contains a number of references to strong, improved or improving features identified at BISR. There are many strengths of the School identified as commendations within the report including:
The award of Full Accreditation Status provides us with the recognition and credibility which reassures parents and students of our schools’ commitment to the best practices in education.
The award of CIS Accreditation demonstrates our school’s commitment to high quality international education to the school community as well as to the outside world: prospective families, educational leaders and teachers as well as universities, embassies, other government departments, and globally-minded companies and organisations. Concerned professionals as well as parents naturally seek a quality education for children. Expatriate parents in particular face an unfamiliar environment which offers few guidelines on how best to select the most appropriate school for their child’s needs. The fact that a school holds CIS Accreditation can be very important in parents' choice of school.
The final award of Accredited Status from CIS demonstrates that a school is aligned with the demanding CIS Standards for Accreditation. It shows that the school has achieved high standards of professional performance in international education and has a commitment to continuous improvement. In particular, the award of accreditation shows that:
CIS evaluation, leading to accreditation, is distinctively different to evaluation/inspection. The CIS evaluation and accreditation process is led by peers in a full Visiting Team (i.e. colleagues from other CIS accredited schools rather than full-time evaluators). The OFSTED sub-contracted inspection system uses colleagues from schools and recent retirees to inspect schools. However, in a CIS evaluation and accreditation exercise, CIS has a long term relationship with the school concerned, from the point at which the school applies to be a member, to the Preliminary Visit and onwards through the ten year accreditation cycle. CIS will have visited the school on several occasions in the cycle through full-time, professional colleagues working on school support and evaluation, and CIS will know the school well: it is a long-term relationship and therefore, the evaluation may be contextualised by the school and its longer term school improvement goals. OFSTED inspections, be they by any of the sub-contracted providers, tend to be single week episodes.
CIS is a non-nationally affiliated, non-regionally affiliated global organisation. It does not favour any regional or national curricula over any other, nor does it form government partnerships that may jeopardise its non-partisan nature. CIS is not an inspection body in the way that the British government defines school inspection, i.e. through OFSTED, a non-ministerial government department.
CIS is a non-nationally affiliated, non-regionally affiliated global organisation: we are ideally placed to bring teams together in a manner that is bespoke to the school/college’s needs. Furthermore, through the Regional Accreditation Officer network, we align a member of the Accreditation Team with each institution, so that a relationship develops and so that the context is better-known, and the RAO is able to provide a lens through which the school/college is able to see itself and its school improvement goals, through a longitudinal relationship.
The Evaluation/Accreditation protocol is rigorous yet is interpreted with sufficient flexibility to cater for all types of international education settings. Because it is driven by the school’s mission, vision and values and the extent to which these are implemented well for the benefit of the students, it is customised to needs. CIS’ goal is to drive upwards the quality and consistency of evaluation so that every visit adds considerable value to the school/college improvement process. The most successful institutions we deal with must know how well they are doing, not only relative to others but also relative to the capabilities, in the widest sense, of the students they serve.
There are a number of considerations.
BISR is a member of BSME.
The British School of the Middle East was formed to monitor and maintain strict standards in providing the best British education for all. Founded in 1984, BSME is a regional group of British international schools. Among its aims are to keep abreast of British education, promote consistency in member schools, celebrate British heritage and the cultures of host countries as well as facilitate school improvements through shared programs of professional development to address members’ needs.
BSME runs its own Accreditation System, Annual Headteachers' Conferences, Continuing Professional Development (CPD) programme of over 100 courses per year and a range of inter school sports, music, arts and other events.
BISR has been approved as an examination centre by three different exam boards.
BISR is a member of the National Association for Able Children in Education. This organisation has existed since 1983, and advise schools on hoe to provide support for the most able children.
NACE members are part of a unique community of professionals where aspirational provision for able gifted talents students raises standards and levels of achievement for all.
As a member of NACE we receive information about research as well as subject specific resources for teachers to challenge their more able learners in curriculum aligned subjects groups.