International School of Amsterdam

A Mission Rooted in International Understanding

The International School of Amsterdam (ISA) was founded in 1964 with a clear and enduring purpose: To Educate for International Understanding. Sixty years on, that founding mission continues to shape every aspect of school life, from curriculum design to community events.

ISA describes its overarching aim as 'Developing Minds, Character and Communities' — a three-part framework that places equal weight on academic rigour, personal growth, and contribution to the wider world. This is not merely a slogan; it is reflected in the school's adoption of the full International Baccalaureate continuum (PYP, MYP and DP) from early childhood through to pre-university study.

Inquiry as a Pedagogical Cornerstone

All three IB programmes at ISA are grounded in inquiry-based learning. Rather than passive reception of information, students are expected to:

• Ask questions and investigate across disciplines
• Connect local and global contexts
• Reflect critically on evidence and perspectives
• Take action informed by their learning

This approach encourages students to become independent thinkers who are comfortable with complexity and ambiguity — essential skills for life in a multicultural, rapidly changing world.

Character and Community as Equals to Academic Achievement

ISA explicitly positions character development alongside intellectual growth. The IB's Creativity, Activity, Service (CAS) requirement in the Diploma Programme is one mechanism for this, but the ethos pervades all year groups. Community-based projects, Model United Nations (MUN), and student-led initiatives are woven into school life from an early age.

The school's student body — approximately 1,300 learners from 60+ nationalities — is itself a living expression of this philosophy. Navigating daily interactions with peers from across Europe, Asia, the Americas and beyond builds intercultural competence that cannot be taught from a textbook.

Language as a Vehicle for International-Mindedness

ISA's language programme is among the broadest of any international school in the Netherlands. Dutch, French, Spanish, Japanese, and Mandarin are all offered as additional languages, while English A and Dutch A Literature courses recognise mother-tongue diversity in the Diploma Programme. This multilingual environment signals to students that their home languages are valued, not merely tolerated.

A Philosophy Validated by Results

ISA's philosophy is not just aspirational. In 2023 the school achieved a 98% IB pass rate with an average score of 35.4 (versus the global IB average of approximately 30), and 43% of graduates earned a Bilingual Diploma — a concrete measure of multilingual achievement. These outcomes suggest that the school's values-driven, inquiry-based approach produces genuinely competitive academic results without sacrificing the breadth of education that its mission demands.

IB Diploma Programme: A Track Record of Excellence

The International School of Amsterdam has offered the IB Diploma Programme since 1980, making it one of the world's longest-established DP schools. Decades of experience are reflected in consistently strong outcomes that well exceed global IB benchmarks.

Recent Results at a Glance

Global IB average score is approximately 29–30; ISA consistently scores 5–6 points above this benchmark.

Curriculum Breadth in the DP

ISA offers a comprehensive suite of DP subjects across all six groups:

• Group 1 (Language & Literature): English A, Dutch A, French A (by arrangement)
• Group 2 (Language Acquisition): English B, French B, Dutch B, Spanish B, French Ab initio, Mandarin B
• Group 3 (Individuals & Societies): History, Geography, Economics, Digital Society, Global Politics, Environmental Systems & Societies, Business Management
• Group 4 (Sciences): Biology, Chemistry, Physics, Environmental Systems & Societies
• Group 5 (Mathematics): Mathematics AA (SL/HL), Mathematics AI (SL/HL)
• Group 6 (Arts): Theatre Arts, Visual Arts, Music, Film

Most subjects are available at both Standard Level (SL) and Higher Level (HL), giving students meaningful choice in crafting a programme aligned with their university ambitions.

Small Classes, Personalised Learning

With an average DP class size of approximately 15 students — and some specialised courses even smaller — ISA's Diploma students benefit from close teacher-student relationships. This intimacy enables targeted feedback, robust discussion, and the kind of academic stretch that strong IB results require.

IB Core: The Heart of the Programme

Beyond subject study, every DP student at ISA completes:

• Extended Essay (EE): an independent 4,000-word research paper
• Theory of Knowledge (ToK): a cross-disciplinary philosophical inquiry course
• Creativity, Activity, Service (CAS): a structured programme of experiential learning outside the classroom

These elements ensure that ISA graduates are not only subject-literate but also reflective, self-directed learners well prepared for university-level independent study.

Diversity as a Defining Strength

At ISA, the student body is the curriculum in a very real sense. With approximately 1,300 students representing more than 60 nationalities, the school's corridors, classrooms, and cafeteria constitute a microcosm of the globalised world that graduates will enter.

Regional Breakdown of the Student Body

According to ISA's published figures, the student population is distributed roughly as follows:

• Continental Europe: ~37%
• North America: ~18%
• United Kingdom: ~14%
• Japan: ~8%
• Rest of World: ~23%

This distribution means no single nationality dominates, which is a deliberate and important feature of the school's culture. Children learn to negotiate different cultural norms, communication styles and worldviews from their earliest years at ISA.

The Expatriate Experience

ISA's primary audience is the international expatriate and diplomatic community based in Amsterdam and its surrounds. The school is deeply accustomed to the rhythms of expatriate life: families arrive mid-year, students join with varying levels of English, and goodbyes are an inevitable part of the school calendar. Rather than treating this mobility as a challenge, ISA has built systems to support transitions — a hallmark of mature international schools.

Siblings and Continuity

The admissions policy gives priority to siblings of current students, reflecting the school's commitment to family continuity and community cohesion. Families who have invested in the ISA community are actively encouraged to stay, creating a core of long-standing community members that provides stability amid the inherent transience of expatriate life.

A Multilingual Social Environment

While English is the language of instruction, the school's social fabric is genuinely multilingual. Dutch, French, Spanish, Japanese, and Mandarin are all taught as part of the regular curriculum, and many students speak three or more languages at home. This linguistic richness enriches classroom discussions, particularly in humanities and social science subjects where diverse lived experiences and mother-tongue perspectives are directly relevant.

Wellbeing in a Diverse Community

ISA's Safeguarding and Wellbeing programme is designed with its diverse community in mind. The school employs a dedicated Head of Safeguarding & Wellbeing, maintains two registered nurses on campus, and has a comprehensive policy covering bullying, peer abuse, and student welfare — essential infrastructure for a community where children may be navigating cultural adjustment, language barriers, and family relocations simultaneously.

Open Doors: ISA's Non-Selective Admissions Philosophy

In a landscape where many international schools operate competitive admissions processes, ISA takes a deliberately inclusive approach. The school is not academically selective: admissions decisions are based on a family's alignment with ISA's Statement of Community rather than on entrance test scores or prior academic achievement.

Who Can Apply?

ISA is open to international and expatriate families seeking an IB education in Amsterdam. There is no requirement to hold a specific nationality or passport, and the school welcomes students with varying levels of English proficiency — provided the family understands and supports ISA's English-medium educational environment.

Language Requirements by Grade Level

One of ISA's most family-friendly admissions features is its approach to English proficiency:

• Nursery through Grade 9: No minimum English level required. ISA's comprehensive EAL (English as an Additional Language) programme supports students in every division.
• Grade 10 and above: Intermediate academic English proficiency is required, reflecting the demands of the IB Diploma Programme.

This policy means that younger children can begin at ISA with very limited English and grow into fluency within a supportive, well-resourced programme — a significant advantage for internationally mobile families whose children may have been educated in non-English systems.

The Application Process

Families begin with an inquiry, after which they are guided through the following steps:

• Submission of an application with a one-time fee of €320
• Provision of prior school reports and relevant documentation
• Assessment of fit with ISA's Statement of Community
• Payment of a €2,500 refundable deposit upon acceptance to confirm the place

Waitlists and Availability

Some grade levels operate waitlists, particularly the popular primary grades. ISA advises families to make inquiries as early as possible. Priority on waitlists is given to:

• Siblings of currently enrolled students
• Families who applied earlier

This sibling priority policy is a deliberate community-building tool, ensuring that families with multiple children are not forced to split their children across different schools — a real concern in the expatriate context.

Students with Additional Needs

ISA's admissions policy includes consideration for students with additional learning needs. The school has academic support teachers and can arrange accommodations, though families are encouraged to disclose relevant information early so that the school can assess its capacity to provide appropriate support.

Pastoral Care: Putting Wellbeing at the Centre

For a school serving a highly mobile, internationally diverse community, pastoral care is not a peripheral concern — it is foundational. ISA has invested in a layered wellbeing infrastructure designed to support students through the unique challenges of international life: cultural transitions, language barriers, family relocations, and the pressure of an academically ambitious curriculum.

Safeguarding and Wellbeing Team

ISA employs a dedicated Head of Safeguarding & Wellbeing (currently Sarah Grace), reflecting the seriousness with which the school treats child protection and mental health. The Safeguarding & Wellbeing policy is comprehensive, covering:

• Prevention of and response to bullying and peer abuse
• Reporting structures for safeguarding concerns
• Support pathways for students in distress
• Coordination with external professional services when needed

Medical Provision

Two registered nurses are available on campus during school hours, providing immediate medical support for students. Additionally, a visiting doctor and dentist conduct wellness checks, ensuring that health concerns are identified and addressed promptly. This level of medical staffing is above the baseline for most international schools and reflects ISA's commitment to holistic student welfare.

EAL Support: A Pastoral as Well as Academic Service

ISA's English as an Additional Language (EAL) programme is available in every division and serves a dual pastoral purpose. For newly arrived students with limited English, the EAL team provides:

• Language instruction integrated into academic subjects
• Peer support and buddy systems to ease social integration
• Regular assessment to track language development
• Communication bridges between families and the school

By removing language as a barrier to participation, EAL support enables new students to form friendships and engage fully with school life far more quickly than they might otherwise.

Learning Support and Additional Needs

For students with identified learning differences or additional needs, ISA provides academic support through specialist teachers and can arrange reasonable accommodations. Families are encouraged to disclose relevant information at the admissions stage so that appropriate support can be planned in advance.

Campus Dining and Daily Wellbeing

The school's on-campus cafeteria, George's Place, provides hot lunches and snacks every school day. Access to nutritious food during the school day is a basic but important component of student wellbeing, and the cafeteria also functions as a social hub where cross-grade, cross-cultural friendships naturally develop.