1. Statutory School Information
This page provides the statutory information required for British Schools Overseas and explains how the school is organised, governed and led.
School Details
King’s College School Panama
Avenida Demetrio B. Lakas
Clayton
Panama
Republic of Panama
Telephone: +507 282 3300
Head of School
Mr Robert Pett
Proprietor
Inspired Education Group
7th Floor
50 Grosvenor Hill
London
W1K 3QT
United Kingdom
Chair of Governors
Mr Ricardo Carriedo
Correspondence for the Chair of Governors may be addressed via the school.
Ethos and Aims
King’s College School Panama is a leading British international school that delivers an academically ambitious education rooted firmly in the values and traditions of British schooling. High expectations, intellectual rigour and consistently high quality teaching are central to the school’s work.
The school aims to develop confident, articulate and reflective young people who are intellectually curious, think critically and act with integrity. Pupils are encouraged to take responsibility for their learning, to respect others and to contribute positively to their school community and the wider world.
Teaching and learning are underpinned by the English National Curriculum, which leads into internationally recognised IGCSE qualifications and the International Baccalaureate Diploma Programme. This carefully planned and coherent curriculum pathway is adapted to meet the needs of a diverse international community. Alongside academic achievement, the school places strong emphasis on character education, pupil well-being and high quality pastoral care, ensuring that pupils feel safe, supported and appropriately challenged to achieve their full potential.
British Schools Overseas Inspection Report
The latest British Schools Overseas inspection report is available below.
BSO Inspection Report, June 2023
Inspection date: June 2023
Inspection body: PENTA International
Availability of Information
Paper copies of all policies and statutory information are available on request from the school office.
2. Admissions and Exclusions
The school has clear, fair and transparent procedures for admissions, behaviour and exclusions. These procedures are applied consistently and reflect the school’s commitment to equity, respect and the well-being of all pupils.
Admissions
King’s College School Panama welcomes applications from families who share the school’s educational values and aspirations. Admissions decisions are made in line with published criteria and are managed in a fair, professional and non discriminatory manner.
Parents are provided with clear and timely information about the admissions process, including entry requirements, assessment arrangements and the support available to pupils as they join the school.
Behaviour and Conduct
The school promotes high standards of behaviour and conduct through clear expectations, positive relationships and a strong culture of mutual respect. Pupils are supported to understand the impact of their behaviour and are encouraged to take responsibility for their actions.
Positive behaviour is actively reinforced, and any concerns are addressed promptly and proportionately. Parents are involved appropriately to ensure that pupils are supported consistently at home and at school.
Exclusions
The school’s approach to exclusions is clear, fair and consistent and is used only when necessary. Decisions are taken carefully, in line with published procedures, and with full consideration of the individual circumstances of the pupil.
Parents are informed at each stage of the process, and the school works constructively with families to support pupils and, wherever possible, to prevent exclusion.
3. Learning, Curriculum and Outcomes
The school provides a broad, balanced and ambitious curriculum that reflects the values and expectations of a high quality British education. The curriculum is deliberately and carefully planned to ensure clear progression, supporting pupils’ academic achievement, personal development and preparation for future study.
Curriculum
The curriculum at King’s College School Panama is underpinned by the English National Curriculum in the early and middle years, providing pupils with a strong academic foundation and a clear sense of progression.
As pupils move through the school, the curriculum leads into internationally recognised IGCSE qualifications, followed by the International Baccalaureate Diploma Programme. This coherent and well sequenced pathway ensures continuity, appropriate challenge and depth of learning, while meeting the needs of a diverse international community.
The curriculum is further enriched through a wide range of co-curricular opportunities that support pupils’ intellectual, creative, physical and personal development.
Personal, Social, Health and Economic Education (PSHE)
The school provides a structured and progressive PSHE programme across all phases, designed to support pupils’ personal development, well-being and preparation for life beyond school. The programme reflects the school’s ethos and promotes respect, responsibility and resilience.
PSHE at King’s College School Panama includes:
Personal development and character education
Physical and mental health education
Economic understanding and financial literacy
Citizenship and global awareness
Online safety and digital responsibility
Preparation for adult life and careers.
The PSHE curriculum is carefully sequenced from Early Years to IBDP and is reviewed annually to ensure it reflects statutory requirements, local context and the needs of an international community.
Relationships and Sex Education
The school provides age appropriate Relationships and Sex Education as part of its wider personal, social, health and economic education programme. The programme reflects the values and ethos of the school and supports pupils to develop healthy relationships, respect for others and an understanding of personal safety and well-being.
The RSE policy sets out:
- The content taught at each phase of the school
- How teaching is adapted to age and stage
- The process for parental consultation
- The right of parents to request withdrawal from specific elements in line with local law
- How safeguarding duties intersect with curriculum content.
Relationships and Sex Education Policy
Parent Information Sheet on Relationships and Well-being Education
Assessment and Reporting
Assessment is used purposefully to support learning and to monitor pupils’ progress over time. Teachers assess pupils’ understanding regularly and use this information to inform planning and next steps in learning.
Parents are kept well informed about their child’s progress through regular communication and three written reports covering attainment and progress in the main subject areas taught.
Annual Reporting Arrangements for Parents
Academic Outcomes
The school monitors academic outcomes carefully and uses performance information to evaluate the effectiveness of teaching and the curriculum. Public examination results are published and provide parents with clear and accessible information about pupil attainment.
Public Examination Results for the Preceding School Year
4. Safeguarding and Pupil Well-being
The safety, protection and well-being of pupils are central to all aspects of school life. The school has robust safeguarding arrangements in place and a strong culture of care and vigilance, ensuring that pupils feel safe, supported and able to thrive.
Safeguarding and Child Protection
The school has clear and effective safeguarding systems designed to protect pupils from harm. All staff understand their safeguarding responsibilities and receive regular training to ensure that procedures are implemented consistently and effectively.
Safeguarding arrangements are overseen by designated safeguarding leads. Any concerns are taken seriously and acted upon promptly and appropriately, in line with published procedures.
Safeguarding and Child Protection Policy
Pupil Well-being and Pastoral Care
The school places strong emphasis on pupils’ emotional, social and physical well-being. A structured and well established pastoral system ensures that pupils are known well as individuals, supported appropriately and able to seek help when needed.
Pastoral care is embedded across the school and closely aligned with the school’s values. It promotes positive relationships, mutual respect and personal responsibility, enabling pupils to develop confidence and resilience.
Behaviour, Bullying and Online Safety
The school promotes a positive and respectful culture in which high standards of behaviour are expected, supported and reinforced. Clear procedures are in place to prevent and address bullying, including cyberbullying, and pupils are taught how to stay safe online.
Concerns relating to behaviour, bullying or online safety are addressed promptly and proportionately, with appropriate involvement of parents to support pupils effectively.
Preventing and Tackling Bullying Policy
Health and Safety
The school has appropriate arrangements in place to ensure a safe and secure environment for pupils, staff and visitors. Health and safety procedures are reviewed regularly and risk assessments are carried out where appropriate.
First aid provision is available during the school day, and staff are trained to respond effectively to medical needs and emergencies.
5. Inclusion and Additional Support
The school is an inclusive community that values and respects the individuality of every pupil. Appropriate support is provided to ensure that all pupils are able to access the curriculum fully and participate confidently in school life.
Special Educational Needs and Disabilities
The school identifies and supports pupils with special educational needs and disabilities through a graduated and well planned approach. Provision is tailored to individual needs and is reviewed regularly to ensure that pupils make appropriate progress from their starting points.
Support is delivered in partnership with parents and, where appropriate, with external professionals. Clear systems are in place to monitor progress, review provision and adapt
support as pupils’ needs develop over time.
Inclusion Policy
Special Educational Needs information for parents
English as an Additional Language
The school supports pupils for whom English is an additional language so that they are able to access the curriculum effectively and participate fully in lessons and wider school life.
Appropriate strategies are used to develop pupils’ English language skills alongside their academic learning, while recognising and valuing pupils’ linguistic and cultural backgrounds.
English as an Additional Language (EAL) Policy
Supporting Individual Needs
The school works closely with pupils and parents to provide appropriate academic and pastoral support. Teachers adapt their practice to meet the needs of different learners, ensuring that pupils receive suitable challenge as well as targeted support.
The effectiveness of support arrangements is monitored regularly as part of the school’s wider systems for evaluating teaching, learning and pupil well-being.
6. Complaints and Parental Feedback
The school values open and constructive communication with parents and takes concerns seriously. Clear procedures are in place to ensure that complaints are handled fairly, consistently and within clear and published timeframes.
Complaints Procedure
The school has a written complaints procedure that is implemented effectively. The procedure allows concerns to be raised and considered initially on an informal basis and, where necessary, sets out a clear and structured formal process.
If a complaint is not resolved through the formal stage, provision is made for the matter to be considered by an independent panel, in line with the published procedure. Parents are kept informed at each stage of the process and may attend and be accompanied at a panel hearing if they wish.
A written record is kept of all formal complaints and of any actions taken by the school, in accordance with confidentiality requirements.
Complaints Data
During the previous academic year, the number of formal complaints registered under the school’s complaints procedure was 2.
Parental Feedback
The school welcomes feedback from parents and values their contribution to the ongoing development of the school. Regular communication and opportunities for dialogue support a positive, professional and collaborative partnership between home and school.