Fettes College Guangzhou

Fettes College Guangzhou is on a large campus in Phoenix City, Nan'an Village, Xintang Town, Zengcheng District, Guangzhou (No. 2 Xinxue Road, postcode 511340). The school is set on a suburban campus about an hour's drive from Guangzhou city centre and Baiyun International Airport, so most families travel to the site by car or school-arranged transport.

The school is a K–12 provision with an Early Years section plus Primary, Middle and Senior (high school) divisions listed on the school site. Age entry is shown as approximately 2 to 17 years.

FCG is a day and boarding school; the website describes boarding as an integral part of the Fettesian model and details house/boarding staff arrangements. The site presents the school as a full-year K–12 provision (no religious or single‑sex designation is stated).

The school describes a pastoral ‘humanistic care' system that provides individualised support and wellbeing services; Early Years and other pages note small class sizes and targeted activities (for example sensory-integration work in EY). The website also describes EAL/IELTS support and one-to-one or small-group tutorials for students needing extra help. For specifics about formal SEN assessments or named specialist staff, the school requests enquiries via admissions.

Fettes College Guangzhou is a joint venture between Fettes College (UK) and Country Garden (Country Garden Education Group); the partnership and British heritage are stated on the school site.

The school site does not list any religious affiliation; its materials present the provision as an international, secular K–12 school.

The website does not publish a standard daily timetable (start/end times or exact break/lunch times) in its public pages. Prospective parents are directed to contact admissions or consult the School Handbook/policies for detailed daily schedules.

There is no detailed information about a daily school-bus network or external provider on the public website. If a dedicated bus service or route information is important for your move, contact the admissions team (phone numbers and contact page are on the site) to request current bus routes, pick‑up points and costs.

Fettes College Guangzhou operates a K–12, China–international blended curriculum that integrates the Chinese national curriculum with British and IB frameworks and delivers much of its teaching bilingually.
In the kindergarten the programme is EYFS‑informed within the IB Primary Years Programme (IB PYP) framework and includes a wide range of enrichment activities and CCAs.
The primary school explicitly combines the Chinese national curriculum with the IB PYP framework and elements of the Fettes (UK) programme to deliver cross‑curricular, inquiry‑based learning.
The middle school teaches the national compulsory curriculum while drawing on the IB Middle Years Programme (MYP) framework to structure bilingual, inquiry‑led study and project work.
The senior school offers externally assessed international qualifications—Cambridge IGCSE followed by A‑Level courses—providing multiple academic pathways and university preparation.

Fettes College Guangzhou describes a formal pastoral system that places students into Houses and uses boarding tutors, house parents and boarding carers to provide day-to-day pastoral support and to develop social skills, resilience and a sense of belonging. The school's website explains a named “humanistic mind‑care” (pastoral) approach that monitors both learning and physical/mental health and aims to help students with individual difficulties. House competitions, age‑appropriate boarding activities and a high staff‑to‑student ratio are highlighted as mechanisms to promote social and emotional development. The school also publishes a Pastoral Care and Student Behaviour policy as part of its policies list.

The school's public website and published policies (language policy, safeguarding, pastoral care) describe pastoral, medical and language support but do not set out specific provision, staff roles or named programmes for Special Educational Needs (SEN). Fettes College Guangzhou does not publicly specify which kinds of SEN it can support or that it is a specialist SEN institution in the materials available online. For SEN details and any individual arrangements the school would make, families should contact the Admissions or Pastoral teams directly.

FCG publishes a detailed Language Policy stating it provides English Language Acquisition / EAL (and Chinese as an additional language) and that provision is made “wherever possible” for students without English or Chinese as a mother tongue. The school describes co‑teaching with expatriate teachers and dedicated EAL teaching in Senior, Middle and Primary phases, and recent news articles describe interactive EAL classes and Cambridge/IELTS preparation. The website also references EAL/IELTS courses using digital platforms and exam preparation for Cambridge English qualifications.

The school's Safeguarding page lists a counselling policy and a Student Psychological Crisis Screening and Intervention guideline among downloadable documents, and the Pastoral Care page describes pastoral staff (house parents, tutors and boarding carers) who support students' personal matters. FCG states that staff receive child‑protection training and that the pastoral system monitors students' wellbeing and helps resolve individual difficulties. These published policies indicate the school has formal counselling and crisis‑intervention documents, although the downloadable PDFs require access for the full details.

Fettes College Guangzhou publishes a Safeguarding page explaining its child‑protection responsibilities, staff training, site security, DBS/international police checks for adults who work with students, anti‑bullying procedures, and first‑aid/medical arrangements. The page lists a Safeguarding Handbook, Child Protection Policy and other related documents (including the Safe‑Touch policy) as downloadable attachments. The school states that safeguarding is everyone's responsibility and sets out the types of abuse it addresses and how staff should respond to concerns.

1. Pre-registration and first contact. Start by completing the school's online pre‑registration (the site asks families to scan the QR code or fill the registration form) so the admissions office can record your interest and assign a dedicated admissions officer. Parents should expect the school to use that officer as their main point of contact for scheduling visits, tests and next steps—keep their contact details and any reference/registration number the school gives. Refer to the school's admissions page for the QR/registration instruction and to ask about current vacancies.

2. Visit / open day (recommended before formal application). The school explicitly asks families to visit campus with the child so you can see curriculum, facilities and pastoral arrangements in person; visits are arranged through the admissions officer. When you book, confirm whether the child should bring school reports, portfolios, or evidence of special talents (art/sport/music) because those can matter for assessment in some years. Bring photo ID for both child and parent to present if requested on arrival.

3. Formal application and documents. After pre‑registration and/or a visit, complete the Student Information Registration Form online and upload the required documents: child's ID (household register, birth certificate or passport), guardian ID/passport, a clear recent photo of the child, and a medical/physical examination report. The admissions page lists those exact document types—prepare certified copies where applicable and check whether originals are needed for verification on registration day. Missing or incomplete documents are a common cause of delay, so confirm the file formats and any translation/notarisation requirements with your admissions officer.

4. Assessment: tests, interview and portfolio. For most entry years the school will invite the child to an assessment that typically includes age‑appropriate testing and an interview or teacher observation; in some cases the school will also request a portfolio or evidence of extracurricular achievement. Ask the admissions officer in advance what the assessment includes for your child's year group (Early Years assessments differ from Year 7 or Year 10 entry). If English is a second language for your child, check whether there is an EAL/ESL assessment stream or additional language support options.

5. Offers, acceptance and deposit. If the assessment and documentation are satisfactory the school will issue an offer (places may be limited by year group). Ask the admissions officer exactly what the offer letter includes—start date, tuition and boarding fees, deposit or payment schedule, and any conditions (for example submission of original documents or medical clearance). Confirm payment methods, deadlines and whether the deposit is refundable or applied to first‑term fees. (The admissions pages recommend communicating with your assigned admissions officer for these details.)

6. Registering and enrolment checklist. On acceptance you will need to complete the final enrolment/registration process (the school lists the same identity and medical documents required at application) and pay the fees required before the start of term. If you are requesting any special arrangements (boarding, dietary needs, medical care, international student paperwork), submit those requests early to the admissions office so the school can make placements and arrangements. If your child holds Chinese school registration (学籍), note the school's national‑exam policy (students with Chinese school registration are in principle required to take the local high school entrance exam unless a waiver is filed).

7. Boarding placement and pastoral induction (if applicable). If you plan boarding, confirm whether places are offered immediately with the academic offer or require a separate application—board placement, house allocation and levies are managed by the boarding office and should be confirmed early. Ask about the boarding ratio of staff to students, whether there are expatriate houseparents, arrival/adaptation schedules and any additional boarding fees or deposits. The school's public pages describe boarding as integral to their model; contact the admissions officer for the boarding‑specific checklist.

8. Transfers and mid‑year entry. The school accepts in‑year transfers/插班生; for transfer students you will be asked for recent school reports and to complete the same assessments to determine placement. If you are moving mid‑year, ask about catch‑up support, course equivalencies (IGCSE/A‑Level/IB alignment) and whether there are any termly intakes with available places. Confirm with admissions what fees are prorated for mid‑term starts and whether waiting lists exist for the requested year group.

The school operates a scholarship programme but the public web pages give only a high‑level description; they state that Fettes has a scholarship system intended to encourage well‑rounded, academically‑strong students. The admissions page notes the existence of scholarships but does not publish detailed eligibility categories, award levels, or the formal application/timetable on that page—families should ask their admissions officer for the current scholarship prospectus, application deadlines and assessment criteria.

Independent reporting and school announcements indicate named scholarship categories and significant awards in recent years: for example, a school report published in 2024–2025 records about 60 scholarship recipients whose combined awards totalled close to RMB 7,000,000; the report also describes multiple named scholarships (different tiers and talent‑based awards) and a scholarship review committee that evaluates candidates on academics, conduct, co‑curricular participation and competition results. The school has also publicly described a further‑education scholarship for students who enter certain top global universities, linked to more substantial financial support for university tuition (reported examples appear in school news coverage). These third‑party reports and school news items show scholarships are active and awarded annually, but amounts and specific criteria can change year to year—confirm current programmes and any application dates with the admissions office.

Public information on the school's admissions page refers to a pre‑registration system for families but does not publish a formal waitlist or ‘pool' policy on the website. The site advises families to pre‑register and to contact the admissions officer to arrange visits and assessments; it therefore appears the admissions office manages place availability and any internal waiting arrangements directly rather than publishing a standard public waitlist process. Parents who need clarity about whether a specific year group has a waitlist or how places are prioritised should contact the admissions office and ask for the school's current availability, the procedure for holding a place, and whether a formal waitlist will be used for their child.