Nord Anglia School (NAS) Beijing

Address: Beijing, Shunyi District — Gaoliying Yingyou Street No. 30 (school gives a campus map on its website). The campus is in the Shunyi (Gaoliying) area, described as near villa/residential neighbourhoods and occupying about 53 acres; the school lists weekday office hours on the campus page.

The school is a 6–18 provision split into Primary (6–12 years), Lower Secondary/middle (13–15) and Senior/High School (16–18). The site describes progression through Chinese national curriculum content with bilingual delivery and senior options that include international pre‑university pathways.

Co‑educational day and boarding school: the website states the school offers both day (走读) and boarding (寄宿) options, with separate male/female boarding areas and 5‑day and 7‑day boarding arrangements described. The school is a private bilingual (Chinese–English) school in the Nord Anglia network.

The site describes differentiated and personalised teaching (use of assessment data to create individual learning pathways, ‘分层教学' and targeted programmes to close gaps) and specific English‑language support elements for learners at different levels. For students with significant or specialist additional needs the website does not publish a detailed SEN policy online; parents are advised to discuss individual requirements with admissions/staff.

The school is part of the Nord Anglia Education global group (listed on Nord Anglia's global network page) — it is not presented as affiliated to a single national curriculum authority beyond its bilingual delivery of the Chinese national curriculum alongside international pathways.

No religious affiliation is stated on the school website; the school presents itself as a bilingual international school without a faith designation.

The website outlines a typical day split into morning lessons, a managed lunchtime, afternoon lessons and after‑school activities; boarding students have evening study time and organised social/activities. The campus page lists general opening hours (weekdays around 08:30–17:00). Exact daily start/end times by year group are not published on the public pages — check with admissions for precise timetables.

The school operates a school‑bus service (the site lists an operations contact for ‘校车及餐饮事宜'), and third‑party admissions summaries note routes covering parts of Shunyi and Chaoyang with published bus‑fee bands. If you need specific routes, pick‑up points or current fees, contact the school's Operations/Transport team directly (contact details appear on the site).

NAS Beijing delivers a bilingual 6–18 programme that implements the Chinese national curriculum across primary and secondary grades while integrating internationally recognised teaching methods and project‑based learning. Primary (ages 6–12) follows the Chinese national primary curriculum and covers language and literature, mathematics, science, humanities, arts, physical education and moral/ideological education in a bilingual, immersion‑style programme. Lower secondary (ages 13–15) continues the Chinese national junior‑middle curriculum delivered bilingually with cross‑curricular themes, project‑based learning and discrete science subjects (biology, chemistry, physics). Upper secondary (ages 16–18) includes a two‑year preparatory pathway and a “high‑school multi‑path” that the school describes as offering globally recognised options — the site references IB programmes and runs IGCSE/ A‑Level tracks as routes to university. The curriculum scope also explicitly includes STEAM and performing‑arts partnerships (MIT, The Juilliard School), a broad extracurricular and boarding programme, and certified university‑guidance services to support progression to global universities.

NAS Beijing describes structured transition and peer-support measures to help students settle, including a two-month new-student support programme and a Buddy System to help integration. The school highlights differentiated (分层) teaching and a wide range of co-curricular activities—debate, MUN, arts and sports—that it says develop students' confidence, collaboration and self-expression. Boarding provision is described as including pastoral routines and staff oversight that contribute to students' social development. These elements are presented across the school's news and parent-information pages rather than as a single formal “SEL” policy.

The school's published materials refer to a range of student support services such as academic support and psychological wellbeing counselling, but they do not set out detailed Special Educational Needs (SEN) provision or specific categories of needs supported. The website does not appear to publish a dedicated SEN policy or list the specialist staff/roles and resources for SEN provision. Therefore, the school does not publicly disclose which kinds of SEN it can support or whether it operates as a specialist SEN institution. For enquiries the site provides contact points (school office and admissions) for more information.

The site refers to differentiated teaching and describes support for new students adapting to English-medium lessons, but it does not publish a named EAL programme, staffing structure, or curriculum for learners of English as an additional language. The school does mention classroom-level strategies (分层教学) and transition support that assist students with language adjustment, but no specific EAL policy or team is shown on the public site. The school does not publicly disclose information regarding EAL.

NAS Beijing's public pages note psychological-health support and that boarding and pastoral staff monitor students' physical and mental development; articles reference wellbeing-focused transition work and counselling as part of the student-support offer. The boarding announcement names a boarding leader and describes a professional pastoral team who oversee routines and student welfare in residential life. These references indicate wellbeing support is embedded in transition, boarding and pastoral arrangements, but the website does not publish a standalone, detailed mental-health policy. For specific clinical or counselling arrangements the site directs families to contact the school.

The school provides operational contact points (school office, nurse and boarding contacts) and describes pastoral oversight in boarding, but it does not publish a clearly labelled safeguarding or child-protection policy on the public site. The website's publicly available pages show pastoral and health contacts that families can use, yet a formal child-protection/safeguarding policy and named safeguarding leads are not visible on the site. If you need formal safeguarding documentation or named child-protection officers, the school's contact details are provided for direct enquiry.

1. Initial enquiry and conversation with Admissions team — Start by submitting the online enquiry or calling the admissions office to introduce your family and ask for available year/grade places. The school's website provides a dedicated enquiry form and lists direct admissions contacts (names and numbers) whom you can request a campus visit or an application link from. Expect the team to ask about your child's current year group, planned entry date and whether you require boarding; keep these details ready when you first contact them.

2. Campus visit (optional but recommended) — The site encourages a accompanied campus visit so you and your child can meet teachers and see facilities; visits are arranged through the admissions team. During the visit, ask specifically about daily schedules, boarding arrangements (5-day vs 7-day) and transport or meal provision since these affect fees and routines. If you rely on Beijing local school-registration (学籍) services, raise this at the visit so the school can explain whether they will create or transfer a local学籍 for your child.

3. Submit the online application form and supporting documents — Complete the school's online application (you can save progress and return later); the form accepts up to five children and up to three guardian profiles. The admissions page asks applicants to “provide the required documents” with submission of the online application; the site does not list every document item by item, so prepare typical materials (passport or ID, recent school report, and any relevant assessments or medical/visa documents) and confirm the exact list with Admissions before uploading. If you experience technical issues with the online form, the page gives an email for admissions support.

4. Assessment and family interview — After the application is processed the school arranges a family interview with school staff; for many applicants there will also be an academic assessment or age‑appropriate screening. The admissions page describes a one‑to‑one academic feedback process, so expect specific feedback on your child's strengths and areas for support after assessments. If your child's English is limited the school notes that personalised language support and staged expectations are provided, but you should ask what transitional help is available for your child's age/grade during the interview.

5. Offer of place and formal offer letter — If the school decides to offer a place they send a formal offer/acceptance letter by email; the admissions page describes an official “录取通知书” being issued on successful applications. Read the offer carefully for the grade offered, any conditions (for example, required catch‑up work or additional language support), the deadline to accept the offer, and the sum and deadline for any deposit or initial fee required to secure the place. If you need a written fee invoice for visa, employer or reimbursement purposes, confirm the finance contact details before you proceed.

6. Confirm acceptance, pay fees and complete enrolment administration — To secure the place you must confirm acceptance and pay the required fees by the deadline; the admissions page explicitly notes that payment confirms the student's place. The site shows the school charges per academic year by stage (see fees summary) and gives separate boarding fees for 5‑day and 7‑day boarding; contact the Finance office for invoices, payment methods, and receipt/receipt‑invoicing details. Once payment is made, the school will guide you through start‑of‑term steps (timetables, uniforms, medical forms and any required orientation), so keep communication open with admissions and boarding (if applicable) until your child starts.

The school publishes a scholarships programme that was open for September 2025 entry and lists four award categories: (1) Academic Excellence, (2) STEAM, (3) Performing Arts, and (4) Sports. The admissions page indicates applicants could apply for those awards (it includes a link to the scholarship application form) and describes the scholarships as a separate application process — you should check current availability and exact eligibility criteria, deadlines and assessment arrangements because the page refers specifically to 2025 intake. Scholarship applications typically require evidence of achievement (examples, audition/portfolio, trial sessions or assessed performance) and will be assessed separately from normal admissions; contact Admissions or use the scholarship application link on the school page to confirm current rounds and application materials. If you want official, current details (eligibility, award value, whether the award is partial or full fee remission, and how long an award lasts), ask the Admissions or Finance offices directly — their contact details are on the school site.

The school website's admissions pages do not describe a formal waitlist or central “pool” process. The published admissions flow covers enquiry, application, assessment/interview, offer and then confirmation by payment, but it does not state how the school manages oversubscription or a waiting list. If you are concerned about availability for a particular year/grade (especially mid‑year or for popular year groups), contact the Admissions team directly — the website lists phone numbers and emails for Admissions and for the Finance and Boarding offices to get an up‑to‑date position on vacancies and any informal holding/priority lists the school may operate.