British International School of Al Khobar

Since 2016; Stephen Viner BSc (Hons) PGCE is one of BISAK’s long-standing constants, having made the school his professional home since 2010 (was previously deputy principal and head of secondary). Families describe him as ‘part of the school’s

Academically selective. Younger children complete gentle classroom tasks that reveal readiness, communication and comfort with routines. Older applicants take English and maths assessments and spend time in lessons so staff can see how they work and

A proportion of pupils continue into BISAK’s sixth form, moving from IGCSEs into a concise A level programme.

University destinations are spread across the UK, Europe, North America and the Middle East, with pupils pursuing everything from

In 2025, at GCSE 96 per cent 9-4, with 49 per cent 9-7. Fifty-three pupils sat exams in total, and the vast majority secured the grades needed for sixth form progression.

At A level in the same year: 73 per cent A*-C, with 48 per cent A*–B and 22

Teaching is calm, structured and grounded in good habits. The lessons we stepped into were settled and purposeful, with simple instructions and pupils getting on independently while teachers circulated quietly. It feels measured and

Support begins early. Teachers pick up gaps quickly and act before they bed in. One parent said issues were ‘spotted straight away’ and addressed promptly.

Provision suits mild to moderate needs, including dyslexia and processing issues. There is

Most pupils arrive with enough English to access the curriculum, as admissions expect a solid base. EAL support is therefore light touch and concentrated in the earlier years. Help happens in the classroom rather than through withdrawal

Saudi Arabia's Ministry of Education's rule that only 10 per cent of wall space may be covered with displays keeps walls barer than most would prefer. Thankfully, the art room has staged a rebellion. Artwork spreads across boards and surfaces,

Sport is big here. Fixtures are frequent, pupils are keen and staff expectations are high without tipping into pressure. Families consistently praise the sense of teamwork that develops early.

Sports day is predictably popular. One parent recalled

Teachers know their pupils inside out. One parent described a difficult start and how staff ‘dealt with it well’ by adjusting routines until their child settled.

Safeguarding is taken seriously. Younger pupils are not left to wander the site

Pupils move through the school with confidence. They greet staff easily, without prompting and seem to know exactly where they are heading. Staggered break times mean the campus rarely feels crowded.

Settling in happens fast. One child captured

As a not-for-profit school, BISAK reinvests its fees directly into teaching and operations. Parents appreciate the clarity and repeatedly described fees as ‘good value’ compared with other international schools in the region. Spending is sensible

A school without showiness and no shortage of heart. Parents offered three words when asked to sum up BISAK: ‘caring’, ‘supportive’ and ‘community’. Pupils are settled, teaching is steady and families exhale with relief.