British International School of New York (The)

What The Good Schools Guide International says

Headmaster

Since 2015, Jason Morrow BA (modern history and modern languages, Oxon) MA (North Carolina). He happily swapped the leafy surroundings and his wood panelled headteacher’s office at Norwich High School for Girls for a rather different and, arguably, more dramatic view of New York City’s East River. Still enjoys teaching history and French: ‘It’s such an important way of staying in touch, it’s a good reminder of what the challenges can be, and it builds credibility and collegiality.’ Sure enough he was greeted with a few ‘Bonjours!’ as we walked the corridors. He welcomes families by name each morning at the school’s entrance and is described by parents in glowing terms: ‘personable’, ‘really lovely’ and ‘with a very positive energy’. He’s regarded as a head who has ‘transformed the school’ and who ‘really does listen and respond to parents.’ Case in point: when lower school parents told him they wanted to know more about life in the rest of the school, he immediately provided information sessions – greatly appreciated by those who had asked.

Intellectual, with a wonderfully dry sense of humour and an easy laugh, he talks proudly about the school he leads. He is keen that the full co-curricular life of the school returned as quickly as possible following Covid period: ‘In terms of a child’s passion, enthusiasm, it’s so important. Children often end up going to study something that emerges from their wider experience at school.’

Entrance

Rolling admissions system, with families joining and leaving the school throughout the year. There are strong procedures for welcoming in new children and the school’s size ensures nobody gets lost. School is also good at ensuring parents settle quickly on arrival, with monthly coffee mornings with the head on offer, parents hosting new parents and a fairly active parents’ association. As one parent put it, ‘There’s a lot of kindness here’.

Exit

The school has a dedicated member of staff responsible for ensuring that moving on is just as smooth as moving in. While the upper school numbers continue to grow since opening in 2018, some families choose to move their children out before year 10 - either moving back to well-regarded UK public schools (Brighton College, Eton College, Kingston Grammar, Stowe and Millfield, to name but a few) or onto other New York schools (Avenues, Columbia Prep and Grammar, Horace Mann, Trinity School, Léman for example) or to international schools around the world. Parents praise this support, including the organisation of prospective school entrance exam tests across different time zones.

Recent UK university offers for year 13 students include LSE and King’s College, London, Edinburgh, Leeds and Bristol.

Teaching and learning

Nursery, early years and lower school classrooms are brightly decorated, cheerful and happy places. Parents describe the teaching as ‘creative’ and ‘inspiring,’ with an ‘impressive’ range of subject expertise among staff. Communication is regarded as excellent, with termly curriculum meetings ensuring parents know what is happening in the classroom.

Middle and upper school lessons display positive relationships and a happy buzz. No academic setting except in maths. Middle school students are encouraged to choose their own areas of learning as part of the school’s elective programme - a lesson a week of astronomy, creative writing or percussion anyone?

The school offers the IB primary years programme in lower school and moves to a blend of the IB programme, with elements of the British curriculum, in the middle years. Students study for IGCSEs and A levels from year 10 onwards - the only school in the city to provide these qualifications. This is a huge plus for international families on the move and a deciding factor for many British expat families, as well as draw for some New York based families attracted to a more ‘traditional education’ and globally recognised qualifications.

There is a very small (about 20 students) and closeknit sixth form still in its infancy. Some are in classes of only two or three students and they appreciate the individual attention these very small class sizes bring. We witnessed great warmth and friendly chatter between teachers and sixth formers during our visit, but it’s not a sure thing that all students go through the school here - partly due to the nature of the more transient international population the school serves and partly the sheer choice of other schools in the city.

Parents comment on high quality teaching across all year groups and subjects, with science, art and drama departments singled out for praise but no perceived weak links at all. The attraction of New York for young British teachers is obvious but for a few longer-term families the turnover of teachers is a slight concern. ‘Our child becomes very attached to a teacher and then they return to the UK – that would be my only criticism,’ said one, although another felt, ‘New staff are excellent - great to have new ideas and the quality of new staff always seems to go up.’ The same could be said of the student population too - for every parent who worries that their child loses friends each year, others delight in the opportunities their child has to make new friends again from such a diverse range of countries and cultures.

The school gained fans during the global pandemic, with parents appreciative of the school’s ‘can-do’ attitude. The school ensured children were unplugged from Zoom lessons as soon as possible and back in classrooms from September 2020, which certainly wasn’t the case for other schools in the city.

Learning support and SEN

All students with additional needs are evaluated for level of support required. This is overseen by the school's inclusion manager - an apt job title as the emphasis really is on inclusion, with students supported within the classroom and regular teacher training given on differentiation. In lower school, teachers spend the first 30 minutes of the morning giving specific attention and support to children who need it, thus ensuring a positive start to their day.

Language support

Between 30-40 per cent of students (at all ages) come from non-English speaking families and the school is geared to help integrate them as fast as possible, a system that works well. They are given twice weekly EAL lessons and in-class support.

The arts and extracurricular

Plenty of musical and drama opportunities. At least two music concerts per year, plus various musicals and showcases. Smaller group concerts for IGCSE music students, talent shows, family folk dancing, Christmas carolling in the city and performances in Carnegie Hall. The drama department makes good use of the city - this year using the historic Players Club in Midtown as the venue for their production of Clue: The Musical and using the theatre at next door’s United Nations School too. Productions ‘bring the school together,’ according to one parent and all children take part however they want to, including via the popular set design art club.

Other extracurricular opportunities and school visits are making a welcome return post-Covid, with clubs for chess, coding, Lego robotics, the green team (responsible for environmental awareness and actions) and the Duke of Edinburgh Award scheme all getting particularly positive mentions.

Sport

No acres of sports fields, gymnasiums or courts - this is New York City after all. But what the PE department do well here is forge creative partnerships with other schools and city sports partners. As one parent said, ‘They make lemonade from lemons…’ The onsite swimming pool is a definite plus point for younger children, but an onsite gymnasium would be a very welcome addition. Students are bussed to Asphalt Green (a sports complex about 60 blocks north) and Basketball City (a little closer to home) - and they walk to Hunter College gymnasium. All part of both their PE and sports provision. Some parents say the school may not suit super athletic types due to its small size while others accept that they must seek out sports lessons, clubs and teams beyond the school gates.

Ethos and heritage

Started in 2006, BISNY is owned by Andrea Greystoke, formerly a London based maths teacher born in New York, who also owns Abercorn School in London. She is on the board of four directors, as is her daughter, Abigail, the strategic director of the school.

Waterside Plaza, the residential apartment complex area that the school occupies, was built on reclaimed land created from rubble brought over from the UK after the Blitz. A British school on British soil – literally. While architecturally the area has a bit of a 1970s Barbican vibe, once inside the school, corridors and classrooms are warm and welcoming, and the outside area between buildings affords plenty of space for fresh air between lessons plus the odd soccer game. With its East River location, the views around the site are stunning and east facing classrooms are bright. As one parent said, ‘My child can watch seaplanes land on the river out of their classroom window!’ Definitely a USP. ‘It’s a case of don’t judge a book by its cover,’ commented one parent.

Many parents are reassured by the site security – thanks in part to the school’s proximity to UNIS (United Nations International School) and the school’s secluded location over the footbridge east of FDR Drive. Compared to other city schools, where children often walk out of the front door straight onto a busy sidewalk, the school’s site is ‘off the beaten track’ and has more of a campus feel. It’s a little chillier by the river during winter months but if you’re moving to New York, you’ll quickly get used to wearing a much thicker coat!

School is clear about what its strengths are - a small school (under 300 pupils) with a British feel and curriculum.

Pastoral care, inclusivity and discipline

This is a small and friendly school where everyone knows names. Students are quick to identify someone they can go to if there is something troubling them - their class teacher, their mentor, year head or the proactive school counsellor. A house system is firmly established.

One parent was delighted their child had recently discussed the issue of consent in PSHE (personal social health education) lessons, which led to productive conversations at home. Another commented on the sensitivity with which the Black Lives Matters movement was discussed with younger children. Parents felt their children were safe at school and that the inevitable pastoral niggles were dealt with promptly and with sensitivity by staff.

Pupils and parents

The nationality mix remains consistent, with about a third British families, a third American families (who tend to choose the school as a welcome contrast to the US system and a New York City application process that is notoriously complex and competitive) and the rest an international mix. The school is a popular choice with diplomatic families, particularly those with younger children.

Money matters

BIS-NY is a for-profit independent school, so there is no fundraising (stealth or otherwise), and parents are not solicited for donations. Between 10-15 per cent of the students receive financial aid (available from reception and above) and the application process (needs-based) is straightforward. The school uses School and Student Services, a financial-aid management service, to assess a family’s needs and make recommendations to the school.

The last word

A small school with a big heart that stands proudly within the crowded school space of New York City. While the lower school has always been a popular choice, the growing upper school suits families attracted by internationally recognised qualifications and the more bespoke environment the school provides.

The school is a familiar and welcoming home-from-home for incoming English-speaking international/diplomatic families and an attractive local alternative for New Yorkers too.