The British School of Milan

Since 2024, Simon Lockyer BSc MEd. Previously headmaster for nine years at The Royal Hospital School in Suffolk. In his first overseas headship, he finds inspiration in the eloquence and energy of the students, and enjoys the interesting mix of perspectives. While he admits to missing the rhythm of weekend sports fixtures back in the UK, he’s found his place in this new cultural setting. From the enthusiastic buzz of students arriving each morning to the sounds of the primary school playground and the harmonious strains of the orchestra and choir rehearsing at lunchtime - these are the moments he really savours.

Maintaining the school’s strong academic reputation is a priority, especially as demand continues to outstrip available places. He emphasises the importance of understanding cultural nuances, approaching the Italian way of life with patience and an open mind. The slower pace of Italy, he notes, demands reflection and adaptability, qualities he values as he strives to blend the best of British education with the school’s unique ethos.

Parents like his managerial style and find him very hands on with practical solutions - he meets the Friends (parent representatives) monthly. A strong believer in recognising individual achievement, he carves out time each week to meet with a student, whether to discuss a piece of artwork or share a sporting milestone and he has student’s artwork hanging on his office walls.

His vision includes strategic planning for the school’s future, including a new campus to be built near Parco Lambro. For now, his focus is on balancing growth with the core values that make the school so sought after. In his spare time you’ll find him learning Italian and exploring the mountain ranges of Italy.

For entry from year 7 onwards, students required to complete an English test. Maths test only after acceptance, to assess the student’s current level. Year 10 applicants face an assessment day in October due to the high volume of interest at this stage. School values students who have made positive contributions to their previous schools, whether through achievements in art, music, or sport, rather than focusing solely on academic ability. Admissions are based on evaluating the student as a whole and potential to make progress.

For year 12 entry, school typically expects a minimum of three IGCSE grades at 5 and three at 6. Higher level science courses require at least a grade 7 in IGCSE sciences, while higher level maths demands a grade 8 in IGCSE maths. Contributions to their previous schools are an important consideration at this point too.

The school requests a report from the applicant’s previous school as part of the process. Additionally, from year 2 onwards, the school does not admit students who speak only Italian.

Years 7 to 13 use the Unifrog platform to support careers education and university applications. Director of sixth form and two assistants also offer personalised counselling, talks and presentations. Oxbridge, along with Russell Group universities in the UK including Warwick, Exeter and Edinburgh, and London colleges such as King’s, Imperial, UCL and LSE are all popular choices. Ten per cent of students stay in Milan, the majority gaining places at Bocconi and Politecnico Milan. Other popular European universities include Scienes-Po, ESADE Business School and IE University.

One of the hallmarks of teaching at the school is the longevity and dedication of the staff. The senior school head has been with the school for 19 years, while the head of primary has been there for 10. This stability of staff ‘means teachers can focus on being great classroom teachers’. The head of senior school is known for shaping policies and procedures while staying hands-on; she’s a geography teacher too and greets students at the gate each morning.

Teachers’ enthusiasm is infectious, with some described as having ‘magnetic personalities’. Low staff turnover fosters continuity and new recruits inject fresh energy into the school community. Professional development is prioritised for both teaching and non-teaching staff, ensuring high standards are maintained.

Language learning is integral. Two-thirds of students enter the school with limited or no English, but full immersion, daily interactions, storytelling and performances quickly build their confidence. Early years focus on English phonics, helping children grasp vowel sounds and begin reading when they’re ready, within a play-based curriculum - but it should be stressed that this is not a nursery.

The primary years emphasise maths and English within a broader creative curriculum including science, humanities, art and design, music, PE and Italian. Italian is introduced from year 2, taught at three levels - beginner, intermediate and mother tongue - ensuring all students can function in the local language.

As students progress, they tackle IGCSEs in languages (French, Italian and Spanish) and the creative arts (art, drama, and music), all of which are offered in the diploma programme too.

IBDP subjects include all the staples plus a good variety of languages. School offers all three arts subjects even if only one student is enrolled. Teachers collaborate across year groups to ensure smaller classes in subjects like theatre still thrive.

Students are well-prepared for the rigours of the IBDP. Year 10 students engage with current DP students to discuss workload and curriculum expectations. DP students also mentor GCSE students as part of their CAS requirements, fostering a sense of leadership and collaboration.

English proficiency support through EAL programme offered for all years. After school Italian classes offered at all levels complement Italian language classes offered in the curriculum. Pupils from year 2 to year 9 can choose to take additional lessons on the Italian school curriculum and prepare for the Diploma di Quinta Elementare and Diploma di Terza Media.

Music is more than just a subject at BSM; it’s an intrinsic part of the school’s identity and to say that the school punches above its weight musically would be an understatement. With over 300 individual music lessons taking place each week and an extraordinary level of talent on display, music is firmly woven into the fabric of the school. It’s not just an extracurricular activity here, ‘it’s a badge of pride’. Students see music as cool and a supportive network of parents and teachers keeps the enthusiasm alive. Even the staff join in, with some singing in the school’s choir alongside a parent choir that regularly performs at school events.

The primary music rooms are bursting with instruments - keyboards, violins, percussion and more. We heard reception students tinkling on triangles and year 5 rehearsing festive tunes ready for the Christmas concert. There are 10 dedicated music rooms, lunchtime practice sessions and even monthly informal concerts for those brave enough to showcase their skills. From combined school choirs to individual achievements - eg 14-year-olds completing the prestigious ABRSM diploma - it’s clear that musical excellence thrives here.

And the performances? Nothing short of ‘spectacular’. The annual Christmas concert in the stunning Carmine church is a highlight of the year, alongside the Easter concert at San Simpliciano. The school’s chamber choir embarks on an annual tour to destinations such as Rome, Venice, Prague and Málaga, while students also perform at British Chamber of Commerce events and summer concerts. The reputation of the head of music, who has been at the school for over 25 years, precedes him - described by some as ‘magical’.

On the art front, the school’s creativity shines brightly too. While the physical art space may be small, the talent and ambition of its students are anything but. The annual final art show takes place at prominent Milanese galleries and younger students embrace innovative projects - we saw students etching on the insides of milk cartons and creating portraits in the style of Lucian Freud. A student preparing work to be displayed alongside a live music performance, shows how seamlessly art and music intertwine at the school.

The school’s commitment to creativity spills into its vast array of after-school activities—over 100 to choose from! Options range from gymnastics and karate to gardening (the school is a member of the Royal Horticultural Society), media production and even digital advertising strategies. Students can join an ideas club, where recycled materials are turned into imaginative creations, or take up Irish dancing or Mandarin lessons. Younger students also contribute to a weekly digital newsletter, honing their communication and design skills early on.

The school makes excellent use of facilities located a short 15-minute walk away with spaces for volleyball, football, padel, track and field, rugby, badminton, trampolining and even fencing. An indoor sports hall on campus is used for early years and key stage 1.

The PE department recently received the prestigious Association for Physical Education (AfPE) award, a distinction shared with only one other school in Europe. This recognition highlights not only the department’s commitment to high standards but also its innovative programmes, such as the Smart Moves initiative - a development programme for youngsters who need extra help with motor skills, balance and coordination.

The school has also played a pivotal role in creating the Northern Italian Schools Sports Association (NISSA), which organises fixtures and inter-school tournaments across the region. The annual United World Games football competition is a major highlight, offering students the chance to compete in an international setting.

For exceptional athletes, the school has developed a Talented Athletes Support (TAS) programme. This initiative helps students competing at regional and national levels balance their academic and athletic commitments. From skiers and tennis players to footballers representing their national teams, the programme is tailored to nurture talent without compromising education. One student has trained to become a professional football referee - proving that opportunities extend beyond just playing on the field.

Teaching the art of mindfulness starts young with children from nursery to year 6 learning to manage their emotions and pay attention to the present moment.

Assemblies are held in small groups - years 1 and 2, 3 and 4 together, and 5 and 6, and in key stages in senior school - focusing on school values, personal growth and important global topics. These sessions are more than just a chance to gather. They are a cornerstone of the school’s ethos, promoting thoughtful and productive students who are encouraged to take time to reflect on the school values and consider how to put them into practice. Older students, especially those in years 12 and 13, take on leadership roles, assisting teachers in phonics lessons, supporting after-school clubs, or volunteering in various capacities. This culture of mentorship not only benefits younger students but fosters a sense of responsibility among the older ones.

Parents felt teachers are on top of behavioural issues nipping things in the bud before they might become a concern.

Attracts families from all over the world, creating a welcoming and tightly-knit community. For many international parents, this social aspect is just as important as the academics. One parent, fluent in the language, with an Italian partner, shared with us how difficult it was to form friendships in the public school system. Here, however, families are eager to connect with others who share their international outlook.

The school’s community is a balanced mix: about 50 per cent of students are Italian, while the other half are international, representing a broad range of backgrounds. Around 30 per cent are native English speakers and 20 per cent have other first languages. This blend fosters a vibrant cultural exchange, but Italian values are still foundational. Family plays a central role and parents - both mothers and fathers - are highly engaged, attending school plays, parents' evenings and other events in large numbers.

Parents are not just involved - they’re instrumental in building the school’s spirit. Each class has a dedicated parent representative, with additional volunteers overseeing Friends, a parent-led organisation that meets regularly with senior school staff. Friends host activities that help new families settle in, including a survival guide to Milan, informal let’s speak Italian sessions and English-speaking guided art tours. There’s even a book club for parents, ensuring that the sense of community extends well beyond the school gates.

A career fair, largely driven by parents and alumni, is another highlight, where students receive valuable advice from professionals across various fields. While many Milanese families here are international there’s a distinct lack of pretension. The students, too, are aware of their privileged position but are notably down-to-earth. Parents choose the school not only for its academic reputation but because it prepares their children to navigate the wider world. For Italian families, there’s a strong desire to raise bilingual, globally minded individuals.

The governance is an association so the school is ultimately owned by the parents. The board of governors comprises professionals and parents with a wide range of expertise. School fees are a competitive price for Milan but it’s the not-for-profit aspect which makes it interesting. With any surplus reinvested in the school parents consider it to be excellent value for money.

The British School of Milan combines a traditional British ethos with a distinctive Italian flair. It’s a school that champions creativity in all its forms - intellectual, imaginative and aesthetic - while fostering a culture of excellence. With a strong emphasis on active participation, the co-curricular programme is an integral part of the school experience, encouraging students to explore and excel beyond the classroom. Ultimately, the school’s blend of cultures, paired with a warm and supportive parent network, ensures that every family feels at home - no matter where they come from.