Marlborough College Malaysia
An all-through, co-ed, independent, British boarding and day international school on a 90-acre campus on the southern tip of Malaysia; sister school to Marlborough College in Wiltshire, UK.
- Marlborough College Malaysia
Marlborough College Malaysia
Jalan Marlborough
Johor
Johor
Malaysia
79200 - T +60 7 560 2200
- E admissions@mar…oughcollege.my
- W www.marlboroug…gemalaysia.org/
- Lower School Ages: 3-13
- Lower School Sexes: Co-ed
- Lower School Numbers: 470 girls and boys
- Middle School Sexes: Co-ed
- Senior School Ages: 13-18
- Senior School Sexes: Co-ed
- Senior School Numbers: 460 boys and girls
- Total School Numbers: 828
- Teaching Language: English
- SEN: SEN considered case by case
- Boarding: Available
- Uniform: Yes
- School Year: August – July; 3 terms: Aug – Dec; Jan – Mar; Apr - Jul
- School Hours: 8.30 am – 5 pm
- Annual Fees: Day MYR 92,700 - MYR 134,400; Boarding MYR 135,900 - MYR 213,600
- Fee Information: Acceptance Fee: MYR 5,000 (day pupils); MYR 7,500 (boarding pupils); Deposit (refundable): one term's fees
- Application Fee: MYR 2,000
- Religion: Non-denominational
- Memberships: COBIS (Council of British International Schools), Fobisia (Federation of British International Schools in Asia), HMC (Headmasters and Headmistresses Conference), BSA (Boarding School Association), Cambridge International Exams, Edexcel, ACT. Owned by by Marlborough College, run on charitable principles.
- State/Independent: Independent: private non-profit
Curricula:
- IGCSE (International General Certificate of Secondary Education)
- International Baccalaureate Middle Years Programme (MYP)
- International Baccalaureate Primary Years Programme (PYP)
- International Baccalaureate- Diploma (candidate)
- National Curriculum for England Used In Conjunction With an Adapted Curriculum
Accreditations/Inspections:
- Authorised by International Baccalaureate Organization (not to be confused as an inspection or accreditation agency)
- Council of British International Schools (COBIS)
- None (school may be licensed, or may be "inspected" by its own owner, but it is not independently accredited or inspected by recognised agency or organisation)
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What The Good Schools Guide International says
Master of college
Since 2023, Simon Burbury BA (hons) MMus PGCE. Schooled in Lancaster, UK, obtained his degree in music performance at the Royal Conservatoire of Scotland, followed by a master’s in music and musicology at Lancaster University, UK. He then went on to complete his PGCE at the University of Cambridge, UK.
Combining his passion for music and travel, Mr Burbury commenced his educational career as director of music at the Modern English School, in Cairo, Egypt, followed by five years at Tanglin Trust School in Singapore, where he was also director of music and gained his National Professional Qualification for Headship (NPQH). Returning to Scotland in 2008 he assumed the post as director of music at the highly regarded Gordonstoun School. It was here that he ‘really got involved’ in pastoral and boarding, before moving to Dollar Academy, Scotland, in 2015, as assistant rector (head) pastoral, then deputy rector and head of boarding in 2020.
A very capable and keen musician, his instrument of choice is the piano, but he also enjoys conducting. Indeed, his first performance of a piano concerto was, as fate would perhaps have it, in Kuala Lumpur, Malaysia, at the age of 17. Has an eclectic taste in music, from classical to musicals and pop. Happy to share his favourite band is Coldplay.
If not in education, he would have been an adventurer. Not necessarily the Bear Grylls type, more the intrepid traveller, to places unknown, writing and blogging as he goes. This doesn’t come as a shock when you hear he is an ultra-marathon runner (has completed the Marathon Des Sables, known as the ‘toughest footrace on earth’), was once a scuba diving instructor, a naval officer, a sailing instructor and is a keen golfer.
Appears to have settled into his new posting as master at the college with ease, a natural fit perhaps. Says he feels ‘blessed’ to be there, and that working in a busy boarding school ‘is as much a lifestyle choice, as it is a vocation’. And you can tell. Staff, parents and students alike have nothing but praise. Students say he’s ‘very approachable’, ‘very involved’ and ‘democratic’ – he listens and cares about what they have to say. Parents told us they ‘love his energy, his aura’ and that he’s ‘always accessible’ and ‘wants to get to know us’.
Plans for the school involve discussions and education around AI (and how to make the best use of it), sustainability and growth - growth of the site and the student population. Although he would like to keep student numbers below 1,300. As he points out, they don’t want to get too big, they are not for profit making and importantly, he ‘wants to know everyone’.
Entrance
Describe themselves as ‘mildly academic selective’, with age-appropriate assessment days, interviews and tests. Mid-year applications welcome for younger years. Honorary scholarship available for academics, art and design, drama, music and sports - no fee reductions.
Exit
A small number of students leave after prep or IGCSEs, most often to UK boarding or independent schools. Some have moved to schools in the capital, Kuala Lumpur. Other tend to be due to family relocation.
University destinations vary with around 60-70 per cent heading to Russell Group universities (eg LSE, UCL, Edinburgh, Durham) in the UK. The US and Canada are the second most popular destinations, including Ivy League (Brown, Pennsylvania, Columbia, Toronto). One student accepted to Harvard, starting in August 2024. Australia has been popular, as have other European universities and closer to home in Malaysia, Singapore and Hong Kong.
Latest results
2023 IB diploma: students achieved an overall mean score of 33 points, with 14 per cent of students achieving over 40 points. One student received 43 points. Overall pass rate was 97 per cent.
2023 IGCSE: year 11 students achieved Marlborough’s highest results to date, with 41 per cent of pupils receiving 9 or more A*/A (9-7) grades and over half of the students gaining 5 or more A*s. Overall pass rate was 97 per cent.
Teaching and learning
Teaching is spilt across two main school buildings: preparatory school (reception to year 8) and senior school (years 9 to 13). Both broadly follow the English National Curriculum, but as is common in these parts, adapted to reflect the college’s international setting. Each school has their own sports facilities, swimming pool, libraries, dining and outdoor areas. All get to make use of the college’s much celebrated lake and farm.
Early Years Foundation Stage (EYFS) and Key Stage 1(KS1) are taught in pre-prep (reception to year 2) followed by KS2 and KS3 in lower and upper prep. Class sizes are relatively small, usually topped out at 16 with two teachers (one class and one support) in a classroom.
From year 5 specialist teaching starts, with students moving around for English, maths, science and languages. We saw different classroom set-ups depending on the lesson taking place, all enabling close collaboration between students and teachers. Once a selling point to British expatriate families in the region, the Common Entrance syllabus is followed from year 4 - very helpful if a move to UK independent schools is on the cards.
Mandarin lessons are twice a week from nursery. From year 1, pupils chose between twice a week lessons of either Malay (Bahasa) or Spanish. French is offered as an option from year 4, although from our visit it appears as though Spanish is the current clear favourite.
Senior school mirrors the same traditional naming conventions as its older sister in the UK; shell (year 9), remove (year 10), hundred (year 11) and sixth form (years 12 and 13). Students sit I/GCSEs in year 11, before moving onto the IB diploma in sixth form. In shell, pupils start to make some choices over which subject to study, in preparation for their I/GCSE years in remove and hundred.
Sixth formers study for the IB diploma, a natural choice for a diverse international school. A demanding programme, students and parents sing highly of the support received. Students also have 1:1 university guidance which ‘starts early’, helping with university choices, building portfolios, personal statements and interview practice. The only downside they say is Saturday school.
Class sizes are similarly small, ‘enabling more personal attention’. During our walkabout, we saw lots of interactions and classroom discussions between ‘beaks’ (teachers) and pupils. There’s a real sense that everyone knows everyone around the campus. Beaks are mostly British, or from Commonwealth countries. Some come over from Marlborough College UK. Parents say teaching is ‘largely strong’ and most are ‘really enthusiastic’. Those we met were certainly proud to show off their pupil’s work.
Learning support and SEN
Limited capacity but can support mild to moderate needs. Children needing support are identified early and staff work closely with parents to provide the right level of support and enrichment needed, with outside specialists brought in if required.
Language Support
An accelerated English programme (AEP) is offered (at cost) to those who wish to join, but do not have enough English proficiency to access the curriculum. Children will then join mainstream classes once a high enough level has been attained.
English as an additional language (EAL) lessons are offered to those who need extra support in English, also at an additional cost. Lessons take place during school day whilst other children take Malay or Spanish lessons.
The arts and extracurricular
Over 50 co-curricular and 100 timetabled activities available, before and after school, encompassing Marlborough’s three C’s – conversation (e.g. creative arts), companionship (sports) and compassion (outreach and leadership). Varied choices from fashion illustration design to rock climbing and eco- committees. Community outreach and giving back is a core focus and fully embraced by students, be it selling their artwork to raise funds for a charity, clothing donation drives, or spending time visiting and caring for the elderly.
‘Lots of opportunities’ for music, from learning to play to joining the chamber orchestra. Indeed, Marlborough’s musical master recently created the rather popular (excuse the pun) pops orchestra, open to all parents, staff and students.
From prep, all can take part in drama productions and take extra-curricular classes in LAMDA or Trinity exams. Sixth formers take on the responsibility of producing and directing the senior school’s show. Art lessons range from creating Malaysian Batiks to designing and painting a Pop (that word again) Art mural. If the master’s art competition is anything to go by, the creative flair is strong.
Topping off the fun outside of the classroom, is the college’s very own organic farm, Barton Farm. Children learn to grow herbs and vegetables and tend to the resident chickens. A ‘wonderful learning opportunity’, where the produce then goes on to be used in the school’s kitchens.
Sport
‘Plenty of opportunities’ for sport here; ‘The grounds and facilities are outstanding,’ say parents. They are not wrong. Situated on a 90-acre plot, the college boasts five full-sized rugby pitches, multiple football pitches, five tennis courts, a cricket ground, athletics track, two swimming pools (one 50m), numerous sports halls, gyms, a driving range, oh and let’s not forget their very own boating lake.
Whilst weekly inter-school league fixtures may be lacking, the college makes the most of their facilities hosting the now well-established Straits Tournaments; large sporting fixtures with teams from schools and clubs across Singapore and Malaysia competing over a weekend.
Some parents commented that they ‘may not be the most competitive teams’ in the region. ‘Rugby is strong and getting stronger’ but parents ‘would like to see a strategy in place to raise levels’. Sport is growing though, with many teams are now competing in a variety of international tournaments, eg FOBISIA, SEASAC, Phuket Football. Tennis is competitive, with two students ranked as number 1 and 2 in Malaysia’s U12s category in 2023, having been coached here since they were five years old.
Interestingly, volleyball came out as a particular favourite of students we spoke to, perhaps spurred on by the rumours of an imminent beach volleyball court being installed. Yes, you heard that right. Boarders also relish the opportunity to play golf and use the gym and sports grounds at the weekend.
Boarders
Students can board from year 5 in one of four boarding houses, one each for junior and senior girls and the same for boys. After a decline in boarding numbers during Covid, they are on the rise and two new houses are being built.
Buildings are designed in a more open, tropical style, which may feel a little less like home, but practical for the climate. A lot of effort has gone into making the common areas homely and fun; we saw plenty of big, comfy sofas, artwork up on the painted walls, TV and games areas with pool and foosball tables, looking out onto pretty courtyards.
Now offers a range of boarding options from a few nights a week (flexi), to weekly (Sunday evening to Friday), or full. Quite a few get a taste with the flexi option, leading many to transition to the full experience. Boarding is encouraged as students get older; around half of seniors do and most of sixth form. A wonderful opportunity to ‘make the most of what’s on offer’.
Boarders tell us they like the food, it’s ‘better than lunch’, which apparently ‘varies’. There’s ‘plenty to do’ at the weekends, be that playing sports, trips off campus (including popular mall hangouts), or organised activities like art classes, bake-offs and games night.
Staff and fellow boarder are ‘very supportive and friendly’. No murmurs of unhappy children here. ‘Best decision we made’, ‘Like a second family’, ‘A really strong community,’ students told us. Made even stronger, no doubt, by the school’s ‘exceptional’ support during Covid restrictions, when families were ‘really well looked after’ and everything was ‘taken care of’, even during such uncertain times.
Ethos and heritage
Opened in 2012. ‘One school, two campuses’ is something we heard several times from staff and parents. Keen to emphasise that this is not a franchise, but an extension of its older sister, Marlborough College UK. Buildings are named after famous Old Marlburians (OM), uniforms marry and naming conventions (beaks, shell, remove, house swipes etc) tie back.
Shell pupils take part in a three-week residential exchange between the two colleges. Leavers become OMs, providing access to a vast, global network and opportunities.
Being an extension does not however mean an easy transition to Marlborough College UK. If sought after, students will have to go through the same process as anyone else.
While the name may be a big pull for some - quite a few parents being OMs themselves – it’s not the name alone they were sold on. It’s the school’s desire to provide an ‘all-round, holistic education’ full of ‘opportunities for personal growth’. Academic rigour is important but it’s also clear the college cares about developing socially conscious individuals. Outreach and giving back are both integral to the curriculum.
As it grows, the college is developing its traditions: the annual Boarders’ Burns night dinner, set up by a former (Scottish!) housemaster, the Marlborough Mile path that students and staff regularly run, the Beagle Hash and not forgetting the Lectern Club – a chance for sixth formers to polish their public speaking and debating skills in front of the master at his lodge. Dressed in black tie of course.
Pastoral care, inclusivity and discipline
Student wellbeing is taken seriously. The college is very proud of its new infinity loop of wellbeing model (a focus on spirit, community, mind and body), which is now fully integrated into school life and displayed all around the campus.
Students we met and spoke to, across year groups, came across as happy, kind and confident young people. As one parent commented, the school sees ‘academics as important, but it [education] goes well beyond the classroom’. Not much talk of bullying. All students are assigned a tutor whose role is to provide regular support, monitoring and mediation if needed.
With a diverse student body, the college works hard to be inclusive and culturally sensitive. School dances and gym lessons have time slots for just girls. Its Anglican foundation now leans more towards talk of spirituality, rather than Christianity. Suitable uniforms are available for Muslimah students and in breaking with tradition, sixth form girls will soon be able to wear school uniform trousers.
Pupils and Parents
A diverse, multi-cultural body of ‘well rounded, polite and happy’ students from over 45 different passport countries; a third Malay, a third western expats and a third from the rest of the world. It’s this diversity that encourages some families to stay, rather than looking to board in the UK.
Parents tell us the school ‘excels’ in community. They love how ‘warm and friendly’ everyone is, how the school ‘feels like family’. Students feel the same; staff and fellow pupils ‘are very friendly and supportive’. The Friends of MCM team are kept busy throughout the year planning and hosting events for new families, coffee mornings, charity drives and college wide events.
Day students and boarders happily mix, with no signs of an ‘us and them’ mentality. Boarders say they ‘really miss their friends’ when they’re back home. Most staff live on campus too, no doubt adding to the family feel.
Money Matters
At the higher end for a Malaysian international school, but parents tell us that ‘fees are as expected’ and ‘comparative to similar standard of schools in Singapore’. Usual extras in the way of trips, exams, uniforms and some extracurricular activities.
The last word
A British independent-style school with flexible boarding options to boot. While the brand name, vast grounds and facilities speak for themselves, make no mistake that it’s the school’s ethos, community spirit and well-rounded education that make it special, and one not to be missed.
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