International School of Zug and Luzern

What The Good Schools Guide International says

Director of school

Since July 2017, Barry Dequanne BA MA. Well drilled in international school leadership - maths department chair for Association Escuelas Lincoln in Argentina, 10 years as high school principal at the Graded School in Sao Paulo and seven years as head of school for the American School of Brasilia. No academic slouch either, with a BA in maths and computer science from University of Waterloo, BA in education from University of Ottawa, MA in maths and education from the University of New Hampshire and an MA in educational leadership and administration from Michigan State University in the US. He is currently working on an EdD (organisational leadership and policy development) through the University of Minnesota.

After a brief and unfulfilling stint as an insurance actuary, he loved being a classroom teacher - maths and computer science - from the off. He fully embraces the chance for long-term impact, feels a strong obligation to give back and appreciates the opportunity to leave a legacy through his work. Keeps connected to students by attending school sports games and makes time to read or co-teach in class, as well as attending important student initiatives. Can be seen welcoming students on the playground most mornings.

A gentle, thoughtful, calm and considered man with a self-deprecating sense of humour and quick to smile. Says he joined the school as he felt ‘there was a sense of promise here, that anything is possible.’ He is well-liked and respected by staff and parents alike.

Community, kindness and humour are key to him. ‘Encouraging these in schools is crucial so that staff and students alike feel safe, then they can be challenged in a kind and thoughtful way.’ Says a great school is one that lays strong foundations and has ‘the courage to get out of the way, letting students take ownership and lead.’

Passionate about ‘everything outdoors’, particularly cycling, running, skiing, sledging and walking his dog. Would have loved to have been a professional ice-hockey player but watches from the side-lines now. He enjoys reading and listening to audio books and podcasts - Brene Brown and Adam Grant are current favourites. Self-confessed Star Trek fan (for great lessons on leadership and dealing with challenges) and enjoyed watching the series Ted Lasso (for its portrayal of relationships and positivity). Two young children.

Entrance

Year-round rolling admissions. A family orientation programme runs at the start of the academic year. Families are warmly welcomed (‘double thumbs up,’ say parents), with an effective school buddy system in primary, and ambassadors for middle and secondary students.

Non-selective, no entrance testing, though careful attention paid to ensure best fit. Before offering places, school makes sure it can provide the best care and support for extra needs. Learning support documentation to be submitted, with an application or EAL levels assessed. Older students are expected to have a proficient level of English. Students entering from 7th grade are required to have A2 CEFRL level or above, with the level of proficiency required increasing to C1 CEFRL level or above for those entering grades 11 and 12.

Wait lists in operation. Priority for current or past connections (siblings, returning students and students of alumni), corporate sponsorship arrangements, and those coming from abroad with no other local option. Prospective families can tour the school anytime. Virtual meetings also available.

Exit

School supports smooth transitions for families joining and leaving. Individual assistance offered for entrance exams, interviews and liaison with a new school.

Senior students are assigned a dedicated counsellor for social and emotional needs as well as career advice - parents say it generally works well. They head off to a broad range of institutions, with the majority heading to universities in the UK (33 per cent to eg Imperial College London, University College London and University of Manchester), followed by Europe (21 per cent to the Netherlands eg University of Amsterdam and Utrecht University and 10 per cent to Switzerland eg ETH Zurich, nine per cent to Spain eg European University of Madrid) and North America (McGill University and University of British Columbia in Canada, and New York University in the US).

Latest results

In 2023:
IB results: average point score of 35
AP Results: mean score 4.0; 73 per cent scored 4+

In 2022, IBDP students gained an average of 38 points (consistent with 2021 and a jump up from the 36 seen in 2020 [assessment grades due to Covid]), with 49 per cent of students gaining over 40 points (a dramatic rise from 34 per cent in 2021 and 24 per cent in 2020); 100 per cent pass rate, with 24 per cent gaining a bilingual diploma (in German and English, Portuguese and English, Russian and English, French and English, and Dutch and English).

In the same year, 90 per cent of AP students scored 3.0 or higher (highest possible score 5.0) compared with a 64 per cent world average, down from 97 per cent in 2021 and 99 per cent in 2020.

Teaching and learning

A fully accredited IB World School, and the only school in the Zug region (and one of three in Switzerland) offering the primary years programme (PYP), the middle years programme (MYP) and the diploma programme (IBDP).

Students graduate with an ISZL diploma, having obtained either the IBDP or completed the ISZL high school programme – a combination of AP courses, IB diploma courses, a BTEC in creative media production or ISZL’s own courses. Approximately 60/40 split between those taking the IBDP and those taking APs, with a good range of options offered for both AP and IB courses.

The teaching staff we met were engaged and enthusiastic. Younger students are taught emotional intelligence using the colours and characters from the ‘Inside Out’ animated movie. Grade 8 students are encouraged in design, including making a toy for a kindergartner (the kindergarteners then gave feedback as to whether their brief had been met!). Parents give high praise: ‘The quality of teachers is amazing, they really are passionate about the subjects they teach overall and especially in the high school.’ Students are also positive: ‘Teachers are helpful and open, and the school is always trying to improve, finding new and better ways for us to learn’. Average age of teachers is around 46 years, many are on long tenures - 10 years plus.

Positive parent feedback on communication. ‘There is a high degree of transparency, teachers are very comfortable talking to parents about just about everything – they are very, very open.’ Weekly communications are also well received by parents, although there is a feeling from some that this could be done more succinctly. Complaints are taken seriously when occasional issues occur - parents feel school listens.

A push to encourage student ownership seems to be bearing fruit. Standout examples include a student-led and school-hosted event to give youth a voice on global issues - Youth Forum Switzerland - with hundreds of local and international students from Switzerland, as well as visitors from US and UK, taking part annually - and a student-initiated project to build two fully functional aquaponics systems (as the model for a larger, long-term sustainable food source they are helping to construct in Ghana), with dozens of students involved in the design, construction and testing. Very impressive.

Max class size 20 (14 in EY1 and EY2), average class sizes closer to 17. School makes excellent use of technology. Devices are supplied by the school up to grade 8, older students bring their own.

Learning support and SEN

School supports mild to moderate learning needs eg ADHD, dyslexia and dyspraxia (within the constraints of Zug cantonal regulations, which limits the in-school support for SEN and which does not apply to schools in neighbouring cantons eg Zurich) within school fees. Further support available at extra cost eg speech therapy. The 'very thorough' in-house team puts together an individual student support plan for each student (shared with parents) for provision in class or in small groups. ‘The team is amazing, my child received such good support early on that it’s not needed now,' said a parent, typically. SEN support is seen as the norm and students are not made to feel different: ‘All kids feel like they are part of the classroom, no matter their skill level.’

Language support

A robust and impressive EAL programme. Students assessed on entry and support provided during scheduled German lessons until students are ready to exit the programme (at the school’s discretion). Cost included in fees from August 2023.

Mother tongue acquisition is offered across a wide range of languages, with an in-school First Language Programme (FLP) for grades 6-12. Students matched with language tutors, usually one-to-one or one-to-two, or small group lessons (in person or online) once or twice a week. Students complete additional independent language work with an FLP mentor (a teacher at the school). Additional costs for tutors (apart from German which is covered) but not for mentor sessions. Students in the 11th and 12th grades can gain the prestigious bilingual IB diploma through this programme.

After-school language courses (available at additional cost) include French, Spanish, Italian, Greek, Portuguese, Dutch and Chinese. Classroom space is made available for parents to take German lessons (arranged by the PA at cost), conveniently arranged for pre-pick-up.

The arts and extracurricular

Impressive arts and music. Budding young artists are encouraged by nice touches like producing their own ‘cave art’ in a delightful, art room filled with natural light. Musical instruments are inspiringly arranged in neat displays in the music rooms. Instrumental and vocal music lessons from grade 4-7, with an option to continue in grade 8. Additional classes offered at extra cost. Frequent concerts include an annual High School Arts Week, celebrating the talents of students from across the whole school. The high school boasts an impressive professional recording studio, encouraging a vibrant student music scene. Annual musical productions in primary and middle school delight parents and are a highlight of the school calendar, with A Year with Frog and Toad a recent hit. Annual drama productions in high school - most recently Hound of the Baskervilles.

The school’s support of the arts seems to be paying off. Alumni Maartin Lemmens (who attended from grades 6-12, graduating in 2016) is now an animator at DreamWorks Animation and recently animated Puss in Boots: The Last Wish (nominated for Best Animated Film at the Oscars). The school is understandably proud - artwork produced during his studies is on prominent display in the high school (the entire school is in fact adorned by colourful student artwork).

A comprehensive after-school activities and clubs programme run over three seasons (over 30 different clubs across arts, sports, academics and leadership), with most activities run by qualified staff at no additional cost.

In-class academics are accompanied by age-appropriate field trips within Switzerland and other nearby European countries (included in fees), older students travel further afield eg Nepal, Tanzania and Ghana. Students encouraged to take part in the Duke of Edinburgh International Award.

Sport

A good choice of seasonal team sports, plus swimming. Parents comment on school’s good athletic spirit. Excellent sports facilities including multiple gyms in each of the school’s different locations (the work-out room at the high school gym for senior students and staff looked popular), a climbing wall and tournament sized outdoor pitches provide plenty of practice space – no doubt contributing to some successful results in the sporting arena.

Competitions (which school often hosts) against international and local schools within the Zurich area (with some recent tournament wins in volleyball, soccer and skiing), plus occasional trips to other local European destinations. School is accommodating to students who pursue sport at a professional level.

Ethos and heritage

Zug is an affluent canton (municipality) and town, and a popular location for international companies, such as Siemens, Johnson & Johnson and Glencore, making it a popular base for international families. The school has a large catchment area covering five cantons and Zurich is only about 30 minutes drive away.

Founded in 2008, following the merger between several long-standing schools: the International School of Zug (originally named The Zug American School), The Riverside School and International School of Luzern. An outdoor education centre in Wengen was also bought in 2008 - a beautiful purpose-built wood chalet located in the Swiss mountains a couple of hours drive away, used for class trips, winter sports (including skiing), exploration, outdoor learning and holiday camps. A very special facility, much appreciated by students, staff and parents alike.

The large school (which is still expanding) is now based on two campuses about 15 minutes drive apart – the Zug campus (early years, primary and middle school) is in a delightful rural setting in the outskirts of Baar, a small village bordering Zug (complete with cows grazing in the nearby fields, it is Switzerland after all!). Its charming main building, Wettinger House, was constructed in the 17th century (making an impressive entry for visitors) and is surrounded by modern buildings, connected with a myriad of walkways and corridors (new students are allocated a buddy so they don’t get lost!). Spaces are well kept, open and light with excellent facilities - including a 3D printer and sciences labs on each floor of the middle school. There are innovative mini classroom ‘pods’ within communal areas for individual/small group sessions and various cosy student ‘hang out’ spaces in nooks and crannies within the buildings.

The early years and kindergarten share a nice outdoor space (with a neat twist on ‘playground rules’ - the sign when entering instructs children to ‘mix, smell, run, daydream, explore, sing, examine, create etc’ with adults expected to ‘observe, listen and be ready to step in with guidance’). It includes a mud kitchen, vegetable garden, small pond (with frogs and fish) and even a fire pit (strictly supervised when in use) at the back of the school. The primary and middle school access a separate playground and sports field at the front. The PA sells healthy snacks on the playground after school and parents are happy watching their children play while making connections for themselves.

The more modern high school (called the Riverside campus in a nod to its past) is set in a more urban environment though still surrounded by plenty of green. It comprises a main building with over 20 classrooms, modern science labs, library (complete with an adult colouring station and Lego board to help students de-stress and cope with exam pressure), multiple 3D printers, art atelier and music rooms, a triple gym and additional learning spaces in neighbouring office buildings (including a dedicated math space for collaborative working and a student ‘hang out’).

Both campuses have their own popular canteen, with several hot or cold options (delicious food smells lingered in primary on our visit), or students can bring their own lunch. Grumblings from some parents that the high school canteen is too small, forcing some kids to eat in the classroom in winter.

School has its own extensive bus service (costs extra) and is well serviced by local public transport; senior students encouraged to take this option. Parking at the primary and middle school is adequate, with some limitations in the high school (creating a few unhappy locals who struggle to park locally during school pick-up and drop-off times).

Consensus among parents over the great spirit and sense of community here, and that school is dedicated to doing more in the local community. Recent efforts include backing parents in their support of local refugees, with students and other parents getting involved, but also tellingly many teachers and those with leadership positions within the school.

Pastoral care, inclusivity and discipline

School holds the view that all its community must feel safe, secure and have a sense of belonging. Parents report that ‘there is a real sense of friendliness, kindness and inclusion.’ They also told us, ‘The counselling support and the guidance is incredible' and that there are 'very, very caring staff, who are supportive of all kinds of students.’

There is a well thought through code of conduct: no drugs, alcohol, risky behaviours, bullying, violent acts etc. 'Hits the right balance between being strict but supportive of individual situations', reckon parents.

Pupils and parents

Over 65 nationalities, the majority from the UK and US, followed by Germany, Spain, the Netherlands and France, with many others too (English being the language of the classroom).

Some parents feel the school could do more to attract non-European families, but this could be more of a reflection of the lack of diversity in the Zug area (compared to Zurich for example), and indeed Switzerland as a whole.

Parents seem down-to-earth and get along. An active Parents Association (PA) organises many events for students and parents, like International Day, winter markets, socials and dances for students - and are instrumental in welcoming new families.

School also hosts other significant community events like an annual international thanksgiving, with over 800 people gathering to celebrate the school community, and an annual fundraising Gala.

Money matters

Not-for-profit school, governed by a board of trustees. School fees are considered justifiable. Parents are further encouraged to support the school through an annual fund for projects that fall outside of the operating budget eg the Youth Forum Switzerland and aquaponics initiatives, as well as school workshops, visits from artists, writers and authors etc.

The last word

A delightful school in a calm, green setting with a welcoming and friendly community and caring staff. Students are actively challenged, in a kind and thoughtful way, to take ownership for their own learning. An excellent choice for families wanting a truly international education for their children.