The Best of British, in Asia
- Some leading UK boarding schools have set up stand-alone campuses in Asia, with the same curriculum, ethos, quality of care and amenities but with some modifications
- Such schools allow a holistic approach to learning, well beyond the classroom, while students form strong bonds and learn how to be self-reliant
Hong Kong-based parents of a certain background have long been drawn by the attractions of the British boarding school system. While the initial parting from their children may be a wrench, choosing this path promises some clear benefits.
These include good teaching, high standards, excellent facilities, and the chance to enjoy all kinds of new opportunities. Being in such an environment also gives young people the chance to acquire the personal skills and attributes – self-reliance, social confidence, reasoned thinking, fluency of expression, and the ability to adapt – that will stand them in good stead wherever they go and whatever they decide to do in the future.
Securing admission to a school in Britain remains a popular route. However, in recent years, a “same but different” option has entered the reckoning, with some of the UK’s leading boarding schools setting up stand-alone campuses in Asia.
Essentially, they offer the same curriculum, ethos, quality of care and amenities as are available at their partner school in the UK, but with a few modifications and additions to meet local expectations.
And with such schools springing up in or close to major cities in China, Thailand, Malaysia and Japan, parents now have an increasing range of possibilities to take into consideration.
For those in the SAR, Harrow International School Hong Kong has a spacious campus in Tuen Mun and around 300 weekly boarders among its 1,500-strong student body.
The school accepts children from kindergarten level, with the boarding option beginning from year six (age 10) and continuing through year 13. Boys and girls in their respective prep houses move up to senior houses in year nine, and living on campus from Sunday evening to late Friday afternoon gives them ample opportunity to use the sports, music, performing arts and other facilities after the normal school day.
Harrow International follows a British curriculum leading to A-levels, and makes a point of integrating key elements of educational philosophy and notable traditions from its counterpart in the UK.
For instance, there is a house system to guide day-to-day and extracurricular activities. This brings together boarders and day pupils, thereby creating a sense of community and identity. There is also a strong emphasis on structure and routine to ensure pupils keep up with their studies and understand what is expected of them.
“For boarders, we have clear rules about bedtime, how to work, and using technology,” says Tom Hicks, principal deputy head (pastoral and well-being). He adds that house matrons and teachers are always nearby to offer pastoral support.
Looking further afield, parents will find that Rugby School Japan (RSJ) – located in Kashiwanoha, about 30 minutes from central Tokyo – gives similar priority to the well-being of pupils, while also taking what it calls an “unashamedly academic” approach.
The school accepts students aged 11 to 18, and all applicants should expect to sit an online cognitive ability test (CAT), an online English assessment test, and be interviewed by a deputy principal.
There are places for day pupils plus weekly and full boarders, with a programme of activities for those staying on campus at weekends. Students at leisure can use the sports fields, fitness centre, music practice suites, art room and library, among other facilities.
The school’s ethos of “the whole person is the whole point” sees each child placed in a small tutor group of six to eight pupils, where they receive individual attention, especially as newcomers, to supplement the guidance given by a housemaster or housemistress.
“There is a comprehensive pastoral and supervisory support system in place, which includes a professional healthcare team of bilingual Japanese nurses,” said Tony Darby, founding principal of RSJ, which opened in September 2022. “Parents can also rest assured that their child will have a strong, disciplined approach to their studies, along with the opportunity to create lifelong friendships in a safe and secure environment. Boarding is about the development of character, so we want pupils to challenge themselves, be brave, and try new things in a supportive and encouraging context.”
The standard school day runs from 8.15am to 5.30pm, Monday to Friday, with three classes taught on Saturday morning, followed by sport.
The academic programme is based on a British curriculum leading to IGCSE and A-level exams, which covers all the core subjects, while allowing for options such as art, business studies, design and technology, music and drama. In years seven to nine, all pupils study Japanese, with classes arranged for different levels of proficiency. They must also study another modern language, choosing from French, German and Mandarin. In addition, there is a focus on digital literacy and participation in co-curricular activities.
“The school currently has around 140 pupils representing 15 nationalities, of whom 60 per cent are boarders,” said Darby, who earlier in his career spent 14 years at Rugby School in Britain, with roles including senior housemaster, and head of economics and business studies. RSJ is steadily growing, added Darby, and has experienced teachers from the UK among its corpus. The school plans to open two new boarding houses in September this year and a further two in September 2025.
Darby shared that discussions are taking place about future exchanges with the group’s schools in the UK and Thailand. For families considering RSJ, the admissions team in Japan is happy to arrange a visit or online meeting to answer any questions.
At Epsom College in Malaysia, boarders are accepted from year seven and their houses are equipped with air con, Wi-fi, a study room, games room, and a TV and cinema room. They have access to the gym, swimming pool and sports hall, and most weekends include some kind of excursion or organised social activity.
The school follows the British curriculum, offering IGCSEs and A-levels. All applicants are expected to take an entrance exam and submit their last two school reports, with test results and overall performance taken into account when offering places.
At present, around 65 to 70 per cent of the school’s more than 600 pupils are boarders, with the majority international, meaning that their families are based outside Malaysia.
Daily routines are carefully managed to ensure that pupils develop the self-assurance and independence needed to thrive at school and beyond. Importantly, house staff are around to help when challenges arise, and to guarantee a safe structure, constant guidance and an environment that feels like home.
Lessons take place between 8.10am and 4pm, after which students can choose from over 100 co-curricular activities or take part in programmes run by academies specialising in tennis, golf and football.
“The immersion in school life offered by boarding allows a holistic approach to learning that extends well beyond the classroom,” said Matthew Brown, Epsom’s headmaster. “Students can join an academic community that respects learning and can be transformative, while also gaining a highly valuable global perspective that creates well-informed individuals. Boys and girls form strong bonds across year groups, with senior pupils mentoring younger ones,” he added. “They also learn self-reliance and how to get along with others.”
