Landmark International School

Inspection of Landmark International School 9 Church Lane, Fulbourn, Cambridge, Cambridgeshire CB21 5EP

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Insufficient evidence Overall effectiveness at previous inspection Good

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils benefit hugely from the school’s ambition for them to become ‘global citizens’. Pupils enjoy following a curriculum based on topics with an international perspective. The school inspires them to be inquisitive about other cultures and world issues. Pupils from a wide range of nationalities and backgrounds mix harmoniously and display high levels of respect for each other. They quickly form close-knit friendships. There is a strong sense of belonging.

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What is it like to attend this school?

The school actively promotes a thirst for knowledge, and pupils apply themselves diligently to their studies. The school teaches them to be curious, reflective and independent learners. This results in pupils who become very self-motivated and self-disciplined. Most pupils succeed highly in national examinations. Many pupils learn several languages to a fluent standard. This includes pupils learning English as an additional language.

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What is it like to attend this school?

There is a plethora of wider opportunities for all pupils to develop their talents and interests. These are bespoke to each pupil and are of high quality. Pupils relish leadership roles, being mentors, learning tennis, trips abroad and writing and directing school performances, to name but a few. They enter local and national academic and sporting competitions in which they often do well. Pupils also develop entrepreneurial skills to support fundraising and understand finances.

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better?

The school’s curriculum is ambitious and provides pupils with the knowledge and skills needed for their post-16 futures. Many pupils come to the school from abroad and arrive at different points in the year. A few do not speak any English on arrival. The school is particularly adept at quickly getting to know pupils’ needs and abilities so that they flourish during their time at school. Pupils at school the longest achieve particularly well, and several exceed national averages at GCSE.

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better?

Pupils benefit from staff expertise in all subject areas. Pupils deepen their knowledge and can take additional qualifications if ready. Pupils learn how to apply their understanding of key concepts and are encouraged to make connections across subjects. The school has ensured that this knowledge builds logically over time.

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better?

Pupils become avid and competent readers. Older pupils talk knowledgeably about a range of authors. Pupils enjoy lively debates about the books they have studied. Pupils read books recommended to them by the school librarian to broaden their horizons further. Younger pupils learn to read as soon as they start school and are soon reading fluently. This includes pupils who speak English as an additional language. Those who find reading tricky are supported to catch up. Most pupils read books matched to their ability.

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better?

The school is currently updating its approach for identifying and supporting some pupils with special educational needs and/or disabilities (SEND). The school has 24 to 26 June 2025 ensured that the necessary adjustments are in place to support pupils with SEND to access the curriculum and wider school life. For several pupils with SEND, these adaptations are working well. However, for some, the work they are asked to complete is not yet sufficiently well matched to their needs. This limits how well these pupils have their knowledge extended.

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better?

Pupils are consistently well behaved. Pupils appreciate how fairly they are treated. Pupils can truly be themselves. They worry little about bullying and know that if it did happen, adults are quick to sort it out. They trust adults to help them with any worries. Pupils benefit from high-quality support for their well-being. Pupils want to be at school, so attendance is very high.

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better?

The school ensures all pupils follow a carefully considered personal development programme. Pupils have a detailed understanding of healthy lifestyles and relationships and how to keep safe. Pupils have a secure understanding of democracy through how they make decisions about school life. Pupils know the different forms of discrimination and why they need to respect different viewpoints. This prepares them well for life in the modern world. They are also offered excellent careers advice. Pupils are very well supported to secure a range of post-16 destinations.

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better?

The proprietor body has the required expertise to oversee the school. It ensures the school meets its safeguarding duties and acts in a financially responsible manner. The proprietor body holds leaders to account. However, governors recognise they could be more robust in reviewing provision for pupils with SEND.

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better?

The proprietor body and school ensure that the independent school standards are met, including the requirements under schedule 10 of the Equality Act 2010. The building is well maintained. The proprietor body ensures appropriate use of resources such as investing in a purpose-built science laboratory and art room. There has also been additional outdoor space created since the last inspection.

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better?

Parents and carers appreciate the high level of pastoral support provided. Staff value their ongoing professional development and the care for their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The school is currently reviewing how it supports some pupils with SEND. This work is still in the early stages. This means that sometimes the work some pupils with SEND are set is not precisely aligned to meet their needs. The school needs to ensure that staff have the required knowledge and expertise to adapt and 24 to 26 June 2025 extend learning for these pupils. The school and governors need to strengthen how they check this is happening so that these pupils thrive as fully as possible.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 24 to 26 June 2025

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School details

Proprietor Landmark International School, Cambridge Chair Martin Beazor

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School details

Annual fees (day pupils) £13,902 to £19,644

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School details

Website www.landmarkinternationalschool.co.uk

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School details

Date of previous inspection 22 to 24 November 2022 24 to 26 June 2025

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Information about this school

 Landmark International School is an independent day school. About half the pupils come from outside the UK. Many of them are bilingual, and a small proportion of pupils speak English as an additional language.  Some pupils join the school at different points during the academic year and at different stages of their education.  The proprietor body is Landmark International School, Cambridge, a registered charity.  This is the school’s fourth standard inspection. The school was judged as good overall at the previous standard inspection in July 2022.  Since the last standard inspection, the school has had a material change inspection. This has enabled it to increase its capacity to 125 pupils.  The school is registered to enrol pupils between the ages of four and 16. However, there are currently very few children in early years. Therefore, inspectors did not evaluate this area of provision. Provision for these pupils was

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Information about this school

judged with the overall quality of education and through the independent school standards.  The school does not use supply staff.  The school does not use any alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

Inspections are a point-in-time judgment about the quality of a school’s education provision.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: English, mathematics, science and modern foreign languages. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at other subject curriculum plans and spoke to leaders about some other subjects. 24 to 26 June 2025  The inspectors held meetings with the headteacher, senior leaders, the special educational needs coordinator, the school bursar, subject leaders, teaching staff and support staff.  The lead inspector held meetings with the chair of the proprietor body and two members of the governing body.  To check compliance with the independent school standards, inspectors spoke to

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Information about this inspection

the headteacher, the proprietor, members of the governing board, staff and pupils. Inspectors visited lessons, observed social times and toured the school site.  The lead inspector scrutinised a range of documentation, including the school’s strategic plan, the school improvement plan and governance minutes. The lead inspector also reviewed a range of school policies.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors considered the several responses gathered through Ofsted Parent View. Inspectors also reviewed the staff survey and pupil survey and spoke to several pupils across all year groups.

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Inspection team

Sara Boyce, lead inspector His Majesty’s Inspector

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Inspection team

Katie Devenport His Majesty’s Inspector 24 to 26 June 2025 to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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