2.2 How to Evaluate an International School
For many families in Jakarta, choosing an international school is one of the most consequential decisions they will make. The challenge is not a lack of information but an excess of it: glossy websites, long lists of facilities, impressive photographs and slogans that sound almost identical from one school to the next. The real task is learning how to distinguish substance from style—how to look beneath the brochure and understand what the school is actually like for a child from Monday to Friday.
"The real task is learning how to distinguish substance from style—how to look beneath the brochure and understand what the school is actually like for a child from Monday to Friday."
A good evaluation looks at curriculum, teaching, culture, outcomes and daily reality, but it begins with a clear question: What does high-quality schooling feel like in practice?
Curriculum: structure, coherence and long-term fit
Curriculum is often the first filter parents use, but its role is frequently misunderstood. A curriculum does far more than determine which subjects are offered. It shapes:
• how learning is sequenced
• how progression is measured
• the balance of breadth and depth
• how independence is introduced
• what qualifications pupils take
• how easily a child can transfer to another country
A British-curriculum school, for example, offers clear academic progression from early years through to upper secondary, while the International Baccalaureate builds conceptual understanding and independent thinking through inquiry. The American system prioritises breadth, participation and steady coursework; the Australian curriculum blends explicit teaching with applied tasks and moderated assessment.
"Curriculum sets the structure, but teacher expertise determines whether lessons feel purposeful, challenging and well supported."
The “best” curriculum depends on the family’s mobility and the child’s learning style. More important than the label is whether the school implements the curriculum with clarity and integrity. A strong curriculum delivered weakly is far less valuable than a modest one delivered well.
Teaching: the defining variable
No element of a school has greater impact than the quality of teaching. Parents visiting a campus should ask less about facilities and more about who stands at the front of the classroom.
Teacher qualifications matter, but consistency matters more. Schools employing teachers trained within the same professional system—such as QTS-qualified staff in British schools—tend to show stronger alignment in lesson quality, assessment and expectations. Schools with mixed training backgrounds can be excellent, but they rely heavily on leadership to set standards and maintain coherence.
What should parents look for?
• stability of staff
• teachers who articulate expectations clearly
• evidence of ongoing professional development
• a leadership team that can describe how teaching is quality-assured
A school that speaks confidently about its professional culture usually has one.
Culture: what the school feels like from the inside
Culture is difficult to measure but easy to sense. It is visible in how pupils speak to teachers, how classrooms sound, how routines run, and how quickly a child is greeted by name as they walk through the gate.
Parents should look for schools that combine warmth with high expectations. A calm classroom doesn’t mean a quiet one; it means an environment where pupils know what is expected of them and feel secure enough to learn with confidence.
Pastoral care is not the presence of counsellors but the daily behaviour of adults: whether they notice when a child seems unsettled, whether they communicate clearly with families, and whether small matters are addressed early before they become larger issues.
Outcomes: evidence, not anecdotes
Academic results matter, but numbers alone can mislead. In international schools, cohorts can be small and selective reporting can flatter. Instead, parents should ask:
• How does the school track pupil progress over time?
• How does it support pupils who are ahead—or behind—the expected level?
• What are the typical senior-school or university destinations?
• How transparent is the data shared with parents?
A school that is confident in its academic standards will explain how it measures progress with clarity, not generalities.
Facilities: necessary but not decisive
Modern facilities can be impressive, but they are not a measure of educational quality. Libraries, science labs, arts spaces and sports facilities matter, but only when used well. Parents should pay attention to scale and purpose: does the learning environment feel cohesive, or does the school appear to rely on its buildings to compensate for weaker foundations?
Safety, supervision and safeguarding standards should be taken as seriously as academic assessment. Strong schools speak openly about them.
Co-curricular life: the texture of the school day
A good international school offers more than lessons. It provides sport, drama, music, competitions, clubs and leadership opportunities that shape a child’s confidence and interests. The question is not how many activities a school lists, but how meaningfully it integrates them into school culture.
Parents should ask:
• What percentage of pupils participate regularly?
• Are activities led by qualified staff or outsourced casually?
• Are older pupils encouraged to take leadership roles?
These opportunities often define whether a child feels part of a school community.
Communication and transparency
A strong school communicates with clarity and candour. Parents should expect:
• timely academic reporting
• straightforward explanations of curriculum and assessment
• leadership that responds professionally to concerns
• clear governance and published policies
Vague answers, shifting explanations or resistance to scrutiny are red flags.
Governance, accreditation and stability
In Jakarta’s private-school landscape, governance structures vary widely. Some schools are run by experienced educational foundations; others by commercial groups; others operate as SPK institutions under Indonesian regulation. Accreditation helps parents understand how seriously the school is monitored. British schools may hold BSO or ISI inspections; IB schools undergo regular authorisation cycles; Australian qualifications depend on state moderation; AP programmes require College Board approval.
Parents should also consider long-term stability: staffing, growth, investment and the clarity of the school’s strategic direction.
Location and daily practicality
In Jakarta, the commute can overshadow almost every other factor. A school that is excellent on paper may simply be too far from a family’s home or workplace to allow a predictable routine. Parents should test journeys at real school-run hours and consider how after-school activities, traffic and toll routes affect the structure of the day
A great school too far away becomes, in time, a compromise.
School visits: the moment where everything becomes clear
What parents observe on a school tour is often the most reliable indicator of quality. Look for:
• purposeful, calm classrooms
• pupils engaged in work that has real intellectual shape
• adults who know pupils well
• confident, grounded answers from staff—not rehearsed marketing lines
• pupils who move between lessons with ease
If the tour feels heavily curated or avoids showing lessons, be cautious.
A final thought
Evaluating an international school is a balance of ambition and realism. Curriculum, teaching quality, culture and rigour matter enormously, but so do commute times, family routines and the character of the school community. No single measure is decisive; instead, parents should look for schools that are thoughtful in their practice, honest in their communication and confident in their purpose.
A strong school will not simply look convincing on a website; it will feel coherent, calm and intellectually lively when you walk through the door.
About the author
Reuben, PGCE, QTS, MA (Ed)
Reuben is a senior primary practitioner known for his analytical approach to teaching and learning. He previously taught at Brighton College, contributing to whole-school initiatives in assessment and cross-curricular integration. His classrooms are calm, purposeful environments built on strong relationships, and his leadership style centres on precision, reflection and consistent academic challenge.
FAQ: Evaluating International Schools
What matters most when evaluating an international school?
The fundamentals: teaching quality, expectations, leadership and how coherently the curriculum is delivered. Parents often focus on facilities, but the classroom atmosphere is far more revealing.
Understanding International Schools in Jakarta
Types of International Schools in Greater Jakarta
Is curriculum or teaching more important?
Teaching has the greater day-to-day impact. Curriculum sets the structure, but teacher expertise determines whether lessons feel purposeful, challenging and well supported.
Comparing British, IB, American and Australian Curricula
Careers at ISJ: Our Teachers
How can parents judge academic standards without relying solely on exam results?
Ask how the school measures progress, how often learning is assessed, and how leaders ensure standards are met across year groups. Transparent schools explain these systems clearly.
Accreditation and Quality Standards Explained
How to Evaluate an International School
Are newer schools less reliable than long-established ones?
Not inherently. New schools often have excellent facilities and modern systems, but stability of leadership and clarity of purpose matter more than age.
Governance at International Schools
How important is accreditation when choosing a school?
Accreditation isn’t a guarantee, but it’s a form of external scrutiny. BSO/ISI inspections, IB authorisation, AP accreditation and Australian state moderation each confirm a level of accountability.
What should parents look for during a school visit?
Engaged pupils, calm classrooms, confident teaching and straightforward explanations from staff. Avoid schools that avoid showing real lessons or rely on scripted tours.
Map of International Schools in Greater Jakarta
Should daily commute time influence school choice?
In Jakarta, it is decisive. A good school becomes difficult if the journey dominates the week. Test routes at real school-run hours before deciding.
Local Knowledge for Families New to Jakarta
How should we compare schools with completely different curricula?
Anchor the comparison in teaching quality, behaviour expectations, progress monitoring and pupil experience. Curriculum differences matter, but culture and leadership are far more predictive of outcomes.
