British International School of Casablanca

P3020 Route Sidi Messoud, 20000 Casablanca, Morocco. The school is located on Route Sidi Messoud in Casablanca.

From 3 to 18 years old; EYFS (Nursey & Reception), Junior School, Prep School, and Senior School.

British international school

Over 57 nationalities represented.

Pastoral care and safeguarding support including emotional health and wellbeing (PHSCE) education.

United Kingdom

Within the Primary section, the Cambridge International Primary Curriculum guides learning across core subjects including Art & Design, Digital Literacy, English, ESL, Mathematics, Music, Physical Education and Science. Staff blend elements of the English National Curriculum in Year 6 to prepare students for life in the Secondary School. History, Geography and Global Perspectives follow the English National Curriculum; French and Arabic are taught to Moroccan National Curriculum standards. Robotics and Computer Coding are introduced as a stand-alone subject for 2024–2025. From 3 to 18 years old, the school provides a Cambridge-based curriculum spanning Primary to Senior School to support progression.

Examination results are published for iGCSE and A/AS levels. iGCSE results (2022–2025) show a pass rate at A-G of 97% in 2022 and 100% in 2023, 2024 and 2025. In 2025, iGCSE A-A was 38%, A-B 64%, A-C 81%, A-D 86% and A-E 100%. AS Level results (2022–2025) show A grades at 58% in 2022, 7% in 2023, 36% in 2024 and 33% in 2025; A-E pass rates were 100% in 2022, 71% in 2023, 98% in 2024 and 100% in 2025. A2 Level results (2022–2025) show A-A from 27% in 2022 to 46% in 2025; A-C from 54% in 2022, 63% in 2023 and 90% in 2025; A-D from 75% in 2022, 76% in 2023 and 94% in 2025; A-E from 82% in 2022, 100% in 2023, 94% in 2024 and 100% in 2025.

All Year 13 students progress to tertiary education. Destinations span the UK, Europe, Canada, the USA and Morocco, including universities such as University College London, SOAS, ESCP Business School, Keele University, Warwick, Westminster and Regents University London, Rabat University and others during 2022–2025.

Gifted and Talented is defined as students with academic ability significantly above the year group average, or those with talents in Art, Music, Dance, Drama or Sport significantly above average. The SENCO coordinates provision, working with teachers and teaching assistants to implement it. Elite Programmes provide enrichment for those gifted in sports (basketball, football and swimming) and other learning enhancements are supported through school policies that emphasise differentiation and higher-order thinking.

Pastoral wellbeing provides a holistic approach to student development, integrating academic and personal growth from age 3 to 18. PHSCE education focuses on emotional health, physical health, healthy living, living in a community, and preparation for the future. Studying these life skills outside the curriculum helps students develop resilience and the ability to navigate friendships, emotional wellbeing, and change, preparing them for life beyond school. The aim is to empower students with essential life skills alongside their academic progress.

The Special Educational Needs and Disability Policy commits BISC to an inclusive British-style education with high expectations for all learners. All schemes of work consider the ages, aptitudes and needs of students, including those with special educational needs, to enable learning and progress. Four broad areas of need are recognised: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory and/or physical needs. Provision follows a four‑part plan (Assess, Plan, Do, Review) with a three-level Staged Intervention, and may include Learning Support Assistants. The policy states that all learners have the right to needed support, with additional funding for some services or equipment where required, and admission may be declined if needs exceed capacity.

The curriculum is delivered in English and students should demonstrate age-appropriate fluency in speaking and writing, with at least one parent able to communicate effectively in English. Admission may be granted to EAL students whose learning requirements can be met within the mainstream classroom without significant additional intervention. Enrollment into the Primary School includes assessment of language, literacy and maths skills for those with EAL needs, and placement decisions follow assessment. Secondary entry involves English and maths evaluations and a structured interview.

Pastoral wellbeing emphasises a truly holistic education, with emotional health, physical health, healthy living, community living, and preparation for the future as core aspects. The program builds life skills outside the curriculum to help students thrive now and in the future, including dealing with friendships, emotional wellbeing and change, and developing emotional resilience to face life's challenges.

Safeguarding the welfare of students is everyone's responsibility at all times. All staff have a duty to safeguard students and provide a safe environment, ensuring every student feels safe, happy and able to flourish. Safeguarding is embedded in daily practice, and students can speak up with confidence knowing they will be listened to and supported. A designated safeguarding lead and a team of deputies oversee policies and processes to respond to concerns in a child-centred way.

1. The school offers a Cambridge curriculum for children aged 3-18. The curriculum is delivered in English and students are expected to demonstrate age-appropriate fluency in speaking and writing. At least one parent/guardian must be able to communicate effectively in English. 2. Admissions priority may be given to students from another British educational institution; the school welcomes students from all nationalities and backgrounds, with representatives of more than 22 countries. Admissions priority may also be given to siblings and to those returning to BISC after a period at another school. 3. Admission may be granted to EAL (English as an Additional Language) students whose individual learning requirements can be met within the mainstream classroom without significant additional intervention. Copies of recent school reports and, from the current (or previous) school, a confidential reference are requested. 4. ENROLLMENT INTO THE PRIMARY SCHOOL: Age-appropriate Language, Literacy and Maths skills are assessed for those with EAL needs, or for children with an educational background outside the British system. Out-of-year placements will only be considered in exceptional circumstances after consultation with an assessment by the Head of the Primary School and the Admissions Head. 5. ENROLLMENT INTO THE SECONDARY SCHOOL: Years 7-9: There is an entrance examination in which students complete an English test and a maths written assessment. Those who are not able to access the curriculum sufficiently well will not be accepted. A one-to-one interview is also conducted with the Admissions Department and the Key Stage Leader. 6. Years 10-11 (IGCSE): Enrolment onto IGCSE courses, and transfers from other GCSE or IGCSE courses, can be complex and need to be considered on an individual basis. Beginning this two-year course more than six months after it starts (March of Year 10) is often impractical as catch-up can be very difficult. The expectation is that most students will progress into Years 12 and 13 to study A-levels, although this is not automatic. 7. Years 12-13 (A-Level): Admission to the A-Level Programme depends on the ability to cope with the demands of a challenging course. The usual minimum academic attainment for entry to Year 12 is 5 A-B GCSE/IGCSE awards (or equivalent). These would usually include English and Mathematics and at least a grade B in any subject to be studied. 8. From 3 to 18 Years Old: ADMISSIONS OPEN. Click here to apply.