St Andrew's vs Regents

Ask both schools for the IB subjects and levels expected to run for the child’s likely cohort, timetable constraints and minimum class sizes. Regents also publishes A-Level optionality; request the actual subjects and guidance process before assigning value to that choice. St Andrew’s families should examine how its IB Primary Years approach connects to British secondary stages and the Diploma.

For a child years away from post-16 study, observe today’s class first. Compare current work, teacher feedback, grouping and progress reporting. Ask how each school responds to a pupil who needs language support, additional structure or more challenge. A broader future menu should not override poor present fit.

Obtain grade-specific invoices and place standard tuition beside standard tuition before recording discounts. Regents’ published 5% annual-payment reduction required payment before 31 July 2026 and has expired. St Andrew’s publishes entrance-fee and capital-levy alternatives; model the option that matches the family’s expected stay rather than simply choosing the lower first payment.

Add application, enrolment, capital levy or registration, refundable deposits, meals, transport, books, uniforms, trips, experiential programmes, examinations, clubs and support. St Andrew’s separately publishes EAL, LEAP, transport and optional-meal charges. Regents has its own enrolment, examination, experiential-learning and boarding lines. Separate acceptance-stage cash, complete first year and recurring year, with refund and notice terms alongside each total.

St Andrew’s Dutch Stream should affect the decision only for a family that intends to use it. Confirm eligibility, the child’s level, timetable, staffing, progression and any charge. Regents’ boarding should likewise enter the score only if genuinely considered. For boarding, inspect the relevant house and document nights, weekends, holiday closures, supervision, medical care, activities, parent contact and all additional costs.

Request actual class size and adult staffing in the offered year rather than schoolwide averages. Ask who assesses English, learning or wellbeing needs, what provision occurs in class, frequency, group size, review date and price. When support is material to acceptance, obtain a written child-specific plan and clarify how it continues into examinations or boarding time.

Drive both routes at arrival and collection times, including work, siblings and activities. Obtain exact bus timing and price if transport is considered; for boarding, model weekly family travel instead of treating distance as irrelevant. Place term dates and closure days beside the family calendar.

Rehearse one likely change before acceptance: moving house, switching from boarding to day attendance or changing the intended senior route. Ask how each change affects place availability, fees, transport and subject selection, and record the notice needed. Flexibility is useful only when its practical and financial terms are understood.

Finish with one evidence sheet covering placement, cohort-level subjects, classroom fit, complete first-year and recurring costs, support, transport or boarding and the next review point. Keep every unconfirmed subject, discount condition or service inclusion open until the school answers in writing.