Landmark International School Review 2026: Small all through independent school with an IB Primary Years Programme core

A small school can feel either limited or liberating. Here, the scale is used as a design choice. Landmark runs as an all through independent school for ages 4 to 16, with primary and secondary learning side by side and class sizes typically described as 8 to 16 students.

The educational identity is international minded. Primary is delivered through the International Baccalaureate (IB) Primary Years Programme (PYP), and the school is also an IB Middle Years Programme (MYP) candidate for Years 7 to 9. That combination, plus a student body that the school describes as multilingual, shapes the tone of lessons and the kind of conversations students have about the world beyond Cambridge.

For families weighing independent options in Cambridgeshire, it is a school where personalisation is a practical reality, not a slogan. The trade off is that headline exam measures can be volatile for small cohorts, and the “fit” matters more than at bigger, more standardised providers.

Landmark positions itself around international mindedness and belonging, and that theme appears repeatedly across its curriculum messaging and community communications. The latest inspection describes pupils benefiting from the school’s ambition for them to become global citizens, and it also notes a mix of nationalities and backgrounds.

A distinctive feature is the age range on one site. Primary and secondary pupils share a setting, and the school explicitly highlights a “family feel” created by that structure. For some children, especially those moving between countries or education systems, this kind of continuity can reduce the social disruption of transition points. For others, it can feel smaller than expected, particularly if they thrive on the buzz and anonymity of a large secondary.

Leadership is clearly signposted. The head teacher is Gareth Turnbull-Jones. The wider governance set up is a trustee model, and the inspection evidence points to active oversight, including investment in facilities such as a purpose built science laboratory and a dedicated art room.

Pastoral culture is described in practical terms rather than aspirational ones. The inspection notes that parents and carers appreciate a high level of pastoral support, and that staff value professional development and wellbeing support. For families, that typically translates into faster feedback loops, earlier identification of emerging issues, and a stronger chance that a child is “known” by multiple adults.

GCSE context in England

For 2024 performance data in the FindMySchool ranking set, Landmark is ranked 4,309th in England for GCSE outcomes and 27th in the Cambridge local area for GCSE outcomes (FindMySchool ranking based on official data). This places performance below England average overall.

The school’s Attainment 8 score is 4.2, and the Progress 8 score is not available in this record. England average comparators are also limited.

A key reality for parents to keep in view is cohort size. The most recent inspection lists 106 pupils on roll across ages 4 to 16, which implies that GCSE cohorts are comparatively small. In small cohorts, year to year exam measures can swing more sharply than they do in large secondaries, even when the underlying quality of teaching and support is steady.

Where the school’s academic case is strongest is in the clarity of its curriculum approach. The secondary curriculum is framed through an IB MYP style conceptual and inquiry based model for Years 7 to 9, with preparation for I GCSEs in Years 10 and 11. For many students, that blend works well when they need engagement and relevance in Key Stage 3, but also need structure and exam readiness later on.

Parents comparing options can use the FindMySchool Local Hub page and Comparison Tool to view GCSE indicators side by side against nearby schools, then interpret those numbers in the context of cohort size and the school’s particular intake.

The primary phase is anchored in the IB Primary Years Programme, which typically emphasises inquiry, interdisciplinary themes, and student agency. Landmark is explicit about using the PYP and about the intended progression into MYP style learning later on. The practical implication for pupils is that “how we learn” is treated as part of the curriculum, not as an add on.

In secondary, the school describes drawing on the national curriculum and named resources alongside the MYP framework. That approach can suit students who benefit from a modern, connected curriculum, particularly if they are internationally mobile or balancing multiple languages. The school also highlights English as an Additional Language support and a home language programme, which is an important differentiator in the Cambridge area for internationally relocating families.

External review evidence supports the idea that curriculum ambition is paired with positive behaviour. The latest Ofsted standard inspection (24 to 26 June 2025) judged the school Good overall, with Behaviour and attitudes rated Outstanding and Personal development rated Outstanding.

Landmark educates pupils through Year 11, so the main transition is at age 16. The most recent inspection notes that pupils are offered excellent careers advice and are very well supported to secure a range of post 16 destinations.

Because the school is relatively small, the value tends to be in tailored guidance. Students who need structured support to choose between sixth form routes, colleges, or specialist pathways can benefit from earlier, more individual planning. For families who already know exactly what they want at 16, the school’s contribution is more about keeping options open and ensuring the transition is smooth rather than steering towards a single, branded pathway.

Landmark runs a non selective, rolling admissions process, and the school states that families may apply at any time of year subject to space. The practical admissions sequence is visit, submit recent reports, arrange a taster day where needed, then receive an offer if the fit and space align.

For families seeking a 2026 start, the school publishes open morning dates. These are scheduled as follows: secondary open morning on 09 March 2026, primary open morning on 16 April 2026, and whole school open mornings on 04 February 2026 and 11 May 2026. Open mornings are published as 09:00 to 10:30, with private tours also offered.

Because admissions are rolling, the main “deadline” risk is not a date on a form, it is availability. Families who are relocating mid year often prioritise speed and clarity, and this model can suit them well. Families aiming for a September start may still want to engage earlier, particularly for year groups where capacity is tighter.

If you are shortlisting and want to sanity check travel time and day to day logistics, FindMySchoolMap Search can help you compare commute patterns across a shortlist before you commit to a specific visit schedule.

Pastoral support is a headline strength in the external evidence. The inspection notes parent appreciation for pastoral support and confirms effective safeguarding arrangements.

The school also provides access to a student counsellor, and it states that counselling is free and confidential for students, with availability every day during term time. For families, that is most relevant not only for acute issues, but for ongoing anxiety management, friendship dynamics, and the pressures that can arise for internationally mobile students managing change.

The school is also in a period of development around SEND identification and support, with the latest inspection indicating that work is underway and needs to become more consistently aligned to pupil needs. Families who anticipate requiring sustained SEND adjustments should probe how plans are implemented day to day, not just what policies exist.

Extracurricular provision is unusually transparent because the school names specific clubs and, in several cases, the timing. That makes it easier for parents to judge whether the offer is genuinely embedded into the week, or simply aspirational.

Examples include:

• Secondary Dungeons and Dragons Club, scheduled for Wednesday lunchtimes.

• Primary Lego Club, positioned around weekly challenges and collaborative builds.

• Secondary Business and Innovation Club, which notes parental permissions.

• Mr Turnbull-Jones’ Running Club, for Year 5 and above, before school at 07:55.

• Secondary Tutti Frutti Club, described as an inclusion focused space exploring identity and belonging.

• Creative options such as Secondary Origami Club, Secondary Beading Club, and Primary Arts and Crafts Club.

Outdoor learning is a meaningful strand in the primary phase. The school describes weekly Forest School sessions, including trips to Abington Woods, and it has written about expanding a Forest School programme across primary. The implication is that learning is not confined to classroom routines, which can be particularly beneficial for younger pupils who regulate through movement and practical activity.

Fees for the academic year starting September 2025 are published per term, with three terms per year. Reception to Year 2 is £4,634 per term; Years 3 to 6 is £5,455 per term; Years 7 to 9 is £6,312 per term; Years 10 to 11 is £6,809 per term (including examination fees). The fees page also states that fees are shown exclusive of taxes, which will be added where applicable.

The school is specific about what is not included in fees, with examples including minibus, extended wraparound service, 1:1 specialist teaching including family language, 1:1 music lessons, English as an additional language support, residential trips, and extracurricular activities.

On financial support, the school publishes a bursary policy link within its public policies list. Details of eligibility and award structure are best confirmed directly with the school, as the policy document is hosted externally.

Wraparound care is a practical strength. The school states that wraparound care from 08:00 to 17:00 is included in the fees, with an optional extended service from 07:30 in the morning (with breakfast) and up to 17:30 in the afternoon (with a snack), each charged separately.

Transport support is also explicit. The school offers a minibus service around Cambridge, with termly pricing for morning pick ups, afternoon drop offs, or both.

Lunch provision is described as home cooked, with allergies and intolerances considered. For many families, the inclusion of a daily hot lunch within the core experience is as much a logistical benefit as it is a wellbeing one.

• Small cohorts cut both ways. Personalisation and visibility are often stronger, but GCSE indicators can fluctuate year to year when cohort sizes are small.

• SEND systems are in development. External evidence indicates ongoing work to strengthen how learning is adapted and checked for some pupils with SEND, which is important for families needing consistent classroom level adjustments.

• Several “extras” are genuinely extra. Extended wraparound, transport, some 1:1 support, and some activities sit outside the core tuition fee, so families should map likely add ons early.

• No sixth form. If you want continuity through A-level, you will need to plan for a 16 plus transition and treat careers guidance and local pathway fit as part of the decision from the outset.

Landmark is best understood as a deliberately small, internationally minded school for families who value continuity, close pastoral oversight, and a curriculum shaped by IB thinking in the early and middle years. It suits pupils who benefit from being known well, and students whose confidence grows when learning connects to real world themes and a global perspective.

The key question for parents is fit. If your child thrives in large peer groups and wants the breadth of a big secondary, this may feel constrained. If your child benefits from small classes, structured support, and a school day designed to remove friction for working families, it is a compelling option.