The German School

Set in the grounds of Douglas House in Petersham, The German School offers a rare proposition in London, a single all through route from age 3 to 19 with German as the main language of instruction, and English taught to an ambitious standard alongside it. The school opened in 1971 to serve the German speaking community in London, and it still feels purpose built for internationally mobile families who want continuity across phases.

The latest Ofsted inspection (1 to 3 July 2025) rated the school Outstanding overall, with Outstanding judgements across every area, including early years and sixth form.

Leadership is currently led by headteacher Oliver Schmitz, who took up the role for the 2022/23 school year.

This is an international school with German roots that shows up in daily routines and expectations rather than branding. Pupils move through a curriculum shaped by German educational pathways, with a strong emphasis on academic language, structured thinking, and discussion based learning. Across phases, the culture is one where pupils are expected to contribute, explain, and refine ideas aloud, and staff use regular dialogue to build confidence and precision in both languages.

The setting helps. The school describes itself as being on a spacious green site between Richmond Park and the Thames, and its published materials emphasise extensive grounds and a mix of modern and older buildings, including dedicated spaces for early years, primary, and secondary age groups.

Behaviour and relationships are framed around high expectations and calm routines. Bullying is treated as unacceptable and handled promptly, and pupils are described as confident, respectful, and cooperative, with high attendance and a strong sense of belonging across phases.

FindMySchool ranking and exam metrics are not available for this school so this section focuses on what is published through official inspection and the school’s stated pathways.

Academically, the strongest signal is the breadth and ambition of the programme across age ranges. Pupils work towards German qualifications through secondary, with routes that can culminate in the German International Abitur, and for some students, an International Baccalaureate Diploma option alongside German qualifications.

English is not treated as an add on. Pupils build English literacy systematically and those who join with lower English receive targeted support, including specific speaking and writing classes across age ranges, and many take GCSE English earlier than is typical in England, which indicates a deliberately bilingual academic model rather than a German only curriculum with English support at the edges.

The curriculum is intentionally broad. A notable feature is that arts remain part of the core experience for all pupils, with pupils studying art or music throughout their time at the school, rather than these becoming optional extras after early secondary years.

Teaching leans on structured explanation, purposeful practice, and frequent discussion. Pupils are expected to transfer knowledge between contexts and evaluate each other’s work, which suits confident communicators and pupils who like to test ideas in conversation. Examples given through external evaluation include pupils applying Shakespearean themes to modern contexts, and primary age pupils building fluency in mathematics through repeated practice before moving to problem solving.

Language development is an explicit, planned thread. In early years, bilingual immersion is built through play and adult modelling, and pupils are expected to progress towards fluency in both German and English over time. For families arriving from overseas or moving between systems, this clarity matters because it signals that language proficiency and academic content develop together rather than in sequence.

The end point is usually university entry with credentials that travel well. Most pupils complete German International Abitur, and some combine that with the International Baccalaureate Diploma, a dual pathway that can keep options open across the UK, Germany, and wider Europe.

The school also runs an additional route in sixth form for a small number of students through the Fachoberschule curriculum, including meaningful work experience in England and Germany. This is a practical alternative for students whose strengths and future plans fit applied learning alongside academic study.

Where the school’s model is particularly strong is continuity. Children can start in the Kinderhaus and stay through graduation, which reduces the number of transition points for internationally mobile families and can be a significant pastoral advantage in itself.

Admissions are direct to the school rather than local authority coordinated, and entry is typically offered from Years 1 to 11, with mid year applications considered if places are available. German language proficiency is a meaningful factor for primary and secondary entry, and the admissions policy is explicit that families are expected to actively support the use and development of German at home.

The application process includes an application form, a language questionnaire, recent reports, and assessments and interviews appropriate to age. The published registration fee is £500, which is non refundable at the application stage.

Oversubscription is handled through a priority order that reflects the school’s mission and continuity aims. Priority is given to children seeking continuity before returning to a German school, then siblings, then by date of application receipt.

For prospective families, published open days are useful anchors for entry planning, so check the school’s admissions pages for the next available date.

Pastoral support is shaped by the fact that many pupils may be adapting to a new country, language environment, or school system at some point in their education. Support for pupils with special educational needs and disabilities is described as proactive, including identification of emerging needs for pupils who join outside typical start points, and adaptations to teaching and resources so that pupils access an ambitious curriculum alongside peers.

Safeguarding is treated as a whole school responsibility with formal processes and oversight. The school’s approach emphasises a culture where pupils’ interests come first and staff workload and wellbeing are considered in decision making, which matters for consistency and retention.

A major pillar is the structured extended day programme, known as Ganztag, which combines supervised time, lunchtime routines, and a clubs offer that supports working families and widens participation beyond those who can arrange external activities. The school offers wraparound style options for younger children, including different pick up times in the Kinderhaus afternoon programme.

Clubs and activities are wide ranging and notably specific. Examples of primary age AGs include Schach (chess), Fechten (fencing), Orff, Story Telling, Karate, Akrobatik, Streetdance, Theater, Back AG (baking club), Yoga, Experimente, Kunst, and Textiles Gestalten. The list varies by year, but the breadth across sport, performance, and creative activities is clear.

Older pupils have access to programmes that develop independence and leadership. The Duke of Edinburgh’s Award is popular, some pupils compete internationally in sport, and sixth form students have rowing opportunities on the Thames, all of which sit well with a curriculum that values initiative and maturity.

The daily rhythm is structured and starts early, with published internal schedules indicating an 08:30 start for lessons for older year groups, with timetabled breaks and a long lunchtime that supports the extended day model. The school’s general regulations and site rules also describe classrooms opening from 08:00 in the Kinderhaus and primary, and from 08:15 in secondary.

Transport is supported through a dedicated school bus service with five routes, with stops set at the start of each school year. For families relying on public transport, school produced guidance references Richmond Station as a common route, with onward travel by local buses or walking depending on age and preference.

Wraparound care is primarily delivered through the Ganztag and clubs framework rather than a traditional breakfast and after school club model, and the menu of options differs by age and booking choices, so families should confirm current provision and pick up times for the relevant year group before relying on a particular pattern.

Fees & Financial Aid

For the 2025/26 school year, the annual fee for children in the Kinderhaus who are 5 years old and for all year groups from Year 1 to Year 12 is £12,552, with VAT included at the rate stated by the school. Fees are invoiced by semester.

Families should note the one off costs on acceptance of a place, a payment of £4,500 per new pupil, comprising a £3,000 acceptance deposit and a non refundable £1,500 contribution to the School Development Fund.

Means tested bursaries are available for school fees, including hardship support in exceptional circumstances. The school publishes income thresholds as an initial guide, with bursary eligibility considered for families below £65,000 for one child, or below £75,000 for two or more children, and applications submitted by 1 June to be considered for the following school year. Nursery and preschool fee details are published separately by the school.

• Language commitment matters. For primary and secondary entry, sound German is an explicit expectation, and families are expected to support German use at home. This is a major strength for bilingual outcomes, but it can be a stretch for families without German at home.

• Non standard pathways need careful planning. Entry into the upper years of the German system has specific requirements and Year 12 entry is generally not possible. Families arriving in London mid secondary should check fit carefully.

• Fees are moderate for London independent, but not low cost. The annual fee for age 5 plus is clearly set, and there are meaningful one off acceptance costs. Families should model the full cost including transport, clubs, and extras.

• The extended day is a feature, not an afterthought. Ganztag and AGs provide breadth and childcare support, but they require planning and booking, and the offer can vary by year and supplier availability.

The German School is best understood as a bilingual through school built around German academic pathways, with English taught to a high standard and a strong extended day culture that supports working families. It suits internationally mobile families who want continuity from early years to sixth form, and pupils who thrive with structured expectations and academic language in two languages. The main decision point is fit, families need to be comfortable with the German led curriculum and the language expectations that come with it.