International School of Creative Arts Review 2026: Specialist boarding for art and design pathways (14–19)

International School of Creative Arts (ISCA) is built around a clear idea, students who want to progress into competitive art and design degrees need time, studio access, and intensive portfolio coaching. It is a small, specialist independent boarding setting for students aged 14 to 19, with a published capacity of 100 and around 60 students on roll in the most recent public listings.

Leadership is led day to day by Head of School Robert Hunter, with a curriculum and staffing model geared towards visual arts specialisms alongside core academic subjects and English language development for students who need it.

Families should be aware that the most recent independent inspection raises serious concerns about leadership oversight and safeguarding practice. This does not negate the school’s specialist strengths, but it changes the due diligence you should do before committing to a boarding place.

ISCA’s identity is unusually focused. Students come here because they already see themselves as artists, designers, or future creatives, and the timetable, staffing, and facilities are designed to support that trajectory. A specialist school can feel narrower than a conventional sixth form, but it can also feel more coherent: studio projects connect with critical and contextual study, and portfolio deadlines shape routines in a way that mirrors art school expectations.

The staff biographies reinforce that specialist emphasis. Tutors and leaders describe backgrounds rooted in art education, studio practice, and international education, which suits a student body that is typically international and often developing academic English alongside creative work.

ISCA was established in 2009 in association with University of the Arts London, and its current model still leans heavily into progression towards leading creative institutions.

Public GCSE style metrics are not available here, so the clearest comparable results are at post-16. For A-level outcomes, ISCA is ranked 1,551st in England and 6th locally (FindMySchool ranking based on official data), which places it broadly in line with the middle 35% of providers in England (25th to 60th percentile).

The grade profile shows a mixed picture. A small proportion of grades are at A* (about 1%), with around 12% at A and 34% at B. In total, roughly 48% of grades fall in the A* to B band, which is close to the England benchmark for A* to B overall, even though the A* to A share is below the England average.

For parents, the implication is practical. This is not a school where published results alone tell the full story of student outcomes, because portfolio quality and creative progression matter at least as much as grade distribution for many art and design routes.

Parents comparing post-16 outcomes locally can use the FindMySchool Local Hub comparison tools to see how this A-level profile sits alongside nearby sixth forms and independent schools offering more conventional routes.

The educational offer is structured around creative specialisms. The curriculum is described as highly specialised, and teaching puts substantial emphasis on producing portfolio work suitable for competitive art and design applications.

That approach is reinforced by facilities and access. Students have specialist art studios and access to equipment including a 3D printer, a laser cutter, a printing press, and a photo-media centre, with studios also available beyond the normal school day for independent work.

Academic breadth is present but targeted. Entry requirements reference GCSE equivalents for the A-level pathway, and the published programme structure includes academic subjects alongside the creative route. Where students are developing English as an additional language, the school explicitly builds language tuition into the curriculum, and entry requirements refer to CEFR thresholds and appropriate testing routes depending on age.

The school positions progression as a primary outcome, and it publishes named destination institutions as examples of where students progress. These include colleges within University of the Arts London (such as Central Saint Martins, Chelsea College of Arts, London College of Fashion, and others), alongside institutions such as Goldsmiths, Architectural Association, Arts University Bournemouth, University of Westminster, Kingston University, and Parsons (Paris and New York).

ISCA also reports a 100% progression success rate in 2025, presented as a progression measure to art and design universities.

From the DfE 16–18 destinations dataset for the 2023/24 cohort (32 students), 56% progressed to university. No apprenticeships, employment, or further education percentages are reported in the available dataset for this cohort.

The implication for families is that you should look at two separate lenses. First, the qualitative destination list and portfolio route, which is central to the school’s identity. Second, the published cohort progression percentage, which provides a more standardised benchmark.

Entry is not a single, exam-driven funnel in the way it is for many sixth forms. ISCA’s published admissions process is centred on universal assessment, a diagnostic interview, and portfolio assessment. Candidates submit an application form with examples of artwork, academic records, and evidence of English level where available; interviews can be in person or remote.

Entry criteria depend on route. For example, the A-level programme expects students to be 16+ on 1 September prior to enrolment and to have a minimum of three GCSEs or equivalent, alongside an appropriate portfolio and English language requirements. The school also describes a September main intake and a smaller January intake for A-level Year 1 and CAP Level 2 in specific circumstances, particularly for overseas students whose academic calendars differ.

A distinctive feature is ISCALive, described as online tutorials completed prior to joining (for most routes) to help tutors pre-assess strengths and provide targeted support from the start.

Families interested in this option can use Saved Schools to track deadlines, compare alternatives, and keep notes from interviews and portfolio feedback as they build a shortlist.

Pastoral practice matters more in a full-boarding setting, particularly where most students are living away from home and many may be adapting to a new country, language, and education system at the same time. ISCA’s boarding model includes single en suite rooms, house facilities such as kitchenettes and laundry provision, and weekly cleaning.

However, the most recent independent inspection raises material concerns about safeguarding practice and leadership oversight. The April 2025 ISI routine inspection concluded that not all Standards are met, with leaders not consistently taking effective action when safeguarding concerns arise.

For families, the implication is straightforward: you should ask detailed safeguarding and governance questions, request clarity on what has changed since the inspection, and ensure you understand reporting routes, supervision patterns, and boarding oversight in practice.

This is a boarding-led environment rather than a day school that happens to board. Public listings describe it as boarding and the school’s own published campus information is written with boarders as the default.

The campus is shared with Teikyo School UK, with ISCA stating that its courses operate separately within a recently renovated building, and that students have access to a wider set of sports facilities on the site. Facilities cited include an indoor swimming pool, a sports hall, tennis courts, and football pitches.

Term dates are published in a simple calendar format. For the 2025–26 academic year, the autumn term ran from 09 September 2025 to 12 December 2025, spring term runs from 05 January 2026 to 27 March 2026, and summer term is scheduled from 13 April 2026 to 19 June 2026, with boarder arrival and departure dates specified around each term.

In a specialist setting, “extracurricular” often overlaps with portfolio development. The school highlights workshops organised by art experts and guest speakers from art and design institutions, alongside cultural visits, particularly leveraging proximity to London’s museums and galleries for research and contextual work.

For students, the practical benefit is that enrichment is not an optional add-on that competes with the core programme. It tends to be aligned with the portfolio and contextual studies that universities look for in applications.

Sport and recreation are available, supported by on-site facilities, which can matter for balance in a high-intensity creative programme.

For 2025–26, ISCA publishes programme fees in a detailed terms and conditions document. For the A-level programme, tuition is listed at £39,798 for 2025–26, with boarding at £18,148 and an additional enrichment figure shown alongside the programme.

ISCA also publishes an acceptance deposit of £2,415, which is comprised of a non-refundable registration fee of £1,449 and a student deposit element of £966 used for items such as examination fees and potential charges for damage or outstanding debts.

On financial support, ISCA states that it awards five scholarships each year, described as reductions in tuition fees, with categories including academic excellence in art and design, art and design practice, ambassador contribution, and outstanding achievement within CAP Level 2. The site does not publish a standard scholarship value.

ISCA publishes term dates clearly, including boarder arrival and departure timings around each term, which is particularly important for international families organising travel.

The campus is in South Buckinghamshire and the school describes access into London via nearby train stations, often used for cultural and research opportunities tied to the creative curriculum.

Daily timetable details (start and finish times) are not consistently published in a single, current location on the public site, so families should confirm the current schedule, supervised study expectations, and weekend routines as part of the admissions process.

• Latest inspection concerns. The April 2025 ISI routine inspection found that not all Standards are met, with safeguarding and leadership oversight identified as key weaknesses. Families should ask what has changed since, and how compliance and oversight are being monitored.

• Specialist focus. A portfolio-led, art and design pathway can be exactly right for the committed student, but it can feel narrow for a student who is still exploring broad academic options. The programme assumes genuine creative intent.

• Boarding intensity. Full boarding can accelerate independence and focus, but it also raises the bar for pastoral practice, routine, and supervision. Make sure your child is ready for the level of structure and self-management required.

• Results interpretation. A-level metrics place outcomes around the England middle range overall, even as the school markets progression as the key outcome. For many students, portfolio strength may be the decisive factor, but you should still test fit and academic support carefully.

ISCA is a niche proposition: a small boarding setting designed for students who want an art and design future and benefit from structured portfolio coaching, studio access, and progression guidance. It will suit a student who is already committed to creative practice, is comfortable in a small, internationally mixed peer group, and will use the specialist facilities and studio time with discipline.

Admission is not the only hurdle here. The more important work is due diligence, especially on safeguarding practice and leadership oversight in light of the latest inspection. Families who can satisfy themselves on those points may still find the specialist pathway compelling.