TES Annual Report

Annual Report 2025-26

2025-26

Annual Report

REPORT CONTENT

SCHOOL COMMUNITY

01 CEO Introduction 02 Student Admissions 05 Staff Recruitment and Professional Development 07 Community and Communications LEARN 11 Student Learning Overview 15 Achievements and University Applications 18 Technologies for Learning

FLOURISH 22 Unique Journeys 25 Doing Well by Doing Good 27 Embracing Diversity 28 Beyond the Classroom: Wellbeing OUR FUTURE 32 Infrastructure 33 Financial Review and Accreditations 37 Strategic Plan

CEO INTRODUCTION Welcome to the Taipei European School Annual Report for the academic year 2025-26. This report is a mere taster of the amazing and varied teaching and learning that has been going on in the classrooms, beyond the classrooms, and out in our community in 2025-26.

It is my privilege to be leading the School this year, and it is heart-warming to read of the glittering array of good things that characterised TES last year.

The CEO at the time was John Nixon, who, as many of you will know, retired in July 2026. John served this school with distinction on two separate occasions, most recently from 2022-26. He, more than anyone, is responsible for the school you see highlighted in this report. Please see this year's Annual Report as a testament to John's achievement. Our School motto is 'Learn and Flourish' , and that covers two of the key aspects we prioritise in our Vision and Mission statements. 'Learn' is what takes place in the classroom, on field trips, and of course at home. The curricula across each section ensure that academically rigorous programmes are followed in engaging and varied ways, with the TES High Quality Learning and Teaching Framework permeating every section. We can see the results of committed faculty working with highly motivated students in our graduates' examination results and the university placements to prestigious institutions across the globe. 'Flourish' is the other side of the equation. It takes place when our students go further than just pursuing great scores, but develop their personality, interests, skills, and character that will serve them not just in school, but in their lives beyond. 'Unique Journeys' - where students grow through developing their interests during Co-curricular activities (CCAs) on offer, or which they create themselves, trying out new activities, or honing skills in beloved activities, but always satisfying their curiosity, independence, and love of learning. 'Embracing Diversity' - at TES this is embedded into our very fabric as our students study alongside students in different languages and cultures, and our 'One School' ethos brings increasingly more opportunities to connect and embrace our diversity, creating global citizens who are able to function in a multitude of environments, not least preparing their confidence and competence to operate in universities around the world and then in the world of work as well. 'Beyond the Classroom: Wellbeing' - we see this aspect of a student's life as integral to their success, whether it be in academic study, social interactions, or emotional management. We have an extensive system of pastoral care in each section, and a strong team of counsellors. This ensures that we know our students individually and can proactively help them if they struggle. This year we brought in expert Patrick Green to spend a week with students and parents for 'Digital Wellness Week’, something which we continue to work on. 'Doing Well by Doing Good' - giving back to our community, local, national or global, can take many forms, from charity work to taking care of our environment. The teachers, students, and parent community have worked hard in these areas, ensuring that empathy and understanding are developed as a part of our core TES character profile. We have categorised four key areas of 'flourishing' in our TES context:

The past year saw all these core areas continue to develop. Our school is now 33 years old. It has a maturity and consistency that ensures that our students gain a great start in life and are prepared for the future, whatever it may have in store. We seek to instil in every student the aspiration to make the world a better place and to live a good life as citizens of a world that needs what Dr C V Chen established as foundational to TES: 'love' .

David Mansfield CEO – Taipei European School

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STUDENT ADMISSIONS

Student Admission Review The 2025-26 admissions cycle has concluded with enrollment figures meeting established targets. Several year levels reached full capacity and transitioned into the waiting pool. Continuous interest from both overseas applicants and local international families, whose educational objectives align closely with the mission of TES, resulted in a strong and diverse pool of applications. In accordance with our commitment to cultivating a school community that mirrors the broader society, the number of applications received from international families residing in Taiwan remained consistent with the previous admissions cycle. The 2026-27 academic year will start with approximately 1,676 students representing 58 different countries and regions, collectively speaking around 36 home languages. We are proud to foster one of Taiwan’s most dynamic and culturally diverse learning communities.

Student Number

BPS 578

BSHS 618

FPS 150

FSS 129

GPS 106 GSS 95

British Primary Section British Secondary and High School

French Primary Section French Secondary Section

German Section - Primary School German Section - Secondary School

Global Profile of Student

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STAFF RECRUITMENT AND PROFESSIONAL DEVELOPMENT

Our faculty is highly qualified and experienced and, due to the school's stable, great teaching and learning environment as well as first-class facilities, the annual turnover is very low by International School standards, with over 60% of the team having over 4 years of service.

Teaching Excellence

Workforce Demographics

Continuing Professional Development (CPD) A strong commitment is made to all staff and faculty to ensure they receive high-quality professional development opportunities, which improves teacher and student quality, raises educational standards, and ensures teachers stay longer at TES.

CPD

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COMMUNITY AND COMMUNICATIONS

The Autumn Festival in October welcomed TES families back to school with musical entertainment by EPC and ESC stu dents, fun games and activities to engage the children, and good food for all as everyone reconnected following the long summer break. The Christmas Bazaar, where we open our gates to the entire local community as well as our TES families, was also very successful, with over 4000 people in attendance. Good weather was supported by great entertainment, musical and dance performances by students. The students and teachers ran fun activity booths, and the vendors provided tasty sus tenance throughout. Other big events throughout the year included the TES Gala, over 300 parents and friends of TES coming together at the Grand Ballroom of the Sheraton for ‘A Night on the Red Carpet’. The evening was a big hit and included music from HS rock bands. Parent Associations - French, British Primary, German, Secondary High School - all pulled together to ensure these events were successful. They also managed or supported students in a variety of events like the Chinese New Year Fair, the In ternational Food Fair, the TribeTopia Fun Run, Halloween, and the Flea Market, among many others. In September, the Community Portal launched the Mobile Community App, which delivered key information parents need directly to their phones, including the calendar, news posts, the faculty directory, notifications, galleries, and quick links to other platforms. It has been widely subscribed to and well received. In January 2026, the school introduced a ‘New Activity Ordering System (AOS)’ to both replace the old system and make it into a Mobile App. This has enabled simpler payment processing and easy-to-access ordering systems. The Cafeteria, Transportation, Uniform Shop, and School Fees have all moved to this platform, making life far more convenient for par ents. The system will continue in the coming year with additional ordering services, such as Co-Curricula Activities (CCA), planned. 2025-26 was also the year of Communication upgrades, as two key platforms introduced mobile App versions of the main web-based platforms.

Mobile Community App

AOS App

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LEARN

STUDENT LEARNING OVERVIEW TES is a multi-curriculum school: the French and German Sections follow their national curriculums, with the British Sec tions following international curriculums. Progress testing varies across the curriculums but what is clear from last year’s data (as with every year previous too.) is that students in all sections are performing at a high academic level, at or usually above the national averages of their country age group. The final graduate examination outcomes can be seen in the ‘Acheivements and University Applications’ section of this Annual Report.

British Primary Section CPI Scores

The Key Stage 2 cognitive progress index (CPI) covers 5 core areas and is used from Year 3 to 6.

*average score is 100

French Primary Section National Assessment Results

French national assessments ( évaluations nationales ) are annual diagnostic evaluations administered by the Ministry of National Education across primary levels (CP through CM2). Focused on foundational skills in French language and mathe matics, they do not grade students, but rather provide teachers with a clear benchmark of each pupil’s progress to deliver targeted support where it’s needed most.

German Primary Sections Results

Comparison of Class and National Averages in the Thüringer Kompetenztest ( Part of the VERA Assessment )

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BSHS IB Middle Years Programme (MYP) Progress

German Section K10 Class (Gymnasium) Results

The Mittlerer Schulabschluss (MSA), or Intermediate School Leaving Certificate, is a German secondary qualification typically awarded after Grade 10, at around age 16. The MSA enables students either to begin vocational training (Ausbildung) or to pro gress to upper secondary education and work towards the Abitur.

Germany uses a 6-point numerical grading scale to assess academic performance, with 1 representing the highest grade.

BSHS IGCSE Results 2026

This is the final IGCSE cohort as MYB has replaced this curriculum from 2026-27.

Chinese Language Festival 2026

In the sixth Chinese Language Festival, 159 TES students took part among 5,782 entries from 215 international schools in 24 coun tries. TES students achieved 104 Champion Awards, 61 First Runner-up Awards, 58 Second Runner-up Awards and 33 Awards of Merit. TES was also recognised with the Excellent Teacher Award and as the Most Outstanding Organisation.

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ACHIEVEMENTS AND UNIVERSITY APPLICATIONS

BSHS IBDP/IBCP Results

・ IB DP

・ IB CP

French Secondary School Examination Results

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TES University Destinations by Regions

Highlight of University Offers

United Kingdom

Europe

・ Falmouth University ・ London School of Economics and Political Science, University of London ・ Newcastle University ・ Queen Mary University of London ・ University College London ・ Boston University ・ Cornell University ・ Duke University ・ Indiana University-Bloomington ・ Louisiana State University-Alexandria ・ New York University ・ Northeastern University ・ Purdue University ・ Rose-Hulman Institute of Technology ・ The New School ・ Univerisyt of California - Los Angeles ・ University of Illinois Urbana-Champaign ・ University of Southern California ・ University of Washington ・ McGill University ・ Queen's University ・ The University of British Columbia ・ University of Toronto ・ Ler Roches Schools of Hotel Management Canada United States ・ University of Leeds ・ University of Oxford

・ École Polytechnique Fédérale de Lausanne ・ Technical University of Munich ・ University of Düsseldorf ・ University of Heidelberg ・ University of Navarra ・ University of Warsaw ・ National Chiayi University ・ National Taiwan Normal University ・ Nottingham University in Ningbo ・ Singapore Management University ・ The University of Hong Kong Asia ・ Lycée Faidherbe, Lille - CPGE MP2I ・ Sciences Po Paris - Campus de Reims ・ Université Paris 1 Panthéon-Sorbonne - Double licence Droit/Science politique ・ Université Paris-Panthéon-Assas - Licence Information et communication/Institut Français de Presse France

Oceania

・ University of Otago

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TECHNOLOGIES FOR LEARNING Technology at Taipei European School (TES) supports a connected, creative, and purposeful environment. During the 2025–26 school year, TES continued to expand device access, improve classroom technology, and build essential digital skills so students can learn, create, and collaborate responsibly.

Student Access to Technology: TES matches devices to each age group, so every student has age-appropriate tools for daily learning and creative projects.

Technology Access by Student Group

Tech-Enabled Classrooms & Campus Infrastructure

Classroom spaces are designed to make technology work smoothly, safely, and reliably for teachers and students.

Learning Platforms TES uses three main digital apps to to support learning as students grow

Platform

Purpose

EvidenceMe

Captures early learning achievements and development for younger children.

Seesaw

Digital portfolio for primary students to collect, reflect, and share work.

Google Classroom

Online space for older students to receive assignments, collaborate, and get feedback.

The 5 Core Digital Competencies Using the European Digital Competence Framework (DigComp) as a roadmap, TES teaches students five key skills for the digital world: 1. Information & Data Literacy, 2. Communication & Collaboration,3. Digital Content Creation, 4. Safety & Wellbeing, 5. Problem Solving

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FLOURISH

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UNIQUE JOURNEYS

Strengthening opportunities for students to participate in Co-curricular Activities (CCAs) is a key component of how students create their own unique journeys through their TES school life.

In 2025-26, the CCA programmes across both campuses remained very diverse and engaging. Students can try activities such as sports, music, dance, art, academic clubs, as well as a range of interest/hobby clubs, which offer opportunities to explore new interests or continue existing passions. In High School, there were also opportunities for students to create or lead their own clubs, including charitable clubs that raised money for a variety of worthy causes.

2025-26 EPC CCA

183

46

130

2

5

2025-26 ESC CCA

247

15

26

19

50

9 9

58

36

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12 2

The strength of the programmes can once more be seen in the levels of student participation. At EPC, over 550 students took part in CCAs each semester, from Year 2 / Klasse 1 / CE1 upwards. Types of CCAs included: Sport CCAs, Dance CCAs, Music CCAs, Hobby CCAs, STEAM CCAs and Language CCAs

Many of the music, sport, and dance CCAs also include engaging in external events, including domestic and international performances and competitions.

Similarly, at ESC the participation rate was very high: 90% of students were involved in at least one CCA but most students participated in 2-3 CCAs a week, either at lunchtime or after-school.

The peripatetic music programmes at both campuses were extremely popular also, with 130-135 students attending these individual music lessons weekly each semester. ESC and EPC both ran these programmes of an equal size, showing the interest in music across that age spectrum to be consistently high.

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DOING WELL BY DOING GOOD

Charitable Work Across both campuses, students and parents turn ideas into action for local charities. Fundraising ranged from major community events to student-led club projects and outreach, faculty initiatives, and creative auctions.

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parent association supported events

NT$ 367,197

TOTAL LISTED DONATIONS

35

secondary & High School initiated projects

CHARITIES SUPPORTED

NT$32,973 NT$29,273 NT$22,598 NT$22,598 NT$17,530 NT$ 4,125

Syn-Lu Social Welfare Foundation Straykind Taipei Orphan Welfare Foundation SALT Collectiv Hui Kuang Guide Dog Foundation Homeless Taiwan Association

NT$79,050 NT$79,050 NT$40,000 NT$40,000

Hui Kuang Guide Dog Foundation Taiwan Fund for Children and Families Dr Red Nose Change Formula

Eco-Friendly Initiatives Eco-Schools Green Flag Award is an internationally recognised symbol of environmental excellence. EPC last held this award in 2022. Preparations began to regain it, with students learning about global citizenship, environmental responsibility, and practical ways to care for the planet. Through projects such as reducing waste, saving energy, and promoting sustainable lifestyles, we aim to help students develop important life skills and a deep understanding of how their actions can make a positive difference. A student committee of around 40 students met bi-weekly, and a parent and staff committee met once per month. The eco team introduced the ‘5 Eco Habits' which serve as our Eco Code the response has been very positive. At the TES/ECCT/EETO Beach cleaning event, we collected a third of a tonne of litter '338.1kg', and overall, with the help of the European Economic Trade Office (EETO) and the European Chamber of Commerce in Taiwan (ECCT), 1,116 kg of discarded waste was removed from the beach. On Saturday, January 10th, 2026, a cross-section team of students, at the secondary campus, began work on reviewing the 'TES Sustainability Strategy'. Three more sessions were held before the new strategy was presented to the board. The ESC has begun work on its re-accreditation as an Eco School.

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EMBRACING DIVERSITY

Teacher Nationalities: Global Perspectives

The rich international character of the teaching team enhances the students' educational environment and enriches their global citizenship by exposing them to teachers from across the globe.

Events and Activities

There were numerous events which celebrate the school's very diverse global and cultural backgrounds. Global Awareness Week at EPC, for example, featured a series of activities and events that helped students reflect on the diversity and value of different cultures. The Global Village event saw parents host stalls from around 20 countries to share information and activities with our younger students, helping to grow their knowledge and interest in the wider world. A Parade of Nations saw the entire campus parade on the astro turf in a positive celebration of diversity. Lunar New Year: The Chinese Language and Literature (CLC) teaching team organised traditional activities for students to learn more about local cultural traditions, such as a Chinese Market and an assembly. At ESC, there was a Food Fair event run by Asian culture parent groups, offering a range of experiences from different Asian contexts. International Food Fair: The high school student council organised this event on behalf of the students and in conjunction with the parents. With a diverse global community, the parents ran food booths from their home countries, sharing food and heritage with the students. Intercultural Exchanges: Across all sections, there were cultural exchanges between local school students and also several Aboriginal tribe schools, with students sharing their culture, experiences and languages. Including: ・ Klasse 4 visited Dong-Xin for collaborative workshops on indigenous traditions. ・ Year 9 Ayatal Tribe School visit ・ Vox Notiva Aboriginal School students visited TES ・ H3 students’ ‘Taipei’s Hidden Stories exhibition’ uncovered stories and learned about the people who live and work in these places, via interviewing many local residents to find out how these areas have influenced their lives.

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BEYOND THE CLASSROOM: WELLBEING

EPC Campus - Playtime Whole School Initiative The primary campus completely redesigned playtime. Staff implemented cool new play zones to help kids enjoy breaktime more, with impressive engagement, resulting in fewer behavioural situations as play has become more integrated and cross-sectional interactions. British Primary Section Brought in 'Komodo', a wellness app to check in on student mental health and spot trends early. Also adopted 'Character Strong', an evidence-based programme giving teachers great tools to boost behaviour, safety, and wellbeing (all part of the BPS Wellbeing Overview). British Secondary & High School Continued use of AWE (Assessing Wellbeing in Education), where students take wellness surveys covering their experiences, feelings, and overall life perceptions. These surveys are followed up by 1-on-1 chats with pastoral teachers to dive deeper into the survey data. See below chart.

*Year 10 recorded the highest score across all four wellbeing measures.

French Section Fully rolled out the 'Shared Concern Method' (SCM) with a dedicated wellbeing team and ambassador students trained by Mrs Marie-Charlotte Clerf to tackle bullying non-punitively. Primary teachers started training on it too! Also trying out the 'Komodo' app to keep an eye on student wellbeing. German Section Weekly wellbeing check-ins for G5 and above track student wellness, followed by 1-on-1 chats if any concerns arise. The GS Student Council has kicked off their peer mediation programme "BLU-Büdnis für Lernendenunterstützung" (Student Support Alliance), while newly elected liaison teachers provide additional support for students when needed. In GS Primary School, weekly class councils offer students a dedicated platform to express their wishes and concerns.

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OUR FUTURE

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INFRASTRUCTURE

Our facilities across the Swire European Primary Campus (EPC) and Swire Secondary Campus (ESC), together with high quality teaching and a supportive environment, are key to creating the unique learning experience that allows our students to flourish. This was strongly reflected in our June 2026 community survey, with parents expressing particularly high levels of satisfaction with the cleanliness and maintenance of our campuses (96%), emergency preparedness (96%), on-campus security (94%), and the suitability of our teaching spaces (93%). Construction of the new Middle Years Building at EPC is well underway and scheduled to open in August 2027, together with a new campus entrance designed to support the additional traffic. During summer 2026, we began our playground improvement project, completing the redevelopment of the Reception/MS backyard playground. Work on the central and Nursery/PS/Kiga playground areas is scheduled for summer 2027. Beyond these larger projects, we continued to enhance the EPC environment through regular upgrades, including additional sunshades and outdoor play equipment. At ESC, the new auditorium in the Phase 2 building was completed during summer 2026, providing an enhanced space for performances, assemblies and wider school activities. Plans for the further renovation of the ESC Phase 2 building continue to be explored. Our students responded positively to the overall cleanliness of the school premises, with 86.5% agreement. Their feedback identified opportunities to improve and modernise some of our older washroom facilities, which have been incorporated into our annual upgrade plans. This ongoing programme of investment reflects our commitment to listening to our community and ensuring that our learning environments remain safe, welcoming and well maintained.

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FINANCIAL REVIEW AND ACCREDITATIONS

The Taipei European School Foundation (TESF) is a not-for-profit foundation established in 1994 in accordance with Taiwanese Laws and Regulations to provide the children of foreign nationals residing in Taiwan with opportunities to receive accredited international education. TESF has been operating with stable income and expenses, and aims to continue a balanced financial position. In 2024 25, 93% of income was generated from School Fees, with the remainder from government subsidies and other activities. Personnel staffing costs accounted for 74.8% of total expenses, followed by Depreciation at 8.7% and Facility Operations at 8.6%.

Five-year Financial Overview

2024/25 expense allocation

Reserves at the end of 2024/25

Our solid financial standing allows us to build reserves for future projects, including the new Middle School Building at the EPC and ongoing redevelopments at the ESC. TESF is committed to managing the reserved funds responsibly in accordance with the school’s financial policies to ensure the sustainability of the long-term strategic development plan. Independent Auditor’s Report The 2024-25 TES financial statements were audited and concluded by PricewaterhouseCoopers (PwC) with a clean opinion. Accreditations TES reached a significant milestone for the IB Career-related Programme, obtaining authorisation to offer Pearson BTEC Level 2 and Level 3 qualifications in Performing Arts. With the new auditorium completed, this creates an exciting pathway for students with an interest in and aptitude for the performing arts and establishes TES as the first Pearson BTEC Centre in Taiwan. French Section – AEFE Homologation Visit (January 14-15 2026) Primary and Secondary Inspectors from AEFE visited on behalf of the French Ministry of National Education to verify compliance. The resulting report praised the school's high-quality infrastructure, dynamic drive for educational excellence, and strong student-teacher ratio, and was submitted to the Interministerial Commission for Accreditation in Paris for review (June 2026).

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STRATEGIC PLAN

The TES Strategic Plan 2022-27 is a long-range overview of the Goals and Objectives for the school, guiding and setting direction in a number of areas for a five-year period and beyond. The Goals and Objectives of the Strategic Plan are delivered through a series of shorter-term Development Plans (one to three years) and Action or Tactical Plans (One month up to one year). The Goals and Objectives are organised into 9 sections which reflect all of the school’s philosophy and operations. These sections are often referred to as ‘Strategic Pillars' and are closely aligned with the policy structure of TES, as well as being similar to the 'Domains' and associated Standards of the CIS (Council of International Schools) accreditation model.

The school’s strategy, aspirations and sense of purpose are driven by its Guiding Statements, such as: Mission, Vision, Community Values and Graduate Attributes.

The Goals and Objectives of the TES Strategic Plan have arisen from a variety of consultations and consequent documentation, such as: Board and Sub-Committee discussions and decisions; Leadership and Coordination team planning; Student Councils; meetings with parent groups, the accreditation with its various consultative committees, and reports and feedback and the Community Survey.

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Taipei European School 台北歐洲學校 Vision and Mission ｜ Vision und Auftrag | Vision et Mission | 願景與使命

As the European School in Taipei, we created 'One School' from three schools: British, French and German, to focus on developing European Culture and Values in order to achieve our shared vision and mission.

Vision To be a flourishing, multilingual and multicultural community of lifelong learners that embraces independence, curiosity and empathy to make a positive difference in local, national and global environments. Mission Through world class curricula, Taipei European School cultivates lifelong learners and responsible global citizens who are ready to rise to the challenges of the future. We nurture independence, embrace diversity, and encourage all to “do well by doing good”. We embrace holistic education programmes that value academic accomplishment while prioritising the social and emotional wellbeing of each learner. Die Europäische Schule Taipei geht ursprünglich aus einer britischen, einer französischen und einer deutschen Schule hervor. Sie versteht sich jetzt als eine gemeinsame Schule basierend auf einem "one school"-Gedanken. Unsere Schule steht für die Förderung von europäischer Kultur und Werte und die Verwirklichung der gemeinsamen Vision und Mission. Vision Wir wollen eine blühende, mehrsprachige und multikulturelle Gemeinschaft lebenslang Lernender sein, die mit Eigenständigkeit, Neugier und Mitgefühl ihre lokale, nationale und globale Lebenswelt zum Guten verändert. Auftrag Durch Bildungsgänge von Weltklasse bringt die Taipei European School lebenslang lernende und verantwortungsbewusste Weltbürger*innen hervor, die bereit sind, sich den Herausforderungen der Zukunft zu stellen. Wir fördern Eigenständigkeit, begrüßen Vielfalt und ermutigen alle, sich gut zu tun, indem sie Gutes tun. Wir bekennen uns zu ganzheitlichen Bildungspro grammen, die akademische Leistungen wertschätzen und gleichzeitig das soziale und emotionale Wohlergehen aller Lernenden in den Vordergrund stellen. À l'école européenne de Taipei, à partir des trois écoles originales britannique, française et allemande, nous avons créé une école unique centrée sur le développement de la culture et des valeurs européennes pour mettre en œuvre notre vision et réaliser notre mission. Vision Être une communauté plurilingue, multiculturelle et florissante, qui stimule l’apprentissage tout au long de la vie, promeut l'indépendance, la curiosité et l'empathie, et contribue à faire une différence dans les enjeux locaux, nationaux et mondiaux. Mission Grâce à des programmes de renommée internationale, la “Taipei European School” forme des citoyens du monde engagés dans l'apprentissage tout au long de la vie et prêts à relever les défis du futur. Nous cultivons l’autonomie, chérissons la diversité et soutenons chacun et chacune à s’épanouir en faisant preuve d'empathie. Nous privilégions des programmes éducatifs holistiques qui valorisent la réussite académique tout en favorisant le bien-être social et émotionnel des élèves.

台北歐洲學校融合英、法、德三國教學資源，以發展歐洲文化和價值觀為教學核心實現我們共同的願景與使命。 願景

提供一個培育積極正向發展、多種語言和多方文化終身學習者的教育環境 ，培養學生具備獨立自主性、好奇心和同理心，並能於其所在城市、國家 及全球環境中發揮積極正面的影響力。 使命 透過世界一流的課程，台北歐洲學校致力於培育能夠迎接未來挑戰的終身 學習者及負責任的全球公民。我們培養獨立性，擁護多樣性，並鼓勵所有 人 ‘ 為善者成 ’ 。我們關注學業成就，也重視學生的身心發展。

Community Values

Respect Respekt | Respect | 尊重

Participation Teilhabe | Participation | 參與

Responsibility Verantwortung | Responsabilité | 負責

Creativity Kreativität | Créativité | 創意

Perseverance Durchhaltevermögen | Détermination | 毅力

TES Graduate Attributes Connector TES graduates build strong relationships with others through their ability to listen sensitively and articulate themselves clearly. They can do so in multiple languages and situations, understanding the views of others and collaborating in an atmosphere of mutual respect. Critical Thinker TES graduates question, reflect, remain open-minded and have balanced opinions when thinking about problems. This enables them to make informed decisions as they journey through life. Empathetic TES graduates understand the cultural, social and emotional needs of those around them. Their sense of service and caring nature lead them to 'do well by doing good’. Global Citizen TES graduates are active members of their local and global communities. They embrace diversity, are open-minded about the world and model active social responsibility to support a just and sustainable future. Independent TES graduates are self-reliant and responsible while understanding the importance of collaboration. They undertake any challenge with resilience and are not afraid to stand by the courage of their convictions.

Lifelong Learner TES graduates are curious and creative inquirers. They take steps to become more knowledgeable, skilled and innovative in a rapidly changing world where progress in such areas as technology, digital media, sustainability and diversity requires continu ous learning. Leader TES graduates are self-motivated and can motivate others, working collaboratively to solve problems and achieve goals. They bring entrepreneurial skills, competitive ability, service orientation and a sense of collective responsibility to all that they do.

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https://www.tes.tp.edu.tw/

Annual Report 2024-2025

2024-2025

Annual Report

REPORT CONTENT

CEO Introduction Student Admission and Staff Recruitment Review Staff Development

01 02 06 15 21 24 31 38 47 51 54 59 60 63 64 67 69 71

LEARN

Student Learning Overview Achievements and University Applications

Learning Technologies STEAM and Innovation

FLOURISH

Unique Journeys Doing Well by Doing Good Embracing Diversity Beyond the Classroom: Wellbeing Community and Engagement Communications Infrastructure Student Services Accreditation Financial Review Strategic Plan

CEO INTRODUCTION

Welcome to the Taipei European School Annual Report for the academic year 2024-25. This past year seems to have flown by so quickly and looking through the pages of this report, it is clear that a lot has happened at our school and much has been achieved by our students, both within and outside of the classroom. Upon reflection of the student experience beyond the classroom at TES, certainly school life is rich and varied with many opportunities for involvement in activities, trips and competitions. It is also encouraging to see how many school wide events take place for our entire community thereby truly showcasing TES as “a piece of Europe in Taiwan.” Following on from quite an intense period of inspections and accreditation visits over the previous two years, the school has been able to work towards some of the targets and goals highlighted in the various reports. Working groups of teachers have met to discuss and develop strategies for such themes and aspirations as: High Quality Learning and Teaching (HQLT); Continuous Professional Development (CPD); Diversity, Equity and Inclusion (DEI) and Digital Citizenship. It is encouraging to see staff from all school Sections participating in this work and supporting “One School with Common Aims.” Additionally, many student activities at both Primary (EPC) and Secondary (ESC) campuses have been combined events incorporating all Sections. Following a period of re-design and tendering for the Middle School Building project, it was very satisfying to finally break ground at the EPC in June 2024. Since then, construction over this past year has focused on foundations and basement construction. This coming year should see the successive rise of the seven levels of the building as the contractor reaches completion of the building work in February 2027. The school will then fit out the various rooms and facilities ready for opening the building in August 2027 for around 400 students from the ages of 11 to 14 years of age. A task group is currently working on the plans and logistics for scheduling the Middle School classes and activities on the Primary campus site, as well as considering the running of the High School classes at ESC. Throughout 2024-25, I have had the privilege of visiting over 90 classes in the Secondary Sections, having focused on Primary classes during the previous year. It was both fascinating and encouraging to see effective pedagogical approaches across all Sections and how focused and engaged the students are in their learning. It was also interesting to note how technology, such as laptops, is authentically used to support and supplement learning rather than dominating the work and activities in the classroom.

Please enjoy reading the pages of this year’s Annual Report - a record of another successful year at TES.

John Nixon MBE CEO – Taipei European School

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STUDENT ADMISSION AND STAFF RECRUITMENT REVIEW Student Admission Review The 2024-25 admissions cycle closed with enrollment meeting our targets, with several year levels reaching capacity and moving to the waiting pool. Strong interest from both overseas applicants and locally based international families - whose educational goals align closely with the TES mission - has continued to drive a robust and diverse pool of applications. Consistent with our commitment to fostering a school community that reflects the broader society around us, the number of applications from international families residing in Taiwan was similar to that of the previous admissions cycle. The 2025-26 academic year will start with approximately 1,701 students representing 53 different countries and regions, collectively speaking around 30 home languages. We are proud to foster one of Taiwan’s most dynamic and culturally diverse learning communities.

Staff Recruitment Review Workforce Composition: 360 Employees

Our educational excellence continues to be driven by a team of dedicated professionals. For the 2024–25 academic year, we maintain a strategically balanced workforce of 360 employees, ensuring comprehensive support across all aspects of school life. Our team structure aligns with our educational focus, with approximately 77% of staff involved in teaching and teaching support roles, and the remaining 23% providing vital support across administrative functions.

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Workforce Demographics Our gender distribution reflects a diverse environment, with 65.6% female representation and 34.4% male. The age profile of our staff remains predominantly within the 40-50 bracket (45.8%), providing a wealth of experience and maturity to our educational approach.

Currently, 56.4% of our colleagues have been with TES for over five years, reflecting a stable team and consistent staff retention over time.

Teaching Excellence The backbone of our educational provision remains our highly qualified teaching team, with 100% of teaching staff holding relevant professional qualifications. Our student-to-teacher ratio of 6:1 ensures personalised attention and tailored learning experiences for every pupil. The staff turnover rate for the 2024–25 academic year stands at 11.9%, down from 13.3% the previous year. This figure remains relatively low within the international school sector and reflects the school’s ongoing efforts to foster a positive and supportive working environment.

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Global Perspective TES continues to embrace its international character through a richly diverse teaching force. Our teaching and teaching support staff bring global perspectives from across continents, enriching our educational environment and preparing students for an interconnected world.

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STAFF DEVELOPMENT

Learn and Flourish Professional development remains central to our school's ethos. This academic year, our continuous professional development (CPD) programme continues to evolve in line with the needs of our staff and the school's broader educational goals.

Our commitment to professional learning is reflected in the delivery of 200 local training sessions and 74 overseas training opportunities this year, supporting a total of 3,641 recorded attendances, as many colleagues participated in more than one session. This marks an increase from 190 sessions held last year. These development initiatives align with our strategic focus on continuous improvement and future-oriented education, encompassing leadership development, subject-specific workshops, IB training, and participation in respected international conferences. Through these initiatives, TES continues to prioritise the development of up-to-date pedagogical knowledge and professional skills among staff. This ongoing investment in professional growth supports the delivery of engaging and forward-thinking learning experiences for our students. British Primary Section Staff professional development (PD) has continued to be a key strategic focus within BPS and staff have been offered a wide ranging and comprehensive array of PD across a variety of areas related to student learning. At the whole staff level, BPS staff, including learning assistants, engaged in comprehensive International Primary Curriculum (IPC) training throughout the academic year, facilitated by two days at the start of the year from our ICA trainers. This professional development focused on deepening understanding and effective implementation of the IPC framework across both key stages. A key highlight for our Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1) team was two days of fantastic PD led by Kym Scott, an experienced early years educational consultant. These invaluable sessions specifically explored the crucial role of play and the learning environment in fostering early childhood development. Some of our teachers also had the opportunity to attend conferences and training abroad in Beijing, Hong Kong, and Malaysia and brought back fantastic ideas from the schools they visited and the talks they attended. Teachers were also offered Brook Traffic Light Tool Training across all age ranges which equipped them to deal appropriately with any sexualised behaviour and understand what is age appropriate and what should be flagged for concern. This training has really helped to enhance our safeguarding knowledge and approaches. Alongside this, staff have engaged in more bespoke training opportunities such as the National Best Practice NPQ offerings for Senior Leaders and Masters Programmes.

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French Section Since August 2024, the French Section has fostered a truly dynamic culture of PD, with 24 unique initiatives undertaken by our dedicated teachers, staff, and leadership. This substantial investment directly enhances the innovative learning environment we offer our students. Our commitment to growth is evident in the diverse range of opportunities pursued. Four of our colleagues attended significant conferences and training sessions in Asia and Paris on the Baccalauréat Français International (BFI), broadening their perspectives and bringing back cutting edge insights. Our secondary teachers also received specialised training on the 'Method of Shared Concern', a non punitive, multi-stage strategy for addressing group bullying and fostering a positive school climate. Beyond in-person events, six individuals undertook online courses at prestigious institutions like Harvard, focusing on enhancing their leadership and digital competencies – skills vital in today's evolving educational landscape. Our strong collaboration with the AEFE network has also been pivotal, providing an impressive 12 targeted training sessions, further enriching our collective expertise. Furthermore, three team members successfully acquired key AI certifications, ensuring our section remains at the forefront of pedagogical best practices and technological integration. The French Section's expertise extends beyond participation; our colleagues actively contribute to the broader educational community. Nicolas Blanc led influential AEFE workshops on communication strategies in Hanoi, sharing valuable insights with peers across the network. Concurrently, Primary Deputy Head Juliette Kudlikowski plays a crucial role in shaping future international educators, delivering specialised workshops for the Master's degree programme at Université-INSPE Clermont Auvergne in collaboration with TES. The French Primary Section will welcome three teacher trainees from this University for a three-month placement at the beginning of the 2025–26 school year. German Section Throughout the past school year, targeted professional development activities were carried out across all educational levels to enhance teaching quality and address current educational needs. Nursery: Language Support and Digital Tools: The focus was on improving German language support in both integrative and additive formats. Various methods of language assessment were discussed, and new learning apps were reviewed for classroom use. A training course in Seesaw aimed to strengthen portfolio work and improve communication with parents. Primary School: Curriculum and Competency Focus: Our internal curriculum was refined with an emphasis on hands-on, problem-based, and competency-oriented learning. Project-based approaches in Mathematics, German, and General Science were a central part of this effort. Secondary School: Curriculum Update and Diagnostic Tools: The English curriculum for years 5–8 was updated, and project days were planned. The timetable was revised to include a support period and integrate projects into subject teaching. Additionally, Westermann’s online diagnostic tools were introduced in Mathematics and German. Cross-Level: Fobizz Platform and Digital Literacy: Across all divisions, the Fobizz platform was introduced. Initial modules covered artificial intelligence, prompt engineering, and key topics in media education such as fake news, sextortion, and cyberbullying. This proactive and continuous engagement in professional development underscores the unwavering commitment to educational excellence and ensures our students benefit from the most current and effective teaching practices.

These initiatives reflect our commitment to providing a modern, supportive, and digitally enhanced learning environment for all students.

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British Secondary and High School Section This academic year has been defined by a shift from strong foundations in authentic assessment to a deeper focus on authentic learning. In line with our goals to offer a world-class Middle Years Programme (MYP) curriculum, PD across BSHS has been centred on building conceptual understanding, enhancing service learning, and embedding the Approaches to Learning (ATLs) in day-to-day classroom practice. This year we welcomed three internationally respected educational leaders to TES: Dr Jennifer Wathall worked intensively with our Mathematics faculty on Concept-Based Mathematics, introducing vertical classroom strategies and tools to deepen student understanding through visual and kinaesthetic approaches to the subject. Tania Lattanzio, working with the whole teaching staff, helped us better understand how to foreground concepts in the curriculum and design units with conceptual understanding at their heart. Her work gave staff the tools to move from activity-focused lessons to learning sequences driven by transferable ideas. The INSET day with Tania was both reflective and practical; BSHS staff engaged with provocations, thinking routines, and planning structures that continue to shape our curriculum conversations. Later in the year, Cathy Berger-Kaye built on this foundation through her work on Service Learning. She reminded us that research is not just digital, it can be experiential, social, and community-based. Year 7s applied her MISO method (Media, Interview, Survey, Observation) the very next day in an Approaches To Learning-focused project. In a memorable moment, Cathy used live whiteboarding with our English team to show how curriculum narratives can be built across year levels. This made a direct connection to our annual staff professional reading book 'Streamlining the Curriculum,' which focused on cohesion and connection in the curriculum both vertically and horizontally.

These three voices strengthened our shared strategy for building an exceptional MYP curriculum grounded in student ownership, community engagement, and deep learning

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LEARN

STUDENT LEARNING OVERVIEW

British Primary Section This has been a very exciting year as we revamped our Integrated Curriculum through the introduction of the highly regarded International Primary Curriculum (IPC) in Years 1-6. The much enhanced integration of the non-core subjects, through carefully crafted and engaging units such as: ‘We are What We Eat’, ‘Feel the Force’, ‘Explorers - The Great, the Bold and the Brave’ and ‘Go with the Flow’ provided teachers with the opportunity to ensure cohesive and rigorous learning, whilst engaging and motivating students to learn. Alongside this, we introduced a more research-based approach to the teaching of reading, based on the most current, research-backed, knowledge of how we learn to read. This led to a revision of the more traditional and less effective methods used and has brought clear benefits to students. In the Early Years Foundation Stage (EYFS) and Key Stage One (KS1) there has been targeted focus on ensuring that our play-based learning approach is geared towards student interest, but provides a high challenge for all learners across all ranges of interest and ability. Outside of the classroom, our students have continued to flourish in all areas with excellent results in competitions across all sporting modalities. Music has also continued to thrive with the Music department offering varied and high-quality programmes for music and singing CCAs. Year group performances, visiting speakers, day trips, and residential trips all continued to support our students' development of their Learner Profile Attributes and the School’s Community Values, ensuring that we are able to continue providing a first class holistic education here at TES. French Section The 2024-25 academic year saw our French Section students embark on a rich journey of learning that extended far beyond the classroom walls. Our dedicated teachers once again demonstrated their creativity and forward-thinking spirit, enriching the curriculum with engaging activities such as the publication of the book “Taipei, Mon Amour,” a unique guidebook about Taipei, and the production of beautiful artworks in collaboration with our artist-in-residence. A highlight for our primary students, from CP to CM2, was their exciting STEAM Week challenge, where they applied the Design Thinking approach to create various fun and innovative games. Their projects, which ranged from traditional ring toss to impressive video games, showcased their ability to combine critical thinking, teamwork, and problem-solving. At the heart of our school lies the ambition to empower students with fresh perspectives and open minds, embracing diverse opinions as a pathway to deeper understanding. It has been inspiring to see students channel their creativity and curiosity into unique projects that positively impact the world. This commitment to sustainability deepened with our ‘eco week’ on ‘waste and food’ and with the initiative ‘La cartographie des controverses’ (a set of techniques for exploring and visualising controversy), setting a strong example for responsible action and debate. Finally, this year marks a historic milestone with the first graduating class of the Baccalauréat Français International (BFI). These students followed two additional English courses focused on humanities: ‘Connaissance du monde’ and ‘Approfondissement culturel et linguistique.’ Beyond the challenges of starting a new programme, the impact has been very positive, and this new demanding pathway was well-received by families. German Section Student learning extends beyond the classroom through a wide range of enriching experiences that support academic development, creativity, wellbeing, and global citizenship. Competitions and Achievements: Students actively participated in various academic and athletic competitions throughout the year. Highlights included the 7th East Asian Games in Tokyo, where TES competed in gymnastics, football, basketball, swimming, and athletics, earning multiple medals and placing 4th overall. Students also took part in the 66th Reading Competition, the Kangaroo Mathematics Contest, a German Section Basketball Tournament, a football tournament, and external events such as the Taipei Educational Cup in Taekwondo. Field Trips and Outdoor Learning: Learning outside the classroom included overnight trips, nature exploration, and cultural outings. Primary students joined a three-day trip to Toucheng, secondary students attended Camp Taiwan, and middle school classes went dolphin watching, ice skating, baking, and cycling to Guandu Nature

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