A Place for Inquiring Minds

We are an independent co-ed secondary school in South Bucks.

We offer the IB MYP, the credible alternative to GCSEs, in classes of 14 students.

About us

Newland College is a co-educational independent secondary school. We are a candidate school for the International Baccalaureate Middle Years Programme and we are currently pursuing authorisation as an IB World School.  IB World Schools share a common philosophy – a commitment to high quality, challenging, international education, something that we believe is important for our students.  Our small classes of 14 help support our students in becoming confident communicators.

From September 2016 we will be introducing a French Literature course, taught in French, by Doctor Hladki. Dr Hladki has taught this course in universities and schools in France and we are delighted to be able to offer this to our bilingual students who wish to continue part of their studies in French.  Further details about this course can be obtained by emailing info@newlandcollege.co.uk.

We aim to build a happy student community with sustainable well-being at its heart. We strongly value our students’ understanding of their own and others’ perspectives, leading to their development as compassionate and inspired world citizens.

Many universities in the UK and the US indicate a preference for IB students. They value the ability of IB students to learn independently. Our aim is to develop reflective learners who succeed in gaining entry to the world’s best universities and thrive once they are there.

Newland College is one of three academic schools run by SKOLA, a family company with over 40 years’ experience in the education sector.  We have strong ties with the two other schools in the group, International Community School in London and Alexanders College in Suffolk. We link up with our sister schools for sports and travel throughout the academic year.

Students can join at the beginning of each term throughout the year, or at other times at the discretion of the Head of College. In September 2017, pending IBO authorisation, our 6th form will open for students to study the International Baccalaureate Diploma Programme (IB DP).

Our founder, Ben Toettcher, was inspired to start Newland College to promote discussion in the classroom, the trans-disciplinary nature of the IB MYP, and by those schools that give a voice to their students’ opinions.



The Future

Students who have started school in the past few years are facing futures that are much less predictable than any futures have ever been. The pace of growth in all things, for instance the increase of information, the globalisation of communication and business, and the pace of technical development has meant that we are training students for careers that  – for the most part –  do not currently exist. How do students obtain an education that fits them for their further study and this unknown future?

It is essential that schools address this situation and prepare students by developing their ability to think critically, to be self motivated, flexible, very creative and able to have positive relationships with many different people all over the world. This is done by extending education to cover the whole person.

Newland College provides a strong programme, bringing the best of British education together with an international holistic perspective. We help our students realise their potential through focusing on developing excellence in academic areas, sports, the arts, and social and emotional learning. We look forward to welcoming your children into our learning community.

Darlene Fisher MA DipEd
Director of Education

Our Classroom

Newland College classrooms have technology that makes learning as visible as possible. Each classroom has 5 elements that allow for instruction, feedback, collaboration, research and presentation. We call it ‘5 Surfaces’.

1. At the heart of the Newland College classroom is the central console. It sits in the middle of the circle of students and teacher. It is where the main instructions and media are shown. It allows the teacher to observe and monitor levels of engagement and learning more, as students direct their attention to the console.

2. Each student brings their own laptop (or can be provided with one) for in class research, note taking and general organisation. Each lesson is supported with materials posted to the school’s shared online space.

3. The console and laptops are supported by a Smart TV for an alternative place to show digital content or for the students to share their own screen with the whole class.

4. Mini-whiteboards are a key tool for each lesson. Teachers ask questions to the whole class and students will write answers on their mini-whiteboard and show the teacher and class. Teachers record answers and adapt the second half of their lessons accordingly.

5. Finally, with the central console controlling the instructions of the lesson, the wall-to-wall magnetic whiteboard is freed up for the students to use. An important part of checking how the students develop is for the students to mind-map the content of the lesson and show the class where their inquiries are taking them.


Head of College: David Shandley

During David’s 20 years in education, he has worked in UK Independent and International Schools in Spain and Finland. Over that time, his roles have included Vice-Principal in two International Schools, MYP Coordinator, Head of Science/Mathematics and Boarding Housemaster. David believes that education should be both challenging and enjoyable and cares passionately about the provision of a broad holistic curriculum; to this end he organises numerous adventure trips and teaches survival skills to our braver students. Read David’s diary of our latest trip to Iceland..

Director of Education: Darlene Fisher

Darlene Fisher has worked for 30 years as a teacher, Head and Director in schools in Australia, Oman, Thailand, India, Turkey, UK and the USA. She is currently a doctoral student at Bath University focusing on educational leadership in an international context. She has worked with teacher development and leadership training for heads of schools with the IB, as well as in a consulting role for ECIS. Read Darlene’s post on Empowering Students

Deputy Head: Jules Parkin

Jules has been part of the International Baccalaureate Middle Years and Diploma Programmes in Australian and English independent boarding schools since 1998. As Newland College’s Individuals & Societies teacher, his particular areas of expertise are Geography and History. He has a passion for pastoral care and, via the Flourishing Programme at Newland College, seeks to help nurture the community’s academic and creative skills to enhance physical and mental resilience. As a professional musician, the arts in education are a particular area of interest. Read Jules’ post on Flourishing..

Registrar: Sophy Haig

Sophy began her career in Public Relations, and has worked in education for the last 15 years.  During that time she has worked at OCR (Oxford Cambridge and RSA awarding body), managing a portfolio of GCSE, A Level and vocational qualifications, and as the senior exams officer for a large, successful secondary school in Warwickshire.  She continues to work as an educational consultant in her spare time. Sophy grew up in Devon, spending much of her time singing in jazz bands.  As part of her Honours Degree in History from the University of Warwick, Sophy lived and studied in Venice, and is passionate about Italian food! See when our next Open days are..

  • Mr D Shandley

    Head of College, Science, SLT

  • Mr J Parkin

    Deputy Head, Ind & Soc, Music, Agora, SLT

  • Miss S Haig

    Registrar & Head of HR, SLT

  • Mr R White

    Languages & Literature, Performing Arts

  • Mrs D Roukema

    Art, Design

  • Mr H Soares

    PE, PSHE

  • Mr P Hladki


  • Ms L Bacallado


  • Mr G Cruttenden

    ICT, Design

  • Mr M Gooch

    Security & Facilities Manager

  • Dr R Wiltshire





Facilities on site include: a floodlit astroturf pitch for hockey and football; football, rugby and cricket pitches; 3 tennis courts; an outdoor basketball court, a 200-seat theatre, a 98-seat lecture room, a library, science room, classrooms, and common room with a pool table, table tennis and foosball table.  A 25m swimming pool is hired during the Spring Term 10 minutes away at Chalfont Leisure Centre. From 2017, students will be able to board with us.

International Baccalaureate (IB)

IB Middle Years Programme

Newland College is a candidate school for the world class International Baccalaureate (IB) Middle Years Programme (MYP). Only schools that are authorised by the IB Organisation can offer any three of its academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme (DP).  Candidate status gives no guarantee that authorisation will be granted.  The MYP curriculum prepares students for the prestigious IB Diploma.  For further information about the IB and its programmes, visit the IBO website.

The IB MYP is an academically challenging curriculum framework with eight discreet academic areas: English, Maths, Science, Modern Languages, Humanities, Arts, Technology and Physical Education. We place an emphasis on the relationship between subjects so that the different academic departments work together during the year to complete projects utilising skills, concepts and content from several subject disciplines. This encourages students to embrace and understand connections between the subject content and the real world, while developing critical and reflective thinking skills.

Running through our programme are three fundamental concepts:

1. Holistic learning: Knowledge is inter-related and schools should develop the whole person.

2. Intercultural awareness: We should understand people from other cultures and our international institutions.

3. Communication: Students learn how to communicate well in their own language and another.

These are supplemented by a further five areas of interaction that are interwoven into the programme: Human Ingenuity, Environment, Health and Social Education, Community and Service and Approaches to Learning,

Students are therefore encouraged to:

  • Pose challenging questions and to seek answers

  • Learn how to learn

  • Develop a strong sense of identity and culture whilst being appreciative of the culture of others

  • Develop the ability to communicate with and understand people from other countries

Lessons are 80 minutes long to allow for in-depth study. They are followed by a 20 minute break to refresh. Our current timetable gives further information about how the college day is structured. Students may leave college when lessons finish for the day, or they are welcome to participate in our free after-college clubs, which run from Mondays to Thursdays.


Guide to eAssessment for the MYP Certificate from the IBO


IB Diploma Programme

Pending IBO authorisation, Newland College will offer the gold standard of education, the International Baccalaureate (IB) Diploma from September 2017.

The IB Diploma is a challenging programme that is considered to be at least the equivalent of A-Levels and the Advanced Placement Programme. It is an excellent pre-university course and Diploma graduates are much sought after by universities across the globe.

The Higher Education Statistics Agency (HESA) on behalf of the International Baccalaureate, reported that

IB Diploma students:

  • are more than twice as likely to enroll at one of the UK’s top 20 universities.
  • are nearly twice as likely to succeed in application for courses in Medicine and Dentistry.
  • are significantly less likely to drop out of university courses.
  • are 30% more likely to a gain first-class honours degree.
  • are twice as likely to continue with further study after the first degree.
  • have significantly higher starting salary, after university.

Download the Summary Report

The Diploma is the culmination of the IB learning continuum and builds upon the skills and international understanding gained by students through the IB Middle Years. Entry to the Diploma Programme at Newland College will be open to those who have not taken these courses but their equivalents (e.g. GCSEs).

There are several advantages to studying the IB Diploma at Newland College. Our small class sizes and classroom set-up allow for a discussion based teaching style. Our location affords easy access to museums and libraries in London.The programme is broad and balanced with students studying subjects from six different subject areas.

The IB Diploma Programme is taught over two years and is assessed via coursework (20% of the final grade) and final exams (80% of the final grade).

Students study six subjects, one taken from each of the subject groups:

  • Language A

  • Language B

  • Humanities

  • Science

  • Mathematics

  • Arts

In addition all Diploma students study three core components:

  • Theory of Knowledge (a course that develops the critical thinking skills valued at university)

  • Creativity, Action, Service

  • Extended Essay

Students select three subjects at Higher Level and three subjects at Standard Level. Higher Level courses (240 hours study) involve two years of study of significant breadth and depth. Standard Level courses involve 150 hours of study over two years.

The Diploma Programme requires students to become independent learners. Each individual’s timetable will include time for personal study and research in preparation for life at university. The Diploma Programme prepares students for life at university and beyond. It encourages them to:

  • Ask challenging questions

  • Learn how to learn

  • Develop a strong sense of their own identity and culture whilst being appreciative of the cultures of others

  • Develop the ability to communicate and understand people from other countries

IB Learner Profile

The Learner Profile is our reference point for developing students beyond the academic curriculum. The areas of development reinforce the pedagogic approach of the IB programmes as well as offering a framework for development of a student who is well rounded academically, is comfortable with themselves and who they are, and who will have a passion for an area to focus on at university. The nine characteristics IB students are encouraged to develop are to be:

Inquirers. They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. University faculties regularly note IB students’ passion for discovery.

Knowledgeable. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. IB students are extraordinarily well prepared for the academic requirements of university coursework.

Thinkers. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. IB students contribute to discussions in a meaningful way. They do not shy away from challenging questions and, once they know the answer, follow up by asking “why?”

Communicators. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. IB students regularly deliver stimulating presentations and drive excellence in group assignments.

Principled. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. IB students are infused with the academic integrity that is a fundamental value of universities and colleges.

Open-minded. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. IB students have a deep understanding of various cultures and views, bringing an appreciation of new views to both their academic study and their involvement in local and wider communities. Their international mindedness complements the missions of the best tertiary institutions.

Caring. They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. IB students tell us they bring this commitment to community and others to their activities and leadership roles at university and carry it throughout their lives.

Risk-takers. They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. IB students transition well to challenging university settings and show resilience and determination in their work. In academics, they have the confidence to approach new or unfamiliar subjects or material.

Balanced. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. IB students are active participants in a wide range of aspects of campus life, as well as focusing on their academic development.

Reflective. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. IB students have developed an ability to reflect on their learning and to articulate how they learnt. They have learned that critical reflection is an important academic and life skill.



As our school is expanding, we are always keen to receive enquiries from teachers who would be interested in joining our community.  All subject areas will be considered and the ability to teach more than one subject area is an advantage.

If you live in the local area and are interested in working in our school, please contact the Registrar to request an application form.