At WAS Hangzhou, every teacher wears many hats. Beyond their rigour and dedication in the classroom, our teachers each have another side that is just as distinctive and inspiring.

At WAS Hangzhou, a student’s growth is never a journey they take alone. At every stage, teachers are there to witness it and to offer support.

They see a child’s concentration in the classroom and listen when that child shares their thoughts during tutor time. They recognise their passions and talents, while also understanding the small habits that shape their everyday life.

Together, these details form the complete picture of a child. Only by seeing that whole picture can teachers provide support that is truly personalised.

Thank you to every teacher who chooses to know each child through more than one role.

And we pay tribute to every teacher who is so much more than a teacher.

In the summer that has just passed, WAS Hangzhou celebrated its fifth anniversary. With the arrival of the new academic year, we are now stepping into a brand-new  chapter.

As Dr Simon Probert, Executive Headmaster, and Dr Phoebe Wang, Chinese Principal, said at the opening ceremony, this will be a year full of “newness”. Building on the achievements of the past five years, we are setting out anew.

In the 2026 A-Level examinations, WAS Hangzhou students once again achieved outstanding academic results.

63% of grades were A*–A — an increase of almost 10 percentage on last year. For the fourth consecutive year, the proportion of top grades has exceeded 55%, placing it well above the UK national average.

This was also the largest graduating cohort in WAS Hangzhou’s history. Nine students achieved straight A*–A grades in their final examinations, while almost half secured A*–A grades in three or more subjects. Around 50% received final offers from the UK’s G5 universities.

This academic year, WAS Hangzhou welcomes more than 20 highly accomplished new teachers from a wide range of professional and cultural backgrounds.

Among them are the Heads of Creative and Performing Arts for the whole school, and Languages and Communication for the Upper School. Their arrival will bring fresh energy to language and arts education across WAS Hangzhou.

As an international school providing education from kindergarten to Sixth Form, WAS Hangzhou is committed to building a comprehensive support system that enables every student to thrive.

This academic year, our kindergarten, Lower and Upper Schools are each introducing important new developments.

Cambridge International and Edexcel have recently released the global A-Level results for 2026, and WAS Hangzhou has once again produced an impressive set of outcomes.

Despite intensifying global competition and a growing candidate pool, WAS Hangzhou has demonstrated exceptional teaching quality, with the A*–A rate surging significantly compared with last year.

This also marks the fourth consecutive year that the proportion of A*–A grades at WAS Hangzhou has exceeded 55%.

The Class of 2026 is the largest cohort since WAS Hangzhou was founded.

They stand as a powerful testament to our holistic education philosophy, achieving exceptional A-Level results through their solid academic foundations and the support of a structured examination preparation programme.

Nearly half of the cohort achieved A*–A grades in three or more subjects.

In this year’s A-Level exam, WAS Hangzhou achieved outstanding results across a wide range of subjects, consolidating its traditional strengths while making notable strides in the humanities and social sciences.

Following last week’s A-Level results release, the IGCSE examination grades for 2025 Summer were officially announced this week.

WAS Hangzhou pupils achieved A*-A grades in almost 43% of all examinations, maintaining steady improvement from last year. Notably, nearly 19% of grades were A*, doubling UK national averages (where GCSE A*-A stands at approximately 21%).

This year saw exceptional performances in liberal arts: History‌ and ‌Spanish‌ achieved 100% A* grades; First Language English received 67% A*-A grades; First Language Chinese achieved 100% A*-B while Art and Design secured nearly 90% A*-B.

This week, both Cambridge International and Pearson Edexcel examination boards released the 2025 A-Level results. According to data from The Guardian, the total number of A-Level entries this year has once again exceeded the 820,000 mark. Amidst such intense competition, pupils at WAS Hangzhou have risen to the challenge, delivering results that surpass not only the UK national average but also global standards.

In the 2025 A-Level examinations, WAS Hangzhou once again achieved exceptional results far exceeding the global average.

According to statistics from Ofqual (The Office of Qualifications and Examinations Regulation), the global averages for A* and A are 9% and 28% respectively.

As of December 24th, the WASHZ Class of 2025 graduates have received a total of 20 university offers.

Although it’s only beginning of the admissions season, approximately half of the graduates have already been admitted by universities ranked among the top 50 in the QS World University Rankings, including 2 offers from the University of Melbourne (13th), 1 offer from the University of Sydney (18th), 2 offers from the University of Manchester (34th), and 2 offers from King’s College London (40th).

Under the holistic education practices, pupils’ aspirations will be fulfilled at WASHZ.

J. Zheng has been admitted to the University of Manchester and King’s College London. She won Outstanding Cambridge Learner Award for excellent grade in English Literature and the COBIS Academic Achievement Award in June this year. At WASHZ, she also serves as the boarding house captain.

Q. Jin, the first pupil to receive a scholarship this year, has been admitted to Pratt Institute, ranked sixth among the best art schools globally. Jin, skilled in pop dancing and a regular performer in school activities, aspires to study film at university in the future.

Another house captain S. Wang has been admitted to the Sports Management major at Loughborough University, which is globally renowned for its sports-related programmes. Wang, the captain of the school’s Under 18 (U18) football team, has had a passion for sports since childhood. Choosing the Sports Management major is a step towards realising his football dreams. Wang is also an outdoor enthusiast who has participated in the Duke of Edinburgh’s Award outdoor expeditions twice, showcasing exceptional leadership skills.

The math competition achievements are remarkable. In the UK’s Senior Maths Challenge (SMC), participants secured 8 gold, 2 silver, and 3 bronze medals. In the Mathematical Olympiad for Girls (MOG), they achieved 3 gold medals. Additionally, in the Australian Mathematics Competition (AMC), they earned 9 second prizes, 18 third prizes, and 26 Mathematics Skills Awards.

Outstanding science competition performances include 1 gold and 2 silver medals in the International Biology Olympiad (IBO), 2 second prizes and 1 third prize in the Australian Science Olympiad – Biology (ASOB), 1 second prize and 1 third prize in the Australian Science Olympiad – Chemistry (ASOC), and 1 silver and 1 bronze medal in the Junior Science Olympiad of Australia (JSOE).

With a focus on holistic education, WASHZ guides pupils to unlock their potential and excel. The school provides over 20 courses at the IGCSE and A-Level stages to create personalised learning programmes for each student.

A UK National Health Service survey reported that about 20% of children face psychological issues, a rising trend. Many such issues begin in early childhood but often go unaddressed due to children’s limited ability to express themselves and manage emotions.

At WASHZ, our 15-year continuous education system supports both academic and psychological development. Under this programme, Kindergarten focuses on building a solid foundation for a sound personality and emotional health.

Martina Daynes, our esteemed Executive Head of WASHZ kindergarten, brings a wealth of knowledge with her postgraduate degree in psychology and child development. She emphasises affectivity regulation as a key lesson for pupils entering kindergarten.

K1 teacher Nydia Li has recently acquired a master’s degree of preschool education from University College London. She identifies separation anxiety as a common issue among young pupils based on her profound teaching experience.

Additionally, Ms Li stresses the importance of communication between teachers and parents to address individual needs so that pupils can get proper help.

Codie Fleming, who has been teaching in WASHZ kindergarten since its founding and now serves as extracurricular activity coordinator for the entire school, highlights kindergarten as a crucial time for pupils to develop empathy.

WASHZ kindergarten is a “mirror,” where pupils can safely explore and understand their emotions, supported by trusted teachers and friends.

Kindergarten is critical in bridging pre-school and lower school education, helping pupils develop the skills and mindset needed for this transition.

K3 teacher Thomas Vos, with over ten years of experience teaching in China, notes that while pupils view entering lower school as nervous and exciting at the same time, many parents worry more about their children’s ability to adapt, esperically those with kids born in summer as they are usually younger than others in the same class.

However, Mr Vos believes that this gap is not as obvious as people think and will disappear qucikly as pupils grow older. In daily teaching, he ensures that every pupil has the learning ability and language ability to ready them for lower school.

According to Mr Vos, the teaching approach in K3 shifts from ‘play-based’ to a gradually more ‘academics-based’, increasingly focusing on concentration and structured learning.

Holistic education is frequently talked about in today’s field of education. However, what kind of pupils does holistic education aim to cultivate? Why does WASHZ value this education philosophy?

We may be able to find an example in an extraordinary expedition. This concept was embodied in a recent three-day expedition for WASHZ pupils to the Nanshan Bamboo Forest.

This event is a compulsory subject for pupils to pursue the Duke of Edinburgh’s Award (DofE).

In the vast Nanshan bamboo forest, WASHZ pupils calmly coped with many challenges, relying on teamwork to resolve many problems. Stepping out of the classroom and through the trials of the laws of nature, they rapidly grew up to the challenge.

Compared with ordinary hikes, DofE expeditions are more challenging, during which pupils face complex terrain and weather conditions. It is an even bigger test for those who have yet to face extensive outdoor experience.

K. Lieu from G12 had yearned for nature since childhood. He had an extra task ahead of him: recording the whole trip. Although he had prepared in advance, the sudden heavy rain caught him and his teammates off guard. When editing the video, he watched it scene by scene and admitted that the actual situation was far more thrilling than what was shown on the screen.

“On the second day, the route was the longest. It was raining and the road was extremely slippery. When going uphill, we couldn’t get a firm foothold at all. We had to grab the bamboo with our hands. Some bamboo was dead and broke off, causing us to fall over. All of us got soaked through.”

S. Wang, also from G12, agreed with Lieu’s assessment of the difficulty. Wang, participating in the expedition for the second time, thought this time was by far the more challenging.

With few people in the bamboo forest, the pupils were forced to rely solely on their teammates. Malachy Scullion, Head of Faculty of the Business and ICT Department at WASHZ, witnessed team members’ cooperation first-hand.

“People who are good at map reading and compass work usually plan the route. Someone who’s good at maths will do the mathematical calculations of how high to walk the altitude and also how far to walk. Other pupils who are quite good at being leadership will supervise what each person is doing.”

K. Lieu mentioned that they would sing to encourage each other when tired. No matter how steep the slope, as long as they were singing, they found they could cover it quickly.

As an experienced senior, S. Wang took the initiative to act as a “guide”. He led his teammates to draw up maps, use compasses to locate directions and share tips for outdoor survival.

The remarkable leadership he demonstrated during the expedition will be a significant boost for his future career. S. Wang has already been admitted to Loughborough University, ranking world first for sports-related subjects.

The bamboo forest is full of uncertainties and changes, just like a microcosm of the real world. Similarly, the pupils’ adventurous exploration is a preview of their future entry into society.

Whether it’s the meticulous planning before entering the bamboo forest, the ability to adapt to changing circumstances during the journey, or the order that runs through the whole process, they all indicate how these young people are well-prepared to meet their next challenges.

In this expedition, the challenges that WASHZ pupils faced were the complex surrounding environment and the limits of their physical strength and mental endurance.

S. Wang commented on his feelings at the time:

“When you are already physically exhausted, don’t have enough to eat, and you have to deal with bad weather and poor road conditions, it’s really easy to feel desperate.”

However, when he saw that the teachers and many teammates participating in the exploration for the first time were all persevering, he knew that he could keep going.

K. Lieu recalled that each had to carry a 15-kilo load. Climbing up one hill after another was a massive test of physical strength and willpower. When the body and mind reached the critical point, it was the moment to fight with willpower.

“Never giving up is a wonderful spirit.”

Indeed, none of them gave up. Complaints were turned into motivation, and their steps never ceased. Eventually, they arrived at their destination on time, with an error of only one kilometre from the original destination.

In Mr Scullion’s view, this expedition trip has taught the pupils vital “life skills” that will benefit them for a lifetime. First, they need to learn to plan in advance. They should respond calmly and use their strengths to solve problems when encountering difficulties. Even the physical strength cultivated through mountain climbing and long hikes is essential for achieving excellence.

In the future, the challenges they will face will be far more severe than this. As the saying goes, “The last leg of a journey just marks the halfway point.” Most people lack just that bit of tenacity. If they persevere a little more, they can embrace a vast expanse of open land, which is precisely what holistic education emphasises.

What “holistic education” aims to cultivate is not merely good pupils with excellent grades and strong learning abilities but individuals who can adapt to the times, establish themselves in a diverse international society, and possess all-round development.

This makes the Duke of Edinburgh’s Award a perfect platform for WASHZ to leverage in pursuing the holistic education concept.

After returning from the expedition in Nanshan Bamboo Forest, WASHZ pupils have seen more of the world and, more importantly, seen themselves. The seeds of being a leader, an explorer, and a navigator have been planted in their hearts. Memories may fade over time, but the composure and adaptability acquired from the expedition will play a crucial role in every critical moment in the future. This is the true value of holistic education.