BFSU International - Cambridge International’s School Self-Evaluation service case study

Oct 23, 2026

Upload by Eliana

Case study explains how BFSU International Education Group and two affiliated schools used Cambridge International’s School Self-Evaluation service to improve school management and student support. It covers gathering information from key stakeholders, tailoring surveys and interpreting results, and translating materials where needed for non-English stakeholders. The evaluation produced individual and aggregated reports, enabling cross-school analysis, benchmarking, and strategic planning. Workshops and expert feedback informed practical school improvement plans.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages3

Reading Time8 min

AccessFree to download

Case Study Overview

Aggregated Reporting and Benchmarking

The International Curriculum Centre (BFSU ICC)

Stakeholder Survey Process

Results Analysis and Improvement Planning

Rugao International Academy (RIA)

Evaluation Support and Next Steps

CASE STUDY International Curriculum Centre, BFSU & Rugao International Academy, BFSU BFSU International, China: a group perspective on school improvement BFSU International and two schools from its group explain why they chose to use Cambridge International’s School Self-Evaluation service and how they have benefited from it. International Education Group, Beijing Foreign Studies University (BFSU International) provides support services to 54 affiliated schools. Since 2015, it has established six International Curriculum Centres. One of the support services it provides is Cambridge International’s School Self-Evaluation. “We heard about the School Self-Evaluation from Cambridge International’s China office,” said BSFU International’s Head Office.“Cambridge International provided invitation letters, questionnaires, bespoke evaluation reports, feedback meetings and supplementary analyses for each school. Where necessary, the information was translated into Chinese for stakeholders who don’t speak English and we created localised information packs for schools based on the service Cambridge provides. The evaluation enabled us to give personalised advice to our affiliated schools to help them plan next steps. As well as providing individual reports, Cambridge International was able to synthesize the reports to provide our academic head office with an aggregated report. This report and the feedback meeting to our education group’s leaders were inspirational.” Providing a benchmark for success “The aggregated report included overall data for all our affiliated schools, enabling us to conduct further analysis across schools, with Cambridge International’s report acting as a benchmark. It also greatly helped our head office in making strategic plans. In our secondary analysis, we provided schools with the highest, lowest and average scores for each domain and gave them advice for improvement from the perspective of the education group as a whole. Working with Cambridge International was a delight. Throughout the process, they offered timely responses to all our questions and requests.” Working with Cambridge International was a delight. Throughout the process, they offered timely responses to all our questions and requests. Head Office, BSFU International. International Curriculum Centre, BFSU Ma Mandy is Principal of the International Curriculum Centre of Beijing Foreign Studies University (BFSU ICC). The school has 120 students and is situated on the BFSU campus in the centre of Beijing. It offers both Cambridge IGCSEs and Cambridge International AS & A Levels. “We chose to use Cambridge International’s School SelfEvaluation because it enabled us to gather information from all the school’s stakeholders,” says Principal Ma Mandy. “It offered an outsider’s angle on school management and enabled us to compare the satisfaction of all stakeholders. We were supported throughout the evaluation process, including conducting the survey, collecting data and interpreting results. The surveys were designed to gather information from students, parents, teachers and school principals, and covered all perspectives of school management.” Listening to stakeholders “We have learnt that it is very important to conduct surveys constantly to gather opinions from key stakeholders. We learnt that other than teachers and principals, students and parents really care about school development and when they are given the chance, they can provide meaningful feedback to us. The secondary analysis by our head office enabled us to look at trends. Though schools were anonymised, we got the chance to compare our performance to the average results of the educational group. The process helped us to know ourselves better. We benefited most from the results analysis workshop and school improvement suggestions from Cambridge International’s School Improvement Consultant. Based on the feedback reports, we have gained a lot of new i

FAQs

Who used the Cambridge International School Self-Evaluation service in this case study?

BFSU International Education Group and two affiliated schools from its group used the service: the International Curriculum Centre of BFSU and Rugao International Academy.

What information did the evaluation gather?

It collected views from students, parents, teachers, and school principals, covering multiple aspects of school management such as leadership, teaching and learning, resources, and community engagement.

How did the schools benefit from the aggregated and analysis outputs?

The aggregated report enabled cross-school comparison and further analysis, while the results analysis workshop and school improvement suggestions supported the development of actionable school improvement plans and next steps.

Oct 23, 2026

Upload by Eliana