University Destinations

Bath Spa University*

Birmingham*

Brunel University

Cardiff Metropolitan University*

City St. George’s University*

Durham University*

Falmouth University*

Imperial College London*

King’s College London*

Kingston University*

Lancaster University*

Leeds Arts University

Liverpool University*

London Southbank University

Loughborough University*

Manchester Metropolitan University

Middlesex University

New Model Institute for

Technology & Engineering

Newcastle University

Queen Mary, University of London*

Regent’s University London*

Swansea University*

University College London*

University for the Creative Arts*

University of Birmingham*

University of Brighton

University of Bristol*

University of Edinburgh*

University of Essex

University of Exeter*

University of Glasgow

University of Greenwich*

University of Leeds

University of Manchester

University of Nottingham*

University of Reading

University of Southampton*

University of St. Andrews*

University of Surrey

University of Sussex

University of the West of England, Bristol*

University of Warwick

University of York*

American University (Washington D.C.)

Augustana College (Illinois)

Beloit College (Wisconsin)

Butler University (Indiana)

California Lutheran University (California)

Central Connecticut State University (Connecticut)

Chaminade University of Honolulu (Hawaii)

Christopher Newport University (Virginia)

College of Charleston (South Carolina)

Columbia College Chicago (Illinois)

Concordia College (Minnesota)

Cottey College (Missouri)

Embry Riddle Aeronautical University (Florida)

Florida International University (Florida)*

Foothill & de Anza Community College (California)

Glenville State University (West Virginia)

High Point University (North Carolina)

Hobart & William Smith College (New York)

Illinois College (Illinois)

Johnson & Wales University (Rhode Island)

Juniata College (Pennsylvania)

Kettering University (Michigan)

Lewis University (Illinois)

Louisiana State University (LSU) (Louisiana)

Lynn University (Florida)

Milwaukee School of Engineering (Wisconsin)

Missouri Southern State University (Missouri)

Montana State University (Montana)

Newman University (Kansas)

Northeastern University (Massachussetts)

Northwest Missouri State University (Missouri)

Northwest College (Wyoming)*

Ohio Northern University (Ohio)

Ohio Wesleyan University (Ohio)

Portland State University (Oregon)

Purdue University (Indiana)

Purdue University Fort Wayne (Indiana)

Purdue University Northwest (Indiana)

Queen’s College, City of New York (New York)

Quinnipiac University (Connecticut)

Simpson College (Iowa)

Snow College (Utah)

Springfield College (Massachusetts)

Stevens Institute of Technology (New Jersey)

SUNY Binghamton (New York)

SUNY Buffalo (New York)

SUNY ESF (New York)

SUNY Geneseo (New York)

Syracuse University (New York)

The New School (NYC)

UC Davis (California)

UC Irvine (California)

UCSD (California)

UIUC (Illinos)

University of Arizona (Arizona)

University of Colorado Boulder (Colorado)

University of Connecticut (UCONN) (Connecticut)

University of Dayton (Ohio)*

University of Michigan (Michigan)*

University of Michigan Dearborn (Michigan)

University of Missouri (Missouri)

University of Mount Union (Ohio)

University of Nevada Reno (Nevada)

University of Redlands (California)

University of South Dakota (South Dakota)

University of Tennessee Martin (Tennessee)

University of the Incarnate World (Texas)

University of Washington (Washington)*

Washington College (Maryland)

Western New England University (Massachussetts)

Whittier College (California)

Woodbury University (California)

Xavier University (Ohio)

York College of Pennsylvania (Pennsylvania)

Matriculations*

Canada

Saint Mary’s University Halifax

Huron University

Humber College

Fraser International College

International College of Manitoba

Czech Republic

University of New York in Prague

France

American University of Paris

The New School (Parsons-Paris)

Germany

Lancaster University Leipzig

Italy

American University of Rome

Luxembourg

Luxembourg School of Business

Malta

University of Malta

Netherlands

*University of Amsterdam

*Maastricht University

Portugal

Nova Information Management School

Forward College

Spain

*IE University

Universidad Europea

*Universidad Rey Juan Carlos

*University of Navarra

Switzerland

EU Business School

EHL Hospitality Business School

Webster Geneva

International Institute in Geneva

Franklin University Switzerland

UAE

Heriot Watts University-Dubai

Middlesex University-Dubai

Hult International Business School-Dubai

*Matriculations

I attended ACS Egham for eight years having moving from Germany. What I loved about ACS was its intercultural environment, which introduced me to and allowed me to learn about various cultures through events such as the International Fair. Additionally, the teachers and the support I received from ACS stood out to me. I felt that many of the teachers were genuinely committed to helping me; they took the time to ensure I never fell behind and received the support I needed.

For a long time, I was unsure of what I wanted to do after school, but the University and College Counselling Team remained patient and encouraging throughout my journey. When I decided to pursue a career in law, I felt extremely uncertain, but my University Counsellor played a crucial role in helping me maintain my goal. Their unwavering support made a significant difference, and they informed me of the various options available, such as apprenticeships. Partnerships with Royal Holloway were also invaluable, helping me develop a strong personal statement that ultimately secured my place at the University of Exeter.

I could speak at length about why I would recommend the International Baccalaureate (IB) over other curriculums in the UK, but to keep it concise: the IB was challenging and sometimes overwhelming, yet I believe it adequately prepared me for further education and the working environment. The IB taught me time management and organisational skills, making university life more manageable regarding completing assessments on time and preparing for seminars. Furthermore, the focus on critical thinking and analysis in the IB was particularly beneficial for me as a law student, as I had already developed foundational skills that support my work in drafting cases and witness statements for mock court trials.

One of my favourite experiences at ACS Egham, which I also consider one of my biggest achievements, was participating in Project Nepal. It has been one of the most rewarding things I have done and is an experience I will never forget. I also enjoyed knitting, which was made available to me shortly before I left.

My current aspiration is to undertake a placement year as part of my four-year course, for which I am currently applying. I hope to gain enriching experience from it and potentially secure a training contract upon completing my undergraduate degree, enabling me to qualify officially as a solicitor.

Benjamin has been at the school for thirteen years — long enough to have moved through the entire PYP, MYP and IB Diploma Programme as one continuous arc. Looking back, he sees each stage as deliberate preparation for the next: the PYP’s early “I Time” research projects taught him to work independently, the MYP’s personal project pushed that further, and by the time he reached the Diploma Programme, writing an Internal Assessment for every subject and an Extended Essay felt like a natural next step rather than a leap.

That Extended Essay became one of his proudest pieces of work. Writing in English Language and Literature, Benjamin chose to examine *Ancient Apocalypse*, a Netflix series he sees as pseudoscientific and misleading. His essay picked apart how the show’s presenter uses language to undermine real archaeologists and inflate his own unfounded theories — a project that let him merge his interest in media literacy with close textual analysis.

Academically, Benjamin has taken Maths, English and History at Higher Level, and Biology, French and Theatre at Standard Level — a spread he says has been the real value of the Diploma. “No matter what you study in university,” he explains, “you will be a better person if you know more about a lot of things.” He credits the breadth of the IB with making him a stronger conversationalist and a more adaptable thinker, someone who can approach a problem scientifically, historically or creatively depending on what it needs.

Beyond the classroom, Benjamin points to the school’s team-building trips and the Project Nepal expedition as some of his most meaningful memories — experiences, he says, that built genuine collaboration among a year group where, in his words, there’s no one he dislikes. He also reflects on why his family chose an international education in the first place: having grown up outside their home country themselves, his parents wanted him to develop a global mindset and the confidence to feel at home anywhere.

After a well-earned long summer, Benjamin will head to Bristol University to study Liberal Arts with a focus on History — a course he chose specifically because it lets him keep learning broadly, dipping into filmmaking, writing and biology alongside his main pathway. Longer term, he’s drawn to storytelling itself: whether that means working in the film industry or making documentaries about humanity’s impact on the natural world, he wants to keep using what he’s learned to inform and engage people.

Viki has been at the school for six years, working her way through the Diploma Programme with a subject mix that reflects exactly what she values about the IB: the freedom to do science and the arts at the same time, rather than choosing between them. At Higher Level she’s taken Biology, Chemistry and Maths AA; at Standard Level, Geography, Literature and French B — a combination that let her stay firmly rooted in the sciences while keeping her love of the arts alive alongside it.

For her Extended Essay, Viki turned to a question with real environmental stakes: how enzymes affect juice production, and whether those biological processes could be harnessed to reduce food waste and make food production more sustainable. It’s a project that captures her wider approach to science — technically rigorous, but grounded in a genuine concern for the environment.

Viki is quick to credit the skills the IB built beyond the syllabus itself. Juggling six subjects alongside the Extended Essay and Theory of Knowledge, she says, taught her time management she expects to lean on constantly at university and beyond, where multiple projects running at once is simply the norm. She also points to the smooth progression from the MYP into the Diploma Programme, saying the skills built earlier let her take on the DP with far more ease than other curriculums allow.

She’s equally warm about the community itself, describing the school as diverse and welcoming — a place where students from all over the world, including many, like her, who’ve lived in multiple countries, come together with real kindness, especially toward anyone new.

Viki is now studying for an MSci in Biological Sciences at Imperial College London, having also held offers from Bath and Southampton. After opening her results and confirming her place, she reflected on the journey:

*”After two years of hard work and endless support from my teachers and university counsellors, I was delighted to open my exam results and find out I met my offer for studying Biological Sciences MSci at my firm university, Imperial College London. I will be starting there this September. The IB persistently helped to fuel my skills and passion for this fascinating subject, and I am excited to get started and meet others with the same level of interest in such a rigorous STEM university. Without the school’s support, I would not have been able to achieve this amazing result. I’m excited for the next chapter of my life studying in London!”*

She chose Natural Sciences-style breadth deliberately, drawn to a degree that, like the IB itself, lets her explore widely rather than specialise too soon — with an eye on eventually working at the cutting edge of biological research.

In three words, Viki sums up the school as accepting, vibrant and focused — a description that, looking at her own path through it, feels entirely earned.

Caden joined the school in Grade 10, the ninth school of his life across three continents. Having spent most of his education in the British system, he’d found it a difficult fit — heavy on memorisation, light on the kind of deep understanding he was looking for. The IB’s Career-Related Programme changed that. “They teach you more how to teach yourself,” he says, “rather than just memorise and regurgitate information onto a final paper” — a shift he now considers the single most useful skill he’s taken from his education.

The CP suited him for another reason: flexibility. Centred on business, enterprise and entrepreneurship, the programme let him build a schedule around a Level 3 BTEC — equivalent to two Higher Levels — alongside Higher Level Maths, without narrowing his options too early. For his Reflective Project, the CP’s equivalent of the Extended Essay, Caden drew on his own experience as a basketball player to examine the ethics of NBA prospects withdrawing from draft commitments, weighing the pull of NIL deals in college sports against the incentive to turn professional. It’s exactly the kind of live, real-world issue he wanted to dig into.

Sport has also taken him further afield than he expected: Valencia with the basketball team, Eindhoven with volleyball, Vienna for a tournament — each one, he says, a chance to see somewhere new that he wouldn’t otherwise have visited. Socially, he’d worried that joining mid-way through Grade 10 would be difficult, arriving just after his year group’s residential trip. Instead, he found his friend group within days, and still counts them among his closest friends. It’s a reflection, he thinks, of the school’s size and layout — small enough that you know almost everyone, big enough that “not everyone’s in your business.”

Asked to sum up the school in three words, Caden lands on diverse, curious and confident — pointing to the sheer range of backgrounds among his friends (South African, half-German half-American, and his own Hong Kong roots) as much as the range of interests people pursue without worrying what others think.

Caden plans to study in the US, likely near family in Michigan, continuing with business and entrepreneurship — several of his offers include the option to pair a major in Entrepreneurship with a minor in Engineering, a combination he’s genuinely excited to pursue.

Marcus has been at the school for six years, and his path through the IB Diploma Programme reflects something he’s keen for other students to know: the Diploma can flex to fit you, not the other way around. As a dyslexic student, he found Spanish consistently difficult, so on his teachers’ advice he moved onto the IB Courses pathway, replacing Spanish with British Sign Language while still completing six full subjects and the complete IB experience. It’s a small structural change with a big point behind it — that the programme’s flexibility let him play to his strengths in history, drama and design technology at Higher Level, and maths, English and economics at Standard Level, rather than being held back by a subject that didn’t suit how he learns.

That same instinct — learning through experience rather than a textbook — runs through everything Marcus values about the school. He’s especially animated talking about the history department’s trips, particularly one to Berlin, where he could stand in the places connected to the Cold War and the years leading up to the Second World War. Seeing the human emotion behind historical events, he says, taught him things no classroom ever could. He points to similar trips exploring the First World War and, in other years, sites tied to Gothic literature, as proof the school actively builds understanding beyond the syllabus.

Outside the classroom, Marcus has thrown himself into Model United Nations, working his way up to club president after helping organise the school’s first-ever MUN conference — from the early planning meetings through to delivering the opening and closing speeches himself. It’s an experience he describes as unforgettable, and one that’s shaped his ambitions directly: he’s aiming to study International Relations, holding an offer from King’s College London, with his sights set on eventually working for organisations like the UN, UNICEF or the WHO, or pursuing a career in diplomacy — a path he’s already begun exploring firsthand by interviewing parents in the school community who work in the field.

Before committing to further study, Marcus is drawn to spending time gaining first-hand experience — volunteering with organisations doing hands-on humanitarian work, whether in the UK or abroad, to build the practical grounding he feels his future career will need. It’s a plan that traces directly back to the school’s cultural trips, which he credits with showing him how much there is to learn outside a book.

Asked to sum up his time at the school, Marcus doesn’t hesitate: community and experiences — the friendships across year groups that have shaped who he is, and the trips and opportunities that made the learning real.