Published on and written by Cyril Jarnias
Choosing an international school in Trinidad and Tobago, whether you are an expatriate on a short stay or a family settling in longer-term, involves weighing several educational models, several pedagogical approaches, and… several islands. While Trinidad concentrates most of the options, Tobago is gradually developing its own internationally-focused institutions.
In Morocco, international schools, though expensive and with limited spots, offer an alternative to the free public system. They mainly target expatriate children (diplomats, executives) and some local families, offering foreign curricula (American, Canadian, British, IB), small classes, modern infrastructure, and international accreditations.
This article provides a detailed overview of the main international schools in Trinidad and Tobago, based on factual data, official accreditations, and parent feedback. The goal is simple: to help families understand the differences between institutions, decode the programs, and weigh the strengths and limitations of each option.
A solid local education system, but very “British”
Before diving into the details of international schools, we must set the stage. Trinidad and Tobago boasts a high literacy rate and a well-structured education system. School is free and compulsory from ages 5 to 16, with free tuition through university. The state also provides school transportation, books, and meals for primary and secondary students, which significantly reduces the cost of accessing education.
Trinidad and Tobago’s education system is modeled on the British system: seven years of primary school, followed by at least five years of secondary education. The end of secondary school is marked by obtaining the NCSE (National Certificate of Secondary Education) and then taking the CSEC (Caribbean Secondary Education Certificate). Top-performing students can then prepare for the two-year CAPE (Caribbean Advanced Proficiency Examinations), which is the regional equivalent of British A Levels.
In this context, international schools constitute a sort of parallel track, more aligned with North American systems, “pure” British systems (IGCSE / A Levels), Canadian (Ontario), or the International Baccalaureate continuum. For a child who has already begun their schooling under one of these models, or who will soon need to integrate into one (American, British, Canadian universities, etc.), it is often the most coherent solution.
What international schools in Trinidad and Tobago generally offer
In the archipelago, international schools primarily cater to expatriate children – executives, diplomats, personnel of international missions – but also welcome a significant number of Trinidadian or Tobagonian students. In most cases, the language of instruction is English, even though some institutions integrate foreign languages (notably Spanish) and diverse educational cultures.
They distinguish themselves from the local public sector through imported curricula (USA, Ontario, British National Curriculum, Cambridge, IB), international accreditations (IB World School, Cambridge International, SACS, inspections by the Ontario Ministry of Education), smaller class sizes, a structured offering of extracurricular activities, and often modern infrastructure (laboratories, innovation spaces, libraries, sports facilities).
In return, tuition fees are high by local standards. This can be compounded by registration fees, building or capital fund contributions, and fees for certain external exams. Most schools are day schools without boarding facilities, requiring families to live within a reasonable distance, especially given the often-heavy traffic around Port of Spain.
International School of Port of Spain (ISPS): The heavyweight in the landscape
It is impossible to discuss international schools in Trinidad and Tobago without starting with the International School of Port of Spain (ISPS), generally regarded as the country’s most prominent international institution.
A modern campus and a very international community
Located in Westmoorings, in northwest suburban Trinidad, ISPS occupies a campus of approximately 3.3 acres, with a main building specifically designed for teaching and opened in 2000, later expanded. It features 50 classrooms, science labs, a robotics lab, an innovation space, a woodworking shop, a library, art studios, a theater, a gymnasium, a cafeteria, an infirmary, and dedicated student support spaces.
The facilities are described as “fantastic,” air-conditioned, and akin to those of a well-equipped American campus. The school also benefits from additional grounds through an agreement with the neighborhood: two large sports fields, a training area, a jogging track, and a soccer field are accessible in an adjacent park.
Parent feedback
ISPS hosts over 400 students from about 30 countries. The student body is predominantly expatriate, creating a highly international atmosphere. For a mobile family, this facilitates the integration of children who have already experienced several school systems and contexts.
American program and International Baccalaureate
Opened in 1994, ISPS follows an American curriculum model, awarding a High School Diploma upon graduation. The school is divided into three sections: Elementary School (Pre‑K to Grade 5), Middle School (Grades 6 to 8), and High School (Grades 9 to 12). Significantly, ISPS is also an IB World School. It is authorized to offer the Primary Years Programme (PYP) for Pre‑Kindergarten to Grade 5, as well as the Diploma Programme (DP) for high school, with IB exams held in May and June.
This pathway allows students to combine the American education system (with GPA and credits) and the international recognition of the International Baccalaureate (IB), highly valued by universities in Europe, North America, and the rest of the world.
Key points structured as a table
| Element | Main Detail |
|---|---|
| Location | 1 International Drive, Westmoorings, Trinidad |
| Type of Institution | Private, non-profit, coeducational, day school |
| Grades | Pre‑K to Grade 12 |
| Enrollment | > 400 students, ~30 nationalities |
| Curriculum | US Model + IB (PYP and DP) |
| Accreditations | IB World School, SACS, AdvancED (NCA CASI, SACS CASI, NWAC) |
| Class Sizes | Maximum reported of about 12 students |
| Language of Instruction | English |
| Tuition Fees | Approximately 6,000 USD/year (excluding additional fees) |
| Uniform | Mandatory |
Furthermore, ISPS displays strong external recognition. It is fully accredited by the Southern Association of Colleges and Schools (SACS) and by AdvancED (now Cognia). An external audit highlighted certain “powerful practices,” such as a board of directors that grants real authority to the head of school, and a high level of parent satisfaction with communication (PowerSchool portal, community events, etc.). The same report noted areas for improvement, such as more formalized processes for educational leadership and data tracking, showing the school is also engaged in a continuous improvement dynamic.
School life, extracurriculars, and parent feedback
Student days are structured around a very broad range of activities: arts, sports, robotics, Model United Nations (with participation in sessions in the USA, Canada, or Mexico), community service projects from kindergarten to high school, support actions following regional disasters (e.g., for victims of a volcanic eruption in Saint Vincent and the Grenadines). The school offers a rich, structured program of extracurricular activities, appreciated by families.
Parents generally appreciate the small classes, specialized teachers, welcoming atmosphere, and dynamic PTA. However, some express concerns about the transition to the IB program, fearing a lag compared to peers abroad, and report the introduction of religious content in the lower grades without sufficient information to families.
For families aiming for higher education in the United States or seeking a “one-stop” international solution with IB, high-level infrastructure, and a dense expatriate community, ISPS is clearly among the best options in Trinidad and Tobago. Conversely, the strong presence of foreign students implies perhaps a less pronounced anchoring in Trinidadian society compared to more local schools.
Maple Leaf International School: The Canadian (Ontario) option
Also in the Port of Spain area, Maple Leaf International School offers a completely different framework: that of the Ontario, Canada, curriculum. Located on Alyce Heights Drive, Petit Valley, this K-12 school positions itself as a “genuine overseas Ontario school.”
A school officially inspected by Ontario
Maple Leaf is regularly inspected by the Ontario Ministry of Education. It enrolls about 350 students and is structured into two main divisions: Elementary (Junior Kindergarten to Grade 8) and Senior School (Grades 9 to 12). The teaching staff includes about thirty full-time teachers, with approximately 80% certified in Ontario, ensuring great continuity for families coming from or returning to Canada.
Students earn credits and a diploma meeting Ontario requirements, facilitating access to Canadian universities and increasingly recognized internationally. For Trinidadians considering higher education in Canada, this is a strategic asset.
Parent feedback indicates the facilities are “adequate” but not spectacular. Classes from Kindergarten to Grade 2 are housed in a separate building, described as rather limited in terms of space. Facilities for the upper grades are considered a bit more comfortable, without reaching the level of a large international campus.
Parents note that the extracurricular activity offering is currently limited, with few options available and sometimes inconvenient schedules. This limitation is likely due to a lack of physical space at the institution.
The student body composition is predominantly Trinidadian. For some expatriates, this can be seen as an opportunity for local immersion, but several accounts report that local students, often very attached to their existing family and friend circles, are not always encouraged to form bonds with non-Trinidadians outside of school. This is not a universal rule, but an important nuance to keep in mind if one places great emphasis on intercultural socialization.
Support for special needs and admission policy
A sensitive point for some families: according to parental feedback, Maple Leaf does not support students with certain learning difficulties such as dyslexia. It is therefore crucial to clarify, from the first contact with the school, the level of available support for special educational needs.
The tuition fee structure typically distinguishes three components: registration fees, capital fund, and annual fees.
In summary: For whom is Maple Leaf the “better school”?
For Canadian families or those clearly aiming for higher education in Canada, Maple Leaf is a very coherent option, notably due to the annual Ontario inspection and full alignment with that system. For families seeking a heavily international community or a very rich extracurricular offering, other institutions may seem more attractive.
The British Academy: The Cambridge pathway for secondary
The British Academy, located in St. Clair (Port of Spain), positions itself as a coeducational secondary school following the National Curriculum for England and awarding Cambridge qualifications (IGCSE, A Levels). It primarily caters to students from upper primary (Standard 3 or 5, depending on sources) through post-secondary.
A school still evolving, but anchored in the British system
Opened in 2006, The British Academy is registered as a Cambridge International Centre and works in connection with several British universities. It is also recognized by the local Ministry of Education. The curriculum structure is classic for a British school abroad: Key Stages, IGCSE around age 16, then A Levels.
For families already familiar with the British system, or who want their children to have highly readable A Levels for universities in the UK, Europe, or the Commonwealth, this school represents a clear alignment.
Mixed parental reviews, between criticism and praise
Parent feedback on The British Academy is particularly mixed, well illustrating the need for thorough visits and interviews before any enrollment.
Some early parents expressed disappointment, pointing to a gap with the promise of a ‘British way’ education due to teacher recruitment, facilities perceived as basic, and a heavy reliance on funding from the parent-teacher association (PTA) for operations. Some families believe a private school education in the UK would have been preferable.
Conversely, other recent feedback highlights very positive developments: more experienced teaching staff, engaged leadership, a climate that is both warm and rigorous. Several parents mention the very favorable impact of the school on students with diverse profiles, including children who had struggled in the local system and flourished with the Cambridge curriculum. One parent emphasizes the development of critical thinking, communication, discipline, and digital skills, describing their children as much more fulfilled and performing than they would have been elsewhere.
Clubs, PTA, and infrastructure
The British Academy has a range of afternoon activities: music, soccer, rugby, drama, cricket. These are classic disciplines of British schools, contributing to building a well-rounded profile (sports, arts, oral expression).
Presentation of the characteristics of the institution’s infrastructure and the structuring role of the Parent-Teacher Association (PTA).
The infrastructure is described as basic, which does not mean pedagogically insufficient, but rather the absence of an ultra-modern campus comparable to large North American international schools.
The PTA plays a central role in community engagement (annual meeting, events) and also contributes financially to the daily operation of the institution.
Positioning in the landscape
The British Academy stands out mainly as an excellent option for families attached to the Cambridge continuum, seeking a relatively smaller, more familial environment, and who accept simpler infrastructure in exchange for a strong focus on success in IGCSE and A Level exams. Families most sensitive to architectural quality or a “high-end” level of facilities may be less convinced.
St. Andrew’s Private School: A very “British” small primary school
Still in the Port of Spain area, St. Andrew’s Private School (Maraval) represents another category: the small British-style primary school, highly appreciated by some expatriate families, notably British ones.
General profile and pedagogy
St. Andrew’s follows a British curriculum and accepts students from Prep 1 to Primary 5. It is therefore more of a school for the early years of schooling, before a potential transfer to a secondary institution like The British Academy, ISPS, or another good local school.
Parents consider this school very suitable for students coming from the British system, notably due to its individualized support. A remedial class is available to provide targeted reinforcement for students with temporary difficulties, which is a reassuring point for families.
Activities, fees, and uniform
St. Andrew’s offers several extracurricular activities: soccer, cricket, ballet, among others. For a small primary institution, this diversity is appreciable. Tuition fees for foreign students are around 30,450 (in local currency or equivalent, depending on precise indexing), placing it in the upper range for a local primary school but still lower than some large international schools covering the entire secondary level.
A uniform is mandatory, as in almost all international schools in the country. Before committing, parents are strongly advised to make an appointment with the administration, visit the premises, and ask many questions. In such an intimate environment, the relationship of trust with the administration and teachers is crucial.
Summary table of main parameters
| Element | St. Andrew’s Private School |
|---|---|
| Location | 16 Valleton Avenue, Maraval, Port of Spain |
| Grades | Prep 1 to Primary 5 |
| Curriculum | British |
| Language | English |
| Fees for foreigners | ≈ 30,450 per year |
| Uniform | Mandatory |
| Extracurricular | Soccer, cricket, ballet, other occasional activities |
| Specifics | Remedial class for students in difficulty |
For a British family with young children settling in Trinidad, St. Andrew’s is often perceived as a safe choice for the first years of primary school.
Trillium International School: The “made in Ontario” option in Chaguanas
Outside the capital, the city of Chaguanas is home to Trillium International School, a private institution that also follows the Ontario curriculum, from Kindergarten through secondary. Founded in 2002, Trillium aims to be a credible alternative to capital schools for families living in central Trinidad.
Canadian curriculum and small classes
Trillium applies the requirements of the Ontario Ministry of Education for Kindergarten, Elementary, and Secondary levels. As with Maple Leaf, this means students earn credits recognized in Ontario, with an academic profile aligned with that system. The school emphasizes small class sizes, with a strong focus on individualized follow-up.
Trillium School emphasizes the development of social skills, health and wellness education, as well as artistic and cultural activities, complementing the teaching of classical subjects.
Fees and cost structure
The tuition fees are clearly displayed, facilitating comparisons for families. To give a general idea, levels are as follows (in TTD, based on an internal schedule):
| Level | Indicative Annual Fees (TTD) |
|---|---|
| Junior & Senior Kindergarten | ≈ 23,100 |
| Elementary (Grades 1–8) | ≈ 29,040 |
| Secondary (Grades 9–12) | ≈ 36,300 |
| Registration Fee (one‑off) | 200 (non-refundable) |
| Capital Fee per family (one‑off) | 7,000 (non-refundable) |
Another schedule mentions overall fees on the order of 39,000 per year, depending on the exact level and category (domestic or international). The fees cover textbook usage, some activities, and operational costs, but not laptops, uniforms, meals, transportation, or personal school supplies.
A strategic choice outside Port of Spain
For families residing in or near Chaguanas, Trillium avoids long daily commutes to Port of Spain. For those who prioritize a Canadian pathway, it is also a credible alternative to Maple Leaf, with a more modest scale and a more pronounced local anchorage.
Oxbridge International School (OXIS): The Cambridge continuum for ages 3–19
Oxbridge International School (OXIS) completes the picture of schools based on the Cambridge framework. The institution is officially approved as a Cambridge International School and offers the entire Cambridge Pathway for ages 3–19.
An internal division into “schools”
OXIS structures its schooling into several sections: Early Years, Lower School, Middle School, Upper School, Oxis Advanced, and Oxis+. This division allows for adapting pedagogy to the child’s developmental stages while maintaining the coherence of a single Cambridge curriculum.
The school adopts a holistic approach, aiming at the physical, mental, emotional, and spiritual development of students, beyond academic knowledge. It is Cambridge-accredited, giving it access to resources, professional development programs from Cambridge University, and an international network of partner schools.
Fees and payment policy
The annual fees are set in US dollars for each level (Early Years, Lower, Middle, Upper, etc.). Foreign students must pay in USD, while local students can pay in Trinidad and Tobago dollars at the rate of 7 TTD to 1 USD.
The fees cover tuition, Cambridge and Cambridge Online School registration, textbooks (mainly digital), and the OXIStudy program. They do not include Cambridge exam fees, trips, technology fees, the OXIS+ program, uniforms, or certain lab or security fees.
Payments can be made in one lump sum for the year or in two semester installments, but all fees are non-refundable, the school justifying this policy by its small class sizes and the fact that each enrollment occupies a spot that cannot be offered to another student.
For which families?
OXIS primarily targets parents who want to anchor their children in the Cambridge framework from early childhood through the end of secondary school, with a dual dimension: rigorous academics and overall personal formation. Families must, however, be comfortable with a fee structure entirely in international currency (for foreigners) and a very strict non-refund policy.
International schools in Tobago: A more limited but expanding offering
Tobago, the smaller island of the archipelago, has far fewer schools than Trinidad. The international offering there is thus still nascent, but several institutions deserve the attention of families settling there, notably in the tourism sector.
Tobago International Academy: Small size, great openness
Tobago International Academy is a recent private school, designed from the outset to offer an education that is both personalized and open to the world. Classes are intentionally small, allowing for individualized follow-up and close interaction between teachers, students, and parents. The student body is culturally diverse, reflecting the island’s tourism activity and mix of nationalities.
The school’s parent-teacher association (PTA) actively organizes field trips connected to Tobago’s local environment, thanks to the involvement of parents working in tourism. These activities, such as visiting coral reefs, exploring mangroves, or discovering local ecosystems, concretely anchor the teaching in the island context and give a practical dimension to the global perspective promoted by the institution.
Expatriate parents, notably American, say they are very satisfied with this school, seeing it as a good balance between academic rigor, cultural openness, and island quality of life.
St. Nicholas Primary School: An independent primary school
In Mt. Marie, St. Nicholas Primary School is mentioned as an independent primary school. Few detailed details are available in the report, but its presence reminds us that Tobago, even with a more limited offering, provides a few private options that may interest families seeking a small-scale school with a more local dimension.
Preschool solutions: The case of The Montessori Academy
For families with very young children, the question of preschool is often crucial. In Trinidad and Tobago, The Montessori Academy appears as a favored option, notably among expatriates.
Headed by Heather Rahael, a Californian with training as a speech therapist, this school applies the Montessori pedagogy for toddlers. Montessori trainers from Florida intervene several times a year to ensure ongoing teacher training and conduct workshops for parents, notably on topics like positive discipline and behavior management.
Parent testimonials, including one from an American expatriate mother, praise the quality of support, the team’s kindness, and the progress observed in their children from a very young age. The fact that many American and British families have enrolled their children there reinforces the institution’s reputation within the international community.
Understanding the available curriculum models
One of the particularities of the international offering in Trinidad and Tobago is the coexistence of several curriculum models:
Presentation of the different international school curriculum models available, with their distinct characteristics and pedagogical approaches.
Often perceived as more flexible, this model is centered on participation, projects, and creativity. It uses a GPA and credit system and allows for taking advanced-level courses.
Very structured and exam-centered (IGCSE, A Levels, CSEC, CAPE). It involves a certain specialization of subjects from ages 15–16. Examples: The British Academy, St. Andrew’s.
Offers a balance between academic rigor and continuous assessment, with a broad range of subjects. The Ontario Secondary School Diploma is recognized across Canada. Examples: Maple Leaf, Trillium.
A highly standardized international continuum, from primary to pre-university, with IGCSE and A Level assessments. Example: OXIS, The British Academy as an exam center.
The table below allows for quickly visualizing which models are represented in the main schools mentioned.
| School | Main Curriculum Model | Key Diplomas/Exams |
|---|---|---|
| ISPS | US Model + IB (PYP, DP) | US High School Diploma, IB Diploma |
| Maple Leaf International | Ontario (Canada) | Ontario Secondary School Diploma |
| Trillium International | Ontario (Canada) | Ontario Credits and Diploma |
| The British Academy | UK National Curriculum + Cambridge | IGCSE, A Levels |
| St. Andrew’s Private School | British (primary) | Transition to British secondary |
| Oxbridge International (OXIS) | Cambridge Pathway (3–19 years) | Cambridge Primary, IGCSE, AS/A Level |
| Tobago International Academy | International orientation (details unspecified) | Depends on the implemented program |
Choosing a curriculum is not just a matter of philosophical preference. It should be based on several factors: likely university destination, the child’s ability to adapt to more or less exam-centered systems, the possible need to switch between systems (e.g., return to the British system or integration into an American high school), and available support resources (support in case of difficulty, diploma recognition, etc.).
Tuition fees: General ranges and items to verify
Even though each school regularly updates its fees, the report allows us to discern some general ranges.
Simplified, we are often within these ranges:
| School / Level | Order of Magnitude of Annual Fees* |
|---|---|
| ISPS | ≈ 6,000 USD (excluding registration and capital fees) |
| Maple Leaf | Fees upon request (capital + tuition, several tiers) |
| The British Academy | Variable by level; highly dependent on PTA support |
| St. Andrew’s (foreign students) | ≈ 30,450 (local currency or equivalent) |
| Trillium | ≈ 23,000 to 39,000 TTD depending on level + capital fee |
| OXIS | Fees in USD by level, payable in USD or TTD |
| Tobago International Academy | Rates not published in available data |
Amounts are given as an indication based on figures provided in the report, subject to change.
Beyond the gross amounts, several points should be closely verified with each school:
Before enrollment, it’s crucial to inquire about several financial aspects: registration fees (often non-refundable); the existence of a ‘capital fee’ or ‘building fund’ paid once per family or per child; what exactly the fees cover (textbooks, materials, Cambridge or IB exam fees, mandatory activities, transportation, meals…); the refund policy in case of mid-year departure (some institutions like ISPS apply a prorated amount by term, while others like OXIS announce a no-refund policy); and any available scholarships or financial aid (some schools, like ISPS, offer need-based aid to foster social diversity).
For expatriate families employed by large companies or organizations, part of these costs may be covered by an expatriation package. For others, the financial effort is significant and justifies a very precise comparison of the offerings.
How to choose: Some guidelines from field feedback
Numerical data and accreditations provide an objective framework, but parent experiences add an essential dimension, even if they remain inherently subjective.
Several key themes emerge:
ISPS is perceived as the flagship school with a modern campus and strong internationalization, despite some criticism about the transition to IB. Maple Leaf and Trillium offer serious Canadian curricula, with sometimes limited infrastructure for the former and regional proximity for the latter. The British Academy receives divergent reviews, ranging from initial disappointment to very positive feedback on its academic rigor. St. Andrew’s is appreciated for its caring, small neighborhood school atmosphere at the primary level. Tobago International Academy, though recent, is highly recommended for its personalized approach and exceptional setting.
For an arriving family, the best advice remains to combine this information with thorough visits, direct exchanges with the administrations, and, if possible, informal conversations with currently enrolled parents. The “best international schools in Trinidad and Tobago” are not the same for everyone: they depend on higher education plans, available budget, children’s ages, their learning profiles, and the type of integration (heavily expatriate community vs. more local anchoring) desired.
The Trinidad and Tobago archipelago offers a varied range of international schools despite its size: large American-IB campuses, small British primary schools, Ontario programs in Port of Spain and Chaguanas, a complete Cambridge continuum, and a young school in Tobago focused on the environment. By carefully comparing programs, fees, and institutional cultures, families can find a school truly suited to their children.
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Cyril Jarnias is an independent expert in international wealth management with over 20 years of experience. As an expatriate himself, he is dedicated to helping individuals and business leaders build, protect, and pass on their wealth with complete peace of mind.
On his website, cyriljarnias.com, he shares his expertise on international real estate, offshore company formation, and expatriation.
Thanks to his expertise, he offers sound advice to optimize his clients' wealth management. Cyril Jarnias is also recognized for his appearances in many prestigious media outlets such as BFM Business, les Français de l’étranger, Le Figaro, Les Echos, and Mieux vivre votre argent, where he shares his knowledge and know-how in wealth management.
