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Schools in over 50 countries around the world are now using the IPC to deliver great learning, great teaching and great fun.
These schools include international schools, national state primary and middle schools, special schools, academies and independent schools.

Here is what some schools are saying about the IPC:

Our standards have improved, our SATS results gone up, our Ofsted report 'outstanding.' We're now top of the Warwickshire league tables for SATS, over 90% of our children are now on reading level 5 which is a substantial increase, and this year we've had our highest Key Stage one SATs results ever in literacy. IPC is, without doubt, a big part of all this because it's putting everything into context. The children are now excited and interested about what they're reading and writing and it's showing in the standard of their work.

Sheila Dentith, Headteacher, Welford on Avon Primary school, Warwickshire, UK

The IPC is the cornerstone of our learning-focused school. It provides the children with great excitement, challenge and diversity within a structured and supportive framework.

Graeme Scott, Head of Primary, The International School of the Hague, Netherlands

The learning friendly approach of the IPC allows our global nomads to quickly integrate into their new school and provides them with the transferable skills and knowledge necessary for success in whichever system they move on to. In our experience, the IPC provides a vehicle for happy, vibrant classrooms in which children learn.

Peter Yates, Headteacher, British School, Tehran

The IPC is active, it's kinaesthetic, it's very pace. Everything about it is relevant to children; it's based around their lives and what matters to them so that the learning makes sense. It gives children a strong sense of understanding and as a result they want to stay engaged. There's no one forcing them to learn; they want to learn.

Peter Pretlove, Headteacher, Bransgore Church of England Primary, Christchurch, England

The British International School of Ljubljana has selected the International Primary Curriculum because of its unique balance of appeal and rigour. The enlighted approach to, and total focus on learning helped us to see it as a clear choice for this age range. In addition to the excellent curricular design and resources, the support from the people at the IPC organisation is second to none.

Jeremy Hibbins, Founding Director, British International School of Ljubljana, Slovenia

The IPC is worth every penny for what it's doing is making every child want to learn more. Its cross-curricular approach means that subjects are embedded within each unit. No longer are we stopping one lesson to move onto another that's completely unrelated. Now it's all about building on a theme and, as a result, the children become completely engaged.

Caroline Quinn, Headteacher, All Souls Catholic Primary, Coventry, England

We feel that the IPC is ideal for Park House English School with its rich mix of nationalities because the topics connect with the lives and experiences of the children that make up our school. The children's enthusiasm is obvious as they engage in activities which allow them to celebrate their own culture while experiencing and enjoying elements of each other's.

Tim Jackman, Head of Primary, Park House English School, Doha

The IPC is explicit in its valuing of all cultures because of its approach to international mindedness. It's a curriculum that makes children of every culture feel very positive about their heritage. That's why we introduced the IPC here; because it gives the international element on a plate. However, it goes way beyond just internationalism. At its core is a dialogic approach to learning which is completely engaging our children; forcing them to think more creatively, more laterally, in a very skill-based way. And it's bang up-to-date. It is a very refreshing way of teaching and learning. The IPC is a very powerful curriculum for British schools. It's far more substantial than the National Curriculum as well as being global in its approach. I believe and hope we'll see a continual growth of it across the UK.

Jon Trotter, Headteacher, Handford Hall Primary, Suffolk, England

The IPC has been planned to ensure that the visual, auditory and kinaesthetic learning is met. So each of the needs of all of the children are being met through the IPC. I think, in addition to that, the type of topics the IPC covers are open-ended and so enabling the teachers, empowering them to develop the learning and teaching within their own classroom enviornment rather than the turgid way of text books.

Huw Jones, Headteacher, Albert Primary, Penarth, Wales

The IPC has put learning first in our school. It focuses on the three principles that many, many people love to have but don't always have the possibility which is great teaching; providing a supportive mechanism to make sure the teaching is high quality, great fun; so that the children enjoy coming to school, and great learning. Everything in the IPC is about learning.

John Holmes, Headteacher, Piasau School, Miri, Malaysia

For us, the IPC is the right thing to do. It is such a well put together scheme which offers so much for our children both in learning and their personal needs, and also develops staff cohesion. It's an enlightened programme for a modern school with 21st century learners.

Neil Jones, Headteacher, St. Joseph's in the Park independent school, Hertford, UK

The IPC has a great deal of flexibility and meets the need of our international student body. It allows the children to share their home country experiences and helps to build bridges between the different cultural backgrounds of the children. School is fun with the IPC and our children are happy to learn through a range of different experiences that relate to the real world..

John Todd, Headteacher, Compass International School, Doha

We have finally found a curriculum to match up to our philosophy and it's given us a hook for more creative thinking. As a school we see, feel and touch IPC in everything we do. It's changed us as teachers and it's changing our children too. It's a pivot for creativity, a route to contextual understanding, it's changing attitude and outlook, motivating their learning and giving them aspiration. It's widened my children's world and is turning them into lifelong learners. I can't ask for much more from a curriculum than that.

Margaret Goodwin, Headteacher, Warren Farm Primary, Birmingham, UK