There is a particular moment in every pupil’s school journey when the future begins to feel a little more real.
An application becomes an interview. An interview becomes an offer. A school once discussed around the dinner table becomes the place where new friendships will be made, new subjects explored and, before long, another school uniform will begin to feel familiar.
For a number of our Prep School pupils, the 2025–2026 academic year brought exactly those moments.
We are immensely proud to celebrate pupils who received offers from an outstanding collection of UK schools, reflecting not only their academic ability, but the curiosity, confidence and character they have developed throughout their time at Wycombe Abbey School Hong Kong.
Our Prep School pupils received offers from:
- Badminton School
- Bryanston School
- Canford School
- Charterhouse School
- Cheltenham Ladies’ College
- Downe House School
- Harrow School
- Marlborough College
- Mayfield School
- Radley College
- Roedean School
- Rugby School
- Sherborne Girls
- St Mary’s Calne
- St Swithun’s School
- The King’s School, Canterbury
- Tonbridge School
- Wellington College Prep
- Wetherby Pembridge
Each offer is something worth celebrating. Yet a list of schools, however impressive, tells only part of the story.
Behind every application were lessons and conversations, practice papers and interviews, moments of uncertainty and encouragement, and the gradual development of the independence required to take such a significant next step.
Most importantly, behind every offer is a young person.
More Than Preparing for an Entrance Examination
Preparing a child for their next school should never begin with an examination paper.
Long before pupils encounter entrance assessments or interviews, they are developing the qualities that will eventually help them navigate both: the confidence to express an idea clearly, the resilience to persevere when something is difficult, the curiosity to engage with unfamiliar questions and the independence to take increasing responsibility for their own learning.
At WASHK, those qualities are nurtured alongside strong academic foundations.
For pupils considering schools in the UK, preparation becomes increasingly individual as their next chapter approaches. Teachers help pupils strengthen particular areas of learning, while dedicated entrance preparation, interview practice and support throughout the application and examination process help make what can initially feel daunting considerably more familiar.
But perhaps the best way to understand that preparation is through the pupils who have experienced it themselves.
Si Wei Ow
Si Wei received offers from Roedean, Badminton School — where she was awarded an Academic Maths Scholarship — and Cheltenham Ladies’ College, which she has chosen for her next chapter.
Her achievements are significant, but her reflection on leaving WASHK speaks just as much about personal growth as academic preparation.
“I think Wycombe Abbey Hong Kong has prepared me to fly aboard to the UK, because my teachers helped me when I was not too sure about something if we were confused and would calmly explain it to us if we were unsure. My friends were encouraging me, for example telling me not to worry and giving me advice during this time. I pushed myself out of my comfort zone to be more social, confident, and to be more talkative, not just with my friends.”
There is something particularly meaningful in that final thought.
Academic preparation can help a pupil succeed in an assessment. Confidence allows them to walk into an unfamiliar classroom, introduce themselves, contribute to a discussion and begin building a life within a new community.
As Si Wei prepares for Cheltenham Ladies’ College, she takes with her both.
Esther Sampson: A Journey That Began in Year 1
For Esther, leaving WASHK carries particular significance.
She received offers from Wellington College Prep and Charterhouse and has chosen to continue her education at Wellington College Prep. Yet her story with WASHK began much earlier: in Year 1.
That means her preparation for this next chapter cannot really be reduced to the months preceding an entrance examination. It has been taking place across years of lessons, friendships, challenges and everyday school experiences.
“WASHK helped me prepare for my new school since I was in Year 1, by teaching me academic skills, independence, bravery, and skills I will use in higher grades or in the real world. I made so many good friends in my time at Wycombe Abbey and made memories I won’t forget. This school has prepared me for exams and to get good grades to get into the school I wanted to get into. The process made it easier for my family and I to apply to UK schools. I loved my time at Wycombe Abbey School. It was my first school I’ve been to and it taught me so much.”
Esther also reflects warmly on the friendships and memories she has made and the support she and her family received while navigating applications to UK schools.
Her words capture something important about education.
Schools certainly prepare pupils for what comes next academically. But over time, almost imperceptibly, they are preparing them in many other ways too.
Mia Wong:
Mia will also continue her education at Cheltenham Ladies’ College, having received an offer from the school during the 2025–2026 academic year.
For Mia, preparation at WASHK has included developing familiarity and confidence with the British curriculum, particularly in Mathematics and Science.
“Studying at Wycombe Abbey has prepared me for my upcoming entry to Cheltenham Ladies’ College in the UK. They helped me prepare for topics in the British curriculum, in particular, in Maths and Science. In Maths, I was able to catch up on many topics, which I had previously not learnt about. In Science, I did more experiments during lesson time, which I had not done at my previous school. I feel more confident with my skills in conducting experiments and prepared for my next academic year in the UK. I have met good friends and am grateful for the teachers who have been helpful and supportive.”
Her experience is a reminder that preparation is most valuable when it responds to the individual pupil.
Sometimes that means strengthening knowledge in a particular area. Sometimes it means providing opportunities to put theory into practice. Sometimes it simply means having a teacher recognise where greater confidence is needed and providing the right combination of challenge and encouragement.
Felix Law:
For Felix, who received an offer from and will attend Wetherby Pembridge, preparation for the UK admissions process involved both developing the necessary skills and making an unfamiliar process feel manageable.
His reflection highlights the different layers of support he experienced at WASHK:
“Wycombe Abbey School Hong Kong prepared me very well for my transition to a UK school. The 11+ ECA with Ms. Elias, atom learning, and practice interviews with Mr. Fox gave me the confidence and skills needed to meet entrance requirements. Being able to complete many entrance examinations on familiar school grounds, which were coordinated by Ms. Van Strijp, made the application process easier and more comfortable. I am very grateful for the guidance and support of all my WASHK teachers.”
For a young pupil, that sense of familiarity matters.
Entrance processes can involve examinations, interviews, deadlines and the anticipation of considerable change. Providing structured preparation is important, but so too is ensuring that pupils feel supported throughout it.
Practice turns unfamiliar interview questions into conversations pupils know how to approach. Preparation helps examinations feel less intimidating. Sitting an assessment within familiar surroundings can remove one more layer of uncertainty.
Ready for the Next Chapter
There is understandable pride when a pupil receives an offer from a leading school. It is a recognition of hard work, academic promise and potential — and an exciting glimpse of what comes next.
Yet the achievement is about more than the offer itself.
It is found in the confidence to speak independently in an interview, the resilience to persevere when learning becomes challenging, and the growing independence to approach unfamiliar experiences with assurance.
These are the qualities our pupils will carry with them long after the admissions process is over.
At Wycombe Abbey School Hong Kong, we are immensely proud of every Prep School pupil who received an offer during the 2025–2026 academic year. To Si Wei, Esther, Mia, Felix and all our leavers beginning their next chapters, congratulations. We look forward to seeing where your journeys take you next.
Discover how WASHK prepares pupils with the confidence, curiosity and independence to embrace what comes next.
