The Olive Tree School Barcelona

Quick orientation: it's not in Barcelona proper. It's in Sant Pere de Ribes, between Sitges and Vilanova, about 40 minutes south of the city. Most families are Sitges-based.

Small school, around 200 pupils, ages 3 to 16. British curriculum, iGCSEs at 16. No sixth form, so plan for a move later.

The reputation locally is split, and worth knowing before you visit.

The good side is real. Parents talk about it like a family. Small classes (capped around 20), creative project-based learning, lots of arts and drama, warm staff. If you have a younger child or one who needs a gentler landing, this comes up again and again. According to one parent, "our daughter has flourished, not only academically but artistically, creatively and emotionally." The early years in particular get praise.

The concerns are also real and you'll hear them if you ask around. The recurring theme from critical parents is discipline and structure, especially higher up the school. One parent said it "often feels chaotic." Another said children are sometimes "wandering around the school without supervision." A few families have moved their kids out citing how behaviour issues were handled.

Worth noting: the school's most recent NABSS inspection rated behaviour "exemplary," and the school pushes back on the negative reviews. So there's a genuine gap between the inspection view and a slice of parent experience. Trust your own visit.

What I'd tell you to do: visit on a normal school day, not an open day. Ask specifically about how they handle low-level disruption and bullying. Talk to a current secondary parent if you can, not just primary. If your child is in primary and creative, this place could be a brilliant fit. If you're shopping for secondary, push harder on the questions.

Fees are mid-market for the area. Demand is manageable, not hyper-competitive.

• Many parents describe a warm, small-school community where children feel known, creative work is valued, and confidence grows through projects, performances, mentoring, and open classroom moments.
• The negative cluster is serious and consistent: several parents allege weak behaviour management, poor follow-through on bullying or disruption, messy classrooms, and communication that feels incomplete or defensive.
• The picture is polarised, with long-term families often strongly positive while several recent critical reviews focus on discipline, transparency, and early-years structure.