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Braeburn Dar es Salaam International School is located in Dar es Salaam, Tanzania. It is at Africana/Mbezi Beach, off Bagamoyo Road at the Africana Junction. The contact address is PO Box 31158, Dar es Salaam, Tanzania, and the telephone number is +255 (0) 763 086 646.
Early Years, Primary, Secondary and Sixth Form. Children from age 2 to 18. Key Stages 1–3 follow an internationalised version of the National Curriculum of England, Key Stage 4 leads to Cambridge IGCSE, and Sixth Form offers pathways to university via A levels, BTEC Level 3 or a combination.
The school is a co-educational international school and a member of the Braeburn Group of International Schools.
Tanzania
All Braeburn Dar es Salaam students are required to wear the school uniform. Uniform is worn by all students across the school.
The school uses a house system. Sixth form students remain members of the school house system and new students join one of the existing houses. Students are expected to join in the activities where appropriate and attend house meetings.
The school is a member of the Braeburn Group of International Schools.
Based on the English National Curriculum, Braeburn Dar es Salaam offers a staged programme. In the Early Years (2–5) pupils follow the Early Years Foundation Stage (EYFS). Key Stage One (5–7) develops core skills such as phonics and numeracy, with learning in music, physical education and humanities. Key Stage Two (7–11) provides a broad, balanced curriculum with drama, music, art and sport. Key Stage Three (11–14) focuses on higher‑order concepts as pupils prepare for IGCSE. Key Stage Four (around 15–16) offers Cambridge IGCSE courses alongside compulsory English Language, English Literature and Mathematics. Personalised learning is supported by an Inclusion Department to provide targeted help or challenge as needed. Cambridge International Examinations and a Sixth Form pathway to university via A levels or BTEC Level 3 (or a combination) are part of the secondary programme.
Creche: 1 staff to 4 children; FS1 and FS2: 1 staff to 10 children; rest of the school: class sizes limited to 24.
Sixth Form offers pathways to university via A levels and BTEC Level 3, or a combination, with a structured programme to help students apply for courses and universities. The Sixth Form also provides access to facilities and a range of extra‑curricular activities to support university preparation.
A specialist Inclusion Department provides support and appropriate challenge for very able students.
The school empowers each student with the confidence to face challenges and seize opportunities. It provides an education to maximise academic, physical and artistic achievement by offering experiences that stimulate, challenge and support all to succeed. It develops positive relationships between students, staff and parents by nurturing the core values of respect for self, the rights of others and care for the environment. It encourages students to value cultural diversity and to develop an understanding and appreciation of the wider world. It helps children discover fulfilment through learning in a fun and caring environment, and teachers inspire students to be confident individuals, responsible global citizens and lifelong learners.
The school welcomes children with mild learning difficulties and offers a range of additional support. There is inclusion in most mainstream classes with withdrawal from one or two subjects decided in consultation with parents. When needs are known or suspected, parents are expected to inform the school before admission. Children undergo specific assessments soon after admission, or parents may be asked to arrange assessments by external specialists. If the school cannot meet the needs of a particular child, parents will be advised to withdraw the child and recommendations for alternative provision will be made.
The school has limited provision for children who have no knowledge of the English language. The approach and support offered is age dependent. EYU and KS1: Pupils are supported in mainstream classes – both beginners and those with more advanced knowledge. KS2 and KS3: Beginners undergo an intensive English course for one hour a day for 10 weeks, being withdrawn from Literacy, preferably in the morning lessons.
The health and well-being of our pupils, guardians, staff, volunteers and the overall community is our highest concern. Pastoral care is a core part of the school's approach, with safeguarding policies supporting the welfare of pupils. The Safeguarding Policy applies to all adults, including volunteers, working in or on behalf of the school, and outlines how everyone helps keep children safe. Online safety guidance is provided for remote learning to protect well-being in digital environments. Guidelines for parents are provided to support the well-being and structure of their children's online learning.
All Braeburn staff are committed to safeguarding the welfare of children and young people. The Safeguarding Policy applies to all adults, including volunteers, working in or on behalf of the school, and explains how everyone helps keep children safe from harm and abuse. The Complaints Policy and Procedures provide a mechanism to address concerns regarding care and safeguarding. Braeburn Dar es Salaam International School is a member of the Braeburn Group of International Schools, which upholds safeguarding standards. Policies are available in the school's Policies section for reference.
1. Visit and initial contact: Before starting the admission process, visit the school for a tour, or have an informal chat with the headteacher if you are outside the country. The school welcomes children from ages 2 to 18; the primary section is for ages up to 11 and secondary for ages 12 to 18. The academic year begins in August, and students may join at any time during the year. 2. Application and offer: To reserve a place, complete the application form and forward it to the school together with the non-refundable registration fee. The school reviews applications in line with age requirements and other criteria. An offer of a place is issued in writing, detailing the start date. 3. Admission interview: Final admission is subject to an interview with the headteacher. The interview assesses readiness and fit with the program. If the interview confirms suitability, placement is offered in writing with a start date. 4. Confirmation of placement: Upon successful completion of the admissions process, a letter from the headteacher confirms the placement and start date. This letter serves as official enrollment notification. Families should complete any remaining administrative steps and prepare for the term start.
Where a year group is full, new admissions will be placed on a waiting list. Waiting lists operate on a first come, first served basis. Priority may be given to siblings of children who have a place in the school.
Braeburn International School Arusha is located in Kisongo, 14km west of Arusha in the Arumeru District, Tanzania. It is a co-educational day and boarding school. It educates children from age 2 to 18.
Early Years, Primary, Secondary, Sixth Form.
co-educational day and boarding school.
England (follows the National Curriculum of England).
Boarding is available for students aged 5 to 19. There are four boarding homes on a four‑acre site near the school; junior boarding is limited to 16 residents, senior boys' housing to 48, and senior girls' housing to 24, with a sixth‑form girls' home added. Rooms accommodate up to four students with mosquito nets, private spaces and individual lockers; senior homes have ensuite bathrooms. Lounges are equipped with DSTV and there are internet facilities and computers in the prep rooms. Meals are included in boarding fees.
Uniform is compulsory for students in FS2 and above. Items include dark blue shorts/trousers/skirt; Braeburn blue school PE kit; Braeburn book bag; Braeburn sweatshirt; plain dark blue pullover; pale blue Braeburn polo shirt; House Team T‑shirt for inter‑house events; Braeburn hat/cap; white socks; shin guards; mouth shield; blue swim trunks or a one‑piece swimsuit.
Catering is provided by MAVSONS CATERING LTD‑GEORGES TAVERN. For Kisongo Campus, the weekly menu includes dishes such as Butter Chicken, Palak Paneer, Rice, salads and fruits, with additional items listed on the campus menu board.
The Primary and Secondary school is divided into four houses named Kilimanjaro, Lengai, Mawenzi and Meru; students earn house points for work and citizenship, and siblings are placed in the same house. House T‑shirts are worn for inter‑house sports.
Braeburn Arusha International School is a member of the Braeburn Group of International Schools. Governance is provided by the group's Boards of Directors and Executive Committees; Braeburn Schools Limited is the governing company.
The school follows the English National Curriculum and adapts it for its international context. The Primary curriculum is based on the English National Curriculum produced by the Department for Education (England) and is divided into Key Stage 1 and Key Stage 2. From Year 1, students study English, mathematics, science, computing, geography, history, art and design, design technology, PSHE and citizenship. Specialist teachers deliver sessions in French, Swahili, music, physical education and swimming. The curriculum uses cross curricular links and supports language and information technology development.
IGCSE results: 72% A to C. A Level and BTEC results: 100% pass rate; more than half of students achieved A to A; 93% attained A to C.
Leavers gain places at universities worldwide.
Inter-school events include gifted and talented weeks.
Braeburn Arusha fosters a caring and supportive environment that recognises and addresses the unique needs of students and staff. It uses restorative practices to encourage positive behaviour and to challenge misbehaviour, promoting healing, personal growth, and community cohesion. The school emphasises building safe, respectful relationships among students, parents, staff, and the wider community. It emphasises the development of international and cross-cultural knowledge, fostering a global perspective. There are high expectations for behaviour and performance, and the school aims to celebrate diversity and respect for individuals.
The inclusion department reaches across all age groups and ensures that any student requiring additional support or extension are well catered for.
Mental wellbeing is supported through a stigma-free environment that encourages open conversations about mental health. The school has a counsellor on board, Dr Rupa Joshi, and students can work with the school counsellors on developing social skills, building coping strategies, and incorporating relaxation techniques as needed.
Braeburn Arusha has safeguarding and child protection policies, including a Designated Safeguarding Lead (DSL) and Deputy DSL. A safeguarding policy and a child-friendly safeguarding policy are in place, and staff are instructed to report concerns immediately.
1. Start the process using the Apply Now form to begin applying for a place at Braeburn Arusha International School. The form collects parent/guardian details and student details, including entry date, and the child's name and date of birth. We will be in contact to arrange a tour or a chat with the headteacher. The entry date field lets families indicate their preferred start date. 2. Before starting the admissions process Braeburn Arusha recommends visiting the school for a tour, or having an informal chat with the headteacher if you are out of the country. Final admission is subject to interview with the headteacher. Upon successful completion of the admissions process you will receive a letter from the headteacher confirming placement and the start date. 3. All applicants must provide copies of their passport or birth certificate, previous two reports, and the leaving certificate from the previous school. Year group entry is determined by age: Creche through Year 9 with stated age requirements for each year, and entry normally at the start of the next term following the child's second birthday. Children are placed in year groups by age, with exceptions for additional educational needs, and never placed in a year group above their age band. 4. When a year group is full, waiting lists operate on a first-come, first-served basis, and priority may be given to siblings of children who already have a place. Siblings attending Braeburn may receive priority and there is a discount on tuition fees for siblings. 5. Admission testing is used pre- and post-admission to ensure all pupils can access the curriculum, to provide teachers with an idea of a child's needs and strengths, and to help with target setting. English as an additional language provision is limited; testing determines English proficiency, with an age-dependent approach to support (EYU/KS1 mainstream, and KS2/KS3 with an intensive English course as needed).
Waiting lists are used when a year group is full. Waiting lists operate on a first-come, first-served basis, with priority potentially given to siblings of children who already have a place. Siblings have priority in situations where there are waiting lists, and there is a discount on tuition fees for siblings.
Two campuses in Dar es Salaam: Mikocheni Campus (main campus for Early Years and Primary from grade 1-6) and Mbweni Campus (Middle, Secondary and High School). P.O. Box 32391, Dar es Salaam, Tanzania.
Reception to Form 6 (Kindergarten – Year 13).
Cambridge International School; English-medium and bilingual; Cambridge IGCSE & AS/A Levels; Edexcel BTEC; day school.
A professional international team of teachers, psychologists, methodologists and other specialists provides an educational environment that motivates students to achieve high learning outcomes.
Tanzania
The uniform consists of white shirts with the school logo for both girls and boys, with black shorts or pinafore dresses for primary and tailored trousers/skirts for secondary. Shoes must be closed or semi-closed; jewellery is restricted (ear studs only for girls; boys may not wear earrings); hairstyles should be simple and hair should not be dyed. The PE t‑shirt colour is assigned by house after registration.
The school uses a house system; the PE t‑shirt colours are assigned by house after registration.
DIS follows the Cambridge Assessment International Education Framework for Primary and Lower Secondary up to the end of Grade 9. Primary Checkpoint is taken in English, Mathematics, Science and Global Perspective (Class 6) and Lower Secondary in Year 9. Grades 10–11 follow Cambridge IGCSE syllabi, with students sitting IGCSE examinations in 7–9 subjects across Languages, Mathematics, Sciences, Humanities and Creative/Vocational subjects. Grades 12–13 complete Cambridge GCE A‑Levels, usually choosing 3–4 subjects. English is the medium of instruction; Kiswahili is taught as a subject of equal value to English and French is taught as a foreign language, with regular school trips to France. The school is accredited by Cambridge Assessment International Education and Edexcel for BTEC, and operates on two campuses: Mikocheni (Early Years and Primary) and Mbweni (Middle, Secondary and High School).
DIS Examination Results are published by level: Primary Checkpoint results are provided for English, Mathematics, Science and Global Perspective; Form Two Checkpoint results are provided for English, Maths, Science and Global Perspectives; Form Four IGCSE results cover Languages, Mathematics, Sciences, Humanities and Creative/Vocational subjects; Form Five AS‑Level results cover Languages, Mathematics, Sciences, Humanities and Creative/Vocational; Form Six A‑Level results cover Languages, Mathematics, Sciences, Humanities and Creative/Vocational. The page states that Results are in and that resources have been created to help understand the results.
98% go to college; many DIS graduates have been accepted into premier colleges and universities around the world.
DIS has a professional international team of teachers, psychologists, methodologists, and other specialists who create and maintain an educational environment that motivates students to achieve high learning outcomes and broaden their thinking. The school emphasizes student welfare by providing a safe, caring, personal, and valued learning environment where students are confident to talk and be listened to. The curriculum provides opportunities to develop self-awareness, self-esteem, assertiveness and decision-making. The director describes DIS students as enjoying a caring, safe and stimulating learning environment with high expectations. The school is multicultural and multilingual, fostering cross-cultural understanding.
The policy recognises that children with additional needs face an increased risk of abuse and neglect, and staff take extra care to interpret signs of abuse or neglect. The school provides a setting in which pupils with special educational needs or disabilities feel confident to discuss their concerns. Whenever possible, pupils will have the opportunity to express themselves to a staff member with appropriate communication skills. The Designated Child Protection Officer (DCPO) will work with the school counsellor to identify pupils with particular communication needs. SEND is addressed within the safeguarding framework.
English is the medium of instruction. Kiswahili is taught as a subject of equal value to English, and students are encouraged to use Kiswahili in conversations in school. French is taught as a foreign language.
DIS maintains a welfare-focused environment, providing a safe, secure, valued and respected setting where children feel able to talk openly and be listened to. The curriculum includes opportunities to increase self-awareness, self-esteem, assertiveness and decision-making to support well-being. All staff receive up-to-date safeguarding training and support, and the school coordinates with parents and other agencies as needed. Designated officers coordinate welfare across campuses and involve school counsellors where appropriate to support students.
The school has a Child Protection Policy to safeguard students and provide support when abuse is suspected. The policy commits to maintaining welfare, providing a safe and welcoming environment, and ensuring children can talk openly. Staff receive annual training; there are designated Child Protection Officers (DCPOs) for Primary, Secondary and Early Years. The policy outlines recording, reporting and referrals to outside agencies, with confidentiality and parent liaison. It covers health and safety procedures, risk assessments, safe recruitment, and anti-bullying, with good role modelling by staff. The policy also addresses safeguarding in peer-on-peer interactions and provides support to students through counsellors when needed.
Admissions procedures & Requirements: The school uses a five-step process. 01 APPLICATION FORM: To begin the application process, complete DIS APPLICATION FORM. 02 Payments: After completing the application form, send it to the address provided. The admission fee is required along with the documents, and payment is made through the school bank account. Documents to be submitted with the application form: Progress Report; Copy of Birth Certificate; Passport Photo; Leaving / Transfer certificate. 03 ASSESSMENT: The parent/guardian will be contacted for the placement assessment. In conjunction with previous school reports, the placement assessment tools determine a student's readiness for the DIS programs, including any English language and/or special needs support, with no additional fees charged. 04 NOTIFICATION: After assessment, the complete file is forwarded to the Admissions Committee for review before a final admissions decision is made by the Deputy Head Teacher (Admissions) of the Primary; the Deputy Head Teacher (Admissions) of the Secondary Department will test all students applying for a place in Class 7 to Form 4; Head of Secondary and Quality Assurance Manager for a place in Form 5 to Form 6. The process is completed as quickly as possible, but the time between assessment and notification varies by file. 05 FINAL: Possible outcomes include Accepted; Provisionally accepted (based on reports alone); Conditionally accepted (with academic or social concerns to be monitored); Waitlisted (due to no space); Denied Admission (for academic or social concerns beyond the scope of the program).
Waitlisted (due to no space) is a possible admission outcome.
