Comparing 6 schools side by side in USD.
Plot 328 Kisota Road, Kisasi, Kampala, Uganda (along the Northern Bypass, near Bukoto–Kisaasi). The Kisasi campus is part of Acorns International School, with other campuses in Bunga, Lubowa and Kigali.
Early Years (18 months–5 years), Primary (6–11 years), Middle Years (12–15 years), and Diploma Programme (16–18 years) within the IB Continuum (PYP, MYP, DP).
International IB Continuum World School offering PYP, MYP and DP (and associated A Levels).
More than 50 nationalities represented among the student body.
Learner Support Services (LSS) with an Inclusion Policy to identify and address learning needs.
Uganda
School days run 7:30 am–5:00 pm; Saturday 9:00 am–4:00 pm; Sundays closed.
From EYP3, all students must wear the full school uniform appropriate to their department and timetable. The PE uniform is mandatory for every student (Creche onwards). Exceptions apply for special occasions; hats or caps and sunscreen are encouraged for outdoor activities; footwear must prioritise safety and flip-flops are not allowed. If a uniform is temporarily unavailable, students may wear the PE kit or neutral-colored, comfortable clothes until stock arrives; cultural and religious exemptions can be discussed with the Head of Department; for inquiries or to purchase uniforms contact the main administrative office.
A balanced hot lunch is served to students each day. Home lunches are not allowed, and outside drop-offs or deliveries are not permitted; students may not leave campus during lunchtime. Lunch menus are shared termly and the cost of lunch is provided in the yearly Fee Structure.
Part of the Acorns Group of International Schools, with campuses in Kisaasi, Bunga, Kigali and Lubowa, and Gulu and BogoloBi campuses opening soon.
IB Continuum World School offering Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP), and Cambridge A Levels. The curricula span ages 18 months to 5 years; 6–11 years; 12–15 years; and 16–18 years. Languages Programmes include French, Kiswahili, family language and Spanish.
The school promotes and recognizes the importance of physical, emotional and mental health by creating a supportive environment that cultivates resilience where everyone is valued, respected, and empowered to seek assistance and prioritize self-care in order to thrive. The school provides access to qualified counsellors who monitor student welfare and guide emotional development as part of a comprehensive student support approach.
Enrichment and Inclusion policy outlines strategies for identifying and addressing barriers to learning, providing individualised support, promoting collaboration among stakeholders, and enabling a culture of respect and acceptance through Learner Support Services (LSS).
Languages Programmes include French, Kiswahili, family language and Spanish. The language policy emphasises that learning language involves learning the language, learning about language and learning through language, supporting learners' development across education.
Well-Being is a core value, with a focus on physical, emotional and mental health within a supportive environment. Student counselling supports welfare and addresses academic and personal/social development for all students.
All children have the right to be safe and protected. If you see something, say something; concerns are reported to Designated Safeguarding Officers and there is a Child Protection Concern reporting process. The Designated Safeguarding Officers include Ms Lieke, Ms Emma, Ms Shirin, Ms Shallon, Ms Andi, Ms Ameena and Ms Rachelle.
Step 1: Inquiry and Visiting Acorns. Families connect with the Admissions Office to schedule a personalised visit and tour of facilities. The visit provides a meaningful experience of classrooms, learning spaces, and extracurricular facilities. The Admissions Team supports families through this introductory step.
Step 2: Application Process. Families review the Year Band Guide, Fees Structure, and Admissions Policy. They confirm registration by paying the non-refundable registration fee of $600, with a discount for siblings. After registration, an online application form is shared by the Admissions Department.
Step 3: Placement Assessments. Applicants from PYP1 through DP1 complete placement assessments evaluating English, Mathematics, and Science to determine appropriate placement. These assessments also screen for learning readiness. For DP applicants, prior academic records and placement test scores guide placement decisions. Acorns does not admit students into MYP5 or DP2.
Step 4: Admission Confirmation. Enrollment is confirmed upon submission of all admission requirements. Families receive confirmation within 7–10 days. If a class is full, applicants are placed on a waiting list and notified as soon as space becomes available.
Admissions Timeline. Acorns operates rolling admissions. Applications are accepted throughout the academic year, subject to meeting admission requirements and space availability. Families may withdraw at any time during the academic year, in accordance with the withdrawal policy.
Enrollment under Learner Support Services (LSS). The school outlines clear strategies for identifying and addressing barriers to learning. Families share relevant developmental and learning information during the application process. Where support needs are identified, applications are reviewed by the LSS and Programme Curriculum Coordinators. Further details are available in the Enrichment and Inclusion Policy (download).
Waitlist: If a class is full, applicants are placed on a waiting list and notified as space becomes available.
ISU is located in Lubowa, a Kampala suburb about 10 kilometres south of central Kampala, Uganda. The campus sits on a 33-acre green site that houses Early Childhood, Junior School and Senior School on a single campus. The address is 272 Entebbe Road, Kampala. The campus is described as a green space with indigenous plants and bird-life, and facilities include a Science Centre opened in 2015 and an Arts Centre opened in 2022.
Early Childhood, Junior School and Senior School on one Lubowa campus.
Independent, non-profit, day school offering the International Baccalaureate continuum (PYP, MYP, DP).
554 students (Whole School) across 56 nationalities; 25% of students are non-native English speakers.
ISU arrivals occur around 7:40–7:45 am; the regular school day ends at 3:10 pm (2:20 pm on some Wednesdays). After-school activities extend to 4:10 pm, with a limited 5:00 pm bus service for extended activities or sports.
ISU operates a fleet of 17 buses serving Kampala, Entebbe and Lubowa. Bus arrivals at school are around 7:40–7:45 am; end-of-day bus services depart at 3:10 pm, 4:10 pm, or 5:00 pm. Buses feature seat belts, a DriveCam, three-point seat belts on all seats, walkie-talkies linked to the US Embassy, and a driver with an adult bus monitor for student welfare.
The school does not have a uniform but all students are expected to adhere to the dress code. Junior School students are required to wear a sports uniform available from the school office.
ISU offers an optional hot lunch for Early Childhood to Grade 12, with vegetarian and non-vegetarian options and no pork; most dietary restrictions can be accommodated. Lunch is prepared in the school cafeteria by The Bistro, and weekly menus are published; students may also bring their own lunch, and Senior School has microwaves to heat food.
ISU has a House system. Students allocated to a house wear a House T-Shirt during PE and house events; houses are Water, Fire, Air and Earth, and there are events such as sports day.
The school is operated by the ISU Association whose members are the parents and teachers. ISU is not-for-profit and funds are used for annual operations and campus development. Seven of the 10 Board members are elected by the Association for two-year terms; two Board members are appointed by the Board, and the remaining member is appointed by the US Ambassador.
ISU offers an International Baccalaureate (IB) continuum: Primary Years Programme (PYP) for ages 3-11, Middle Years Programme (MYP) for ages 11-16, and Diploma Programme (DP) for ages 16-18. ISU implements three IB programmes and provides four graduation pathways: the IB Diploma, the IB-Enriched ISU High School Diploma, the ISU High School Diploma, and the ISU Individualised Diploma. All ISU Diploma Requirements lead to an ISU High School Diploma, equivalent to a US High School Diploma. The IB Diploma Programme comprises six subject groups and three core elements: Theory of Knowledge, Extended Essay, and Creativity, Activity and Service. ISU is accredited by the Council of International Schools and the Middle States Association of Schools and Colleges. All instruction is in English.
The Senior School has 212 students and 44 teaching professionals, yielding a student–teacher ratio of about 4.8:1. This ratio reflects the Senior School cohort within ISU's IB continuum (PYP, MYP, DP) as reported in the school's recent Senior School Profile.
IB Diploma (DP) outcomes show yearly variations: 2019 had 19 graduates with an 82% pass rate, 2020 had 34 graduates with 97%, 2021 had 28 graduates with 100%, 2022 had 25 graduates with 89%, 2023 had 24 graduates with 92%, and 2024 had 17 graduates with 89%. Average DP scores for ISU graduates hover around the low 30s, with highest DP scores reaching the low-to-mid 40s in certain years. The school's DP pass-rate data and score distributions are listed in the Senior School Profiles. The school presents DP course offerings and pass statistics to illustrate performance relative to global averages.
From Grade 11 onward, ISU provides a College Counseling Team to support university placement planning. University placements 2018-2024 show destinations including the United States (about 46%), Canada (about 20%), Europe (about 14-15%), the United Kingdom (about 12%), with smaller shares to Asia, Australia and Africa/Middle East; Makerere University in Uganda is also among reported destinations. ISU describes university destinations by region and lists individual university examples from various countries. The counseling team guides students toward post-secondary options across global universities.
ISU offers Merit & Needs Based Scholarships for academically gifted Diploma candidates, covering up to 75% of tuition for Grades 11-12 and supporting academic, arts and sports excellence; selection considers academic achievement, specialized talents, English proficiency, and leadership potential, with CAS and enrichment expectations. Scholarships are awarded by a committee, with documented criteria and peer/teacher nominations, and include accompanying ISSEA participation and related requirements. ISU also outlines additional scholarship opportunities and financial assistance programmes, including criteria for eligibility and the application process.
ISU uses a whole-school inclusive approach to social and emotional learning. The school emphasizes belonging and removing barriers to inclusive education. Counselors in every section support wellbeing and emotional health, working with teachers to guide learners through challenges. The school has two full-time therapists who provide occupational and speech-language therapies as part of the student-support services. Learning Support Teachers collaborate across programmes to provide classroom-based support and, if needed, dedicated learning-support spaces. English as an Additional Language is offered to help students develop social and academic confidence in using English.
ISU provides Learning Support Teachers who support learners across the three programmes through collaboration and co-teaching in classrooms. Intensive Learning Support is available for learners whose needs exceed classroom provisions. The school has two full-time therapists who support occupational therapies and speech and language therapies. English as an Additional Language is offered to help students become socially and academically confident in English.
English as an Additional Language is offered in both sections to support students who are still learning English and to help them become socially and academically confident in using the English language.
A counselor is available in each section to support wellbeing and emotional health. The Senior School wellbeing programme focuses on three components: health, relationships, and identity. The school fosters a sense of belonging through community activities and leadership opportunities, including Student Council and participation in ISSEA, UGMUN, and service projects.
ISU has Child Safeguarding Guidelines to foster a safe environment. Educators have a professional obligation to identify child abuse or neglect and to report suspected incidences to the Head of School or Junior or Senior School Principal. Reporting and follow-up of all suspected incidences will proceed under ISU Child Safeguarding Guidelines. Cases may be reported to embassies, the appropriate child protection agency in the home country and/or local authorities. The policy is distributed to staff annually and training on child protection is provided annually. Recruitment practices include verifying qualifications and references, and staff are required to sign a professional code of conduct including Child Protection training.
1. Enquire About Enrollment. The Admissions Director handles class availability by online enquiry form, and you may begin the process by making an online enquiry. The school may enrol at any time during the school year, but only after complete applications are received and reviewed.
2. Documentation & Registration Fees. After the admissions team contacts you, provide the required documentation and pay the USD 500 registration fee per child deposited to the school's account.
3. Acceptance. The application paperwork is reviewed by the admissions team, and parents are informed of the decision by the Admissions Director. The admission considerations include the applicant's potential to benefit from the academic programme, the school's capacity to meet the applicant's educational needs, and the family's ability to meet enrolment obligations.
4. Finalising The Enrolment. The business office will contact you to arrange fee payment; the Emergency Contact form and Bus Form (if required) must be submitted before the start date.
5. Grade Placement & Waitlist. Grades are generally placed based on age, with consideration given to previous transcripts, academic ability, social development, interviews and placement tests where necessary. As a grade reaches its optimal capacity, a waiting pool is established and the waitlist procedure comes into effect. Enrollment can occur at any time if a place is available, and withdrawal is possible at any time.
Christina McConnell Scholarship for Ugandan Citizens: full scholarship covering 100% of school fees for Ugandan nationals of secondary school age from socio-economically disadvantaged backgrounds to study the IB Programmes. Applications for 2026-27 are now CLOSED.
ISU Merit & Needs-Based Scholarship Programme (2026–2028): two Merit & Needs-Based Scholarships for students entering Grade 11 in August 2026; up to 75% tuition support for the two years of the IB Diploma Programme (Grades 11–12); funding determined by demonstrated financial need; eligible applicants should be born between 1 September 2009 and 31 August 2010. Applications opened for 2026–28; deadline 20 March 2026; materials and application form are available via scholarship@isumail.ac.ug.
The Beacon Scholarship: leadership-focused programme offering access to top-tier secondary schools and undergraduate programmes; includes leadership training and mentoring; applicants must demonstrate they are Change-makers; more information is available on the Beacon Scholarship website.
Grade placement uses age as a general guide; when a grade reaches capacity, a waiting pool is established and the waitlist procedure comes into effect.
Kabojja International School is located in Buziga - Munyonyo, with the Junior School on Mulamula Road and the High School on OK Muwanga Road. It is fully licensed by the Ministry of Education and Sports.
Early Years; Primary School; High School. The school offers Cambridge Pathway and IB World School programmes (Early Years/Foundation Stage to Diploma Programme; IB and Cambridge).
Private, co-educational international school offering Cambridge and IB curricula, with boarding facilities.
Learners come from over 30 nationalities.
Learning Support is provided; the school is a flagship member of the International Forums of Inclusion Practitioners.
Uganda; licensed by the Ministry of Education and Sports.
The school provides a transportation service with routes across Kampala; drivers operate with monitors and have safety procedures; school vehicles include vans and buses.
Boarding houses are a vibrant, multi-cultural community. The dedicated boarding staff provide a safe, clean, and supportive home-away-from-home where students can thrive academically, socially, and personally. Learners are encouraged to embrace ethical, moral, and responsible lifestyles in line with the school's principles and standards.
Dining & Canteen features a modern kitchen and dining facility managed by Fine Foods by Panache. Meals are guided by five cornerstones: taste, presentation, variety, healthy/nutrition options, and timeliness; lunch is planned to include variety and balance, and a coffee shop, The GrindHouse by Panache, offers snacks and refreshments.
The school is governed by a Board of Directors.
Cambridge International Curriculum and the International Baccalaureate (IB) are offered. The school is a Cambridge International Centre and an IB World School. The IB programmes include the Primary Years Programme (PYP) and Middle Years Programme (MYP). It is a candidate for the Diploma Programme (DP) and is preparing to complete the full IB continuum from Early Years through DP. The school serves learners from over 30 nationalities, creating an international learning community.
IB learning focuses on preparing students for higher education and life beyond school. Graduates gain entry into leading international universities across the globe.
Kabojja International School is a flagship school in International Forums of Inclusion Practitioners, modeling best practices that reflect international standards. Through our dedication to diversity, equity, and learner-centered support, we strive to be a leading example of what truly inclusive schooling can look like—locally, regionally, and globally. The Learning Support program provides social and emotional support through school counsellors and a coordinated assessment team. The Learning Support team includes a class teacher, a special educator, a school counsellor, and the Learning Support Coordinator, with progress reported to parents through quarterly reports. The school maintains a supportive and inclusive community with dedicated and inspiring teachers who create classrooms where curiosity thrives, questions are encouraged, and every student is supported to reach their full potential. Counsellors are available to meet the social and emotional needs of students and their families.
Kabojja International School offers Cambridge, IB and BTEC curricula. Inclusive education ensures all learners, including those with identified Special Educational Needs, have a balanced academic and social curriculum that is fully accessible and included in all facets of school life. Learning differences may include social, academic, cognitive, behavioural, emotional, psychological and physical barriers and may be long or short term; materials and support are individualized. The school provides accessibility for movement, classroom differentiation (e.g., visual supports, flexible deadlines, scribing, modified assessments), ESL support, school counsellors, exam access, and referral processes to other professionals where necessary. The Assessment Team comprises a Class Teacher, a Special Educator, a School Counsellor and the Learning Support Services Coordinator, with a learning support aide as needed; admissions include screening for barriers and, where appropriate, the development of Individualised Education Plans with parents.
English as a Second Language (ESL) support is provided, including extra time learning English literacy in a smaller group setting. ESL is part of the materials and support offered to learners. The admissions process identifies language barriers and may involve tests to inform individualized plans. The Assessment Team coordinates EAL support, drawing on a Class Teacher, a Special Educator, a School Counsellor and a Learning Support Coordinator. Where necessary, referrals to other professionals are made to access additional resources for EAL learners.
School counsellors are available to meet the social and emotional needs of students and their families. The Learning Support policy includes a team that addresses mental health and social/emotional needs. If a student faces mental health challenges, parents will be notified if the student is at high risk or harming themselves or others, and parental liaison can be necessary for symptom reduction. The school maintains confidentiality of student information, with access restricted to relevant staff and procedures for sharing information followed only with parental approval. Support services and referrals are coordinated to promote ongoing wellbeing throughout the school community.
Kabojja International School is firmly committed to safeguarding and promoting the welfare of all learners. We uphold a safeguarding culture underpinned by clear policies, professional practice and a shared responsibility among staff, parents, partners and visitors to ensure a safe, respectful and supportive environment for every child. In the event of safeguarding concerns, questions or disclosures, individuals should promptly reach out via email, and matters will be handled with the utmost care, confidentiality and in accordance with the School's safeguarding procedures.
1. Admission is merit-based and selective. Kabojja International School seeks students who have the potential to succeed academically and fit the school's standards. The student body should be diverse, drawn from varied economic, cultural, ethnic and religious backgrounds. The Admissions Committee, overseen by the Admissions Manager, conducts the admissions process as part of a common admissions procedure. 2. Admission timing is ideally at the beginning of the academic year or term but can occur at any time if not disadvantageous to the student or the school. Admission is for a programme (PYP, MYP or Diploma) but progression from one programme to the next is not automatic; progression depends on academic progress, attitude and behaviour. 3. Each applicant should have a campus tour, either in person or virtually, and all applicants follow the common admissions procedure with age-related considerations. 4. Kabojja International School admits students from Grade 1. 5. Documents required include the last two consecutive school reports, birth certificate and passport (or valid identity card), two recent passport photographs, the student's medical record and vaccination card, and the school leaving certificate (if available). 6. Fees include an assessment fee charged before an assessment; to hold a place, an Admissions fee and a caution deposit are payable; the caution deposit is refundable on graduation or exit provided that conditions are met. Tuition fees are payable in advance or in instalments; outstanding fees from the previous year may prevent re-admission; an offer is valid for one term; the children of faculty and Senior Leadership Team members may receive tuition concessions; other fees apply beyond tuition.
The school offers Financial Aid. The children of faculty and Senior Leadership Team members are welcome to apply for admission and, if successful, tuition fees are waived for two children. Subsequent children enrolled pay full tuition fees unless assessed for Financial Aid. Any income tax obligation on this concessional education will be borne by the employee. Other fees beyond tuition, such as examinations and field trips, are covered by the employees; these students may apply for Financial Aid to participate in the Student Exchange programme.
Lubbobbo Close, Muyenga, Kampala, Uganda (P. O. Box 9378, Kampala).
Primary (ages 5-11) and Secondary.
Primary and Secondary school with English National Curriculum in Primary and the International Baccalaureate Diploma Program in the senior years.
Pastoral care includes a full-time school psychologist and counsellor; personalised learning; Special Educational Needs support; Gifted and Talented programs.
England (UK)
Primary day runs 07:30–16:00; Secondary day starts 07:45 with five 1‑hour lessons from 08:00, with a 10:05–10:25 snack break and a 12:30–13:30 lunch break; last lesson ends at 14:30.
Bus service is available (bus charges published).
Uniforms are compulsory for regular school days. Boys wear navy blue trousers or shorts, a blue shirt, blue polo, a maroon sweater, navy socks and black shoes; girls wear navy blue pleated trousers or navy blue trousers with a white blouse, blue polo, a maroon sweater, navy socks and black shoes. All uniform items must be purchased from the school supplier with the logo and be labelled; special events uniforms may be required for field trips or concerts, as decided by teachers and approved by the headteacher.
Lunch is provided with a balanced lunch menu. Lunch is optional and charged separately.
There are four houses: Karuma (Blue), Sipi (Red), Itanda (Green), and Bujagali (Yellow). On sports days students wear colours that correspond to their house.
British School of Kampala follows the British National Curriculum (Pearson-Edexcel IGCSE, GCE-A Level, and BTEC Levels 1–3) with Early Years Foundation Stage (EYFS) for younger learners. For senior students, the International Baccalaureate (IB) Diploma Program is offered.
The curriculum provides qualifications for higher education and professional pathways; Pearson-Edexcel IGCSE, GCE-A Level, BTEC Levels 1–3, and the IB Diploma Program enable progression to higher education globally.
Gifted and Talented Programs provide advanced opportunities for students who excel in specific areas.
The school caters for the social and emotional needs of learners. The mission emphasises catering for the social and emotional needs of learners from varied backgrounds. We are an inclusive school that prioritises social and emotional development. The school offers a wide variety of extra-curricular activities and clubs to cater to individual talents and to promote holistic development. Optimum Learning Centre (OLC) provides support for students with learning challenges. Pastoral care happens at the beginning of the day.
The Optimum Learning Centre (OLC) provides support for students with learning challenges. Special Educational Needs are addressed with dedicated support and resources for students with additional learning needs. Children with special needs are recorded as part of the admission process. The school maintains small class sizes to provide individual attention. The school provides inclusive education through SEN programs and resources.
Pastoral care happens at the beginning of the day. The school has a counselor who schedules weekly appointments for students needing guidance. The school's mission emphasises social and emotional development for wellbeing. The environment is serene, secure and friendly, supporting wellbeing. Enrichment activities and clubs promote wellbeing and personal development.
The Anti-Bullying Policy exists. All allegations of bullying are thoroughly investigated. Every child has a right to feel safe in class and around the school. The school provides a serene, secure and friendly learning environment. The Behaviour Policy outlines rules to promote safety and notes that all children are treated fairly and with consideration for behavior.
1. Inquiry: The school has an Online Inquiry Form to receive information about programs, facilities, and admissions requirements. The Inquiry is the first step in the Admissions Process. The form invites prospective applicants to begin the admissions journey. The information gathered through the inquiry supports subsequent steps in the process.
2. Application: The Application Form is completed and submitted with the required documents. Required documents may include a copy of the birth certificate, recent school reports or transcripts, a passport-sized photograph, and any relevant medical records or special educational needs documentation. The Application is the second step in the Admissions Process. The documents accompany the application for consideration.
3. Assessment: Depending on the program and grade level, the child may be invited for an assessment or interview. The assessment or interview helps determine academic level and suitability for the programs. The assessment is part of the admissions process to gather information about the student. The results inform next steps in the admissions process.
4. Decision: After reviewing the application and assessment results, the admission decision is communicated. If accepted, a formal offer letter with details on the next steps is provided. The decision and offer letter outline conditions for enrollment. The admission decision determines eligibility to enroll.
5. Enrollment: To secure the place, follow the instructions provided in the offer letter. This includes completing the enrollment forms and paying any required fees. Enrollment formalities finalize the child's admission. The start date is arranged once enrollment is complete.
6. Orientation: Once enrolled, the child is invited to an orientation session to familiarize with the school environment, meet teachers, and start their journey at BSK. Orientation helps the student settle in and learn about routines. It provides opportunities to meet staff and peers. The onboarding process supports a smooth start to the school year.
Plot No. 447, Block 213, Kyebando - Kisalosalo Road, Bukoto, Kampala, Uganda. P.O. Box Number 34249, Kampala, Uganda.
Early Years; Primary School (Key Stage 1; Key Stage 2); IB Diploma
International day school offering the IB Diploma Programme.
Over 450 students representing 46+ nationalities.
Uniforms are available through the Uniform Shop. Uniform Shop Opening Times: Monday to Friday 7.30am–8.45am and 2.15–3.45pm; Saturdays 9.00am–11.00am; or by appointment.
Lunches are provided and compulsory for all students up to and including Year 9. Students in Year 10 and above may opt to eat school lunches or may provide their own. The lunch menu is rotated throughout each term and includes vegetarian options on Wednesdays.
All students are allocated a house: Bwindi, Otukei, Kibale, Semliki and compete in inter-house events.
The school follows the National Curriculum for England with modifications for the Ugandan setting.
There are 32 certified teachers and over 450 students, giving an approximate student–teacher ratio of about 14:1.
The IB Diploma Programme is offered at KISU. DP results have steadily improved, and the school underwent an IBO review in 2018 that commended its Diploma Programme. To begin the full Diploma Programme, students must achieve a grade B or higher in their IGCSE for Higher Level subjects and a grade C or higher for Standard Level; for Physics or Mathematics at Higher Level, an A is required. There are three DP pathways: the full Diploma Programme, a trial Diploma, and IB Courses certificates.
The school is a learning community that cares about all stakeholders and puts the interests of children at the centre. It develops resilient and self-confident learners and is enriched by its international-mindedness. It nurtures intellectual curiosity and encourages students and teachers to be reflective, critical thinkers. It develops the whole person and cultivates highly effective communicators who are creative, critical and analytical thinkers, prepared to lead tomorrow's world.
The school aims to be inclusive and welcomes students with Special Educational Needs when their needs can be catered for and effectively supported. The Learning Support Coordinator and other relevant staff discuss each individual case, and former school records and tests are required to provide details of any previous learning support or clinical assessment.
Many local and international prospective students may enter with English as an Additional Language (EAL). In these cases, students are assessed on their English language proficiency and potential to learn. Admission is on a case-by-case basis, and depending on ability, students may receive in-class support or be withdrawn from certain lessons for additional help. The school offers English and French language classes.
There is a designated safeguarding lead structure within the school. Zoe Wise is Head of Primary and Designated Safeguarding Lead, and Robert Buga serves as Head of IT and Designated Safeguarding Lead and Deputy Head of Secondary, ensuring safeguarding and child protection responsibilities are actively supported.
1. Step 1: Parents ask for an application pack, complete it, and return all required documents. Incomplete applications are discarded after 30 days. Applications are reviewed to assess the student's ability to succeed in an English-language environment, taking into account prior academic records and developmental history. The application must include all documents outlined in the procedure to be processed.
2. Step 2: Admissions invites the family for a campus tour, an interview, and interactions or assessments with the student. For grades 10–12, discussion may include IGCSE or IB options. Interviews may be conducted face-to-face or online, and English and Math assessments may be used as part of placement. Parents are interviewed to ensure understanding and alignment with the school's mission and policies.
3. Step 3: Admissions informs the family of the decision. The final admission decision rests with the Director. Accepted students are placed in the appropriate grade level if space allows; accepted conditionally are monitored and may be promoted or required to repeat a year. A waiting list is used when the grade level is full, with priority to the earliest completed application; if a seat is not found within the year, parents may apply for the following academic year; the option to decline is issued if the applicant does not meet requirements.
Waiting list is used when a grade level is full but admission requirements are met. Priority on the waiting list goes to the earliest completed application. If a seat is not found within the current academic year, parents may apply for the following academic year by contacting the admissions office by the beginning of May. Applications do not automatically roll over to the next academic year.
Old Kampala, Kampala, Uganda. Muammar Gaddafi Road (formerly Makerere Road). The campus includes a library, science laboratories, ICT facilities, sports fields and an auditorium. English is the medium of instruction for the Ugandan O-level (UCE), IGCSE and IB Diploma Programme.
Grades 7–12. Co-educational.
Private, non-profit, non-denominational, co-educational, day school.
Approximately 550 students from 32 nations.
Learning Support Centre provides ESL/EAL support and assistance for learners with difficulties; English, Mathematics and French are supported.
Uganda; part of the Aga Khan Education Services (AKES).
Non-denominational.
The Aga Khan High School, Kampala is part of the Aga Khan Education Services (AKES).
The Aga Khan High School, Kampala offers both Ugandan national and international curriculums. English is the medium of instruction. Ugandan O-level (UCE) or Cambridge IGCSE are offered in S1–S4 (13–16 years) or Y7–Y11 (11–16 years), followed by Ugandan A-level (S5–S6, 17–18 years) or the International Baccalaureate Diploma Programme (IB DP, 17–18 years). The school maintains a Learning Support Centre for ESL/EAL and other learning needs, and supports a mentorship programme.
Approximately 550 students and 43 teachers; the approximate student-teacher ratio is 13:1.
Param Shashang Desai, a Diploma Programme student at AKHS Kampala, achieved Top in the World in mathematics as part of the Outstanding Cambridge Learner Awards.
Mentorship programme pairs each student with a teacher mentor to plan study schedules and set short- and long-term targets; orientation programmes involve parents and provide opportunities to interact with staff, supporting the social and emotional development of the child; a strong co-curricular programme contributes to holistic development and ethical/social growth.
Learning Support Centre works with ESL/EAL students and learners with difficulties or who have transferred from different curricula, providing support in English, Mathematics and French.
English is the medium of instruction; Learning Support Centre provides ESL/EAL support.
Mentorship and parental involvement support students' social and emotional development, contributing to their overall well-being.
1. Entry requirements and language. Entry to The Aga Khan High School, Kampala is selective and merit-based. English is the medium of instruction for Ugandan O-level (S1) and IGCSE (Y7–Y11), as well as for UCE/UACE and the IB Diploma Programme. For Ugandan O-level (S1) entry, a PLE score of 15 points or better is required. For Year 7 entry, candidates sit an entrance test or have SAT-2 or CIPAT with a minimum of 12 or 10 points respectively. For A-level and IB Diploma entry, a Division 2 in UCE (35 aggregates) or 5A-C grades (including Mathematics and English) in IGCSE with a minimum B in the chosen Higher Level subjects is required; Maths and Physics HL require an A grade. Equivalence for UCE is needed for IB entry, and the Head of the previous school must vouch for good conduct; notable achievement in non‑academic activities is advantageous.
