King's Valley International School (KVIS)

KVIS operates two campuses in Myanmar. The Mandalay campus is at Ta-1/41, Corner of 64th St & 103rd St, Chan Mya Thar Si Township, Mandalay. A second campus operates in Mogok at Za-65, Aung Nann Quarter, near a football field.

KVIS offers Primary (Year 2–5), Lower Secondary (Year 6–9), and Cambridge IGCSE (Year 10–11).

KVIS is a private international school offering Cambridge-based programs.

KVIS provides Learning Support for learners with additional learning needs, including ESL support; intervention and support may be formalized through an In-class Support Plan or an Individual Education Plan.

The school is Myanmar-based and uses the Cambridge Curriculum.

Religious affiliation is not stated in KVIS materials.

Daily start and end times are not published in KVIS materials; the academic calendar confirms the 2024–25 and 2025–26 school years, but daily hours are not listed.

A school bus service is not listed on the KVIS materials; contact details are provided for inquiries.

KVIS follows the Cambridge Curriculum and prepares students for Cambridge IGCSE; the school currently runs Year 2 to Year 11. The Primary Programme (Year 2–5) ends with the Cambridge Primary Checkpoint; subjects include English as a Second Language, Mathematics, Science, Global Perspectives, and Myanmar Language, with additional History & Geography, Art & Design, Music, and Physical Education. The Lower Secondary Programme (Year 6–9) uses Cambridge Lower Secondary with a Checkpoint at the end of Year 8; core subjects include English as a Second Language, Mathematics, Science, and Global Perspectives, with Myanmar Language and broader curriculum including History & Geography, ICT, Art & Design, Music, and Physical Education. The IGCSE Programme (Year 10–11) offers Cambridge IGCSE with compulsory subjects English as a Second Language, Mathematics, Chemistry, Physics; electives such as Biology, Business Studies, ICT, Additional Mathematics, and Global Perspectives; Myanmar Language; Cambridge IGCSE examinations; and an IELTS preparation option through Mandalay TESOL. The language of instruction is English; Year 2 students are taught with 80% English and 20% Myanmar with immersion from Year 3 onward, Burmese is taught as part of the curriculum, and all staff are Cambridge-trained. Cambridge Assessment International Education accreditation is being pursued.

King's Valley International School supports Social-Emotional Learning (SEL) through formal Prevention Programs embedded in the Anti-Bullying Policy, including social-emotional learning initiatives, peer mentoring, leadership programs, and awareness campaigns that promote empathy, respect, and inclusion. The policy frames SEL within a safe, inclusive learning environment and outlines safeguarding processes to address wellbeing concerns. The Child Protection Policy states that the school provides access to counseling services, learning support programs, and resources to support student well-being and personal development. A safeguarding committee is available to provide guidance, counseling, and assistance to students and to coordinate responses with staff. Taken together, these provisions support SEL by fostering positive relationships, resilience, and responsible behavior across the student body.

KVIS offers Learning Support for students with additional learning needs, including language difficulties or gifted and talented abilities, delivered through the Learning Support programme and aligned with a referral process. Support may be formalized through an In-class Support Plan or an Individual Education Plan. The ESL department works with teachers to support students who speak English as an additional language, integrating language support with the wider learning program. The policies describe a Learning Support framework but do not indicate a dedicated specialist SEN unit. The school emphasizes inclusive education within its Cambridge Curriculum framework.

KVIS provides English as an Additional Language (EAL) support through a well-implemented ESL programme at all school sections, including pull-out and in-class support by qualified staff. The language policy notes that approximately 98% of the student body speaks English as a second language and that English instruction is the primary medium, with Burmese provided as a second language in certain levels. ESL is delivered through pull-out and in-class support, with co-teaching in subjects like science and mathematics where possible. Students identified as requiring additional English support are placed in ESL and monitored, with exit decisions made by a team including the ESL teacher and a leadership team member.

Mental wellbeing is supported through Counseling and Learning Support within the Student Welfare framework described in the Child Protection Policy, which commits to addressing the well-being and personal development of students. Social-emotional learning initiatives are part of the school's anti-bullying prevention programs to foster empathy, self-awareness, and resilience. The safeguarding policy notes a safeguarding committee that provides guidance, counseling, and assistance to affected students. Counseling and support services are available to students experiencing distress or bullying. The school emphasizes open communication with students and families to promptly address wellbeing concerns.

Safeguarding at KVIS Mandalay is formalized through a Child Protection Policy and Procedures that outline rights, roles and responsibilities, recruitment and screening, reporting procedures, safeguarding training, and monitoring. The policy includes clear roles for safeguarding personnel and mechanisms for reporting and responding to concerns. It emphasizes a culture of safety, non-discrimination, and inclusive environment, with ongoing training for staff on child protection and regular review. The safeguarding pages describe health and safety measures, COVID protocols, weekly pest control, First Aid training by the Red Cross, and fire safety training, all intended to protect students and staff. A safeguarding committee coordinates guidance, counseling, and support for affected individuals and ensures collaboration with families and authorities as needed.

Step 1: Submit the Admission Enquiry Form. The form can be filled out online or emailed back to the school to initiate the inquiry and ensure you receive appropriate information when you visit. This initial step helps the school respond to your questions and prepare for a visit if desired.

Step 2: Admissions evaluation and offer. Each child is evaluated on an individual basis, with consideration given to age, years of schooling, prior schools, and English and Math levels. The Handbook shows the average age for each year group, and a spot is offered only if the school believes it is the appropriate fit for the child and the school community. Written offers are issued by the school Director when a suitable placement is identified.

Step 3: Optional meeting with administration. If you wish, you may meet with the principal and vice principal to get to know the teachers better; the school generally does not arrange meetings with teachers before enrollment. This meeting option provides an opportunity for families to ask questions and gain a sense of the school environment before committing.

Step 4: Enrollment following an offer. After a written offer is issued, families receive enrollment instructions from the school detailing the next steps to complete the admission process and secure a place. The school emphasizes that offers are contingent on fit and that ongoing communications will guide the enrollment steps.

KVIS does not publish any scholarship or financial-aid program on its admissions materials. There is no documented scholarship process or eligibility criteria on the site, and the admissions resources focus on enquiry, evaluation, and placement rather than financial aid. For inquiries about potential financial options, contact the school directly.

There is no published waitlist or pool system in the KVIS admissions materials. Admissions decisions are described as individualized and conducted by the Director through written offers, with no reference to a formal waitlist process. Families are instead guided by the offer-and-enrollment steps as outlined by the school.