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Uganda, Kampala
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Well-being and character development are central to QINES. The core values are Moral integrity, Ambition, Responsibility and Kindness. The school aims to develop a love of lifelong learning and a culture of perseverance so learners flourish emotionally, socially, academically and physically. Students are encouraged to challenge themselves, think critically, explore different approaches, reflect on their learning and collaborate as a team. Teachers are supportive and responsive to each child's needs, feelings and interests, and diversity is valued and respected. Parents are partners, with ongoing communication to support positive outcomes for each learner.
QINES has a Special Needs Policy. The school is an inclusive environment focused on providing education that challenges and supports all learners. The policy emphasizes access and equity for students with disabilities, reasonable adjustments, and proactive measures to enable participation in academic, cultural and social life. It sets out processes for disclosure, accommodation and disability-related planning, including a Disability Action Plan (DAP) lodged with Ugandan authorities and ongoing staff training. The policy also covers safeguarding, complaints handling and governance around inclusive education across school activities.
Well-being is integrated into the Educational Ethos. Core values foster resilience, self-esteem, and respect for others, supporting students' emotional and social health. The Principles of Learning emphasize supportive, responsive teaching and valuing diversity, which contributes to a positive sense of belonging. Relationships between teachers and students are built to support each learner's emotional and physical development, and parents are encouraged to be active partners in their child's well-being.
Safeguarding is a priority through the Child Protection Policy. The policy aims to keep learners safe from abuse and harm, with the primary objective of protecting all students. It outlines responsibilities, staff training requirements and clear procedures for identifying, responding to and reporting concerns. The policy adopts a rights-based, learner-centered approach, ensuring equal protection and safeguarding across all activities and facilities, and it requires transparent communication of policy guidelines to staff, parents and contractors. The school also cooperates with relevant authorities in safeguarding matters when necessary.
Quality International School, Uganda, opened in 2013 and is fully licensed, registered and accredited by the Ministry of Education & Sports Uganda. It serves learners aged 3 to 18, offering programmes from Early Years Foundation through International A-Levels. The curriculum blends EYFS, the British Curriculum, and Pearson Edexcel IGCSE, with a dedicated Inclusive Education Department for Special Needs Education. The school runs a staged program: Early Years Foundation (3–5), iPrimary (3–11), iLower Secondary (11–14), International GCSE (14–16) and International A-Levels (16–19). QINES emphasises an inclusive environment that nurtures curiosity, creativity and global awareness through a broad, engaging curriculum. Ongoing formative assessment guides teaching, with emphasis on critical thinking, collaboration and independent learning. The sense of family and community on campus underpins learning, wellbeing and involvement of parents as partners in education. Careers Day and Campus Life illustrate leadership opportunities and student life beyond the classroom. That together supports every learner.
