Quick summary of key school information
All the details about this school in their own words
| Number of students |
160 |
| Number of nationalities represented in the school |
25+ |
| Most common nationality |
USA |
| Ratio of local students to international students |
1:4 |
| Native English speaking teachers |
Yes |
| Language support for students not fluent in English |
Not extra classes, but additional support is available. |
| Additional language classes offered by the school |
In-person: KiSwahili, Sign Language
|
| Max. number of students per class |
15 |
| Average number of students per class |
13 |
| Does the school employ teaching assistants? |
Yes |
| Use of technology in the classroom |
We continually integrate various technology in the class room, including iPads and laptops that students have access to. |
| Is the school ready to use virtual classrooms when needed? (e.g. teaching lessons online if the school is closed, e.g. during COVID-19 closures) |
Yes, absolutely! We maintain a differentiated and personalized approach, even when required to shift online, in order to sustain engagement, motivation and continued learning. In our experience virtual whole-class instruction and full days online are not effective in promoting sustained learning, and so our online teaching is focused more on small-group and individual sessions, coupled with scaffolded individual work. |
| Do students practice religion at the school? What religion? |
We celebrate every religion, faith and culture at Woodland Star. |
| How does the school accommodate non-religious students or students of a different religion? |
They are celebrated and valued like everyone else. |
| External examinations or assessments available |
MAP Growth Tests |
| Results in these examinations |
They are above international standards. |
| Do teachers assign homework to their students? |
Yes, , but we are not homework driven! It depends on the age of the child, the content area, and the teacher, but homework is not assigned for the sake of it, but to truly enhance learning (as such, it is often differentiated). |
| Approximate hours of homework given |
We prefer to complete as much work as possible when students are at school. We are very intentional about limiting the time that students spend on doing work at home. Otherwise, we use the "10-minute" rule as a guideline, i.e. not more than 10 minutes homework per grade level (excluding reading). |
| Percentage of students who pursue further education post-graduation |
A very high percentage. But, being an inclusive school, we have a farily large percentage that may go down a different track, e.g. vocational. |
| Dedicated staff/programs for students with special learning needs |
Yes |
| Learning support offered |
These are considered on a case-by-case basis. If necessary, we work with parents in acquiring one-on-one support for those students who require specialized attention. All students are considered on an individual level and learning and teaching is highly differentiated within the classroom to accommodate each learner in each subject area. We currently support a range of students with varying levels of learning needs, including Down Syndrome, autism, dyslexia, dyspraxia, Asperger, etc. We have co-teachers in every classroom. These are qualified teachers and specialized in special needs, with a primary function being to scaffold and differentiate for learners according to their needs. |
| The school supports gifted, able and talented students |
Due to our small student:teacher ratio, we differentiate in each class room. This means there is no limit to where students may progress and develop in areas of giftedness, and these are accommodated and intentionally supported within the class room. We also have an enrichment programme that intentionally seeks to identify and further support cognitively advanced learners through in-class support and additional clubs. |
| Student access to education psychologist |
We have two school counsellors on campus that learners have ready access to. Other specialist, such as educational psychologists, are also readily available as an external service. |
| Entry evaluation for students |
At times - these are considered on a case-by-case basis. |
| Brief description of entry evaluation required |
Only if there are special needs involved and we want to ensure that we are able to support the student adequately. |
| Waiting list |
Yes, in many age groups there is a often waiting list in place. |
| Deadline for registration (new academic year) |
We have rolling admissions, so enrollment is possible throughout the school year, as long as there is space available in the respective classroom - the sooner, the better! |
| Students can join after academic year begins |
Yes |
| School start time |
8:25 |
| School finish time |
15:25 (there is a half-day option in the Early Years, where student may leave at 12:00 or at 15:25) |
| Supervised care before/after school |
Yes |
| School bus service available |
Yes. |
| School provided lunches |
Yes. They are optional. If preferred, students may bring their own lunch, or have school lunch (at an extra cost). |
| Food alternatives for special dietary needs (ie. vegan, kosher, halal etc) |
Yes |
| Uniform required |
No |
| Extracurricular activities or clubs offered |
Please see website for most up-to-date information, but these include: Soccer, Basketball, Mountain Biking, Cross Country Running, Rugby, Ultimate Frisbee, Dancing, Theatre/Drama (Performing Arts), Instrument Programme, Choir, Band, Cheer Squad, Science Club, Circus Arts, Taekwando, etc |
| Sports activities included |
Our students have a lot of physical activity in their school day, and do a lot of learning outdoors on our large campus and indigenous forest, including forest and bird walks. We start every day with a 20-minute forest walk (older students) or obstacle course (younger students). All learners have PE lessons at least twice per week. There are school sports on offer (included in the curriculum) after school on most days of the week. |
| Sports teams or sport competitions available for students |
Yes, we regulalry participate in inter-school matches or tournaments with other schools in Nairobi. |
| Facilities at the school |
Performing Arts Centre, Library, Forest Amphitheatre, Sensory Rooms, Maisha (Life) Centre, Science Lab, Lots of green spaces (including indigenous forest!) |
| Sports facilities at the school |
Sportsfield(s), Basketball court, Tennis court, 100-acre indigenous forest, (swimming pool is off-campus, about 7 minutes away) |
| Qualities and characteristics best defining the school |
Our core values are Passion, Connectedness, Innovation, Respect, and Environmental Conservation. Alongside our academic standards, we also teach and track other 'softer' skills as part of our long-term transformational learning goals, which include things like self-management, self-awareness, growth mindset, social awareness, communication, collaboration, global awareness, systems thinking and environmental conservation. Through these our want our learners to BE Self-Directed, BELONG In Community, and BECOME Globally-Mindful. |
| Teaching approach of the school |
As a “best-practice” school, Woodland Star continually strives to foster student-led, curiosity-driven and globally-minded learning. Guided by the American Common Core State Standards, we follow a tailored and individualized international curriculum that is theme-based and child-centered. Our small student-teacher ratio and multi-age classes are ideal for project-based learning, allowing students' learning to be integrated between disciplines. Our holistic educational approach to the development of children ensures that we meet each child where they are at in their educational journey. |