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Ages 3 to 14

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Language of instructionEnglish
Age RangeAges 3 to 14
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Quick summary of key school information

Language of instruction English
Native English teachers
Extra languages (other than English)
Class sizes Average 10 students / class
Maximum 14 students / class
Extracurricular activities
School bus
School's webpage:
Yearly fees: from: ¥2,129,000
to: ¥2,179,000
Address: 1-6-8 Nakane, Meguro-ku, Tokyo, JAPAN 152-0031
Is this school a perfect match for you?

Tell us your preferences and we’ll calculate your compatibility.

  • Based on 10 different criteria including price and location
  • Fees personalised to your childrens’ ages

All the details about this school in their own words

We have organised the information available for this school into 10 sections and 41 questions. Click or tap on the name of each section to read more.
Number of students


Number of nationalities represented in the school


Most common nationality


Ratio of local students to international students


Native English speaking teachers


Language support for students not fluent in English

Yes, we have an English as an Additional Language Support program in place for Grades 5-8, as well as English Conversation Skills classes during Homework Lab time.

Additional language classes offered by the school

In addition to Japanese, we have offered a range of foreign language classes over the years. From "big" languages like Korean and Mandarin Chinese to relatively smaller languages like Greek and Dutch, students generally have at least one foreign language option each term to take as an elective.

Max. number of students per class

10-14 (10 for K-2, 12 for 3-6, 14 for 7-8)

Average number of students per class


Does the school employ teaching assistants?

Yes, the school employs two classroom assistants.

Use of technology in the classroom

Students have access to laptops for school work. Every classroom has a screen or projector. English & Math labs involve the use of learning software to track student progress.

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, during emergencies (such as the COVID-19 lockdown), we are equipped to provide 100% online lessons without resorting to 'asynchronous' learning or sacrificing the students' equitable access to the curriculum.

Do students practice religion at the school? What religion?

KAIS EMS is a secular school. Although we do not explicitly teach religion, students do learn about various religious belief systems in their Humanities/Social Studies classes.

How does the school accommodate non-religious students or students of a different religion?

Religious or not, we try our best to accommodate all requests from families.

External examinations or assessments available

Students in Grades 3-8 take the ISA (International Schools' Assessment) yearly. Kindergarten students participate in the Baseline diagnostic to determine their starting points and growth metrics for their first year at school. Grade 8 students take the PSAT in preparation for high school.

Results in these examinations

Students typically score at or above average on the PSAT.

Do teachers assign homework to their students?


Approximate hours of homework given

The amount of time needed to complete homework ranges from 0 to 1~1h30m per school day, depending on the grade. The typical school day involves a Homework Lab in which students can complete most or all of their homework in the presence of a teacher.

Percentage of students who pursue further education post-graduation


Dedicated staff/programs for students with special learning needs

We have a School Counselor, School Nurse, and classroom assistants.

Learning support offered

We offer weekly Social Awareness classes as a 'universal intervention' in order to practice communication and emotional regulation strategies, as well as to respond to topics of immediate importance for students in Grades 1-8.

The school supports gifted, able and talented students

Students who need challenge opportunities may be placed in a higher level classes, depending on teacher observation, family request, and assessment metrics.

Student access to education psychologist

Our school currently does not employ an educational psychologist, but we do collaborate with third-party professionals should the need arise.

Entry evaluation for students

Yes, we conduct a Math and English diagnostic assessment to understand where to place the student. Prospective students also must complete a trial day during a typical school day. This allows both us and the family to see if the school and child are a good fit. We also observe the student's behavior to better understand if they would contribute to the classroom dynamic (ex. we use a Tier system to limit the number of high needs students in order to maintain a balance in each grade).

Brief description of entry evaluation required

The Math and English diagnostic assessment are paper-based examinations to assess student knowledge in relation to Common Core standards and to better understand where to place the incoming student.

Waiting list

Yes, once we reach maximum capacity.

Deadline for registration (new academic year)

We accept new student registrations throughout the year for grades where there is availability.

Students can join after academic year begins


School start time

Arrival time is from 8:15 to 8:37 a.m., with school officially starting at 8:40 a.m.

School finish time

Our early years program finishes at 3:35 p.m. on Mondays, Tuesdays, Thursdays, and Fridays, and at 2:50 p.m. on Wednesdays.
Our middle years program finishes at 3:50 p.m. on Mondays, Tuesdays, Thursdays, and Fridays, and at 2:50 p.m. on Wednesdays.

Supervised care before/after school

Yes, we offer a number of after-school activities.

School bus service available


School provided lunches

No, but we coordinate lunch ordering and delivery from a third-party lunch provider, Luca Deli.

Food alternatives for special dietary needs (ie. vegan, kosher, halal etc)

No, but our third-party provider accommodates for several types of dietary needs/restrictions.

Uniform required


Extracurricular activities or clubs offered

Athletics Club (soccer, volleyball, basketball), Cinema Club, Robotics Club, Pony Club

Sports activities included

We have weekly Physical Education classes for every grade, as well as sports electives on Wednesdays, and rotating morning workouts.

Sports teams or sport competitions available for students

Our school is a member of ISTAA, a sports league for international schools. Our team, the ALPACAS, competes against other schools in the league in various sports.

Sports facilities at the school

Open space on the 4F, equipped with a climbing wall, climbing ropes, monkey bars, and ping-pong tables and other sports equipment.

Qualities and characteristics best defining the school

Since opening the school in 2014, we have welcomed students and families from over 20 countries. We are dedicated to providing a unique international learning experience that fosters your child’s natural inclination towards curiosity, self-discovery, personal excellence, and joy. Our school accomplishes this by offering (1) personalized instruction, (2) high academic standards, (3) interdisciplinary, project-based learning, (4) an emphasis on inquiry and experience, and (5) a responsible approach to discipline in which students are encouraged to take responsibility for their actions.

Our mission is to serve Tokyo’s international community by providing an academically challenging, creatively stimulating, safe and caring learning environment. Our students are seekers of truth and promoters of compassion; we are co-authors of a future that values equality, global awareness, resilience and responsibility over all else.

Education at KAIS nurtures the values, attitudes and expectations necessary to effectively shape one’s life and thrive in a complex and uncertain global environment. Student success is limited only by the expectations we have of them, and so our vision to cultivate their personal, social and global skills sets the bar high. Ultimately, KAIS seeks to foster confident, curious and self-fulfilled individuals; to nurture empathetic, welcoming and socially responsible members of the community; and to cultivate future leaders, conscientious and enthusiastic agents of positive change in the world. KAIS students are …

We cultivate connection, community and friendship with people across a diverse range of backgrounds, interests and personalities.

We exemplify leadership, independence, resilience and responsibility.

We are excited about learning and thrive in a collaborative and spirited environment.

We explore opportunities for creative expression.

We actively engage in the pursuit of truth and knowledge in a conscientious, honest and open-minded way.

We demonstrate empathy for fellow human beings and respect for all living things.

We approach learning with a sense of confidence, earnestness and humility.

We ask questions of the surrounding world, and seek answers to these questions.

We appreciate and respect the diversity and complexity of the surrounding world and are committed to making it a better place.

Teaching approach of the school

High quality teaching is a whole-school approach that covers all aspects of the teaching process, from planning, implementation, and assessment of lesson goals in order to ensure that all children in our care are showing growth and experiencing achievement in the face of challenge. KAIS adopts an approach to high quality learning characterized by 7 key standards that work mutually to support the best possible learning outcomes for our students:

Setting High Expectations
• We establish a safe, caring, and stimulating environment for students which is rooted in mutual respect.
• We set appropriate goals that challenge students of all backgrounds, abilities, and dispositions to do their best.
• We consistently model the positive attitudes, values, and behavior which are expected of students, and enthusiastically celebrate students who emulate these.
• We encourage students to investigate solutions themselves, by promoting questions rather than simply supplying them with the answers and information.

Promoting a Growth-Oriented Ethos
• We adopt the ethos that we are accountable for students’ achievement, progress, and outcomes.
• We plan teaching to build on students’ capabilities and prior knowledge.
• We guide students to reflect on their growth, and encourage them to remain positive throughout the learning process.
• We demonstrate knowledge and understanding of how students learn and how this impacts on teaching.
• We encourage students to adopt a responsible, enthusiastic, and conscientious attitude to their studies.

Demonstrating Subject and Curriculum Knowledge
• We have a secure knowledge of the relevant subjects and curriculum areas, foster and maintain students’ interest in the subjects, and address misunderstandings.
• We demonstrate a critical understanding of developments within our subject and curriculum areas, and promote the value of lifelong learning by pursuing professional development opportunities to continuously better ourselves.
• We take responsibility for promoting high standards of literacy and numeracy for our students, building a strong academic foundation for future educational and career opportunities.
• We demonstrate and promote high standards of literacy, articulacy, and the correct use of English, whatever the teacher’s specialist subject.

Planning Effectively
• We make effective use of lesson time to maximize students' learning and understanding.
• We promote a love of learning and nurture children’s natural inclination toward intellectual curiosity.
• We reflect systematically on the effectiveness of lessons and approaches to teaching.
• We contribute to the design and provision of an engaging curriculum within the relevant subject areas.

Responding to the Strengths and Needs of All Students
• We effectively differentiate within the classroom, using approaches which enable all students to access the curriculum.
• We are aware and regularly discuss students’ performance and wellbeing, and understand how a range of factors can inhibit their ability to learn, and how best to overcome these.
• We demonstrate an awareness of the physical, social, and intellectual development of children, and know how to adapt teaching to support students’ education at different stages of their development.
• We emphasize one-to-one and small group feedback with our students in order to impart knowledge and develop further understanding.

Using Assessment to Impact Learning
• We understand how to assess the relevant subject and curriculum areas, and make effective use of formative and summative assessment to secure students’ progress.
• We use data effectively to monitor progress, set targets, plan subsequent lessons, and coordinate with each other during meetings.
• We give students regular feedback to help guide their progress and increase their opportunities for success.

Managing Behavior Effectively
• We have clear expectations for behavior in class, and take responsibility for promoting actions and attitudes that are aligned with our culture words.
• We have high expectations for behavior, and reinforce these actions and attitudes as much as possible using a positive discipline framework (Love & Logic), including the use of praise, consequences and rewards in a consistent and fair manner.
• We manage classes effectively by reinforcing helpful routines and habits, and using approaches which are appropriate to students’ needs in order to involve and motivate them.
• We maintain friendly and familiar relationships with students within professional boundaries, and exercise appropriate authority and act decisively when necessary.

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