Since opening the school in 2014, we have welcomed students and families from over 20 countries. We are dedicated to providing a unique learning experience that fosters your child’s natural inclination towards curiosity, self-discovery, personal excellence, and joy. At KAIS Elementary & Middle School, each student is an individual who gets the special care that every child deserves and thrives on.
Our approach is simple; we try to blend established goals with progressive methods through a variety of pedagogical approaches in the classroom in the hopes of striking that perfect balance between the traditional and the novel, the old and the new. We are honored to have you browse our website, and encourage prospective parents and students to inquire further without hesitation.
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.
1. The primary purpose of education at KAIS EMS is to foster children’s natural inclination towards joy and curiosity, and to assist them on their journey of self-discovery and self-fulfilment.
2. Our job as teachers is not to tell children what or how to think. At KAIS EMS we are not in the business of promoting an ideology or elevating certain cultural practices over others. Our job, our duty as teachers is to open children’s eyes to the world’s unbounded possibilities. It is to mentor children as they seek to enrich their stock of knowledge, master essential skills, and develop their individual personalities in ways that give true meaning to their lives.
3. At KAIS EMS we think of school life as constituting an important aspect of “real” life and not merely as a steppingstone or stopover on the way to “real” life. We realize that schooling must prepare children for their futures; but we believe that schooling must also have immediate relevance and significance for the lives they are living right now.
4. We at KAIS EMS believe that the defining characteristics of the modern human are a love of compassionate sharing and the desire for true self-expression. With this in mind, we believe that schooling, through various collaborative and cooperative activities, should provide abundant opportunities to allow the free play and expression of these basic traits.
5. We believe first and foremost that children are persons. They have the natural right to be treated with the utmost dignity and respect. At KAIS EMS, we do not talk down to children. We do not lecture or berate them. Rather than punishing or “making examples” of students for certain behaviors, we try to find effective ways to foster their ability to empathize with others and to recognize how their actions affect those around them. At times reprimands are necessary, but they are always given in a spirit of understanding and within the context of and as a concomitant part of helping the child to grow. Reprimands do not seek to shame or instill feelings of guilt, but rather to encourage self-reflection and self-improvement. At KAIS EMS, we endeavor to help students to become engaged school citizens, to be active participants in school affairs who have a real voice in the school community. Through these “local” activities, students develop the compassion and confidence they need to become engaged members of the greater culture and global environment.
6. We of course do not know what technology will be like in twenty years, or how far it will have advanced. But we do know that current technology is already an integral part of children’s lives. We do not see technology as separate from human existence but as an extension of who we are and what we are capable of. Thus, at KAIS EMS, we do not teach technology per se: we integrate technology into our lessons, thereby creating meaningful experiences in students’ lives right now and developing in them the tools and skills they need to carry on their lifelong journey of self-fulfillment.
7. Literature and history are worthy subjects of study in their own right, but at KAIS EMS, we examine these and other subjects with a somewhat different objective. We mine these subjects for social and personal relevance; we study them as a way to shed light on the emotional and social and political issues that we face today. We do not glorify nor do we condemn the past. Rather, we see the past as a rich source of learning and object lessons. We see great literature and history as tools that will help students gain insight into human motives and motivation, that will give students a chance to see the peoples of past civilizations in their own context, that will afford students an opportunity to empathize and sympathize with their forebears’ errors and to emulate their successes so that we may better understand ourselves and our world today.
8. We at KAIS EMS aim to inspire our students to strive to do their absolute best in everything they undertake. We provide them with the skills and caring support they need to overcome the low self-esteem, low expectations, and self-limiting habits that can prevent them from accomplishing their goals. We also believe that an interdisciplinary approach that seeks to develop multiple intelligences opens up myriad avenues through which students can learn essential skills and develop strength of character. Under the conventional “stative approach” to teaching and learning, children are apt to put restrictive labels on themselves and thereby limit their goals and underestimate their possibilities. The “process approach” used at KAIS EMS prevents this self-limitation and helps students to understand that they are not “bad at math” or “good at English,” but rather that they are learners standing on a multi-faceted stairway that they can climb one step at a time through effort and effective strategies.
9. We at KAIS EMS aim to help children master skills, not only because of a given skill’s future utility or earning capacity, but because the process of learning a skill—any skill—is a journey of self-discovery that in and of itself helps a child grow. At KAIS EMS, we do not just “scratch the surface” of one skill after another, leaving each only half learned. Instead, we delve deeply into reading, writing, drawing, playing instruments, and other skills, extending the normal “limits” that children impose on themselves, helping them to break through obstacles such as boredom, indolence, fear of difficulty, low expectations, and lack of confidence.
10. KAIS EMS teachers work together as teams to create the best possible learning atmosphere and classroom experience for our students. We embrace the interconnectedness and interdependence of all subjects, all fields of learning. We work openly in a spirit of trust and cooperation and mutual respect to take full advantage of that interconnectedness and the opportunities for cross-situational learning that it offers.
Meet Our Team
Applications for admission to KAIS will be considered for all children regardless of race, national or ethnic origin, religion, gender or socio-economic background. As resources are limited, KAIS may be unable to accept applications for students with special needs. Such applications will be considered on a case-by-case basis according to the specific needs and whether or not the school environment can cater for such needs (specifically, the existing class balance and availability of learning support coordinators and assistants).
KAIS will accept applications from new students throughout the year. KAIS admits students on the basis of “rolling admissions,” taking completed applications in the order in which they arrive until no space remains in a given class or learning support needs cannot be met given the dynamic that currently exists (as per our Response to Intervention system).
Step 1: Eligibility Check
Families who wish to enroll their students at KAIS should read through these steps to familiarize themselves with our Admissions Process and its requirements.
Step 2: Contact the Admissions Department
Next, families should contact our admissions department at email@example.com to determine availability. If space is available, then a campus visit can be scheduled to introduce our learning environment and provide the necessary application documents. Overseas families may participate in a Skype chat with our Admissions Director.
Step 3: Enrollment Process
Families who wish to continue with the enrollment process are asked to provide all the required documentation listed below:
- Admissions application documents
- School transcripts/records from the past two years
- Two reference documents from the child’s previous Math and Language Arts (English) teachers
- For children requiring special educational support, detailed information regarding their specific learning needs
Note: Failure to declare accurately and fully the extent of a child’s individual learning needs may result in parents being asked to withdraw their child because the school is unable to meet his or her learning needs. To avoid a negative experience for all stakeholders, we ask all families to be open and communicative about any and all details relating to their child’s education and support needs.
Step 4: Document Screening
The admissions department presents all documentation to the school administration and learning support coordinator for screening in the form of an Admissions File. The Admissions File is systematically reviewed by the Admissions Director, Learning Support Coordinator, and Heads of School. Should any documents be missing, the process cannot move forward. Previous schools may be contacted for background checks. This process can take up to a week before a decision is reached.
Step 5: Trial Day
Once the documentation has been processed and an initial decision to proceed has been made, the student is invited for a trial day (or half-day for Kindergarten and Grade 1 students), to be scheduled for a regular school day, to determine whether the learning environment is appropriate for the child.
Step 6: Internal Feedback
Following the trial day, the teaching team is interviewed for their feedback regarding the child’s academic and social performance, focusing on whether or not we think the school is right for the child.
Step 7: Final Decision
Following the internal discussion among faculty members, the admissions department is given the approval from the administration to officially welcome the prospective family to KAIS.
In order to create a comfortable classroom atmosphere to ensure every student gets the appropriate attention, class sizes will be limited as per the following table:
|Grade||Number of students (max.)|
|Kindergarten to Grade 2||10|
|Grades 3 to 6||12|
|Grades 7 to 8||14|
|Grades 9 to 12||18|
Response to Intervention
Within the admissions process, potential students will be evaluated to determine if learning support is required. To maintain a balanced and effective learning environment, KAIS International will not be able to accept students with learning needs that are beyond the current resources or support that we can offer. To inform the process, we use a tier system based on the Response to Intervention (RTI) process. Tier 1 students are observed to be neurotypical, and are provided with the universal intervention strategies provided within the standard schedule. Students within Tier 2 exhibit temporary academic (ex. ESL) or behavioral needs, or require some changes to the standard schedule. This group includes students who are at risk of developing social, emotional, or behavioral issues as a result of their circumstances or home environment. These students might require short-term intervention (around 3 months) and possibly a rapid response intervention in case of serious home situations. Tier 3 includes students who require long-term support, such as individuals with diagnoses or exhibit ASD symptoms and need major modifications to the standard learning plan.
We limit the amount of high learning needs as per the following table:
|Grade||Tier 1||Tier 2||Tier 3|
|Kindergarten to Grade 2||80%||15%||5%|
|Grades 3 to 6|
|Grades 7 to 8|
Grades 9 to 12 will be evaluated on an individual basis.
KAIS is committed to child safeguarding and promoting the welfare of children. The school expects those working with children, parents, and others who are connected with or supporting families to ensure the safety and protection of children, to promote their development and well-being, and give them the best opportunities based on the school’s mission and values. The policy applies to all KAIS staff, including auxiliary services, interns, contractors, consultants, guests and visitors who must also adhere to the policy.
KAIS recognizes that a school that is physically and emotionally safe and secure for all students promotes good citizenship, increases student attendance and engagement, and supports academic achievement. To protect the rights of all students and groups for a safe and secure learning environment, KAIS prohibits acts of harassment, intimidation, bullying, and other forms of aggression and violence. Such actions interfere with both a school’s ability to educate its students and a student’s ability to learn. All administrators, faculty, staff, parents, volunteers, and students are expected to refuse to tolerate bullying and harassment and to demonstrate behavior that is respectful and civil. All staff employed at KAIS must report suspected incidences of child abuse or neglect whenever there is reasonable suspicion to believe that a child has suffered, or is at risk of suffering, abuse or neglect. This policy defines abuse as physical, sexual, or emotional abuse and neglect.
Abuse at Home
Should a faculty member become suspicious or privy to information regarding child abuse at home, he or she is required to inform the school administration and provide facts to corroborate the suspicion. If a suspicion is raised, teachers should pay special attention to the child’s behavior, needs and schoolwork, noticing any major changes in his or her habits. The main point-of-contact should be the School Counselor, and should include input by the Heads of School. Suspicions should be discussed in the weekly admin meeting, and an action plan formed to follow-up on these claims. Should child abuse be confirmed, child protection services should be contacted immediately to set up a home visit.
Our mission to create a safe and caring learning environment for our students should be reflected at all times in our actions to keep our campus secure. Students are reminded to “beep” in and out of school every day. Meetings with visitors and guests should be scheduled and added to the internal calendar, with the Heads of School informed within a reasonable timeframe. Children should never leave the school grounds without a reason and staff escort to ensure their safety and ascertain their location at all times. Students should not be left unsupervised; staff should be present on every floor throughout the day. Unscheduled visitors (intruders) are not allowed on the campus. In this scenario, the local police will be called to assist us in removing the person from the campus grounds.
Diversity & Inclusion
KAIS EMS is dedicated to providing a diverse and inclusive learning environment for all its students. Each student is expected to be open to perspectives that are different from his or her own and to realize that everyone’s voice is important. This includes students with learning differences. We believe that this approach enriches the educational experience of all KAIS EMS students. In order to create an open and welcoming atmosphere, we use English as our shared language when learning and interacting with each other. This culture encourages students to think flexibly and learn interdependently to make the best of the opportunities being provided with peers of different backgrounds and upbringing. (Please refer to the Anti-Bullying Pledge for further explanation.)
KAIS students should never give out their own or their parents’ personal information over the Internet without parents’ permission. Also, they should never agree to get together with someone they “meet” online without parents’ permission. Parents should be consulted about the sharing of any photographs or other files. Students should tell their parents right away if they come across something that makes them feel uncomfortable.
Physical Contact & Relationships
Boundary violations occur when a person in a position of power (e.g. an adult) crosses a boundary with a person who is vulnerable (e.g. a child). Students will also try to set and test boundaries. It is the adult’s responsibility to establish, set and maintain boundaries, for example, by making healthy, role-appropriate choices concerning space, time and language.
Physical contact should always be about meeting the needs of the child. Actions that can be ambiguous are open to misinterpretation. Staff should always think before making any physical contact. They should be clear about why their actions are in the best interest of the child concerned. They should remember that some children like physical contact and some do not.
The relationship between teacher and students should be one of cooperation, understanding and mutual respect. The teacher has the responsibility to provide an atmosphere conducive to learning and to motivate each student to perform within its capacity. Our professional relationship may be compromised if we:
- Get too friendly with students, e.g keeping your hands on their shoulders or allowing them to keep their hand on yours, etc.
- Invite students to join your personal electronic social networking site or accept students' invitations to join theirs.
- Attend parties or socialize with students.
- Invite a student or students back to your home or attend theirs without an appropriate professional reason and without the consent of a parent.
- Transport a school student in your vehicle without prior approval from the administrator or parent.
We encourage staff to develop positive and professional working relationship with students to support the educational outcomes and to achieve constructive interactions between students and the school. Romantic relationships are not tolerated, and will be subject to immediate dismissal of the adult in question.
Personal information of students and parents such as telephone numbers, addresses, grades, etc. will never be given out to third parties, except for insurance purposes or when required by Japanese law. With parent consent, photographs and videos of classes, events, and other school activities may be used for marketing or training purposes.
School must be a safe, protected, and controlled environment where students come to learn and interact with each other without fear.
Everyone agrees that there must be good behavior in the classroom. Learning happens in an orderly environment where students follow classroom and instructional procedures to accomplish tasks, such as participating in classroom discussions and working in groups. They are being taught respect as well as responsibility. Schools are effective when they give students structure, focus, guidance, and direction in the form of classroom management and a system of consequences to limit unhelpful and hurtful behaviors. All rules and expectations should be frequently discussed so students know that the consequences for their actions are not random, haphazard decisions. Students expect teachers and school administrators to set boundaries; they need to feel confident that someone is in control and responsible for their safety and that of their environment - someone who not only sets limits but maintains them.
KAIS Elementary & Middle School does not have a long list of school rules to adhere to, with concomitant punishments decided beforehand regarding how to deal with infractions. We follow a Love & Logic approach to discipline and consequences which, although time-consuming, saves time and energy in the long-term and ensures a respectful and empathetic approach in the short-term. We do, however, have clear and simple expectations regarding the behavior of students at school.
Early Years (Kindergarten to Grade 3)
- THINK OF OTHERS: Help two classmates a day.
- THINK ABOUT HOW YOU WOULD FEEL: Treat the property of others as if it belonged to you.
- THINK BEFORE YOU SPEAK: Listen to others before speaking.
- THINK BEFORE YOU ACT: Keep your hands to yourself.
Middle Years (Grades 4 to 8)
- Feel free to do anything that does not cause a problem for anyone else.
- I teach when there are no distractions or other problems.
- I listen to students who raise their hand.
- I listen to one person at a time.
- Please treat me with the same respect I treat you.
- If someone causes a problem, I will do something.
- What I do will depend on what happened and what the person is willing to do to solve the problem.
Students who consistently show behavior that goes against the above expectations will follow up with teachers and the school administration on a case-by-case basis. Consult the Disciplinary Intervention Process below for information.
Statement on Anti-Bullying
“Bullying” or “harassment” is any gesture or written, verbal, graphic, or physical act (including electronically transmitted acts – i.e., cyberbullying, through the use of Internet, cell phone, computer, or wireless hand-held device, currently in use or later developed and used by students) that is reasonably perceived as being dehumanizing, intimidating, hostile, humiliating, threatening, or otherwise likely to evoke fear of physical harm or emotional distress and may be motivated either by bias or prejudice based upon any actual or perceived characteristic, such as race, color, religion, language, ancestry, national origin, gender, sexual orientation, gender identity or expression; or a mental, physical, or sensory disability or impairment; or by any other distinguishing characteristic, or is based upon association with another person who has or is perceived to have any distinguishing characteristic. Bullying and harassment also include forms of retaliation against individuals who report or cooperate in an investigation under this policy. Such behaviors are considered to be bullying or harassment whether they take place on or off school property.
Approach to Discipline
The vast spectrum of behaviors and situation should be confronted with a Love and Logic® approach — a system which allows our students to learn from the results of their own decisions or mistakes.
Rather than engage in a power struggle by reacting with anger and lengthy lecturing, consequences should be applied with empathy and understanding in order to intelligently manage behavior. Through the Love and Logic® approach, teachers should strive to (1) build positive relationships with the students, (2) set enforceable limits through enforceable statements, (3) share control, (4) implement disciplinary interventions that stop undesirable behaviors in their infancy, and (5) delay consequences to get the students to think emotionally about their decisions. Through these practical and effective techniques, stress levels are kept low for everyone and classroom management is easier and more enjoyable.
For cases that require a more long-term approach, a Behavior Plan or Learning Support Plan can be implemented to support the child through specific measures decided amongst the faculty and approved by the parents. These plans should include (1) background information, (2) the areas of improvement, (3) a specific action plan for both the school and family, and lastly (4) the terms or goals of the agreement. Should the family refuse to consent to this behavior plan, or should the process be stonewalled through lack of communication or participation, then the child may be suspended from school until a compromise can be reached.
Disciplinary Procedure in Cases of Bullying
Students suspected of bullying will be immediately removed from class until an investigation is completed. Parents will be contacted and informed about the investigation as soon as possible. In certain cases, the school will also be required to contact local authorities. If bullying is confirmed, the disciplinary action will then be decided by the faculty of the school. The process, from start to finish, typically involves the following:
During an investigation, the faculty will gather information from witnesses to gain a clear understanding of the events that have transpired. In most cases, students related to the incident will have to complete an Incident Report that will act as their official testimony of what happened. Please note that mobile phones may be confiscated and their contents reviewed. If a student is found to be guilty of bullying, the faculty will meet with the student in question and his/her parents to determine what course of action to take. The parents of the victim of bullying will also be contacted for the same purpose.
2. Disciplinary Action
Students found guilty of bullying will sit for an interview in which a faculty member will attempt to determine the students’ motives as well as their level of contrition and other matters of pertinence. If the faculty member conducting the investigation deems that the students have learned from their actions, the students will then be asked to sign a Disciplinary Plan stating their intent to change their behavior. This contract will include a number of stipulations and a probationary period during which the students will be closely monitored. At the end of the probationary period, the students in question will undergo a reevaluation to assess their level of progress. Students who fail to meet the stipulations of the contract will receive further disciplinary action that may involve community work, suspension, or expulsion. In cases where the faculty member determines that the safety of the school and/or its students is compromised, the perpetrator will be suspended or expelled.
3. Victim Support
KAIS EMS will do all it can to support the victims of bullying. The parents of the victim and the faculty of the school will decide together which supportive actions and follow-up the victim requires.
Disciplinary Intervention Process
Effective discipline is a combination of effective management at the school level and effective management at the classroom level. Use this chart to ensure that your reaction is measured and fair - and remember to document repetitive negative incidents in the KAIS EMS Disciplinary Intervention Log.
In rare circumstances, a severe incident occurs that requires immediate action to remove the student from the learning space to ensure the safety of students and teachers. In these situations, the school administration reserves the right to: (1) remove the offending student from class for the remainder of the school day, confined to a classroom where they must perform a task (Incident Reflection Sheet, homework, independent reading, etc.); or, in instances where the child is uncooperative and home support is needed, (2) request parents to immediately pick-up their child for a temporary suspension of school.
KAIS EMS does not have a dress code, per se, so students can wear what they want as long as it does not create problems for others. Obscene or overly-revealing clothes should of course be avoided. In an effort to protect students’ well-being and school property, all KAIS EMS students are required to wear indoor shoes while at school.
The use of electronic devices is only permitted when used in connection with course work or other school-related duties. Students are encouraged to communicate with each other and participate in activities during breaks. Students caught improperly using their devices during school hours will have them temporarily confiscated. We also advise all families to control the amount of time their child spends engaging in unsupervised online activities.
Guidelines for the Safe Use of Smartphones
Teens must navigate a digital adolescence (often without any supervision), and in doing so make some missteps on their way to becoming responsible adults. This is to be expected, but it’s still a major challenge for parents and schools, who are largely left in the dark about what exactly goes on in a child’s digital world. The goal, ultimately, is not to understand everything they do online, but to ensure that they are equipped with the skills and maturity to use technology responsibly and appropriately. Although the school offers the students periodic seminars and workshops regarding online safety and the responsible use of devices, supporting students is a team effort and requires help at home as well. As such, the school recommends the following guidelines for parents considering purchasing a smartphone for their child.
- Students first get a smartphone on loan from their parents. Ideally, children should not be provided a smartphone until their first year of high school.
- They must successfully pass a 1-year trial period during which they must demonstrate the responsible use of the phone.
- Phones and laptops should be out of the bedroom by 9 p.m.
- After the 1-year trial period, the phone can become theirs. However, periodic parental checks may continue for 3 months before they get full access.
- If the child, at any point, suffers lower grades at school, or is involved in a cyber-bullying incident, the device should be removed as a consequence for a period of 1-3 months.
- Ideally, the home’s personal computer should be located in the living room, or other supervised space.
- Legal age restrictions for apps and online services should be followed.
- Whenever possible, parental controls and passwords should be used to limit the child’s access to the digital world, until they prove their responsibility and maturity.
- Screen time should be limited to 2 hours per day.
- The child must sign a contract stating the above terms (or other terms discussed and agreed upon by the family), with clear consequences that follow rule infractions.
KAIS International comprises of two schools operating at different sites. Both are innovative, small schools serving central Tokyo’s international community, and therefore welcome new staff expecting them to add depth and perspective to our dynamic team and to the student experience. Working at KAIS International is both fun and challenging, and we welcome applicants who can help co-create the warm, friendly atmosphere KAIS promises, while helping our students achieve their potential as members and citizens of the international community.
Aligned with the recommendations of the International Task Force on Child Protection, we hold ourselves to a high standard of effective recruiting practices with specific attention to child protection. The aims and objectives of the KAIS International recruitment policy are as follows:
- to ensure that the best possible staff are recruited on the basis of their merits, abilities and suitability for the position;
- to ensure that all job applicants are considered equally and consistently and that no job applicant is treated unfairly on any grounds including race, color, nationality, ethnic or national origin, religion or religious belief, sex or sexual orientation, marital or civil partner status, disability or age;
- to ensure that the school meets its commitment to safeguarding and promoting the welfare of children and young people by carrying out all necessary pre-employment checks.
KAIS EMS is located here, 1-2 minutes away from Toritsu-Daigaku station on the Tōkyū Tōyoko Line.
We want our students to grow up to be inquisitive, intelligent, inspired, and happy adults who never lose their passion for learning. Our progressive approach towards education reflects this goal. On the other hand, we understand that for our students to be successful in university and beyond, they will need mental toughness, practical skills, and a strong foundation in academic subjects such as Mathematics and Language Arts. Our classes are designed to give students all this and more — to help them become both collaborative and independent learners.
KAIS is currently working toward accreditation status with the Council of International Schools (CIS). Having gained membership status in October 2019, we are moving forward with the next phase in the process in 2021. We look forward to further positive transformations at the school with their support!
Our guiding principle for admission is this: we only accept students we are certain we can help. Students with limited English skills are welcome at KAIS so long as at the time of application we have the necessary space and resources to ensure a positive learning experience. In cases where we need to hire a private tutor to raise your child’s English level, we may ask for an additional fee, although we will try to avoid this whenever possible.
We encourage all prospective students to come in for a one-day trial to see our environment suits their needs, wants, and expectations. Our school culture is vibrant and expressive, and values industriousness, compassion, and enthusiasm most of all. We are a small school and consequently have a strong team mentality, so our students are expected to cooperate and nurture positive relationships. But some children prefer or need to study in a different environment. Fortunately, Tokyo boasts a number of excellent international schools, giving parents and children a wide selection to choose from. KAIS EMS is one of these quality schools, but, again, it is not the right “fit” for every child.
For families who cannot afford the standard KAIS tuition, KAIS EMS does offer some financial aid. Those wishing to apply are asked to submit an annual family income statement.