Admissions criteria

Admission is broadly based on the following criteria:

• There is a good fit between a family’s educational goals and EIS’s Mission and learning goals;
• There is a likelihood the student’s learning and wellbeing will flourish in the EIS learning environment;
• The student’s individual learning and/or English language needs can be met by EIS support services;
• EIS can maintain balance and diversity in classes and across the school.

EIS students must live with at least one parent or a designated legal guardian while they are studying at the school.

Prioritisation in times of limited capacity

EIS was founded to serve a global community of transient expatriate families. While the school welcomes local residents who believe in our mission, we reserve the right to give admissions priority to expatriate families over those with a viable local alternative. Therefore, admission of qualified students is prioritized in the following order.

1. Families with siblings currently at EIS (including newly admitted students);
2. Transient international families
3. Host national families

Diversity

To ensure a rich English-language learning environment and our international character, we limit admissions to no more than 20% of any one nationality/mother tongue (other than English) in any grade level, section, and across the entire school. We use the following criteria to determine nationality/mother tongue:

• Passport(s) held (holders of multiple passports must indicate this information on the application);
• Nationality of parents;
• Mother-tongues of both parents and child;
• Language of instruction at prior schools;

The application is completed entirely online, and all required documents should be uploaded through the Admissions Portal. The website provides a detailed checklist of documents for each school section  (exact requirements vary depending on the age of the child). We consider applications to be complete after we have received all of the required supporting documents and the Application Fee. Information on tuition and Fees, can be found here

The review process

As soon as we receive the completed application, the student’s file undergoes a detailed review by our Admissions Committee. This committee includes sectional principals, counselors, learning support specialists, and other members of the educational team. Certain applications may require some additional steps if we feel it is necessary to enable us to make a decision.

Testing

There is no standardized admission test for entry to EIS. However, to ensure that the school can meet a student’s learning needs, we may require further testing/screening.
Students attending our MYP needs a complete mathematics and reading tests.

The admissions decision

Unless additional testing is needed, we will notify parents of the decision as soon as possible after the completed online application and receipt of the Application Fee.
EIS does not use re-enrollment, therefore we do not often know long in advance, when open seats will be available.
Under normal circumstances, we communicate the decision via email.

English as an additional language (EAL)

We provide EAL support for students whose current level of English (speaking, listening, reading, or writing) limits their access to the curriculum. Our EAL specialists work to increase students’ English proficiency through a literacy and language-based program. It is a “sheltered immersion” program, in which students develop their English skills within the regular curriculum. The EAL support we are able to provide is dependant upon the number of students already enrolled in EAL at the relevant grade level.

Learning support

Learning Support is part of the instructional continuum of services we provide to meet the diverse learning needs of our students. The exact number of students we can support is dependent on the resources the School has available at any given time.

Supporting Documentation

Parents or guardians of any applicant who requires additional support must submit complete supporting documentation with the application. Such documentation might include an Individualized Education Plan (IEP) that outlines the level of support required; Assessment Reports which show the student’s current level of performance; and any diagnosis or recommendations for intervention and accommodation (such as occupational therapy and/or psycho-educational testing).

As part of this process, we may interview the applicant, and the Admissions Committee may request that a psycho-educational evaluation be conducted before we make a decision.

Please note

During the application process, it is not in the student’s best interest to withhold information that would allow the school to make a determination as to whether the school can support the student’s learning and wellbeing. If, after admission, it is discovered that such information existed but was not provided, we reserve the right to withdraw our offer of admission.

Please note that information provided in applications that are not completed or are otherwise unsuccessful is destroyed within 6 months of its submission.