Compare Waldorf Steiner Curriculum International Schools in Kenya

Two campuses in Nairobi, Kenya: Karen Campus at 35 Nandi Road and Lavington Campus on Mageta Road. Karen Campus offers Kindergarten through High School; Lavington Campus currently serves Kindergarten through Class 5.

Karen Campus: Kindergarten through High School; Lavington Campus: Kindergarten through Class 5.

Day school

Learning support is provided through the Kolisko Group; students who require support receive an Individual Education Program (IEP).

Kenya

Non-sectarian; not affiliated with any particular religion

School day runs from 8:00 a.m. to 3:15 p.m., Monday to Friday. The Main Lesson approach uses morning blocks of 1.5–2 hours for each subject, taught in three- to four-week cycles.

The dress code is used instead of a formal uniform. Clothing should be neat, simple, and comfortable, free from logos or graphics; natural fibers such as cotton or wool are encouraged. A school-branded games kit is required for games.

Lunch is provided for Kindergarten, Primary and High School. Kindergarten has vegetarian options. The menu rotates on a three-week cycle and includes dishes such as spaghetti with paneer or meat sauce and vegetables, beef or vegetable pilau, vegetable rice, chicken or paneer dishes, and Friday options like pizza or fish; Kindergarten snacks include rice pudding and fruit-based options. Main dishes depend on ingredient availability, and fruits/vegetables vary by season.

The Nairobi Waldorf School Trust is a private, international, not-for-profit school. It is governed by three groups: the Board of Trustees, the Pedagogical Team, and the Management Team. The school operates on two campuses, Karen and Lavington.

Waldorf education guides Nairobi Waldorf School, educating the head, heart, and hands through academics, movement, and the arts. A class-teacher approach keeps the same teacher with a cohort from early years through primary, supporting routines and social development. Learning uses Main Lesson blocks, with a subject taught in three- to four-week cycles for in-depth exploration. The curriculum spans Kindergarten through High School, with the International Baccalaureate Diploma Programme offered at the Karen Campus and Pearson BTEC qualifications in Business and Art & Design at Levels 2 and 3, providing progression to higher education. Language study includes English and Swahili, with French taught in upper years and IB DP language options including French B, Swahili B, or French Ab Initio.

Small class sizes promote individualized attention.

The IB Diploma Programme is offered at the Karen Campus as a two-year pre-university pathway and is globally recognized; Kenyan universities generally accept IB after an equivalence process. Pearson BTEC qualifications in Business and Art & Design provide higher education and apprenticeship pathways, with Level 3 BTEC equivalent to A‑levels and higher BTEC levels recognized for university entry in Kenya and internationally.

Social and emotional growth is fostered through themes of sharing, caring, and community building.

The Learning Support Department provides services for learners with Specific Learning Disabilities/Disorders (SLD), ADHD, and English Language Learners (ELL); instruction is differentiated within an inclusive main-lesson setting with some pull-out support, and an Individualized Education Plan (IEP) or a 504 Accommodation Plan may be developed for eligible students.

The Learning Support Department provides English Language Learner (ELL) support.

Mental wellbeing is supported through psycho-social services led by the management team, with a Child Psychologist on call to assist the community in trauma cases.

The welfare and safety of students are paramount; a formal NWST Child Safety and Protection Policy defines abuse types, safeguarding procedures, confidentiality, and zero tolerance for discrimination.

1. Complete and submit a Student Application with a non-refundable application fee of KShs 5,000 per child; the application and fee must be submitted before the school undertakes the initial assessment of the child. 2. Final admission and placement depend on space availability and the school's ability to provide the education and support required for the individual child; the decision is made by the teachers. 3. With increasing interest in Waldorf education, requests for placement exceed space, particularly in the Kindergartens, so interviews with parents/guardians of those requesting placement are conducted. 4. Broad criteria for admission: Kindergarten accepts children from eighteen months, with groups including toddler (18 months–2.5 years), playgroup (2.5–4 years), and kindergarten (4–6 years). Reception Group is for children in their last year of Kindergarten, focusing on developing pre-learning skills with teacher support to enter Primary School. Class One admission from Kindergarten to Primary School is not automatic; a child turning six on or before 30 November is automatically assessed for Class One readiness during term II of the current school year, and if successful, admission typically occurs in late August/early September of that year. If a child turns six after 30 November, an assessment may be carried out following consultation; if readiness is shown, admission may be granted. For Class Two and beyond, a series of interviews, observations, and assessments are conducted for optimal grade placement.