Lusaka International Community School

LICS is located at 242A Kakola Road, Roma, Lusaka, Zambia. The campus sits in the Roma district of Lusaka. The address on file is 242A Kakola Road, Roma, Lusaka.

Pre-Primary, Primary and Secondary.

co-educational, secular, fee-paying, non-profit.

Student Support Services identifies students who may be struggling and provides tiered support, including counselling and diagnostic assessments. Tools used include ESL support, CAT4, NGRT/NGST, and other assessments; some diagnostic evaluations may incur a fee.

Zambia

secular

Mon-Fri 7:00AM - 4:00PM.

Pre-Primary uses the English EYFS framework for ages 0-5, including an Infant/Toddler programme, play-based learning, ICT and coding, with parental involvement encouraged. Primary follows the Cambridge Primary Curriculum for Maths, English, Science, Music, PE, ICT and Art, with specialist teachers for Art, PE, ICT, French and Music; Going Global emphasises collaborative projects with social impact. Learners in Primary receive termly reports and participate in Learner Showcase Day and educational trips. Secondary follows the Cambridge Lower Secondary Programme with Checkpoint exams in English, Maths and Science in Years 7-9, IGCSE in Years 10-11, and AS/A-levels in Years 12-13, with wellbeing, PSHE and university guidance integrated.

Small class sizes support individual attention.

Learners regularly compete in national and international competitions and win literary competitions, and year on year examination results exceed UK and international averages.

The University & Career Guidance and Counselling programme provides a dedicated counsellor who delivers weekly careers lessons for Years 12-13, offers individual meetings, supports course selection for A-Levels and IGCSE, and coordinates university visits and information sessions to help students plan higher education paths.

The school develops emotional intelligence within students and cares for their wellbeing. It supports access to the broader curriculum while building confidence and emotional security to take learning risks. Student Support Services identify learners who may be struggling and provide the needed support to progress. Staff are trained to assess learning difficulties and provide extra support for mild to moderate needs. Counselling is available as an additional service to address concerns and teach emotional regulation and mindfulness. Regular wellbeing is integrated with academic progress in a supportive environment.

Student Support Services offer a tiered system of support for learners with additional needs. Tier 1 provides advice and training to teachers on topics such as Dyslexia, Dyscalculia, Autism or ADHD. Tier 2 offers in-class support; Tier 3 provides small-group support; Tier 4 provides direct 1:1 support from Counselling or Student Support. Diagnostic assessments identify areas of difficulty and inform support, using tools such as Dyslexia Portfolio, Lucid, COPS/LASS/EXACT, CAT4, NGRT/NGST, PTM/PTE and British Picture Vocabulary Scale; ESL is included in these assessments. Access arrangements for exams, such as extra time or translation dictionaries, can be arranged after assessment. The department is led by Norah Buckley (Head of Student Support Services) and ESL Lead Preenella Chipindi, with leads for Key Stage 1 and Key Stage 2.

ESL support is provided for students learning English as a Second Language. Preenella Chipindi is the ESL and Key Stage 2 SS Lead. Diagnostic assessments include ESL as part of identifying language needs for continued access to the curriculum.

Wellbeing is a core focus, with a commitment to developing emotional intelligence and supporting emotional security to enable learning. Counselling helps students manage concerns and develop coping strategies, including mindfulness and emotional regulation. Regular counselling supports students in feeling in control of their thoughts, mood and behaviour and promotes healthy relationships. The school integrates wellbeing with academic progress in a supportive environment.

The school is committed to safeguarding and promoting the welfare of children and young people. If a disclosure is made, staff refer to the Designated Safeguarding Lead (DSL) or a Senior Manager. The Safeguarding Team includes Norah Buckley (DSL Secondary), Sarah Abberton (DSL Primary) and Precious Mulisa (DSL Pre-Primary). Supervising Principals for Pre-Primary, Primary and Secondary are listed. The safeguarding policy outlines prevention, reporting and response steps, with a QR code and procedures for reporting concerns to the DSLs.

1. Initial Visit and placement. Parents and children are encouraged to tour the school on a preliminary visit with the Admissions Manager. The Admissions Manager facilitates the admission process. In consultation with the parents, the Principal places each learner in the appropriate class. All relevant documents are passed to the class teacher and pastoral coordinator. 2. Application and Documentation. Applications are accepted throughout the year, though a place cannot always be guaranteed. An online admission application must be completed for each learner and should be accompanied by the documents listed: medical record form; birth certificate and/or passport; most recent school report; confidential student reference form from the previous school; financial clearance certificate; copies of parental identities; copies of immigration permits if applicable; tuition fee payment policy read and signed; and any relevant placement assessment reports. The admissions team will contact applicants to confirm receipt and advise on the next steps. Additional information may be requested as needed. 3. Admission Tests and English. Baseline admission assessment tests are conducted for all new learners from Reception up to Year 10. The CAT4 is used for Year 2 to Year 10 and assesses Verbal, Quantitative, Non-verbal and Spatial abilities. English as a Second Language (ESL) considerations apply if the ESL needs can be met, as determined by the SSS and Principal. Placement decisions consider age-appropriate placement, curriculum continuity, prior school reports, entry date, and the needs of the learner. 4. Placement, Offers and Movement. The Head of School and Principals determine admission; offers depend on appropriate age placement, space availability, and SSS considerations. If space is full, learners may be placed on the waiting list. Movement between year groups follows a defined timetable: at the start of the academic year for Reception and younger year groups, and in January for some movements based on assessments. The school reserves the right to use external entrance assessments for external applicants. 5. Settling In, Immigration and Insurance. Settling In occurs after admission to help learners adjust. Non-Zambian Immigration Status: it is mandatory for all children of expatriates to obtain a study permit, with requirements varying by parent's permit type (Work/Investor permits; Residence permits; Diplomatic permits are exempt). Insurance: the school has minimal insurance cover for students; families should arrange their own medical/accident insurance.

Waitlist: If classes are fully subscribed, learners may be placed on the waiting list. The school may fill openings from the waitlist as space becomes available and in line with the admission policy.