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AISPP is located on Angkor Boulevard in Sangkat Toul Sangke 2, Khan Russey Keo, Phnom Penh. The campus is in the northern part of the city (Russey Keo). Parents typically reach the campus by car, taxi/tuk‑tuk or ride‑hailing services.
AISPP teaches from Early Years (ages 2–5) through Primary (Foundation/Year 1–5) and Secondary (Year 6–12). The school is authorised to deliver the four IB programmes (PYP, MYP, DP, CP) alongside the Australian curriculum.
Private, co‑educational day school.
AISPP has a Student Support Team (SST) that includes an Inclusion/Inclusive Education teacher, English language acquisition teachers, a wellbeing teacher and counsellor. Students may receive in‑class support, small‑group or one‑to‑one intervention and Individual Education Plans (IEPs).
The school follows the Australian national curriculum framework in combination with IB programmes and is a member of Australian international school networks.
No religious or denominational affiliation is indicated by the school.
The school office/reception hours are published as Monday–Friday 7:30 am – 4:30 pm (and limited Saturday by appointment). AISPP also publishes an annual school calendar (term dates) on its website.
AISPP does not currently operate its own school bus service.
All students wear a school uniform. The Uniform Shop offers EY to DP uniforms, as well as PE and swim attire. House shirts are issued to new enrollees at no charge and can be purchased thereafter. House colors are Kangaroos (Red), Sharks (Blue), Dingoes (Yellow) and Crocodiles (Green).
Students are assigned to one of four houses: Kangaroos (Red), Sharks (Blue), Dingoes (Yellow) and Crocodiles (Green). House shirts are issued to new students at no cost and can be purchased at the Uniform Shop.
AISPP teaches Australian Curriculum content as the basis for what is taught, delivered through the International Baccalaureate (IB) teaching framework. Early Years (ages ~2–5) draws on the Reggio Emilia approach and the Australian Early Years Learning Framework; Primary (to Year 5) is taught via the IB Primary Years Programme (PYP) using Australian Curriculum benchmarks across literacy, numeracy and the eight learning areas (English, mathematics, science, HPE, humanities, the arts, technologies and languages). Middle Years (Year 6–10) follows the IB Middle Years Programme (MYP) with specialist teachers and broad subject groups aligned to the Australian Curriculum. Senior secondary (Years 11–12, ages ~16–19) offers the IB Diploma Programme (DP) and the IB Career-related Programme (CP). AISPP is authorised to deliver all four IB programmes and holds international accreditations (CIS and WASC), while continuing to use Australian Curriculum standards for benchmarking at each stage.
AISPP states it uses a school‑wide Positive Education approach (called Positive Education Enhanced Curriculum, PEEC) to build character and social‑emotional skills, and the Wellbeing Teacher leads PEEC and staff professional development on wellbeing. The Student Support Team (Primary) includes a Wellbeing Teacher and in Secondary a Counsellor who run small‑group work and transition support to develop students' social and emotional learning.
AISPP publishes a Student Support Team that includes an Inclusion Teacher/Coordinator who provides in‑class, small‑group and one‑to‑one support and who creates Individual Learner Plans (ILPs/IEPs). The Inclusion Teacher's role description explicitly lists support for neurodiverse needs including autism, ADHD, specific learning difficulties (SLD), dyslexia, speech and language needs, executive‑functioning and related movement/balance difficulties. Admissions guidance states the school can accommodate students with moderate learning, emotional or physical needs on a case‑by‑case basis, and that final placement depends on whether AISPP can provide appropriate support.
AISPP identifies English Language Support/English Language Acquisition (ELA) teachers as members of its Student Support Team in Primary and Secondary and describes in‑class (push‑in) and withdrawal support so students can access the curriculum. The secondary ELA staff teach MYP English Language Acquisition classes, push into subject lessons and collaborate with classroom teachers to differentiate learning.
AISPP's Counsellor is listed as supporting the socio‑emotional wellbeing of students, running individual and group sessions and delivering parent and staff educational sessions. The Counsellor also leads child‑protection matters. In Primary, the Wellbeing Teacher runs schoolwide Positive Education activities, small‑group social‑emotional skills work, and supports transitions. The Student Support Team meets regularly and can refer students to external specialists when needed, and the school describes targeted therapies (for example movement, painting and balance therapy) used by the Inclusion Teacher for attention and executive‑functioning support.
AISPP publishes a Child Protection Handbook (Child Protection Lead & Counsellor named, plus senior leadership contacts) and a Policy Statements page that defines safeguarding, outlines mandatory reporting, safer recruitment and annual staff training. The Child Protection Handbook sets out detailed procedures, a Child Protection Team, reporting protocols and expectations for staff conduct and incident handling.
1. Initial enquiry and tour
Contact the Admissions Office to begin the process and request either an on-campus tour or an online meeting. Programme-specific meetings with the primary or secondary principal can be requested if needed.
2. Online application and application fee
Complete the school’s online application form and pay the non-refundable application fee of USD 250. Ensure the payment matches the application submitted, keep the receipt, and note that assessments will not proceed until this payment is received.
3. Documents submission
Prepare and upload the required documents, including the last two years of official school reports (Years 1–12), the student’s passport, parents’ passports, the student’s birth certificate (with English translation if required), and up-to-date vaccination records. Incomplete or missing documents may delay the process.
4. Interview and assessment
After documents are received, the Admissions Office will arrange interviews and age-appropriate assessments. These may include English language screening and academic assessments for older students to determine placement and EAL support needs.
5. Decision and offer
The Head of School makes the final enrolment decision. If accepted, parents receive a formal offer letter outlining fees, conditions of enrolment, and deadlines. Review the letter carefully and clarify any terms, such as withdrawal conditions, before proceeding.
6. Payment agreement and securing the place
To secure the place, pay the compulsory fee listed in the offer and complete the school’s Payment Agreement. Confirm whether any additional one-time charges apply and keep all payment receipts. Choose a payment schedule that suits your situation and confirm any charges related to instalment plans with the Finance Department.
7. Enrolment confirmation and first-day preparation
Once payment and paperwork are complete, the school will confirm the start date and provide orientation details, including timetables, uniforms, and transport information if applicable. Check for programme-specific requirements and confirm first-day arrangements. Keep the school calendar and term dates for reference.
AISPP's website and the published fees page do not list academic scholarships, means‑tested bursaries, or regular fee‑remission programmes for prospective students.
AISPP's publicly available admissions information does not describe a formal, ranked waitlist or a published wait‑pool policy.
Asia‑Pacific Fredfort International School (AFIS) is located in Chroy Changvar, Phnom Penh — Building 1923, Street 6A (Sangkat Chroy Changvar, Khan Chroy Changvar). The campus contact details and address are listed on the school website; parents typically reach the area via Phnom Penh's road network. Note: the URL you supplied (apis.edu.kh) appears to be for a different school (APIS/American Pacific); I used AFIS's official site (afisedu.com) for the details below.
AFIS runs Early Years (Nursery/Preschool/Kindergarten), a Primary programme (Grades 1–5), Middle Years (Grades 6–10) and Senior/High School (Grades 11–12); ages are shown on the site (EYP ages ~3–6, PYP 6–11, MYP 11–16).
The school presents itself as an international day school that follows the Western Australian curriculum and prepares students through to Grade 12; it awards recognised secondary credentials. The school website does not mention any boarding facilities.
The AFIS website lists Student Services including 'Student With Special Educational Needs', English as an Additional Language and counselling, indicating the school offers SEN and EAL support services; for specifics (assessment, individual plans or specialist staff) the site advises contacting the school directly.
AFIS is authorised to deliver the Western Australian curriculum and states that students receive an Australian High School Diploma as well as Cambodian certification on completion of Grade 12.
The school website does not state any religious affiliation; its materials present the school as secular and curriculum‑focused.
The published school day runs Monday–Friday with an assembly 07:45–08:00, morning classes 08:00–12:15, lunch 12:15–13:00 and afternoon classes 13:00–15:30; office hours are listed separately.
AFIS operates a school bus service described on its site as comfortable and supervised; each bus is accompanied by a bus monitor and drivers are described as trained and professional. The website includes a dedicated 'Bus Service and Guidelines' page where parents can find route and safety information or contact the school for pickup/dropoff details.
The school provides international education for early years through secondary, aligned to a Western curriculum. Instruction is delivered in English. Details on the exact curriculum framework, grade levels offered, and accreditation are not accessible here from the provided source.
Information about class size and student-teacher ratio is not accessible from the provided source.
No exam results are available from the provided source.
No information on higher education progression or university destinations is available from the provided source.
No information on gifted and talented programs is available from the provided source.
Main contact address is 18 St 538, Phnom Penh; the school also operates multiple campuses across the city (Tuol Kork, Sen Sok, Russey Keo/Chbar Ampov). For families relocating, each campus serves different districts of Phnom Penh — contact admissions for the campus nearest you and suggested travel routes.
GBISPP offers programmes from Early Years (Pre‑K / Kindergarten) through to Year 12 (K–12), delivering both the Cambodian national curriculum and the Western Australian (WACE) pathway for senior years.
The school presents itself as an international day school serving boys and girls across its Early Years, primary and secondary programmes; the public website describes classroom programmes and campuses but does not advertise boarding. If boarding is important to you, check directly with admissions.
The website highlights monitoring of individual student progress, small class sizes and personalised attention, but it does not publish a detailed Special Educational Needs (SEN) or learning‑support policy online. Prospective parents should contact the school for specifics about assessments, in‑school support, 1:1 assistance, or referrals to external therapists.
Academically, GBISPP is licensed to deliver the Western Australian Curriculum (WACE) and offers an ATAR pathway for senior students, which links the school to the Western Australian education system; it is not described as being owned by or formally affiliated to a particular country beyond this curriculum arrangement.
The school does not state any religious affiliation on its public pages; programmes are described in secular curriculum terms.
The school's public contact information lists normal office/school hours as 08:00–17:00; the website also publishes yearly calendars (term dates and events) but does not give a single, detailed timetable of start/finish times and break/lunch slots for each year group. Ask admissions or your chosen campus for the daily timetable for your child's level.
The public website and published campus pages describe multiple campus locations but do not include a clear summary of a school bus programme or external transport provider on the site. If you need school transport (route coverage, costs, pick‑up/drop‑off points), contact the school's admissions/office team; they can confirm whether a school bus is offered at the campus you plan to use and provide schedules or recommended private providers.
The school is led by a president. The mission describes a safe and nurturing environment that respects diversity and seeks equity for all students.
Golden Bridge operates a dual K–12 model delivering the Western Australian Curriculum (WACE) alongside the Cambodian Ministry of Education, Youth and Sport (MoEYS) national curriculum. Early Years (Pre‑K and Kindergarten) use a play‑based Early Years Learning Framework aligned to the WA early years program to build foundational literacy, numeracy and social skills. From Pre‑Primary through Year 10 students follow the WA K–10 International program, which specifies eight mandated learning areas: English, Mathematics, Science, Humanities and Social Sciences, Health & Physical Education, Technologies, Languages and The Arts. Senior secondary (Years 11–12) is delivered as the two‑year WACE International program leading to the Western Australia Certificate of Education and an Australian Tertiary Admission Rank (ATAR); assessment combines school‑based tasks and final ATAR examinations (typically 50/50). In parallel, GBISPP delivers the Khmer National Curriculum daily from Kindergarten to Grade 12 (a dedicated four‑hour program) to teach Khmer language, history and culture and to ensure students meet Cambodian national exam requirements. WACE senior course offerings include English (EALD, Literature), Business (Accounting, Business Management, Economics), Mathematics (Applications, Methods, Specialist), Sciences (Biology, Chemistry, Physics, Human Biology, Psychology), Technologies (Applied IT, Computer Science), languages and arts (e.g., Media Production).
GBISPP's Early Years programme states it uses play-based learning that promotes happiness, resilience and emotional regulation for young children. The school's Academic Overview says teachers act as mentors who model values, respect and monitor student progress. GBISPP publishes regular parent–teacher conferences and reporting as part of ongoing home–school communication. The school also offers co-curricular activities (football, music) that are presented as opportunities for teamwork and social development. These elements are presented on the school website but GBISPP does not publish a distinct ‘SEL programme' document naming specific SEL curricula or staff roles.
The school does not publicly disclose information regarding Special Educational Needs (SEN) support, including which kinds of needs it can support or whether it operates as a specialist SEN institution.
GBISPP's Academic Overview describes a trilingual approach (Khmer, English and Chinese) as part of its curriculum. However, the school website does not publish a specific EAL programme, details of targeted EAL classes, or named EAL staff and interventions for students who enter with limited English. The Early Years page references language development within play-based learning but does not describe discrete EAL provision or assessments. Therefore the school does not publicly disclose specific EAL support programmes or staffing on its site.
GBISPP's Early Years information highlights emotional regulation, resilience and enjoyment as programme aims for young children. The Academic Overview frames teachers as mentors who monitor student performance and guide academic and personal development. The school runs regular parent–teacher conferences and offers co-curricular activities (sport and music) that the website presents as contributing to student wellbeing. The website does not, however, publish details of dedicated mental-health staff, counselling services, or a named wellbeing team.
GBISPP's mission and Academic Overview state the school aims to provide a ‘safe and nurturing environment' and emphasise respect and equity for students. Contact information and opening hours are published on the site for families to get in touch. The school website does not publish a child-protection or safeguarding policy, nor does it name a designated safeguarding lead or provide contact details for child-protection reporting. Therefore GBISPP does not publicly disclose specific safeguarding policy documents or the identity of a safeguarding officer on its website.
1. Initial enquiry and campus visit — Contact the Admissions Office to start the process and to ask for the current application pack. Parents should use the school's published phone or email and may request a campus tour; GBISPP explicitly invites prospective families to schedule visits during school hours. When you call or email, note which campus you prefer (GBISPP operates multiple campuses across Phnom Penh) and ask whether there are any grade-specific intake windows or documents to bring to the visit.
2. Request and complete the application form — Ask Admissions for the application form and details about any non‑refundable application or registration fees. The school's Fees page indicates a structured tuition and fee schedule is published (parents should confirm the current year's application fee and whether it must be paid before an assessment or interview). Be prepared to ask how the school accepts payment (e.g., bank transfer, cash) and whether a separate deposit or re‑enrolment fee is required to secure a place after an offer is made.
3. Prepare and submit required documents — Typical documents requested by GBISPP (and commonly by Phnom Penh international schools) include the child's birth certificate or passport, copies of the parents' ID or passport, recent school reports or transcripts (for children coming from another school), up‑to‑date vaccination records, and passport photos. Because the school's public pages do not list a complete admissions document checklist, parents should confirm the exact list with Admissions before submitting anything to avoid delays. If your child holds a foreign passport or study visa, confirm visa-related paperwork and any residency requirements early in the process.
4. Assessment or interview (age-appropriate) — GBISPP does not publish a full step‑by‑step admissions test schedule online, so expect an age‑appropriate assessment or interview for placement: early years typically have a play/observation session, while older children are usually given short diagnostic assessments in English and mathematics and may have an interview. Parents should ask Admissions what the assessment format will be, whether any preparation materials are provided, and whether interpreters or language support are available if your child is not yet fluent in English. Confirm whether assessment outcomes affect fee‑band placement or scholarship consideration (if applicable).
5. Offer letter, invoice and acceptance — If the school offers a place, you should receive a written offer or acceptance letter with an invoice or statement outlining required payments (deposit, first term or annual tuition, and any one‑time fees). Review the offer carefully for payment deadlines, refund conditions (for example, whether deposits are refundable), and any conditions of enrolment (such as required immunisations or uniforms). Ask for a copy of the school's fee payment policy and any calendar dates tied to payments (start of term, orientation dates) before you pay.
6. Payment, registration and orientation — Complete payment of required fees by the stated deadline to secure your child's place and complete any registration paperwork the school requires. The school calendar lists term dates and events; check it for orientation days, term start dates, and parent‑teacher meeting dates so you can plan arrival and transport arrangements. If your child requires bus service, school lunch plans, or learning‑support services, arrange these with the Admissions or Operations teams before term starts.
Publicly available information on the school's official site does not provide detailed scholarship or bursary policies. Some third‑party listings and local education articles note that GBISPP offers scholarships or financial assistance programs, but these sources do not include the full eligibility criteria, application process, or the number/value of awards, and they recommend confirming details with the school's Admissions or Finance offices. If you are interested in scholarship or fee‑assistance options, contact Admissions directly, ask whether there are academic or means‑tested awards, request the application form and deadline for any scholarship rounds, and confirm whether applying for assistance affects admissions decisions. Always ask for written guidance about deadlines, documentation required for financial review, and whether awards are renewable year to year.
GBISPP's public website and the school pages reviewed do not publish a formal waitlist or pool policy. The school's Admissions and Fees pages encourage prospective families to contact the Admissions Office directly for availability and to book tours, which is the appropriate next step if a place is not immediately available. If you need a place for a specific term, ask Admissions whether they operate a waitlist, how candidates are prioritised (for example, by application date, sibling status, or returning families), and whether deposits are required when a place becomes available. Because the website does not show a documented waitlist procedure, confirm any waitlist terms and estimated timelines directly with the school before relying on a place opening.
