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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.
The Lycée Français René Descartes is located at Rue Christopher Howes (Rue 96), Wat Phnom, BP 1132, Phnom Penh, Cambodia. The campus sits in the Daun Penh district in central Phnom Penh, near the Wat Phnom area, with access to local transport such as taxis and tuk-tuks. The address is publicly listed as part of its Phnom Penh footprint.
The school serves preschool through terminale (the final year of lycée). Classes range from petite section (maternelle) to terminale, and the curriculum includes the Brevet des Collèges and the Baccalauréat.
The school is a co-educational day school; there are no public indications of boarding facilities.
The school follows an inclusive education approach. For students with special educational needs, LFRD provides three specialized teachers, an orthophoniste (speech-language pathologist), and a school psychologist who work with families to create an action plan and an individualized support arrangement.
The school is affiliated with France through the AEFE network (Agency for French Education Abroad) under agreement with the French government.
Religious affiliation is not listed; the school operates as a secular French international school.
Exact start and end times are not published publicly. The school provides on-site meals: Kindergarten meals around $3.60 per meal; Primary/Middle/High school meals around $4 per meal.
A publicly listed school bus service is not indicated on the site.
Boarding is available for students from Year 9 through Terminale. The on-site dormitory, opened in September 2023, is supervised by two staff and provides housing and meals, with a daily shuttle to the lycée. Boarders stay Sunday evening through Friday evening and may return home or stay with a host family on weekends and holidays. The dormitory can accommodate up to 15 residents, and the annual price for lodging and meals is $5,200, with scholarships available.
School meals are provided through the school's catering service. Prices per meal are $3.60 for Maternelle, and $4.00 for Primary, Collège, and Lycée.
The Lycée Français René Descartes is a private, non-profit school run by the management and the board of the Association des Parents d'Élèves (APE), under contract with AEFE. The school is AEFE-contracted and is co-governed by the APE and the leadership team named by AEFE, with governance defined by the AEFE convention and a partnership between elected parents and the school leadership.
Lycée Français René Descartes (LFRD) in Phnom Penh provides the French national curriculum from preschool through terminale, aligned with AEFE standards and supported by the French Embassy. Instruction is delivered primarily in French, with English and Khmer offered as language options and language learning placed at the heart of the program. Cycle 2 (grades 1–3) covers French and mathematics, adds English and the host-country language, plus arts, physical education and civic education. Cycle 3 (grades 4–6) continues consolidation and prepares for secondary education; in the lycée, the 10th grade introduces Economics and Social Sciences (SES) and Digital Sciences and Technology (SNT) with electives and a weekly hours framework around 26–30 hours. From Seconde (10th) to Terminale (12th), core subjects include French, history-geography, sciences and modern languages, with a range of electives in 11th grade and Philosophy becoming compulsory in Terminale; final results count toward the Baccalauréat, with pathways to the Baccalauréat Français International (BFI) and a Section Internationale Américaine (SIA) available.
Lycée Français René Descartes (LFRD) promotes social and emotional development through an inclusive school culture where all pupils are treated with kindness, in their individual uniqueness, and receive support to progress. An explicit inclusive ethos aims to ensure a successful learning journey from kindergarten to lycée, with a strong emphasis on student wellbeing and belonging. The school emphasises a close school–family partnership as a fundamental lever for students' growth, flourishing, and achievement. For pupils with special educational needs, the teaching teams are assisted by three specialized teachers, a speech-language pathologist, and a school psychologist, who, with parents, propose an action plan and tailor a pedagogical setup to meet each student's needs. This framework integrates wellbeing, belonging, and tailored support within the broader educational approach.
The LFRD uses an inclusion model to support students with special educational needs. For pupils with ‘besoins éducatifs particuliers,' the pedagogy teams work with three specialized teachers, a speech-language pathologist, and a school psychologist to develop an action plan and an adapted educational arrangement in agreement with parents. The aim is to enable each student to progress and realize their full potential within the school from early years through to lycée. The site does not enumerate specific categories of SEN; the emphasis is on an inclusive, individualized approach rather than a separate SEN unit. The school describes the partnership between school and family as a fundamental lever for the wellbeing and success of students with special educational needs. The establishment is not presented as a dedicated SEN institution.
EAL support is integrated into LFRD's language pathways. The school foregrounds multilingual environments and language development as central to its identity, with explicit emphasis on English, Khmer, and other world languages. AEFE-initiated PARLE (Parcours Adaptés et Renforcés de Langues Étrangères) aims to strengthen foreign-language proficiency through EMILE (integrated content in a foreign language) in the first cycle or DNL (discipline non linguistique) in the second cycle. In the lycée, students can choose a fourth language—Spanish or Chinese—as part of these language-parcours options. The Section Internationale Américaine (SIA) provides a bilingual/bi-cultural pathway focused on English language study and American culture, facilitating access to higher education in the United States and other Anglophone contexts. These provisions collectively represent formal EAL support and bilingual opportunities rather than ad hoc assistance.
Mental wellbeing is supported through an inclusive approach that emphasizes student care and a nurturing climate. The school highlights that every student is welcomed in a respectful, caring environment, with ongoing attention to progress and well‑being as part of the learning journey. The inclusion team includes a school psychologist, underscoring access to mental health–related support within the school structure. Physical education and sport are valued as vehicles for health, autonomy, discipline, teamwork, and social values, contributing to students' overall wellbeing. LFRD also notes the central role of school–family partnership in supporting students' emotional and social development.
Safeguarding and child protection are embedded in the school's safety-oriented, caring climate. The site describes the campus as safe and the environment as one where younger students learn and grow within a secure, nurturing context. The emphasis on an inclusive, respectful culture and on school–family partnerships likewise supports safeguarding by promoting oversight and supportive relationships. Explicit safeguarding policies are not itemized on the public pages, but safety and well‑being are presented as core priorities across the school's communications. The materials emphasize creating a safe, supportive setting for all students from maternelle through lycée.
Step 1. Pre-registration for new admissions is conducted online via the EDUKA platform. The pre-registration campaign for the 2025 02026 school year for children not currently enrolled at LFRD is closed. A strict list of criteria governs first-time enrollment due to high demand.
Step 2. Enrollment decisions for new registrations are processed online via EDUKA, with selection based on the established criteria. The school is accredited by AEFE and follows official curricula.
Step 3. Required documents for new admissions include a valid passport, an ID photo, and a vaccination record; expired documents are not accepted.
Step 4. Re-enrollment is completed in EDUKA using the Re-enrollment tab; the 2025 02026 re-enrollment campaign is closed. Payments must be made by May 8, balances must be zero, and scholarship applicants may have post-results payment arrangements.
Step 5. For assistance, contact the Admission office via email and phone.
Two scholarship campaigns are organized each year by the French Embassy in Cambodia, in January and September. Scholarships are awarded under conditions of resources and are available to French residents in the consular district enrolled in AEFE-homologated schools. For more information, refer to the school's scholarship details and contact the secretariat for guidance.
NIRA International School is located at 17B Street 105, Sangkat Toul Sangke, Khan (Russei Keo) District, Phnom Penh. The campus address and school contact details are published on the school's contact page; the school is listed in mapping services with weekday opening hours.
The school runs Early Years provision and follows the Cambridge international pathway through primary and secondary stages; the website also references National Cambodia and French programmes as part of its curriculum offering. Admissions information refers to stage-based Cambridge progression and an Early Years programme.
NIRA ISC is an international, co-educational day school authorised to deliver Cambridge International curriculum elements. The website does not describe any boarding facilities.
The admissions process includes an observational assessment for new students, and the school describes a teaching team that adapts strategies to meet varied learner needs; however, the website does not publish a detailed Special Educational Needs (SEN) team or specific clinical services. Parents with children who need formal SEN support are advised to contact the school directly to discuss individual arrangements.
The school does not present itself as affiliated to a single country; it delivers Cambridge International alongside National Cambodia and French curriculum strands.
The school's public information does not indicate any religious affiliation. Materials and pages on the site present an educational and curricular focus without reference to a faith-based ethos.
The school's website does not publish a detailed daily timetable or exact class start/end times. The public listing for the school shows weekday office hours (for enquiries) around 07:30–17:30, but families should request the official pupil day schedule from the admissions office for precise start, finish and break times.
The school website and admissions pages do not provide a published school-bus timetable or detailed transport-policy information. For routes, availability, costs and provider details please contact the school directly using the telephone numbers on the contact page; the admissions team can confirm whether the school operates its own buses or partners with an external transport provider.
The school has a canteen that serves nourishing lunches daily.
NIRA operates an International Early Years Curriculum (IEYC) and is an authorised Cambridge International School delivering the Cambridge Pathway through Primary and Lower Secondary. Early Years (ages ~1.5–6) uses the IEYC with play-based approaches and Jolly Phonics, and includes foundational computing, music, art and physical education. Primary (ages ~6–11) and Lower Secondary (ages ~11–14) follow Cambridge Primary and Cambridge Lower Secondary programmes with core subjects (Global English, Mathematics, Science), Global Perspectives from around Grade 3/Year 4, computing and a range of creative and physical subjects. From Grade 1 students follow a dual pathway that combines the Cambridge curriculum with either the Cambodian national curriculum or the French Label FrancEducation, with grade placement confirmed via assessment. Assessment is continuous across year groups and students may sit Cambridge Primary Checkpoint external exams at the end of Grade 5/Year 6; the programme is presented as aligned to progression into Cambridge IGCSE and A‑Level studies.
NIRA describes its approach as a holistic, well-rounded education that includes specialist subjects (PE, music, art) and extracurricular activities intended to develop students beyond academics. The school also emphasises a partnership with parents and a supportive school community as part of pupil development. NIRA states its teachers are internationally qualified and adapt strategies to meet varied student needs, which the school presents as part of its approach to learner development. The website highlights campus facilities and shared spaces (sports complex, library, canteen) that support social interaction and physical education. The school does not publicly name a specific Social and Emotional Learning (SEL) programme or a dedicated pastoral/SEL team on its website.
NIRA asks families to provide health reports and information about any special requirements as part of its admissions paperwork and says admissions assessments consider special requirements when placing students. The admissions pages state the school may use observational assessments, placement tests or short trials to determine the best route for each student. The school's ‘Why Choose' and ‘Our Teachers' pages note teachers' commitment to supporting unique learning needs and adapting strategies in a diverse international environment. NIRA's website does not publicly detail named specialist SEN staff, specific therapies or which categories of special educational needs it can support. The site does not identify NIRA as a specialist SEN institution.
NIRA states English is the language of instruction and lists additional language provision (for example Chinese and Khmer/French references appear in curriculum/admissions material). The school highlights language classes within its curriculum offerings. However, the website does not publish a clearly described English-as-an-Additional-Language (EAL) programme, nor does it list dedicated EAL staff or specific EAL entry/withdrawal support. If you need formal EAL provision details, the school advises families to contact admissions for clarification.
The website frames student development in holistic terms and highlights facilities and activities (PE, sport complex, library, music, clubs) that contribute to physical and social wellbeing. NIRA emphasises teacher support and a collaborative school–family relationship as part of pupil development. The admissions material notes confidentiality of health information collected during enrolment, which the school says is used to provide appropriate support. The website does not publish a named mental-health or counselling service, nor does it identify dedicated mental-health staff on its public pages.
NIRA's public website describes admissions procedures, teacher qualifications and a focus on student welfare in general terms. However, the school does not publish a specific safeguarding or child-protection policy, named safeguarding lead, or detailed child-protection procedures on its publicly accessible pages. For explicit safeguarding policy documents or confirmation of designated safeguarding personnel, the school's admissions/contact pages invite prospective families to make direct enquiries.
1. Initial enquiry and download the application form. Contact the Admissions team to check current availability and to request or download the online application form; NIRA accepts applications throughout the year but places are subject to availability, so check before assuming a space is open. Parents should have basic family and passport details ready when enquiring (the school lists telephone contacts on its admissions pages).
2. Complete and submit the application with supporting documents. The school asks for a copy of the child's passport, birth certificate and recent academic reports (the most recent two consecutive years where applicable), plus a short note explaining the reason for transfer; include any health / allergy information if relevant. Documents are kept confidential and are used both for placement and for compliance with local authorities, so ensure originals or certified copies can be produced on request.
3. Admissions contact, campus visit and entry assessment. After you submit the application a member of the Admissions team will contact you to arrange a campus visit and to schedule an entry assessment or observational assessment for the child; in some cases the school may offer an academic placement test or a short educational trial (for example a three‑day trial). Parents should plan for an in‑person visit (observe classrooms, ask about curriculum options) and bring recent school reports or examples of work to help the school assess level and needs.
4. Review, grade placement and any additional requests. The Head of School / admissions team reviews the assessment together with past reports and the child's age to propose an appropriate grade placement; the school may request further supporting documents (medical records, specialist reports, etc.) if there are specific learning or health needs. Be prepared that placement can depend on both academic fit and class capacity; if your child has special educational needs, disclose these early so the school can advise whether it can meet them.
5. Formal offer, enrolment paperwork and fee settlement. A place is not reserved until you receive an official confirmation from the Admissions team; following acceptance you will be asked to sign a Student Enrollment Form and to settle any remaining enrollment, facility and tuition fees. If the student requires a Student Pass or visa documentation, the school will usually request a photocopy of the valid visa as part of the final paperwork — factor these timings into your planning because visa processes can add weeks.
6. Orientation and start‑of‑term arrangements. Before the first day the school runs orientation steps to help families set up communication apps, understand routines, and complete any outstanding administrative tasks (for example student ID, timetables and transport or canteen arrangements). Ask the Admissions team specifically about the orientation schedule, communication channels they use, and any recommended starting‑day items (uniform, books, drop‑off/pick‑up procedures) so the transition is smooth.
There is no information on NIRA's public admissions or fees pages about scholarships, fee concessions or formal financial‑aid programmes. The available online materials (admissions pages and the fees overview syndicated on school‑listing sites) focus on application, assessment and the fee schedule, without publishing a scholarship policy. If you need information about financial support, sibling discounts, or targeted bursaries, contact the Admissions office directly and ask for the current policy in writing; they can confirm whether any merit, need‑based, staff or sibling reductions exist and explain eligibility, deadlines and application steps.
NIRA's public admissions information does not describe a formal, published waitlist process; instead the site notes that admissions are processed "subject to availability" and that "positions are not reserved until you receive an official confirmation notice". This wording indicates the school checks capacity and confirms places only after review and offer rather than automatically placing applicants on a published queue. If you expect to apply when the school is at capacity, contact Admissions to ask whether they maintain an internal waiting list, how priority is determined, and whether any deposit or application fee is required to hold a place — the school's admissions contact details are listed on its website.
Note: the website you provided is for the Canadian International School of Phnom Penh (CIS); the Cambridge International School of Cambodia (CISC) is a separate school located at 275 Tep Phan, Phnom Penh (address and contact are shown on the CISC site).
CISC runs from Daycare/Pre‑K through to Grade 12 (Pre‑K to Grade 12). The school delivers senior secondary programs (Years 11–12) under the Western Australian pathway (WACE/WAM).
CISC is a co‑educational day school that describes itself as a trilingual school (Khmer, English, Chinese). The school website does not mention boarding facilities.
The CISC website does not publish a dedicated Special Educational Needs / learning‑support page; enrollment information lists placement tests and interviews for entry and recommends contacting the school for specific arrangements. Parents should contact Admissions to discuss individual learning‑support needs.
CISC is authorised to implement the Western Australian K–10 and senior programs and has been awarded recognition by the School Curriculum and Standards Authority (SCSA) of Western Australia to deliver WACE International.
The school does not state any religious affiliation on its public website.
The school site lists general opening hours of Monday–Friday 07:30–17:30 and Saturday 07:30–12:00; specific daily start/end times for different year groups are not published, so confirm exact class times with the school.
The Admissions information shows transportation is offered as an optional service and fee item (parents apply via the school); specific route/provider details are not published online and are managed through the school's transport coordinator—contact Admissions for pickup points, costs and timetable.
All students in Junior Kindergarten to Grade 12 wear a school-issued uniform. The uniform is the same for all students regardless of gender. There are uniforms for Physical Education and Wellness, and different uniforms for competitive sports teams; zip-up jackets, pull-over sweaters, and hats are optional items. Each new CIS student receives a complimentary CIS backpack.
The school is privately owned and governed by a Board of Directors. The Board provides strategic oversight and includes Dr. Lina Lim (Board Chair), Dr. Howard Stribbell (Board Vice-Chair), Enghuy Ang (Board Member and Chief Financial Officer), Ms. Donna Trafford (Board Member), Mr. Chhem Siriwat (Board Member), and H.E. Dr. Chhem Kieth Rethy (Board Advisor). The Senior Leadership Team is led by the Head of School and manages academic programming and daily operations. The school is accredited by the Ministry of Education of the Province of Alberta, Canada.
The URL you provided points to the Canadian International School of Phnom Penh (CIS); the following overview is taken from that school's curriculum pages. CIS's Early Years Program (Nursery to Junior Kindergarten) follows Flight: Alberta's Early Learning and Care Framework and is inspired by the Reggio Emilia approach, with play‑based, developmentally appropriate learning. Elementary (Senior Kindergarten to Grade 6) uses the Alberta curriculum within an IB Primary Years (PYP) framework, delivering transdisciplinary learning in core subjects plus weekly Khmer, Mandarin, or French and optional French or Mandarin bilingual streams. Middle School (Grades 7–9) follows the Alberta Grade 7–9 curriculum with specialist teachers in English language arts, science, mathematics, social studies, health and life skills, and complementary courses such as art, drama, music, Khmer, Mandarin, and French. High School (Grades 10–12) offers the Alberta High School Program (a three‑year program leading to an Alberta High School Diploma requiring a minimum of 100 credits and a range of required and complementary courses) and, for Grades 11–12, the two‑year IB Diploma Programme with the six‑subject structure and core components (TOK, Extended Essay, CAS).
CIS states it delivers social-emotional learning through schoolwide initiatives and dedicated social-emotional counsellors who provide individual and group work to develop skills such as emotional regulation and conflict resolution. Teachers incorporate universal, evidence-based instructional practices and homeroom teachers act as daily mentors to support students' social and self-management skills. Targeted supports are offered for groups of students who need extra intervention to build social and emotional skills. The school also refers families to external mental health resources when appropriate. This provision and the role of counsellors and homeroom mentors are described on the school's Inclusive Education and Middle School pages.
CIS describes a continuum of inclusive supports including learning support teachers, speech-language services delivered by an on-staff speech-language pathologist, and social-emotional counselling to assist students with diverse learning needs. The school states these services are targeted supports and universal classroom strategies rather than highly specialised, individualised therapies. CIS explicitly notes it does not provide specialised on-site services such as physical therapy, medical care, formal psychological assessments, or assistive-technology provision. The website therefore indicates CIS is an inclusive school offering targeted learning and communication support but not a specialist SEN institution. These details are published on the school's Inclusive Education and Admissions pages.
CIS operates a specialist English as an Additional Language (EAL) programme and describes a skilled team of EAL teachers who work in small groups or provide targeted one-to-one support to develop listening, speaking, reading and writing. The admissions guidance states EAL support is provided for students in Grades 1–9, that exit from the programme occurs when grade-level proficiency is achieved, and that participation may incur additional fees. The school's Inclusive Education and Admissions pages provide these programme details and exit/fee information.
CIS identifies mental wellbeing provision through its social-emotional counselling services present in Elementary, Middle and High School, with counsellors offering individual and group support and crisis response. The Middle School page adds the school has a dedicated social-emotional and academic counsellor and describes daily homeroom mentoring and explicit teaching of self-management and social skills. The school also notes collaboration between counsellors, teachers and families and referral to external services when needed. These elements are described on the Inclusive Education and Middle School pages.
CIS sets out a formal Child Protection and Safeguarding framework: all staff are required to complete safeguarding training (teaching staff Level 1; other staff Awareness level) via childsafeguarding.org, and a Child Protection Team with designated leads operates across the school. The school requires staff to report suspected abuse via an internal referral system; it uses a risk-assessment matrix adapted from the UN Rights of the Child and displays team contact information and a QR referral link around campus. CIS states safeguarding is the responsibility of all staff and emphasises prompt, professional response to concerns. These policies and procedures are published on the school's Child Protection and Safeguarding page.
I noticed a mismatch before I proceed. The URL you provided (https://www.cisp.edu.kh) is the website for the Canadian International School of Phnom Penh (CIS), while your request names the Cambridge International School of Cambodia. Which school would you like me to research and produce the detailed admissions, waitlist, and scholarships information for?
Please reply with one of the following options:
1. "Cambridge International School of Cambodia (CISC)" — I will use CISC's official site (cambridge.edu.kh) and other official pages to pull admissions steps, waitlist details, and scholarships.
2. "Canadian International School of Phnom Penh (CIS)" — I will use the cisp.edu.kh site you supplied and extract the admissions steps, waitlist details, and scholarships from that school's pages.
If you want a comparison of both schools, say “Compare both” and I will fetch and summarize admissions, waitlist, and scholarship details for each.
Also tell me if you prefer fees shown in US dollars or Cambodian riels, and whether you want information for the current academic year (I will confirm the year on the school site).
EFI operates two campuses in Phnom Penh, Cambodia: Koh Pich (Diamond Island) and Bassac Garden City. The Koh Pich campus sits on Elite Town Street and shares its facilities with the Canadian International School of Phnom Penh. The Bassac Garden City campus houses the TPS (nursery) and PS (pre-kindergarten) classes and is located in a quiet Bassac Garden City neighborhood on premises shared with CIS. The two campuses together support EFI's bilingual education model.
EFI operates two streams: an International stream (English-based) and a 100% French stream starting August 2024. The Koh Pich campus serves students from Moyenne Section and Junior Kindergarten onward, while Bassac Garden Campus houses the younger TPS and PS groups. The school provides education from early years through Grade 12, with Grade 11 opening in 2023 and Grade 12 in 2024.
EFI is a private bilingual school. It operates across two campuses serving a range of year groups from early years through secondary; the school does not list a boarding provision.
EFI serves around 200 students with representation from about 30 nationalities. The most common nationality is French (about 51%). The school states it has 30 nationalities represented; a precise local-to-international ratio is not publicly disclosed.
EFI offers differentiated learning with access to therapists and specialists (including speech therapists, child psychiatrists, and psychologists). After a diagnosis, the school can implement a differentiated pathway and ongoing support as needed; staff are trained to address Special Educational Needs (SEN) within the school's framework.
EFI is affiliated with France through the Agency for French Education Abroad (AEFE).
EFI is a secular school; no religious instruction is part of the standard curriculum.
Morning drop-off begins around 7:40 am; lessons start at 8:00 am. On Koh Pich, older students finish at 3:00 pm (MS–CM2) or 3:15 pm (Collège/Lycée), while younger students finish at 3:00 pm on the Bassac Garden campus for TPS-PS. Lunch at Koh Pich is typically at 12:00 pm (MS–CM2) or 12:15 pm (college/lycée). The school does not offer on-site daycare; students must be picked up on time.
EFI offers a school bus service. Details and routes are arranged to accommodate families, with bus options noted in school communications and listings.
Koh Pich campus has two school restaurants.
EFI is a private school registered in Cambodia and is managed by a board of directors composed of five permanent members and two guests. The school is run by Amaury de Saint Blanquat and Fabrice Filachet is the Principal of EFI. The board of directors includes Antoine Fontaine (Independent administrator), Kek Pung (Independent administrator), Boun Tan (Independent administrator), Fabrice Filachet (Guest and EFI principal), and Géraldine Barta (Guest). There is a parents committee representative on the governance.
The school provides a dual educational framework combining the French Ministry of Education programs with the Cambridge Assessment International Education system across all grade levels. Instruction is delivered via a bilingual immersion model in French and English, with primary cycles utilizing a split timeline involving both French-speaking and English-speaking educators. From the primary school stage onward, core subjects include mathematics, sciences, history, geography, physical education, arts, and an optional third language choice between Khmer and Mandarin Chinese. As students progress into middle school, spanning grades six through nine, the academic track prepares them to take the French National Diploma examination at the conclusion of grade nine. Finally, the high school stage covering grades ten to twelve structures learning around international certifications, where students complete Cambridge IGCSEs before advancing to A-Levels and the French Baccalauréat qualifications.
EFI Phnom Penh prioritizes the education and well-being of each child and aims for students to thrive socially and emotionally in the school environment. The curriculum emphasizes holistic development and well-being, including social‑emotional aspects from early years. In bilingual classes, two teachers per class support active participation and social integration. The school offers a stimulating, varied environment to develop intellectual, artistic, relational, and emotional growth, with a focus on self‑confidence and collaborative skills. Through project‑based learning and a multidisciplinary approach, EFI fosters kindness, teamwork, and thoughtful engagement.
EFI provides differentiated learning to address diverse needs. The school notes differentiated learning and reinforced French/English language support to ensure participation. Children with special educational needs may include difficulties in adapting, behavioral issues, and learning difficulties. Diagnoses are often identified by teachers in the first weeks, with a professional diagnosis by therapists available in Phnom Penh. After diagnosis, EFI, the family, and the therapist implement appropriate measures to support the child, potentially including a differentiated pathway. The information does not state that EFI is a specialist SEN institution.
EFI supports English as an Additional Language through a bilingual program in which two teachers per class teach in French and English. The programs taught are those of the French National Education but in two languages, and outside of classroom time students are immersed in an English‑speaking environment. Sixty percent of study time is with the French‑speaking teacher and forty percent with the English‑speaking teacher. English and French are present every day in students' timetables. The school also notes that, outside class, students are exposed to English through interaction with peers on the CIS campus. This structure supports language development and academic success in both languages.
In the early years, the TPS/Nursery program is specifically described as prioritizing the well‑being of the child, including physiological, relational, emotional, and educational needs. EFI creates a stimulating and varied environment to support the child's full potential and holistic development. The curriculum reinforces self‑confidence, autonomy, socialization, and emotional richness through language, play, and social interaction. The bilingual, multicultural setting and collaborative activities contribute to students' mental wellbeing by fostering belonging and positive relationships.
The school does not publicly disclose information regarding safeguarding and child protection policies. A privacy policy is published on the site, outlining data handling practices.
1. Online Application and Document Submission
Parents initiate the process by completing a digital enrollment application via the school's online EDUKA platform. This step requires compiling and uploading a designated collection of records, including signed procedural rules, a health history form with proof of immunization, past academic report cards, and identification passports for students, parents, and any authorized pickup guardians. Once all digital materials are fully compiled, an automated acknowledgment of receipt is issued to the family via email. Reviewing families must ensure all data is accurate, as incomplete application files will pause the evaluation process until all missing documents are provided.
2. Principal Interview and Review Meeting
For families located in Phnom Penh during the enrollment period, the school schedules an in-person meeting with the school Principal. This session serves as a factual review of the applicant's academic profile and provides an opportunity to discuss their linguistic background in relation to the school's dual educational paths. It ensures that the academic frameworks of the school match the student's learning profile before an official decision is issued. For overseas families who cannot attend a meeting in person, alternative communication arrangements are coordinated directly through the school administration.
3. Placement Review and Language Assessment
Following the initial profile review, the administration evaluates the student's linguistic capabilities and age eligibility to determine the correct grade level placement. Students are strictly assigned to classes based on their exact chronological age as of December 31st of the current academic year, with the nursery stream accepting children starting at eighteen months old. If an applicant does not exhibit a sufficient level of English proficiency for immediate independent tracking, the school issues specific pedagogical recommendations to support their integration. This step guarantees that incoming students are structurally prepared for the linguistic demands of their assigned stream.
4. Admission Decision and Registration Finalization
The final step concludes with a formal admission decision communicated directly to the parents by the school Principal. The decision will explicitly categorize the student as admitted, conditionally admitted, placed on the official waiting list, or not admitted. To secure the offered placement, families must finalize the financial registration requirements, which include paying the non-refundable first-time enrollment fee and the capital fees. Access to classrooms, extracurricular activities, and school transport services is conditional upon completing these upfront financial allocations before the designated payment deadlines.
To accommodate households with varying financial situations, the school manages an official scholarship program authorized by the Board of Directors. This program operates as a confidential, needs-based financial assistance system rather than an automatic merit-based track.
Waiting lists operate as follows:
Priority 1 is for students already enrolled at EFI;
Priority 2 is for siblings of EFI students;
Priority 3 is for students who have previously been enrolled at EFI;
Priority 4 is for new students, in the order that complete dossiers are submitted to the school administration.
The Bassac Garden Campus is situated in a quiet, tree-lined residential neighborhood in the Tonle Bassac area of central Phnom Penh. Located just off Preah Norodom Boulevard, it provides a secure and calm environment away from heavy city traffic.
The Bassac Garden Campus specifically caters to early childhood education, serving children from 18 months to 5 or 6 years of age. This includes the Nursery (TPS) through Kindergarten (GS) levels. Upon completing Kindergarten, students transition to the main Koh Pich campus for their primary and secondary education.
The school is a co-educational day school. It does not offer boarding facilities at any age level.
The school evaluates support for Additional Learning Needs on a case-by-case basis, utilizing its low student-to-teacher ratios and co-teaching model to offer differentiated learning. Parents must provide all relevant medical and educational records during the admission process to determine if the school's facilities can meet the child's specific requirements.
The school is directly affiliated with France, following the French Ministry of National Education curriculum, but it also maintains strong international ties through its bilingual program and partnership with the Canadian International School of Phnom Penh.
The school is entirely secular and does not have an affiliation with any particular religion.
The school day for early learners at the Bassac Garden campus generally runs from 8:00 AM to 3:00 PM, Monday through Friday. The daily schedule incorporates dedicated periods for dual-language instruction, outdoor play in the campus gardens, and a supervised lunch break.
A dedicated school bus service is available for families requiring daily transportation to and from the campus. The buses operate across various central routes in Phnom Penh to assist relocating and working parents. Families can organize specific pickup times, routes, and fees directly with the administration office during enrollment.
The Bassac Garden campus shares premises with the Canadian International School of Phnom Penh. The TPS (nursery) and PS (pre-kindergarten) classes are held at this Bassac Garden City campus.
The French stream at Bassac Garden provides the French school program for kindergarten, with 24 hours of teaching per week, 80% of instruction in French, and compliance with the French education code; it follows the French national education program.
1. Online Application and Document Submission
Parents initiate the process by completing a digital enrollment application via the school's online EDUKA platform. This step requires compiling and uploading a designated collection of records, including signed procedural rules, a health history form with proof of immunization, past academic report cards, and identification passports for students, parents, and any authorized pickup guardians. Once all digital materials are fully compiled, an automated acknowledgment of receipt is issued to the family via email. Reviewing families must ensure all data is accurate, as incomplete application files will pause the evaluation process until all missing documents are provided.
2. Principal Interview and Review Meeting
For families located in Phnom Penh during the enrollment period, the school schedules an in-person meeting with the school Principal. This session serves as a factual review of the applicant's academic profile and provides an opportunity to discuss their linguistic background in relation to the school's dual educational paths. It ensures that the academic frameworks of the school match the student's learning profile before an official decision is issued. For overseas families who cannot attend a meeting in person, alternative communication arrangements are coordinated directly through the school administration.
3. Placement Review and Language Assessment
Following the initial profile review, the administration evaluates the student's linguistic capabilities and age eligibility to determine the correct grade level placement. Students are strictly assigned to classes based on their exact chronological age as of December 31st of the current academic year, with the nursery stream accepting children starting at eighteen months old. If an applicant does not exhibit a sufficient level of English proficiency for immediate independent tracking, the school issues specific pedagogical recommendations to support their integration. This step guarantees that incoming students are structurally prepared for the linguistic demands of their assigned stream.
4. Admission Decision and Registration Finalization
The final step concludes with a formal admission decision communicated directly to the parents by the school Principal. The decision will explicitly categorize the student as admitted, conditionally admitted, placed on the official waiting list, or not admitted. To secure the offered placement, families must finalize the financial registration requirements, which include paying the non-refundable first-time enrollment fee and the capital fees. Access to classrooms, extracurricular activities, and school transport services is conditional upon completing these upfront financial allocations before the designated payment deadlines.
EFI offers scholarships. Families wishing to apply for a scholarship should contact the school management to obtain a scholarship application form.
Waiting lists operate as follows:
Priority 1 is for students already enrolled at EFI;
Priority 2 is for siblings of EFI students;
Priority 3 is for students who have previously been enrolled at EFI;
Priority 4 is for new students, in the order that complete dossiers are submitted to the school administration.
