Comparing 3 schools side by side in USD.
Logos is in Phnom Penh Thmei (Sen Sok district), a northwest suburb of Phnom Penh; the school lists its campus address as House 928, Street 1015 (P.O. Box 1534) on its contact pages. For driving and local transit the website provides a location/directions map and the school office can give specific directions.
Logos serves early years through secondary: Pre-K (age 3) up to Grade 12, with elementary, middle and high school divisions. The site notes programs and assessments across those levels (elementary specials, MAP testing in Grades 1–9 and secondary AP options).
Logos is a co-educational international school that teaches in English and follows an American curriculum. It operates as a ministry of the non‑profit Asian Hope and is accredited by the Association of Christian Schools International (ACSI) and the Western Association of Schools and Colleges (WASC).
The school has a dedicated Learning Support team (listed on the staff pages) including an ESL teacher, an SEN teacher, a counsellor and an academic advisor, and describes a professional learning‑support program serving PreK–12. For specific individual support plans and formal SEN provisions the school requests families contact the Learning Support team.
Logos is not affiliated to a single national government; it is an international Christian school operated as a ministry of Asian Hope Inc. based in Cambodia.
The school identifies as a Christian school with a stated mission to bring education within a Biblical worldview; it is a member of ACSI. Families of other faiths are also welcomed, per the school's statements.
The website does not publish a single, up‑to‑date bell schedule for start and finish times; office hours are listed on school communications (for example, the office has been shown as open 7:30–4:30). For exact daily start/end times, lunch and break arrangements, and early‑release dates the school asks prospective families to contact Admissions or consult the current school calendar.
The school website does not show a published daily bus-route service or operator for regular student transport, but school notices and event posts reference buses used for athletics and off‑campus trips (for example, buses leaving for tournaments). Parents who need daily transport should contact the Logos office or Admissions for current options, routes, costs and pickup arrangements.
Logos International School is a ministry of Asian Hope Inc., a not-for-profit international NGO.
Logos International School in Phnom Penh delivers an English‑medium American curriculum from Pre‑K (age three) through Grade 12. Elementary and middle years follow North American standards with core subjects (English, mathematics, science, social studies) and Khmer language support/teaching assistants. The high school is a college‑preparatory programme offering multiple Advanced Placement (AP) courses/exams (the school lists ten AP tests currently offered) to allow students to pursue university credit. Logos is accredited by the Association of Christian Schools International (ACSI) and the Western Association of Schools and Colleges (WASC) and integrates a biblical worldview across its programme. The full curriculum scope includes arts, physical education, learning‑support services, and interscholastic athletics and extracurricular clubs.
Logos states character development and social responsibility are part of its mission and runs regular whole-school and division-level activities (for example chapel, awards, and “Students of the Month”) that reflect those aims. The school lists named student support staff (counsellors and learning‑support personnel) and uses classroom teachers with teaching assistants to support student development. The website shows the school employs a student counsellor role and advertises counselling services/topics such as life skills, anxiety and time management. Logos also references parent‑school collaboration through the Logos Parents Association, which runs parent training and community activities that feed into students' social/emotional support. These points are described on the school's About/Overview and newsletter pages and in staff listings on the site.
Logos publishes a Learning Support team that includes a named SEN teacher and an academic advisor, and the school has advertised positions for Learning Support / Special Needs teachers. The site indicates the school uses MAP assessment data to identify student strengths/weaknesses and to plan learning support. Logos does not provide a public list of specific diagnoses or categories of special educational needs it supports on the website, nor does it describe being a specialist SEN institution; the available information presents learning support as part of its mainstream provision rather than a specialist special‑needs school. For further detail on which specific needs are supported you would need to contact the school directly.
The school's staff list and news items show Logos employs an English as a Second Language teacher and has previously run English classes for parents through the Logos Parents Association. The website also references language teachers and learning‑support staff who work with bilingual and English‑learning students. The school therefore does provide designated EAL/ESL staff and related activities, but it does not publish a detailed EAL programme document on the public site. For programme specifics (levels, withdrawal or in‑class models, entry testing) the school requests direct enquiries.
Logos maintains a Nurse's Office with a named school nurse and published health policies and emergency procedures for medical incidents. The school website lists counsellor roles and describes availability of a Student Counsellor to meet students for issues such as anxiety, stress and life skills; it has both current staff listings and recruitment notices for counselling positions. Newsletters and updates reference wellbeing topics and nurse notes (sleep, hydration, minor first aid guidance) that are shared with parents. The website does not publish a detailed standalone mental‑health policy or counselling referral pathway for public view, so parents are directed to contact the school for operational details.
Logos publishes a Child Protection Policy and a dedicated Child Safety page that describes its safeguarding approach, including mandatory criminal‑record checks for staff, formal recruitment references, annual child‑safety training, and membership of the Child Safety and Protection Network (CSPN). The site states all incidents or reports are to be handled promptly and that training is provided in Khmer for Cambodian staff and during new‑staff orientation. The school makes its Child Protection Policy and reporting resources publicly available on the website and provides a Child Safety Report Form and organisational response guidance. These documents and statements are the basis for the school's public safeguarding information.
1. Parents should bring a list of questions about curriculum, school calendar and transport during the visit, and confirm current space in the grade they need because availability changes frequently. Schedule early — tours and meetings are the normal first step before submitting an application.
2. Complete the application and gather required documents: The school considers an application complete when you submit the completed application form, the student's most recent two years of school records/transcripts, a copy of passport or birth certificate and a picture, vaccination records, and the application fee (listed as US$50). Parents should prepare official copies of transcripts and up-to-date vaccination documentation ahead of time to avoid delays; the application fee is payable online according to the school's instructions. Keep digital and paper copies of everything — the admissions office will reference these documents during review.
3. Administrative review and eligibility checks: After submission the school reviews documents against its admissions policies, including age cutoffs (students must be five years old by August 1 to enter Kindergarten and six years old by August 1 to enter Grade 1), and a nationality-balance policy (enrollment is generally limited to no more than 40% of any one nationality). Families who have outstanding balances at other private schools or who are delinquent on tuition payments may be considered ineligible for enrollment, so clear financial standing is important. Logos also expects parents to understand and be willing to cooperate with the school's Christian statement of faith and behavioural standards; while students are not required to be Christian, the school's program includes faith-based instruction.
4. Waitlist placement (if grade is full): Because space is limited, many applicants are placed on a waiting list when their grade is full; the school will contact you when a spot becomes available. While on the waitlist, keep your contact details current with the admissions office and submit all requested paperwork so you are ready if an opening occurs. Note that the school does not publish a publicly visible, time-stamped queue on the website; placement and timing can depend on when the school receives completed applications and any priority policies the school may apply.
5. Assessment and interview (when a place is available): When a spot opens the school may schedule a parent/staff interview and give the student an admissions assessment covering reading fluency, comprehension, writing and mathematics. Students are expected to meet grade-level standards; if assessments or records indicate the student is not prepared academically or behaviourally for the requested grade, the school may recommend placement in a different grade or decline admission. Parents should prepare their child for basic reading and math checks and bring any curriculum or testing information from previous schools to the assessment appointment.
6. Offer, registration and fees: If the school offers a place you will receive instructions for next steps, which include paying the registration/enrolment fees and completing any additional forms; Logos publishes a full 2025–2026 fee schedule on its site and a detailed breakdown is also listed in third‑party school-fees summaries. Parents should review the fee schedule closely for one‑time items (application/registration/capital improvement or media fees) versus recurring tuition, and confirm payment deadlines and refund/withdrawal policies before accepting a place. Because published fees can change each academic year, confirm the current, grade-specific amounts with Admissions before making any final financial commitments.
7. Final enrollment and ongoing responsibilities: After completing registration and fee payments you will be given enrollment instructions (start date, uniforms, textbooks and any transport arrangements). The school expects families to cooperate with written policies on discipline, school-work standards and health requirements (including up-to-date vaccinations). If you expect to request any special accommodations, discuss these with the admissions office during the offer stage so the school can advise whether they can be supported.
The school does not advertise a general need‑based scholarship program on its public admissions pages. Logos does offer a Missionary Organization Discount (described on the admissions page) that can reduce tuition by 10%–25% for families affiliated with qualifying missionary organizations; the organization's regional director must complete a form, or individual missionaries may apply using a separate form, and the admissions/office team evaluates eligibility. Third‑party fee summaries also note some family discounts (for example, a large family/sibling discount is listed in external fee summaries), but that sibling/large‑family discount detail is shown in third‑party listings rather than on the school's public admissions page — confirm current sibling or multi‑child discounts directly with Admissions. For any financial assistance or discount you should request the specific application forms and written terms from the school (office@logoscambodia.org) and verify whether the discount applies to base tuition only or to other fee components.
Logos typically operates a waiting list for grade levels that are full: the admissions information explicitly states that there is "typically a waiting list" and that the school will contact families when a spot opens. While on the waitlist, the school may require that your application be complete (all documents and the application fee) so you can move quickly to assessment and interview when contacted. The school's public information does not publish a ranked, timestamped queue online, so parents should assume the school manages the list internally and should keep contact information current and be responsive to the admissions office. When a vacancy arises the school commonly schedules an interview and an admissions test (reading fluency, comprehension, writing, math) before finalizing placement.
Asian Hope International School is located in Phnom Penh, Cambodia, in the Sen Sok district. The campus address is 68 Street Lum, Chres Village, Kork Khleang, Sen Sok, Phnom Penh 120806. The school sits within a residential area and is accessible by local roads; a Google Map location is provided for directions.
AHIS comprises three levels: Early Years, Primary, and Secondary. Early Years covers ages 3 to Year 1, Primary runs from Year 2 to Year 6, and Secondary covers Years 7 to 12.
The school is a co-educational day school.
Not publicly published.
The school provides English as an Additional Language (EAL) support for students developing English proficiency. It also has Special Educational Needs (SEN) staff who can support students in mainstream classrooms or in small-group or individual sessions, along with Khmer language support. A school nurse is on site.
There is no formal country affiliation. The curriculum combines the Cambodian National Curriculum with the English National Curriculum, and Cambridge IGCSE is offered from Year 10, with Cambodian national exams in Years 9 and 12.
The school has a Christian orientation and integrates Biblical principles into its education. This mission is reflected in staffing and leadership expectations.
School days commonly begin around 7:30 for Primary and Secondary, and around 8:00 for Early Years, with finish times near 3:00. Lunch is provided as an option for families.
There is no school bus service.
There is a coffee shop on the AHIS campus.
AHIS has a school-wide house system. Students are assigned to a house group that they will stay in throughout their time at AHIS. Students earn points for their house throughout the year, in class and in school-wide events, and the winning house each year receives the school shield. Houses are named after Cambodian animals and provinces.
The school operates with Christian foundations and teaches from a Biblical perspective. It holds ACS WASC accreditation for PK-12 and the Cambodian Ministry of Education, Youth and Sport recognises the AHIS diploma as equivalent to the Year 12 diploma.
Asian Hope International School offers a bilingual curriculum taught in English and Khmer, based on an integration of the English National Curriculum with the Cambodian National Curriculum delivered through an inquiry-based approach. Early Years (3 years to Year 1) follow the UK Early Years Foundation Stage Curriculum, with a play-based, child-centered approach and a strong emphasis on early literacy and numeracy; Jolly Phonics supports reading and writing, alongside Khmer language enrichment. Primary (Years 2–6) uses a combined English and Cambodian curriculum delivered in both languages, with topic-based learning in history, geography and sciences, and a weekly joint English–Khmer lesson; Year 6 sits the Cambodian national exam. Secondary (Years 7–12) extends the integrated curriculum with Project Based Learning, continuing bilingual literacy and expanding into Art, Music, Technology and Design, while teaching from a Christian worldview. Qualifications: Cambodian National Examinations are taken in Years 6, 9 and 12; from Year 10 onward students can undertake Cambridge IGCSE examinations, which are internationally recognized and provide pathways to higher education.
Approximately 756 students with around 50 international teachers; no formal published student-to-teacher ratio.
Cambodian National Examinations are taken in Years 6, 9 and 12; from Year 10 onward Cambridge IGCSE examinations are offered, which are internationally recognized.
Graduates may pursue higher education in Cambodian universities or international universities, with Cambridge IGCSE offering widely recognized credentials for entry to many institutions.
Asian Hope International School supports social and emotional development through a safe and caring environment rooted in its Christian ethos. The mission and vision state the school provides a high-quality, child-centred education in a safe and caring environment where every child feels worthy and appreciated. The bilingual English-Khmer setting supports belonging and effective communication, contributing to students' social integration. A School Nurse is on site during the day to support health and wellbeing, which underpins students' ability to engage emotionally in learning. The safeguarding framework, including a Child Protection Policy and CSPN membership, requires prompt and professional handling of incidents and reinforces staff conduct standards. While a distinct, named SEL program is not listed, the environment, health support, language inclusion, and safeguarding collectively underwrite students' social and emotional development.
The school employs Special Needs staff to support students with learning differences. Support can occur in the mainstream classroom or through withdrawal for specialist tuition to develop academics as well as social and life skills. A Learning Support Assistant can be appointed to support the child through the day, in addition to therapy provided by the SEN staff. Khmer language support is provided as part of the bilingual program, with Khmer teachers identifying needs and offering level-specific assistance. AHIS is not described as a specialist SEN institution; SEN support is provided within the mainstream school structure rather than a dedicated SEN centre.
The school provides EAL specialists to support students who have not yet developed the required level of English. EAL lessons involve direct instruction and engaging activities, and students may be withdrawn from the main classroom for targeted support. Most children in the EAL programme receive support for between 12 to 24 months. The EAL programme focuses on vocabulary development, reading, and writing to help students access the English-based curriculum. The publicly disclosed information describes EAL provision as part of student support rather than as a separate, standalone department.
Publicly available information does not describe a dedicated mental wellbeing program at AHIS. Health support is provided on-site by a School Nurse who handles everyday health issues, screenings, and general health advice. The mission emphasizes a safe and caring environment, which supports student wellbeing. The safeguarding policies and CSPN membership indicate a framework intended to protect physical and social well-being as part of overall safety. Direct mental wellbeing services such as formal counselling are not described in publicly accessible materials.
AHIS has a Child Protection Policy that aims to create a safe learning environment and protect the physical, mental, and social well-being of students and staff. The school is a member of the Child Safety and Protection Network (CSPN). The recruitment process is rigorous, and confidential references are required, including a question about any reason someone should not work with children. All staff must submit a criminal record report. The policy states that incidents are to be attended to promptly and professionally, and that alleged victims will not be held responsible; it also outlines how safeguarding concerns are to be handled within the school.
AHIS welcomes children from all backgrounds and beliefs. The school has a Christian tradition and teaches from a Biblical perspective, but there is no requirement that families be Christian. To apply, provide for each child a completed application form, recent passport photos (EY1–EY3: 2; Years 4–10: 4), a latest school report, a copy of the birth certificate, a vaccination record, a non-refundable application fee of $25, and a non-refundable testing fee of $25. Deliver the complete application in person to the Phnom Penh campus at 68 Street Lum, Chres Village, Kork Kleang, Sen Sok, Phnom Penh 120806. For AHIS–Siem Reap, deliver to Sala Kheav Road, Tropang Treng Village, Sala Kamruek, Siem Reap, 171204. Children may be required to sit an assessment to help place them in the right groups; an appointment for the assessment will be scheduled after the application is received. For Year 1 and above, the entrance assessment covers English and Maths, English reading, and Khmer reading and Khmer writing. For EY1–EY3, an assessment with the Head of Early Years determines readiness and appointments are made after the application is received. In Siem Reap, an assessment may also be used for placement in the correct class.
CAIS is located at
The school presents itself as an international K–12 provider (Kindergarten through Grade 12) in its published fees and materials.
CAIS is an international day school operating in Phnom Penh; the website and public materials show it as a non‑boarding institution (no boarding facilities are listed).
The publicly available pages on the school site do not describe a detailed Special Educational Needs (SEN) or Additional Learning Needs programme; the site links to a Student Handbook and Curriculum documents where policy details are usually published. Parents should contact Admissions for specifics and for any individual support arrangements.
The school is based in Cambodia and is run under the local Adventist mission; it is presented as a Cambodian institution rather than being formally affiliated to another national school system.
CAIS is affiliated with the Seventh‑day Adventist Church (the site and copyright identify it as a Seventh‑day Adventist Cambodian Mission institution and the site includes chapel/church service information).
Published third‑party school listings indicate a typical school day runs roughly 7:30 AM to 3:00 PM, with short supervised periods before and after school; the CAIS website links to an academic calendar and handbook where the school's official daily schedule is set out. Prospective parents should check the current handbook/calendar or ask Admissions for exact daily timings for the grade of interest.
Public information and a recent school listing state that CAIS does not operate a school bus service; most families arrange their own transport and the school offers limited supervised time before/after school. If a bus service is a deciding factor, confirm availability directly with the registrar as arrangements can change.
The school is a Seventh-day Adventist Cambodian Mission Institution of Education.
Cambodia Adventist International School (CAIS) runs a K–12 programme (ages about 3–18) based on the Seventh‑day Adventist / North American curriculum with English as the main medium of instruction. Early Years (Kindergarten) emphasises foundational literacy, numeracy and play‑based learning, while Primary (Grades 1–6) delivers core subjects — English, mathematics, science and social studies — alongside Khmer language and culture and annual technology lessons. Middle school (Grades 7–9) increases subject specialisation and uses standardised checkpoints (MAP) to monitor progress. Senior secondary (Grades 10–12) is a college‑preparatory programme through Grade 12 that culminates in a school high‑school diploma and is designed to prepare students for tertiary study abroad. Christian moral/religious education, extracurricular activities (arts, sport, clubs) and whole‑school events (e.g., speech and spelling competitions) are integrated across all stages.
CAIS publishes a Code of Honor on its website that instructs pupils to “respect God, respect myself, and respect others” and explicitly forbids lying, cheating, stealing, bullying and fighting; this is presented as a behavioural expectation across school pages. The site also highlights regular chapel/church services and co-curricular activities (speech and spelling events) that the school describes as opportunities for character development and confidence-building. The school's public pages do not describe a named SEL curriculum, specialist SEL staff, or a dedicated pastoral team.
The school's public website and linked pages do not describe a specialist SEN provision, named learning-support staff, or which kinds of special educational needs it can support. CAIS provides a Student Handbook link on its site, but the publicly visible pages do not set out an accessible SEN policy or detailed learning‑support information. Therefore, the school does not publicly disclose information regarding SEN.
CAIS's publicly available pages do not describe a specific EAL (English as an Additional Language) programme, EAL teachers, or formal language-support pathways. Because the website does not set out an explicit EAL provision, the school does not publicly disclose information regarding EAL.
The school's website emphasises spiritual and character formation—through its mission/philosophy and regular chapel services—which the school presents as part of students' overall wellbeing. The site does not publish details of counselling services, a school psychologist, or formal mental‑health programmes in publicly accessible pages. As such, specific mental‑health or counselling provisions are not publicly described on the website.
CAIS lists a Student Handbook on its website (linked via Google Drive), but the publicly accessible site pages do not publish a standalone child‑protection or safeguarding policy text. Attempting to open the handbook/calendar link requires Google Drive access and does not expose an openly viewable safeguarding policy on the public site; therefore specific safeguarding procedures are not available in the publicly accessible pages.
1. Review the school's admissions page and published fees before you apply. CAIS's website includes separate online forms for new and returning students and a downloadable fees document — open those pages first so you understand deadlines, one‑time charges and the annual fee bands.
2. Complete the online application (New Student) linked on the school site. The school's New Student form is the formal first step; parents should complete every field on that form and check the form's guidance for which supporting documents are required. If the form does not make requirements clear, contact the Registrar listed on the website before you submit to avoid delays.
3. Prepare and submit supporting documents to the Registrar as requested. The website links (New Student / Returning Student) and the Registrar contact are the route the school uses for applications; expect the Registrar to confirm exactly which papers to upload or bring (for example identity/birth record, previous school record, and any immigration/visa documents where applicable). If you need clarification on acceptable document formats, use the Registrar phone or email on the site rather than assuming requirements.
4. Check fees, make any required registration/deposit payments, and confirm the payment plan with the Finance Office. CAIS publishes a fees structure (registration and annual tuition vary by grade) and the Finance Office handles invoicing and payment queries — ask for a written invoice that lists any refundable deposits, sibling discounts and payment deadlines before you pay. If you want the published fee figures for planning, see the school's fees file and summary listings (fee levels differ by grade).
5. Await the school's enrollment decision and follow their next-step instructions (placement, orientation, calendar). Once the school receives a complete application and any required payment, the Registrar will confirm placement and tell you about orientation dates, uniforms, start-of-term dates and the student handbook; the CAIS school calendar and open‑house dates are published on the site and should be checked so you don't miss any deadlines. If you need earlier confirmation for visas or housing, contact the Registrar and Finance Office directly — their phone numbers and email are listed on the site.
6. Complete final enrolment requirements before the student's first day. That typically means attending the scheduled orientation/open house, returning any signed school forms listed in the student handbook, and confirming payment/tuition arrangements with the Finance Office; if you have outstanding documentation or need a payment receipt for visa purposes, request these from the Registrar/Finance contacts. Keep copies of all receipts and the handbook pages that relate to attendance, health, and conduct for reference.
The CAIS website does not list a general scholarship or financial‑aid program on its public pages. There is, however, a regional scholarship reference: Asia‑Pacific International University's President's Scholarship names Cambodia Adventist International School as one of the feeder schools eligible for that particular award (the AP University scholarship is awarded to top Seventh‑day Adventist academic achievers and uses end‑of‑year results and GPA criteria). If you are seeking tuition assistance for a CAIS student, contact CAIS Finance or the Registrar to ask whether the school offers any internal discounts, need‑based help, or church‑sponsored support; also ask whether international or denominational scholarships (like the APU arrangement) may be available to graduating senior candidates. For the APU President's Scholarship criteria and the list that includes CAIS, see the APU scholarship page.
CAIS does not publish a public waitlist or “admissions pool” policy on its website. A search of the school site and its admissions links does not show a published waiting‑list procedure or public queue; the site directs families to use the New Student and Returning Student application forms and to contact the Registrar for admissions questions. If you expect limited capacity (for example at popular entry years such as K or Grade 1), contact the Registrar by phone or email listed on the school site to ask whether a waitlist is being operated for the specific grade and how that list is managed. For an authoritative answer about current capacity, placement order, and whether a deposit secures a place, ask Registrar (phone and finance contacts appear on the school pages).
