Comparing 9 schools side by side in USD.
iCAN is in central Phnom Penh's Tonle Bassac (Sangkat Tonle Bassac) — the school's contact page gives the address as 15, Street 9, Phnom Penh 120101. Tonle Bassac is a central, riverside neighbourhood (near Koh Pich/Diamond Island and major roads such as Sothearos and Monivong), so the campus is close to central amenities and main city routes.
The school covers Early Years and Primary phases: an EYFS Early Years programme (ages around 2–5) and Primary organised into Mileposts 1–3. Admissions information shows class/age guidance up to Year 6 (age 11).
iCAN is a co‑educational day school that follows British-based programmes (International Primary Curriculum alongside the National Curriculum for England). The school is presented as a day school on school directories (no boarding provision is listed).
The website describes a small, dedicated Learning Support team of qualified learning facilitators and support assistants who monitor progress and provide in‑class and pull‑out support, including one‑to‑one help and work with external specialists when needed.
The school follows British curricula (IPC/English National Curriculum) but is an international school in Cambodia rather than formally affiliated to a UK governmental body or embassy school.
No religious affiliation is listed on the school website; iCAN is presented as a secular international primary school.
The school website and calendar publish term dates and event notices but do not set out a standard published daily start/end time for every year group on the public pages. If you need exact daily hours, staggered times for different year groups, or regular early‑release days, contact the school's admissions or office for the current schedule.
The iCAN website's public pages do not list an in‑house school bus fleet or a published transport provider; external school directories list iCAN as a day school (which suggests no boarding and no published bus service on the school site). Many families in Phnom Penh use private car, taxi, tuk‑tuk or third‑party school transport companies; if a dedicated bus service is important to you, ask the school directly about current options, partnered providers, routes and costs.
Lori Hastings is the Principal.
iCAN British International School in Phnom Penh delivers education for children aged 2–11, organised as Early Years (iCAN Play, Nursery, Reception) and Primary (Mileposts 1–3). Early Years follows the UK Early Years Foundation Stage (EYFS) for ages 2–5 and teaches the seven EYFS areas: Expressive Arts & Design; Communication & Language; Literacy; Understanding the World; Mathematical Development; Physical Development; and Personal, Social & Emotional Development. Primary learning is delivered through the International Primary Curriculum (IPC) using thematic units, with the National Curriculum for England used to structure literacy and numeracy. The school website presents the curriculum scope as EYFS plus IPC/adapted English National Curriculum for primary learners (ages 2–11) and does not list secondary year groups or external public‑exam programmes. Specialist teaching, learning support and extra‑curricular activities are indicated as complementary provisions alongside these stages.
iCAN's published Wellbeing Policy sets out specific classroom and whole-school SEL practices, including weekly circle time, feeling boxes, morning meetings, reflection time, regular check-ins, and the use of the RULER method and Compassionate Communication to develop emotional literacy. The policy states classrooms should provide calm areas or ‘peace corners' and expectations for Learning Facilitators to create emotionally safe learning environments. The school runs targeted “nurture” sessions — intensive 1:1 interventions led by the Wellbeing leader and LST members, with clinical supervision when needed. Staff roles include a named Wellbeing lead and class staff responsible for pastoral checks, as shown on the school's team page. All these practices and roles are described in the school's Wellbeing Policy and the site's “Understand”/team pages.
iCAN publishes a Learning Support page stating it has a small, dedicated team of qualified learning facilitators and learning support assistants who monitor progress and provide in-class and out-of-class support, including one-to-one tuition and facilitated support from external agencies. The Learning Support team works with class staff and families to identify needs and ensure access to the curriculum. The Admissions information makes clear the school is non-selective but will discuss cases where it believes it cannot meet a child's additional needs. The website does not list specific diagnoses or a definitive menu of SEN categories the school can support, nor does it describe the school as a specialist SEN institution. For full details or to check suitability for a particular need the school asks families to contact them directly.
iCAN's Admissions page explains that English is the language of instruction and that children over four are assessed for English proficiency and may be placed in the school's EAL programme. The school's fees page lists an “Intensive E.A.L.” option (noting sessions are offered at the school's discretion) with a stated monthly fee range. The staff list published on the school site names a teacher with EAL responsibility (Year 2 & EAL), indicating a designated staff role for EAL provision. The school does not publish a full EAL curriculum or detailed entry-level criteria online beyond the admission assessment and fee note. For precise program content or placement criteria parents are asked to contact the school.
The school's Wellbeing Policy identifies emotional health and mental wellness as core aims and describes actions such as nurture sessions, referral pathways to external mental health services, staff supervision for those delivering interventions, and a list of recommended local mental-health and therapy providers. The policy also sets expectations for staff to notice and refer concerns, and describes a referral and consent process when specialist assessment or outside agency support is recommended. iCAN states it will provide feedback to learning facilitators and meet with families as part of coordinated support. The policy includes measures for staff wellbeing, including Wellbeing Champions and access to resources, recognising staff wellbeing as part of the school's approach. These mental-wellbeing practices are documented in the school's published Wellbeing Policy.
iCAN's Child Protection Policy names the Principal as the designated child-protection person and sets out mandatory reporting procedures, staff responsibilities, record-keeping, and confidentiality arrangements. The policy requires police or equivalent background checks at recruitment, mandatory child-safeguarding training for staff, and procedures for managing allegations against staff, including immediate suspension and reporting to authorities where appropriate. The policy also states that child protection is everyone's responsibility and describes how concerns should be recorded and escalated. The school's Wellbeing Policy cross-references child-protection reporting and the referral process for cases where social or emotional issues may be linked to abuse or crisis. These safeguarding procedures are published on the school website.
1. Initial enquiry and tour: Contact the school to request an information meeting or tour; the website lists the Primary Leader and School Coordinator emails and a central phone number for scheduling visits. Parents should bring a copy of the child's passport/birth certificate and recent school reports to the meeting where possible, and note that staff can explain classroom organisation and the school calendar. Tours and initial questions are handled through the school office or the named contacts.
2. Review fees and policies before applying: Before completing the registration form, read the published fee schedule and payment options carefully — the site shows annual tuition figures, two payment plans (single payment or four installments), tuition deadlines, enrolment fees, and a mandatory annual capital fee. Parents should be aware of the enrolment fee amounts and that the capital fee is non-refundable and has a specific due date; these charges are separate from tuition and from optional services such as Intensive EAL. Knowing these amounts in advance helps families budget and choose a payment plan.
3. Complete and submit the registration form with the enrolment fee: Download and complete the iCAN learner registration form and return it to the school office with the enrolment (registration) fee; the school's admissions page and join-us section describe how to submit these documents. The enrolment fee is a one-time, non-refundable charge for new learners (the fees page gives the exact amounts by key stage), so parents should confirm the fee level that applies to their child's year group before payment. If you have any questions while completing the form, raise them with the School Coordinator to avoid mistakes that could delay processing.
4. School review against admissions criteria: After submission, the school reviews applications using its stated admissions criteria — class size, the child's age, nationality, whether a sibling already attends, any special requirements, and English language proficiency. Parents should be prepared to provide information or documentation on any special educational needs and on the child's English level, because these factors affect placement and support planning. The school also maintains small class ratios which influence decisions about immediate placement versus waitlisting.
5. Assessments and learning support / EAL: If a child has limited English, iCAN may offer Intensive EAL support (the fees page lists typical monthly costs) and the Learning Support page explains the school's approach to identifying and supporting additional needs. Parents should ask whether their child will require assessments, how EAL sessions are scheduled, who delivers the support, and what extra costs (if any) apply; the fees page states that full tuition is charged for the quarter in which a learner enrols and lists EAL costs. Clarify in advance whether support is provided in class, one-to-one, or via external providers so you understand availability and likely costs.
6. Placement, start date, and first payment: If a place is available the Principal (or school leadership) will agree a start date once the registration and required fees are received; the admissions page explains that the school confirms a start date when paperwork and payments are complete. Families should be prepared to pay the first installment (or full single payment) at that time and to sign any enrolment agreements; also check the refund and withdrawal policy (the fees page outlines the circumstances and percentages for refunds). Keep the school informed about arrival timing so staff can prepare induction and any necessary assessments.
7. Timing and late enrolment: The school year runs August to June, and the school accepts enrolments throughout the year for the current academic year up to 31 March; applications after that date are usually for the following academic year. Parents applying mid-year should confirm whether their child will join immediately or wait until the next intake period, and whether any curriculum or assessment transition materials will be provided. If you are relocating or have a fixed start date, tell the School Coordinator early so they can advise on availability and required documentation.
The iCAN website does not advertise a formal scholarship programme. The published fees page does include a sibling discount policy — a 10% tuition discount may be granted for the third child (and subsequent children) for families who pay out of pocket — but there is no information on merit, need-based scholarships, or other fee remission schemes on the site. Because the website does not list scholarships, parents seeking fee assistance or special arrangements should contact the School Coordinator or Principal directly to ask whether any unadvertised financial aid, bursaries, or case-by-case concessions might be available.
The school operates a waiting list for classes that are full. If an application is received for a class that has reached its capacity (iCAN limits teacher-to-learner ratios), the child's name will be placed on the waiting list provided the registration/enrolment fee has been paid; families on the list are contacted when a place becomes available. Parents should be aware that being on the waiting list does not guarantee immediate placement, that priority factors (age, sibling links, special requirements, nationality) are considered during review, and that you should keep your contact details up to date with the School Coordinator.
East–West International School is on Street 143 in Boeung Keng Kang 3 (BKK3), Phnom Penh; the website gives the address as
The school runs from Early Years (Nursery/Pre‑K) through Primary and Secondary up to Grade 12, with the campus organised into Early Years, Primary and Secondary departments. Students follow IEYC/IPC/IMYC in younger years and Cambridge IGCSE/AS/A Level programs in Secondary; the site confirms classes from Nursery to Grade 12.
EWIS operates as a bilingual Khmer–English day school; teachers deliver both Khmer and English instruction and families can choose the bilingual pathway or an English‑only program. The school is described as a co‑educational day school on third‑party school directories; no boarding provision is published on the school website.
The school asks parents to provide medical records where relevant (for example, “in the case of learners with special needs”) and encourages parents to meet with management to discuss enrolment and individual needs. The website/handbook does not publish a detailed public learning‑support (SEN) policy, so parents should contact admissions to discuss specific support, assessment or external therapy arrangements.
The school is based in Cambodia and is registered with the Cambodian Ministry of Education; it also follows international curricula and holds external accreditation (Western Association of Schools and Colleges) and offers Cambridge examinations. There is no single foreign country governing the school—its curricula and accreditations are a mix of Cambodian and international (Cambridge/WASC).
No religious affiliation is stated on the school website or handbook; the school presents itself as a secular, non‑religious institution.
Published hours vary by level. The Early Years page lists a typical Early Years day as 7:30am–2:45pm with a detailed session breakdown; the parent handbook gives more granular school‑hour times (e.g. Nursery/Preschool: 7:30–11:00; Kindergarten–Grade 5: 7:30–2:30; some Secondary groups have earlier start or later finish times). Because different pages publish slightly different timings by program, please confirm current daily start/finish times for your child's year group with the school.
The school lists transportation as a separate fee item in admissions information (fees for transportation are charged separately), and third‑party school directories note that a school bus service is available. The school website does not name a single transport provider or publish routes; if you need bus pickup/drop‑off, contact the admissions office for current routes, costs and the provider's safety/operating details.
The school operates as a day school with no boarding provision.
All students wear the prescribed school uniform; clothing must be modest and neat; immodest dress is not tolerated and may require a student to return home to change; comfortable shoes are encouraged; excessive jewelry or makeup are not allowed; for PE, students wear shorts or leggings, a T-shirt and running shoes and change into PE clothes at school.
Lunches are provided in the on-site canteen by Hagar Catering Company and paid monthly; students may also bring their own lunch, which must be delivered to the school office in the morning; lunches should be packed in reusable containers and labeled with the student's full name and grade.
The school is governed by a School Board; current board members include Ali Copple, Van Vannak, Oknha Chea Thilay, and Sandra Chipps.
The school offers Nursery through Grade 12 in a bilingual English–Khmer program. Early Years is taught in English; Elementary combines English and Khmer National Curriculum; Secondary follows the Cambridge International curriculum with IGCSE, AS and A Levels, and Khmer National Curriculum options. Cambridge International Standards guide English and Mathematics across the school, complemented by the IEYC, IPC and IMYC frameworks under the International Curriculum Association. The Khmer National Curriculum and MOEYS examinations are also offered. The campus is located in Phnom Penh's BKK3 area and the program emphasizes preparing students for admission to top universities worldwide.
The school offers Cambridge IGCSE and AS/A Level qualifications in the secondary program, alongside the Khmer MOEYS pathway. More than 95% of students go on to higher education.
The school prepares students for higher education at top universities worldwide.
1. East-West invites you to visit the campus to discuss enrollment options. Request an appointment with the management team who will be happy to answer questions and guide you through the process. A campus visit helps you understand the school's environment and program structure. 2. Download enrollment materials from the admissions page, including Enrollment Materials Here, the Parents Handbook, and the Parent Behavior Policy. Read these documents to learn the basic information, policies, and expectations before applying. 3. Prepare the required documents: a completed and signed application, past school reports (if any), a birth certificate, and any medical records (if applicable). 4. Set an interview with designated staff: Elementary Principal for Nursery to Grade 5, or Secondary Principal for Grade 6–12; bring all required documents to the interview. The interview determines whether the child can be enrolled at East-West. 5. Parents are informed at the end of the interview whether enrollment is approved. If enrollment is offered, the admissions team will outline the next steps. 6. Pay the school fees after enrollment: the Registration Fee is a one-time payment; Material Fee and Capital Fee are annual; Tuition can be paid yearly or by semester. Fees for lunch, transportation, uniforms, after-school activities, and field trips are separate and independent from tuition. The Material Fee must be paid to hold a place. 7. For Grades 3–5, all new students must purchase a Chromebook. 8. Classes begin according to program: Early Years and Primary run 7:30am–2:45pm; Secondary follows a timetable that generally runs from about 7:10am to 3:10pm depending on the program and day.
Footprints International School is in Phnom Penh, Cambodia, operating two urban campuses: Toul Kork (Building A, No.16–18, Street 570) and Toul Tom Poung (Building A, No.84, Street 135 / intersection with Street 470). Both campuses serve Nursery–Grade 12 and list campus contact numbers and opening hours on the school site/handbook; they are located in central city districts commonly reached by car, taxi or tuk‑tuk—contact the school for specific directions or pickup points.
The school runs from Nursery through Grade 12. Early Childhood covers ages ~1.5–5 (Nursery to Kindergarten); Primary is Grades 1–5; Secondary covers lower and upper secondary through Grade 12. Footprints offers Cambridge (CAIE) pathways alongside a Cambodian National Programme.
Footprints is a co‑educational international day school (no boarding is listed). It is accredited by the Western Association of Schools and Colleges (WASC) and authorised to deliver IEYC and Cambridge programmes while also being licensed by the Cambodian Ministry of Education, Youth and Sport.
The school operates a Centre for Wellbeing and Career Excellence (CWCE) that coordinates counselling, early identification, a three‑tier assessment system, targeted support and referrals to external specialists via a CARE Centre. The handbook sets out processes for assessment, individual planning and referrals; parents should contact Admissions/Family Engagement for details about specific learning‑support arrangements.
Footprints is an international school based in Cambodia and is licensed by the Cambodian Ministry of Education, Youth and Sport; it is not presented as affiliated to any single foreign country.
No religious affiliation is stated in the school's published materials or parent handbook.
Daily timings vary by programme: Early Childhood (Nursery–Kindy) runs roughly 8:00am–4:00pm with morning, lunch/napping and afternoon sessions; Primary International classes typically run 7:45am–1:50pm (with snack and lunch breaks); Secondary International classes start at 8:00am and run until about 2:35pm (one‑hour lunch). The campus gate opens earlier (a gate babysitter from 7:00am is noted) and the handbook gives precise session times by year group.
The school publishes a paid bus service covering many parts of Phnom Penh. Each bus is staffed with a bus monitor; parents must register through the school office, the bus will not wait more than five minutes at stops, and the school may be unable to accommodate families living a long distance from campus. For routes, fees and registration, contact the Family Engagement/Admissions office.
The uniform policy requires Footprints International School uniforms to be worn to school every day. Students must wear a complete uniform to attend classes; school shoes or black shoes are required, with black shoes bearing colored logos acceptable. Uniforms must be clearly labeled, and on the last Friday and Saturday of the month there is a Casual Dress day.
Footprints offers a healthy lunch menu with set options. Parents can sign up to receive school lunches by contacting the Family Engagement Office. Students may bring their own healthy lunches and snacks to school; deliveries from outside suppliers are not allowed.
The Board of Governors is the legal authorising body of Footprints International School and operates in line with the By-Laws. The Board supports the vision, mission, values and beliefs of Footprints and ensures fiscal health, governance and risk management; day-to-day administration is delegated to the Focus on Learning (FoL) Steering Committee, which acts as the School Leadership Team. In September 2021 the Board approved a strategic plan for 2021–2025 focusing on Responsible Growth, Creating a Nurturing Learning Eco-System, Developing an Effective and Efficient Management Platform, and Building Capacity.
Footprints International School delivers an inquiry-based programme from nursery to Grade 12: the Early Childhood Programme uses the International Early Years Curriculum (IEYC), the school follows Cambridge Assessment (CAIE) frameworks through Primary and Secondary, and the school is accredited by WASC. Early Childhood (ages 1.5–5) combines play-based IEYC units with Cambridge outcomes in Kindergarten to prepare children for Stage 1 Cambridge learning. Primary (Grades 1–5) follows the Cambridge Primary framework with core subjects (English, Mathematics, Science, Global Perspectives, PSHE) plus specialist Art, Music and PE, and families can choose Dual (Cambridge+National), International (Cambridge only) or an International pathway with additional Khmer language and culture. Secondary offers core Lower Secondary subjects and an Upper Secondary curriculum where students select sciences or humanities; students sit IGCSE examinations in Grade 10 and may take AS/A Levels in Grades 11–12. In parallel, Footprints runs a Ministry of Education (MoEYS)-licensed Khmer (National) Programme across Primary and Secondary with national study hours and national exams (including Grade 6, Grade 9 and Grade 12) that lead to the national diploma.
Footprints states it teaches social‑emotional skills through curriculum and whole‑school initiatives: the Primary programme includes PSHE using the Jigsaw framework and the Early Childhood programme uses IEYC activities such as drama and role play to develop emotional and social skills. The school's Centre for Wellbeing and Career Excellence (CWCE) explicitly lists social‑emotional learning as a core focus and coordinates schoolwide SEL work. Student voice is enabled through a Student Council (which includes wellbeing roles) and PSHE/IEYC lessons are referenced in the school curriculum documents. These provisions are described on the school website and in the Student & Parent Handbook.
Footprints publishes a named SEN provision called ‘FIS CARE' and states that it welcomes students with learning support needs. The school's Khmer site text and enrolment information explicitly refer to supporting learners diagnosed with conditions such as Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). The Student & Parent Handbook includes an Inclusion entry and describes a tiered assessment/intervention process coordinated by the CWCE and the Head of the Centre for Wellbeing. The school does not describe itself as a specialist SEN institution; instead it presents FIS CARE as an in‑school inclusion/learning‑support programme.
Footprints has a formal Centre for Wellbeing and Career Excellence (CWCE) that adopts a whole‑school approach to mental health, describes a three‑tier assessment/intervention model, and offers support groups and individual counselling coordinated by the Head of the Centre. The Student & Parent Handbook lists specific activities such as wellbeing weeks, parent workshops, signposting to external services, and referrals to specialist services when needed. The school also reports using the Komodo wellbeing platform to gather wellbeing data and support interventions. These mental‑wellbeing functions are described in the handbook and in school news.
Footprints publicly states a focus on child protection within the CWCE and its whole‑school policies, and the Student & Parent Handbook describes referral routes, consent procedures and tiered support linked to safeguarding processes. The school has published news of a formal partnership and recognition with the ChildSafe Movement (ChildSafe Star Partner) to strengthen its child‑protection work. WASC accreditation documents referenced on the site also note the presence of a child‑protection policy aligned with international expectations. These items are published on the school website and in their handbook.
1. Make an enquiry: Contact the Family Engagement / admissions team to start the process and to arrange a campus visit or initial conversation. The website lists a central enquiry phone number (017 222 084) and an online enquiry form; parents should be ready to state the child's name, proposed start date, grade and preferred campus (Toul Kork or Toul Tom Poung) when they call. Families who want a specific start date or a place in a popular year level should enquire early because places are limited per grade.
2. Family meeting and assessment: For Nursery–PreK2 the school arranges a family screening interview (Parent Liaison Officer) to review the child's social and academic development and discuss family expectations. For Kindergarten through Grade 12 the school requires age-appropriate Mathematics and Literacy placement tests; these tests must be scheduled in advance through the office. Expect the school to use the interview and/or test results to advise an appropriate placement and to identify any support needs.
3. Submit required documentation: The school requires specific documents at application stage: birth certificate or passport, previous school reports/transcripts, vaccination record, an official transfer document for the Khmer (national) curriculum for transfers in Grade 2 and above, and two 4 x 6 cm coloured photographs. Parents should prepare original documents and clear scanned copies; some items (for example transfer paperwork for MoEYS national programme students) can take time to obtain so factor that into your timeline. Check in advance whether documents must be certified or translated for your child's application.
4. School accounts and communication set-up: After paperwork is accepted the school provides Footprints email addresses for parents and students and uses that email for regular communication and Google Classroom access. Parents are asked to confirm they can access the school email (an IT representative will assist on site) because teachers and administrative notices will be sent there. If you prefer another primary contact method (phone/WhatsApp), confirm with admissions how that will be used alongside the official school email.
5. Bring-your-own-device and IT safety: Footprints requires students to bring devices for Google Classroom; the Enrollment Process specifies this policy applies to Grade 6–12 (parents are asked to bring a device to register during enrolment). The school's IT team installs a firewall and blocks social media, adult and non-educational sites on student devices — parents should be prepared to discuss acceptable-device types (laptop, Chromebook, tablet) and any device security questions at registration. If your child will join a lower grade, check with admissions whether different device expectations apply for that year.
6. Acceptance, payment and place confirmation: Once the school accepts a student, payment of the enrolment fee, capital and administration fees is required before attendance can start. The website notes the enrolment fee holds a child's place for only five working days (parents must complete requested forms and payments in that period) and that payment of the capital & administration fee will guarantee a place; the site also gives bank transfer details (ABA, beneficiary EDUINVEST INTERNATIONAL CO LTD, Account No. 000145244. and contact emails for confirming transfers. Parents should confirm the total first-year cost (tuition, capital/admin, books, placement-test fee and any applicable exam fees such as IGCSE/A‑Level), and ask for an itemised invoice before transferring funds.
The Footprints website and the official AY 2025–2026 fees document do not advertise a scholarship programme for fee remission or needs‑based awards. The published fee schedule does, however, list several fee concessions and commercial discounts that parents should be aware of: a 10% discount is noted for certain full‑year payments, sibling discounts (generally 15% for the second child and 20% for the third child) are explicitly listed, and there is a specified 15% promotional discount for certain early years (Nursery and Pre‑K1) for the 2025–2026 year. In addition, the school lists standard additional charges parents must budget for (placement‑test fee, book fees, Cambridge exam fees for IGCSE/AS/A levels, replacement document fees, etc.). If you need financial support or a specific scholarship, contact the Family Engagement / admissions team directly to ask whether any fee‑assistance, local bursaries or case‑by‑case arrangements are available — these are not described in the public documents.
Footprints does not publish a formal, public waitlist policy on its website, but the admissions pages make clear there are limited places per grade and that an enrolment fee only holds a place for five working days. Because places are limited the school commonly manages capacity at grade level; third‑party school listings note that a waiting list is used for grades that are full. Practically, parents should assume a place is not secured until the required payments are completed (capital/administration fee in particular) and should ask admissions whether a waitlist exists for their child's target grade and how the school prioritises entries. For these points see the school's Enrollment/Fees pages and the published fees document.
Eco International School has several Phnom Penh campuses: Campus 1 on Samdach Pan Avenue (214) in Daun Penh, two Chaktomuk addresses on Street 242 (Khan Daun Penh), Campus 3 on National Road 1 in Chbar Ampov (Boeung Snor), and a Veng Sreng campus (KMH Blvd., ISI Park) opening August 2026. These sites are in inner-city and suburban districts with road access to central Phnom Penh; specific campus addresses and phone/email contacts are listed on the school website and FAQs.
The school currently runs Early Years (from age 2), Kindergarten and Primary (Grade 1–6); a Secondary programme (Grades 7–12) is listed as “coming soon.” Program ages and the listed stages are on the school site.
Eco International School operates as a day school serving preschool through primary-age students; the website and public listings describe day programmes and do not mention boarding facilities. The school admits both boys and girls (co-educational).
The school's public pages and FAQ describe admissions, trials for under‑5s and general pastoral care but do not provide a dedicated description of Additional Learning Needs / SEN provision. Prospective parents should contact admissions directly for details about individual learning‑support services or specialist staff.
The school is based in Cambodia and delivers the Cambodian National Curriculum alongside international (United Kingdom) curricula elements; it is not presented as being affiliated to another country's national school system.
No religious affiliation is stated on the school website or public listings; the school presents itself as a secular international day school.
Early Years and Kindergarten hours are listed as half‑day 08:00–11:00 or full‑day 08:00–16:00 with free late pickup until 17:30; Primary is listed as a full day 08:00–16:30 with free late pickup until 17:30. Office hours for campus visits are Monday–Friday 07:30–17:30 and Saturday 08:00–12:00.
A school bus service is available but appears limited to specific campuses (listed as available for Campus 3 / Boeung Snor in the school's announcements and third‑party directory pages). The school has in the past promoted discounts for the bus on particular campuses and advises parents to contact admissions for routes, fees and registration.
The school operates four campuses in Phnom Penh: Campus 1, Samdach Pan Ave. (214), Khan Daun Penh; Campus 2, Chaktomuk Campus at Street 242 (Nos. 71 and 63-65), Khan Daun Penh; Campus 3, Boeung Snor Campus (No. 28), National Road No.1, Khan Chbar Ampov; Campus 4, Veng Sreng Campus (KMH Blvd., ISI Park Veng Sreng), Khan Porsenchey (opening August 2026).
Eco International School uses a dual model that combines the Cambodian national curriculum with international (UK-based) programmes and implements the International Early Years Curriculum (IEYC) for its youngest learners. Early Years and Kindergarten serve children roughly 2–5 years (kindergarten around 5–6) and follow IEYC alongside Cambodian curriculum content. Primary covers Grade 1–Grade 6 (age 6+) and operates a hybrid British and Cambodian curriculum with focus on core subjects plus a STEAM approach. The school integrates environmental education, character development and experiential learning across stages and offers extracurriculars such as music (digital piano from Grade 2), school gardening and recycling projects. A full secondary programme (Grades 7–12) is described as forthcoming, so specific upper‑secondary qualifications are not currently listed on the school's public materials.
Eco International School's website states the school places emphasis on “character building, environmental education, and STEAM programs” which it says guide students' curiosity, self‑understanding, communication and critical thinking. The site also highlights small class sizes and regular parent updates as part of its approach to student care. The school does not, however, publish a named SEL curriculum, details of specific SEL programmes, or a dedicated SEL/pastoral team on its publicly available pages.
Eco International School's public website describes its early years and primary programmes and general focus on care and safety, but it does not publish a clear Special Educational Needs (SEN) policy or a list of the types of SEN it can support. There is no indication on the school's public pages that it is a specialist SEN institution. If you need to know whether the school can support a specific diagnosed need, contact the school directly for assessment and written confirmation.
The school says it uses international curricula modelled on United Kingdom frameworks and the IEYC for early years, which implies a strong English‑language curriculum influence. However, Eco International School's website does not publish explicit information about EAL programmes, specialist EAL staff, entry assessments for English language learners, or dedicated EAL support. If EAL provision is required, the school recommends contacting them directly to confirm available support.
On its public pages the school states it aims to provide “a safe and supportive atmosphere” and highlights character‑building activities and small class sizes as part of student care. The website does not, however, publish details of specific mental‑health or counselling services, named wellbeing staff, or formal wellbeing programmes and policies. For clarity about counselling or clinical mental‑health support, parents should request the school's current pastoral/wellbeing provisions in writing.
Eco International School's website highlights safety and a “safe and supportive atmosphere” among its core messages and lists safety and hygiene in its ‘Why Us' points. The site does not publish a full child‑protection or safeguarding policy, nor the names/contacts of a designated safeguarding lead, on its publicly accessible pages. If you require the school's safeguarding policy or details of safeguarding contacts, request these directly from the school (they are commonly provided to parents on admission).
1. Initial enquiry and information-gathering. Contact the school to confirm which campus you are interested in and to check class availability; the school publishes office hours and recommends a campus visit during Monday–Friday 7:30–17:30 or Saturday morning. Ask for the most up-to-date fee schedule, transport options and any current promotions before you proceed, since discounts (for example sibling or campus-specific offers) are sometimes available.
2. Schedule and attend a campus tour. The school recommends an in-person tour (typically around 30–40 minutes) so you can see classrooms, ask about the curriculum (IEYC / British and Cambodian options) and check facilities for your child's age group; bring your child if you think a short visit would help with transition. During the visit confirm start times for the Early Years/Kindergarten versus Primary day schedules and whether the campus you choose runs the British or Cambodian curriculum for the relevant year level.
3. Complete the enrollment form and prepare required documents. Parents are asked to fill in the school's enrolment/registration form and submit standard documents such as the child's birth certificate, vaccination/health record, passport-size photos, and a parent/guardian ID or passport; different campuses may request the same list. Verify whether the school requires original documents for sighting or certified copies and whether the form can be completed online or must be handed in at reception.
4. Trial class or assessment (when applicable). For children under five the school offers a five-day trial period to check readiness and help the child settle; parents should ask in advance for the trial terms and how attendance during the trial is recorded. For older children the school may use a brief informal assessment or meeting with a teacher to confirm the right placement—ask what format the assessment takes and whether results affect start date or class allocation.
5. Offer of place and fee/payment arrangements. When a place is available the school will confirm offer details and the fees due — ask explicitly if there are any one-time registration fees, deposits, or ‘administrative' charges (several recent notices indicate the school advertises “no administrative fees,” but always confirm current policy). Ask about payment schedules, sibling discounts, and any campus-specific tuition promotions so you know the net cost before completing enrolment.
6. Final registration, transport and first-day logistics. After you accept the place complete any final paperwork and payments, sign the school's terms and confirm bus routes (if needed), uniforms and book lists; the school provides information on bus discounts at certain campuses. Check the online school calendar or ask admissions for term start dates, school hours for your child's year group, and the school's policy on late pickup so you can plan childcare and transport on the first day.
The school does not advertise formal scholarships or need‑based financial aid on its public pages. However, recent school notices and local school listings show published tuition discounts and promotional concessions: sibling discounts (reported as 5% for the second child and 10% for the third), a 10% promotional discount on Primary tuition at a specific campus (Campus 3 / Boeung Snor) for the 2025–2026 intake, and a bus-service discount (reported as 30% at Campus 3). The school also indicates ‘no administrative fees' in some communications, which affects the up-front cost of enrolment. If you need fee relief beyond these published discounts, contact the admissions office directly (use the admissions email/phone on the school site) to ask whether any additional financial assistance, payment plans, or case-by-case waivers are available and what documentation would be required.
The school website states that admissions are open throughout the year and that enrolment is based on class availability; there is no clearly publicised, formal ‘waitlist' process described on the site. Because the school accepts students ‘based on class availability' the practical outcome is that if a class is full you should contact admissions and ask to be placed on any informal waiting list or to be notified when a space opens. If you need priority information (for example because you require a guaranteed start date), request written confirmation from admissions about whether they can hold a place, the expected timeline, or any priority categories (siblings, staff children, etc.).
165 Phnom Penh Thmey, Sen Sok, Phnom Penh, Cambodia. The campus is located in the Phnom Penh Thmey area within the Sen Sok district. Transport arrangements are not published by Brightstar. The campus features facilities such as a swimming pool, sports fields, an organic farm, a library, a science lab, an ICT room, and a health clinic.
IEYC (International Early Years Curriculum) for 2–5+ year olds (early years) and a Cambridge curriculum aligned primary program. Grade Level Placement lists classes from Pre-Nursery through Year 6 (ages approximately 1.5–11). Cambridge Curriculum describes primary learning for ages 5–11 and notes progression toward Cambridge Lower Secondary.
Private international day school. No boarding facilities are listed.
No specific SEN provisions are described in Brightstar's published materials.
No country affiliation is stated; the school operates in Cambodia with Cambridge/IEYC curricula.
No religious affiliation is indicated.
Opening hours are 8:00 AM–4:30 PM Monday to Friday, and 8:00 AM–4:30 PM on Saturdays.
A school bus service is not advertised on Brightstar's site; no transportation arrangements are listed.
BISPP offers a holistic curriculum with Pre-Nursery/Nursery following the International Early Years Curriculum (IEYC), EY1/EY2 using the Cambridge Early Years Curriculum, and Years 1 to 6 following the Cambridge Primary Curriculum, alongside the Cambodian National Curriculum and Chinese language. The Cambridge Primary Curriculum for Years 1 to 6 covers English as a Second Language, Mathematics, Science, ICT, Art & Design, PSHE, Music, Global Perspectives, Digital Literacy, and Physical Education. Cambridge Global Perspectives is offered for learners aged 5 to 11 as part of the primary program, with Cambridge ICT Starters and Digital Literacy to develop ICT and information skills. The language policy uses English as the language of instruction across subjects, with Khmer literacy taught weekly and Chinese offered as an additional language. The overall curriculum combines Cambridge-based frameworks with the Cambodian National Curriculum to provide a broad, internationally oriented program.
The school emphasizes social and emotional development and maintains a caring, inclusive learning community. SEL-related support is reflected in pastoral care integrated into the curriculum and school life. The school expresses its SEL orientation through values on the homepage, including Service, Tolerance, Aspiration, and Respect, which promote respectful relationships and well-being. Student well-being is supported by a full-time School Nurse and trained first-aiders, with a licensed lifeguard for swimming. Information on students' medical and behavioural history is collected during Parent Orientation to tailor support.
SEN information is collected at Parent Orientation, including medical and behavioural history; examples of SEN include speech or developmental delays, ADHD, and autism. The published materials specify these SEN examples but do not provide details on the scope of SEN services or staff. BISPP's Code of Conduct emphasizes inclusion and accommodation of diversity, including disability. Safeguarding and pupil welfare are integrated into staff practices as part of the Code of Conduct. A School Nurse and first-aid staff exist to address general health needs, though explicit SEN-specific medical support is not described.
English is the language of instruction, with Khmer literacy taught weekly and Chinese offered as an additional language. English is the medium for all subjects, creating an inclusive and cohesive community. There is no explicit EAL program described in BISPP's publicly posted documents. Khmer literacy aligns with the Cambodian national curriculum, and Chinese is offered as an additional language. If families require EAL-specific support, published materials do not detail dedicated EAL services.
The school highlights emotional development and a safe, inclusive environment for students. Pastoral care is referenced as part of student welfare in the Health and Safety Policy. A School Nurse is on staff, supported by trained first-aiders and a licensed lifeguard for swimming. The school's core values—Service, Tolerance, Aspiration, and Respect—support positive relationships and wellbeing. Orientation activities collect medical and behavioural history to help monitor and address wellbeing needs.
Staff must comply with duties to promote safety and welfare and to observe child protection policies as outlined in the Code of Conduct. BISPP has a formal Complaints Policy to handle concerns, including safeguarding considerations. The Complaints Policy outlines informal and formal stages, timelines, and confidentiality. The Health and Safety Policy requires safety practices and welfare for students and staff, including safeguarding. The presence of a School Nurse and trained first-aiders contributes to safeguarding by ensuring medical support on campus.
1. Stage 1 – Application submission and document check. The applicant completes and signs the BISPP admission form and submits it along with supporting documents: a copy of the family book, the parent's passport or identification document, the student's birth certificate or passport, three recent passport‑sized photographs, a copy of the vaccination certificate, copies of previous school reports, and an application fee. The registrar reviews the submission to verify completeness and to determine initial eligibility. Placement of the student at BISPP also follows age‑based criteria aligned to the Cambridge curriculum; parents should consult the Grade Level Placement table to confirm the correct class. This stage establishes whether the application can advance to testing.
2. Stage 2 – Admission test and interview. Applicants proceed to an hour‑long cognitive test, after which an interview is conducted with the academic manager. If the test and interview are successful, the application is accepted; if not, BISPP conducts a communication session with the parents to discuss next steps. The admissions process does not publish a formal waitlist or pool system; all decisions proceed through testing, interview, and document review.
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.
NGIS has campuses in Phnom Penh: Campus 1 is near the Olympic Stadium (No. 2, corner of St. 156 & 211, Sangkat Veal Vong, Khan 7 Makara) and Campus 2 is in the Sen Sok area near Phnom Penh International Airport (Lot 360, Oknha Try Heng, Sangkat Phnom Penh Themy, Khan Sen Sok). Both campuses are in urban Phnom Penh with road access to central neighbourhoods; parents typically travel by car or motorbike-taxi and public transport is available nearby.
NGIS runs Early Years (Nursery/Preschool/Kindergarten), Primary (P1–P6) and Secondary (Forms/Years up to upper secondary) and prepares students for Cambodian high‑school certification alongside UK/Cambridge and Oxford/A‑level–style qualifications. The school describes an Early Years programme (IEYC) and Cambridge/UK pathways in primary and secondary.
NGIS is a tri‑lingual day school (instruction in Khmer, English and Chinese) that accepts both boys and girls; the school's public materials describe day programmes and do not list any boarding provision.
The school lists general facilities such as a nursing service, library, laboratories and extra‑curricular activities but does not publish a dedicated learning‑support/SEN policy on its public pages. If your child needs formal additional learning support, contact the school admissions office with reports and assessment information so they can describe available in‑school or external support.
NGIS is based in Cambodia and is not presented as being affiliated to another country; its curriculum information shows delivery of the Cambodian national programme alongside Cambridge/UK and approved Chinese language programmes.
The school's public information does not indicate any religious affiliation; programmes and materials describe secular academic and language programmes.
Timings differ by level. Preschool/Kindergarten sessions run roughly 08:00–11:00 (morning English), lunch 11:00–13:00, afternoon sessions in Chinese and Khmer through about 16:30. Primary (P1–P6) and Secondary (Form 1–6) typically run 07:30–11:45, lunch 11:45–12:20 and afternoon classes 12:20–16:30. Check current term timetables with the school as exact times can vary.
NGIS advertises a school bus/transportation service on its public pages but does not publish route maps or a named provider on the website; details (routes, stops, fees and safety arrangements) are handled by the school and should be requested from Admissions. Contact details for the campuses and admissions are available on the school site.
New Gateway International School runs a continuous programme from Early Years to Secondary that uses the International Early Years Curriculum (IEYC) in Early Years and integrates the Cambodian national curriculum with a UK-based curriculum across Primary and Secondary. The school's materials describe the Primary/Secondary programme as Cambridge-based with IELTS preparation and testing, and its homepage also states it has adopted the Oxford (Oxford AQA) curriculum from Early Years through A Level. Instruction is trilingual (Khmer, English and Chinese) with integrated Chinese language and culture taught across stages. Graduating students receive the Cambodian High School Certificate and pursue internationally recognised UK qualifications (Cambridge and, where offered, Oxford AQA IGCSE/A‑Level credentials) in upper secondary. The full curriculum covers core subjects (mathematics, sciences, languages and the arts), project-based learning and extracurricular programmes, supported by laboratories, library and ICT resources, and is delivered in alignment with the Cambodian Ministry of Education.
The school describes a “safe and accepting” and community‑based approach that emphasises student maturity, problem‑solving, values (compassion, self‑discipline) and leadership development, delivered across its curriculum from Early Years to Secondary. The Academics page also notes use of the IEYC in Early Years and regular teacher–parent conferences to support student development and personal growth. These statements indicate SEL is embedded through school culture, curriculum choices and home–school communication rather than a separately published SEL programme. The site does not list a named, standalone SEL curriculum or a designated SEL coordinator. For these descriptions, see the school's Academics and About pages.
The school's official website does not publicly describe a dedicated Special Educational Needs (SEN) department, a list of supported needs, or a specialist SEN unit. The site highlights general student support measures (face‑to‑face teaching, parent conferences and facilities) but does not specify which types of SEN it can support or name SEN staff. A third‑party report (Education Cambodia) has described NGIS activity linked to an Early Years/Special Needs preschool in coverage of school events, but that report is external to the school's own published materials. Therefore, on the basis of the school's official site there is no published evidence that NGIS is a specialist SEN institution.
NGIS's published curriculum information states it delivers Cambridge English language proficiency programmes, Cambridge/UK curriculum pathways and offers IELTS training and testing, and the site includes a page explaining the CEFR — indicating formal English language assessment and tuition are part of its provision. Early Years uses the IEYC and the school runs tri‑lingual programmes (Khmer, English, Chinese), which together suggest English language learning is integrated across year groups. The website does not, however, publish a separate “EAL” policy or a named EAL team/coordinator on the pages reviewed. For details see the Academics and FAQs pages.
The school's published materials state that NGIS aims to provide a supportive, safe and accepting environment and lists regular teacher‑parent conferences and on‑site nursing services as part of student care. The Academics page emphasises personal development, values and community‑based learning, and the About page lists a nursing service and extracurricular activities (sports, arts) that contribute to student wellbeing. The website does not publish a distinct mental health/counselling policy or identify named counsellors or a pastoral team on the pages reviewed. If you need confirmation of counselling or mental‑health staff and programmes, the school's contact details are provided for direct enquiry.
The school's Academics page states NGIS aims to provide a “safe and accepting academic environment,” but the school website does not publish a standalone child‑protection or safeguarding policy or name a designated safeguarding lead on the pages reviewed (as of December 30, 2025). There is therefore a statement of general safety and community approach but no publicly posted, detailed safeguarding policy located on the school site pages examined. For specifics or an official safeguarding policy, prospective parents should request the school's child‑protection documentation directly.
1. First contact and information gathering. When you contact the school, note which campus you are enquiring about (NGIS operates multiple campuses) and ask whether the grade you want has current availability; the school's admissions page directs families to arrange a campus tour as the first formal step.
2. Schedule a campus tour and ask about program fit. NGIS specifically invites families to schedule a personalized tour so you can see classes and ask questions about the trilingual program (Khmer, English, Chinese) and facilities; tours are useful for confirming whether the school's day structure and language streams fit your child. While on the tour, ask for written information about tuition, fees and the school calendar for the year you plan to enroll (the site points to a tuition page and a 2025–2026 fee listing). Keep a note of who you spoke with and any deadlines they give you.
3. Check age and program entry requirements. NGIS accepts children from 30 months (2½ years) and older and runs Preschool, Nursery, Kindergarten, Primary and Secondary programs; confirm the exact minimum birthdate for the intended intake year so you meet the school's age cutoff. For older entrants, confirm whether the student will be placed into the English, Khmer, or Chinese stream and whether any prior curriculum records are required. If your child has special learning needs, mention this early so the school can confirm available support.
4. Complete application / registration forms. After the tour and initial enquiry, the school will ask you to complete an application or registration form (parents should request the form and written list of required documents). Typical required documents to request in advance are the child's birth certificate, passport or ID, recent school reports (if applicable), and immunization/health records; confirm whether originals or certified copies are needed and whether translation is required. Also ask about any one-time registration or administration fees and the deposit policy so you understand the first-year cost schedule.
5. Placement testing and language assessment. NGIS states that all students are given placement tests in English, Mathematics and Chinese to determine correct class placement; these tests are used to match the student to the appropriate level rather than as a pass/fail gate. Arrange the test date with admissions and ask whether the test is paper-based or online, how long it will take, and whether results are shared with parents. If your child is nervous about tests, ask whether the school offers a short orientation or sample materials to help them prepare.
6. Assessment outcome and placement offer. After the placement tests and review of documents, the admissions office will confirm placement or offer an alternative recommendation (for example, remedial support or a different language stream). At this stage ask for a written offer that shows the exact fee schedule, payment deadlines, any refundable deposits, and the date by which you must accept the place. If the school proposes a conditional placement (academic support, probationary period, etc.), request the written conditions and how progress will be monitored.
7. Fees, contract and payment. NGIS posts a tuition page and indicates a full fee listing for the 2025–2026 year is available (request the current fee schedule in writing). Third‑party published fee listings for NGIS (published years may differ) show a range of annual tuition and note one-time registration/admin items — confirm the exact amounts, whether fees are quoted in KHR or USD, whether extras (books, uniforms, transport, lunches, exams) are included, and the school's refund policy for deposits. Ask for a payment schedule (termly vs annual), accepted payment methods, and whether sibling discounts or early-payment discounts apply.
8. Finalise enrolment and orientation. Once you accept the place and complete required payments and paperwork, the school will confirm your child's start date and enrolment details; ask for a parent checklist (uniforms, start‑of‑year meetings, student handbook, school hours, and material lists). Request contact details for your child's homeroom teacher or year-level coordinator and the dates for any orientation sessions so your child's first weeks are clearer. Keep copies of all signed contracts and payment receipts.
NGIS refers to a “Scholarship Facility” on one of its public pages and external coverage notes that the school has offered educational scholarships (one report mentions scholarships targeted at high-achieving students around Grade 9). However, the school's main admissions and tuition pages do not publish detailed criteria, application deadlines, or the amount/coverage of any scholarships online. For precise eligibility rules (merit vs financial need), application steps, deadlines, and whether scholarships cover tuition only or also include fees/materials, you should request the school's scholarship policy directly from admissions or via the school email (info@ngis.edu.kh). Because public information is limited and sometimes appears only in brief mentions, ask the school for written confirmation about available scholarship types, any required examinations or interviews, and the timeline for decisions.
Public information on NGIS's website does not describe a formal, published waitlist or pool system for places; the school's admissions page focuses on tours, the minimum age and placement testing but does not detail a waitlist procedure. If a program or grade is full, standard practice at schools in the region is to ask to be placed on an internal waiting list or to register for the next intake — because NGIS does not publish a waitlist policy online, contact the admissions office directly (email info@ngis.edu.kh or call the campus numbers) to ask whether they maintain a waitlist, how they prioritise spots (date of application, siblings, returning families, etc.), and if there is a deposit required to hold a place. If you are placing requests for high‑demand years (early years or exam-year grades), register early, document your contact dates, and ask the school to confirm any waiting-list position in writing.
Southbridge International School Cambodia is in the Chbar Ampov area of Phnom Penh, sited within the Borey Peng Huoth Polaris residential development (Building No. 367, Polaris Street, Sangkat Nirouth, Khan Chbar Ampov). The school is in the south-east of the city and is accessed from major local roads serving that housing estate; the website also lists additional campuses (Chroy Chongva and other sites) as ‘coming soon'.
SISC serves Early Years through Grade 12 (students aged from about 2 years up to 18), with Nursery/K1–K3 in Early Years and Primary and Secondary years up to Grade 12. The school offers both a Khmer General Education pathway and international (IEYC/Cambridge) pathways through IGCSE and AS/A Levels.
SISC is a co-educational day school offering bilingual/integrated Khmer and international programmes (IEYC and Cambridge). The school's public materials describe campus facilities and day programmes but do not list boarding provision on the website, so families should confirm directly with admissions if they need boarding or residential options.
The school operates a Learning Support Department and a Student Affairs office to support learners with different needs; the admissions information specifically names a Learning Support Department. External school listings note that SISC provides EAL/ESL support and works with external specialists for assessments when required. For individual SEN provision and formal assessments (IEPs, specialist referrals), contact the school's admissions or learning support team to discuss specific needs.
SISC is a Cambodian school offering the Khmer General Education (MoEYS-accredited) programme alongside international Cambridge pathways; it does not state an affiliation to a particular foreign country.
The school's published materials present SISC as a multi‑cultural, non‑religious educational provider; no religious affiliation is listed on the website.
Published timetables and school listings show a typical start in the early morning (around 07:20–07:30 for morning assembly/lessons) with lessons and morning breaks scheduled mid-morning and the day finishing in the mid‑afternoon (external listings give a finish time around 16:15); grade-specific timetables (breaks, lunch) are published for each year group. Families should request the current grade-specific timetable from admissions because start/end times and break patterns can vary by year and by academic year.
The school's contact and admissions pages do not advertise a school bus service, and third‑party school listings indicate that a school bus is not provided; the site instead highlights that it is located within a large residential development (Borey Peng Huoth). If a daily transport arrangement is important, contact the admissions office to confirm current transport options or to ask whether private providers or parent-run shuttle arrangements are available.
The school requires a uniform. Uniforms and PE kit are available to purchase from the school shop.
The cafeteria provides lunch and snacks for purchase; it is optional to use the cafeteria, and students may bring lunch from home. A Wing card is used for tap-and-pay in the cafeteria.
Neak Oknha Kith Meng is the chairman, serving as Chairman of the Royal Group Companies.
Southbridge International School Cambodia runs an International pathway using the International Early Years Curriculum (IEYC) in Nursery–K3 and the Cambridge Pathway from Years 1–13, and also offers an Integrated pathway that combines Cambridge with the Cambodian national (Khmer) curriculum. The Early Years programme uses the IEYC for young learners (around 2.5–5 years), while integrated classes also follow the National Early Years Curriculum (NEYC) for Khmer subjects. Primary (Years 1–6) follows Cambridge Primary with subjects such as English, mathematics, science, global perspectives, ICT, music, art, PE and swimming, with English as the main language of instruction and Khmer and Chinese offered as additional languages. Secondary is split into Cambridge Lower Secondary (Years 7–9) and Upper Secondary (Years 10–13), where students progress to Cambridge IGCSE (typically for ages 14–16) and then Cambridge International AS & A Levels (typically for ages 16–19). Qualifications available therefore include the Cambridge Primary/Lower Secondary frameworks, Cambridge IGCSE and Cambridge AS & A Level certificates, and — for students on the integrated national pathway — Khmer General Education credentials including a High School Diploma equivalent to the Bac II accredited by the Ministry of Education, Youth and Sport (MoEYS).
The school explicitly states that it develops students' social and emotional learning through positive interactions with teachers and peers and aims to build confident, resilient learners. SISC's published student profile and personal goals emphasise attributes such as “Confident,” “Reflective,” and “Responsible,” which underpin its SEL approach. The school also runs community wellbeing events that include mindfulness and family‑focused sessions, for example hosting a talk on “Emotional Well‑Being in Families.” SISC lists a Student Affairs Office as part of its support structure, which the school presents as contributing to students' pastoral care.
SISC's admissions information states the school has a Learning Support Department and describes itself as an inclusive school that considers applicants with additional needs. A public job description for a Learning Support role describes managing a Learning Support Centre and working with learning support assistants and teachers, indicating an operational in‑school learning support function. A third‑party school listing also reports that the school operates learning‑support and SEN services and mentions examples such as dyslexia and autism support and external collaboration, but those specific claims come from an external directory rather than the school website. The school website does not publish a detailed list of which specific SEN conditions it supports nor does it describe itself as a specialist SEN institution.
The school does not publicly disclose information regarding EAL.
SISC's website and news pages describe wellbeing activity for students and families, including a published event on mindfulness and emotional‑wellbeing featuring an external speaker. The school states it provides a Nurse Station for student health needs and lists a Student Affairs Office, which the site presents as part of its pastoral and wellbeing provision. The school also promotes a culture described as a “warm, safe and happy environment” in its public messaging. There is no separate, detailed mental‑health programme or school counselling policy published on the website.
1. Initial enquiry and campus visit. When you arrange the visit, ask which pathway (bilingual, International Pathway, or Integrated Curriculum) you are interested in and whether staff available at that time can discuss language support or learning‑support needs. Parents should bring the child's identification (birth certificate/passport) and any recent school reports to the visit if available.
2. Submit an application and required documents. Complete the school's application form (available from admissions) and submit required documents: typically proof of identity (birth certificate or passport), previous school reports or transcripts, immunisation records, and any assessment reports (e.g., SEN statements) that are relevant to support needs. Confirm with admissions whether there is an application or registration fee and whether those fees are refundable or credited toward enrollment — the school's materials note document review as part of progressing the application. Keep copies of everything you submit and ask for a receipt or confirmation email.
3. Placement assessment and interview. SISC requires students to complete a placement test and may hold an interview; the content and format vary by age (early years observations for younger children; English and mathematics assessments for older pupils). Parents should clarify whether the assessment is in‑person or can be done remotely, what material the child should prepare (if any), and whether an interpreter is permitted for non‑English speakers. If your child needs learning support or English language support, disclose this at application so the admissions team can plan the appropriate assessment and supports.
4. Offer letter and confirmation. After assessment, the school will inform parents of the outcome and — for successful applications — issue an Offer Letter that details the place, programme, and fees due. Read the Offer Letter carefully for deadlines (signature, deposit, registration) and any conditions (e.g., required vaccinations, additional assessments, or language support). If an offer is time‑limited, return the signed acceptance and required payment by the deadline to secure the place.
5. Submit final documents and settle fees. The admissions page states that once admitted parents must submit all required documents for review and that all school fees must be paid in full before a child can start school; confirm the school's accepted payment methods and whether there are instalment plans or early‑payment discounts. Ask for a written invoice that itemises registration/one‑time fees, tuition, capital/annual fees and any optional charges (transport, lunches, weekend classes). If your employer will pay fees, provide company invoicing details early so the school can liaise with them directly.
6. Class allocation, materials and start date. After payment and paperwork are completed the admissions/academic team will confirm class assignment and the student's official start date and will arrange for study materials and handover information to the homeroom teacher. Parents should check induction arrangements (orientation sessions, uniform purchase, timetable for the first week) and confirm drop‑off/pick‑up procedures and school hours. If your child requires transport, ask admissions about the availability, routes, and fees for school bus services.
7. Ongoing communication and follow up. Keep in regular contact with the admissions office and the assigned homeroom teacher during the first term to monitor adjustment and any additional support needs; the school's learning support and student affairs teams can be involved if required. Ask how progress and behaviour will be reported (parent meetings, written reports, online portals) and note any probationary or review periods referenced in the Offer Letter. If your plans change, notify admissions immediately — policy on withdrawals, refunds or deferrals will be specified in the school's fee schedule or Offer Letter.
No explicit waiting‑list policy is published on the school's admissions pages. The SISC admissions and contact pages describe the application, assessment and offer process but do not state a formal waitlist procedure or how places are prioritised when classes are full. Because many international schools manage limited places differently by grade and by campus, I recommend contacting SISC's admissions office directly (info@sisc.edu.kh or the numbers listed on the website) to ask whether they operate a waitlist, whether they accept completed applications to hold a place, and whether there is a fee to hold a space — the school's admissions team can confirm current practice for the specific grade and preferred start date.
Zion International School (ZISPP) has multiple campuses in Phnom Penh: a Toul Tom Poung (Chamkarmorn) campus and a Chbar Ampov campus on National Road 1. The Toul Tom Poung site is in central Phnom Penh (Khan Chamkarmorn) near city amenities; Chbar Ampov is farther east along NR1. For exact campus addresses and phone contacts see the school's contact page.
ZISPP runs Early Years (Nursery/Preschool – PreK/Kindergarten), Primary (Grades 1–6) and Secondary (Grades 7–12). The school's website lists IEYC for early years and the IPC plus Singapore-style maths/English standards for primary and secondary.
The school is co-educational and operates as a not-for-profit agency of the Cambodia Jobs Foundation. ZISPP describes itself as a multi-campus international school in Phnom Penh; the website does not mention any boarding facilities.
ZISPP is based in Cambodia and is run as an agency of the Cambodia Jobs Foundation; it is not presented on the website as being formally affiliated to another country's national school system.
The school's website does not state a religious affiliation. While the name includes "Zion," the school materials present a secular mission and do not identify a faith-based denomination.
The school's website does not publish a full daily timetable for lessons or exact start/end times and break/lunch schedules. Public listings show general office hours (about 08:00–17:00) but for precise pupil start/finish times and weekly variations you should confirm with admissions.
There is no clear, published information on the ZISPP website about a school bus or shuttle service and no named transport provider is listed. Because ZISPP operates multiple campuses, families often need to confirm whether door-to-door buses, set-route shuttles, or third‑party providers are available, and whether there are additional fees. Contact the school's admissions or front office (phone and email are on the contact page) to request current routes, costs and safety/monitoring arrangements.
Zion International School of Phnom Penh is an agency of the not-for-profit, NGO Cambodia Jobs Foundation located in Phnom Penh, Cambodia.
Zion International School of Phnom Penh uses the International Early Years Curriculum (IEYC) for Nursery–Preschool/Pre‑K–Kindergarten (ages 2–5) and the International Primary Curriculum (IPC) for Primary (Grades 1–6), supported by Singaporean mathematics and English standards. Secondary education (Grades 7–12) follows a Cambridge pathway: Cambridge Lower Secondary/Extended Mathematics in Grades 7–8, IGCSE syllabuses (including Extended Mathematics, Coordinated Science double award and IGCSE ICT) in Grades 9–10, and Cambridge AS & A Level courses in Grades 11–12. The site lists AS/A Level subjects such as English Language, Mathematics, Biology and Information Technology, and also offers AS/A Level Business Studies and Global Perspectives & Research (noting Global Perspectives is being phased for future cohorts). The curriculum emphasizes practical STEM and laboratory work, a staged ICT/computing progression from middle school to IGCSE/AS‑A Level, and mandatory Physical Education in lower secondary; extracurricular options include Chinese language, swimming, taekwondo and football. Grade groupings are Nursery–Preschool/Pre‑K–K, Grades 1–6 (Primary) and Grades 7–12 (Secondary), so the qualifications offered run from IEYC and IPC through IGCSE and Cambridge AS/A Levels.
Zion International School's website emphasises character development, mutual respect and a ‘‘safe and caring environment'' and states it follows the IEYC and IPC curricula alongside Singaporean standards for English and maths. The school's public pages describe these values as part of everyday teaching but do not list specific Social and Emotional Learning programmes, named pastoral or counselling staff, or a dedicated SEL framework on the website.
ZISPP's official site does not publish a dedicated Special Educational Needs (SEN) or learning-support policy and does not specify which types or levels of SEN it can support. A third‑party education listing describes a ‘‘Special Needs Preschool'' and sensory development areas at ZISPP, but that information is presented by an external site and is not accompanied by a clear SEN policy on the school's own website.
The school's published information indicates English is a core medium and that it uses English standards alongside the IEYC/IPC curriculum and Singaporean English standards. However, ZISPP's website does not provide a specific English as an Additional Language (EAL) programme description, placement/assessment procedures, or named EAL staff on its public pages.
ZISPP's public pages refer to a safe, caring learning environment and character education as part of its approach to student welfare. The school does not publish details on the website about specialist mental-health or wellbeing staff (for example, school counsellors or psychologists), formal wellbeing programmes, or referral procedures.
The school's website states that it aims to provide a ‘‘safe and caring environment'' and expects members to honour the rights and dignity of others as part of its values. ZISPP does not appear to publish a standalone child‑protection or safeguarding policy on its public website pages, nor does it list named safeguarding officers or detailed reporting procedures.
1. Make an initial enquiry and arrange a visit. Parents should start by contacting the school to request information, ask about current availability for the grade you need, and to schedule a campus tour or attend an open house — ZISPP lists appointments and runs open-house events at its campuses. During this stage ask for the current fee schedule, school calendar and the admissions contact (email/phone) so you have the exact next-step instructions.
2. Complete the school application and supply basic documents. ZISPP asks families to submit an application (contact the admissions office for the form) and to provide identity and school records; common items to have ready are the child's passport or birth certificate, recent school reports/transcripts and immunisation/health records. If your child has any learning support needs, bring recent specialist reports or Individual Education Plans so the school can assess support requirements early.
3. Assessment and/or placement testing. The school operates a placement process that typically includes testing or assessment to confirm the correct grade and programme; testing fees are listed in the school's published fee schedule (testing fees differ by age/grade). Parents should confirm the exact tests that will be used (English, mathematics or other) and whether one or both parents are expected to attend an interview with a principal or admissions officer.
4. Offer, invoice and payment of enrolment fees. If a place is offered ZISPP will issue an invoice; the school publishes a one-time enrolment fee (listed in the 2025–26 schedule as US$200) plus an annual administration fee (US$150) and material/lunch/testing charges that can be billed separately. Spaces are assigned on a first-come, first-served basis and the school's policy is that places will not be held without payment, so parents should be prepared to pay the enrolment deposit and/or first term invoice promptly to secure the place.
5. Confirmation, orientation and start logistics. After payment and paperwork are complete the school confirms enrolment, provides start dates, uniform and timetable information, and (where applicable) bus or lunch sign-up details; families should clarify arrival times, daily schedule and who to contact for transport or medical questions. If you need a visa or work-permit documentation for Cambodia, request any school letters early because these can take additional time.
6. Fee schedule and ongoing obligations. Parents should note the published payment terms (fees are due at the start of the term), the late-payment penalty (the school's published schedule notes a late fee of US$10 per week), and that many additional items (after‑school care, lunches, some trips and extra tuition support) are charged separately. Keep a copy of the school's full fee schedule and refund/withdrawal policy so you know deadlines and any non‑refundable elements (for example, the enrolment and many ancillary fees).
No regular K–12 tuition scholarships are publicly advertised on the school's fee schedule or on the ZISPP pages that cover admissions and fees. However, ZISPP has announced a Memorandum of Understanding with the American University of Phnom Penh (AUPP) that identifies scholarship opportunities in the context of that partnership (primarily relating to pathways into higher education rather than published K–12 fee waivers). If you are seeking fee assistance, merit awards, or sibling discounts, ask the ZISPP admissions or finance office directly because such arrangements (if available) are often discretionary, limited in number, and not always listed on the standard fee sheet. For follow-up contact, use the school's admissions email/phone listed on event and school pages so you get the most current, written confirmation.
ZISPP does operate a waiting/placement mechanism. The school's published policies note that if parents temporarily stop a child's enrolment the child can be placed on a waiting list, and that classroom places are awarded on a first-come, first-served basis and will not be held without payment. The publicly available materials do not publish a detailed priority order or an explicit fee to stay on a waiting list for long periods, so if you believe you will need to pause or defer enrolment ask admissions for the current waiting-list procedure, any fees to keep a place, and how they notify families when spaces open.
