Southbridge International School Cambodia

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.

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.