Comparing 7 schools side by side in USD.
Liger is located in Phnom Penh's Chbar Ampov district (Phum Chompuska-ek, Sangkat Preak Thmey). The academy is in the eastern part of Phnom Penh and the school arranges student transport from a central pickup point in the city.
AUPP Liger Leadership Academy is a secondary school serving Grades 7–12. The academy operates a four‑year diploma program for Grades 9–12. Meanwhile, Grades 7–8 are part of the lower secondary programme.
The academy is co‑educational and admits students of any gender. It transitioned from a charitable foundation model into a private school offering fee‑paying placements with ongoing support from the American University of Phnom Penh (AUPP); residential/boarding options exist but availability and fees are discussed during admission interviews.
The school does not publish a detailed Special Educational Needs (SEN) policy on its public pages. It does highlight a low student‑teacher ratio (approximately 1:8) and a Personal Organization & Wellness (POW) programme designed to support students' wellbeing and self‑management, which the school presents as part of its student support approach.
AUPP Liger operates in Cambodia and is supported by the American University of Phnom Penh (AUPP). The Liger model has historical ties to the Liger Charitable Foundation. The academy's diploma is recognised by Cambodia's Ministry of Education, Youth and Sport.
The academy has no stated religious affiliation.
The school day runs 8:00am–5:00pm on Monday, Tuesday, Thursday and Friday. Wednesdays are a half‑day (students attend either 8:00am–12:00pm or 1:00pm–5:00pm depending on grade and schedule) and are used for extracurricular and project activities.
The school confirms that it offers transportation from a central location in Phnom Penh. Practical arrangements, residential options and any transport fees are discussed with families during the admissions interview.
Boarding is on-site at two Khmer-style campus locations near Phnom Penh. The Junior Campus houses four dormitories for students aged 11 to 14, each dormitory with sleeping, study and play areas and up to 15 students. The Senior Campus provides eight self-contained apartments across four residential buildings for students aged 15 to 18; each apartment has two bedrooms, two bathrooms, a lounge, a kitchen, and a guest bathroom. Students perform daily household duties, including cooking meals, cleaning, laundry, and budgeting, using the Liger Digital Currency developed by the student body.
There is a canteen on campus and a dining hall on site. Seniors learn to manage their meals in on-campus living, including cooking in self-contained apartments.
The school is governed by The Liger Charitable Foundation (DBA Liger Leadership Academy Foundation), a tax-exempt organization described in 501(c)(3) of the United States Internal Revenue Code; The Foundation operates Liger Leadership Academy Cambodia. The Board of Directors includes Trevor Gile (Founder and Chair) and Agnieszka Tynkiewicz-Gile (Founder and Board Member). There is a collaboration with American University of Phnom Penh (AUPP) to support the Liger model.
Liger Leadership Academy delivers an English‑immersion, STEAM‑oriented programme for Grades 7–12 that blends core “Essentials” (English language arts, Khmer literacy, math and science) with nine‑week, project‑based “Explorations,” extensive after‑school “Extensions” and explicit leadership competencies. Grades 7–8 include short, introductory Advanced Enrichments (pass/fail), while Grades 11–12 offer “Expertise” internships and elective, credit‑earning opportunities that do not affect GPA. Academic credits are earned in Grades 9–12 only. Graduation requires a minimum of 30 credits across defined areas (for example Science 5.5, Math 4, Khmer 4, English 4) and a Grade‑12 Impact Project with a reflective essay. Liger's high‑school diploma is formally recognised by Cambodia's Ministry of Education and qualifies students for Cambodian university admission, and graduates have sought recognition or admission internationally. Student progress is tracked with internationally recognised assessments and options for overseas entry, including MAP and WIDA assessments, Advanced Placement coursework/exams and the SAT and/or IELTS.
Liger describes a teacher-led Personal Organization and Wellness (POW) course introduced in Grade 7 and scaffolded through Grade 12 that explicitly teaches self-regulation, self-awareness, executive functioning and planning as part of students' wellbeing and independence. POW is presented as an integral, school-wide component focused on mental and physical wellbeing, weekly reflection, and time-management skills. The school's project-based “Explorations” and extensive co-curricular “Extensions” (including sports, art and clubs) are described as experiential settings where students practise collaboration, leadership and social skills. Residential care on campus is provided by live-in Residential Educators who support younger students' daily routines and pastoral needs.
The Liger website does not publish a dedicated Special Educational Needs (SEN) policy or list of specific learning-difference services available to students.
Liger states that it is an English-immersion school and places a strong emphasis on English language arts such as reading, writing, listening and speaking all to prepare students for university and careers. The school's curriculum describe English literacy as one of four core “Essentials” taken every term.
The school's POW programme explicitly includes mental wellbeing, self-regulation and habits for a healthy balance of productivity and rest as stated on the site. The campus includes an on-site clinic and the donation pages note that medical care, vaccinations and health insurance are provided as part of student scholarships, indicating access to basic healthcare services for students.
The school does not publish a standalone safeguarding or child-protection policy on its public pages. The school does describe a safe, child-friendly campus, residential care by live-in Residential Educators, an on-site clinic and contact details for school leadership, but it does not set out a formal, public child-protection policy or named safeguarding lead.
1. Submit the enrolment form
Complete the official registration or enrolment form online or using the downloadable version. Prepare the required documents listed by the school, including the student’s birth certificate or passport, parents’ ID or family book, and previous school report cards or transcripts. The AUPP Liger site also asks for two 4 × 6 cm photographs, so keep both digital and printed copies ready.
2. Await admissions confirmation
After submission, the admissions team will contact you to confirm your application and explain the next steps, including where to send supporting documents. This is the time to ask about deadlines, boarding options, and any missing paperwork. Monitor email and Telegram closely, as the school uses these channels for official communication.
3. Prepare and submit supporting documents
Be ready to provide copies of the student’s birth certificate, passport or national ID, parents’ ID or family book, and official school reports or transcripts. Originals or certified copies may be requested later. If the student has medical records or learning support needs, prepare these for discussion during the interview.
4. Attend interviews and any assessments
Admissions decisions are based on school records and interviews with the student and family. Some applicants may also be asked to complete additional academic assessments or attend a trial or observation day. The school indicates that an admission decision is usually made within one week of the student interview.
5. Review fees and offer details
If a place is offered, review the tuition, capital, registration, and boarding fees carefully. Published materials list annual tuition and separate one-time and boarding fees, but figures may vary across documents, so confirm the current amounts and payment schedule directly with Admissions before paying.
6. Confirm boarding and fee-freeze conditions
For boarding applicants, review the full and weekly boarding options. The school states that tuition and residential fees may be frozen until graduation for certain intakes, so confirm whether this applies to your child and request written confirmation in the offer or acceptance documents.
7. Complete acceptance and enrolment
After receiving the acceptance letter, follow the instructions to submit required forms, fees, and any health or insurance information. Keep copies of all correspondence and receipts, and confirm the start date and academic schedule so you can plan travel and preparations.
8. Clarify finances and support options
If you need clarification on fees or wish to explore sponsorship or scholarship options, contact the admissions office before accepting the offer.
Historically Liger operated as a residential scholarship program that selected economically, educationally or geographically disadvantaged students for full residential support. Since 2024 the organisation has described a transition to a fee-paying annual intake supported by the American University of Phnom Penh (AUPP).
The school's public pages do not describe a formal waitlist procedure.
Logos is in Phnom Penh Thmei (Sen Sok district), a northwest suburb of Phnom Penh; the school lists its campus address as House 928, Street 1015 (P.O. Box 1534) on its contact pages. For driving and local transit the website provides a location/directions map and the school office can give specific directions.
Logos serves early years through secondary: Pre-K (age 3) up to Grade 12, with elementary, middle and high school divisions. The site notes programs and assessments across those levels (elementary specials, MAP testing in Grades 1–9 and secondary AP options).
Logos is a co-educational international school that teaches in English and follows an American curriculum. It operates as a ministry of the non‑profit Asian Hope and is accredited by the Association of Christian Schools International (ACSI) and the Western Association of Schools and Colleges (WASC).
The school has a dedicated Learning Support team (listed on the staff pages) including an ESL teacher, an SEN teacher, a counsellor and an academic advisor, and describes a professional learning‑support program serving PreK–12. For specific individual support plans and formal SEN provisions the school requests families contact the Learning Support team.
Logos is not affiliated to a single national government; it is an international Christian school operated as a ministry of Asian Hope Inc. based in Cambodia.
The school identifies as a Christian school with a stated mission to bring education within a Biblical worldview; it is a member of ACSI. Families of other faiths are also welcomed, per the school's statements.
The website does not publish a single, up‑to‑date bell schedule for start and finish times; office hours are listed on school communications (for example, the office has been shown as open 7:30–4:30). For exact daily start/end times, lunch and break arrangements, and early‑release dates the school asks prospective families to contact Admissions or consult the current school calendar.
The school website does not show a published daily bus-route service or operator for regular student transport, but school notices and event posts reference buses used for athletics and off‑campus trips (for example, buses leaving for tournaments). Parents who need daily transport should contact the Logos office or Admissions for current options, routes, costs and pickup arrangements.
Logos International School is a ministry of Asian Hope Inc., a not-for-profit international NGO.
Logos International School in Phnom Penh delivers an English‑medium American curriculum from Pre‑K (age three) through Grade 12. Elementary and middle years follow North American standards with core subjects (English, mathematics, science, social studies) and Khmer language support/teaching assistants. The high school is a college‑preparatory programme offering multiple Advanced Placement (AP) courses/exams (the school lists ten AP tests currently offered) to allow students to pursue university credit. Logos is accredited by the Association of Christian Schools International (ACSI) and the Western Association of Schools and Colleges (WASC) and integrates a biblical worldview across its programme. The full curriculum scope includes arts, physical education, learning‑support services, and interscholastic athletics and extracurricular clubs.
Logos states character development and social responsibility are part of its mission and runs regular whole-school and division-level activities (for example chapel, awards, and “Students of the Month”) that reflect those aims. The school lists named student support staff (counsellors and learning‑support personnel) and uses classroom teachers with teaching assistants to support student development. The website shows the school employs a student counsellor role and advertises counselling services/topics such as life skills, anxiety and time management. Logos also references parent‑school collaboration through the Logos Parents Association, which runs parent training and community activities that feed into students' social/emotional support. These points are described on the school's About/Overview and newsletter pages and in staff listings on the site.
Logos publishes a Learning Support team that includes a named SEN teacher and an academic advisor, and the school has advertised positions for Learning Support / Special Needs teachers. The site indicates the school uses MAP assessment data to identify student strengths/weaknesses and to plan learning support. Logos does not provide a public list of specific diagnoses or categories of special educational needs it supports on the website, nor does it describe being a specialist SEN institution; the available information presents learning support as part of its mainstream provision rather than a specialist special‑needs school. For further detail on which specific needs are supported you would need to contact the school directly.
The school's staff list and news items show Logos employs an English as a Second Language teacher and has previously run English classes for parents through the Logos Parents Association. The website also references language teachers and learning‑support staff who work with bilingual and English‑learning students. The school therefore does provide designated EAL/ESL staff and related activities, but it does not publish a detailed EAL programme document on the public site. For programme specifics (levels, withdrawal or in‑class models, entry testing) the school requests direct enquiries.
Logos maintains a Nurse's Office with a named school nurse and published health policies and emergency procedures for medical incidents. The school website lists counsellor roles and describes availability of a Student Counsellor to meet students for issues such as anxiety, stress and life skills; it has both current staff listings and recruitment notices for counselling positions. Newsletters and updates reference wellbeing topics and nurse notes (sleep, hydration, minor first aid guidance) that are shared with parents. The website does not publish a detailed standalone mental‑health policy or counselling referral pathway for public view, so parents are directed to contact the school for operational details.
Logos publishes a Child Protection Policy and a dedicated Child Safety page that describes its safeguarding approach, including mandatory criminal‑record checks for staff, formal recruitment references, annual child‑safety training, and membership of the Child Safety and Protection Network (CSPN). The site states all incidents or reports are to be handled promptly and that training is provided in Khmer for Cambodian staff and during new‑staff orientation. The school makes its Child Protection Policy and reporting resources publicly available on the website and provides a Child Safety Report Form and organisational response guidance. These documents and statements are the basis for the school's public safeguarding information.
1. Parents should bring a list of questions about curriculum, school calendar and transport during the visit, and confirm current space in the grade they need because availability changes frequently. Schedule early — tours and meetings are the normal first step before submitting an application.
2. Complete the application and gather required documents: The school considers an application complete when you submit the completed application form, the student's most recent two years of school records/transcripts, a copy of passport or birth certificate and a picture, vaccination records, and the application fee (listed as US$50). Parents should prepare official copies of transcripts and up-to-date vaccination documentation ahead of time to avoid delays; the application fee is payable online according to the school's instructions. Keep digital and paper copies of everything — the admissions office will reference these documents during review.
3. Administrative review and eligibility checks: After submission the school reviews documents against its admissions policies, including age cutoffs (students must be five years old by August 1 to enter Kindergarten and six years old by August 1 to enter Grade 1), and a nationality-balance policy (enrollment is generally limited to no more than 40% of any one nationality). Families who have outstanding balances at other private schools or who are delinquent on tuition payments may be considered ineligible for enrollment, so clear financial standing is important. Logos also expects parents to understand and be willing to cooperate with the school's Christian statement of faith and behavioural standards; while students are not required to be Christian, the school's program includes faith-based instruction.
4. Waitlist placement (if grade is full): Because space is limited, many applicants are placed on a waiting list when their grade is full; the school will contact you when a spot becomes available. While on the waitlist, keep your contact details current with the admissions office and submit all requested paperwork so you are ready if an opening occurs. Note that the school does not publish a publicly visible, time-stamped queue on the website; placement and timing can depend on when the school receives completed applications and any priority policies the school may apply.
5. Assessment and interview (when a place is available): When a spot opens the school may schedule a parent/staff interview and give the student an admissions assessment covering reading fluency, comprehension, writing and mathematics. Students are expected to meet grade-level standards; if assessments or records indicate the student is not prepared academically or behaviourally for the requested grade, the school may recommend placement in a different grade or decline admission. Parents should prepare their child for basic reading and math checks and bring any curriculum or testing information from previous schools to the assessment appointment.
6. Offer, registration and fees: If the school offers a place you will receive instructions for next steps, which include paying the registration/enrolment fees and completing any additional forms; Logos publishes a full 2025–2026 fee schedule on its site and a detailed breakdown is also listed in third‑party school-fees summaries. Parents should review the fee schedule closely for one‑time items (application/registration/capital improvement or media fees) versus recurring tuition, and confirm payment deadlines and refund/withdrawal policies before accepting a place. Because published fees can change each academic year, confirm the current, grade-specific amounts with Admissions before making any final financial commitments.
7. Final enrollment and ongoing responsibilities: After completing registration and fee payments you will be given enrollment instructions (start date, uniforms, textbooks and any transport arrangements). The school expects families to cooperate with written policies on discipline, school-work standards and health requirements (including up-to-date vaccinations). If you expect to request any special accommodations, discuss these with the admissions office during the offer stage so the school can advise whether they can be supported.
The school does not advertise a general need‑based scholarship program on its public admissions pages. Logos does offer a Missionary Organization Discount (described on the admissions page) that can reduce tuition by 10%–25% for families affiliated with qualifying missionary organizations; the organization's regional director must complete a form, or individual missionaries may apply using a separate form, and the admissions/office team evaluates eligibility. Third‑party fee summaries also note some family discounts (for example, a large family/sibling discount is listed in external fee summaries), but that sibling/large‑family discount detail is shown in third‑party listings rather than on the school's public admissions page — confirm current sibling or multi‑child discounts directly with Admissions. For any financial assistance or discount you should request the specific application forms and written terms from the school (office@logoscambodia.org) and verify whether the discount applies to base tuition only or to other fee components.
Logos typically operates a waiting list for grade levels that are full: the admissions information explicitly states that there is "typically a waiting list" and that the school will contact families when a spot opens. While on the waitlist, the school may require that your application be complete (all documents and the application fee) so you can move quickly to assessment and interview when contacted. The school's public information does not publish a ranked, timestamped queue online, so parents should assume the school manages the list internally and should keep contact information current and be responsive to the admissions office. When a vacancy arises the school commonly schedules an interview and an admissions test (reading fluency, comprehension, writing, math) before finalizing placement.
APIS operates two campuses in Phnom Penh: Daun Penh (central city, near Pasteur Street / Psar Thmey 3) and Pet Loksang (Toul Kork district). Both campuses are in established neighbourhoods with road links across the city. The Daun Penh site is in the city centre while Pet Loksang sits in a more residential/suburban area of Toul Kork.
The school provides an Early Years/Early Childhood programme through Primary and up to Secondary (Nursery / Early Years to Grade 12). APIS follows international curricula including Cambridge programmes (IGCSE) and offers upper‑secondary qualifications.
APIS is a private, co‑educational international day school operating two Phnom Penh campuses.
The school provides learning‑support and EAL-style assistance and has counselling services. A learning support specialist is provided. APIS is not presented as a specialist SEN institution.
The school does not have any country affiliations.
No religious affiliation is indicated by the school.
Typical hours around 07:30 start and 16:30 finish, with supervised before/after care offered (families can drop from about 07:00 and collection options extend into the evening).
APIS operates a school bus service.
American Pacific International School (Phnom Penh) runs Early Years, Primary and Secondary programmes delivered within the Cambridge International framework and is described as a Cambridge-accredited institution. Early Years is play-based (preschool from about age 3) and the Primary programme (Grades 1–6) covers core subjects such as English, mathematics, science and social studies alongside arts, PE and language support. Lower and upper Secondary prepare students for Cambridge IGCSE examinations, and the school advertises post‑16 teaching posts and reports Grade 12 diploma outcomes consistent with A‑level/post‑16 qualifications. APIS also publishes English‑language support/immersion options, extracurricular programmes and on‑site facilities (labs, sports, arts), and operates a special‑needs preschool provision.
APIS describes its approach to learning as holistic and emphasises character development, teamwork and community themes in its programmes (for example, summer-school weeks include ‘Life Skills & Community' and school articles note a focus on character). The school reports regular parent–teacher meetings intended to build home–school partnership and discuss students' academic and social progress. APIS publicity and news items therefore show SEL is embedded in broader curriculum and event planning, but the school does not publish a detailed SEL curriculum or a named SEL team on its public pages.
The school does not publicly disclose information regarding SEN provisions.
APIS operates an English-medium programme and its summer offerings include explicit English-language reinforcement, indicating English-language learning is part of the curriculum.
Public materials for APIS emphasise holistic education, parent–teacher engagement and life-skills activities that support students' social and emotional development (for example, school events, exhibitions and programme themes reference wellbeing and community).
The school does not publicly disclose a detailed safeguarding or child-protection policy.
1. Enquiry and campus visit
Contact APIS Admissions to confirm which campus you want (Pet Loksang or Daun Penh) and which campus offers the required year level. Request an admissions pack or application link and ask about open days or arranging a guided visit.
2. Application form and documents
Complete the application form (online or paper). Prepare the required documents, typically including the child’s birth certificate or passport, parents’ ID, recent school reports (for KG1 and above), immunisation records, passport photos, and proof of address. Confirm the exact document list with Admissions as requirements may vary by age and campus.
3. Application and registration fees
Submit the application and pay any required application or registration fees. APIS publishes one-time and annual fees in its fee schedule. Keep payment receipts and confirm refund or transfer policies in case of non-attendance or withdrawal.
4. Assessment or trial
Students may be asked to attend an observation, trial class, or placement assessment depending on age. Older students usually complete basic literacy, numeracy, and English assessments and a short interview. Ask whether trial classes or immersion options are available and how English support is provided if needed.
5. Offer and acceptance
If a place is offered, review the offer letter carefully and pay the required entrance or registration fee and any deposit or first tuition instalment by the stated deadline. Check which fees are non-refundable and whether any promotional discounts apply.
6. Enrolment administration
After payment, the school will confirm enrolment details, including start date, orientation, timetable, uniforms, lunch arrangements, and transport options. Complete all required medical and emergency forms and request any official letters needed for visa or residency purposes.
7. Orientation and transition support
Attend parent and student orientation before the term starts. If English support is required, confirm EAL arrangements, progress reviews, points of contact, and any additional fees. Keep copies of all signed documents, offer letters, and payment receipts.
APIS does not publicly advertise an ongoing academic scholarship programme.
The school does not publicly disclose information on existing waitlist.
CIA FIRST is based in Phnom Penh with campuses in Sen Sok and Chbar Ampov and a Russey Keo campus listed on the school site; the main administrative address is No. 107, Street 2004 (Tek Thla) in Sen Sok. The campus pages give local orientation (e.g., Sen Sok campus is in front of Orkide; Russey Keo is on Street 330 near the Ministry of Land Management).
CIA FIRST operates programs from Pre‑K/Preschool through Grade 12. Individual campuses serve different ranges (for example: Sen Sok K3–G8, Sen Sok High School G9–G12, Chbar Ampov PreK–G12 and a Preschool site).
CIA FIRST is a co‑educational, day international school (no boarding provision is listed on the school website). It operates multiple purpose‑built day campuses across Phnom Penh.
The school has a Student Support Services department that includes counselors, SEL coaches, Multilingual Learner (MLL) specialists, literacy specialists and learning‑to‑learn specialists; support is provided through a Multi‑Tiered System of Support with push‑in and pull‑out models and individualized learning plans. MLL support is offered for Grades 1–10 and interventions are guided by WIDA standards.
The school is based in Cambodia and is accredited by Cambodia's Ministry of Education, Youth and Sport (MoEYS); it also holds WASC (Western Association of Schools and Colleges) accreditation, which is a U.S. regional accreditor. It does not present a single overseas national affiliation.
The school website does not list a religious affiliation and presents itself as an inclusive, secular international school community (see the school's Diversity, Equity & Inclusion statement).
Daily hours vary by campus and program. Typical start times are 7:30–8:00 AM; full‑day kindergarten and preschool run roughly 8:00 AM to 3:30–4:00 PM, international programs commonly finish around 4:00–4:15 PM, and students in the Full‑Time Khmer (FTK) option have additional Khmer‑curriculum classes running until about 5:15 PM (FTK schedules and exact times differ by campus).
The school operates its own door‑to‑door bus fleet across Phnom Penh with zoned fees (0–3 km, 3.1–6 km, 6.1–10 km) and an onboard assistant for supervision; buses are described as having seat belts, air conditioning and in‑bus CCTV and each vehicle has a stated maximum capacity (the site describes an 8‑student maximum per bus). Parents register per campus and contact details for bus registration are listed on the school bus page.
All students must wear school uniforms during the academic day and when representing the school at events. Sports uniforms must be worn for well-being and sports activities. Uniforms can be purchased at the Accountant Counter located at all school campuses. [turn1view0]
The CIA FIRST Canteen serves Khmer, Chinese, Thai, European, and American cuisines; healthy meal plans are available; energy drinks and pre-packaged snacks are prohibited on school premises. HACCP certification applies to all CIA FIRST canteen campuses. Meal plans are available. [turn2view0]
Founded in 2004 by His Excellency Oknha Dr. Trang Ly and Mr. Him Samath Sprung; CIA FIRST is governed by a Board of Directors with Michael Wilde as Chief Executive Officer. The school offers an English-speaking international curriculum with additional programs in French and Mandarin Chinese. CIA FIRST operates three campuses in Phnom Penh, with a fourth campus under construction, serving 5,500+ students with 1,100+ personnel and described as the largest dual International and Khmer curricula group of schools in Cambodia. [turn8view0; turn0view0]
CIA FIRST offers WASC‑accredited, standards‑based international education alongside Khmer‑accredited pathways from Pre‑K/preschool through Grade 12. The preschool/Early Years programme follows the Pennsylvania Learning Standards for Early Childhood and uses a play‑based, hands‑on approach to social–emotional, language, physical, creative and cognitive development. The Elementary curriculum is UbD‑aligned and, together with Middle School (Grade 6–8), delivers a student‑centred, inquiry‑based STEAM and humanities programme that draws on Common Core, AERO and NGSS standards and includes English, mathematics, science, social studies, computer science, arts, music and physical education. High School (Grade 9–12) is WASC‑accredited, issues an international high‑school diploma recognised as equivalent to the national Grade‑12 diploma, and offers Advanced Placement courses (the school lists 22 AP subjects and the AP Capstone pathway). Families can choose Full‑Time International (FTI), Full‑Time Khmer (FTK — MoEYS‑accredited Khmer national curriculum offered as afternoon electives), or FTI+FTC (adds daily Khmer language and culture classes) to combine international standards with Khmer language and national recognition.
CIA FIRST publishes a Student Leadership programme that includes a Student Learners' Voice and an elected Student Council through which class representatives and student leaders raise concerns and run initiatives. The school also lists a Student Support Services team and a named Director of Student Support Services, indicating an institutional point of contact for student wellbeing. The school's curriculum materials note classroom work that addresses themes such as mental health and life skills within Humanities and English courses, which can support social and emotional learning in class. The website does not, however, publish a separately named, detailed SEL programme or a full description of specific SEL staff roles beyond the Student Support Services function.
CIA FIRST's public site lists a Student Support Services team and a Director of Student Support Services, which suggests an organisational structure for supporting diverse learner needs. The About Us page also says the Student Support Services team receives ongoing training, implying the school invests in developing that provision. The website does not provide a list of specific categories of Special Educational Needs it can support, nor does it state that the school is a specialist SEN institution. If you need details on particular diagnoses, therapy access, or specialist placements, the school does not publicly disclose that information on its site.
CIA FIRST operates a Full‑Time International (English‑language) programme and describes itself as an English‑speaking international school, which establishes English as the primary instructional language. However, the school website does not publish a dedicated EAL/ESL programme description, named EAL staff roles, or explicit EAL entry/exit procedures. The school does not publicly disclose information regarding EAL.
CIA FIRST's curriculum pages show that topics such as mental health and wellbeing are addressed within classroom units in Humanities and English at middle and high school levels, indicating curricular coverage of related issues. The school also lists a Student Support Services team and a Director of Student Support Services as a resource for students. The About Us material highlights annual child safety training and ongoing training for the Student Support Services team, which supports a safeguarding and welfare framework. The website does not, however, publish detailed descriptions of dedicated counselling staff, specific mental‑health programmes, or how external mental‑health referrals are handled.
CIA FIRST's About Us page states that student safety is a top priority and that the school is a member of the Phnom Penh International Schools Safeguarding Association; it also says the school works with Child Safe and the Child Protection Unit and provides annual child safety training for all staff. The school's recruitment information notes strict child protection policies and background checks for applicants, which the school presents as part of its safeguarding procedures. The website also says the Student Support Services team and School Heads receive ongoing training in child safety, indicating organisational responsibility for child protection. If you need the full safeguarding policy text or named safeguarding officers, those documents or names are not posted in detail on the public site and would need to be requested from the school directly.
1. Make an inquiry and/or book a campus tour. Contact the Admissions office to ask about program options (Full‑Time International, Full‑Time Khmer, or Khmer Language & Culture) and to arrange an on‑site tour at the campus you prefer. Parents should bring or be ready to upload basic documents (ID, previous school reports) when requested and note that the school recommends scheduling visits in advance during Admissions office hours. See the school's published enrollment steps and contact links.
2. Readiness assessment and admissions test. Kindergarten applicants sit a short readiness assessment (about 20–30 minutes); students from Grade 1 to Grade 12 take a paper‑ or computer‑based entrance test (approximately 2–3 hours) followed by an interview with a school principal. Parents should confirm which campus and test format will be used for their child, prepare recent school reports if applicable, and allow time for the post‑test interview that influences placement. Test scheduling is done through the Admissions team.
3. Submit an application after assessment. If the student passes the readiness assessment or admissions test the school will issue an enrollment offer and parents complete the formal application. The school provides an application form to download and asks that supporting documents (birth certificate/passport, previous transcripts, immunisation records where requested) be submitted with the form. Verify that the child's intended program (FTI, FTK, FTC) and campus are correctly shown on the application to avoid later schedule or fee mismatches.
4. Pay fees to secure the seat and complete enrolment. The offer becomes a confirmed place once required one‑time and tuition payments are made; the site lists common items that must be paid (registration fee, tuition, technology/resource fees, uniform sets and other miscellaneous fees). The public fee page shows an Entrance Test Fee of $40 (one‑time) and a Registration Fee of $850 (one‑time); parents should download the detailed AY fee schedule and check payment deadlines and bank transfer instructions before paying. If you need payment plans, campus‑specific figures (some campuses list different tuition ranges) or promotional discounts, contact Admissions for the current schedule and any time‑limited offers.
There is no single, clearly described merit scholarship programme listed on the school's main Admissions or School Fees pages. The public site does, however, show that CIA FIRST has active partnerships and promotional arrangements that can include discounts, tuition credits, or scholarship opportunities: for example, a memorandum of understanding with the American University of Phnom Penh references scholarship and tuition‑discount pathways for CIA FIRST students, and a more recent partnership announcement with Trinity College (University of Melbourne) refers to a scholarship opportunity (up to a stated amount in that announcement). The school also appears in third‑party promotion programmes and member discount schemes (for example insurer or chamber member offers) that list registration or tuition concessions for eligible customers. Because these offers vary by year, campus, partner and target group (founding‑family discounts, partner promotions, or university‑pathway scholarships), parents should not assume a permanent, school‑wide need‑ or merit‑based scholarship is available; instead, ask Admissions which current scholarships, partner discounts, or promotional offers apply to your child, what the eligibility criteria are, and whether an additional application is required. For program‑specific scholarship details and the most recent availability, contact admissions@ciaschool.edu.kh or request the Admissions team to confirm any partnership scholarships and timelines.
The school's public admissions pages do not describe a formal, published waitlist or central pool system; instead they emphasise that seats are limited and recommend starting the application process early. Because the website directs families to inquire and schedule tests and notes that places are secured by payment, the practical implication is that availability is managed case‑by‑case by the Admissions office rather than through a clearly advertised waitlist. If you are applying and a grade/campus is full, ask Admissions whether they operate an internal waiting list, what the typical wait times are, and how they notify families (email, phone, or their student management system). For the most accurate, up‑to‑date answer about current seat availability or an internal wait list for a specific campus/grade, contact admissions@ciaschool.edu.kh or the phone numbers listed on the site.
Jay Pritzker Academy is located at Tachet Village, Samroang Yea Commune, Puok District, Siem Reap Province, Cambodia. The campus sits on eleven hectares of gardens about 30 minutes west of Siem Reap town, and is surrounded by rice paddies and sugar palms with abundant birdlife and nearby water buffalo. The Lower School sits among lawns with a playground; the Middle School is positioned between High School and Elementary near the library, canteen and attendance hall, while High School classrooms open onto a central quad; all classrooms are detached, spacious, and airy.
Preschool is offered as the start of JPA's curriculum. Elementary School covers Kindergarten to 6th grade, building core skills in English, math, science, and social studies. High School covers Grades 7 through 12 and offers Advanced Placement courses from Grade 9 to Grade 12.
The school operates as a day program. Information about boarding facilities or explicit confirmation of co-educational status is not published on the school's official pages.
No published information about Additional Learning Needs (SEN) support is available. The Our Students pages describe Cambodian village backgrounds and basic living conditions, with no mention of dedicated SEN or EAL programs.
Cambodia; the school is located in Siem Reap Province and serves Cambodian rural families from Puok district.
Not specified; no religious affiliation is indicated in the school's materials.
School days run from 8:00 am to 4:00 pm, Monday to Friday.
The school has a canteen on campus.
The school was founded by Daniel and Karen Pritzker in 2005 to provide world-class education to rural Cambodian students. The campus opened in September 2008 as a co-educational day school near Tachet, Siem Reap. In 2011–2012, JPA began operating as a Pre-K–12 school.
The Jay Pritzker Academy offers a continuous K–12 international curriculum across Preschool, Elementary (Kindergarten to 6th grade), and High School (7th to 12th), with all students receiving full academic scholarships.
JPA integrates social and emotional learning (SEL) across its programs from preschool through high school. The Preschool program explicitly states that it develops cognitive, social-emotional, and English language skills, and emphasizes teaching children to share, cooperate, and navigate peer interactions. The extracurricular program offers a wide range of activities that foster teamwork, leadership, creativity, and well-rounded development. The Student Council provides student leadership roles, supporting peer relations and responsibility. Collectively, these elements reflect an embedded SEL approach that supports students' social and emotional growth across the student body.
The school does not publicly disclose information regarding Special Educational Needs (SEN) provision, staff, or facilities. The publicly accessible pages do not specify SEN support, staffing, or dedicated services. There is no indication that JPA is a specialist SEN institution. No details about assessment methods, individualized education plans, or inclusive practices are provided.
The curriculum includes English language instruction as part of its core program across levels. In Preschool, English language skills are taught as part of early literacy and language development. In High School, the English program focuses on advanced reading, writing, and communication, including AP English Language and Composition. There is no publicly described separate EAL department or program; English language development appears integrated into the standard curriculum rather than a standalone EAL program.
No formal, standalone mental wellbeing program is publicly disclosed. However, social-emotional development is explicitly addressed in Preschool. The Extracurriculars program and the Student Council offer activities and leadership opportunities that support social connections and well-being. Together these elements indicate a holistic, SEL-informed approach to student well-being across the school.
The school does not publicly disclose information regarding safeguarding or child-protection policies.
Step 1 — Eligibility and intake: Jay Pritzker Academy selects students every year at the age of four from the rural Puok District in Siem Reap Province. Most entrants come from rice‑farming families and have limited access to medical services and basic infrastructure. The school aims to provide a challenging, college‑preparatory curriculum taught by professional teachers in a supportive environment. This intake approach aligns with JPA's mission to offer world‑class education to rural Cambodians.
Step 2 — Applicant volume and places: There is a history of high demand relative to capacity, with about 60 available places for new students. In the early years, the school reported around 600 applications for these places, illustrating the competitive nature of admissions. This context underscores the selectivity inherent in the intake process. The school campus is located near Tachet Village, about 30 minutes west of Siem Reap, Cambodiа.
Step 4 — Enrollment and scholarships: Admitted students receive full academic scholarships, providing access to JPA's international curriculum. The scholarship coverage is described as full, supporting the education of children from rural Siem Reap. High school offerings include AP courses, and all high school students enroll in at least one AP class, reflecting the program's college‑preparatory emphasis.
JPA provides full academic scholarships to children from rural Siem Reap, ensuring access to a rigorous, international curriculum. All admitted students are awarded these full scholarships, and this commitment is highlighted in school materials and related communications. The existence of a robust scholarship program is reinforced by a dedicated hiring brochure that explicitly states JPA offers full academic scholarships to rural‑area children. AP coursework is available in high school, with all students enrolled in at least one AP class.
A formal waitlist or pool system is not described in public materials.
Westview Cambodian International School is located in Toul Sangke, a residential area in the Russey Keo district of Phnom Penh. The campus address is
Westview offers an international secondary program for grades 7–12, based on American Common Core Standards with Khmer language and Cambodian culture components. Public materials also reference services for preschool through elementary levels, but current publicly documented information centers on the secondary program.
Co-educational status is not explicitly stated in public materials; there is no published information confirming boarding facilities.
There is no published detail on Additional Learning Needs (SEN) provisions or specific support facilities in the publicly available materials.
Cambodia. The school operates under Cambodian education authorities, and the high school diploma is recognized by the Ministry of Education, Youth and Sport. The school is a CIS member school, reflecting engagement with international accreditation processes.
No religious affiliation is stated in public materials.
School hours are 8:00–17:00 on weekdays, with Saturday sessions from 8:00–12:00. These times are published in the school's contact information.
A van/bus service is offered as part of the admissions process. Families can apply for van service through the admissions procedures; specific service providers are not publicly listed.
Two on-campus cafeterias are available: Cafeteria I and Cafeteria II. A kitchen supports on-site food service.
Westview Cambodian International School is governed by an Advisory Board. The Advisory Board is chaired by H.E. Dr. HUOT Pum, with H.E. Dr. SUM Map and H.E. Mr. TANHEANG Davann as members. The school is affiliated with Learning Jungle Cambodia, is a CIS member school with WASC candidacy, and the diploma is recognised by MOEYS as equivalent to the National High School Diploma.
Westview Cambodian International School's curriculum is organized into Kindergarten (ages 2–6) with the KINARI holistic development approach, Elementary, and Secondary. Kindergarten emphasizes foundational learning in communication, logic, creativity, and a love of learning. The Elementary program builds literacy in English and Khmer within a rigorous international framework, uses NWEA MAP benchmarks to track progress, and the majority of students meet or exceed global benchmarks in English and Mathematics, complemented by a broad extracurricular program. The Secondary program features international teachers and combines US Common Core with the Khmer national curriculum, and it offers 12 AP courses for university readiness. Graduates have gained admission to leading international universities, including Monash and Trinity-University of Melbourne.
Westview Cambodian International School supports Social and Emotional Learning (SEL) through a student-centered, holistic approach that emphasizes resilience, grit, and global citizenship. The environment is described as caring, safe, and nurturing, with opportunities for all students to develop their interests and talents. Advisory classes are part of the wellbeing framework, providing structured time for social and personal development. A school counselor delivers wellness sessions to support students facing challenges and to promote overall well-being. The SEL orientation underpins the school's mission to cultivate ethical leaders and responsible global citizens, as reflected in its published statements and handbook practices.
The school does not publicly disclose information regarding SEN.
English is the language of instruction for core subjects and many programs at Westview. Mathematics is taught in English following the US Common Core. The International Programs materials describe English-medium instruction for science and other subjects, with Khmer and Chinese offered as additional language programs. External English-language assessments used include WIDA (for language proficiency) and IELTS (for university pathways). Westview aims to prepare students for IELTS scores (e.g., a target of 5.5 by Grade 12). These sources indicate an English-language instruction framework coupled with English-language testing and progression benchmarks.
Westview integrates mental wellbeing into its student support through a formal advisory program and counselor-led wellness work. Advisory classes address personal well-being, social-emotional development, and healthy decision-making. A school counselor provides wellness sessions and direct support for students navigating challenges. Physical education and a supportive school culture are included as part of the wellbeing framework. The Student Handbook describes the balance between academic excellence and care for the whole child as a core principle of the wellbeing approach.
Westview has a Child Protection Policy outlining safeguarding standards, responsibilities, and procedures to guide safeguarding practices. The policy commits to a zero-tolerance approach to abuse or neglect and includes clear reporting procedures with ongoing staff training (annual safeguarding training). Staff have defined responsibilities, including following guidelines, maintaining professional boundaries, and reporting concerns to a designated safeguarding lead with confidential handling of information. Preventive measures include safe recruitment procedures, regular campus safety reviews, digital safety guidelines, and age-appropriate protection education for students. The full Child Protection Policy document is available for review by families, staff, and community members.
Admissions process:
1. Enquiry: Parents complete the Enquiry form with as much detail as possible. The Admissions Team responds within one working day, and you can call the Admissions Team for immediate assistance. Contact information listed on the Enquiry page includes the Admissions Team numbers: 095 666 952 or 095 222 559.
2. Application for admission: Submit the Admission Form along with the required documents. The listed documents are: previous school records (last 2 years), Student Health Form, Student Pick-up Authorization Form, Van Service Application Form (if any), copy of birth certificate, copies of passports (student and parents as applicable), family book/proof of residence, vaccination record, IDs/passports of authorized pickup persons, and 5 photos of student, parents, and authorized pickup persons. An Application Fee of 50 USD is required and is non-refundable if not enrolled. For questions or submission, you can contact the Admissions Team at 095 222 557, 095 222 558, or 095 222 882.
3. Student Assessment: Once the complete application is submitted, the Admissions Team will arrange a student assessment and interview in person with the principal or program coordinator. The assessment evaluates the student's ability to access the curriculum at the applied grade level and identifies any educational needs requiring support.
4. Grade Level Placement: The principal or coordinator will determine the grade level placement based on the student's ability to access the curriculum and whether the school can meet the student's educational needs. The Admissions team communicates the status and results to parents in a timely manner after the interview.
5. Enrollment: If accepted for the applied grade level, you will be invited to confirm enrollment and set the admission date, and to settle the non-refundable enrollment fee of 500 USD. After the enrollment payment, placement is secured and the Admissions team will coordinate the settlement of any remaining school fees by the due date.
6. School Fees Payment: Prior to the due date, you will be invited to settle the remaining school fees. School Fees can be paid in Cash at the Information Center or by cheque payable to Empire Education Co, Ltd.
7. Starting School: The school welcomes new students as they prepare to begin. The Admissions Team can be reached at 095 222 993 and 095 666 993 for any start-day coordination or questions. The Starting School page provides the final welcome and contact details to support the first days at Westview.
Admissions operate on a rolling basis: new applications are accepted throughout the year based on the order of the complete application until there is no remaining space in a given class. There is no publicly described waitlist or pool system.
Head office and main campuses are in Phnom Penh (Sen Sok / Street 1003) with additional campuses in Tuol Kork and Phnom Penh Thmei; the site lists three campus locations and a head‑office address (No. 846, St 1003). The campuses are in built‑up Phnom Penh neighbourhoods and the site notes locations close to main roads, parks and sports facilities — useful if you plan daily driving or rides with city transport.
GGAS describes provision from early years through Grade 12: Early Years / Nursery (from age 2), Primary (PYP) for ages about 3–12, Middle Years (MYP) for about 11–16, and Diploma Programme (DP) for 16–19; the site also lists USA curriculum tracks for primary and high school.
The school is an independent, nonsectarian private international school offering American curriculum options and IB programmes (MYP and DP authorised). The website and external school directories list GGAS as co‑educational; some sources and the school's development plans also reference sleeping/dormitory facilities at a new campus (check with admissions if you need formal boarding).
The site discusses support in its PYP/MYP pages (small class sizes, language support within bilingual delivery and a focus on individual learners) but does not publish a detailed Special Educational Needs (SEN) policy or specific specialist‑staff list. If your child has diagnosed additional needs, contact Admissions to request the school's SEN/inclusion policy and any assessment or support plans.
GGAS identifies itself as an American school offering a USA‑certified high‑school diploma in partnership with a US provider (Busche Academy) while also being accredited by Cambodia's Ministry of Education; it therefore operates as an independent private school with American curriculum links rather than as an official agent of a foreign government.
The school is described on its site as nonsectarian (no religious affiliation).
The website and published calendar do not set out a daily start/end time or a standard break/lunch schedule for all year groups; the Admissions page does show office contact hours for enquiries (phones answered Mon–Fri 7:00–17:00 and Saturday 7:00–16:00). For exact daily timings by campus or year group, ask Admissions during your enquiry or campus visit.
The Admissions information on the website states there is bus transportation and that registration and charges for the service are published for the 2024–25 year, but the site does not list specific routes, providers or pick‑up/drop‑off times. Practical next steps are to request the current bus routes, stops, fees and safety/insurance details directly from Admissions before relocating.
The school has a cafeteria with open counter and provides nutritious meals from its facilities.
The school is independent and nonsectarian. Heng Sokunthea is the chairwoman.
Golden Gate American School delivers education from early years (nursery/kindergarten from age two) through primary, middle and high school across its Phnom Penh campuses. Primary students may follow a USA-based English curriculum (grades 1–8) or a Khmer-language Cambodian curriculum, and the school also operates a Chinese-language program. GGAS is authorized to offer the IB Middle Years Programme (MYP) and the IB Diploma Programme (DP) and is a candidate for the IB Primary Years Programme (PYP), with PYP authorization targeted for December 2025. For upper secondary students GGAS offers multiple pathways: the IB Diploma (Grades 11–12), a USA High School Diploma pathway (including a college-preparatory USA track), and an arrangement to provide a US transcript/diploma through Busche Academy. The DP follows the standard DP structure (six subject groups plus Theory of Knowledge, the Extended Essay and CAS), while the USA tracks cover standard American high‑school subjects (English, mathematics, sciences, etc.) taught in English by native-speaking teachers. Throughout the school the website notes bilingual/tri-lingual provision, small class sizes and a range of co-curricular activities (including after-school programs and swimming), which together describe the full curricular and co‑curricular scope offered.
Golden Gate's curriculum pages state that social and emotional development is an explicit element of its IB and early-years programmes: the PYP materials list “attitudes” that contribute to learner wellbeing, and the EYFS page highlights a focus on children's emotional and social skills. The MYP page says students are supported in transition “with a homeroom teacher for social‑emotional learning” as they move into subject-specific classes. These references indicate SEL is embedded through classroom practice, homeroom support and the IB programme frameworks. (Sources: PYP, EYFS, MYP).
The school does not publicly disclose information regarding Special Educational Needs (SEN) provision or a specialist SEN policy on its website. A review of the school's Admissions and Academics pages and related campus information shows no published learning‑support or specialist‑SEN programme descriptions. For specific SEN enquiries the site directs parents to contact admissions, which implies further details may be provided directly rather than published online. (Sources: Admissions, Academics).
GGAS publishes that early years and primary programmes use English immersion and a bilingual model (English, Khmer; Chinese also offered), and the EYFS page notes lessons in kindergarten are conducted by native English‑speaking teachers supported by Khmer‑speaking teaching assistants. The MYP description lists “English Language Acquisition (Core English)” as part of the curriculum, indicating structured English‑language provision across age groups. These pages show the school provides in‑class language support and specialist English instruction rather than naming a separate EAL department. (Sources: EYFS, PYP, MYP).
The school's public pages frequently link wellbeing to curriculum aims: the PYP materials list wellbeing-related “attitudes” as part of the programme and the EYFS page highlights development of emotional skills in young children. The MYP page notes a homeroom teacher role specifically for social‑emotional learning during transition to subject classes, suggesting pastoral contact within the school day. The website does not publish a separate counselling‑or‑mental‑health services page, so formal clinical or counselling provisions are not described online. (Sources: PYP, EYFS, MYP).
The school does not publicly disclose a formal safeguarding or child‑protection policy on its website. The Facilities and news pages describe on‑site safety features for young children (for example: shaded outdoor play areas, a secure playground and sleeping facilities for kindergarten), but they do not present a named child‑protection policy or designated safeguarding team. For formal safeguarding details the site directs general enquiries to Admissions/Contact, so parents would need to request policy documents directly from the school. (Sources: Facilities, Early‑childhood news, Admissions).
1. Initial enquiry and campus visit. Start by completing the online “Apply Now”/Inquiry form or calling the Admissions Office to request a campus visit; the school encourages parents to visit their preferred GGAS campus before applying. When you request a visit, you can select which of the GGAS campuses you want to see (Ou Baek Kam, Phnom Penh Thmei, or Tuol Kork) and ask for a time that fits your schedule. Parents should be aware the inquiry form asks for basic family and contact details and gives you the option to request a visit directly.
2. Submission of application / registration. Complete the registration form and submit it along with the required documents as instructed by the Admissions Office; the school's admissions page lists “Submission of Application” / “Registration” as the first formal step. The website does not itemize every required document on that page, so before you submit be sure to confirm the exact list with admissions (for example, some families are asked to provide proof of identity and prior-school records). Also note the school's office hours for phone queries if you need help completing forms.
3. Assessment and interview. Prospective students undergo an assessment whose format “varies by age” (the school notes that evaluations may take place during the campus visit or at a later date). Expect younger children to be assessed through observation or age-appropriate activities, and older students through placement tests or interviews in English and key subjects; confirm exact test content and timing with admissions so you can prepare any previous-school records or work samples they require. If English is not your child's first language, ask the school whether language-support options or adjusted assessments apply.
4. Offer, acceptance and enrolment paperwork. If the assessment and document checks are successful, the school will progress to an offer/enrolment stage and will request completed admissions paperwork and payment arrangements; the site states parents must arrange payment of tuition and fees by the start of the new school year. Before accepting an offer, check the enrolment contract for the payment schedule, any non-refundable deposits or registration fees, and the school's refund/cancellation terms. Use the Admissions Office contact details to request a written copy of all fees and the contract terms before you sign.
5. Tuition, additional charges and where to find the fee schedule. GGAS publishes tuition and related-fee schedules for each academic year (the admissions page links to the school's tuition/fee documents for 2024–25 and lists separate charges for bus transport, lunch plans, after‑school programmes and trips). Third‑party fee listings for 2024–25 show annual tuition figures that range roughly from about 13,200,000 KHR for early years up to approximately 24,800,000 KHR for Grade 12; these figures should be treated as illustrative and you should confirm current prices and currency options with the school. When budgeting, ask specifically about one‑time enrolment charges, activity fees, bus route availability and whether lunches or after‑school clubs are charged separately.
6. Payment options and deadlines. The school's admissions guidance stresses that parents must arrange payment by the start of the academic year; confirm the accepted payment methods (bank transfer, online payment or in‑office), deadlines for instalments, and any discounts for one‑off or advance payments. If you need a payment plan, request written confirmation of the instalment schedule and any administrative fees so there are no misunderstandings at enrolment. Keep receipts and the student ID/payment references the school provides for future invoicing or sibling discounts.
7. Start of term, records and ongoing communication. Before your child's start date, confirm arrival/orientation arrangements, uniform or supplies lists, and how the school manages ongoing reporting and parent contact. If you are transferring schools, ask how GGAS will handle transcript transfers and curriculum placement; the school also highlights partnerships and diploma arrangements that may affect graduation pathways. Keep the Admissions Office contact details handy for follow-up questions and to inform the school of any late paperwork or special needs.
GGAS's own “Why Choose GGAS?” page states the school offers scholarship opportunities and flexible payment plans, but the website does not post a detailed public policy (eligibility criteria, application deadlines or the precise amount and duration of scholarships are not listed on that page). Local education news and open‑day coverage have reported specific promotional scholarship offers at times (for example, third‑party reports mentioned enrollment incentives such as multi‑year tuition discounts or a 40% scholarship offered as an open‑day incentive), but those offers are event/time‑limited and should be verified directly with the school. If you are seeking fee assistance or a merit/need scholarship, contact the Admissions Office to request the current scholarship programme, the application form (if any), eligibility criteria and the decision timetable.
The GGAS website and admissions pages do not publish a formal waiting‑list or pool policy; the public admissions information focuses on visiting, applying, assessment and payment rather than an administratively detailed waitlist. Because the site does not describe how a waitlist would operate (if one exists), parents who need to know whether places are available or who want to be added to any internal waiting pool should contact the Admissions Office directly by phone or email to request current availability and the school's procedure for holding or offering places. Use the Admissions contact hours listed on the site when you call so you reach the staff who can confirm openings, priority rules (for siblings or returning families) and any deadlines.
