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.
Located in the Sen Sok district of Phnom Penh at
BISC provides education from Early Years (Pre‑Nursery, Nursery, Reception — age 2+) through Primary (Years 1–6), Secondary and Sixth Form up to Year 13, following the English National Curriculum with IGCSE and A‑Level pathways.
A British international, co‑educational school. The school website includes a section about boarding provision (details and eligibility are managed through Admissions), while day provision covers Early Years through Sixth Form.
BISC's School Support Services (SSS) include targeted reading programmes, ESL/EAL support, remedial interventions, individual learning plans (ILPs), specialist‑led interventions and classroom accommodations (for example extra time and differentiated instruction), with collaboration with external specialists where needed.
The school is affiliated to Bromsgrove School (United Kingdom), founded 1553; this UK affiliation is stated on the school website.
The website does not indicate any religious affiliation; BISC presents itself as a secular British international school.
Early Care is available from 07:30 and a Breakfast Club from 07:45. Early Years typically start at 08:30; Years 1–6 start at 08:00. Finish times noted on the site: Nursery 15:30, Reception and Year 1 15:45, Years 2–6 16:00; after‑school clubs and supervised care run later (after the core day) and an after‑school care option is available until about 17:15.
The school operates a managed bus service with strategically located collection/drop‑off hubs across Phnom Penh to reduce travel time; bus journeys are supervised and run to a published code of conduct. The website says parents should contact Admissions for route maps, hub locations and to enrol a child on the service; the Typical Day page also notes bus users are supervised until buses depart.
The school requires a uniform.
Newrest provides on-site lunch and snacks. Pupils receive a three-course lunch prepared on campus with nutritionally balanced menus; vegetarian and halal options are available on request. Snacks are served mid-morning and in the afternoon.
The school has four houses: Nightingale, Cook, Lovelace, and Bell. Each house has a distinct colour and theme: Nightingale is green for compassion and service, Cook is orange for exploration and education, Lovelace is blue for innovation and resilience, and Bell is yellow for curiosity and communication.
The school is affiliated to Bromsgrove School, UK (founded 1553) and is part of the Bromsgrove family of international schools. It is accredited by CIS.
Bromsgrove International School Cambodia delivers the English National Curriculum from Early Years through Year 13. Early Years provision covers Pre‑Nursery (age 2–3), Nursery (3–4), Reception (4–5) and Year 1 (5–6), follows the EYFS, integrates Montessori elements in the youngest classes and uses a Systematic Synthetic Phonics programme. The Primary programme (Years 2–6) follows the New English National Curriculum with core subjects (English, mathematics, science), foundation subjects (ICT/computing, humanities/PSHE, art, design technology, music, PE) and language provision in Khmer and Chinese. Lower Secondary (Years 7–9) builds subject knowledge and skills, and Upper Secondary (Years 10–11) follows the IGCSE curriculum (with an optional 3‑year accelerated IGCSE pathway). Sixth Form (Years 12–13) offers two academic routes—English A‑Levels and the International Baccalaureate Diploma Programme—supported by university and careers guidance.
Bromsgrove Cambodia describes a whole-school approach to behaviour and relationships that uses restorative practices and positive reinforcement to develop self‑regulation and resilience. The School Support Services team works with teachers, parents and external specialists to deliver targeted interventions and Individual Learning Plans where needed. The Health, Safety and Wellbeing page also notes the use of a “Happiness Scale” and offers mindfulness, yoga and resilience workshops as part of emotional‑skills provision. Counsellors provide one‑to‑one and small‑group support for pupils experiencing stress, anxiety or other challenges. These provisions are described on the school's Support Services and Health & Wellbeing pages.
The school states it provides Special Educational Needs / Pupils with Additional Learning Needs (PALN) support through in‑class accommodations, specialist‑led interventions and Individual Learning Plans (ILPs), with collaboration with external experts for assessment and resources. It uses a tiered Response to Intervention (RTI) model and offers adjustments such as extra time, differentiated instruction and access to assistive technology. The website does not list specific diagnoses or named conditions (for example dyslexia or autism) that it routinely supports, nor does it state that it is a specialist SEN institution. Parents are invited to work with the school and external professionals to agree personalised provision. All of these details are taken from the School Support Services information on the school website.
Bromsgrove Cambodia publishes an ESL/ESL (English as a Second Language) programme aimed at non‑native English speakers, focusing on speaking, listening, reading and writing through intensive support and small‑group or individual sessions. The school's main page also states it has a “strong English as an Additional Language (EAL) provision” to help pupils achieve fluency while maintaining pride in home languages. The School Support Services page describes targeted ESL/ESL intervention as part of its key services. The website does not provide a detailed syllabus or staff‑to‑pupil ratios for EAL provision on the public pages.
The school's Health, Safety and Wellbeing page states that qualified school counsellors provide one‑to‑one and group mental‑health support and that the school runs mindfulness, yoga and resilience programmes. It also describes routine health education workshops (including mental‑health topics), a school nurse and an on‑site health centre for immediate care. The site notes use of a “Happiness Scale” to monitor pupil wellbeing and regular staff training in first aid and wellbeing topics. Nutrition, PE, extracurricular activities and rest facilities (dedicated nap rooms for younger pupils) are listed as part of a broader wellbeing approach. These elements are described on the Health & Wellbeing and School Support Services pages.
The school's Child Protection and Safeguarding page states that BISC follows international safeguarding frameworks and references guidance from the International Task Force on Child Protection as well as UK legislation such as the Children Act 1989 and Keeping Children Safe in Education (KCSIE). It describes rigorous screening and safe‑recruitment practices (including criminal record checks/DBS for UK‑based staff), mandatory child‑protection training for staff, and ongoing professional development. The page says the school has clear policies and a full child‑protection policy document is available for reference. The school frames safeguarding as a shared responsibility with parents, staff and the community.
1. Submit an application: Begin by completing and submitting the official Pupil Application Form and pay the non‑refundable application fee. Parents should keep a copy of the submitted form and proof of payment; the school acknowledges receipt and opens the file when the fee is received. Note that the admissions page lists this as the formal start of the process.
2. Placement assessment invitation: After the application and fee are received, the school will invite your child to a placement assessment—typically within five working days. The invitation includes the assessment date, time and any materials or preparation required; make sure you check your email and the contact number you provided so you do not miss the scheduled slot. If you need to reschedule, contact Admissions promptly (contact details are on the school site).
3. Assessment and academic review: The Academic Team conducts the placement assessment and reviews results; the school states that assessments are reviewed promptly (noted as within one working day). Final placement and admission decisions are made by the Headmistress, who may confirm a place, suggest an alternative year group, or decline based on academic fit and available space—so be prepared that the offered year level can differ from the year requested. If your child has recent school reports or standardised-test records, bring them to the assessment to help the reviewers.
4. Offer and seat reservation: If an offer is made, the school issues an official offer of admission and requires a Seat Reservation Deposit to secure the place; the site specifies a US$750 deposit which is credited against the first tuition invoice. Parents should plan to pay this deposit promptly if they wish to hold the offered place, and keep the payment receipt—the admissions page and fee schedule note the deposit is non‑refundable except as described in the fee terms. Read the full Tuition & Fee Schedule (available via the school office) for the exact timing of invoicing and the school's refund rules.
5. Enrolment confirmation and administrative steps: Once the deposit is received, the school enters your child's details into its system, adds them to the class list and shares confirmation with teaching and leadership staff. At this stage you will be asked to provide documentation (IDs/passports, passport photos and any prior assessment records) and to complete consent/medical forms; prepare certified copies where requested to avoid delays. Also expect to receive information about uniforms, lunch/transport options, and term start dates as part of the enrolment pack.
6. Practical and ongoing requirements: Parents should note additional ongoing requirements before term starts—examples on the school site include an annual re‑enrolment deposit, invoicing schedules, and device requirements for older pupils (Years 6–13 are required to bring a personal MacBook meeting the stated specifications). Confirm payment deadlines and warranty/insurance responsibilities for required devices, and ask Admissions or Finance for the current Tuition & Fee Schedule (fees are reviewed annually and published in April). Keeping these items ready will make the first weeks smoother.
The Bromsgrove Cambodia website does not publish a scholarship programme or list scholarship criteria on its public admissions or fees pages. Because some sister Bromsgrove campuses (for example Bromsgrove Thailand) do advertise Sixth Form scholarship schemes, families sometimes ask whether similar schemes operate in Cambodia; however, no BISC scholarship details appear on the school's pages and there is no published guidance on eligibility or application for fee support. If you are interested in scholarships, bursaries, or other fee‑assistance options, request confirmation directly from the Admissions Office (admissions@bisc.edu.kh or the phone numbers on the contact page) so they can give current, campus‑specific information. As a reference for regional practice (not a BISC policy), Bromsgrove Thailand does advertise Sixth Form scholarships in 2025/26; this does not imply the same programme exists at BISC—please check with BISC Admissions for a definitive answer.
Bromsgrove International School Cambodia's public admissions pages do not describe a formal waitlist or central admissions pool; the published process describes application, assessment, offer and seat reservation by deposit rather than placing applicants on a named waiting list. If a place is not available at the time of application, the school's stated procedure indicates decisions (including recommending an alternative year group) are made by the Headmistress; the site does not outline a waitlist policy or prioritisation rules. For families who want to confirm whether the school keeps a waiting list in practice, or to ask to be placed on one, contact the Admissions Office directly using the contact details on the school site.
Invictus Phnom Penh is on Preah Norodom Boulevard (Street 41) in Tonle Bassac, Chamkarmon — a central city location a few minutes' drive from Independence Monument and close to riverside neighbourhoods. Public roads and taxis serve the area; the school lists its full address and local contact details on its contact page.
The school runs from Early Years through to Sixth Form: Nursery/Reception (EYFS, ages 3–5), Primary (Key Stages 1–2, Years 1–6), and Secondary (Key Stages 3–5, Years 7–13) leading to Cambridge IGCSEs and A-Levels. Age ranges are published on the school's curricula pages.
Invictus Phnom Penh is a private, co-educational day school and part of the Invictus group of schools (a Sing-Ed/Acrophyte group headquartered in Singapore). No boarding provision is listed for the Phnom Penh campus.
The school's materials emphasise an inclusive approach; third‑party listings and network pages note a Learning Support Coordinator who works with teachers and parents and can set individual programmes/IEPs and advise on external specialists where needed. Parents are advised to contact Admissions for details about specific provisions and assessments.
Invictus International Schools are a proprietary brand of Sing‑Ed (education arm of Acrophyte) and are headquartered in Singapore; the Phnom Penh campus is part of that regional group.
The Phnom Penh campus does not state any religious affiliation on its public pages; school materials and third‑party profiles present it as a non‑sectarian international school.
According to the school FAQs, Early Years and Primary currently start at 7:30 AM and finish around 2:30 PM; Secondary typically starts at 8:00 AM and finishes around 3:00 PM, with after‑school CCAs offered from about 3:00–4:00 PM. Check Admissions for any year‑specific variations.
The school's FAQs state that, due to low demand, Invictus Phnom Penh does not currently offer a school bus service; families are advised to contact Admissions if they need transport updates or to request a service in future. The contact page lists phone and messaging options for admissions enquiries.
The uniform is a navy-blue polo with the school crest and grey shorts or a grey skirt with the school's name. Children are required to wear closed-toed shoes. Flip-flops, Crocs and sandals are not acceptable.
Lunch & snacks are offered. Phnom Penh lunch packages are by year level: Nursery–Year 1 small ($3.25); Year 2–Year 6 medium ($3.50); Year 7–Year 13 large ($3.75).
The school is an institution by Sing-Ed Corporation, the education arm of Acrophyte Pte Ltd (formerly Chip Eng Seng Corporation Ltd).
Invictus Phnom Penh delivers a continuous Cambridge-based pathway from Early Years to Year 13: UK EYFS in Nursery and Reception (ages 3–5), Cambridge Primary (Years 1–6, ages 5–11), Cambridge Lower Secondary (Years 7–9, ages 11–14), Cambridge IGCSE (Years 10–11, ages 14–16) and Cambridge AS/A‑Levels (Years 12–13, ages 16–18). The Early Years Foundation Stage includes communication and language, personal, social and emotional development, physical development, literacy, mathematics, expressive arts and understanding the world. Primary follows the Cambridge Primary framework for English, mathematics, science and foundation subjects and supplements mathematics with the Singapore Mathematics approach; instruction is in English with Khmer, Chinese and French offered as additional languages. Lower Secondary follows Cambridge Lower Secondary and students sit Cambridge Checkpoint examinations at the end of Year 9 before selecting a broad range of subjects for the two‑year IGCSE course (Years 10–11). The IGCSE programme offers a broad choice of subjects (English, mathematics, sciences, humanities, languages, ICT, business, arts) assessed by Cambridge, and Years 12–13 complete Cambridge International AS/A‑Level over two years with students typically taking three to four A‑level subjects for university entry.
Invictus Phnom Penh describes safety education and personal, social and health topics as part of the curriculum (PSHE), which supports students' social and emotional learning. The school also runs co‑curricular activities (CCAs) such as team sports, music and clubs that provide social development opportunities outside lessons. News on the site shows whole‑school events and Student Council‑led activities (for example Spirit Week and community drives), which the school presents as opportunities to develop empathy and teamwork. The site gives a Student Support contact for practical matters (for example locker queries), indicating a named student‑support channel for parents and students.
The Invictus Phnom Penh website does not publish a detailed Special Educational Needs (SEN) policy or a public description of specialist SEN provision for the Phnom Penh campus. The site's main pages (School Life / Admissions / Campuses) and downloadable materials do not set out which specific types of SEN the campus supports. Because there is no clear, published SEN policy or named SEN team on the Phnom Penh site, it is not possible from the school's public pages to confirm whether it is a specialist SEN institution or which specific needs are supported. If you would like, I can contact the school (their admissions contact is listed on the site) to request official SEN information.
The Phnom Penh site states that French and Chinese are offered as additional languages from Nursery through to A‑Levels, and it lists English and Khmer for Cambodian nationals. The website does not, however, publish a distinct English‑as‑an‑Additional‑Language (EAL) programme or describe specialist EAL staffing or targeted EAL interventions for the Phnom Penh campus. For parents seeking specific EAL support (assessment, in‑class withdrawal, or specialist EAL teachers) the school's public pages do not provide those details; contacting admissions would be the next step to obtain official confirmation.
The school's Safeguarding page says staff receive regular training and that safety and health topics are part of the curriculum (PSHE), which the school links to student wellbeing. The main news feed also records wellbeing‑related events (for example visits and health talks) that the school presents as part of student wellbeing activities. Invictus describes a Student Support contact point for parents and students, indicating an internal channel for raising concerns or practical welfare matters. There is no separate, detailed public policy on mental‑health services (for example an on‑site counsellor team) on the Phnom Penh pages; such specifics are not disclosed on the website.
Invictus Phnom Penh publishes a Safeguarding statement on its website that affirms the school's commitment to child welfare, requires staff to report concerns to Designated Safeguarding Leaders, and notes regular staff safeguarding training. The page also references a Staff Code of Conduct, embedded safety education through PSHE, and collaboration with external agencies (health services, police, social care) when necessary. The Careers page shows the school requires up‑to‑date non‑criminal background checks from applicants, which is consistent with the school's stated child‑protection practices. If you need copies of the full safeguarding policy or the names of the Designated Safeguarding Leaders, the school's admissions contact is listed on the site for formal requests.
1. Submit the online application: Complete the Invictus Application Form to enter the school's applicant pool; the site states the form takes about 10–15 minutes to complete and you will receive a confirmation email and access to the parent/guardian portal after submission. Parents should have digital copies ready before starting (photo, identity documents, immunisation record where applicable) to avoid delays. Submission places the child in the applicant pool but does not guarantee an offer — the school will contact you with next steps.
2. Prepare and upload required documents: The school asks for the child's birth certificate, passport/Cambodian national ID, recent passport photo, and for older applicants recent school reports (last two years) — immunisation records are specifically requested for Nursery, Reception and Primary applicants. Also be ready to upload a parent/guardian passport or national ID as part of the application. Make sure documents are legible and current (dates, names) because incomplete documentation can slow processing.
3. Assessment and interview: For Year 1 to Year 13 applicants the school requires an admission assessment and an interview; Invictus prefers in-person assessment/interview but can accommodate remote arrangements. There is a USD 100 assessment fee for Year 1–13 applicants — plan to pay this when booking the assessment. The interview may be conducted by the Manager for Marketing and Admissions, Deputy Principal, or Principal and is used to check English proficiency, social fit and academic readiness.
4. Offer, contract and registration payment: If the student is accepted the school issues a formal offer letter; once the acceptance is signed the school generates the contract and an invoice for the one-time registration fee. The current published registration fee is USD 1,000 for the first child (USD 750 for a sibling) and is non‑refundable and non‑transferable — the place is considered secured only after the registration payment is received. Parents should read the contract and fee schedule carefully before signing because most fees are stated as non‑refundable and non‑transferable.
5. Complete pre‑start requirements and understand payment/withdrawal terms: Before the start date families may need to submit outstanding items such as photo release, medical forms, immunisation records or an acknowledgement of late commencement; confirm any required forms with admissions. Review the published payment schedule and withdrawal/refund policy: the site lists term/semester deadlines and a tuition refund scale (100% refund if written notice is received 60+ days before term start, 50% between 30–59 days, 0% under 30 days). Because invoice deadlines and term dates can change, confirm the exact payment dates and any applicable capital fees or additional charges with Admissions when you receive the invoice.
Invictus publishes a scholarship programme for students with outstanding academic performance or exceptional talent in music, sports or the arts, and for those with high potential in IGCSE/A‑level programmes. Scholarships require a formal application and shortlisted applicants are invited to an interview with the campus principal and the scholarship committee; awards and the number/amount of scholarships are determined by the committee based on achievement, prestige and quota. The published eligibility scope states scholarships are open to new students who have been offered a place and to existing students who meet the criteria; the school page specifies the scheme applies to students placed into Year 7 through Year 13. If you are interested, download and complete the scholarship application form from the school site and check the application window (the site notes the application window for existing students opens at the end of the school year).
Invictus uses an applicant pool system: when an application is submitted a child is placed into the school's applicant pool, but the school does not publish a separate formal ‘waitlist policy' on its website. The applicant‑pool entry confirms the application has been received; whether and how the school holds or offers places from that pool is managed at the school's discretion and is not detailed publicly. Parents who want clarity about current availability, expected waiting times or how the pool is prioritised should contact Admissions directly (admissions@invictus.edu.kh or +855 92 222 868) to get up‑to‑date information for their child's year level.
HOPE International School is on Street TryHeng 3 in Sangkat Krang Thnong, Khan Sen Sok, northwest Phnom Penh (close to the international airport). The school site gives a full postal address and phone contacts for the Front Office; the campus is described as a purpose-built site on the edge of the city with open spaces and sports fields.
HOPE runs from Preschool (entry from age 3) through Kindergarten and Primary (Grades 1–5), Middle School (Grades 6–8) and High School (Grades 9–12). High school students follow IGCSE in Grades 9–10 and may study either the IB Diploma or the HOPE School Diploma in Grades 11–12.
HOPE is an international, co-educational day school that serves children of Christian workers and other international families. The school also operates a homeschool support program; boarding is not described on the official school pages (some third‑party listings mention boarding provision, so confirm with the Admissions office).
The website refers to a Student Support Team and procedures for wellbeing and pastoral care, and the school notes support for English language learners. Third‑party school listings indicate HOPE offers learning‑support roles (for example a Student Wellbeing Coordinator, guidance counsellor and Academic Resource Centre support staff); contact the school for current details and eligibility.
HOPE is an international school based in Cambodia and was established to support missionary families; it is not presented as affiliated to a single foreign government or national system. Governance includes representatives from member mission organisations.
The school is explicitly Christian and describes its mission as providing Christ‑centred education; staff and board members sign a statement of Christian faith.
The campus opens to drop‑offs from about 7:30am and students arriving after 8:05am are recorded as late; whole‑school assemblies are scheduled around 7:50am and primary pickup procedures reference parents being allowed in hallways from about 2:25pm. The site also publishes a live school calendar (term dates, assemblies and half‑day events).
The school's public pages do not include a dedicated daily bus‑transportation page, though the school calendar shows buses used for sports/event trips (for example buses leaving for fixtures). Third‑party listings are inconsistent about whether a regular daily bus service is offered, so it's best to confirm current daily transport options (routes, costs and registration) with Admissions or the Front Office.
The school operates as a day school with no boarding facilities.
HOPE provides healthy meals for breakfast, lunch, and snacks through on-site meals; meals are offered via partnerships with C9 and Sahakom Community Cafe at affordable prices.
There are four HOPE Houses for activities and Sports Day: Hammond, Ellison, Verner, and Comarck.
HOPE delivers an English-medium curriculum taught with a Biblical worldview and links assessment closely to learning objectives; external IGCSE and IB examinations are used to validate student learning. Preschool (ages 3–5) follows the UK Early Years Foundation Stage (EYFS) and reports against its seven areas of learning, with specialist Art, Music, Library and PE lessons. Primary (K–5) is based on the UK National Curriculum supplemented by integrated studies (science, health, social studies) and specialist subjects including Computing, Art, Music, Khmer or Korean language, Library and PE. Middle School (Grades 6–8) provides a continuum from Primary to IGCSE with core Mathematics, English, Science and SOSE plus Languages, Art, Music, Computer Science, PE, Christian Perspectives and a Health & Wellbeing programme. In High School, Grades 9–10 follow two-year Cambridge IGCSE courses (core English, English Literature, Maths, Coordinated Science and optional IGCSEs such as French, History, Computer Science and Additional Maths), and Grades 11–12 offer the two‑year International Baccalaureate Diploma Programme (three HL, three SL, TOK, CAS and Extended Essay) with a HOPE Diploma pathway for students who do not complete the full IB Diploma.
HOPE states its curriculum aims to develop students “intellectually, physically, socially, [and] emotionally” and includes a Health and Wellbeing curriculum in Middle School alongside Christian Perspectives lessons. Preschool follows the UK EYFS framework, which lists personal, social and emotional development as a core area of learning. The school also publishes policies for responsible behaviour and anti‑bullying as part of its policy suite. Specific staff roles for SEL (for example, named counsellors or pastoral leads) are not detailed on the public site.
HOPE's curriculum page says “special programs will be developed for those with additional needs,” and the school publishes an Inclusion Policy in its policies list. The policies index includes an Inclusion Policy (3280) and related documents, indicating the school has formal guidance on supporting additional needs. The public site does not list detailed categories of special educational needs the school can support, nor does it state that HOPE is a specialist SEN institution. For specifics about which needs are supported or available specialist staff, the school asks enquiries to be made to the Compliance Coordinator.
HOPE states instruction is delivered in English and that students are expected to communicate in English; it also notes an English Language Learners (ELL) policy with a maximum of 25% ELL students per class. The curriculum and high‑school pages show ELL/ELL‑type classes are offered and that ELL proficiency is considered for progression into IGCSE/secondary programs. The school therefore operates ELL provision but does not publish detailed course outlines, staffing numbers, or specific EAL intervention programs on the public site. For enrolment and proficiency requirements the admissions information should be consulted.
HOPE's published materials reference a Health and Wellbeing curriculum and list a formal “Crisis Care and Counselling” policy in the school policies index, indicating a framework for supporting student wellbeing and crisis response. The Safeguarding page also states the school is committed to protecting children and to educating the community about child harm, which links to wellbeing and safety practices. The public site does not provide detailed descriptions of counselling staff, schedules, or external mental‑health providers. For information about available counselling personnel or referral pathways, families are directed to contact the school.
HOPE publishes a Safeguarding page that states the school commits to protecting children, collaborates with the Child Safety & Protection Network (CSPN), and requires screening and codes of conduct for staff, volunteers and external providers. The site links to a full Safeguarding Policy and an online reporting form and says all child safety concerns are reported to the Director for assessment by the school's Child Safety Team. The policies index also lists a formal Safeguarding (Child Safety) policy and related codes of conduct for employees and volunteers. Contact details for policy queries and a Compliance Coordinator are provided on the policies page.
1. Initial enquiry and visit: Contact the Admissions office by phone, Telegram, or email to request information and arrange a school visit; the site lists phone numbers and the campus address for in-person visits. A visit is recommended so parents can see facilities, ask about grade-level placement, and confirm program fit before applying. Scheduling a visit also helps clarify fee expectations and the documents you will need to prepare.
2. Complete the online application and pay the application fee: Begin by filling out the school's online application form and submitting the required documents. A non‑refundable application fee of US$100 per student is due on submission and may be paid in cash or by bank transfer. Keep a copy of your payment receipt and the submitted application confirmation for your records.
3. Provide school records and (if applicable) missionary verification: Submit academic records for the past two school years (report cards preferred); if records are not in English, provide translated and authenticated copies. If you are applying as a missionary or full‑time Christian worker, include a verification letter from your organization with contact details and job information. These documents are used to assess historical placement and to advise on an appropriate grade level.
4. Placement testing (and ELL assessment if required): After the Admissions team reviews your application and documents, they will schedule placement testing—typically English and mathematics. Students who are English Language Learners will take an ELL assessment that covers writing, speaking, listening, and reading so staff can determine appropriate language support. Test results are considered together with records and recommendations when deciding grade placement.
5. Interview and admissions decision: The school may arrange an interview with a principal after reviewing application materials and test results. You will be notified of the admissions decision following the interview and review. If accepted, you have one month to confirm enrollment by paying the required fee and specifying a start date; if the student does not start within two months the offered placement may be withdrawn.
6. Enrollment formalities and orientation: Once tuition and required fees are paid, the school will complete the enrollment process and provide onboarding information for parents and students. New families are invited to attend an orientation session to learn school procedures, schedules, and expectations. Make sure you confirm payment deadlines and required documents (e.g., vaccinations, emergency contact details) before the first day.
7. Fees and follow-up details: HOPE publishes a dedicated Tuition & Other Fees document for the 2025–2026 school year and a separate Additional Fees document; these outline grade‑level tuition, payment methods, and any ancillary charges. The Admissions office can confirm current rates, available discount eligibility, and payment schedules—contact them if you need the specific fee table or a breakdown for your child's grade.
HOPE does not currently offer scholarships to prospective (incoming) students, according to the school's Frequently Asked Questions. However, the school states that enrolled families may be eligible for a limited scholarship program that provides temporary financial assistance in unforeseen circumstances, and that some discounts may be available for eligible applicants. For details about eligibility criteria, application procedures, and caps or durations of any assistance, contact the Admissions office directly; the school's fee documents for 2025–2026 and Admissions staff will clarify what temporary aid or discounts might be offered.
HOPE operates a waiting list system: if there is no immediate placement available after the admissions review, your child will be placed on a waiting list in accordance with the school's Admissions Policy. The published admissions information notes that offers must be confirmed within one month and that failure to begin within two months can result in loss of the offered placement; this timing also affects how long an offer is held before being released to another family. Parents should contact Admissions for their child's current position on the list and for guidance about likely wait times or alternative start dates—waiting‑list handling follows the formal Admissions Policy referenced on the school site.
The school is located at No. 201, Street 598 in the Ruessei Kaev district of Phnom Penh, Cambodia. Situated in the northern part of the city, the neighborhood of Chrang Chamreh Muoy is a developing residential area. This location places the campus away from the busy central business district while remaining accessible to local and expatriate families.
Reigate Grammar School Phnom Penh accommodates students across four main stages of education. The structure begins with Early Years and progresses through Primary School and Secondary School. The educational journey concludes with the Sixth Form for the oldest students.
The school operates as a co-educational day school. It does not offer boarding facilities for any year groups
Information regarding specific support provisions or facilities for Additional Learning Needs (SEN) is not currently published by the school.
The school is affiliated with the United Kingdom, operating as an international branch of the British-based Reigate Grammar School.
The school does not state an affiliation with any particular religion.
The official website does not currently publish the exact structure of the school day, including specific start times, end times, or break schedules.
The school does not currently publish the exact structure of the school day, including specific start times, end times, or break schedules.
Reigate Grammar School Phnom Penh follows a British-based educational framework across its four main school stages. Children in the Early Years (ages 2 to 5) are taught using the Early Years Foundation Stage (EYFS) principles, focusing on areas such as communication, literacy, and mathematics. Students in Primary (Years 1 to 6) and Lower Secondary (Years 7 to 9) study core subjects including English, mathematics, and science alongside the humanities, arts, technology, and languages. During Upper Secondary (Years 10 and 11), pupils prepare for and complete formal IGCSE qualifications while engaging in various elective programs. In the Sixth Form (Years 12 and 13), students specialize in chosen subjects to undertake A-Level qualifications, and the school also plans to introduce the International Baccalaureate (IB) curriculum in the near future.
Reigate Grammar School Phnom Penh incorporates Social and Emotional Learning directly into its academic frameworks across different age groups. In the Early Years Foundation Stage, Personal, Social, and Emotional Development is categorized as one of the three prime areas of learning. As students progress into Secondary School, the curriculum integrates Personal, Social, Health and Economic (PSHE) studies. A specialist pastoral team is employed to help students develop broader life skills alongside their academic subjects. Furthermore, teaching staff actively collaborate to ensure that all students receive the necessary support to adjust culturally and thrive socially.
1. Initial Enquiry: Parents begin the admissions process by submitting an initial enquiry through the school’s dedicated online portal. This step registers your interest and allows the admissions team to capture basic details about your child.
2. Admissions Portal Registration: The school utilizes the OpenApply system to manage applications. Parents will need to create an account or log into this specific platform (https://www.google.com/search?q=rgspp.openapply.com) to proceed with formal documentation and track their child's application status.
3. Direct Communication: Once the enquiry is submitted, the school’s admissions team directly contacts families. Since detailed step-by-step assessment or interview requirements are not publicly outlined on the website, parents should use this communication stage to clarify the exact testing, document submission, and interview steps required for their child's specific year group.
Reigate Grammar School Phnom Penh offers specific scholarship opportunities for prospective students. They provide Talent Scholarships and Academic Enrichment Scholarships which are designed to support and reward students who show exceptional promise. Depending on the student's merit and the specific award, these scholarships can cover up to 100% of the annual tuition fee. Parents can apply or inquire about these opportunities directly through the school's admissions channels.
The school does not currently provide any publicly available information regarding the operation of a waitlist or a pool system for applications.
Asian Hope International School is located in Phnom Penh, Cambodia, in the Sen Sok district. The campus address is 68 Street Lum, Chres Village, Kork Khleang, Sen Sok, Phnom Penh 120806. The school sits within a residential area and is accessible by local roads; a Google Map location is provided for directions.
AHIS comprises three levels: Early Years, Primary, and Secondary. Early Years covers ages 3 to Year 1, Primary runs from Year 2 to Year 6, and Secondary covers Years 7 to 12.
The school is a co-educational day school.
Not publicly published.
The school provides English as an Additional Language (EAL) support for students developing English proficiency. It also has Special Educational Needs (SEN) staff who can support students in mainstream classrooms or in small-group or individual sessions, along with Khmer language support. A school nurse is on site.
There is no formal country affiliation. The curriculum combines the Cambodian National Curriculum with the English National Curriculum, and Cambridge IGCSE is offered from Year 10, with Cambodian national exams in Years 9 and 12.
The school has a Christian orientation and integrates Biblical principles into its education. This mission is reflected in staffing and leadership expectations.
School days commonly begin around 7:30 for Primary and Secondary, and around 8:00 for Early Years, with finish times near 3:00. Lunch is provided as an option for families.
There is no school bus service.
There is a coffee shop on the AHIS campus.
AHIS has a school-wide house system. Students are assigned to a house group that they will stay in throughout their time at AHIS. Students earn points for their house throughout the year, in class and in school-wide events, and the winning house each year receives the school shield. Houses are named after Cambodian animals and provinces.
The school operates with Christian foundations and teaches from a Biblical perspective. It holds ACS WASC accreditation for PK-12 and the Cambodian Ministry of Education, Youth and Sport recognises the AHIS diploma as equivalent to the Year 12 diploma.
Asian Hope International School offers a bilingual curriculum taught in English and Khmer, based on an integration of the English National Curriculum with the Cambodian National Curriculum delivered through an inquiry-based approach. Early Years (3 years to Year 1) follow the UK Early Years Foundation Stage Curriculum, with a play-based, child-centered approach and a strong emphasis on early literacy and numeracy; Jolly Phonics supports reading and writing, alongside Khmer language enrichment. Primary (Years 2–6) uses a combined English and Cambodian curriculum delivered in both languages, with topic-based learning in history, geography and sciences, and a weekly joint English–Khmer lesson; Year 6 sits the Cambodian national exam. Secondary (Years 7–12) extends the integrated curriculum with Project Based Learning, continuing bilingual literacy and expanding into Art, Music, Technology and Design, while teaching from a Christian worldview. Qualifications: Cambodian National Examinations are taken in Years 6, 9 and 12; from Year 10 onward students can undertake Cambridge IGCSE examinations, which are internationally recognized and provide pathways to higher education.
Approximately 756 students with around 50 international teachers; no formal published student-to-teacher ratio.
Cambodian National Examinations are taken in Years 6, 9 and 12; from Year 10 onward Cambridge IGCSE examinations are offered, which are internationally recognized.
Graduates may pursue higher education in Cambodian universities or international universities, with Cambridge IGCSE offering widely recognized credentials for entry to many institutions.
Asian Hope International School supports social and emotional development through a safe and caring environment rooted in its Christian ethos. The mission and vision state the school provides a high-quality, child-centred education in a safe and caring environment where every child feels worthy and appreciated. The bilingual English-Khmer setting supports belonging and effective communication, contributing to students' social integration. A School Nurse is on site during the day to support health and wellbeing, which underpins students' ability to engage emotionally in learning. The safeguarding framework, including a Child Protection Policy and CSPN membership, requires prompt and professional handling of incidents and reinforces staff conduct standards. While a distinct, named SEL program is not listed, the environment, health support, language inclusion, and safeguarding collectively underwrite students' social and emotional development.
The school employs Special Needs staff to support students with learning differences. Support can occur in the mainstream classroom or through withdrawal for specialist tuition to develop academics as well as social and life skills. A Learning Support Assistant can be appointed to support the child through the day, in addition to therapy provided by the SEN staff. Khmer language support is provided as part of the bilingual program, with Khmer teachers identifying needs and offering level-specific assistance. AHIS is not described as a specialist SEN institution; SEN support is provided within the mainstream school structure rather than a dedicated SEN centre.
The school provides EAL specialists to support students who have not yet developed the required level of English. EAL lessons involve direct instruction and engaging activities, and students may be withdrawn from the main classroom for targeted support. Most children in the EAL programme receive support for between 12 to 24 months. The EAL programme focuses on vocabulary development, reading, and writing to help students access the English-based curriculum. The publicly disclosed information describes EAL provision as part of student support rather than as a separate, standalone department.
Publicly available information does not describe a dedicated mental wellbeing program at AHIS. Health support is provided on-site by a School Nurse who handles everyday health issues, screenings, and general health advice. The mission emphasizes a safe and caring environment, which supports student wellbeing. The safeguarding policies and CSPN membership indicate a framework intended to protect physical and social well-being as part of overall safety. Direct mental wellbeing services such as formal counselling are not described in publicly accessible materials.
AHIS has a Child Protection Policy that aims to create a safe learning environment and protect the physical, mental, and social well-being of students and staff. The school is a member of the Child Safety and Protection Network (CSPN). The recruitment process is rigorous, and confidential references are required, including a question about any reason someone should not work with children. All staff must submit a criminal record report. The policy states that incidents are to be attended to promptly and professionally, and that alleged victims will not be held responsible; it also outlines how safeguarding concerns are to be handled within the school.
AHIS welcomes children from all backgrounds and beliefs. The school has a Christian tradition and teaches from a Biblical perspective, but there is no requirement that families be Christian. To apply, provide for each child a completed application form, recent passport photos (EY1–EY3: 2; Years 4–10: 4), a latest school report, a copy of the birth certificate, a vaccination record, a non-refundable application fee of $25, and a non-refundable testing fee of $25. Deliver the complete application in person to the Phnom Penh campus at 68 Street Lum, Chres Village, Kork Kleang, Sen Sok, Phnom Penh 120806. For AHIS–Siem Reap, deliver to Sala Kheav Road, Tropang Treng Village, Sala Kamruek, Siem Reap, 171204. Children may be required to sit an assessment to help place them in the right groups; an appointment for the assessment will be scheduled after the application is received. For Year 1 and above, the entrance assessment covers English and Maths, English reading, and Khmer reading and Khmer writing. For EY1–EY3, an assessment with the Head of Early Years determines readiness and appointments are made after the application is received. In Siem Reap, an assessment may also be used for placement in the correct class.
Treehouse International School is located at 96, Street 26, Wat Bo, Siem Reap, Cambodia. The school is in central Siem Reap, in the Wat Bo area, providing convenient access to town amenities and transport routes. The High School campus is located in the centre of Siem Reap and opened in August 2023.
Early Years (ages 2–5); Primary (ages 5–11); High School (ages 11+) with Cambridge IGCSE qualifications after Year 11.
International school following the British National Curriculum; boarding facilities are not indicated.
The school provides targeted learning support through a team of specialists, including EAL teachers and staff with training in targeted needs, autism, dyslexia, and phonics. An Early Years/Primary Headteacher notes expertise in supporting targeted needs.
Affiliation with the United Kingdom through the British National Curriculum.
No religious affiliation is stated.
The school calendar shows term start and end dates; daily start and end times are not published.
Bus service details are not published on the site.
The school was founded by Clive and Laura Butler.
Treehouse International School follows a British National Curriculum adapted for its multinational community. In Early Years, Nursery, Pre-Reception and Reception are taught under the Early Years Foundation Stage (EYFS), assessed against 17 Early Learning Goals. Primary (Year 1–Year 6) uses the Key Stage framework with three core subjects (English, Mathematics, Science) and weekly Foundation subjects including PSHE, Humanities, Khmer Language & Culture, Art, Music, Choir, PE, Computing, Design & Technology and Swimming. High School opened in 2023 and is Cambridge-accredited, with Cambridge IGCSE qualifications at the end of Year 11 (Grade 10). Khmer Language & Culture is taught as a foundation subject and specialist EAL support is available.
Treehouse International School emphasizes a holistic approach to learning, where personal, social, emotional, and physical development is as important as academic development. The school's values promote social-emotional maturity, including fairness and equality, respect and care, confidence and independence, and creativity and imagination. The British National Curriculum is adapted to support a multi-national community, helping integrate social and emotional aspects into teaching and learning. In the Early Years, Personal, Social & Emotional Skills are explicitly identified, including self-confidence, self-awareness, managing feelings and behaviours, and making relationships. PSHE is listed as a foundation subject in Primary, reinforcing personal and social development alongside core academic subjects.
Saskia Erasmus, the Head of Early Years & Primary, is from South Africa and is a qualified Early Childhood teacher with a specialism in supporting children with Targeted Needs. The school founders Clive Butler have qualifications to support children with Special Education Needs, including a Masters in Psychology and a recent SEN-related qualification. The school has staff with targeted needs training, including Led, who has an Autism certificate and a Dyslang certificate, indicating capability to support SEN including autism and dyslexia. This suggests SEN support is integrated in the school through staff with targeted needs qualifications rather than a standalone specialist SEN institution. The school is not described as a dedicated SEN institution; SEN support appears embedded within a standard international school structure.
English as an Additional Language (EAL) is supported by dedicated staff. The school lists Robbie as an EAL specialist with a TESOL qualification. Mr Deon serves as Computing / EAL, with TEFL certification and over 10 years of IT experience, indicating cross-cutting EAL support. Led is also listed as an EAL specialist with over 10 years experience working with targeted needs and holds an Autism certificate, a Dyslang certificate, and a Phonics certificate. The school structures EAL provision through specialist teachers and dedicated staff, including multiple EAL roles among the staff.
Treehouse International School emphasizes holistic development, with personal, social, emotional and physical development treated as important as academics. EYFS lists Personal, Social & Emotional Skills such as self-confidence, self-awareness, managing feelings and relationships. PSHE is a foundation subject in Primary, supporting well-being and social-emotional education. The values emphasize kindness and respect (Fairness and Equality; Respect and Care), which underlie student wellbeing. The site does not publicly disclose information about dedicated mental wellbeing programs beyond the holistic approach.
Safeguarding and child protection policies are not publicly disclosed on Treehouse International School's site. The site shows contact details for the school and a recruitment page, but there is no dedicated safeguarding policy text visible. No explicit safeguarding procedures or staff training information are described on the site. The school's values (Fairness and Equality; Respect and Care) support a safeguarding-oriented ethos, though explicit procedures are not published on the site. For safeguarding specifics, direct inquiries are needed as policies are not published on the site.
1. Make initial contact. Express interest in Treehouse International School.
2. Information gathering. Placement criteria and documentation details are not publicly posted and are provided through direct discussion with school staff.
3. Processing and decisions. Families receive next-step guidance during their conversations with the school.
4. Enrollment steps. Follow-up instructions are provided by school staff after your inquiry.
Scholarships or financial aid details are not publicly published.
Waitlist/pool information is not publicly published.
A32, Kep, Krong Kaeb, Cambodia
Kindergarten and Primary
Private bilingual school
Non-denominational
7:30 AM to 4:00 PM, Monday to Friday
Independent school in Kep, Cambodia.
Revised Early Years Foundation Stage (EYFS) with a balanced, flexible daily routine combining child-initiated and adult-led learning experiences
Inclusive approach honouring diverse cultural and family backgrounds
Support for children with special needs with an inclusive philosophy
Contact via phone: +855 97 569 3050 (English) or +855 10 567 050 (Khmer).
