Cambridge International School of Cambodia

Note: the website you provided is for the Canadian International School of Phnom Penh (CIS); the Cambridge International School of Cambodia (CISC) is a separate school located at 275 Tep Phan, Phnom Penh (address and contact are shown on the CISC site).

CISC runs from Daycare/Pre‑K through to Grade 12 (Pre‑K to Grade 12). The school delivers senior secondary programs (Years 11–12) under the Western Australian pathway (WACE/WAM).

CISC is a co‑educational day school that describes itself as a trilingual school (Khmer, English, Chinese). The school website does not mention boarding facilities.

The CISC website does not publish a dedicated Special Educational Needs / learning‑support page; enrollment information lists placement tests and interviews for entry and recommends contacting the school for specific arrangements. Parents should contact Admissions to discuss individual learning‑support needs.

CISC is authorised to implement the Western Australian K–10 and senior programs and has been awarded recognition by the School Curriculum and Standards Authority (SCSA) of Western Australia to deliver WACE International.

The school does not state any religious affiliation on its public website.

The school site lists general opening hours of Monday–Friday 07:30–17:30 and Saturday 07:30–12:00; specific daily start/end times for different year groups are not published, so confirm exact class times with the school.

The Admissions information shows transportation is offered as an optional service and fee item (parents apply via the school); specific route/provider details are not published online and are managed through the school's transport coordinator—contact Admissions for pickup points, costs and timetable.

The URL you provided points to the Canadian International School of Phnom Penh (CIS); the following overview is taken from that school's curriculum pages. CIS's Early Years Program (Nursery to Junior Kindergarten) follows Flight: Alberta's Early Learning and Care Framework and is inspired by the Reggio Emilia approach, with play‑based, developmentally appropriate learning. Elementary (Senior Kindergarten to Grade 6) uses the Alberta curriculum within an IB Primary Years (PYP) framework, delivering transdisciplinary learning in core subjects plus weekly Khmer, Mandarin, or French and optional French or Mandarin bilingual streams. Middle School (Grades 7–9) follows the Alberta Grade 7–9 curriculum with specialist teachers in English language arts, science, mathematics, social studies, health and life skills, and complementary courses such as art, drama, music, Khmer, Mandarin, and French. High School (Grades 10–12) offers the Alberta High School Program (a three‑year program leading to an Alberta High School Diploma requiring a minimum of 100 credits and a range of required and complementary courses) and, for Grades 11–12, the two‑year IB Diploma Programme with the six‑subject structure and core components (TOK, Extended Essay, CAS).

CIS states it delivers social-emotional learning through schoolwide initiatives and dedicated social-emotional counsellors who provide individual and group work to develop skills such as emotional regulation and conflict resolution. Teachers incorporate universal, evidence-based instructional practices and homeroom teachers act as daily mentors to support students' social and self-management skills. Targeted supports are offered for groups of students who need extra intervention to build social and emotional skills. The school also refers families to external mental health resources when appropriate. This provision and the role of counsellors and homeroom mentors are described on the school's Inclusive Education and Middle School pages.

CIS describes a continuum of inclusive supports including learning support teachers, speech-language services delivered by an on-staff speech-language pathologist, and social-emotional counselling to assist students with diverse learning needs. The school states these services are targeted supports and universal classroom strategies rather than highly specialised, individualised therapies. CIS explicitly notes it does not provide specialised on-site services such as physical therapy, medical care, formal psychological assessments, or assistive-technology provision. The website therefore indicates CIS is an inclusive school offering targeted learning and communication support but not a specialist SEN institution. These details are published on the school's Inclusive Education and Admissions pages.

CIS operates a specialist English as an Additional Language (EAL) programme and describes a skilled team of EAL teachers who work in small groups or provide targeted one-to-one support to develop listening, speaking, reading and writing. The admissions guidance states EAL support is provided for students in Grades 1–9, that exit from the programme occurs when grade-level proficiency is achieved, and that participation may incur additional fees. The school's Inclusive Education and Admissions pages provide these programme details and exit/fee information.

CIS identifies mental wellbeing provision through its social-emotional counselling services present in Elementary, Middle and High School, with counsellors offering individual and group support and crisis response. The Middle School page adds the school has a dedicated social-emotional and academic counsellor and describes daily homeroom mentoring and explicit teaching of self-management and social skills. The school also notes collaboration between counsellors, teachers and families and referral to external services when needed. These elements are described on the Inclusive Education and Middle School pages.

CIS sets out a formal Child Protection and Safeguarding framework: all staff are required to complete safeguarding training (teaching staff Level 1; other staff Awareness level) via childsafeguarding.org, and a Child Protection Team with designated leads operates across the school. The school requires staff to report suspected abuse via an internal referral system; it uses a risk-assessment matrix adapted from the UN Rights of the Child and displays team contact information and a QR referral link around campus. CIS states safeguarding is the responsibility of all staff and emphasises prompt, professional response to concerns. These policies and procedures are published on the school's Child Protection and Safeguarding page.

I noticed a mismatch before I proceed. The URL you provided (https://www.cisp.edu.kh) is the website for the Canadian International School of Phnom Penh (CIS), while your request names the Cambridge International School of Cambodia. Which school would you like me to research and produce the detailed admissions, waitlist, and scholarships information for?

Please reply with one of the following options:
1. "Cambridge International School of Cambodia (CISC)" — I will use CISC's official site (cambridge.edu.kh) and other official pages to pull admissions steps, waitlist details, and scholarships.
2. "Canadian International School of Phnom Penh (CIS)" — I will use the cisp.edu.kh site you supplied and extract the admissions steps, waitlist details, and scholarships from that school's pages.

If you want a comparison of both schools, say “Compare both” and I will fetch and summarize admissions, waitlist, and scholarship details for each.

Also tell me if you prefer fees shown in US dollars or Cambodian riels, and whether you want information for the current academic year (I will confirm the year on the school site).