Nursery or Preschool in Phnom Penh: A Guide for International Families

Prepared by the NovAsia Editorial Team

Choosing a preschool in Phnom Penh can easily become a comparison of famous names and annual fees. Parents look at the pool, British or international curriculum, number of foreign teachers and distance from home. For a three-year-old, however, the result is often determined by simpler questions: does the same familiar adult welcome the child each morning, can staff comfort without punishment, how many children are actually in the room, and can the child eat, sleep, use the toilet and play safely?

Early-years provision in Phnom Penh is diverse. Families can choose from small nurseries, bilingual preschools, local private centres and large international schools that continue through secondary education. One provider accepts children for a half-day from 18 months, another starts at three, and a third uses its own English year-group names.

Terms such as nursery, preschool, Pre-K, Early Learning and Kindergarten are therefore not enough. The family needs the exact age range, cut-off date, daily schedule and route into the next year group.

Start by decoding the age labels

Cambodian education statistics generally describe preschool as serving children around ages three to five. Private international institutions use a wider range and their own level names.

Current official school information illustrates the differences:

• some international schools accept children from approximately 18 months;
• some begin an early-learning programme at age two;
• others begin regular Early Years at age three;
• year-group names may include Nursery, Early Years, Junior Kindergarten, Pre-K or Kindergarten;
• entry can depend on the child’s age on a specified date rather than age on the first day of attendance.

Parents do not need to translate every marketing term. They need a practical table:

Look beyond the first year. A child may settle happily in nursery, then face a new entrance fee, assessment or limited places when moving into the school’s main programme.

Some schools also require children entering a particular level to manage toileting, eating or separation with a degree of independence. Ask directly rather than assuming the age label answers the question.

International, bilingual or local private preschool

These options do not sit on a single scale from weak to strong.

International school

An international school usually offers English-medium learning, an overseas or international framework, a multinational community and a pathway into primary and secondary education.

Possible advantages:

• continuity;
• English-language environment;
• documentation familiar to relocating families;
• school transport;
• wider support staff at larger institutions;
• established admissions and safeguarding systems.

Possible drawbacks:

• high total cost;
• long journey;
• a large and unfamiliar campus;
• application, capital and entrance charges;
• curriculum branding stronger than the individual class;
• turnover among international teachers.

Bilingual preschool

A bilingual setting may combine English and Khmer, English and French, or another language pair.

Possible advantages:

• connection to local life;
• Khmer communication with relatives and household staff;
• sometimes lower fees and a smaller environment;
• usefulness for mixed-nationality families.

Possible drawbacks:

• “bilingual” may not reveal the real language balance;
• one short English session may be marketed as immersion;
• teachers and assistants may use inconsistent approaches;
• progression into the next programme requires checking.

Local private preschool

A local private centre will usually serve Cambodian families, teach primarily in Khmer and add English to varying degrees.

Possible advantages:

• proximity to home;
• lower cost;
• local friendships;
• Khmer language;
• easier daily logistics.

Possible drawbacks:

• communication with parents who do not speak Khmer;
• variable teacher preparation;
• class size;
• discipline practices;
• transfer into an international school;
• limited special educational support.

The right choice depends on the family’s plans. A family staying for two years may prioritise English continuity. A family settling long-term may deliberately choose a strong bilingual environment.

A curriculum label must be visible in an ordinary day

IB Primary Years Programme, British early-years practice, Canadian curriculum, Montessori and play-based learning can all sound convincing. Delivery varies between schools and even between adjacent classrooms.

During a visit, ask:

• What happens during a normal morning?
• How much time is child-initiated play?
• How much is adult-led?
• Are worksheets used, and how often?
• Can children choose activities?
• How are language and early mathematical thinking developed?
• Do children go outside every day?
• How is development recorded?
• Do parents receive portfolios or observations?
• What happens when a child refuses an activity?
• Is homework given?
• How does the class prepare children for the next level?

For ages two to five, a strong programme should not look like an early version of primary school. Young children learn through play, conversation, movement, stories, construction, art, repetition and relationships.

A classroom full of identical, perfectly finished worksheets deserves questions about how much adult direction was involved and whether the work reflects the child’s stage.

Official school accreditation or authorisation is useful evidence about the institution, but it does not replace seeing the particular room, teacher and daily routine.

The teacher and staff stability

The teacher’s quality is not established by one line in a brochure.

Ask:

• Who is the lead teacher?
• What early-years qualification do they hold?
• How long have they worked at the school?
• What experience do they have with this age group?
• Are they trained in first aid?
• What safeguarding training is required?
• Which languages can they use?
• How many assistants work in the room?
• Who covers absence?
• How many staff left during the previous school year?

“International teacher” is not a qualification. A Cambodian educator with strong training, stability and the ability to communicate with the child may be more effective than a newly arrived foreign teacher without early-years experience.

Try to meet the intended lead teacher rather than only an admissions representative. Observe whether the adult:

• gets down to the child’s level;
• speaks calmly;
• notices quieter children;
• supports conflict with words;
• can explain the routine;
• knows children by name;
• uses assistants purposefully.

If the teacher has not yet been appointed, ask when the family will know and what happens if staffing changes after enrolment.

Class size means children and adults

“Small classes” is not meaningful without numbers.

Two figures matter:

1. Maximum enrolled children.
2. Adults physically present throughout the day.

A group of 18 with a qualified teacher and two trained assistants may work better than 12 children with one exhausted adult. An assistant who appears only at lunch is not part of the full-day ratio.

Ask:

• How many children are enrolled now?
• What is the maximum?
• How many teachers and assistants are present?
• Is there a floating substitute?
• Who supervises during staff breaks?
• Who covers sleep, toileting and outdoor play?
• Are groups combined before and after the main day or during holidays?

For children under three, feeding, toileting, separation and emotional regulation create a high supervision load. Staffing should reflect the real work.

An apparently empty class at the beginning of the year may fill later. Confirm the cap, not only today’s attendance.

A child who does not speak English

Young children can acquire a new language quickly, but the first weeks may still be stressful. A good preschool does not interpret silence as lack of ability.

Check:

• whether a gradual start is possible;
• whether a parent may remain briefly at first;
• whether any adult speaks a familiar language;
• whether visual schedules and picture cards are used;
• how the child can communicate hunger, pain and toilet needs;
• how eating, sleep and toileting are reported;
• when spoken language is expected;
• whether the home language is respected;
• whether language support costs extra;
• whether mid-year admission is possible.

Some Phnom Penh international schools state that prior English is not required for younger early-years groups. Families should still ask what support looks like in the actual classroom.

Prepare a small card containing essential words or pictures: water, toilet, hurt, hungry, tired, mother, father, help, stop, the favourite comfort item and any allergy.

Do not abandon the home language in an attempt to accelerate English. A strong first language supports thinking, identity and family relationships.

Emotional safety matters more than early academic display

Ask what happens when a child:

• cries;
• hits or bites;
• refuses to share;
• will not eat;
• cannot sleep;
• soils clothing;
• hides;
• does not speak;
• resists a transition;
• asks to go home.

“Strict discipline” needs explanation. Does the school use isolation, public humiliation, physical punishment, forced feeding or threats?

A stronger answer describes co-regulation, clear boundaries, age-appropriate consequences, observation, parent communication and a plan for repeated behaviour.

The school should have a written child-protection policy. Ask:

• how a concern is reported;
• how staff are checked;
• how toilets and changing are supervised;
• whether one-to-one support remains observable;
• who may photograph children;
• how children are released at the gate;
• how visitors are controlled;
• who can view CCTV;
• how incidents are recorded;
• who administers medicine;
• what happens after an allegation against a staff member.

An impressive campus does not compensate for an unclear safeguarding system.

Toileting and personal care

Some centres accept children in nappies; others expect toileting independence.

Confirm:

• whether nappies are accepted;
• how often they are checked;
• who supplies them and wipes;
• whether toilet learning is supported;
• how accidents are handled;
• which adults provide personal care;
• how privacy and supervision are balanced;
• handwashing;
• storage of soiled clothing;
• parent reporting;
• extra charges;
• any age deadline.

Do not conceal the child’s actual stage to secure a place. It creates stress for both child and staff.

For an older group, check the distance to the toilet and how children are supervised while using it.

Sleep, food and drinking water

A full-day programme needs a clear rest routine:

• individual bed or mat;
• linen;
• cleaning;
• adult supervision;
• alternative for children who no longer sleep;
• air conditioning;
• light and noise;
• comfort items.

Forced sleep creates conflict, while no rest can exhaust a younger child.

For food, ask:

• whether it is cooked on site;
• current menu;
• allergen controls;
• religious or dietary requirements;
• sugar and snacks;
• drinking-water source;
• food storage;
• response when a child refuses;
• choking prevention;
• first-aid preparation;
• food sharing;
• birthday treats.

Lunch and snacks may be separate charges. Confirm whether water and milk are included.

An allergy policy must function in practice: where medicine is stored, who is trained and how a substitute teacher knows the plan.

Health and illness rules

Schools may request passport or birth certificate, photographs, vaccination records, medical forms and emergency contacts.

Request written rules for:

• fever;
• vomiting and diarrhoea;
• contagious illness;
• return after sickness;
• administering medicine;
• emergency-treatment consent;
• injury reporting;
• collection of an unwell child;
• hospital procedures;
• outbreaks;
• air quality;
• mosquito and sun protection.

A strict illness policy can inconvenience working parents but reduce repeated transmission. A very permissive policy may result in frequent infection.

Ask how quickly a sick child must be collected and who may collect in place of the parents.

A “medical room” does not necessarily mean a nurse is present all day. Confirm staffing hours.

Outdoor space, heat, rain and air quality

A large playground may be unusable at midday without shade.

Inspect:

• shade;
• outdoor timetable;
• heat procedures;
• indoor alternative during heavy rain;
• drainage;
• surface temperature;
• air-quality response;
• mosquito measures;
• fencing;
• separation from vehicles;
• equipment condition;
• age zoning.

Ask how much time children actually spend outdoors in hot and wet seasons.

Inside, look at natural light, ventilation, air conditioning, mould, chemical odour, noise, toilets, exits, furniture stability and small-object hazards.

An ordinary school day is more informative than an empty freshly cleaned room after classes.

Fire safety, evacuation and child release

Emergency planning must account for children who cannot follow complex instructions independently.

Ask:

• how often drills occur;
• where the assembly point is;
• how toddlers are moved;
• who counts children;
• how parents are informed;
• how the school responds to lockdown, flooding or power loss;
• whether alarm, emergency lighting and backup systems are maintained.

For releasing a child, verify:

• authorised-person list;
• ID checks;
• code or app;
• late collection;
• separated-parent arrangements;
• changes made by telephone;
• nanny and driver authorisation;
• custody documents.

A guard who recognises the family is helpful but is not a complete release-control system.

School transport is a separate decision

A school bus solves logistics but introduces another safety system.

Check:

• exact route;
• pickup time;
• total journey;
• bus attendant;
• seat belts or child restraints;
• vehicle age;
• driver screening;
• tracking;
• air conditioning;
• emergency contact;
• end-of-route vehicle check;
• absence confirmation;
• fee;
• one-way option;
• route-change process.

A preschool child spending 70 minutes each way may lose more than the school’s reputation adds. Test the journey during real morning traffic.

Before choosing an apartment, ask the transport office whether it serves the exact address.

Home, preschool and work form one route

Family logistics are a triangle:

Home — preschool — work

Consider morning journey time, who collects, backup adult, another child’s school, hospital access, rain, bridges, parking and the availability of booked transport.

Four kilometres can take longer than eight. A visit at 10:00 does not show the route at 7:30.

Do not sign a long apartment lease based on “the school will probably have a place”. Obtain admission confirmation first.

Admission and waiting lists

Common requirements can include:

• application form;
• passport or birth certificate;
• photographs;
• medical and vaccination details;
• previous school report;
• language and development information;
• special-support records;
• application fee;
• deposit.

Confirm:

• rolling admission;
• mid-term entry;
• waiting-list method;
• sibling priority;
• assessment or observation;
• family interview;
• trial day;
• decision timeline;
• deposit deadline;
• refund if relocation is cancelled;
• re-enrolment deposit.

“Application received” is not “place confirmed”. Normally the family needs written acceptance and any required payment.

Calculate the total cost, not tuition alone

International schools use different fee structures. A family may face tuition plus application, entrance, capital, registration, deposit, meals, bus, uniform and extended-day charges.

Use:

First year = tuition + application + entrance or registration + capital charge + deposit + meals + bus + uniform + activities + extended day

Later year = tuition + annual charges + meals + bus + optional services

Confirm:

• what is refundable;
• whether the deposit is credited;
• instalment finance charges;
• withdrawal refund;
• notice period;
• late-payment penalty;
• sibling discount;
• corporate discount;
• early-payment discount;
• currency;
• bank fees;
• holiday programme.

Do not compare the monthly price of a small nursery with the annual price of a full international school without putting them on the same basis.

A half-day may cost less, but the family may then need a nanny. Calculate the whole care arrangement.

Calendar and holidays

Review the first and last school days, term breaks, Cambodian public holidays, summer programme, teacher-development days, early closure, parent conferences and re-enrolment deadlines.

Working parents may have far less leave than the school. Plan backup care.

A year-round centre may combine age groups or change staff during holiday periods. Ask how the programme operates then.

Additional educational needs

A school should be honest about what it can provide.

Ask:

• whether learning-support staff are available;
• access to speech and occupational therapy;
• classroom inclusion;
• whether a one-to-one aide is required;
• whether external specialists may visit;
• additional fee;
• individual plan;
• assessment requirements;
• data confidentiality;
• circumstances in which the school may decline or end enrolment.

“We accept everyone” is not enough. An honest limit is safer than enrolment without resources.

Teachers can share observations and recommend professional assessment. They should not casually diagnose a child.

How to assess a preschool in one visit

Before the visit

Read the programme, fees, calendar, safeguarding, illness, admissions, refund and transport information.

During the visit

Observe:

• whether children are engaged;
• adult tone;
• response to distress;
• noise;
• real number of adults;
• toilets;
• smell and ventilation;
• outdoor use;
• security;
• child release;
• sleep and meals;
• individuality of children’s work.

After the visit

Speak to current parents, separating fact from preference. One family values structure; another experiences it as rigidity.

Request the complete fee table, routine, calendar, policies, teacher information, class cap and written offer of a place.

Do not pay solely because of a “today only” discount before reviewing the documents.

Warning signs

Warning signs include:

• admissions will not show the classroom;
• no written fees;
• unclear refund rules;
• future teacher unknown;
• frequent staff turnover;
• refusal to state class size;
• mixed ages without explanation;
• extensive screen use;
• threatening discipline;
• forced feeding;
• no child-protection policy;
• uncontrolled child release;
• incidents not documented;
• mould odour;
• no shaded outdoor area;
• unconfirmed bus route;
• hidden capital charge;
• unclear progression;
• advertised English unlike classroom practice;
• no support for a child without English;
• demand for payment before documents are supplied.

One concern may have a reasonable explanation. Several indicate a weak system.

Settling in

A practical transition plan can include:

• shorter days at first;
• the same adult bringing the child;
• familiar comfort object;
• short consistent goodbye;
• basic daily report from the teacher;
• monitoring food, sleep and toileting;
• no other major family changes at the same time;
• a review after two weeks;
• criteria for additional support.

Crying at separation does not by itself prove a poor choice. More concerning signs include distress throughout the day over an extended period, persistent refusal of food and sleep, unexplained injuries, fear of one adult, deterioration without communication or repeated staff changes.

Do not demand constant photographs. Teachers need to supervise children.

Transition to primary school

For a long-term plan, ask:

• whether progression is guaranteed;
• whether a new entrance fee applies;
• whether assessment is required;
• language requirement;
• age cut-off;
• available places;
• curriculum continuity;
• campus change;
• expected fee increase.

A through-school can reduce transitions but also commits the family to future costs. A strong independent nursery may be the better first stage and can prepare children for several primary schools.

A decision matrix

Change the weights for the child. Health may become 30% where there is a medical need; journey may become more important where the family has no car.

Do not give campus appearance a high score while staff stability receives almost none.

The strongest preschool is not necessarily the most expensive or famous. It is the place where the child is safe, known to adults, able to communicate needs, offered age-appropriate play and not exhausted by the journey.

This article is for general information and is not educational, medical or legal advice. Programmes, staff, fees, admissions and policies should be checked for the particular academic year and child.

Sources

1. Ministry of Education, Youth and Sport of Cambodia — preschool education materials, Education Strategic Plan 2024–2028 and official statistics. Accessed 19 July 2026.
2. International School of Phnom Penh — official Early Years, accreditation, admissions, grade placement and 2026–2027 fee information. Accessed July 2026.
3. Northbridge International School Cambodia — official early-learning programme and current fee information. Accessed July 2026.
4. Canadian International School of Phnom Penh — official age, admissions, language and fee information for the relevant academic year. Accessed July 2026.
5. Footprints International School and Shrewsbury International School Phnom Penh — official early-years, admissions and fee materials. Accessed July 2026.

Frequently asked

At what age do preschools in Phnom Penh accept children?

Cambodian education statistics generally treat preschool as approximately ages three to five, while private international schools may accept children from 18 months or two years. Each school’s cut-off date and independence requirements should be checked.

Does a child need English before admission?

Not always. Some schools expressly accept younger children without prior English, but families should verify how the classroom supports a child who cannot yet communicate basic needs in the teaching language.

What matters more: the curriculum or the individual teacher?

For a young child, the daily teacher, staff stability, number of adults, routine and emotional safety will usually matter more than an impressive curriculum label that is not delivered consistently.

Should the preschool be linked to the child’s future primary school?

Continuity can simplify later admission, but it is not essential. First assess the quality of the early-years environment, the journey and the child’s adjustment, then check the transition rules for kindergarten or Grade 1.