Northbridge International School Cambodia Achieves IQM International Centre of Excellence Status

September 8, 2026

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Northbridge International School Cambodia (NISC) has achieved IQM International Centre of Excellence status, recognising its clear commitment to inclusive practice, student wellbeing and continual improvement.

Building Relational Trust

The school’s mission outlines its determination “to inspire an environment of intercultural understanding and integrity. A place where everyone is involved, valued and happy.” The school’s greatest strengths lie in the consistency of its relationships, the openness of its professional culture and the extent to which students are genuinely known as individuals. Time and again, staff spoke about knowing students deeply and understanding the importance of relational trust within both learning and wellbeing. One member of SLT captured this simply: “We make sure that we all know our students really, really well here.”

The quality of relationships across NISC is a considerable strength. Interactions between staff and students were consistently respectful, calm and warm. Students spoke confidently with adults and demonstrated strong levels of trust in the support available to them.

Inclusion as a Shared Responsibility

Inclusion at NISC is understood as a shared responsibility rather than the work of a single department. Inclusive practice at NISC is shaped less by withdrawal and intervention models and more by thoughtful adaptation within the classroom itself. Across meetings and classrooms there was alignment in how staff spoke about participation, support, wellbeing and access to learning. These principles were evident in practice.

The school’s prioritisation of a push-in approach to support reflects a thoughtful understanding of inclusive education and enables many students to remain connected to the classroom community whilst receiving targeted provision. Staff demonstrated increasing confidence in adapting support, scaffolding learning and responding flexibly to different learner profiles. Inclusion at NISC is not achieved through reduced expectations. Students are challenged appropriately and supported to participate fully within ambitious learning experiences.

A Culture of Wellbeing

The school’s culture appears to have been built intentionally over time through investment in counselling, wellbeing systems, restorative approaches and strong pastoral care. Students repeatedly spoke about feeling supported by teachers and knowing where to go when they required help or guidance.

The wider learning environment supports the school’s inclusive ethos effectively. The campus is calm, welcoming and highly conducive to learning. The environment reflects a community where diversity is recognised and valued. Shared spaces, displays and classroom environments celebrate participation, creativity and student identity in authentic ways. The integration of counselling, occupational therapy and learning support into the operational life of the school further reinforces the school’s commitment to supporting both wellbeing and learning.

Confident and Engaged Learners

Pupils enjoy their lessons, trust their teachers and are confident that their teachers will support them. The behaviour of pupils in lessons is excellent. They treat their teachers and each other with respect and they enjoy working together. They listen carefully to their teachers’ clear instructions and willingly share their ideas when working in groups and in pairs.

Pupils demonstrate sustained concentration and a deep commitment to their learning. They complete tasks on time and reflect carefully on their own progress. They appreciate that they are responsible for their own learning.

Teaching and learning across the school are shaped by improvement focused and adaptive practice. Lessons observed during the assessment demonstrated purposeful routines, strong relationships and growing consistency in how teachers respond to learner variability within the classroom. Discussions with teachers reflected thoughtful consideration of how barriers to learning can be reduced through planning, environment and pedagogy.

Authentic Student Voice

Student voice is becoming an authentic aspect of the school’s inclusive culture. The student-led tour and panel discussions provided valuable insight into the lived experiences of learners across the school. Students spoke in a considered manner about their learning, relationships and wider experiences within the community. Older students demonstrated maturity, empathy and strong communication skills when discussing inclusion, wellbeing and participation in school life.

There was also evidence that student feedback is informing aspects of school improvement and community culture. This aligns strongly with the school’s wider commitment to agency, participation and intercultural understanding through the IB framework. Students present as confident, thoughtful and emotionally secure young people who engage with learning and contribute to the wider life of the community.

Find Out More About IQM

If your school is interested in achieving the IQM Inclusive School Award, contact the IQM team on 028 7127 7857 or email admin@iqmaward.com.

To find out more about IQM and request a free information pack, visit www.iqmaward.com.