Early Years Teacher
Position Circumstances
- Career Category: Educate/Train/Teaching
- Schedule:Full-time
- Salary: Negotiable
Reports To: Headmistress
Working Hours: 7:30 am – 4:30 pm
Lunch Break: 1 hour
Working Days: Monday – Friday
Saturday: Following School Policy and Calendar
Duties & Responsibilities:
- Key Responsibilities
- Plan and deliver engaging, child-centred lessons in line with the British Early Years Foundation Stage (EYFS) curriculum
- Foster a safe, nurturing, and inclusive classroom environment that supports every child’s development and emotional wellbeing
- Use effective formative assessment strategies to support individual learning journeys
- Collaborate closely with colleagues to ensure coherence in planning, learning environments, and pupil care
- Build strong partnerships with families through regular communication and parent engagement
- Contribute to the school’s wider development, including traditions, events, and co-curricular life
- Engage actively in ongoing professional development and reflective practice
- Support the school’s Extra-Curricular Activities (ECAs), After School Programmes (ASPs), Clubs, and community events, including pupil competitions and cultural initiatives.
- Monitor and assess pupil progress, providing timely and constructive feedback.
- Communicate effectively with pupils, colleagues, and parents regarding learning goals and outcomes.
- Participate in Parent-Teacher Conferences (PTCs), contribute to the writing of detailed pupil progress reports, and collaborate with support staff to ensure inclusive practices meet the needs of all learners.
- Fulfil all professional duties expected of a class or subject teacher, including attending meetings, maintaining accurate records, and contributing to the wider life of the school.
- Pre-Prep Lead
- The role of Pre-Prep Lead is to oversee the strategic and operational development of the Early Years department. In addition to classroom teaching responsibilities, the Pre-Prep Lead will:
- Provide instructional leadership across Early Years classes, supporting consistency in pedagogy, planning, and assessment
- Guide curriculum development in line with the EYFS framework and school vision
- Mentor and support Early Years colleagues in their professional practice
- Work closely with school leadership to ensure high standards in safeguarding, wellbeing, and early learning provision
- Lead family engagement efforts for the Early Years section, strengthening parent partnerships
- Monitor pupil progress across the phase and lead discussions around inclusion and support
- Champion the vision and values of Bromsgrove Cambodia in the Early Years Foundation Stage
- What We Value at BIS Cambodia
- A deep passion for Early Years education and child development
- Commitment to wellbeing, safeguarding, and inclusive practices
- Respect for cultural diversity within a dynamic international community
- A growth mindset and enthusiasm for building something exceptional from the ground up
Expected Profile of Candidates
Qualifications:
- Bachelor's Degree in education or early childhood education
Work History:
- Recent teaching experience in an EYFS setting for 2 years as a minimum
Skills & Knowledge:
General & Technical Skills
- UK Qualified Teacher Status (QTS) or equivalent internationally recognised teaching qualification
- Strong phonics knowledge (e.g. Letters and Sounds, Jolly Phonics, or a validated SSP programme)
- Experience working in British or international schools with EYFS frameworks
- Excellent communication and interpersonal skills
- Experience in school start-ups or curriculum development
- Knowledge of safeguarding best practice and international child protection standards
- Ability to contribute to inquiry-led, play-based learning and outdoor education
- Familiarity with digital learning platforms (e.g. Tapestry, Seesaw)
- Additional training or certifications in Early Childhood or Special Educational Needs
Primary Teacher
Position Circumstances
- Career Category: Educate/Train/Teaching
- Schedule:Full-time
- Salary: Negotiable
Reports To: Headmistress
Working Hours: 7:30 am - 4:30 pm
Lunch Break: 1 hour
Working Days: Monday – Friday
Saturday: Following School Policy and Calendar
Duties & Responsibilities:
- Key Responsibilities
- Plan and deliver engaging, child-centred lessons in line with the British Primary Stage curriculum
- Foster a safe, nurturing, and inclusive classroom environment that supports every child’s development and emotional wellbeing
- Use effective formative assessment strategies to support individual learning journeys
- Collaborate closely with colleagues to ensure coherence in planning, learning environments, and pupil care
- Build strong partnerships with families through regular communication and parent engagement
- Contribute to the school’s wider development, including traditions, events, and co-curricular life
- Engage actively in ongoing professional development and reflective practice
- Support the school’s Extra-Curricular Activities (ECAs), After School Programmes (ASPs), Clubs, and community events, including pupil competitions and cultural initiatives.
- Monitor and assess pupil progress, providing timely and constructive feedback.
- Communicate effectively with pupils, colleagues, and parents regarding learning goals and outcomes.
- Participate in Parent-Teacher Conferences (PTCs), contribute to the writing of detailed pupil progress reports, and collaborate with support staff to ensure inclusive practices meet the needs of all learners.
- Fulfil all professional duties expected of a class or subject teacher, including attending meetings, maintaining accurate records, and contributing to the wider life of the school.
- Primary Lead
- The role of Primary lead is to oversee the strategic and operational development of the Primary department. In addition to classroom teaching responsibilities, the Primary Lead will:
- Provide instructional leadership across Primary classes, supporting consistency in pedagogy, planning, and assessment
- Guide curriculum development in line with the Primary framework and school vision
- Mentor and support Primary colleagues in their professional practice
- Work closely with school leadership to ensure high standards in safeguarding, wellbeing, and early learning provision
- Lead family engagement efforts for the Primary section, strengthening parent partnerships
- Monitor pupil progress across the phase and lead discussions around inclusion and support
- Champion the vision and values of Bromsgrove Cambodia in the Primary Stage
- What We Value at BIS Cambodia
- A deep passion for Primary education and child development
- Commitment to wellbeing, safeguarding, and inclusive practices
- Respect for cultural diversity within a dynamic international community
- A growth mindset and enthusiasm for building something exceptional from the ground up
Expected Profile of Candidates
Qualifications:
- Bachelor's Degree in education
Work History:
- Recent teaching experience in a Primary Setting for 2 years as a minimum
Skills & Knowledge:
General & Technical Skills
- UK Qualified Teacher Status (QTS) or equivalent internationally recognised teaching qualification
- Strong phonics knowledge (e.g. Letters and Sounds, Jolly Phonics, or a validated SSP programme)
- Experience working in British or international schools with EYFS frameworks
- Excellent communication and interpersonal skills
- Experience in school start-ups or curriculum development
- Knowledge of safeguarding best practice and international child protection standards
- Ability to contribute to inquiry-led, play-based learning and outdoor education
- Familiarity with digital learning platforms (e.g. Tapestry, Seesaw)
- Additional training or certifications in Early Childhood or Special Educational Needs
Lower Secondary Teacher
Position Circumstances
- Career Category: Educate/Train/Teaching
- Schedule:Full-time
- Salary: Negotiable
The position is for Subject Specialist
Reports to: Head of School
Contract: Full-time; some weekends for events
Working Hours: Monday to Friday: 7:45 am – 4:35 pm
Role purpose
To deliver high-quality Lower Secondary teaching that secures strong progress and wellbeing for all pupils, providing engaging subject-specialist learning with practical application where appropriate, and contributing to an inclusive, values-led school culture.
Duties & Responsibilities:
- Teaching, learning and curriculum
- Plan and deliver well-sequenced, engaging Lower Secondary lessons that meet the needs of all pupils and secure strong progress.
- Deliver the subject curriculum with secure knowledge and clear explanation, adapting teaching to prior attainment and language need (including EAL).
- Embed practical application where appropriate (for example investigations, experiments, design tasks, performances or real-world problem solving) with safe, well-managed routines.
- Establish clear routines and high expectations that promote positive learning behaviours, independence and a calm, purposeful classroom culture.
- Use a range of teaching strategies, including modelling, questioning, retrieval practice and guided practice, to deepen understanding and build long-term retention.
- Assessment for Learning (AfL) and progress
- Use effective Assessment for Learning strategies (questioning, checks for understanding, feedback and responsive teaching) to identify misconceptions and plan next steps.
- Contribute to summative assessment and reporting cycles, using international and school assessment information to track attainment and progress.
- Maintain accurate records and assessment data in line with school procedures, and use information to provide targeted support and challenge.
- Moderate pupil work with colleagues to ensure consistency, fairness and high standards.
- Specialist subject responsibilities and practical learning
- Maintain high standards of safety, organisation and resource management in specialist rooms (including laboratories, workshops, art/music spaces or ICT areas).
- Prepare and manage materials, equipment and digital resources to enable effective practical learning and minimise downtime.
- Teach and reinforce safe working practices, including appropriate supervision, risk awareness and correct use of equipment.
- Promote purposeful use of subject-specific vocabulary and disciplinary literacy, supporting pupils to communicate their thinking clearly.
- Inclusion, wellbeing and pastoral care
- Create a safe, inclusive classroom where every pupil feels valued and able to participate fully in learning.
- Identify and respond to emerging needs (including EAL and additional learning needs), implementing practical strategies and working with Student Support Services (SSS) to agree appropriate provision.
- Contribute to Individual Learning Plans (ILPs), reading interventions, remedial programmes and behaviour support plans as required.
- Promote wellbeing, positive relationships and respectful conduct, modelling the school’s values and supporting pupils’ personal development.
- Wider contribution, ECAs and after-school programmes
- Contribute to the wider life of the school, including assemblies, events, traditions and trips as directed.
- Plan and lead Educational Co-Curricular Activities (ECAs) and/or the After-School Programme (ASP) as assigned, ensuring safe practice and high participation.
- Work collaboratively with colleagues to share resources, improve practice and support phase consistency.
- Engage actively in professional development and reflective practice, responding professionally to feedback, coaching and line management.
- Partnerships with families
- Build strong, respectful partnerships with families through regular, constructive communication.
- Share progress and next steps clearly and sensitively, focusing on shared strategies to support learning at home and in school.
- Support positive transitions and parent engagement events, ensuring parents feel welcomed, informed and involved.
- Professional conduct and safeguarding expectations
- The postholder must uphold the UK Teachers’ Standards and the professional code of conduct expected of teachers, including acting with integrity, maintaining appropriate professional boundaries, and sustaining public trust in the profession.
- BIS Cambodia is committed to safeguarding and promoting the welfare of children. The postholder will:
- Follow the school’s safeguarding and child protection procedures and report any concerns immediately to the Designated Safeguarding Lead (DSL).
- Maintain appropriate confidentiality and share information only in line with safeguarding and school protocols.
- Complete safeguarding and child protection training as required and meet induction expectations aligned with recognised safeguarding guidance.
- Support safe practice in classrooms, laboratories, specialist rooms, outdoor areas and on trips, including risk awareness for practical activities.
- What we value at BIS Cambodia
- Secure subject knowledge, strong pedagogy and a consistent commitment to high standards.
- A clear focus on pupil wellbeing, safeguarding and inclusive practice.
- Professionalism, reliability and a positive contribution to a growing school community.
- Respect for cultural diversity and a collaborative approach to working with colleagues and families.
Benefits:
- Competitive salary based on qualifications and experience.
- Health insurance covering international and local medical providers.
- Sick leave allowance.
- Visa and Work Permit reimbursement.
- Paid school and public holidays in accordance with the academic calendar.
- Continuous Professional Development (CPD) for training and growth.
- A supportive, collaborative working environment.
- Leadership opportunities and career progression in a dynamic, growing school.
- The opportunity to contribute to an ambitious school community with high standards and strong values.
Expected Profile of Candidates
Qualifications:
- Bachelor's Degree in Education or a relevant subject (Secondary), or equivalent.
Work History:
- Recent teaching experience in Lower Secondary or a comparable age range (Years 7–9) for 3 years as a minimum
Skills & Knowledge:
General & Technical Skills
- Recognised teaching qualification or an internationally recognised equivalent.
- Secure subject knowledge and the ability to plan for progression across the subject curriculum.
- Strong Assessment for Learning (AfL) practice and evidence of effective feedback that improves learning.
- Fluent spoken and written English sufficient to model accurate academic language and support literacy development.
- TESOL/TEFL (minimum 180 hours) or equivalent EAL/ESL training (where required for the role).
- Excellent communication and interpersonal skills.
- Evidence of safeguarding training/awareness (certificate or recognised training pathway).
- Satisfactory police clearance(s) and background checks (including DBS or equivalent, as applicable).
- Experience teaching an international curriculum and/or using international assessment frameworks.
- Experience planning and delivering safe practical lessons (for example science practicals, D&T, art, music, ICT or PE).
- Experience supporting pupils with additional needs, including ILPs and targeted interventions.
- Familiarity with digital learning platforms (for example Google Workspace, Seesaw, White Rose, IMS or similar).
- Experience leading clubs, competitions or enrichment programmes.
Upper Secondary Teacher
Position Circumstances
- Career Category: Educate/Train/Teaching
- Schedule:Full-time
- Salary: Negotiable
Reports to: Head of School
Contract: Full-time; some weekends for events/CPD
Working Hours: Monday to Friday: 7:45 am – 4:45 pm
Role purpose
To deliver high-quality Upper Secondary teaching that secures strong outcomes and wellbeing for all pupils, preparing pupils effectively for IGCSE examinations through excellent subject teaching, robust international assessment practices and purposeful revision support.
Duties & Responsibilities:
- Teaching, learning and curriculum
- Plan and deliver well-sequenced Secondary lessons (Years 7-9 and 10–11) aligned to the relevant IGCSE specification and school curriculum plan.
- Teach with secure subject knowledge, explicit modelling and clear explanations, adapting teaching to pupil starting points, including EAL needs.
- Integrate practical application where appropriate (for example experiments, fieldwork, performances, coding, design tasks or investigations) with safe routines and strong classroom management.
- Develop disciplinary literacy: subject vocabulary, extended writing (where relevant), speaking and listening, and structured argumentation.
- Establish high expectations for effort, presentation, homework completion and independent study.
- Assessment, AfL and examination preparation
- Use strong Assessment for Learning (AfL) to diagnose gaps, address misconceptions and plan targeted reteaching.
- Design and mark assessments that reflect IGCSE demand, using mark schemes and examiner-style feedback to improve performance.
- Track attainment and progress against target grades using international and school assessment data, identifying pupils requiring intervention or stretch.
- Teach examination skills explicitly (command words, timing, structure, use of data/calculators, practical skills and evaluation) and plan structured revision programmes.
- Contribute to moderation and standardisation to ensure reliable judgements and consistent marking.
- Specialist subject responsibilities and practical learning
- Maintain high standards of safety, organisation and resource management in specialist rooms, including preparation and storage of materials and equipment.
- Teach and reinforce safe working practices, risk assessment awareness and correct use of equipment in practical lessons.
- Ensure practical learning (where applicable) is purposeful and directly supports specification knowledge, skills and assessment objectives.
- Support coursework/portfolio/practical components where relevant, ensuring authenticity and compliance with school and examination board requirements.
- Inclusion, wellbeing and pastoral care
- Create an inclusive classroom where pupils feel supported, respected and confident to participate.
- Work with Student Support Services (SSS) to implement reasonable adjustments and support plans (including ILPs) where appropriate.
- Promote wellbeing, positive relationships and respectful conduct, supporting pupils to manage examination pressure and workload effectively.
- Apply the school’s behaviour policy consistently, using restorative approaches and structured support where required.
- Wider contribution, ECAs and after-school programmes
- Contribute to the wider life of the school, including events, trips and whole-school priorities as directed.
- Plan and lead ECAs and/or the After-School Programme (ASP) as assigned, including subject enrichment, competitions and study support sessions.
- Engage in professional development and collaborative planning to strengthen curriculum, assessment and examination outcomes.
- Contribute to school improvement through reflective practice, responding professionally to feedback and line management.
- Partnerships with families
- Communicate progress, attainment and next steps clearly, including examination preparation expectations and revision support.
- Work in partnership with parents to promote strong study habits, attendance and wellbeing during the examination years.
- Support parent information sessions related to IGCSE pathways, assessment and reporting.
- Professional conduct and safeguarding expectations
- The postholder must uphold the UK Teachers’ Standards and the professional code of conduct expected of teachers, including acting with integrity, maintaining appropriate professional boundaries, and sustaining public trust in the profession.
- BIS Cambodia is committed to safeguarding and promoting the welfare of children. The postholder will:
- Follow the school’s safeguarding and child protection procedures and report any concerns immediately to the Designated Safeguarding Lead (DSL).
- Maintain appropriate confidentiality and share information only in line with safeguarding and school protocols.
- Complete safeguarding and child protection training as required and meet induction expectations aligned with recognised safeguarding guidance.
- Support safe practice in classrooms, laboratories, specialist rooms, outdoor areas and on trips, including risk awareness for practical activities.
- What we value at BIS Cambodia
- Secure subject knowledge, strong pedagogy and a consistent commitment to high standards.
- A clear focus on pupil wellbeing, safeguarding and inclusive practice.
- Professionalism, reliability and a positive contribution to a growing school community.
- Respect for cultural diversity and a collaborative approach to working with colleagues and families.
Benefits:
- Competitive salary based on qualifications and experience.
- Health insurance covering international and local medical providers.
- Sick leave allowance.
- Visa and Work Permit reimbursement.
- Paid school and public holidays in accordance with the academic calendar.
- Continuous Professional Development (CPD) for training and growth.
- A supportive, collaborative working environment.
- Leadership opportunities and career progression in a dynamic, growing school.
Expected Profile of Candidates
Languages:
- English - Fluent
Qualifications:
- Bachelor's Degree in Education or a relevant subject (Secondary), or equivalent.
Skills & Knowledge:
General & Technical Skills
- Recognised teaching qualification or an internationally recognised equivalent.
- Secure knowledge of the relevant IGCSE specification(s) and experience preparing pupils for external examinations.
- Strong Assessment for Learning (AfL) practice and the ability to use examination-style feedback to improve outcomes.
- Fluent spoken and written English sufficient to model accurate academic language and support extended writing (where relevant).
- TESOL/TEFL (minimum 180 hours) or equivalent EAL/ESL training (where required for the role).
- Excellent communication and interpersonal skills.
- Evidence of safeguarding training/awareness (certificate or recognised training pathway).
- Satisfactory police clearance(s) and background checks (including DBS or equivalent, as applicable).
- Experience teaching Cambridge IGCSE and familiarity with command words, assessment objectives and grade boundaries.
- Experience supporting coursework/practical endorsement/portfolio components, where applicable to the subject.
- Experience delivering structured intervention, revision clinics and exam skills programmes.
- Experience with international assessment systems and data tracking for targets and interventions.
- Familiarity with digital learning platforms and online assessment tools.
Sales Supervisor
Position Circumstances
- Career Category: Sales / Marketing, Business Administration
- Schedule:Full-time
- Salary: Negotiable
Reports to: Business Development Director
Policy Oversight: Head of School (for all policies and SOPs)
Working hours: Monday to Friday – 8:00 am – 5:00 pm and Saturday - 8:00 am – 12:00 pm
Purpose of the Role
To lead and coordinate the daily operations of both Admissions functions, supporting school growth, compliance, and operational efficiency. The postholder will act as the key liaison for new families and ensure effective communication and administration Within this domain.
This role requires excellent interpersonal, organisational, and regulatory understanding.
Duties & Responsibilities:
- Admissions Supervision
- Oversee and manage the pupil admissions process from enquiry to enrolment, ensuring a professional and welcoming experience for families.
- Maintain the admissions database and Lead systems with accuracy and confidentiality.
- Collect and record demographic data, house location, and previous schools attended to support internal analysis and identification of enrolment trends.
- Take ownership of a safeguarding and data compliance checklist for all admissions files (e.g. ID checks, academic records, signed policies)
- Coordinate with academic leaders to support timely pupil assessments, interviews, and induction processes.
- Incorporate follow-up surveys or feedback loops post-enrolment to measure admissions experience and improve service
- Organise school tours, open days, and community events to promote the school and increase enrolments.
- Collaborate with Marketing and Academic teams to support pupil recruitment strategies.
- Maintain clear records of applicant status, enquiry conversion, and retention data.
- High communication responsiveness: ensure all internal and external Admissions-related communications are acknowledged within 6 hours, followed up within 12 hours, and a resolution or substantive update is provided within 24 hours where applicable.
- Implement best practice admissions procedures aligned with inspection, accreditation, safeguarding, and UK GDPR data protection requirements.
- Maintain secure, trackable documentation for every stage of each application to meet inspection and accreditation readiness.
- Should demonstrate capacity to delegate, train, and supervise admissions support team or administrative assistants.
- Policy and Reporting Responsibilities
- Regular review with the Head of Department to discuss issues, bottlenecks, and lead progress. They should lead these meetings with prepared summaries.
- Policy and SOP Development: Responsible for drafting best practice policies and Standard Operating Procedures (SOPs) relating to the admissions processes.
- All proposed new policies or Standard Operating Procedures (SOPs) must be submitted to the Head of School for approval before implementation.
- Provide accurate and timely reporting, submitted weekly/monthly, for admission data to the Head of Department and Head of School.
- Contribute data and insights to support strategic decision-making.
- Provide weekly and monthly reports aligned to agreed KPIs (e.g. enquiry-to-enrolment conversion rate, response time compliance, application processing speed).
- Be involved in preparing termly admissions strategy reports with SWOT analysis and recommendations for improved recruitment.
Expected Profile of Candidates
Work History:
- Experience in either admissions, or administrative leadership roles for 3 years as a minimum
Skills & Knowledge:
General & Technical Skills
- Strong organisational skills with a high attention to detail.
- Ability to manage confidential information professionally.
- Excellent interpersonal and communication skills in English and Khmer.
- Proficiency in Microsoft Office and database systems (e.g., admissions or CRM software).
- Proven ability to multitask and manage competing priorities.
- Understanding of safeguarding and safer recruitment protocols.
- Experience in an international school environment.
- Knowledge of international school admissions trends.
- A deep understanding of safeguarding and child protection protocols and regulations.
- A proactive and solutions-oriented approach.
- Ability to work independently while collaborating effectively with cross-functional teams.
