| School Management |
| School Management Organisation |
:
| The School Administration Panel is responsible for the execution of the school management. The Administrative Core Committee is set up to plan ahead and monitor school affairs. The school also adopts a self-evaluation approach upon school issues to enable a sustainable development of the school in various aspects. |
| Incorporated Management Committee / School Management Committee/ Management Committee |
:
| IMC was established on 1st September, 2011. |
| School Green Policy |
:
| Regular green and recycling activities are conducted. |
| School's Major Concerns |
:
| 1. Promote Values Education, flourish CY2ers’ physical, mental and spiritual attributes
2. Foster students' potentials through promoting diversified learning |
| Learning and Teaching Plan |
| Learning & Teaching Strategies |
:
| To cater for the needs of students, diversified learning and teaching strategies and conducive pedagogical methodologies are adopted. Furthermore, innovative learning modes are demonstrated such as the implementation of Information Technology, e-learning programmes, positive education, life-wide learning and STEM projects so that learning and teaching effectiveness can be enhanced. |
| Development of Major Renewed Emphases of the Primary Education Curriculum |
:
| To reinforce the practice of Value Education, the school integrates Positive Education and Values Education into the curriculum of different subjects. To promote National Security Education and National Education, regular school activities such as National Security Education Day and Constitution Day are held to enhance students' understanding of our country.
In view of the school's major concerns, the school adopts the "Three-tier Implementation Model" for STEAM education to cultivate students' generic skills, including problem solving skills and creativity. Various activities are conducted for different levels. For level one (school-based whole-class teaching), STEAM project-based learning activities and upper primary STEAM activities are conducted; for level two (school-based pull-out programmes), professional organizations are invited to organize extracurricular activities in school; for level three (off-school support), students participate in external competitions. |
| Development of Generic Skills |
:
| Higher order thinking skills are immersed into daily teaching of various disciplines. Life education is promoted to develop students' generic skills. Self-learning approaches are developed through the implementation of different activities. |
| Cultivation of Proper Values, Attitudes and Behaviours |
:
| The 'Positive Education Week', the 'CSFBI Campaign' and the 'P.1 Fairy Tale Carnival' have been conducted since the school year 2018/19, 2019/20 and 2020/21 respectively to promote life education through engaging students in positive life experience related activities. Our Principal and teachers dressed themselves up as beloved characters in renowned fairy tales to motivate students' participation and at the same time create a stronger teacher-student interaction. |
| Student Support |
| Whole School Approach to Catering for Learner Diversity |
:
| There are remedial and intervention classes to embrace learner diversity. In addition, a strong interface has been built to promote a smoother transition between different key stages, from kindergarten, primary school to secondary school. Mock interviews, class visits and open classrooms are organized wherein students can learn to adapt to the changes in school environment. |
| Whole School Approach to Integrated Education |
:
| We have a professional team of experts to support students of various needs, including school-based educational psychologists, school-based speech therapists, the Special Educational Needs Co-coordinator (SENCO), play therapists, school social workers and Special Educational Needs Support Teachers (SENSTs). Through regular meetings and professional dialogues, our professional team diagnose and analyse students’ needs and interests in order to put forward the most suitable and conducive supports and remedial strategies. For less-able students, a variety of programmes such as school-based speech therapy, play therapy, sensory integration training, social skills group and after-school remedial classes are employed to support students with special educational needs (SEN). |
| Education Support for Non-Chinese Speaking(NCS) Students |
:
|
Our school provides additional support for NCS students to facilitate their learning of Chinese: providing after-school support programmes in learning Chinese; appointing additional teacher(s)/teaching assistant(s) to support NCS students' learning of Chinese; arranging intensive Chinese learning and teaching mode(s), e.g. pull-out learning if necessary, split-class/group learning, etc; organising activities to create an inclusive learning environment in the school; and our school uses Putonghua to teach Chinese in all classes / groups at certain levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc..
|
| Curriculum Tailoring and Adaptation |
:
| Tailor-made school-based curriculum is devised to cater for learner diversity through adaptation of effective curriculum planning and diversified assessment modes to accommodate individuals with different learning needs and styles. |
| Home-school Co-operation and School Ethos |
| Home-School Co-operation |
:
| Our school has also established 'Rainbow Studio', which is formed by a group of parents who value cultivating children's reading habits. They have worked alongside the school to organize a variety of exciting and interesting parent-child reading activities. These activities create a shared reading space for parents and children and allow them to enjoy the pleasure of reading together. |
| School Ethos |
:
| Our school motto 'Simple and Disciplined, Love Lord Love Others' is rightly signified by the various activities organized to promote civic and moral education. Our school aims to promote religious education to flourish students' and teachers' physical, mental and spiritual development. |
| Future Development |
| School Development Plan |
:
| Three Year School Development Major Concerns (2024-2027):
1. Promote Values Education, flourish CY2ers’ physical, mental and spiritual attributes.
2. Promote students’ diverse learning through enhancing teaching and learning efficiency. |
| Teacher Professional Training & Development |
:
| A learning community is established across subjects to enhance teaching professionalism through collaborative lesson planning sessions and professional dialogues within and outside schools. The key focuses of professional development fall on national security education, positive education, STEAM education, e-learning and promoting team spirit among teachers echoing the school major concerns. |
| Others |
:
| To ensure an all-rounded student development, we organize holistic and diversified learning activities throughout the whole year. There are STEAM project-based learning, academic workshops, inter-school seminars, library / museum visits and experiential learning to promote life-wide and positive values education, whereupon the understanding of positive values and attitudes from multiple perspectives are deepened. Furthermore, with active participation in inter-school and open competitions in varied disciplines, students' horizons is broadened in addition to an assimilation of new concepts and knowledge. The school has established the alumni association since 2004 and has gathered alumnus to provide various resources to sustain students' development. |
Primary School Profiles 2025 
School Information 
2025/2026 Annual School Charges
School Facilities 
Teaching Staff Information (Including School Head) in the 2024/2025 school year 
Class Structure 
Performance Assessment 
School Life 
Life-wide Learning 
School Mission 
School Characteristics 
School Map 
