Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | 58 Tai Po Road, Sham Shui Po, Kowloon | |||
| Phone: | 27773679 | Email: | ttpskg@ttpskg.edu.hk | |
| Fax: | 27777256 | Website: | http://www.ttpskg.edu.hk/ | |
School Information | Supervisor/ Chairman of Management Committee | : | Ms. Chow Yin Yung Esther |
| School Head | : | Acting Principal Chan Yan Yan Melody |
| Incorporated Management Committee been established? | : | Not Applicable |
| Percentage of School Supervisor and Managers / Chairperson and Members of School Management Committee (SMC) of Government Schools Fulfilling the Training Targets | : | Not Applicable |
| School Type | : | Private Whole Day |
| Student Gender | : | Co-ed |
| Sponsoring Body | : | Tsung Tsin Mission of HK |
| Religion | : | Protestantism / Christianity |
| Year of Commencement of Operation | : | 1897 |
| School Motto | : | And now these three remain: faith, hope and love. But the greatest of these is love. |
| Area Occupied by the School | : | About 9000 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | - |
| Nominated Secondary School | : | - |
| Medium of Instruction | : | Chinese(incl.: Putonghua) and English |
| School Bus Service | : | Nanny van |
| Parent-Teacher Association | : | Yes |
| Past Students' Association/Alumni Association | : | Yes |
| 4Rs Mental Health Charter | : | - |
| Whole School Health Programme | : | - |
2025/2026 Annual School Charges| School Fee | : | $66000 English Primary School Section |
| Tong Fai | : | - |
| PTA Fee | : | 50 |
| Approved Charges for non-standard items | : | $21,000 English / Chinese (Putonghua) Enhancement Programmes |
| Other Charges | : | $95,000 International Junior School Section |
School Facilities | Number of Classroom(s) | : | 25 |
| Number of School Hall(s) | : | 2 |
| Number of Playground(s) | : | 2 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | The new 8-storey academic building consists of a lecture room, a black box theatre, a smart library, a future classroom, a STEAM room, a music room, a visual arts room and a cookery room. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Accessible lift and Accessible toilet. |
| Others | : | Wireless network coverage throughout the entire school, and each classroom is equipped with a touch panel. |
Teaching Staff Information (Including School Head) in the 2024/2025 school year | Number of teaching posts in the approved establishment | : | - |
| Total number of teachers in the school | : | 69 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 100% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 38% |
| Special Education Training | : | 0% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 49% |
| 5 - 9 years | : | 25% |
| 10 years or above | : | 26% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 4 |
| P2 Number of classes | : | 5 |
| P3 Number of classes | : | 4 |
| P4 Number of classes | : | 4 |
| P5 Number of classes | : | 4 |
| P6 Number of classes | : | 4 |
| Total | : | 25 |
| 2025/26 school year | ||
| P1 Number of classes | : | 4 |
| P2 Number of classes | : | 4 |
| P3 Number of classes | : | 4 |
| P4 Number of classes | : | 5 |
| P5 Number of classes | : | 4 |
| P6 Number of classes | : | 4 |
| Total | : | 25 |
| Mode of teaching at different levels | ||
| E-learning classes will be offered for P4 and P5 students in the 2025/26 academic year. | ||
| Remarks | ||
| 1. Chinese Language is taught in Putonghua by about 30 Native-speaking Putonghua Teachers. 2. About 30 Native-speaking English Teachers serve as Class teachers and are responsible for teaching the English Language. |
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Performance Assessment | Applicable to P1 only | ||
| Number of test(s) per year | : | 0 |
| Number of exam(s) per year | : | 2 |
| Replace tests and examinations with diversified assessments in the first term of P1 | : | Yes |
| Applicable to P2 to P6 only | ||
| Number of test(s) per year | : | 0 |
| Number of exam(s) per year | : | 2 |
| Applicable to P1 to P6 | ||
| Formulate appropriate school-based assessment and assignment policies, inform parents of related arrangements, and collect views from teachers, students and parents regularly (at least once per school year) for ongoing review and optimisation of the school assessment and assignment policies | : | Yes |
| Upload the school-based assessment policy onto the school webpage for information of the public and stakeholders | : | Yes |
| Upload the school-based assignment policy onto the school webpage for information of the public and stakeholders | : | Yes |
| Diversified Assessment for Learning | : | 1. Summative assessment for core subjects is conducted twice a term. Formative assessment, including students' performances in class, coursework and project work, is embedded in the curriculum to encourage students to become reflective learners and continue to strive for excellence. 2. "Learning tasks" are set for each aesthetic subject to enrich students' learning experience. |
| Avoid arranging tests or examinations immediately after long holidays in order to let students take more rest during the holidays | : | Yes |
| Arrange the timetable flexibly according to the school context, with a tutorial session provided in the afternoon as far as possible for students to finish some of their homework under teachers’ guidance | : | Yes |
| Streaming arrangement | : | 1. Mixed ability classes are offered. 2. 3 classes per grade in the English Primary School Section and 1-2 class(es) per grade in the International Junior School Section. |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 9 |
| Duration of each normal period | : | 30 |
| School starts at | : | 8:05 AM |
| School ends at | : | 3:30 PM |
| Lunch break | : | 12:30 - 1:30 |
| Lunch arrangement | : | Provided by designated supplier and arranged by parents. |
| Healthy school life | : | 1. A designated supplier prepares and distributes lunch on-campus under the Nutritional Guidelines and the nutritionist's advice. 2. Participate in EDB's Health Promoting School Programmes. 3. Highly focused on physical education and actively promote sports culture. Cultivate students' all-round growth and development. 4. Promote and care for the mental health of teachers and students. |
| Remarks | : | 1. Worship is held weekly for students to learn the Word of God. 2. The importance of reading and language proficiency is emphasized through designated morning reading sessions, in which teachers guide students in reading and sharing. 3. Develop students' multiple intelligences through Friday Fun Activities, After-school Programmes and Saturday Classes. 4. Organise camps for JP3-6 students to train their life skills. |
Life-wide Learning | 1. Performances are organised to unleash students' physical and artistic potential; Encourage participation in community service to foster a sense of responsibility. 2. Extend students' learning experience by attending seminars, workshops, visits, concerts, dance and drama performances and major sports events, etc. 3. The 'Talent Enhancement Programme' provides students with after-school activities that are related to various key learning areas to develop students' multiple intelligences. |
School Mission | To promote the ethos of 'High-quality Christian whole-person education' and inspire Gospel-centred learning. To create an enjoyable learning environment for children to attain a holistic and balanced development of the spiritual, moral, intellectual, physical, social and aesthetic well-being. |
School Characteristics | School Management | ||
| School Management Organisation | : | Our school, together with Tsung Tsin Christian Academy, Shatin Tsung Tsin Secondary School and Tsung Tsin College, is under the management of Tsung Tsin Mission of Hong Kong Shamshuipo Church. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | The school managers are members of the Tsung Tsin Mission of Hong Kong. They are senior professionals in the education industry or other sectors, dedicated to promoting the development of the school and providing high-quality Christian holistic education for students. |
| School Green Policy | : | 1. The school, participating in the Jockey Club BEAM Plus in Schools Project, supports environmental protection through the conservation of energy and water, recycling, and carbon emission reduction. 2. Environmental protection concepts and implementation methods are taught through morning assemblies and digital signage. |
| School's Major Concerns | : | 1. To implement Positive Education Programme and Talent Enhancement Programme in nurturing students' whole-person development. 2. To continue providing high-quality and diversified curriculum in enhancing students' biliterate, trilingual reading skills and promoting independent learning. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | 1. Local curriculums are implemented in the Primary English School Section; International curriculums are implemented in the International Junior School Section. 2. Language subjects are taught by native-speaking teachers, with extended conversational practices available at language booths during major recesses. Phonetic Training is conducted on a regular basis to further enhance students' speaking skills. 3. French and Japanese are taught by native French/Japanese teachers in the International Junior School Section. 4. Promote coding education and STEAM programmes and implement BYOD Scheme in certain P4 classes in 2024/25 school year to enhance students' computational thinking, inquiry and problem-solving abilities. 5. Students have the opportunity to improve their speaking and expressive skills through Drama and Communication classes. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | 1. Incorporate STEAM elements into the curriculum and lunchtime activities: Lego robots, micro:bit, Scratch and science experiments. 2. Presentations relating to National Security Education are held in assemblies: Speeches under the National Flag, National Information Station, Chinese Cultural Day, Traveling Through China with Chinese Teachers, and International Cultures Sharing. |
| Development of Generic Skills | : | 1. Camps, project learning and field trips help to strengthen students' cooperation skills, problem-solving skills and self-management skills. 2. Students' confidence, communication skills, creativity and critical thinking are fostered through TTTV, Master of Ceremony Training Programme and Student Journalists Programme. 3. Students' computational thinking and information technology skills are strengthened through coding and STEAM programmes. 4. Organising overseas study trips allows students to broaden their horizons and enhance their communication and adaptability skills. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | 1. An annual moral education theme is established to cultivate students' positive mindset, good character, and spiritual development. 2. Moral education curriculum is implemented to cultivate students' holistic development in moral, emotional, and social competencies. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | 1. P.6 students are placed in ability groups for English and Mathematics. 2. A variety of courses are designed and recommended based on students' learning needs to cater to the diversity of their learning styles and abilities. 3. Leverage the advantages of inter-school collaboration to promote and implement bridging courses to help JP1 and JP6 students adapt to the primary and secondary school life. |
| Whole School Approach to Integrated Education | : | 1. Set up a student support team to support students with special educational needs (SEN) through a whole-school approach and a Three-Tier Intervention Model. 2. A support team including a school-based educational psychologist, a school-based social worker, Student Guidance Officer of the Education Bureau, and other community resources utilization is set up to support the growing needs of students. |
| Education Support for Non-Chinese Speaking(NCS) Students | : | Our school provides additional support for NCS students to facilitate their learning of 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; developing school-based Chinese Language curriculum and/or adapting learning and teaching materials; organising activities to create an inclusive learning environment in the school; hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents of NCS students; and our school uses Putonghua to teach Chinese in all classes / groups at all levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc.. |
| Curriculum Tailoring and Adaptation | : | According to students' learning and growth needs, appropriate adjustments are made to the teaching plans, teaching materials, assignments, and assessments. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | 1. The Parent-Teacher Association was established in 1996 to promote home-school collaboration. Parent volunteers actively support school-based activities and assist in selecting key service providers. 2. Teachers maintain good communication with parents through phone calls, text messages, school circulars, and parent meetings. 3. Seminars are organised for parents to help them with child-rearing. |
| School Ethos | : | 1. Educate students with the love of Christ and cultivate students' positive values and attitudes. Each grade establishes key focus areas for student development, setting training objectives based on students' needs. 2. Implement the 'SUPER CHALLENGE' moral education programme to foster positive character traits and reinforce good moral values through various inter-class competitions. 3. With Prefect teams and uniform groups to train students' discipline and cultivate future leaders. 4. Promote service learning by establishing Student Volunteer Ambassadors and encouraging students to actively participate in Community Youth Club. |
| Future Development | ||
| School Development Plan | : | 1. To develop the school-based STEAM education so as to enhance students' digital empowerment, collaboration, problem-solving skills and 21st century skills with the facilities provided in the new academic building. 2. Through a large and strong team of native-speaking English and Putonghua teachers, students' understanding of the motherland and other cultures is deepened and broadened. A global perspective of the connection between our motherland, Hong Kong and the rest of the world is being cultivated. |
| Teacher Professional Training & Development | : | 1. Since 2004, the school has been a member of the Hong Kong Schools Self Evaluation Network (HKSSEN), the teaching quality of teachers is regularly inspected by the Former Chief Inspector of Schools in Scotland and has continuously enhanced the awareness of our teaching team to seek self-improvements. 2. Teachers participate in school-based professional development activities, and are encouraged to attend external and regional seminars and school visits. |
| Others | : | 1. In addition to academic achievements, we emphasize multiple intelligences, with students actively participating in inter-school competitions in sports, speech, music, and dance, striving for excellence. 2. JP3-6 students weekly instrumental ensemble classes are taught by external musical instrument specialists. 3. Priority will be given to our JP6 graduates for the admission to Tsung Tsin Christian Academy. |
School Map 
Last revision date：01 September 2025
