Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | 25 Yiu Hing Road, Shaukeiwan, HK | |||
| Phone: | 29679622 | Email: | llsy@llsy.edu.hk | |
| Fax: | 28843277 | Website: | http://www.llsy.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Prof. Tang Wai Lan |
| School Head | : | Ms. Chan Kwai Ying |
| Incorporated Management Committee been established? | : | Established |
| Percentage of School Supervisor and Managers / Chairperson and Members of School Management Committee (SMC) of Government Schools Fulfilling the Training Targets | : | 50% |
| School Type | : | Aided Whole Day |
| Student Gender | : | Co-ed |
| Sponsoring Body | : | The Endeavourers Hong Kong |
| Religion | : | Not Applicable |
| Year of Commencement of Operation | : | 1994 |
| School Motto | : | Please refer to the Chinese version. |
| 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 | : | School Bus |
| Parent-Teacher Association | : | Yes |
| Past Students' Association/Alumni Association | : | Yes |
| 4Rs Mental Health Charter | : | Yes |
| Whole School Health Programme | : | Pledged School |
2025/2026 Annual School Charges| School Fee | : | - |
| Tong Fai | : | - |
| PTA Fee | : | $30 |
| Approved Charges for non-standard items | : | - |
| Other Charges | : | - |
School Facilities | Number of Classroom(s) | : | 30 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 3 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | IT Room, STEAM LAB, LLSY Campus TV, InnovArts Room, Chinese Heritage Discovery Room, Music Room, General Studies Laboratory, Dance Room, Student Activity Room, English Room, Student Support Function Room |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Accessible lift and Accessible toilet. |
| Others | : | Butterfly, Organic Farmyard and Fruit Garden, Koi Pond, English Corner, Toy library, PTA Room, Basketball Court, Hall, Running Track, Covered Playground |
Teaching Staff Information (Including School Head) in the 2024/2025 school year | Number of teaching posts in the approved establishment | : | 48 |
| Total number of teachers in the school | : | 53 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 100% |
| Bachelor Degree | : | 96% |
| Master/ Doctorate Degree or above | : | 51% |
| Special Education Training | : | 72% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 22% |
| 5 - 9 years | : | 9% |
| 10 years or above | : | 69% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 3 |
| P2 Number of classes | : | 4 |
| P3 Number of classes | : | 3 |
| P4 Number of classes | : | 4 |
| P5 Number of classes | : | 5 |
| P6 Number of classes | : | 5 |
| Total | : | 24 |
| 2025/26 school year (Based on the number of classes approved by EDB in 2025) | ||
| P1 Number of classes | : | 3 |
| P2 Number of classes | : | 3 |
| P3 Number of classes | : | 4 |
| P4 Number of classes | : | 3 |
| P5 Number of classes | : | 4 |
| P6 Number of classes | : | 5 |
| Total | : | 22 |
| Mode of teaching at different levels | ||
| 1. Small-class teaching is used in some English classes. P.1 English is taught by NET and local teachers to cater for diverse learning needs. 2. A dual-class teacher system is implemented in P.1-3 and 5-6. 3. Diverse teaching strategies are adopted to foster the development of 21st century skills. 4. Life-wide learning activities are provided to stretch students' potential. | ||
| Remarks | ||
| - | ||
Performance Assessment | Applicable to P1 only | ||
| Number of test(s) per year | : | 0 |
| Number of exam(s) per year | : | 0 |
| 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 | : | 3 |
| 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.No exams in P.1. Students' learning is assessed through diversified assessments and feedback forms are used to present learning performance in detail. 2.Formative assessments are used for all subjects to monitor students' progress; summative assessments are used to review learning effectiveness. 3.Diversified assessment modes are used to evaluate students' performance and knowledge application. |
| 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 | : | P.1 and P.2 mixed-ability classes. From P.3 onwards, ability groupings are used to stretch students' potential. |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 8 |
| Duration of each normal period | : | 40 |
| School starts at | : | 8:05 AM |
| School ends at | : | 3:20 PM |
| Lunch break | : | 12:45 - 1:45 |
| Lunch arrangement | : | Provided by designated supplier, arranged by parents and students bring their own food. |
| Healthy school life | : | 1. Participation in "The EatSmart School Accreditation Scheme" and "School Physical Fitness Award Scheme". 2. No homework day after exams. 3. "Active Students, Active People" Campaign: morning aerobics, recess fitness area, and diversified extracurricular sports activities. |
| Remarks | : | - |
Life-wide Learning | School teams and ECAs based on multiple intelligences: debate, Chinese and English drama, Olympic Maths, IT, Music activities (e.g., choir, busking team), sports activities (e.g., basketball, swimming, athletics, creative dance) and scouts |
School Mission | 1. Guided by the principle of equal education for all, we foster students' holistic growth through moral, intellectual, physical, social and artistic education. 2. To foster independent thinking and self-directed learning in students, nurturing their personal and societal development. |
School Characteristics | School Management | ||
| School Management Organisation | : | The Incorporated Management Committee is responsible for managing the school. The school supervisor is Professor Tang Wai Lan. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | Incorporated Management Committee. |
| School Green Policy | : | Our school's "Environmental Protection Team", comprised of students and teachers, promotes environmental education throughout the school. Students have the chance to participate in activities such as organic farming, recycling, converting food waste to organic fertilizer and other activities pursuant to the greening school subsidy scheme. Our school also trains Environmental Ambassadors to advocate for environmental awareness and sustainability. |
| School's Major Concerns | : | 1. To optimize ways of learning and enhance learning effectiveness 2. To improve students' physical and mental well-being, and develop positive peer relationships in learning |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | Our school's core teaching approach is cooperative learning. One of the ways we implement this is through our "Bring Your Own Device" programme from Primary 4 to Primary 6, which promotes cooperative and student-centred learning. Fostering a love of reading in our students further equips our with self-directed learning skills. Through diverse learning experiences with a special focus on experiential learning, our school aims at fostering 21st century learning and generic skills in our students. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | 1. Strengthen values education and promote balanced physical and mental well-being. 2. Optimise learning time by introducing specialized programmes. 3. Provide holistic learning experiences to promote whole-person development. 4. Strengthen STEAM education and cultivate students' media and information literacy. 5. Strengthen cross-curricular transdisciplinary learning and reading to help students become life-long learners. |
| Development of Generic Skills | : | Generic skills are developed through a variety of channels, including overseas study tours, life-wide learning, service learning, project-based learning, IT activities and school-based curriculum. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | Cultivate students' positive values and attitudes through diversified learning activities such as service learning, weekly assemblies, life-experience sharing, weekly personal growth lessons and award schemes. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | To cater for students' diverse learning needs, the school has adopted a wide range of strategies: different pedagogical approaches, small-group learning, tiered learning materials, extra manpower in language lessons, supportive groups for students with special needs and enrichment groups to stretch students' potential. |
| Whole School Approach to Integrated Education | : | 1. Coordination between Student Support Team, counselling team and curriculum development team for learning arrangements. 2. Different support groups to support the learning needs of individual students. 3. Organize whole-school activities to promote integrated education. 4. Develop relationships through class building activities. 5. School-based educational psychology service and school-based speech therapy service to provide support to students, teachers and parents. |
| 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; organising activities to create an inclusive learning environment in the school; and hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents of NCS students. |
| Curriculum Tailoring and Adaptation | : | 1. Encourage and promote student learning through strategies such as small-class teaching, curriculum tailoring, "small-step" teaching, multiple assessment methods, and incorporating technologies. 2. Teachers formulate various gifted learning programs to foster critical thinking skills in high-ability students. 3. Arrange individualized education programs (IEPs), home learning and assessment modifications to provide appropriate support to students with special learning needs. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | PTA members and parent volunteers come to our school to assist classroom learning activities, lead various interest groups, outings and parent education workshops to enhance home-school cooperation. |
| School Ethos | : | 1. In order to foster transition for P.1 students, bridging courses and summer camps are arranged for our P.1 students and parents during the summer holidays. 2. Students participate in diverse learning, sports and artistic activities to boost their self-esteem and management skills. 3. Students join service learning and various volunteer groups such as Scouts and CYC in order to help them develop a sense of belonging, self-achievement and 'a sense to serve and not to be served'. |
| Future Development | ||
| School Development Plan | : | 1. To optimize ways of learning and enhance learning effectiveness. 2. To improve students' physical and mental well-being, and develop positive peer relationships in learning |
| Teacher Professional Training & Development | : | Teachers participate in professional development workshops eagerly to explore new education trends so as to provide quality education to students. 1. The University of Hong Kong QSIP 2. The University of Hong Kong small class teaching scheme 3. The EDB Development of Text Sets (DTS) Programme 4. Positive Education Study Group |
| Others | : | Our school aims to provide quality and all-round education to develop global learners who are eager and positive. We provide scholarships to students who excel in academic learning and ECAs. We also award students who strive for continuous improvements and encourage our students to embrace challenges. |
School Map 
Last revision date：01 September 2025