Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | 8 Tai Wo Road, Tai Po, N.T. | |||
| Phone: | 26584062 | Email: | tpgps@edb.gov.hk | |
| Fax: | 26507109 | Website: | http://www.tpgps.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Mr. Hui Chi Fung |
| School Head | : | Ms. Kwan Yuk Kuen Iris |
| 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 | : | 100% |
| School Type | : | Gov't Whole Day |
| Student Gender | : | Co-ed |
| Sponsoring Body | : | Government |
| Religion | : | Not Applicable |
| Year of Commencement of Operation | : | 1946 |
| School Motto | : | please refer to the Chinese school motto |
| Area Occupied by the School | : | About 5046 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | - |
| Nominated Secondary School | : | NT Heung Yee Kuk Tai Po District Secondary School, Fanling Government Secondary School |
| Medium of Instruction | : | Chinese |
| School Bus Service | : | Nanny van |
| 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 | : | $40 |
| Approved Charges for non-standard items | : | $200 |
| Other Charges | : | - |
School Facilities | Number of Classroom(s) | : | 30 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 2 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | 2 Computer Rooms; 2 Music Rooms; 1 Visual Arts Room; 1 English Activity Room; 1 Flight Simulation Room; 1 Students Activity Centre; 1 STEAM Room; 1 Science Room; 1 Parent-Teacher Association Room. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Accessible lift and Accessible toilet. |
| Others | : | 2 Covered Playgrounds, LED Wall, all-in-one interactive touch panels. |
Teaching Staff Information (Including School Head) in the 2024/2025 school year | Number of teaching posts in the approved establishment | : | 29 |
| Total number of teachers in the school | : | 29 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 100% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 14% |
| Special Education Training | : | 82% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 0% |
| 5 - 9 years | : | 7% |
| 10 years or above | : | 93% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 1 |
| P2 Number of classes | : | 2 |
| P3 Number of classes | : | 2 |
| P4 Number of classes | : | 2 |
| P5 Number of classes | : | 3 |
| P6 Number of classes | : | 4 |
| Total | : | 14 |
| 2025/26 school year (Based on the number of classes approved by EDB in 2025) | ||
| P1 Number of classes | : | 1 |
| P2 Number of classes | : | 1 |
| P3 Number of classes | : | 2 |
| P4 Number of classes | : | 2 |
| P5 Number of classes | : | 2 |
| P6 Number of classes | : | 3 |
| Total | : | 11 |
| Mode of teaching at different levels | ||
| We adopt a student-centred teaching approach, co-teach in some classes and implement cooperative learning and self-directed learning. Small class teaching groups are designed and offered to cater for learners diversity. | ||
| Remarks | ||
| - | ||
Performance Assessment | Applicable to P1 only | ||
| Number of test(s) per year | : | 2 |
| Number of exam(s) per year | : | 1 |
| 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 | : | 1 |
| 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 | : | A variety of assessment tools are adopted to obtain a more comprehensive picture regarding student abilities, learning progress and achievements. |
| 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 | : | Mixed ability classes from P.1 to P.6. |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 10 |
| Duration of each normal period | : | 30 |
| School starts at | : | 8:15 AM |
| School ends at | : | 3:15 PM |
| Lunch break | : | 12:45 - 1:45 |
| Lunch arrangement | : | Provided by designated supplier and arranged by parents. |
| Healthy school life | : | Our school promotes a healthy policy. We run a food monitoring program and participate in healthy eating promotion projects such as EatSmart School Accreditation Scheme. We also participate in sportACT Award Scheme to encourage pupils to do morning exercise regularly. |
| Remarks | : | Extra-curricular activities every Friday; interest groups, individual counselling scheme, learning support programmes, care service scheme and school team training after school. The school organizes study tours to broaden students' horizons and enrich their learning experiences. |
Life-wide Learning | Our school offers a great variety of extra-curricular activities to maximize students' potential. They can join classes including Fun with Maths Class, Cambridge Young Learners English Test Preparatory Course, LEGO Mechanical Sports and Simulated Flight STEAM Course to develop their academic abilities. To enhance their skills in sports, they can join Basketball, Running, Badminton, Table-tennis, Flag Drill and Dragon and Lion Dances in teams. To foster arts, students can join classes including School Choir, Chinese Orchestra and Chinese Dance Class. In addition, they can also join service groups such as Scouts, Flag-guards, Hong Kong Road Safety Patrol, CYC and Environmental Ambassador. |
School Mission | Our school mission is to provide students with an all-round education enhancing moral, cognitive, physical, social and aesthetic growth. We are committed to nurturing students to learn with initiative and joy, instilling in them the values to be positive and responsible citizens. In partnership with parents, we strive to work for the best future for our students. |
School Characteristics | School Management | ||
| School Management Organisation | : | The School Management Committee is comprised of the chairperson (PAS) from EDB, the Principal, 2 teacher representatives, 2 parent representatives, 2 community members and one alumni representative. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | Our School Management Committee was set up in 1999. The School Management Committee is comprised of the chairperson (PAS) from EDB, the Principal, 2 teacher representatives, 2 parent representatives, 2 community members and one alumni representative. |
| School Green Policy | : | Provide a green campus to nurture the love for the environment. |
| School's Major Concerns | : | 1. Optimizing education and fostering the ongoing development of students' self-directed learning and inquiry skills. 2. Promoting positive values education to cultivate students' good moral character and behavior. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | To enhance the teaching and learning effectiveness, we adopt e-learning, self-directed learning and co-operative learning. Cross-curricular activities are held to provide ample learning experiences in helping the development of students' generic skills. STEAM courses and computer programming education are provided to cultivate and strengthen students' rational thinking and problem solving skills by exposing them to different levels of scientific investigations. To promote Reading to Learn and effective use of technology. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | The major renewed emphases include: strengthening values education (including life education, life planning, national identity and national security education); reinforcing STEAM education, and nurturing students’ media and information literacy; strengthening cross-curricular learning and reading across the curriculum for developing lifelong learning capabilities; making good use of learning time and creating space to promote a balanced physical and mental development; enriching life-wide learning experiences and promoting whole-person development. |
| Development of Generic Skills | : | By adopting co-operative learning methodology in daily classroom teaching, students fully participate in activities to develop their generic skills. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | Our school aims to cultivate students' positive values, such as law-abiding, respect for others, and a sense of responsibility, through morning assemblies, seminars, optimized classroom management strategies, school-based incentive programs, and participation in both in-school and out-of-school activities. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | Implement enrichment programs and organize various academic, sports and arts-related activities to cater for the learner diversity and motivate students' learning. Strategic plans are designed to cater for individual learning needs to enhance students learning in Chinese, English and Mathematics. Various school resources are pooled together to provide extra support service and hiring of teaching assistants. |
| Whole School Approach to Integrated Education | : | We have student support team to cater for the diverse learning needs of students through the 3-Tier Intervention Model. The student support team provides early identification, homework and assessment adaptations to students with special educational needs (SEN). Specific measures in supporting students with SEN, e.g. remedial learning groups, training on social skills, enhanced school-based speech therapy service and individual education plan for students with severe learning difficulties. |
| 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; and organising activities to create an inclusive learning environment in the school. Our school organizes Hong Kong history and cultural activities for NCS students. |
| Curriculum Tailoring and Adaptation | : | We provide suitable adjustment on homework and arrangement of examination for the students with special educational needs based on the advice of professionals. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | Organize Home-School activities, parental educational talks and parental voluntary services to strengthen home-school co-operation. |
| School Ethos | : | 1. Through organizing whole-school activities, students are nurtured with a "positive and caring" school culture. Their sense of belonging to school and optimal thinking are enhanced. 2. Through the "Understanding Adolescence Programme", we are helping the upper primary students to develop their resilience in coping with the challenges they face as they grow up. 3. We promote healthy development of students by providing diversified learning opportunities through activities inside and outside the classroom setting. |
| Future Development | ||
| School Development Plan | : | To enhance teaching effectiveness in order to develop students to become self-directed learners. To enhance learning effectiveness through self-directed learning and develop STEM education to strengthen students' inquiry skills. The implementation of values education to foster students' positive values and attitudes in their life. |
| Teacher Professional Training & Development | : | Teachers are encouraged to join professional training courses. Collaborative lesson preparation and peer lesson observation are also promoted among teachers. |
| Others | : | Multi-media facilities, such as all-in-one interactive touch panels are provided in classrooms to enhance teaching effectiveness. Using a blended learning approach known as the "flipped classroom" model, students are encouraged to watch short videos before class and answer questions or complete assignments. This enables students to come to class prepared and ready to learn. Flexible School Time Table Arrangement, aiming to extend and enrich students' learning experiences, make active use of class time, and create space for comprehensive learning and STEAM learning activities. Emphasizing the development of STEAM education, a three-tiered framework is implemented, along with the establishment of school-based flight simulation courses and virtual reality (VR) courses. These initiatives aim to enhance students' abilities in scientific exploration. |
School Map 
Last revision date：18 December 2025