Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | LG 1/F, G/F, 1/F, 2/F, 3/F & 4/F, 336 Tai Hang Road, Wanchai, HK | |||
| Phone: | 25728728 | Email: | mps@mps.edu.hk | |
| Fax: | 25724131 | Website: | http://www.mps.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Dr. Hui Kam Ping Edith Eadaoin |
| School Head | : | Ms. Lo Ka Ming Brenda |
| 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 | : | 100% |
| School Type | : | Aided Whole Day |
| Student Gender | : | Girls |
| Sponsoring Body | : | HKCLC Education Institute Co. Ltd. |
| Religion | : | Catholicism |
| Year of Commencement of Operation | : | 1927 |
| School Motto | : | The Lord is My Light |
| Area Occupied by the School | : | About 11204 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | Marymount Secondary School |
| Nominated Secondary School | : | - |
| Medium of Instruction | : | English |
| 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 | : | $100 |
| Approved Charges for non-standard items | : | Specific purpose charge $700 |
| Other Charges | : | - |
School Facilities | Number of Classroom(s) | : | 24 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 2 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | Chapel, Small Group Teaching Room, General Studies Room, Music Room, Visual Arts Room, Computer Room, Language and Music Activity Room, Student Activity Centre |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Accessible lift and Accessible toilet. |
| Others | : | - |
Teaching Staff Information (Including School Head) in the 2024/2025 school year | Number of teaching posts in the approved establishment | : | 47 |
| Total number of teachers in the school | : | 51 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 100% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 51% |
| Special Education Training | : | 80% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 17% |
| 5 - 9 years | : | 18% |
| 10 years or above | : | 65% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 4 |
| P2 Number of classes | : | 4 |
| P3 Number of classes | : | 4 |
| P4 Number of classes | : | 4 |
| P5 Number of classes | : | 4 |
| P6 Number of classes | : | 4 |
| Total | : | 24 |
| 2025/26 school year (Based on the number of classes approved by EDB in 2025) | ||
| P1 Number of classes | : | 4 |
| P2 Number of classes | : | 4 |
| P3 Number of classes | : | 4 |
| P4 Number of classes | : | 4 |
| P5 Number of classes | : | 4 |
| P6 Number of classes | : | 4 |
| Total | : | 24 |
| Mode of teaching at different levels | ||
| Diversified teaching and learning strategies. Small group teaching classes for students with learning needs. | ||
| 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 | : | Diversified assessment mode has been adopted in the school |
| 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 Primary One to Primary Six |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 9 |
| Duration of each normal period | : | 40 |
| School starts at | : | 8:00 AM |
| School ends at | : | 3:00 PM |
| Lunch break | : | 12:40 - 1:40 |
| Lunch arrangement | : | Provided by designated supplier and arranged by parents. |
| Healthy school life | : | Picnic Day, Sports Day, Games Day, PTA Outing, Religious Formation, Fruit Day, Health Talks, Earth Day, Fun Fair, Summer Concert, Physical Fitness Award Scheme and Festive Celebrations. |
| Remarks | : | Students should stay at school for lunch. Supplier provides lunch every day. Alternatively, students can bring their own lunch boxes and parents can make arrangements for lunch delivery to students. |
Life-wide Learning | To develop and enhance students' multiple intelligences, the school has organized various school teams and fee-charging interest groups. Students actively participate in various activities, including visits, outdoor learning, religious activities, voluntary services, and different types of competitions. |
School Mission | Marymount Primary School aims to provide quality education. We aim at the greater development of our students in moral, intellectual, physical, social, aesthetic and spiritual aspects based on our Catholic and cultural traditions. |
School Characteristics | School Management | ||
| School Management Organisation | : | The school is managed by the Incorporated Management Committee. The school administration spreads under three divisions, namely "School Leadership and Management", "Learning and Teaching", "Pastoral Care & Student Formation". |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | Incorporated Management Committee was established in August 2015. It comprises members from School Sponsoring Body and stakeholders including teachers, parents, alumnae and independent member. |
| School Green Policy | : | Teachers and students are provided with suggested measures and activities in saving resources, reducing wastes and upholding the sustainability policy for our environmentally-friendly school campus. |
| School's Major Concerns | : | 1. To promote the Mental, Physical and Spiritual/Social Well-being for nurturing our students to become HAPPY. (PERMA) H - Harmonious Relationship (PERMA – Relationship) A - Accomplishment (PERMA – Accomplishment) P - Purpose in Life (PERMA – Meaning) P - Participation (PERMA – Engagement) Y - “Yes I can!” Emotions (PERMA – Positive Emotion) 2. To enhance effective diverse learning processes for cultivating our students to become Multi-perspective MPS Thinkers and Respectful MPS Collaborators. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | Lessons and learning activities are planned and conducted to meet the MPS Teaching Philosophy, which aims to provide students with a Motivating, Interactive, Inspiring, Effective and Reflective atmosphere for learning. Bloom's Taxonomy is applied in questioning during lesson time to enhance students' high order thinking abilities. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | 1. Making good use of learning time and creating space to promote a balanced physical and mental development. 2. Enriching life-wide learning experiences and promoting whole-person development. |
| Development of Generic Skills | : | Generic skills are developed through learning in different Key Learning Areas and life-wide learning activities. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | Foster positive values and attitudes in students through everyday events and activities like assemblies, talks, and the school-based curriculum, the Shining Gems Program. This program helps students discover attributes like Responsibility, Gratitude, Care, Integrity, Perseverance, and Wisdom, which are essential for their growth as global citizens and future leaders. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | 1. High-achievers/Gifted students will be selected for pull-out programmes and competitions. 2. Small-group teaching in Chinese and Mathematics is provided to support students' needs. 3. Understanding Adolescent Project is organized for P.4-P.6 students to enhance their resilience in coping with changes. |
| Whole School Approach to Integrated Education | : | 1. 'Early Identification and Intervention Programme' supports P.1 students with learning difficulties. 2. School-based Speech Therapy Services for students with speech and language needs. 3. After-school Homework Support Classes for additional student support. 4. Assessment and Homework accommodations for students with special needs. |
| 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; and organising activities to create an inclusive learning environment in the school. Additional support: 1. Self-study Learning Groups 2. Small Class Teaching 3. Reading Buddy & Super I-pen Reading Scheme 4. School-Based Vocabulary Cards 5. Other Related Learning Experiences: Chinese Culture Competition, Museum Visits, Cantonese Opera Workshop, Traditional Handicraft Workshop |
| Curriculum Tailoring and Adaptation | : | The school employs diverse teaching strategies to cater to students' individual learning needs. Necessary accommodation will be provided to support students' learning and assessment in order to create an environment that allows them to unleash their potential. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | MPS-PTA is a collaborative partnership between parents and the school, working together for student benefits. This dynamic association provides practical assistance, facilitates communication, and promotes parent education. MPS parents actively support PTA and school activities as Parent Helpers, fostering a strong sense of belonging within the MPS community. |
| School Ethos | : | The school cultivates a sense of belonging among students, teachers, and parents, fostering a harmonious and respectful relationship. The Guidance and Formation Team, along with the Parent-Teacher Association, promotes Home-School Collaboration for the well-rounded development of students. |
| Future Development | ||
| School Development Plan | : | 1. Interactive Classroom Settings for facilitating students' Thinking Skills and Collaboration. 2. Kids Gym for Student Wellness. 3. Parent Education for facilitating students’ whole-person development collaboratively. 4. Promote the well-being of students and teachers through Positive Education -- PERMA. 5. Build a Learning Community among teachers for a sustainable school development. 6. Enhance an effective learning process through 3T lessons (Target, Task, Takeaway) and diverse teaching strategies. |
| Teacher Professional Training & Development | : | Teachers stay current with educational policies, guidance, and information through school-organized staff development activities and those offered by other educational institutions and the Education Bureau. The school aligns with the Teacher Competencies Framework by the Advisory Committee on Teacher Education and Qualifications to meet the needs of students and the school. |
| Others | : | - |
School Map 
Last revision date：01 September 2025
