Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | 19 Pok Chuen Street, Shatin, N.T. | |||
| Phone: | 29593606 | Email: | twsps@tungwah.org.hk | |
| Fax: | 29593615 | Website: | http://www.twghtwsps.edu.hk/ | |
School Information | Supervisor/ Chairman of Management Committee | : | Dr. Tsoi Wing Sing |
| School Head | : | Ms. Leung Tun Yu |
| 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 | : | Not Applicable |
| School Type | : | Aided Whole Day |
| Student Gender | : | Co-ed |
| Sponsoring Body | : | Tung Wah Group of Hospitals |
| Religion | : | Not Applicable |
| Year of Commencement of Operation | : | 2018 |
| School Motto | : | Diligence, Frugality, Loyalty and Faithfulness as the guiding principle in the moral and intellectual development of our students. |
| Area Occupied by the School | : | About 9000 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | - |
| Nominated Secondary School | : | - |
| Medium of Instruction | : | Chinese & English |
| School Bus Service | : | Nanny van |
| Parent-Teacher Association | : | Yes |
| Past Students' Association/Alumni Association | : | - |
| 4Rs Mental Health Charter | : | Yes |
| Whole School Health Programme | : | Action School |
2025/2026 Annual School Charges| School Fee | : | - |
| Tong Fai | : | - |
| PTA Fee | : | 50 |
| Approved Charges for non-standard items | : | $450 |
| Other Charges | : | $40 (replacement of student card) |
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 | : | Library, English room, Music rooms, Visual Arts room, STEAM Zone (Computer room), STEAM Lab (General Study room), small group teaching rooms, conference room and student activity centre. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Ramp, Accessible lift, Accessible toilet, Braille and tactile floor plan, Tactile guide path, Accessible public information / service counter and Visual fire alarm system. |
| Others | : | basketball courts, running tracks, Star Welcoming Terrance and climbing walls |
Teaching Staff Information (Including School Head) in the 2024/2025 school year | Number of teaching posts in the approved establishment | : | 61 |
| Total number of teachers in the school | : | 65 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 88% |
| Bachelor Degree | : | 98% |
| Master/ Doctorate Degree or above | : | 25% |
| Special Education Training | : | 19% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 29% |
| 5 - 9 years | : | 42% |
| 10 years or above | : | 29% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 5 |
| P2 Number of classes | : | 5 |
| P3 Number of classes | : | 5 |
| P4 Number of classes | : | 5 |
| P5 Number of classes | : | 6 |
| P6 Number of classes | : | 5 |
| Total | : | 31 |
| 2025/26 school year (Based on the number of classes approved by EDB in 2025) | ||
| P1 Number of classes | : | 5 |
| P2 Number of classes | : | 5 |
| P3 Number of classes | : | 5 |
| P4 Number of classes | : | 5 |
| P5 Number of classes | : | 5 |
| P6 Number of classes | : | 6 |
| Total | : | 31 |
| Mode of teaching at different levels | ||
| Implement activity-based teaching in whole school, adopt cooperative learning approach and foster high-order thinking skills at all levels. | ||
| Remarks | ||
| - | ||
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 | : | 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 | : | Use daily progress assessments to match with summative assessments, conduct timely inspections, and provide feedbacks on teaching and learning. Other multiple assessment strategies such as project learning assessment, student self-evaluation, peer evaluation and parents' feedbacks are conducted. |
| 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 | : | All students are evenly distributed according to their academic results. |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 8 |
| Duration of each normal period | : | 40 |
| School starts at | : | 8:00 AM |
| School ends at | : | 3:20 PM |
| Lunch break | : | 1:00 - 2:00 |
| Lunch arrangement | : | Provided by designated supplier and arranged by parents. |
| Healthy school life | : | The school sets up a committee to advocate healthy lifestyles and healthy eating habits amongst all students. |
| Remarks | : | - |
Life-wide Learning | To nurture our students with the quality of "Tomorrow's Leaders", the breakthrough from the traditional schooling hour renders the appearance of "Featured Experiential Programme" in the afternoon session as an inter-disciplinary learning section. Students may unleash their potentials through getting in touch with the courses according to their abilities and interests selected by themselves. Leadership qualities in organizing skills, problem-solving skills, self-evaluation, cooperation and communication would be implanted and enriched through taking part in various courses. |
School Mission | Under the education themes of "Self-understanding, self-exploration and self-development", "Building up a relationship from oneself to the family, to the society, to the country and to the nature" and "Exploring, understanding and stepping towards the world", our school is committed to cultivating students to become Tomorrow's Leaders. |
School Characteristics | School Management | ||
| School Management Organisation | : | There are different administrative boards to oversee the school in areas of Teaching & Learning, Administration and Pastoral Care. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | The Incorporated Management Committee has been set up to implement School-Based Management since 2018. |
| School Green Policy | : | With reference to the Guidelines on Environmental Education, our school tries to implement the School Green Policy through different areas: school infrastructure, management, education and external networks. |
| School's Major Concerns | : | 1. Establish student learning methods, cultivate good learning habits, and increase students' learning initiative. 2. Foster students' correct values (respect, sense of responsibility), enhance positive relationships, and establish an active and healthy lifestyle. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | Our school emphasizes the importance of English learning and provides an authentic and encouraging environment for students to learn English and enhances students' English proficiency. The cooperative learning approach is applied so as to cater for individual differences. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | strengthening values education (including life education, national education and national security education); reinforcing STEAM education, and nurturing students' media and information literacy. |
| Development of Generic Skills | : | We develop pupils' generic skills in formal lessons and also in special events such as "Project Based Learning", "Joint-class activities", field trips, visits etc. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | Our school bases on the approach of 'learn it, live it, teach it and embed it' to promote positive education. Five languages of love are taught to foster communication skills with others. A school-based reward scheme is implemented to let students be aware of their talents and build on them. Moreover, workshops and talks are arranged for parents to learn discipline and childcare skills. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | 1. Use Three-Tier Intervention Model to cater for students with special educational needs. 2. Adopt collaborative learning strategies to boost students' engagement during lessons. 3. Offer gifted education programs to develop students' potential. |
| Whole School Approach to Integrated Education | : | 1. Adopt the "whole school approach" to support students with special educational needs. 2. Utilise Learning Support Grant and School-based Speech Therapy Service to hire professionals and purchase related services to support students with special educational needs. 3. Engage in cross-professional collaboration with school-based educational psychologists, social workers, and other professionals. |
| 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; and organising activities to create an inclusive learning environment in the school. |
| Curriculum Tailoring and Adaptation | : | 1. Provide remedial classes to arrange small-group learning for students with slightly lower abilities. 2. Provide support and adaptation for students with special educational needs including homework, dictation and assessment accommodation etc. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | Parents are our working partners. They provide manpower to facilitate the school operation. |
| School Ethos | : | Through positive education, the school aims to cultivate a pure and kind learning environment and build up the school that everyone is always willing to give a helping hand. |
| Future Development | ||
| School Development Plan | : | 1. To promote Student Agency for creating an active and self directed learning culture. 2. To foster students' positive values and build up their positive emotions as well as healthy life. |
| Teacher Professional Training & Development | : | A systematic and theme-based professional staff development plan for teachers is made annually. Training, workshops and sharing are scheduled each year. |
| Others | : | Our school has been moved from the temporarily campus located in Mei Lam Estate in Tai Wai to the new campus in Shui Chuen O in January 2023. |
School Map 
Last revision date：03 September 2025
