Primary School Profiles 2026 
Primary School Profiles 2026
| Address: | 8 Yat Tung Street, Yat Tung Estate, Tung Chung, Lantau Island, N.T. | |||
| Phone: | 21090328 | Email: | lbcps@hkt.salvationarmy.org | |
| Fax: | 21090223 | Website: | http://www.salbcms.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Supervisor Chan Kwok Wai |
| School Head | : | Mr. Ma Kai Lung |
| 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 | : | Co-ed |
| Sponsoring Body | : | The Salvation Army |
| Religion | : | Protestantism / Christianity |
| Year of Commencement of Operation | : | 2001 |
| School Motto | : | Dignity, Faith, Love, Diligence |
| Area Occupied by the School | : | About 10000 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | - |
| Nominated Secondary School | : | - |
| Medium of Instruction | : | Chinese |
| School Bus Service | : | School Bus |
| Parent-Teacher Association | : | Yes |
| Past Students' Association/Alumni Association | : | - |
| 4Rs Mental Health Charter | : | Yes |
| Whole School Health Programme | : | Action School |
2026/2027 Annual School Charges| School Fee | : | - |
| Tong Fai | : | - |
| PTA Fee | : | - |
| Approved Charges for non-standard items | : | - |
| Other Charges | : | Replacement of student e-card $28 |
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 | : | 5 Piano Rooms, some special rooms including dancing room, canteen, computer Room, Dream Lab, library, language Room, Science room, 2 music rooms, counselling room, Game corner, hand bell room, hand chime room, brass band room, art and craft room and School Campus TV. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Ramp, Accessible lift, Accessible toilet, Tactile guide path, Accessible public information / service counter and Visual fire alarm system. |
| Others | : | Escalator, washrooms for the disabled, outdoor café, outdoor climbing walls, table football, capsule station and claw machine. |
Teaching Staff Information (Including School Head) in the 2025/2026 school year | Number of teaching posts in the approved establishment | : | 56 |
| Total number of teachers in the school | : | 59 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 100% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 25% |
| Special Education Training | : | 80% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 14% |
| 5 - 9 years | : | 23% |
| 10 years or above | : | 63% |
Class Structure | 2025/26 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 | : | 5 |
| P6 Number of classes | : | 5 |
| Total | : | 30 |
| 2026/27 school year (Based on the number of classes approved by EDB in 2026) | ||
| 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 | : | 5 |
| Total | : | 30 |
| Mode of teaching at different levels | ||
| We provide enrichment in core subjects, coding, thinking, and sports/arts for elites, plus remedial support. Selected P4-6 classes use BYOD; P2 starts Putonghua-taught Chinese in some classes. Small class teaching, e-learning, and cooperative learning are used school-wide to address individual learning differences. This diverse curriculum ensures every student | ||
| Remarks | ||
| Chinese Language Policy: In order to enhance the smooth transition from kindergarten to primary school, Cantonese is used as the medium of instruction in Primary One. From Primary Two to Primary Six, depend on the needs of parents and students, they can choose either Cantonese or Mandarin as the medium of instruction. | ||
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 | : | Our school employs diversified assessments for skills, attitudes, and values, including extracurricular involvement. Beyond formative and summative assessment , subject-based practical and multi-dimensional assessments are used to record performance. This holistic approach ensures a comprehensive record of student achievement, documenting progress across all areas of development. |
| 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 | : | P4 to P6 offers 'Bring Your Own Device' and regular classes, utilizing IT to optimize teaching. Student placement follows parental choice, academic results, and conduct to address learner diversity and facilitate effective learning. |
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 | : | 3:25 PM |
| Lunch break | : | 12:40 - 1:40 |
| Lunch arrangement | : | Provided by designated supplier, arranged by parents and pack lunch. |
| Healthy school life | : | Our school is keen on promoting healthy eating and environmental education. We were awarded with several awards from the Department of Health as being "nutritious" and "Hong Kong's Healthy School". Students' lunch is served at school canteen. The designated supplier provides healthy lunchboxes and reusable utensils for students. |
| Remarks | : | Our school creates a caring, positive, and happy learning environment. We offer morning reading, library lessons, and vibrant lunchtime activities. Students thrive through co-curricular programs, religious gatherings, and values education. We emphasize growth via counseling, inquiry learning, and service learning. With extra-curricular activities, self-discipline recess, self-discipline lunch, and project-based learning, we nurture each child’s potential for a balanced, truly inspiring educational journey for all. |
Life-wide Learning | Unleashing Potential: Our Holistic Approach Our school offers a dynamic range of extra curricular activities organized into long-term and short-term groups. We are dedicated to discovering each student's latent potential and helping them shine, fully committing to the "One Person, One Sport/Art" objective for every child. Our rich selection of arts and physical activities includes: Music & Performance: Handbells, handchimes, wind band, drama, musicals, choir, percussion, and Chinese dance. Sports & Vitality: Fancy rope skipping and various ball games. Furthermore, our after-school interest classes provide specialized paths for growth. Students can engage in Cambridge English, Abacus, Taekwondo, Martial Arts, Violin, Piano, and Dance. We also feature unique opportunities like Campus TV. |
School Mission | Our School community, in sharing the love and truth of Jesus Christ, will grow in knowledge, maturity and care for others, especially those with greatest needs. |
School Characteristics | School Management | ||
| School Management Organisation | : | We implement the school based management system and make use of the self-evaluation to optimize the school administration. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | The Incorporated Management Committee was well established in 2006. It consists of representatives of school supervisor, school sponsoring bodies, representatives of professionals, principal, parents and teachers. |
| School Green Policy | : | We have joined various projects run by Environmental Protection Department to protect our environment. We also appoint "EP prefects" in each class to reduce pollution. |
| School's Major Concerns | : | 1. Promoting school-based curriculum to enhance the effectiveness of self directed learning. 2. Nurturing positive values and developing a healthy community in school. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | 1. All classrooms have installed Touch Smartboard with upgraded network so to foster self-directed learning with the new learning mode. 2. Implement Blended Learning through teachers learning circles so to strengthen the development of self-directed learning and to enhance the teaching quality. 3. Matching STEAM with Inquiry learning to breakthrough the conventional classroom learning. To widen the prospective of learning and enhance social skills of student through revamp of school curriculum, experiential learning, Multi-sensory teaching and field work. 4. Digital learning class (BYOD) starting with Primary Four, enhance the effectiveness of learning and teaching, improve different areas of students’ abilities including self-directed learning, problem-solving, collaboration and stimulus interaction in the classroom. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | We aim at strengthening values education (including life education, national education and national security education), 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, better catering for learner diversity, reinforcing STEAM education, and nurturing students’ media and information literacy, strengthening cross-curricular learning and reading across the curriculum for developing lifelong learning capabilities and enhancing assessment literacy for promoting learning and teaching effectiveness. |
| Development of Generic Skills | : | We cultivate students' self- directed learning skills and generic skills through diversified learning experiences and interactive lessons. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | Through positive education, students can learn how to face adversity and meet the difficulties and pressures in life with a positive attitude. By exploring the character strengths, we can build students' physical and mental health, positive emotions, positive engagement, positive relationship, positive meaning and positive accomplishment, so as to move towards a happy life. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | The school provides diversified teaching strategies and cooperates with all stake holders from policy, culture and measures. Under the inclusive environment recognized by the parents, teachers and students, we provide curriculum tailoring, teaching adjustment, differentiation of assessment, peer counselling and learning groups and others measure to support students with different abilities. |
| Whole School Approach to Integrated Education | : | The school is committed to create an inclusive learning environment, using resources flexibly, implementing effective strategies to cater for the needs of different students and providing high-quality educational services in response to the individual differences of students and special educational needs, such as, early recognition and support for Primary One, Three-tier Intervention Model, curriculum adaptation and diversified teaching strategies, home-school cooperation and the establishment of growth support groups, etc. We enable each student to develop their potential, respect individual learning differences and jointly create a favorable development environment. |
| 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.; developing school-based Chinese Language curriculum and/or adapting learning and teaching materials; organising activities to create an inclusive learning environment in the school; and our school uses Putonghua to teach Chinese in all classes / groups at certain levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc. Providing Summer Bridging Programme for NCS students to encourage the use of Chinese. |
| Curriculum Tailoring and Adaptation | : | To cater to student learning diversity, the school provides Chinese small-group learning and accommodation programmes, alongside Putonghua as the medium of instruction for Chinese Language (PMI) from Primary 2. Other initiatives include differentiated assignments, elements of gifted education, homework tutorials, and after-school remedial classes for Chinese, English, and Mathematics, as well as after-school development and learning support groups. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | Our parents are always providing us with great support and are always willing to be volunteers. Our school is committed to promoting parents' education and supporting of parents to nurture their children with care and encourage them to thrive in the best environment which also benefit students' learning. |
| School Ethos | : | Our school strives to provide our students with a caring and harmonized learning environment with parents. Through a series of programs like life education, school-based counseling scheme, after-school learning groups for non-Chinese speaking students, Understanding Adolescent Project, Child Development Fund, Dreams Come True Program to empower our students to meet the challenges in life and to contribute to the society. |
| Future Development | ||
| School Development Plan | : | Our school is a learning school. Students also take initiative in learning process. We also cultivate students' generic skills through diversified learning experiences and interactive lessons. We value the use of students in biliterate, trilingual, self-directed learning and promote STEAM education aligns with the worldwide education trend equipping students to meet the changes and challenges in our society and around the world with rapid economic, scientific and technological developments as well as challenges in society of the 21st century to enhance their competitiveness in the future. Also, we strive for excellence and regular sharing with various tertiary institutions. |
| Teacher Professional Training & Development | : | School-based training and workshops are provided for teachers according to the teachers' needs. The Enhancing Learning and Teaching Team and groups are responsible for teachers' professional training and development. |
| Others | : | In order to develop students' potential, students are always encouraged to take part in various inter-school competition. The school has enjoyed considerable success in various competitions. - Hong Kong Youth Music Interflows: Symphonic Band Contest Junior Class Gold Award - The Schools Dance Festival: Chinese Dance-Upper Primary Highly Commended Award - Hong Kong Joint School Association: Woodwinds Ensemble, Hand bells and Chimes, Junior Choir, Senior Choir (Gold Award) - Hong Kong Inter-Area Primary Schools Athletics Competition: Boys C Grade Overall Champion - Inter-School Table Tennis Competition: Boys Overall 2nd runner-up, Girls Overall 3rd runner-up - Hong Kong and Macau Mathematical Olympiad: Open Contest Excellent Performance |
School Map 
Last revision date：01 September 2026
