School Category

Student Category

Name of School Supervisor

Name of School Principal

School Founding Year

Total No. of Permitted Accommodation of Classrooms in Use (Data as of Sept. 2024)

Number of Registered Classrooms

Outdoor Playground

Indoor Playground

Music Room

Other Special Room(s) / Area(s)

Total No. of Principal & Teaching Staff
(Data as of Sept. 2024)*

School Website

Degree holders

Non-degree holders

C(ECE) or above

Qualified KG teachers

Other teacher trainings

Qualified assistant KG teachers

Others

AM Session

PM Session

WD Session

Fee level (per annum)

With child care services for children aged under 2

No. of enrolment aged 2-3

Joining Child Care Centre Subsidy Scheme

Providing occasional child care services

Providing extended hours services

Curriculum type

Curriculum planning

The Early Years in the Primary Years Programme (PYP) is a curriculum framework for young learners aged 3 to 6 designed by the International Baccalaureate Organisation. The PYP aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

Learning / Teaching approach and activities

The school is authorised to implement the PYP, which is an international, transdisciplinary curriculum framework for young children. English is the medium of instruction at school. In our Early Years program, children explore their environment and learn about their world through play and through the relationships with peers, teachers, family and community members. Learning in the PYP is a holistic experience that integrates socio-emotional, physical and cognitive development. We offer Chinese lessons to students on a daily basis, teaching Mandarin with a focus on receptive and verbal language, gradually introducing traditional characters.

Assessment of children’s learning experiences

Teachers assess student learning in a variety of ways using a range of assessment tools, and the students themselves are expected to be reflective and think about their own learning.

Evidence of student learning is collected and feedback is given to students regularly and frequently: individualised, immediate feedback has been proven to make the most significant improvements in student learning. Students and teachers work together to create a ‘portfolio’ for each student. This portfolio is used as a reference during the Student-Led Conferences (SLC).

Teachers communicate regularly with parents so they can support and celebrate their child’s learning, as well as understand their progress and development. The School uses a digital platform called Seesaw, which facilitates daily communication between the teacher, parents and students. In addition to being a great way to digitally share learning activities, it provides a platform for discussions at home in support of mother-tongue development.

Formal reports are sent home at the end of Term 1 and Term 2. Students share their individual learning journey with their parents during their Parent-Student-Teacher Conferences held at the end of the first and third terms, and at the Student Lead Conference held in Term 2.

School vision and mission

Our Vision: Our students will become creative, critical thinkers who are internationally minded lifelong learners.
Our Mission:
-We will provide a transdisciplinary, challenging learning environment in a happy, safe and caring school.
-We will develop our students’ confidence and desire to inquire, in order to expand their knowledge, skills and understanding.
-We will nurture individual interests, strengths and abilities.
-We will foster an inclusive language atmosphere where English, Chinese and other mother-tongue languages are valued and respected.

Support to students

Our learning support coordinator plays a crucial role in fostering an inclusive environment for students with diverse needs. They collaborate with teachers, parents, and specialists to develop strategies that address individual learning requirements. In addition, our teachers are committed to differentiation in their instructional approaches. They recognize that each student has unique learning styles and preferences, which can vary widely. To accommodate these differences, teachers employ a variety of teaching methods

Support to non-Chinese speaking (NCS) students

Create an inclusive learning environment to facilitate students' integration.

Support to students with special needs

Joining the On-site Pre-school Rehabilitation Services.

Parent-teacher association

Other activities / communication with parents

We provide workshops for parents to learn about the IB PYP and how to support their child at home.

Summer uniform

Winter uniform

School bag

Tea and snacks

Textbooks

Exercise books/
workbooks

Stationery

Bedding items

Application fee

Registration fee