St. Rose of Lima's School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
Primary：11 indicators apply, 5 matched
🎯 Mission
The school endeavours to live the spirit of Franciscan Missionaries of Mary, with the vision of a holistic development of our students in the aspects of spiritual, moral, intellectual, physical, social and aesthetic so that they become joyful and loving individuals and responsible citizens who are devoted to serve the others.
📚 Approach & Strategies
6-day cycle, with morning/afternoon reading sessions, afternoon life-wide learning periods and cross-curricular activities. A variety of learning activities are organised to enrich students' learning experiences. Every year, learning and teaching and student strategies and student support strategies are refined according to the major concerns of the school. Inquiry-based approach is adopted to ignite students' curiosity, to motivate students to become proactive learners and to increase their interest in reading. Experiential learning opportunities are provided to support students to achieve some learning goals that are more difficult to attain through classroom learning alone. Deeper learning is promoted through hands-on experience and reflection.
💛 SEN Support
The school has established a "Student Support Team" led by the Special Educational Needs Coordinator to plan, implement, and review support for students with special educational needs. Different modes of support (remedial classes, various courses focused on academic improvement, skills enhancement groups, interest development) are provided to address the needs of students with special educational needs. An in-house speech therapist has been hired to provide group or individual speech therapy training sessions for students with language disorders.
🎨 Whole-person Learning
Chinese Orchestra, Wind Band, Choirs, Chinese Drum, Judo, Gymnastics, Table Tennis, Basketball, Football, Chinese Musical, English Musical, Chinese Dance, Ballet, Jazz, Contemporary Dance, Knitting, Brownies, Flag-guards, Young Pioneers of Christ (YPC), Franciscan Kids, School of Peace, Rotary Junioract Club, Chinese Debate Team, Lego Robotics, Coding, Rummikub, Light Clay, Chinese Painting, Fashion Design, Wall Painting, Campus TV reporters, Fun Science Experiments, Gardening (hydroponics). Co-curricular activities like STEAM Week and Chinese Culture Week are organised to provide students with opportunities to integrate and apply the knowledge and skills learned in different Key Learning areas to complete missions and solve problems.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 34 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | - |
| title_supervisor_chairman_of_mc | Sister |
| title_of_school_head | Ms. |
| sponsoring_body | Franciscan Missionaries of Mary |
| school_motto | THROUGH CHARITY TO TRUTH |
| school_size | 2872 |
| through_train_sec_school | - |
| feeder_sec_school | St. Rose of Lima's College |
| nominated_sec_school | - |
| school_bus | Yes |
| nanny_van | - |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_school_fee | - |
| asc_tong_fai | - |
| asc_pta_fee | $100 |
| asc_charges_for_non_standard_items | $450 |
| asc_others | - |
| fac_no_of_classroom | 24 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 2 |
| fac_no_of_library | 1 |
| fac_special_rooms | Library, Innovation Space, Visual Art Room, Music Rooms, Multi-<br>purpose Rooms, Computer Rooms, General Study Room, Mathematics Room, English Room, Small Group Teaching Rooms, Conference Room, Student Guidance Room, Medical Room, PTA Room, Performing Arts Space, Social Worker Room, Pastoral Care Room |
| fac_others | Sky Garden |
| fac_support_for_specialedu | Ramp, Accessible lift, Accessible toilet and Braille and tactile floor plan. |
| previous_year_tsi_no_of_approved_teaching_posts | 47 |
| previous_year_tsi_percent_of_received_teacher_training | 98 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 40 |
| previous_year_tsi_percent_of_special_edu_training | 76 |
| previous_year_tsi_percent_of_exp_0_4 | 14 |
| previous_year_tsi_percent_of_exp_5_9 | 16 |
| previous_year_tsi_percent_of_exp_10_or_above | 70 |
| previous_year_no_of_class_p1 | 4 |
| previous_year_no_of_class_p2 | 4 |
| previous_year_no_of_class_p3 | 4 |
| previous_year_no_of_class_p4 | 4 |
| previous_year_no_of_class_p5 | 4 |
| previous_year_no_of_class_p6 | 4 |
| previous_year_no_of_class_total | 24 |
| current_year_no_of_class_p1 | 4 |
| current_year_no_of_class_p2 | 4 |
| current_year_no_of_class_p3 | 4 |
| current_year_no_of_class_p4 | 4 |
| current_year_no_of_class_p5 | 4 |
| current_year_no_of_class_p6 | 4 |
| current_year_no_of_class_total | 24 |
| cs_mode_of_teaching | Mixed ability grouping is adopted from P1-P6. Learning and teaching strategies are differentiated to address the learning needs of students of different classes. There are remedial classes to help the struggling learners to consolidate their foundation in Chinese Language, English Language and Mathematics and enrichment classes to stretch the potentials of higher ability students. |
| cs_remarks | - |
| no_of_test_per_year_P1 | 0 |
| no_of_exam_per_year_P1 | 2 |
| replace_test_exam_P1 | Yes |
| no_of_test_per_year_P2-P6 | 0 |
| no_of_exam_P2-P6 | 3 |
| formulate_appropriate_school_based_assessment_assignment_policy_inform_parents_collect_views_from_teachers_students_parents_regularly | No |
| upload_school_assessment_policy_to_school_web | No |
| upload_school_assignment_policy_to_school_web | No |
| diversified_assessment | Apart from summative assessment in the form of examinations, a variety of formative assessment tasks are designed to assess students' knowledge and skills in Key Learning Areas, generic skills, values and attitudes. For General Studies, one of the examinations is replaced by project learning. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Mixed ability classes from P1 to P6. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 7 |
| duration_of_each_period | 35 |
| school_starts_at | 7:45 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:15 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:50 |
| lunch_end_time | 1:45 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| school_life_remarks | Every day after lunch is the life-wide learning period. A variety of cross-curricular activities and 'Learning to Learn' activities are arranged to develop students' 'Learning to Love' and 'Loving to Learn' capabilities. Experiential learning experiences are arranged for our girls to achieve certain learning goals that are more difficult to attain solely through classroom learning and achieve whole person development |
| school_management_url | www.srols.edu.hk |
| school_organisation | The School is founded by Franciscan Missionaries of Mary. In August 2015, the school established its Incorporated Management Committee which is responsible for the direction and development of the School. The School Sponsoring Body, the Incorporated Management Committee, the Supervisor, the Principal, the School Executive Committee and the School Development Committee work collaboratively for the development of the school. |
| imc_smc_mc | The Incorporated Management Committee was established in August 2015. The IMC consists of Sponsoring body managers, the Principal, Teacher manager, Parent manager and Independent manager. The managers manage the School, formulate school policies to ensure that the Vision, Mission and Core Values of the School are implemented effectively. |
| school_green_policy | We have green and clean campus scheme which enables the students to cherish a green and low-carbon lifestyle. |
| school_major_concerns_url | - |
| school_major_concerns | 1. Foster students' self-understanding and cultivate a positive attitude to help them realize their potential and serve the community.<br>2. Strengthen students' generic skills and broaden their horizons. |
| learning_and_teaching_plan_url | http://www.srols.edu.hk/curriculum |
| major_renewed_emphases_pri_edu_curriculum | Strengthening values education (life education, national education and national security education, 5 Core Values of HK Catholic Education, positive 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. |
| dev_of_generic_skills | To foster students' 21st century skills through conducting learning activities in different Key learning areas, cross-curricular activities (Intangible Cultural Heritage projects, STEM projects), life-wide learning activities and extra-curricular activities. |
| cultivation_of_proper_values_attitudes_and_behaviours | Our school promotes Values Education through nurturing in our students the ten priority values and attitudes: "Perseverance", "Respect for Others", "Responsibility", "National Identity", "Commitment", "Integrity" "Care for Others", "Law-abidingness", "Empathy" and "Diligence" to promote whole-personal development and to equip students to contribute to the society. Our school aims at fostering students' positive values and attitudes through the learning and teaching of various Key Learning Areas/subjects and the provision of relevant learning experiences. We strive for developing students' ability to identify the values embedded, analyse objectively and make reasonable judgement in different issues they may encounter at different developmental stages so that they could take proper actions to deal with the challenges in their future life. |
| student_support_url | http://www.srols.edu.hk/index/index.htm |
| whole_school_approach_cater_for_learner_diversity | 1. Differentiation instruction is adopted to cater for learner diversity to improve the effectiveness of learning and teaching. Teachers differentiate the curriculum, learning and teaching strategies and use different modes of assessment to assess the performance of students. <br>2. Bridging Programme for P1 students is arranged to help them experience a smooth transition of the new learning environment. <br>3. Enrichment Classes and Remedial Classes are designed to support student learning.<br>4. Learning programmes are designed to identify and develop students who demonstrate exceptional achievement or potential in specific academic subject area(s), creative thinking and leadership skills; remarkable talent and outstanding performance in different domains like visual and performing arts, sports and technology. |
| curriculum_tailoring_and_adaptation | Differentiation instruction is adopted to cater for learner diversity to improve the effectiveness of learning and teaching. Teachers differentiate the curriculum, learning and teaching strategies and use different modes of assessment to assess the performance of students. |
| home-school_co-operation_url | http://www.srols.edu.hk/index/index.htm |
| home-school_co-operation | Home-school co-operation is fostered and parent education is promoted to create a positive environment for students to enhance learning effectiveness and foster their healthy development. PTA acts as a medium of communication between the school and the parents. The active participation of parents fosters the collaboration between the school and families and parents gain a better understanding of the school through different types of school activities. The Parents' Academy has been set up to promote parent education. Learning opportunities are offered for SROLS parents on six categories–Religious formation, Academic, Parenting, Higher-order thinking skills, Innovative Technology and Parent-child workshops. |
| school_ethos | St. Rose of Lima's School has the characteristics of simplicity and harmony, with a strong emphasis on Christian faith and positive attitudes and values. The relationship between students and teachers is good and our students have a strong sense of belonging to the school. |