St. Peter's Catholic Primary School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
Primary：11 indicators apply, 3 matched
🎯 Mission
By adhering to the spirit of the Gospel, great significance is placed on developing students' moral values as well as independent and critical thinking. We are dedicated to creating an environment conducive to learning and encouraging students to strive assiduously towards excellence. Establishing a strong and solid foundation, like the living stone of St. Peter of the Catholic Church, is the focus of the curriculum. We are also devoted to nurturing our students' sense of citizenship, which enables them to care about the society and love the nation.
📚 Approach & Strategies
1. Use IT in learning to enhance the effectiveness of learning and teaching, assessment for learning as well as catering for learner diversity. 2. Design diversified assignments, assessments and allow students demonstrate their work in multi-media sources. 3. Collaborate among key learning areas to develop and promote Reading across Curriculum (RaC) and STEM+ education. Provide a great variety of learning platform for both teachers and students to implement RaC and STEM+ education. 4. Promote self-directed learning strategies including setting learning targets, applying self-directed learning activities and self reflection skills to have sustainable development of various key learning areas. 5. Create a language-rich learning environment through the provision of more opportunities fo…
💛 SEN Support
1. Special Educational Needs Coordinator leads the student support team. 2. Student Support Team which includes Special Educational Needs Coordinator, Special Educational Needs Support Teacher, School-based Educational Psychologist, School social worker, specialist teachers and teaching assistants is set up to plan, implement and review the support measures for students with SEN regularly. 3. We adopt a whole School Approach to cater for student diversity.
🎨 Whole-person Learning
1. Regular training interest groups: English Musical Drama, Lion Dance team, Robot Coding programme, 3D printing, Choir, Dance team, Basketball team, Table Tennis team, Athletic team, STEM Elite team, Percussion Team etc. 2. Service-learning: School prefects, Pioneers of Christ, Green Ambassador, Community Youth Club, Scouts, Hong Kong Road Safety Patrol, St. John Pandas etc. 3. Field trips, Study Tours outside Hong Kong.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 18 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 93% |
| title_supervisor_chairman_of_mc | Rev. |
| title_of_school_head | Ms. |
| sponsoring_body | The Catholic Diocese of <br>Hong Kong |
| school_motto | To Love God and Mankind; To Seek Virtue and Knowledge |
| school_size | 6200 |
| through_train_sec_school | - |
| feeder_sec_school | St. Peter's Secondary School |
| 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 | $35 |
| asc_charges_for_non_standard_items | $300 |
| asc_others | - |
| fac_no_of_classroom | 24 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 1 |
| fac_no_of_library | 1 |
| fac_special_rooms | STREAM Multi-intelligence Learning Room, STEM+ Room, Tabletops Corner, Sports Zone, Science Room, Art Room, Religious Room, Music Room, Multi-Purpose Activity Room, English Room, P.E. Room, Counselling Room & Treatment Room |
| fac_others | Basketball court, Speech Therapist Rm, Study Rm, Meeting Rm, Conference Rm, Sick Rm, St. Peter's Garden, Snacks and Beverage Vending Machine |
| fac_support_for_specialedu | Ramp, Accessible lift and Tactile guide path plan. |
| previous_year_tsi_no_of_approved_teaching_posts | 39 |
| previous_year_tsi_percent_of_received_teacher_training | 87 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 33 |
| previous_year_tsi_percent_of_special_edu_training | 61 |
| previous_year_tsi_percent_of_exp_0_4 | 15 |
| previous_year_tsi_percent_of_exp_5_9 | 15 |
| previous_year_tsi_percent_of_exp_10_or_above | 70 |
| previous_year_no_of_class_p1 | 3 |
| previous_year_no_of_class_p2 | 3 |
| previous_year_no_of_class_p3 | 3 |
| previous_year_no_of_class_p4 | 3 |
| previous_year_no_of_class_p5 | 4 |
| previous_year_no_of_class_p6 | 4 |
| previous_year_no_of_class_total | 20 |
| current_year_no_of_class_p1 | 2 |
| current_year_no_of_class_p2 | 3 |
| current_year_no_of_class_p3 | 3 |
| current_year_no_of_class_p4 | 3 |
| current_year_no_of_class_p5 | 3 |
| current_year_no_of_class_p6 | 4 |
| current_year_no_of_class_total | 18 |
| cs_mode_of_teaching | In coordinate with small class teaching, our school adopts Co-operative Learning Mode in planning and deploying the curriculum. Students participate actively in interactive learning activities. Also, mixed ability grouping is adopted in lessons to cater for student's learning diversity. |
| 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 | Yes |
| upload_school_assessment_policy_to_school_web | Yes |
| upload_school_assignment_policy_to_school_web | Yes |
| diversified_assessment | Other than annual summative assessments, students are formatively assessed in terms of Show and Tell, Chinese Dictation, English Dictation, Maths diversified assessment, Science based learning activities, project learning, task work and etc. Different modes of assessment (e.g. self-assessment, peer assessment and parent evaluations) are also included. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Student's academic performance and learning abilities (P.5 to P.6). |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 9 |
| duration_of_each_period | 35 |
| school_starts_at | 8:00 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:20 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 1:00 |
| lunch_end_time | 2:00 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| school_life_remarks | Apart from regular lessons, there are morning assemblies, afternoon reading scheme, weekly assemblies, class periods, civic education, tutorial lessons, cross-curricular link activities and extra-curricular activities, St Peter Good student Award Programme, Various Sex Education Programmes, Anti-drug Talks, emotion and puberty seminars are also implemented. |
| school_organisation | A clear management framework has been well established. The supervisor, managers from sponsoring body, principal and all the teachers work collaboratively to plan, implement and evaluate the school policies with encouraging feedback from all the stakeholders of the school. |
| imc_smc_mc | The Incorporated Management Committee oversees the running of the school. Apart from the supervisors, principal and teachers, parents and representatives from the school alumni are also invited to join the committee. The view points and comments are comprehensive and it can increase the accountability of the committee. |
| school_green_policy | To enhance students' environmental consciousness through setting up a smart green campus, green garden, STEM+ Room etc. A solar power generation system has been installed in order to enhance students' understanding of renewable energy with the implementation of STEAM education. |
| school_major_concerns | 1. To employ the five core values of Catholic education to advance value education and strengthen students' mental health.<br>2. To use a variety of learning modes to optimize learning and teaching and boost learning competency. |
| major_renewed_emphases_pri_edu_curriculum | Learning to learn 2.0 School-based curriculum development, Promotion of value education (including Life education, National Security education), Catering for learner diversity, Strengthening STEAM education and promoting Reading across Curriculum (RaC). |
| dev_of_generic_skills | Students' generic skills are developed in both the formal and informal curricular. Co-operative learning, group activities, visits and community services are integrated into the curriculum. |
| cultivation_of_proper_values_attitudes_and_behaviours | Cultivate students' positive values and attitudes through moral and civic education and non-formal curriculum. |
| student_support_url | http://www.spcps.edu.hk/zh-hant/content/learning |
| whole_school_approach_cater_for_learner_diversity | 1. Gifted groups and small classes are for more-able and less-able students respectively. <br>2. After-school Learning and Support Programme. <br>3. Understanding Adolescences Project (Primary). <br>4. School-based Speech therapy service and School-based Educational Psychologist Services. <br>5. Other support: Reading Mum Reading Programme, Chinese and English Enhancement Programme, Big Brothers/Sisters Scheme, Social skills training class etc. |
| support_for_non_chinese_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; developing school-based Chinese Language curriculum and/or adapting learning and teaching materials; and organising activities to create an inclusive learning environment in the school. Chinese Buddy Reading Program. |
| curriculum_tailoring_and_adaptation | 1. Curriculum tailoring and adaptation are adopted to develop the school-based subject curriculum in Chinese, English and Maths. Worksheets with different levels are designed to suit the needs of students. <br>2. Tailoring the amount required for dictation in Chinese and English.<br>3. Balancing the amount and mode of various types of homework for students with special needs. <br>4. Special arrangements for students with special needs during the school assessment. |
| home-school_co-operation_url | http://www.spcps.edu.hk/zh-hant/content/learning |
| home-school_co-operation | Seminars and activities for parents are frequently organised by the PTA. A huge group of parent volunteers is well-established. Parents are proactive in supporting school activities and offering their expertise to the school. The PTA is an asset for strengthening the link between the parents and the school. The PTA enhances communication between the school and parents. It has also provided an interface for working towards a common goal. It facilitates the implementation of different school policies. |