🎒 Primary ・ Tuen Mun
S.R.B.C.E.P.S.A. Ho Sau Ki School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
27
Average
Primary：11 indicators apply, 3 matched
🎒
S.R.B.C.E.P.S.A. Ho Sau Ki School
Tuen Mun ・
Primary ・ Est. 1989
📍 Address
Estate School No. 1, Tin King Estate, T…
📞 Phone
24556111
📠 Fax
24642990
✉️ Email
info@hosauki.edu.hk
⛪ Religion
Not Applicable
👩🏫 Principal
Chung Yim Hung
📅 Founded
1989
👫 Gender
Co-ed
🗣️ Language
Chinese
🎯 Mission
Our School not only emphasizes building up pupils' moral values, we also pay a lot of attention to balancing the growth of academic, physical, collaborative and aesthetic values. We furthermore, aim to educate pupils to be: responsible; eager to learn; self-disciplined; kind-hearted; poised; good-tempered and life-long learners.
📚 Approach & Strategies
Sustaining the educational motto of our school: 'Let every child have a chance to succeed'. Using diversified learning strategies to arouse pupils' motivation, presenting self-directed learning and successful leaning experiences. Referring to the small class learning elements, designing quality lessons and showing pupils' talents. Our school is one of the Pilot Schools for the Wifi100 Scheme of the EDB. We have installed an advanced Optical Network with single mode fibers and is the 1st primary school in Tuen Mun to have a School Optical Network with features of Terabit backbone for future scalability and upgradability. We actively develop students' e-Learning skills and knowledge.
💛 SEN Support
Our school has set up a Student Support Team to take charge of Special Educational Needs (SEN) support. The team is made up of Special Educational Needs Coordinator (SENCO) and Special Educational Needs Support Teachers (SENST).Our school also supports students through the Learning Support Grant (LSG), the Grant for Supporting Non-Chinese Speaking (NCS) Students with Special Educational Needs (SEN) (NCS-SEN Grant), School-based Educational Psychology Service and School-based Speech Therapy Service. Our school presents extra support for the students with SEN through training courses, Individual Education Plan and speech therapy sessions. The school is regularly visited by a school-based educational psychologist who meets with teachers and parents to evaluate the effectiveness of the school…
🎨 Whole-person Learning
English Enhancement Course, Ball games, Swimming, Athletic Team, Dancing, School Band, Boy Scouts, Brownies, Accordion, Cambridge Young Learners English Test, Maths Olympiad Group, English Musical, Phonics Class, English Speaking, School Reporters, Musical Instruments, Dragon Performance, Kung Fu, Floorball.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 70 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 78% |
| title_supervisor_chairman_of_mc | Ms. |
| title_of_school_head | Principal |
| sponsoring_body | S.R.B.C.E. Past Students' <br>Association Ltd |
| school_motto | Knowledge, Morals, Loyalty and Honesty |
| school_size | 4000 |
| through_train_sec_school | - |
| feeder_sec_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 | $20 |
| asc_charges_for_non_standard_items | School Based Management $150 |
| asc_others | - |
| fac_no_of_classroom | 26 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 2 |
| fac_no_of_library | 1 |
| fac_special_rooms | Music Room, Library and Flight Simulation Room etc. |
| fac_others | STREAM Room, Campus TV, School History Gallery and PTA Resources Centre. |
| previous_year_tsi_no_of_approved_teaching_posts | 32 |
| previous_year_tsi_percent_of_received_teacher_training | 100 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 31 |
| previous_year_tsi_percent_of_special_edu_training | 60 |
| previous_year_tsi_percent_of_exp_0_4 | 30 |
| previous_year_tsi_percent_of_exp_5_9 | 33 |
| previous_year_tsi_percent_of_exp_10_or_above | 37 |
| previous_year_no_of_class_p1 | 2 |
| previous_year_no_of_class_p2 | 3 |
| previous_year_no_of_class_p3 | 2 |
| previous_year_no_of_class_p4 | 3 |
| previous_year_no_of_class_p5 | 3 |
| previous_year_no_of_class_p6 | 3 |
| previous_year_no_of_class_total | 16 |
| current_year_no_of_class_p1 | 1 |
| current_year_no_of_class_p2 | 2 |
| current_year_no_of_class_p3 | 3 |
| current_year_no_of_class_p4 | 2 |
| current_year_no_of_class_p5 | 3 |
| current_year_no_of_class_p6 | 3 |
| current_year_no_of_class_total | 14 |
| cs_mode_of_teaching | 1. Whole School Small Class Approach.<br>2. Small Class Teaching in Chinese.<br>3. Tailoring curriculum and assessment format<br>4. Whole school approach in catering for diverse learning needs |
| cs_remarks | - |
| no_of_test_per_year_P1 | 2 |
| no_of_exam_per_year_P1 | 2 |
| replace_test_exam_P1 | No |
| no_of_test_per_year_P2-P6 | 2 |
| no_of_exam_P2-P6 | 2 |
| 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 | 1. Pencil and paper, Project Learning, Observation, Discussion, Writing 2. Formative Assessment, Summative Assessment 3. Multi-intelligence Observation 4. Students' Reports and 5. Individual Learning Profiles. |
| avoid_test_exam_after_long_holidays | No |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | No |
| streaming_arrangement | P.1 - P.6 Small Class Teaching, students are streamed according to their individual differences. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 7 |
| duration_of_each_period | 45 |
| school_starts_at | 8:00 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:20 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:30 |
| lunch_end_time | 1:30 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| school_life_remarks | Besides prioritising our students' academic progress, we also foster their growth in sports and arts. Our school teams have achieved outstanding results; members of the track and field and volleyball teams have been repeatedly elected as district representatives. Our school band and accordion team frequently perform outside school. The Taiwan Accordion Society recently invited the accordion team to perform in Taiwan. |
| school_management_url | https://www.hosauki.edu.hk/tc/incorporated-management-committee |
| school_organisation | The School Management Committee is comprised of: School Ethos and Support Team, Learning and Teaching Team and School Development Team |
| imc_smc_mc | The School is managed by the Incorporated Management Committee of Sir Robert Black College of Education Past Students' Association Ho Sau Ki School. It was formed on 31st August,2007. The total number of Managers is 11. The composition includes: <br>1. Chancellor: 1 2. Sponsoring Body Managers: 3<br>3. Principal: 1 4. Independent Manager: 1<br>5. Parent Manager: 1 6. Alternate Parent Manager: 1 <br>7. Alumni Manager: 1 8. Teacher Manager:1 <br>9. Alternate Teacher Manager: 1 |
| school_green_policy | A Whole School Approach of Waste Sorting and Recycling, committed to providing healthy lunches, conserve energy and reduce wastes. |
| school_major_concerns_url | https://www.hosauki.edu.hk/tc/school-document-0 |
| school_major_concerns | 1. To proactively promote students' positive growth through values education.<br>2. Utilize diversified learning and teaching strategies to enhance students' learning effectiveness. |
| learning_and_teaching_plan_url | https://www.hosauki.edu.hk/tc/index |
| major_renewed_emphases_pri_edu_curriculum | Strengthening values education (Covering National Education [including Patriotic Education, National Security Education] and Life Education). Making good use of learning time, creating space to promote balanced physical and psychological development; enriching life-wide learning experiences and fostering 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 to develop students' lifelong learning capabilities; and enhancing assessment literacy for promoting learning and teaching effectiveness. |
| dev_of_generic_skills | Develop students' nine Generic Skills, includes: Communication Skills, Mathematical Skills, IT Skills, Critical Thinking Skills, Creativity, Problem Solving Skills, Self-management Skills, Self-learning Skills and Collaboration Skills. |
| cultivation_of_proper_values_attitudes_and_behaviours | Respect, diligent and law-abiding are the themes of school-based guidance. The school organizes diverse school-based guidance activities, such as a good student reward program, finish all the homework on time, a star recognition program etc. We hope to deepen the school's culture of respect and diligent and to promote the law-abiding spirit. Optimize life education courses in order to cultivate students' attitude of accepting, appreciating others and develop a good character. A positive campus environment is established. |
| student_support_url | https://www.hosauki.edu.hk/tc/student-support |
| whole_school_approach_cater_for_learner_diversity | Lesson study; Catering for individual diversities; Individual Education Plan (IEP); After-school tutorial classes; Small class teaching; Teaching Assistants Support; Enhanced School-based Speech Therapy Services; Gifted education program, 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; 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 hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents of NCS students. 1. After-school Chinese enhancement class. 2. English version of all School Circulars and Parent's Letters. 3. The NCS teaching assistant is employed to contact with parents of NCS students. 4. Small group teaching in Chinese for NCS students. |
| curriculum_tailoring_and_adaptation | Differentiated School-based worksheets for learner abilities. Adjustment of the curriculum to match different learning abilities; homework and assessment adjustment. |
| home-school_co-operation_url | http://www.hosauki.edu.hk |
| home-school_co-operation | Home and school join hands in nurturing our students. Principal has a morning session with parents every week to discuss and share ideas. Summer Hotmails and Sunshine Calls are launched. Parent Education and Parent Network are organized by the school. |
| school_ethos | To be caring and considerate toward each other's needs. Emphasis is on the nurturing of students' characters and personalities. We encourage students to respect, forgive and live in harmony with each other. A whole school approach toward supporting individual diversities. Our motto is "All students can be taught", we also believe that "All children can succeed," and with these beliefs we create a caring, harmonious and united school. In 2015, we succeeded in winning the "Outstanding Caring School-Promoting Harmony for our people and society" theme award of the Open Primary Section, among a few hundred other schools. In 2016, we also won the prestigious campus "Achievement Hope" theme award for the second time. |
| future_dev_url | https://www.hosauki.edu.hk/tc/index |
| school_dev_plan | 1. Introduce various values across subjects to cultivate students' appreciation of the virtues in traditional Chinese culture.<br>2. Showcase students' diversity to foster a positive and proactive attitude toward life.<br>3. Arrange and organize diverse activities to enhance students' sense of national identity.<br>4. Organize diverse parent-child activities to jointly promote positive values.<br>5. Foster students to become law-abiding individuals through experiential activities.<br>6. Continuously establish cross- curricular learning to enhance learning effectiveness.<br>7. Develop diverse teaching strategies to address the diversity of learning needs.<br>8. Continuously strengthen STEAM education to enhance students' generic skills. |