Po Leung Kuk Grandmont Primary School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
Primary：11 indicators apply, 4 matched
🎯 Mission
Po Leung Kuk Grandmont Primary School provides "An All-round, Holistic and Student-oriented Education". We cater for the varying abilities and talents of our student population. We surround them with a caring and loving environment to ensure that they learn happily, so as to build up a positive and sound view of life, nurturing in them a spirit of love for oneself and others, a love for the school and not the least, for the country.
📚 Approach & Strategies
We continue to develop and optimize the school-based curriculum and implement effective learning strategies, focusing on the development of students' competence in both Chinese and English, generic skills and multiple potentials. Students' learning is utmost valued. Life-wide learning strategies such as theme-based classroom learning, experiential learning, reading week, educational camps, project learning, service learning and community visits are employed to enhance learning and teaching effectiveness.
💛 SEN Support
The Whole School Approach to Integrated Education is adopted to allocate the best and the most appropriate resources to meet the needs of special needs students. With fitting support services, students with SEN can integrate better within their school life here. Our school greatly values cooperation with parents through different channels. Our regular communication with parents helps us to discuss ways in which teachers and parents can cooperate to support children with special needs at school.
🎨 Whole-person Learning
Over 40 different Activity Groups on Friday afternoons; over 60 ECA organized to meet the interests of the students: different kinds of Ball Games, Track and Field, Swimming, Gymnastics, Martial Arts, Jianzi, Percussion Class, Orchestra, Choir, iPad Band, Ballet, Jazz, English Activity Class, Drama Class, Debate Team, Ceramic Class, Drawing and Painting Class, Reporter, Computer Class, Boy Scouts, Brownie Groups and Junior Police Call.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 45 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 79% |
| title_supervisor_chairman_of_mc | Prof. |
| title_of_school_head | Ms. |
| sponsoring_body | Po Leung Kuk |
| school_motto | Love, Respect, Diligence, Integrity |
| school_size | 10000 |
| through_train_sec_school | - |
| feeder_sec_school | - |
| nominated_sec_school | Po Leung Kuk No.1 W.H. Cheung College |
| school_bus | Yes |
| nanny_van | - |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_school_fee | - |
| asc_tong_fai | - |
| asc_pta_fee | $50 |
| asc_charges_for_non_standard_items | $450 |
| asc_others | - |
| fac_no_of_classroom | 30 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 2 |
| fac_no_of_library | 1 |
| fac_special_rooms | Visual Arts Room, General Studies Room, Computer Room, Ceramic Room, Grandmont Chinese Tea Room, STEM Maker Space, Auditorium including Lecture Theatre, Dance Room, Band Room and Music Room |
| fac_others | Sci. Fun Park, Maneuverable Classroom, Grandmont Green, Fountain of Wisdom, Sports Ground, Basketball Court, Football Pitch, Nature Gallery, Alumni Corner |
| fac_support_for_specialedu | Ramp, Accessible lift, Accessible toilet, Tactile guide path and Accessible public information / service counter. |
| previous_year_tsi_no_of_approved_teaching_posts | 57 |
| previous_year_tsi_percent_of_received_teacher_training | 100 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 37 |
| previous_year_tsi_percent_of_special_edu_training | 80 |
| previous_year_tsi_percent_of_exp_0_4 | 13 |
| previous_year_tsi_percent_of_exp_5_9 | 18 |
| previous_year_tsi_percent_of_exp_10_or_above | 69 |
| previous_year_no_of_class_p1 | 5 |
| previous_year_no_of_class_p2 | 5 |
| previous_year_no_of_class_p3 | 5 |
| previous_year_no_of_class_p4 | 5 |
| previous_year_no_of_class_p5 | 5 |
| previous_year_no_of_class_p6 | 5 |
| previous_year_no_of_class_total | 30 |
| current_year_no_of_class_p1 | 5 |
| current_year_no_of_class_p2 | 5 |
| current_year_no_of_class_p3 | 5 |
| current_year_no_of_class_p4 | 5 |
| current_year_no_of_class_p5 | 5 |
| current_year_no_of_class_p6 | 5 |
| current_year_no_of_class_total | 30 |
| cs_mode_of_teaching | Implementation of small class teaching starting from the cohort of Primary One students in the 2021/22 school year. Three small group teaching classes in Primary 4-6. |
| cs_remarks | - |
| no_of_test_per_year_P1 | 0 |
| no_of_exam_per_year_P1 | 3 |
| replace_test_exam_P1 | No |
| 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 | No |
| upload_school_assignment_policy_to_school_web | Yes |
| diversified_assessment | Besides the three annual summative assessments, various methods of formative assessments are used, for example, lesson observations, students-led presentations, small group discussions, project learning, portfolio of learning progress, peer assessments and evaluations from parents, etc. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | On the basis of academic ability in Primary 4-6. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 9 |
| duration_of_each_period | 35 |
| school_starts_at | 7:45 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:05 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:55 |
| lunch_end_time | 1:45 |
| lunch_arrangement | Provided by designated supplier. |
| school_life_remarks | Morning Special Sessions: Class Teacher Session, Assembly, Reading Time, Flag Raising Ceremony; Afternoon Special Lessons: Library Lesson, Moral, Civic & National Education Lesson, Theme talk, Assembly, Activity & Training; Others: Chinese Cultural Day, Experiential Learning Day, Putonghua Day and English Fun Day, STEAM Day, Sports Day, Joyful Reading Day, Project Learning; 30-min Happy Recess on Fridays. |
| school_organisation | A well-organized management framework with clear objectives and responsibilities together with the good communication and collaboration among all stakeholders: teachers, students and parents, maximize the team spirit and effectiveness of the whole school. |
| imc_smc_mc | An Incorporated Management Committee was set up to lead and to manage the school. |
| school_green_policy | We enhance students' environmental awareness and provide them opportunities to make use of their knowledge acquired. We have participated in a number of environmental education programmes, such as, plastic recycling programme and Po Leung Kuk Low Carbon Living Programme. To promote environmental awareness, we also assign students to be “Earth Buddies”. |
| school_major_concerns | 1. We cater for students' individual differences and encourage our students to take initiatives in learning.<br>2. We strengthen Values Education and create a positive school culture. |
| major_renewed_emphases_pri_edu_curriculum | 1. Implementation of Primary Humanities and Primary Science: We continuously develop and optimize the relevant curriculum.<br>2. Values Education: We continuously develop and refine Moral, Civic and National Education Curriculum with the elements of Life Education, National Education, Positive Education and Life Planning Education in order to nurture in our students the twelve priority values attitudes. <br>3. Making Good Use of Learning Time: We create a conducive learning space and encourage mental and physical development. <br>4. STEAM Education, Media and Information Literacy: We strengthen STEAM Education and students' Media and Information Literacy through our school-based STEAM curriculum and cross–subject project learning. <br>5. Cross–subject Learning and Reading Across the Curriculum: We create a vast amount of reading activities to bring about excellent motivation for reading. This motivation will help increase students' reading quality and reading quantity. |
| dev_of_generic_skills | We develop a school-based curriculum to enhance students' learning and generic skills, and instil positive values and attitudes in students through various key tasks. |
| cultivation_of_proper_values_attitudes_and_behaviours | The school cultivates positive values and attitudes in students by using the nine letters of the school name "GRANDMONT" which represent 9 positive vibes: Giving, Respect, Appreciation, Niceness, Dream, Motivation, Optimism, Newness, Trust. We also implement "Positive Education Development Scheme", "Training of Leaders for Tomorrow" and Service Learning. We hope that students will cultivate positive attitudes in daily lives and learn how to take self-initiative and lead others. |
| whole_school_approach_cater_for_learner_diversity | We have established a systematic approach to cater to learner diversity through Health Education, Moral Education, Life Education, Parental education to facilitate students’ whole growth. The Student Support Team coordinates such relevant tasks. We also deeply value professional advice from school-based educational psychologists, school-based speech therapists and school social workers. Our school also has an excellent established system to diagnose students’ problems in their early stages. Besides curriculum adjustments and appropriate learning strategies, we have implemented whole class and small class teaching to support gifted and less able students. |
| 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; and organising activities to create an inclusive learning environment in the school. |
| curriculum_tailoring_and_adaptation | An early identification mechanism is used so that curriculum adaptations, appropriate learning strategies, small class teaching, remedial classes, gifted education can be deployed to cater for students' diverse learning needs at the beginning of key stage one. |