🎒 Primary ・ Yuen Long
Pat Heung Central Primary School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
45
Average
Primary：11 indicators apply, 5 matched
🎒
Pat Heung Central Primary School
Yuen Long ・
Primary ・ Est. 2003
📍 Address
199 Lin Fa Tei, Kam Tin Pat Heung, Yuen…
📞 Phone
24881520
📠 Fax
24881847
✉️ Email
info@phcps.edu.hk
⛪ Religion
Not Applicable
👩🏫 Principal
Lai Yuen Shan Irene
📅 Founded
2003
👫 Gender
Co-ed
🗣️ Language
Chinese & English
🎯 Mission
We believe that students have their own talents/needs. We aim at helping them become confident self-directed learners. Through a multi-cultural and positive learning environment, students learn cheerfully and harmoniously.
📚 Approach & Strategies
Co-teaching is implemented in the main subjects. Various activities are used to enhance learning. To cater for NCS students' diverse learning needs and enhance their learning interests, we utilize picture books and theme-based learning activities. Space Town, Keys2 and DTS are implemented in the English curriculum to enhance students' reading and writing competence.
💛 SEN Support
We make good use of the additional resources allocated by the EDB including Learning Support Grant, Enhanced School-based Speech Therapy Service and School-based educational psychology Services to provide students with the following support according to their learning needs: small group teaching, collaborative teaching, withdrawal teaching, after-school subject counseling, Individual Education Plans, literacy training, concentration training, sensory integration training, social group training, speech therapy training, etc. With the existing support, we hope to enhance students' self-confidence and social skills while taking into account the development of multiple intelligence.
🎨 Whole-person Learning
Little Chefs, Lego, Fun Fun Chinese, Positive Sports, STEM, Aquaponics and Hydroponics Planting, Animal Ambassadors, Board Game Party, Table-tennis, Cub Scout, Basketball, Finland Mölkky, Cats Society, Pottery, Crochet, Percussion, 3D-Modeling, Cantonese Opera, Chinese Dance and annual Life-Wide Learning Week.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 74 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | - |
| title_supervisor_chairman_of_mc | Mr. |
| title_of_school_head | Ms. |
| sponsoring_body | Tung Yick Tong |
| school_motto | Diligence, Honesty, Politeness, Love |
| school_size | 7200 |
| through_train_sec_school | - |
| feeder_sec_school | - |
| nominated_sec_school | - |
| school_bus | - |
| nanny_van | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | - |
| asc_school_fee | - |
| asc_tong_fai | - |
| asc_pta_fee | $30 |
| asc_charges_for_non_standard_items | - |
| asc_others | - |
| fac_no_of_classroom | 13 |
| fac_no_of_school_hall | 0 |
| fac_no_of_playground | 2 |
| fac_no_of_library | 1 |
| fac_special_rooms | Innovative Hub, Music Room, Art Room and 'Comfort' Zone. |
| fac_others | Our new annex, which is an eco-friendly and student-centered design, is well-equipped with innovative teaching facilities to promote learning. |
| fac_support_for_specialedu | Ramp, Accessible toilet, Braille and tactile floor plan, Tactile guide path, Accessible public information / service counter and Visual fire alarm system. |
| previous_year_tsi_no_of_approved_teaching_posts | 29 |
| previous_year_tsi_percent_of_received_teacher_training | 88 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 59 |
| previous_year_tsi_percent_of_special_edu_training | 32 |
| previous_year_tsi_percent_of_exp_0_4 | 27 |
| previous_year_tsi_percent_of_exp_5_9 | 32 |
| previous_year_tsi_percent_of_exp_10_or_above | 41 |
| previous_year_no_of_class_p1 | 2 |
| previous_year_no_of_class_p2 | 2 |
| previous_year_no_of_class_p3 | 2 |
| previous_year_no_of_class_p4 | 2 |
| previous_year_no_of_class_p5 | 3 |
| previous_year_no_of_class_p6 | 2 |
| previous_year_no_of_class_total | 13 |
| current_year_no_of_class_p1 | 2 |
| current_year_no_of_class_p2 | 2 |
| current_year_no_of_class_p3 | 2 |
| current_year_no_of_class_p4 | 2 |
| current_year_no_of_class_p5 | 2 |
| current_year_no_of_class_p6 | 3 |
| current_year_no_of_class_total | 13 |
| cs_mode_of_teaching | Our students come from different cultural and linguistic backgrounds. In order to cater for their diverse learning needs, co-teaching is implemented. Various activities are designed to enhance their learning and enrich their learning experience. The Responsive Classroom approach, originated in the USA, is applied to enhance students' engagement and to promote a supportive and harmonious campus. |
| cs_remarks | - |
| no_of_test_per_year_P1 | 0 |
| no_of_exam_per_year_P1 | 0 |
| 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 | We adopt different modes of assessments like projects and presentations. Formative assessments are carried out regularly. Summative assessments are conducted three times a year. (No summative assessments for P.1). The assessments focus not only on students' academic performance but also their generic skills, values and attitudes. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Chinese students and non-Chinese students learn in the same class except for the language classes in order to promote a rich language environment. P.1-P.6 students are divided into different Chinese learning groups according to their linguistic backgrounds and learning needs. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 9 |
| duration_of_each_period | 35 |
| school_starts_at | 8:45 |
| school_starts_at_AMPM | AM |
| school_ends_at | 4:30 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:10 |
| lunch_end_time | 1:10 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| school_life_remarks | We have integrated positive education into our daily teaching and students' school life for years. It is hoped that through positive education, students can maximize their strengths to enhance their visible well-being. |
| school_organisation | 17 administrative and teaching groups. |
| imc_smc_mc | IMC comes from different management boards such as rural committee, professionals, teachers and parents. |
| school_green_policy | We received HK Green School Award (Gold Award) and HK Awards for Environmental Excellence (Silver & Bronze Awards). We are the first primary school that adopts GREENPLUS Console to record electric energy consumption and carbon emissions. We also joined CLP Renewable Energy Feed-in Tariff scheme. We have built a smart green house for hydroponics. |
| school_major_concerns | We believe that Positive Education flourishes our lives. We live it, embed it and embrace it. We strive to help students develop their full potential. School is the second home for our teachers, students and parents. We live, learn and laugh together in order to bring our students a wholesome childhood. |
| major_renewed_emphases_pri_edu_curriculum | Our school focuses on creating a caring campus and providing a pleasant learning environment. With the renewal of the primary education curriculum, we will continue to strengthen the implementation of values education (including life education, and national security education), optimize overall curriculum planning, and strengthen STEAM education. We continue to provide students with diverse, relevant and meaningful learning experiences (life-wide learning) in order to broaden their learning foundation and horizons, and nurture them to become active and independent lifelong learners. |
| dev_of_generic_skills | Generic skills are integrated into the curriculum and extra-curricular activities. Activities are held during lessons to encourage students to use the skills. Students' linguistic development is our major concern as language is vital for communication. Both English and Chinese are our media of instruction. We have implemented a Life-Wide Learning Week to help students develop their generic skills. Additionally, through encouraging students to apply a growth mindset, different character strengths and learning skills, their learning effectiveness is continuously enhanced. |
| cultivation_of_proper_values_attitudes_and_behaviours | We have implemented our school-based Positive Education program (Flourish Express) to help students engage in the five major elements in Positive Education, i.e. Positive Emotions, Engagement, Relationships, Meaning and Accomplishment. Through various learning activities, students are encouraged to utilize different character strengths and strategies to help them solve problems in their daily lives and learning. We hope that Positive Education can help to equip students with strengths to tackle the challenges in the future. |
| whole_school_approach_cater_for_learner_diversity | The school has established a student support team that includes our curriculum development officer, social worker, class teachers, subject teachers and teaching assistants. External support includes school-based educational psychologist, school-based speech therapist, and support staff from the EDB. We actively promote the whole school approach of support plan. We are keen on creating a compatible and caring culture to cater for students’ diverse learning needs and provide students with appropriate learning support services. Each class has a dual-class teacher system to provide appropriate care for 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; 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. |
| curriculum_tailoring_and_adaptation | We implement group teaching and collaborative teaching to optimize the school-based curriculum to assist students with diverse learning needs. Teachers set support directions and review progress for students with learning difficulties and special educational needs in stages, provide students with curriculum, coursework and assessment adjustments, record the learning results through classroom observations, and report to parents on time. Our Student Learning Support Group establishes individual learning files and implements individual learning plans for students to cater for their learning differences. |