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S.K.H. Kei Fook Primary School
POA School Net：40
Profile
| school_name | S.K.H. Kei Fook Primary School |
|---|---|
| district | Sham Shui Po |
| school_address | 555 Cheung Sha Wan Road, Sham Shui Po, Kowloon |
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| medium_of_instruction | Chinese |
| school_tel | 23871121 |
| school_fax | 23871131 |
| school_email | info@keifook.edu.hk |
| school_website | http://www.keifook.edu.hk |
| school_motto | Not to be served but to serve |
| school_mission | In pursuance of the ethos of whole-person education, in accordance with the Christian principles propounded by the Anglican Church, the School shall nurture and develop students spanning morality, intelligence, athletics, community spirit, aesthetics and spirituality. |
| sponsoring_body | Anglican (Hong Kong) Primary Schools Council Limited |
| student_gender | Co-ed |
| commencement_of_operation_year | 2005 |
| religion | Protestantism / Christianity |
More fields
| poa_school_net | 40 |
|---|---|
| imc | Established |
| name_supervisor_chairman_of_mc | Fan Chun Ho Samson Jeremiah |
| title_supervisor_chairman_of_mc | Rev. |
| name_of_school_head | Chu Wai Ki Stanton |
| title_of_school_head | Mr. |
| school_size | 8000 |
| school_bus | Yes |
| nanny_van | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_pta_fee | "50/Family (Until the student graduates)" |
| asc_charges_for_non_standard_items | "$360" |
| fac_no_of_classroom | 36 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 3 |
| fac_no_of_library | 1 |
| fac_special_rooms | 3 English rooms, 3 Small-group Classrooms, 2 Computer-assisted Learning Rooms, 2 Music Rooms, Mindfulness Room, Play Therapy Room, Visual Arts Room, Students' Activity Centre, School Campus TV, STEAM Room, MI Lab. |
| fac_others | Climbing wall, 'Enchanted Forest', KF Café, KF Theatre, KF Ecological Park, Intelligent Library Station, school garden, greenhouse, conference room and pond. |
| fac_support_for_specialedu | Ramp, Accessible lift and Accessible toilet. |
| previous_year_tsi_no_of_approved_teaching_posts | 70 |
| previous_year_tsi_total_no_of_teachers | 71 |
| previous_year_tsi_percent_of_received_teacher_training | 100 |
| previous_year_tsi_percent_of_bacherlor | 99 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 37 |
| previous_year_tsi_percent_of_special_edu_training | 65 |
| previous_year_tsi_percent_of_exp_0_4 | 14 |
| previous_year_tsi_percent_of_exp_5_9 | 13 |
| previous_year_tsi_percent_of_exp_10_or_above | 73 |
| previous_year_no_of_class_p1 | 6 |
| previous_year_no_of_class_p2 | 6 |
| previous_year_no_of_class_p3 | 6 |
| previous_year_no_of_class_p4 | 6 |
| previous_year_no_of_class_p5 | 6 |
| previous_year_no_of_class_p6 | 6 |
| previous_year_no_of_class_total | 36 |
| current_year_no_of_class_p1 | 6 |
| current_year_no_of_class_p2 | 6 |
| current_year_no_of_class_p3 | 6 |
| current_year_no_of_class_p4 | 6 |
| current_year_no_of_class_p5 | 6 |
| current_year_no_of_class_p6 | 6 |
| current_year_no_of_class_total | 36 |
| cs_mode_of_teaching | There are remedial classes of different subjects for P.2 to P.6 students. In addition, textbook adaptation, homework tutorial classes, various learning activities are promoted to cater for students' diverse learning needs and develop pupils' confidence and learning abilities. |
| cs_remarks | 3 Native English teachers for P.1-P.3 English Reading and Writing Programme. |
| 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 | For P.1, diversified assessments showcase students' achievements. For P.2-P.6, there are three exams and formative assessments each year. Students are assessed using various methods, including dictation, projects, practical tasks, classroom observations, self and peer evaluations, and parent feedback. Parents can track students’ performance through formative assessment reports. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | P.1-2 classes are evenly distributed among classes of the level based on their academic performance. Elite classes in P.3-6. |
| 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 | 12:50 |
| lunch_end_time | 1:45 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| healthy_school_life | 1. Our school is awarded the greatest honor, 'The Gold Award' in the Hong Kong Healthy School Scheme. 2. To build up students' healthy living by conducting the EatSmart Campaign, Joyful Fruit Month, morning exercises, Sports Award Scheme, Body Fitness Programme, various kinds of sporting activities. 3. Lunch and Snack Monitoring Group is formed to monitor the food quality provided by the supplier. |
| school_life_remarks | 1. Hot and fresh rice and vegetables are prepared at our own school kitchen. 2. "On-site Meal Portioning" in school is based on the principle of reducing and minimizing wastage. Students are encouraged to have healthy meals and cherish food. |
| life_wide_learning | There is a variety of school teams and after-school interest groups including Squash, Ice hockey, Handball, Mini hockey, Golf, Mini tennis, Basketball, Football, Badminton, Volleyball, Table Tennis, Rope Skipping, Track and Field, Sport Climbing, Touch Rugby, Wushu, Drum Ensemble, String Orchestra, Percussion, Harp, Choir, Acapella, Cantonese Opera, Musical, Cub Scouts, Brownies and Community Youth Club(CYC). |
| school_management_url | http://www.keifook.edu.hk |
| school_organisation | The school development projects will be implemented by the school staff functional teams which are under the leadership of the Supervisor and the Principal. |
| imc_smc_mc | The Incorporated Management Committee is formed by our School Supervisor, Sponsoring Body Managers, Independent Managers, Teacher Managers, Parent Managers, Alumni Manager and School Principal. |
| school_green_policy | The school has launched the "Green in KF" initiative, which features environmental facilities such as a Green Garden, a Healing Herb Garden, and an Ecological Park. This initiative is integrated with environmental education through diverse programs like the "Smart Farming" class, Environmental Little Pioneers, and Ecological Green Pioneers. Students engage in activities including beach cleaning, ecological lectures, outdoor field trips, and international exchange programs. They also participate in practical measures such as waste recycling, kitchen waste management, solar energy utilization, and a book-sharing scheme. The aim is to foster a sense of responsibility in students to care for nature and to appreciate the value of resources. Through these hands-on activities, students learn by doing and strengthen their environmental consciousness. |
| school_major_concerns_url | http://www.keifook.edu.hk |
| school_major_concerns | 1. To enhance students' personal qualities and shape positive resilience character. 2. To develop common competencies comprehensively to promote autonomous learning growth. |
| learning_and_teaching_plan_url | http://www.keifook.edu.hk |
| learning_and_teaching_strategies | 1. To cater students' learning diversity through school-based curriculum, school-based gifted education courses, etc. 2. Students construct and apply knowledge through inquiry and experiential learning. In addition, to enrich students' learning experience, enhance students' self-learning ability and interest in learning through organizing life-wide learning activities, overseas excursions, project learning, STEAM activities etc. 3. To develop students' potential through taking part in different competitions and activities. 4. Cantonese is used as the medium of instruction for teaching the Chinese language subject. P.1-3 students participate in the Primary School Literacy Program organised by the NET Section of the EDB. 5. Enhance interactive learning, assessment for learning, and to cater for students’ individual learning needs through e-learning and flipped learning approach. |
| major_renewed_emphases_pri_edu_curriculum | 1. Optimize the afternoon class hours. Every week, there are Life Education, All-round Learning classes, reading classes, weekly assemblies and Multiple Intelligence activities. 2. To impose positive thinking and values, strengthen students’ understanding of our nation's history, culture and latest development, enhance their sense of national identity through school-based education programmes of Life education. 3. Enrich students' learning experience and enhance students' sense of achievement through All-round Learning classes and Multiple Intelligence Activities. 4. Nurtures students with multiple skills and develop creative thinking through school-based STEAM curriculum to meet the challenges of the 21st century. 5. Increase reading class hours, enhance students' reading skills, and complement them with group reading and oral sharing to deepen students' understanding and gains from reading. |
| dev_of_generic_skills | The generic skills are developed through cross-curriculum activities, STEAM activities, Subject Week activities, Gifted Education curriculum, Life Education, All-round Learning classes, Reading classes, Multiple Intelligence activities and Project Learning. Students are also encouraged to participate in various activities and competitions to explore their diverse potentials. |
| cultivation_of_proper_values_attitudes_and_behaviours | The school not only integrates positive values into all subjects but also offers life education courses, comprehensive growth courses, national education, moral education, civic education, positive education, mindfulness courses, and content on career planning, sex education, financial literacy, and information literacy. Through diverse learning experiences, including the Primary One Hundred Days Celebration, Chinese Culture Day, Mental Health Week, Positive Parents’ Day, National Security Education Week, Understanding Adolescent Project, Kei Fook Passport Reward Program, and Mainland and overseas exchanges, etc, the school helps students prepare for future challenges. |
| student_support_url | http://www.keifook.edu.hk |
| whole_school_approach_cater_for_learner_diversity | Whole school approach to cater for the needs of different students. Gifted students' curriculum and intensive remedial classes are included to support the students. |
| whole_school_approach_integrated_education | SENCO co-ordinates the Student Support Team which formulate school-based support policies to allow all teachers to participate. The team also formulate curriculum adaptation policies and Individual Education Plans for students with special needs. School-based Educational psychologist visits the school every month to support students, parents and teachers. School-based Speech Therapist also provide speech therapy services 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; and organising activities to create an inclusive learning environment in the school. |
| curriculum_tailoring_and_adaptation | Curriculum Adaptation is used to cater for the needs of students. Gifted Education Programmes are being developed for the more capable students. Different lift-off programmes are organized after school for students who are weak in Chinese, English and Maths. |
| home-school_co-operation_url | http://www.keifook.edu.hk |
| home-school_co-operation | The Parents and Teachers Association (PTA) adhere to the adage of Jesus Christ, 'Not to be served but to serve.' We aim to create a parent community around the school to support and enrich our children's learning. With parents' involvement and support, the time students spend at the school will be a happy and enriching one. The PTA is to enhance the education of our students in building closer relationships with the staff, parents and others associated at school. We also have activities which support the school and advance the education of the students attending it. We have activities such as PTA annual general meeting, PTA annual outings and parent helpers training workshops. We welcome support on any level from parents. |
| school_ethos | 1. Students are polite, obedient, unsophisticated and eager to learn. 2. Students love participating in school activities and have a strong sense of belonging to the school. 3. To develop a positive culture among students. Different rewarding schemes are set up to develop positive values and good characters. 4. To encourage students to help each other and develop peer support, cultivate them into good citizens, we organize 'Elder Brothers and Sisters', 'Kindness Buddy' programmes, National Security Education Week. 5. To encourage students to take part in voluntary services. 6. Alumni association facilitates communication between teachers and graduate students. |
| future_dev_url | http://www.keifook.edu.hk |
| school_dev_plan | Enhance students' qualities, cultivate gratitude and a positive mindset, promote self-discipline and respect for others, develop self-learning, collaboration, and communication skills, and strengthen resilience in facing challenges. |
| teacher_pro_training_and_dev | 1. Organizing school-based professional development programmes such as Professional Standards for Teachers of Hong Kong. 2. Strengthening the bonds between our school and EDB, other educational organizations in order to improve teaching effectiveness through professional sharing. 3. Carrying out the learning and teaching evaluation plan, through teachers' professional exchange, discussion and analysis, focuses on evaluation to promote student learning. 4. Peer learning and collaboration is emphasized and facilitated through co-planning sessions, peer lesson observations and post-lesson conferences to enlarge the repertoire of teaching strategies and hence enhance teaching effectiveness. |
| school_character_others | Scholarships will be granted to those who have distinguished performance in academics, arts, sports and conduct. |