ST. ROSE OF LIMA'S SCHOOL

Details
  • Primary School Information
    • School Information
      • Supervisor/ Chairman of Management Committee Sister Mak Yuen Suk Lucia
      • School Head Ms. Chung Kit Wan Odilia
      • Has the Incorporated Management Committee been established? Yes
      • School Type AidedWhole Day
      • Student Gender Girls
      • Sponsoring Body Franciscan Missionaries of Mary
      • Religion Catholicism
      • Year of Commencement of Operation 1948
      • School Motto THROUGH CHARITY TO TRUTH
      • School Size About 2872 Sq. M
      • Through-train Secondary School -
      • Feeder Secondary School St. Rose of Lima's College
      • Nominated Secondary School -
      • Medium of Instruction Chinese
      • School Bus Service School Bus
      • Parent-Teacher Association Yes
      • Old Students' Association/ School Alumni Association Yes
    • 2019/2020 Annual School Charges
      • School Fee -
      • Tong Fai
      • PTA Fee $100
      • Approved Charges for Non-standard Items $310
      • Other Charges -
    • School Facilities
      • Number of Classroom(s) 24
      • Number of School Hall(s) 1
      • Number of Playground(s) 2
      • Number of Library(ies) 1
      • Special Rooms 10 Special Rooms--Visual Art Room, Music Room, Multi-purpose Room and Computer Assisted Learning Room, General Studies Room, Mathematics Room, English Room, Language Room, Student Activity Room, Small Group Teaching Room.
      • Facility(ies) for Supporting Students with Special Educational Needs Ramp, Accessible lift, Accessible toilet and Braille and tactile floor plan.
      • Others Sky Garden.
    • Teaching Staff Information (Including School Head) in the 2018/2019 school year
      • Number of teaching posts in the approved establishment 46.0
      • Total number of teachers in the school 46
      • Qualifications and professional training (%)
        • Teacher Certificate / Diploma in Education 100%
        • Bachelor Degree 100%
        • Master/ Doctorate Degree or above 30%
        • Special Education Training 63%
      • Years of Experience (%)
        • 0 - 4 years 13%
        • 5 - 9 years 9%
        • 10 years or above 78%
    • Class Structure
      • 2018/19 School Year
        • P1 Number of classes 4
        • P2 Number of classes 4
        • P3 Number of classes 4
        • P4 Number of classes 4
        • P5 Number of classes 4
        • P6 Number of classes 4
        • Total 24
      • 2019/20 School Year (Based on the approval of EDB in 2019)
        • P1 Number of classes 4
        • P2 Number of classes 4
        • P3 Number of classes 4
        • P4 Number of classes 4
        • P5 Number of classes 4
        • P6 Number of classes 4
        • Total 24
    • Performance Assessment
      • Number of test(s) per year 0
      • Number of exam(s) per year 3
      • Streaming arrangement Mixed ability classes from P.1 to P.6.
      • Diversified Assessment for Learning 1. Summative and Formative Paper-and-pen assessments for all subjects. 2. Different formative assessments are carried out. 3. One of the summative assessments of General Studies has been replaced by the project learning.
    • School Life
      • Number of School Days per week 5
      • Number of periods per day 7
      • Duration of each normal period 40
      • School starts at 7:45 AM
      • School ends at 3:15 PM
      • Lunch time 12:50 - 13:50
      • Lunch arrangement Provided by designated supplier and Prepared by parents.
      • Healthy school life To inform students of their physical health and help students reflect their progress and effectiveness of exercising, one fitness test is carried out every year.
      • Remarks To enrich students' learning experiences, different learning activities outside the classroom are organized. Students can also take part in other activities and self-learn in the school library or computer room at recess or lunch.
    • School Characteristics
      • School Management Organisation The School is founded by Franciscan Missionaries of Mary. In August 2015, the school established its Incorporated Management Committee which is responsible for the direction and development of the School. Under the school principal, there are two deputy heads and a school development committee responsible for day-to-day operations.
      • Incorporated Management Committee / School Management Committee/ Management Committee The Incorporated Management Committee consists of 15 members. It has been set up to manage the School and to promote education in the School, ensuring that the Vision, Mission and Core Values of the School are carried out.
      • School Green Policy We have green and clean campus scheme which enables the students to cherish a green and low-carbon lifestyle.
      • School's Major Concerns 1. Cultivate students' leadership qualities. 2. Develop self-regulated learners.
      • Learning & Teaching Strategies 6-day cycles, with morning reading sessions and extra-curricular activity lessons. Different learning activities are organized to enrich students' learning experiences. Every year, cross-subject learning is designed and carried out with reference to the school's major concerns.
      • Development of Key Tasks 1. To promote "Reading to Learn and Learning to Read" through teaching different reading strategies and organizing different reading activities. 2. To promote interactive learning through the use of the school-based learning platform. 3. To provide moral and civic education through the school-based curriculum and promote positive values and attitudes through building the portfolio of personal growth and learning experiences.
      • Development of Generic Skills To develop students' generic skills through conducting learning activities in different subjects and learning areas.
      • Whole School Approach to Cater for Student Diversity 1. Orientation Programme is designed for P.1 students and their parents. 2. 'Flying Class' Programme are conducted for P.2 students. 3. Chinese, English and Mathematics Enrichment and Remedial Classes are conducted. 4. Tutorial Classes are conducted for students with special educational needs. 5. Speech and Hearing Therapy for SEN students during and after lessons.
      • Whole School Approach to Integrated Education 1. Develop an inclusive school culture; enhance the understanding and acceptance of students with special educational needs (SEN) by school personnel, students and parents. 2. Provide appropriate support for students and strengthen school's effectiveness in catering for students' diversity. 3. Establish an inclusive education policy flexibly and fully utilize additional resources. 4. Work out a plan to arrange teachers to attend relevant special education teacher training courses in a systematic manner. 5. Draw up Individual Education Plans and establish a regular communication mechanism to inform parents of the progress as well as to jointly plan the support measures and review their effectiveness including inviting parents to join the Individual Education Plan meetings.
      • Curriculum Tailoring and Adaptation Relevant adjustments have been made in the curriculum and assessment for students with special educational needs.
      • Home-School Co-operation PTA acts as a very good medium of communication between the school and the parents. The parent volunteers are actively involved in different school activities from which parents also gain a better understanding of the school.
      • School Ethos St. Rose of Lima's School has the characteristics of purity and simplicity, with a strong emphasis on Christian faith and positive attitudes and values. The relationship between students and teachers is good and our students have a strong sense of belonging to the school.
      • Future Development
        • School Development Plan It is our goal to provide an all-round education for our students. In order to enrich their learning experience and enhance their generic skills, we put great emphasis on developing our own school-based curriculum. By providing various extra-curricular activities, we hope to help our girls become caring, self-disciplined and cheerful.
        • Teacher Professional Training & Development Our school places great importance on teachers' professional training. Teachers are actively involved in many external courses. And, through internal lesson studies, we aim to promote a culture that facilitates professional dialogue which can help further enhance the teaching effectiveness.
        • Others -

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