Quick summary of key school information
|Language of instruction||English|
|Native English teachers|
|Extra languages (other than English)|
|Class sizes||Average||25 students / class|
|Maximum||30 students / class|
School fees range in HKD valid for the academic year 2022/2023
Address: Pok Hong Estate Area 5A, Sha Tin, New Territories, Hong Kong
Address: No.2, Sun Chui Estate, Sha Tin, New Territories, Hong Kong
All the details about this school in their own words
|Number of students||
|Number of nationalities represented in the school||
|Native English speaking teachers||
|Language support for students not fluent in English||
|Additional language classes offered by the school||
|Max. number of students per class||
|Average number of students per class||
|Does the school employ teaching assistants?||
|Use of technology in the classroom||
In many ways, but we have a one-to-one laptop policy which means every student has their own laptop and they use it in lessons as necessary.
|Do students practice religion at the school? What religion?||
|External examinations or assessments available||
IGCSE and the IB Diploma and the IB Careers Programme
|Results in these examinations||
96% of students pass IGCSE with grade A-C
|Do teachers assign homework to their students?||
|Approximate hours of homework given||
Is is different depending on the year group and project work
|Percentage of students who pursue further education post-graduation||
|Dedicated staff/programs for students with special learning needs||
|Learning support offered||
The Individual Needs Department aims to provide all students with equal access to the curriculum and every aspect of school life, to support them so that they can achieve their full potential academically. The main focus of the department’s work is to ensure that students become as independent as possible in their learning, and less reliant on the intervention of other adults. A second major theme of the department’s work is to raise literacy standards, in particular those in writing and reading comprehension, which are crucial to long-term success.
Island School accepts students with a wide range of ability, some of whom have Special Educational Needs. The Individual Needs Department is responsible for identifying these students, and supporting them both directly and through collaborative work with mainstream teachers. Our approach to meeting the Special Educational Needs of our students is loosely based on the ESF wave model. Students’ Special Educational Needs are identified using information passed on from Primary schools, from school-based assessments and from concerns raised by parents, students, staff or other relevant bodies.
A range of strategies are employed, to ensure that the school meets the needs of these students. These include:
Withdrawal groups for students in Years 8 and 9 for students with literacy development needs. They are taught in place of a modern foreign language.
In both Years 7 and 8 an English support group exists, with reduced student numbers (14-20) and two teachers, to boost the progress of identified students. Every form in Years 7-8 has a fortnightly English Library lesson which is also supported by an Educational Assistant from the I.N. department.
In-class support from educational assistants in some Maths, Science, Humanities and Island Time classes.
1:1 Social Thinking sessions for students with identified difficulties with their social communication. This incorporates elements of Michelle Garcia Winner’s Social Thinking, and Zones of Regulation
The 16-week PEERS programme is also used, in the Elements programme, with students in years 9-11 with identified difficulties in their social communication.
Liaison between Individual Needs Support staff and mainstream staff (on academic and pastoral issues).
Special examination arrangements for some students at both IGCSe and IB level.
The dissemination of relevant information to staff through regular updates to the Individual Needs Register.
The provision of advice and training to staff on a variety of learning needs/strategies.
Meetings with parents to discuss intervention strategies and Student Support Plans (SSPs).
When necessary, referrals can be made to the Educational Psychologist.
When a student is identified as having Special Educational Needs his or her name is placed on the school’s Individual Needs Register in one of the following categories:
Level of Adjustment 1: subject teacher is responsible for ensuring student progress through differentiation of materials and assessments.
Level of Adjustment 2: subject teachers and Individual Needs teachers liaise to establish appropriate programs of intervention.
The school also has a specialist Learning Support Class (LSC) for students at Levels of Adjustment 3-4. From August 2016, 12 students will have designated places within this class. Entry to this class is regulated by ESF, as with all other ESF schools. Provision for students within the LSC can include many of the elements above, but goes further in offering a distinctly different programme when it is deemed to be in the student’s educational interests. This often includes elements of withdrawal, subject by subject.
The school’s Individual Needs Register is not a fixed entity – students may enter, leave or move between stages according to their particular circumstances.
|The school supports gifted, able and talented students||
Gifted and Talented Policy
Island School policy is to provide as many opportunities as possible for ALL students to be stretched academically in different aspects of the curriculum, rather than identifying a particular cohort for these opportunities. This educational offering is provided within both the subject areas, the cross-curricular lessons and in extra-curricular programmes such as Mathematics competitions.
|Student access to education psychologist||
|Entry evaluation for students||
|Brief description of entry evaluation required||
An interview and written test for those that do not come from a partner school.
In most years
|Deadline for registration (new academic year)||
Applications should be submitted by 30 September
|Students can join after academic year begins||
In some cases, in some years
|School start time||
|School finish time||
|Supervised care before/after school||
|School bus service available||
|School provided lunches||
Students can purchase lunch from a canteen
|Food alternatives for special dietary needs (ie. vegan, kosher, halal etc)||
Student purchase the food they wish
|Extracurricular activities or clubs offered||
There are over 63 clubs, societies and teams students can choose to join
|Sports activities included||
Physical activities and sports is available at all levels to all students both as part of the curriculum and with extra curricula activities
|Sports teams or sport competitions available for students||
Yes within school, within the foundation and against other schools
|Sports facilities at the school||
Playgrounds and gyms
|Qualities and characteristics best defining the school||
The Island School Community…
Through our passion for teaching,
For our learning and teaching,
By recognising a variety of approaches to learning,
|Teaching approach of the school||
Island School’s Values Are At The Heart Of Learning
Our curriculum is based on our values and learning goals. We have a flexible curriculum throughout the school.
The Island School Community Pursues Excellence
Other courses allow students to go beyond the exam courses with a breadth and depth that can be varied to challenge students at the highest level.
The Island School Community Embraces Responsibility
Within many of the courses and programmes, students have the freedom to plan their learning, either through what they learn or how they provide evidence for that learning. While they find this hard to start with, they learn to take responsibility for their learning as they mature and so are better prepared for the demands of the programmes in the senior school and beyond school.
The Island School Community Celebrates Individuality
In the senior years the two graduation programmes are designed to be flexible enough for students to express their individuality within the curriculum as well as through the wide range of extra curricular activities.