Comparing 6 schools side by side in USD.
South Island School is located at 50 Nam Fung Road, Deep Water Bay / Aberdeen, on Hong Kong Island. It is in a semi-rural green setting, backed by Mount Nicholson and facing the South China Sea, yet connected via local bus routes (e.g. Citybus 76, 41A) and taxi access (though campus gates are closed during school hours).
The school serves Years 7 to 13. Within that span, it provides middle years (7–9), IGCSE (10–11), and senior years (12–13) programmes
South Island School is a co-educational day school.
SIS operates an inclusive model of support, with tiered “Levels of Adjustment” (LOA) from 1 through 4 for students requiring accommodations. Students at LOA 3–4 can access more specialised provisions via the Learning Support Centre, small-group classes, or alternative curricula. In some cases, the school may request a private Educational Assistant to support a student’s classroom access or care.
The school is not affiliated with any country.
The school has no religious affiliations.
The official school hours vary by day: on Mondays, Wednesdays, and Thursdays the day runs 7:55 am to 3:15 pm; on Tuesdays the start is later, and Fridays end earlier (7:55 am to 12:55 pm).
The school provides a bus service operated by Kwoon Chung Bus Services across Hong Kong Island. Students are typically picked up near homes or public transport nodes (it is not purely door-to-door). The bus application, route information, and fee payments are managed via an online platform.
Uniforms are required for Years 7-11 and are ordered online via schooluniform.hk (South Island School collection) or at the supplier's Lai Chi Kok outlet. The Uniform Supplier provides sizing guidance and exchanges; items are delivered within 3-5 business days, and orders over HK$500 qualify for free shipping. A Uniform Guide exists for Years 12-13.
There are three on-site food outlets: the Refectory on the Ground Floor of D Block, the Atrium on the 5th floor of C Block, and Cafe Five-O at the school entrance. Outlets are operated by Chartwells and accept Octopus cards. Year 12-13 students may eat in the Diploma Centre; breaks allow eating in classrooms for Years 9-13, while Years 7-8 use the SPACE.
The House system at South Island School comprises six Houses. Two Families are split into three Houses each, with Year 12 students selected as House Captains. The Head of Activities coordinates inter-house events, including Cross Country, Musicfest, Athletics, and Swim Gala, along with additional competitions and activities.
The school is part of the English Schools Foundation (ESF), the largest English-medium international school network in Hong Kong. ESF provides governance and resources for the school.
Students in Years 7 to 9 follow the International Baccalaureate Middle Years Programme (IB MYP), which combines subject learning with skills development and community projects. In Years 10 and 11, students prepare for external examinations through a mix of Cambridge IGCSE and Pearson Edexcel IGCSE subjects. At the senior level, Years 12 and 13, the school offers three distinct pathways: the International Baccalaureate Diploma Programme (IBDP), the International Baccalaureate Career-related Programme (IBCP), and the SIS Diploma. The IBCP includes vocational options such as BTEC qualifications, providing flexibility for students with different interests and strengths. Across all stages, English is the main language of instruction, and students study additional languages including Chinese, French, Japanese, Spanish, and Korean. This structure allows progression from broad foundational learning in the middle years to specialised qualifications in the senior years.
South Island School delivers SEL mainly through its Pastoral Learning Curriculum (PLC), which explicitly includes wellbeing, values, and citizenship strands. Tutor groups in Years 7–9 integrate SEL activities into daily routines, and students work with a consistent tutor who monitors their development. The school also runs Values in Action (VIA), where students engage in projects that build empathy, teamwork, and responsibility. Leadership opportunities, such as the Student Council and Diversity Council, also provide practical contexts for developing social and emotional skills.
The school operates an inclusive model using “Levels of Adjustment” (LOA 1-4) to tier support within mainstream classes, with Educational Assistants for LOA 3 and 4. The Learning Diversity / Individual Needs Department collaborates with teachers to plan adjustments and interventions. Students needing greater support may attend Learning Support Centre (LSC) classes, follow bespoke curricula, and use alternative programmes (e.g. ASDAN, TQUK) especially in senior years. Exam access arrangements are provided to eligible students under regulatory bodies (IB, exam boards) based on documented need. The school is not a specialist SEN institution, but a regular school with inclusive provisions.
South Island School refers to such students as Bilingual or Multilingual Learners (BMLs) and offers English for Academic Purposes (EAP) classes and enrichment programmes to help them develop language competence. Teachers receive training in strategies for bilingual/multilingual learners to support them in mainstream classes. New Y7 students are assessed to identify support needs in reading, writing or speaking English; those needing help may be scheduled into pull-out or targeted support.
The vice principal is responsible for overseeing well-being systems, and the school states that well-being is at the “heart” of its practices. The school uses surveys and reflective tools (especially within DEI and inclusion work) to monitor belonging and psychological safety. The Family Leadership Team (FLT) collaborates with staff to provide multi-layered support to students.
South Island School states that ESF “upholds every child’s right to learn and live in conditions that protect them from harm,” and anchors actions in strong policy, proactive and responsive measures, and collaboration with families. The school maintains a Child Protection Officers Network as part of ESF’s system. The school’s policies (e.g. via its “Key School Policies” page) include safeguarding, privacy, and conduct guidelines.
1. Online Application Submission
Families submit an online application through the ESF admissions portal, selecting up to four ESF school preferences. The application includes the non-refundable administration fee.
2. Assessment / Interview / Testing
Applicants (for years other than entry levels) are invited to attend assessments or interviews to evaluate their readiness for the English-medium curriculum. Shortlisted candidates are notified with schedules for testing and interviews.
3. Offer of Place & Acceptance
If successful and if a vacancy exists, the school issues an offer of place. The family must accept by a deadline, after which a deposit or building levy may be required.
4. Onboarding & Entry Requirements
Once accepted, the student is integrated into the school system, including orientation, registration, and payment of fees per the school’s billing schedule. Families may also be asked to submit supporting documents (previous school records, medical records, etc.). (No explicit public detail on every onboarding step is given beyond the above, so some of this is inferred from standard practice and the admissions overview.)
5. Waitlist Consideration
If no immediate place is available, the candidate may be placed into a waitlist or pool (see below). Offers from the waitlist may be made when places become available.
South Island school does not provide information about any financial assistance via scholarships or aid.
SIS (via ESF) does maintain a waiting list / pool system for school places when demand exceeds vacancies. Applicants are placed on the waitlist in priority order, and if a vacancy arises, offers may be extended from the waitlist by date of application and priority group.
Discovery College sits in Discovery Bay on Lantau Island, in a scenic residential area surrounded by hills and coastline. Many students live locally, but the school also runs bus routes from Tung Chung, Tsing Yi, South Lantau and parts of Kowloon to bring students in.
Discovery College is a Year 1 to Year 13 through-school, meaning children typically join at age 5 and continue through until around age 18. It delivers the full IB continuum (PYP, MYP, DP, CP) across those years.
The school is a co-educational day school.
Discovery College runs a Learning Diversity Team that works with teachers to provide individualized planning, targeted support, curriculum adjustments, small-group work or short one-to-one withdrawal as needed.
However, under ESF’s policy, Discovery College does not provide full Learning Support provisions; it only accommodates students up to Levels of Adjustment 1 and 2 per ESF’s framework.
The school is part of the English Schools Foundation (ESF) in Hong Kong, and is not formally tied to any particular foreign country’s government or education system.
Discovery College is non-denominational and does not have a religious affiliation.
Buses deliver students typically between 7:30 am and 7:50 am (with adjustments for Tuesday) and the school’s refectory and café are open from 7:15 am to 3:30 pm.
In the afternoon, the last lessons finish at 3:10 pm for primary and 3:25 pm for secondary, with buses departing between 3:30 and 3:40 pm after students are escorted to the waiting areas.
The school provides a contracted bus service via Kwoon Chung Motors Co. Ltd. (KCM) for students who live outside Discovery Bay. Each bus has a bus supervisor who monitors student safety and behaviour.
The school is part of the ESF (English Schools Foundation) network in Hong Kong. Admissions are processed through the ESF website.
Discovery College offers the full IB continuum from Year 1 to Year 13. For Years 1–6, students study the IB Primary Years Programme (PYP), working through transdisciplinary units around six themes. For Years 7–11, the school offers the IB Middle Years Programme (MYP), with a focus on connecting learning to real-world contexts, student inquiry, interdisciplinary units, and a Personal Project in Year 11. IBCP students combine at least two DP courses with a career-related study and complete a IBCP core (Reflective Project, Service Learning, Language Development, Personal & Professional Skills).
Discovery College embeds wellbeing and social-emotional support in its school structure. Students can access student counsellors (one focused on primary, one on secondary) for therapeutic counselling, skills building, in-class support, and referrals. The school also works with Hong Kong government-funded social workers who run group work and workshops addressing resilience, self-esteem, social skills, and emotional challenges. Students may self-refer or be referred by teachers or parents. The counselling team collaborates with teachers and external professionals as needed.
Discovery College operates a Learning Diversity Team to support students with “Individual Needs (IN),” including learning, language, and social or emotional needs. The team partners with classroom teachers to deploy strategies such as guided small groups, co-teaching, front-loading, re-teaching, and occasional short one-to-one withdrawal. In more exceptional cases, students might receive more intensive personalised support outside class time. The school is not a specialist SEN institution; its SEN support is integrated within a mainstream, inclusive model.
Discovery College’s Learning Diversity roles explicitly include EAL support, meaning that specialist staff plan and deliver support for students for whom English is not their first language.
Mental well-being is supported through the counselling service, which handles issues such as anxiety, depression, family relationship challenges, self-esteem, and more. The counsellors provide short-term or longer intervention plans depending on student needs. They also coordinate with the social workers and external agencies to extend support when needed. Wellbeing is framed as a shared responsibility among staff, students, families, and the school’s care structure.
Discovery College maintains a structured network for safeguarding and child protection, with staff trained to respond to concerns. The school’s safeguarding framework is part of its broader student support and wellbeing policy. Parents and students are encouraged to raise concerns with trusted staff members, and there is a coordinated care framework involving deans, counsellors, Learning Diversity, and leadership roles to manage welfare issues.
1. Online Application Submission
Families submit an online application through the ESF / DC admissions portal, selecting up to four ESF school preferences. The application includes the non-refundable administration fee.
2. Assessment / Interview / Testing
Applicants (for years other than entry levels) are invited to attend assessments or interviews to evaluate their readiness for the English-medium curriculum. Shortlisted candidates are notified with schedules for testing and interviews.
3. Offer of Place & Acceptance
If successful and if a vacancy exists, the school issues an offer of place. The family must accept by a deadline, after which a deposit or building levy may be required.
4. Onboarding & Entry Requirements
Once accepted, the student is integrated into the school system, including orientation, registration, and payment of fees per the school’s billing schedule. Families may also be asked to submit supporting documents (previous school records, medical records, etc.).
5. Waitlist Consideration
If no immediate place is available, the candidate may be placed into a waitlist or pool. Offers from the waitlist may be made when places become available.
Discovery College offers merit-based scholarships for secondary students (Year 7 and above) in areas including academics, community engagement, sport, music, drama, visual arts, and design.
Scholarship applicants must also complete the standard admission process (assessment/interview) and meet Discovery College’s admission requirements.
For academic scholarships, candidates must meet certain grade thresholds (e.g. MYP score of 46 across eight subjects; DP score of 35 across six subjects), sit an external scholarship examination in math, language, writing and academic potential, and possibly attend an interview.
For athletics, arts or other domain scholarships, evaluation is based on evidence (e.g. portfolios, references, performance videos), auditions or interviews, and prior achievements.
Once awarded, scholarships are reviewed annually and typically expected to continue through to Year 13, assuming the student maintains academic and co-curricular commitments. If a student leaves early or transfers, the scholarship may be revoked or require repayment of awarded fees.
DC (via ESF) does maintain a waiting list / pool system for school places when demand exceeds vacancies. Applicants are placed on the waitlist in priority order, and if a vacancy arises, offers may be extended from the waitlist by date of application and priority group.
West Island School is located at 250 Victoria Road, Pok Fu Lam, Hong Kong. The area is on the western side of Hong Kong Island, with access via Kennedy Town MTR and multiple bus and minibus routes serving Central, Island South, Aberdeen, Kowloon, and the Airport
WIS serves Years 7–13, covering secondary and post-16 education. Years 7–9 follow the IB Middle Years Programme, Years 10–11 prepare for I/GCSE, and Years 12–13 offer IB Diploma, IB Career-related Programme, BTEC, and the International Diploma.
The school is a day school.
The school has an Inclusive Education programme, with specialist staff and tailored support to meet individual needs, including learning support and wellbeing services.
The school is not affiliated with any country.
The school has no religious affiliation.
The school does not publicly disclose daily start and finish times or break schedules.
WIS provides a school bus service through Kwoon Chung Motors Company Limited, with more than 10 routes serving different districts.
Pre-16 Uniform Guidelines apply to students; new uniform items are sold online; preloved uniforms are available through the PTA Shop. The PTA provides a Pre-16 Uniform Order Guide.
Students can choose lunch from the 4/F hot food canteen, the Wisaccino coffee shop, or the 5/F kiosk. The canteen menu is updated monthly; payment is by Octopus; students should bring their own cutlery and reusable cups for drinks from the coffee shop.
The Dynasty-themed House System comprises six dynasties — Han, Ming, Qing, Song, Tang and Yuan. Every student, teacher, and staff member is allocated to one dynasty to promote identity, collaboration, and school spirit.
West Island School is part of the English Schools Foundation (ESF), the largest provider of English-medium international education in Hong Kong.
West Island School offers a broad curriculum structured around international qualifications at different stages. In Years 7 to 9, students follow the IB Middle Years Programme (MYP), covering subjects such as Arts, Design, Languages, Individuals & Societies, Mathematics, Physical & Health Education, and Sciences. In Years 10 and 11, the school provides a combination of IGCSE and BTEC courses, with core studies in English, Mathematics, Sciences, and Physical & Health Education, alongside electives such as Business, Psychology, Theatre, and Music. Post-16 students in Years 12 and 13 can pursue multiple pathways: the IB Diploma Programme (IBDP), the IB Career-related Programme (IBCP), BTEC, or an International Diploma. The IBCP blends BTEC qualifications with selected IB Diploma courses and a core programme that includes personal and professional skills, community engagement, and a community project. Throughout all years, the curriculum is complemented by wellbeing education, including areas such as digital citizenship, emotional intelligence, and personal relationships.
West Island School uses Student Leadership programmes to support SEL, including roles like Head Student Team, Student Mentors, Ambassadors, and students in the school’s “Dynasty System.” It also integrates wellbeing work into its curriculum, with staff “working with each student to understand their needs and help them learn skills to manage stress and challenge.” In post-16 years, students meet with tutors 4-5 times a year in one-to-one tutorials to discuss wellbeing, progress, and plans.
WIS publicly states that it supports students with moderate learning disabilities such as Dyslexia, ADHD, Global Delay, and Dyscalculia. It offers mentoring and extension programmes for gifted learners. The school is not a specialist SEN institution; instead, SEN support is part of its inclusive education approach.
The school does not publicly disclose a specific EAL programme by name.
WIS maintains a dedicated Student Wellbeing website with resources (e.g. “5 Ways to Wellbeing”), workshops, and information about counselling, plus a “Weez Walk” fundraising mental health challenge. Pastoral and counselling support is structured: students may approach their tutor, Head of Year, or the counselling team (which includes counsellors and social workers).
WIS operates under a Child Protection and Safeguarding policy consistent with ESF standards; it recognises additional safeguarding risks for students with disabilities, learning support needs, or ongoing mental health support. All ESF staff receive training in preventative and protective measures.
1. Online Application Submission
Families submit an online application through the ESF admissions portal, selecting up to four ESF school preferences. The application includes the non-refundable administration fee.
2. Assessment / Interview / Testing
Applicants (for years other than entry levels) are invited to attend assessments or interviews to evaluate their readiness for the English-medium curriculum. Shortlisted candidates are notified with schedules for testing and interviews.
3. Offer of Place & Acceptance
If successful and if a vacancy exists, the school issues an offer of place. The family must accept by a deadline, after which a deposit or building levy may be required.
4. Onboarding & Entry Requirements
Once accepted, the student is integrated into the school system, including orientation, registration, and payment of fees per the school’s billing schedule. Families may also be asked to submit supporting documents (previous school records, medical records, etc.). (No explicit public detail on every onboarding step is given beyond the above, so some of this is inferred from standard practice and the admissions overview.)
5. Waitlist Consideration
If no immediate place is available, the candidate may be placed into a waitlist or pool (see below). Offers from the waitlist may be made when places become available.
West Island school does not provide information about any financial assistance via scholarships or aid.
WIS (via ESF) does maintain a waiting list / pool system for school places when demand exceeds vacancies. Applicants are placed on the waitlist in priority order, and if a vacancy arises, offers may be extended from the waitlist by date of application and priority group.
Renaissance College is located in Ma On Shan in the New Territories, at 5 Hang Ming Street, and sits right outside Heng On MTR station on the Tuen Ma Line with Exit A linking into the campus. The neighbourhood is primarily residential, with bus routes serving the area and convenient connections into Kowloon and beyond.
RCHK is an all-through IB World School for students aged 5–18. It offers the IB Primary Years Programme (Years 1–6), Middle Years Programme (Years 7–11), and either the Diploma Programme or Career-related Programme in Years 12–13.
The school is co-educational and operates as a day school with no boarding facilities. It is part of the English Schools Foundation (ESF), the largest English-medium international school organisation in Hong Kong.
RCHK provides tailored support for students with Additional Learning Needs. Its inclusion programmes and wellbeing initiatives ensure that individual needs are addressed in class and across school life.
The school is part of the English Schools Foundation in Hong Kong and is not affiliated with a specific country.
RCHK is non-religious and has no faith affiliation.
Classes generally run from 8:00 am to 3:10 pm, with a mid-morning break and a lunch break included in the schedule
The college offers an optional bus service. Routes cover a wide range of residential areas in Hong Kong, and stops are arranged at housing estates near the school for convenience
The school operates as a day school and does not offer boarding facilities. Primary timetables run from 8:30am to 3:00pm, and students should leave campus after the day ends unless they are participating in supervised after-school activities.
RCHK requires students in Years 1–11 to wear the school uniform. Years 12 and 13 are not required to wear uniforms, but they must dress appropriately for the school environment.
All food services on campus are managed by Sodexo and include the cafeteria, coffee shop, and salad bar. The on-site dining options include Eatery (G/F) serving breakfast and lunch, Noodle (1/F) with BBQ and noodles, Cafe 1618 / Aspretto, SUBlicious & FRESH, and Osteria. Lower Primary lunch can be pre-ordered via the Sodexo app, and Octopus is the payment method for meals.
Renaissance College has four Houses named Tang, Song, Ming and Qing. Each House comprises staff and students from all year levels.
Renaissance College is governed by the Renaissance College Council, which plays an important role in keeping the school on track and formulating policies. Members are volunteers representing the college and local community; each term lasts three years, with a maximum of one additional three-year term. A CEO's nominated representative from the English Schools Foundation may attend meetings.
Renaissance College Hong Kong (RCHK) delivers the full IB continuum from Year 1 through Year 13: the IB Primary Years Programme (PYP) in Years 1–6, the IB Middle Years Programme (MYP) in Years 7–11, and then in Years 12–13 students choose between the IB Diploma Programme (DP) or the IB Career-related Programme (CP / IBCP).
In the lower years, learning is inquiry-based and transdisciplinary, focusing on connecting subjects through real-world themes and promoting development of learner skills. ([Renaissance College][1]) The MYP bridges subject disciplines via “Global Contexts” and emphasizes self-reflection, critical thinking, and personal projects.
In Years 12–13, those opting for the DP follow six subject groups plus core components (TOK, Extended Essay, CAS).
Those selecting the CP / IBCP combine career-related studies (for example via partner institutions) with IB academic courses and a CP core (Personal & Professional Skills, Reflective Project, Language & Cultural Studies, and Service Learning).
RCHK uses a tiered approach to wellbeing and student support, integrating SEL into daily life and curriculum. The counselling team works with students, staff, and parents to provide emotional support and coping strategies. In the primary school, Emotional Literacy Support Assistants (ELSAs) help students with grief, conflict resolution, anxiety, and transitions. There is also mentoring, peer support, and structured advisory time and registration periods to help staff monitor student wellbeing
The school states that “dedicated teachers strive to remove barriers to learning, ensuring that each student’s evolving needs are met.” However, RCHK does not publicly disclose detailed policies or the full range of SEN types they support (e.g. learning differences, neurodiversity, physical needs).
The school does not publicly disclose details of a specialized EAL programme, support staff, or intervention.
Counselling and social work professionals are available to support mental wellbeing, offering individual sessions, crisis support, and group work. Wellbeing is embedded in curriculum and school life; values, mindfulness, and emotional literacy are promoted across subjects. The school also monitors and intervenes with structured registration / advisory times and daily contact.
RCHK publishes Positive Relationships and Anti-Bullying Guidelines indicating that students can raise bullying concerns with class teachers (primary) or advisors (secondary).
They commit to using a restorative approach to relationship breakdowns, and maintain a code of conduct for cyber behavior.
Child protection officers are named in their wellbeing section and safeguarding is part of the wellbeing framework.
1. Online Application Submission
Families submit an online application through the ESF / RCHK admissions portal, selecting up to four ESF (or RCHK) school preferences. The application includes the non-refundable administration fee.
2. Assessment / Interview / Testing
Applicants (for years other than entry levels) are invited to attend assessments or interviews to evaluate their readiness for the English-medium curriculum. Shortlisted candidates are notified with schedules for testing and interviews.
3. Offer of Place & Acceptance
If successful and if a vacancy exists, the school issues an offer of place. The family must accept by a deadline, after which a deposit or building levy may be required.
4. Onboarding & Entry Requirements
Once accepted, the student is integrated into the school system, including orientation, registration, and payment of fees per the school’s billing schedule. Families may also be asked to submit supporting documents (previous school records, medical records, etc.).
5. Waitlist Consideration
If no immediate place is available, the candidate may be placed into a waitlist or pool. Offers from the waitlist may be made when places become available.
RCHK offers full scholarships (100% tuition waiver) for students from Year 7 to Year 13, across categories including academic, music, theatre, visual arts, and sports.
A Youth Empowerment Scheme (YES) exists to provide full tuition fee coverage (and potentially extra expenses) on a needs basis, subject to eligibility and availability.
Scholarship criteria include demonstrated talent in the relevant domain (academic, arts, sport) plus evidence of commitment to service and leadership.
RCHK also allocates 2% of its fee income to a hardship fund (ESF financial assistance) for families encountering sudden changes in circumstances—but this is limited to current students and does not function as a scholarship for new entrants.
RCHK (via ESF) does maintain a waiting list / pool system for school places when demand exceeds vacancies. Applicants are placed on the waitlist in priority order, and if a vacancy arises, offers may be extended from the waitlist by date of application and priority group.
KGV is situated in the Homantin area of Kowloon, a well-connected neighbourhood in Hong Kong. The school is easily accessible by public transport, with nearby MTR stations and several bus and minibus routes. The website provides clear information on directions and travel options for families.
KGV serves secondary school students from Year 7 to Year 13, typically ages 11 to 18. The school’s structure covers lower secondary (Years 7–9), middle years (Years 10–11), and senior years (Years 12–13).
KGV is a co-educational day school. The school does not operate boarding facilities, and all students attend on a day-school basis.
Support for additional learning needs is provided through a Response to Intervention (RTI) framework and a pastoral care system that includes counsellors, social workers, and Emotional Literacy Support Assistants (ELSAs). This structure aims to help students with a range of learning and well-being needs.
KGV is part of the English Schools Foundation (ESF), an English-medium international school organisation in Hong Kong.
The school has no stated religious affiliation.
The school day typically runs from 8:15 am to 3:20 pm, Monday through Friday. On Mondays, bus pick-up times differ slightly, and the Learning Resource Centre and canteen remain open for students after classes.
A bus service is available for students, organised through external transport providers. Parents register directly with the contracted bus companies, and the school website provides details of available routes and operators.
KGV has a four-house system: Crozier (Green), Nightingale (Yellow), Rowell (Blue), Upsdell (Red). Tutor groups are organised by houses and the Inter-house Cup runs across the year with house points; House Captains are elected and there are student representatives (Year 9 and Year 10–11) supporting the House system.
The school is part of the English Schools Foundation (ESF), the largest English-medium international school organisation in Hong Kong.
The school follows the International Baccalaureate Middle Years Programme (MYP) in Years 7–9, offering a broad range of subjects including languages, sciences, humanities, design, and the arts. In Years 10–11, students work toward Cambridge IGCSE or GCSE qualifications, with the option to pursue BTEC Level 2 vocational courses. In the senior years (Years 12–13), students can choose between the International Baccalaureate Diploma Programme (IB DP), the IB Career-related Programme (IBCP), or BTEC Level 3 qualifications. Instruction throughout the school is in English, with additional language options that include French, German, Spanish, and Chinese. The curriculum is designed to provide a balanced academic and vocational pathway across all secondary levels.
KGV encourages students to reach out to the school’s counselling team or their Tutors for support with social, emotional, or academic challenges. The school has a group of Student Wellbeing Ambassadors who promote peer support and wellbeing across the campus. Regular wellbeing surveys are conducted to help monitor student welfare, and on-site healthcare professionals are available to assist students.
KGV does not publicly provide a detailed description of the types of Special Educational Needs it supports or indicate that it is a specialist SEN institution. The website outlines general learning and well-being support, but does not specify categories of SEN or specialist facilities.
The school does not publicly disclose a dedicated English as an Additional Language (EAL) programme or specific EAL support services.
KGV provides counselling services and access to self-help resources for students experiencing emotional or mental health challenges. The school also shares information about external helplines and wellbeing services for additional support outside of school hours.
The school has a published Safeguarding and Wellbeing policy outlining the responsibilities of Tutors, Heads of Year, and counsellors in student care. Confidentiality is emphasised, and clear procedures are in place for students to seek help or report concerns.
1. Application Submission
Parents apply online through the English Schools Foundation (ESF) admissions portal during the published application period. A non-refundable application fee must be paid at the time of submission, and each applicant receives an application number for tracking.
2. Assessment and Interview
Applicants may be invited to complete an age-appropriate assessment and, in some cases, a short interview. This helps the school determine readiness for an English-medium learning environment and ensure appropriate placement within the ESF system.
3. Offer of Place
Successful applicants receive an official offer by email. To secure the place, parents must pay a refundable deposit equivalent to two months’ tuition within the stated deadline and submit the required enrolment documents.
4. Registration and Confirmation
Once payment and paperwork are complete, the child’s enrolment is confirmed. Families receive information about orientation, uniforms, and school bus registration before the start of the term.
5. Transition and Induction
Before classes begin, the school organises induction sessions to help new students settle into the academic and social environment. Orientation materials and support details are shared through the parent portal.
KGV operates a waitlist for applications received after the central enrolment window or when year groups reach capacity. Students are placed on the waitlist according to ESF priority categories (such as current ESF siblings or corporate debenture holders) and the date of application. Offers are made as spaces become available, following the same priority guidelines.
Sha Tin College is situated in Fo Tan, New Territories, close to Fo Tan MTR station on the East Rail Line, which connects to Kowloon and Hong Kong Island. The campus lies within a mixed residential-industrial district and is accessible by major roads and public transport.
Sha Tin College caters to secondary level students, from Year 7 to Year 13 (ages ~11 to ~18).
The school is co-educational and functions as a day school.
Sha Tin College’s Learning Support Department offers accommodations and resources for students with diverse learning needs, including support for speech & language, social communication, physical needs, and neurodiversity. They provide in-class support, pull-out / small group lessons, differentiated instruction, and individual support plans.
The school is not affiliated with any country.
The school has no religious affiliations.
On Mondays, Tuesdays, Thursdays, and Fridays, the day begins at 08:15 with Tutor Time, followed by five teaching periods. There is a mid-morning break from 10:45–11:15 and a lunch break from 13:20–14:20, with lessons ending at 15:20. On Wednesdays, the school runs a shorter day: Tutor Time begins at 08:15, followed by four periods, with a break at 10:35–11:15. Classes end earlier at 13:20 for all students.
Sha Tin College offers a school bus service managed by Kong Shing Travel Ltd, under oversight with ESF. The service handles sign-ups, route assignments, and payment via a dedicated portal. The school and ESF perform safety and quality checks on vehicles and operations.
Years 7–11 uniforms consist of navy shorts, skorts or trousers with ESF logo, a white short-sleeved shirt with school and ESF logos, plain white or navy socks, enclosed shoes, and a navy fleece or sweatshirt with ESF logo, with a navy team hoodie for additional warmth; the PE uniform is blue or black shorts with a house-coloured shirt, swimwear and cap, and trainers. The uniform service is provided by ESF Central Procurement and online orders can be placed through School Uniform HK; Years 12–13 dress code is casual but practical, and Year 11 exams may be conducted in non-uniform dress.
The canteen is overseen by the College, with input from the PTSA on cafeteria tendering; a monthly lunch menu is published (for example January–February 2026) and includes a Chef's Special.
Sha Tin College has a House system that fosters leadership, collaboration and belonging across year groups, supported by Student House Leaders and tutor group representatives.
Sha Tin College is part of the English Schools Foundation (ESF); governance is through the Sha Tin College School Council, which oversees strategic development, approves the annual budget, and oversees curriculum and campus development. Members include a Council Chair appointed by the ESF Board, two Parent Representatives, one PTSA Parent Representative, three Teacher Representatives, one Support Staff Representative, three Community Representatives, two Student Council Representatives, and the Principal.
Students in Years 7–9 at Sha Tin follow the IB Middle Years Programme (MYP), which emphasizes concept-based, inquiry-driven learning across disciplinary subjects and includes the Year 9 Community Project.
ESF Sha Tin College
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In Years 10–11, students study the IGCSE / (I)GCSE curriculum, combining required core subjects (English, mathematics, sciences, physical education) with elective options.
In Years 12–13, students may choose either the IB Diploma Programme (DP) or the IB Career-related Programme (CP / IBCP), allowing them to pursue a pathway aligned with their academic interests or career goals.
Across all stages, the curriculum is supported by the school’s values and includes flexibility for students to personalise their learning journey.
Sha Tin College has a structured wellbeing curriculum delivered through tutor groups; students explore weekly themes aligned with SEL and IB practices. The school runs a Peer Supporter Programme where trained students help their peers with emotional support, listening, referral skills, and identifying mental health needs. Tutor teams collaborate to design the curriculum content and to monitor student wellbeing.
Sha Tin College’s Learning Support Department provides accommodations and resources for students with diverse learning needs, including emotional/social, speech & language, physical, and communication challenges. The department supports students across those areas to access appropriate challenge, though the school is not a specialist SEN institution.
The school does support English for Academic Purposes (EAP) in Years 7–9 in small groups to develop students’ academic English proficiency and rhetorical skills. In Years 12–13, students receive targeted support in free lessons to refine essential academic English skills for higher level study.
Sha Tin employs qualified counsellors and registered social workers who provide confidential sessions, advocacy, and support for life transitions, stress, or mental health concerns.
They also lead wellness initiatives and parent/staff workshops. The school offers Youth Mental Health First Aid training to students, staff, and parents to build awareness and response capability.
Sha Tin College follows the ESF Child Protection and Safeguarding Policy, based on Hong Kong law and global standards, with at least two dedicated Child Protection Officers on site. All ESF staff are trained in preventive and protective measures. The school publishes policies such as “Bereavement Guidelines,” “Staff Code of Conduct for Child Protection,” and digital citizenship protocols to support safeguarding in many contexts.
1. Online Application Submission
Families submit an online application through the ESF admissions portal, selecting up to four ESF school preferences. The application includes the non-refundable administration fee.
2. Assessment / Interview / Testing
Applicants (for years other than entry levels) are invited to attend assessments or interviews to evaluate their readiness for the English-medium curriculum. Shortlisted candidates are notified with schedules for testing and interviews.
3. Offer of Place & Acceptance
If successful and if a vacancy exists, the school issues an offer of place. The family must accept by a deadline, after which a deposit or building levy may be required.
4. Onboarding & Entry Requirements
Once accepted, the student is integrated into the school system, including orientation, registration, and payment of fees per the school’s billing schedule. Families may also be asked to submit supporting documents (previous school records, medical records, etc.). (No explicit public detail on every onboarding step is given beyond the above, so some of this is inferred from standard practice and the admissions overview.)
5. Waitlist Consideration
If no immediate place is available, the candidate may be placed into a waitlist or pool (see below). Offers from the waitlist may be made when places become available.
Sha Tin college does not provide information about any financial assistance via scholarships or aid.
The school (via ESF) does maintain a waiting list / pool system for school places when demand exceeds vacancies. Applicants are placed on the waitlist in priority order, and if a vacancy arises, offers may be extended from the waitlist by date of application and priority group.
