Sir Ellis Kadoorie (S) Primary School

The school adopts a holistic, school-wide approach to social and emotional learning (SEL). The Good Kadoorian Scheme promotes positive values and attitudes, with two phases—Responsible Heroes and Diligent Heroes—and uses stamps, certificates, and Bronze/Silver/Gold awards to recognise progress. The Attitude of Gratitude program runs activities where students write ‘Thank you' messages on heart-shaped cards posted on a gratitude tree, with parental involvement and an end-of-year celebration. Leadership development is embedded through roles such as School Prefect, A Kid A Job, English and Chinese Ambassadors, Student Librarian, and UAP to foster leadership and collaboration. The school also supports SEL through its Student Support Services (NCS, NAC, SEN) to promote inclusion and individualized planning; NAC/NCS measures include after-school support programmes, additional teaching assistants, and a school-based Chinese language curriculum, while SEN involves a co-ordinated team (SENCO/SENST), speech therapy, occupational therapy and social skills training, plus an educational psychologist to design IEPs. National Security Education and Moral and Civic Education programs further reinforce social responsibility and ethical conduct as part of SEL.

The school uses a whole-school approach to SEN with a Special Educational Needs Coordinator (SENCO) and a SEN Support Teacher (SENST). The school employs specialists in speech therapy, occupational therapy and social skills training to provide support for students with SEN; a school-based educational psychologist visits regularly to design Individual Education Plans (IEPs) for students needing additional support. Teaching assistants are recruited to provide extra support for SEN students. The school is not described as a specialist SEN institution; SEN support is coordinated by the SENCO/SENST within the school. The SEN provision is integrated across the curriculum, with ongoing collaboration with parents to meet individual needs.

The school provides substantial support for Non-Chinese Speaking (NCS) students to learn Chinese, coordinating a school-based Chinese language curriculum with additional teaching assistants and after-school support programmes; community visits are arranged to apply what is learned. Education Bureau funding in 2023/24 and 2024/25 supported measures such as appointing additional teachers and teaching assistants, in-class support, split-class learning, co-teaching, and a school-based Chinese language curriculum for NCS students; post-lesson Chinese tuition and bridging courses are also offered, with paired-reading schemes to aid language development. A dedicated NAC (Non-Chinese Students) program provides extra support for non-Chinese-speaking students to learn Chinese for daily use, including after-school programmes and community engagement activities. The MOI for most subjects is English, with Chinese taught in Chinese and Putonghua; non-Chinese-speaking students receive targeted language support as part of the NAC/NCS framework.

The SDP 2024–2027 includes explicit attention to promoting students' mental wellness, with targets to implement measures that support mental wellbeing. The Good Kadoorian Scheme and The Attitude of Gratitude contribute to wellbeing by fostering positive values, gratitude and social connectedness. The Parent's Academy provides talks on mental health for parents, complementing pupil wellbeing. Life-planning Education (LEAP) and related components also address personal development and resilience as part of overall wellbeing. The school's SEL efforts are complemented by NSE/Moral and Civic Education programs that support social and emotional growth.

The school does not publicly disclose information regarding safeguarding or child protection on its site. Governance is provided by the School Management Committee (SMC), which has existed since 1999 and includes a government representative, the headmistress, two teacher representatives, two parent representatives, two alumni representatives and an independent member. The SMC membership is publicly listed, reflecting formal oversight of school policies and operations. No explicit safeguarding policy is published on the site, so the publicly available information focuses on governance structures and programmatic provisions rather than a dedicated safeguarding document.