ESF Tsing Yi International Kindergarten
Maritime Square, 33 Tsing King Road, Tsing Yi, New Territories, Hong Kong, SAR, China
+852 2436 3355
|Status||ESF Educational Services Limited Kindergarten /Non-Profit|
|Head of School||Mrs Victoria Bewsey|
|Language of Instruction||English|
|Co-ed Age Range||3-5|
|Number of pupils||352|
|Authorised IB Programmes||IBPYP|
|PYP Coordinator||Ms Susannah Large|
ESF Tsing Yi International Kindergarten is part of the English Schools Foundation (ESF). ESF is the largest provider of English-medium international education in Hong Kong. Our vision is for every student to be the best that they can be. Our mission is to inspire creativity and nurture global citizens and leaders of the future. We do this by creating joyful learning environments, led by a community of exceptional teachers who bring out the best in every child through a personalised approach to learning and by inspiring curious minds.
ESF Tsing Yi International Kindergarten has eight classes, four in K1 and four in K2. Children start K1 in the year in which they are three years old. Children attend the kindergarten on a part time basis, five morning or five afternoon sessions per week, with sessions being three hours long. The school community is diverse with children coming from 15 ethnic groups. The cultural richness within the school enhances the learning.
In July 2013 we were authorised as an IB World School, delivering the Primary Years Programme. Through their inquiry into four of the six PYP transdisciplinary themes each year, the children in both K1 and K2 develop knowledge and understanding, as well as skills and attitudes that they can use in kindergarten and take with them into their future learning.
At Tsing Yi, play is the primary mode of learning and the learning environment is set up to promote inquiry through a broad range of play opportunities that promote creativity, critical thinking, and communication. At Tsing Yi the students develop their sense of self, and further develop the skills necessary to nurture positive friendships with other children. They become more aware of their place in the wider-world. Staff work with children on adult-initiated inquiries and to support those that are child-initiated.
The attributes of the learner profile have a significant place within our school and are acknowledged in the actions and achievements of both our children and staff.