Admissions Experts

2018/2019

22A Crawford Tower99 Jervois StreetSheung Wan,Hong Kong

T: 3565 5867 E: hello@topschools.com.hk

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“We can’t thank Ruth and her devoted team

enough! Being outside of HK and working full

time, Top Schools was a life-saver! We couldn’t

have done it without you!” - Anita Luu

The Top Schools’ Difference

We have a 100% success rate.

Our team of independent education experts collectively boasts 70 years’ of Hong Kong-specific education experience.

Our services are entirely personalised and we adopt a strategic, realistic and flexible approach to accommodate each client’s unique requirements.

We have verifiable, in-depth knowledge of the Hong Kong education system (local and international); we make recommendations based on fact, not hearsay or personal opinion!

We maintain good relationships with schools, parents and other stakeholders and are regarded as influencers in the industry.

As seen on/in:

Our consultants speak English, Cantonese and Putonghua.

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WHO

ARE

WE? Ruth Benny, Head Girl

The founder of Top Schools, Ruth has over 20 years’ experience in the education system in Hong Kong. She has the advantage of many years in different areas of education - as a teacher, a teacher-trainer, a parent and now advisor for both the local and international sectors. Ruth writes and speaks about private and international schools for parents, corporations and other groups. She is a frequent contributor to local media including the SCMP, Playtimes and Sassy Mama and generally regarded as the go-to expert on this topic. Originally from the UK, Ruth has been in Hong Kong for over 22 years and is the mother of two children.

Sarah Bowler, Consultant

Sarah has held positions as Head of Admissions and Admissions / Business Development Director at schools in Singapore.The mother of one child in an ESF school, having previously attended a local school in Singapore, she understands both systems well.Sarah holds a Montessori Teaching Diploma and has worked in the education field for more than 9 years. She has particular expertise in advising on special needs support and therapies.

Sophia Liang, Consultant

Born and brought up in Hong Kong, Sophia attended various schools with Mandarin, Cantonese and English as the medium of instruction. She has a degree from Hong Kong and an MBA from Warwick Business School in the UK.Before taking a few years break from her career, Sophia worked in a bank for many years, lastly as a Relationship Manager providing consultancy services to senior colleagues.Sophia is mother of one daughter attending international primary school in Hong Kong.She speaks Cantonese, Mandarin and English at native levels and is keen on building trusted relationship with families to help their children get into the best fit schools.

Colinna Ip, Consultant

Colinna is a Hong Konger with a strong marketing background in the hospitality industry. She studied in Hong Kong and Switzerland. She is well versed in the challenges of selecting the right school for a child and has been heavily involved with her children’s school - in class and extracurricular activities - as an active PTA member. Her two children attend a private independent school and are both trilingual.Colinna speaks Cantonese, Putonghua, English and Indonesian Bahasa.

Chelly Tsang, Consultant

Chelly was born in Hong Kong and was educated in Hong Kong and the UK. After graduation, she worked in Corporate Banking and Private Banking as a Relationship Manager where she worked closely with and high net-worth clients as well as several international school clients in Hong Kong. She speaks English, Cantonese & Mandarin. Chelly works primarily with Chinese speaking families.

Jacqueline Yung, Consultant

Jacqui was born, and spent her primary and lower secondary education in HK. She experienced upper secondary school and University in the UK. A keen musician, Jacqui speaks fluent Cantonese, English and Putonghua, as well as conversational Korean. Jacqui has been at Top Schools for four years and works primarily with Chinese speaking families.

Jessica Yuen, Consultant

Jessica was born and raised in Hong Kong. She attended firstly an ESF primary school and, later, Australian International School before leaving to continue her education in Australia.She obtained a Bachelor of Education (Honours) and went on to study for two further degrees in Education in Hong Kong and Australia.Jessica has worked for the English Schools Foundation (ESF) as an administrator and as an educator.She speaks English, Cantonese and Mandarin.

With a legal background, Nicola has more recently been working for a multinational company specializing in school placements across Asia. She has an excellent understanding of different curricula and the challenges of moving families across continents.Nicola has spent nearly two decades in Hong Kong and with three children she fully understands the need for proper planning to meet the individual requirements of families. She has personal experience of navigating both the local and international schools in Hong Kong and transitioning between these systems.

Nicola Lewis, Consultant

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How

we G

uide

You

Priorities and PreferencesIn completing a personalised and detailed questionnaire, followed by a series of discussions, we identify your priorities and preferences as parents and match these with the realistic and available school options for your family. If your child is older, their own priorities and preferences are also important.We guide you through these options, providing a lengthy, personalised school profile report.

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Personality and ProficiencyThrough discussion, by reviewing school reports, specialist reports, talking to past and current teachers and scheduling pre-interview assessments (where applicable) we match you / your child’s personality and specific proficiencies to ‘best-fit’ schools. We then shortlist three schools to apply to.

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Policies and ProceduresWe will guide you through each of your shortlisted school’s specific policies and procedures to optimise your application’s chance of generating an interview. We will advise on when and how to submit the strongest application possible. We will manage your relationship with the school, starting with a phone call or a visit, through to application and then assessment and offer. If multiple offers are received we assist in helping you choose the ‘best-fit.’We provide school specific application policies and interview procedures in writing.

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“We are really thankful and grateful for your guidance and especially the warmth extended to us. We really appreciate your honesty and kindness.We will always recommend you to our friends,

co-workers and anyone that asks for advice.”- Tonisha

Finding the Fit - How we do itWe focus on 6Ps:

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Usef

ul In

form

ation

Type of School Curriculum Funding Fee Range

(approx) Admissions Policy

Government Hong Kong 100% Government Funding

$0 Primary One Admissions (POA):Discretionary Places Central AllocationDoor Knocking

Aided

Direct Subsidy Scheme (DSS)

Hong Kong, with some flexibility to offer alternate curricula to a minority of students

Partial Government funding

$1,000 - 109,460

Selective: Apply directly

ESF Schools Non - local: International Baccalaureate, IGCSEs, BTEC

Partial government funding for students joining prior to 2016 and those joining in higher grades. Mostly funded by tuition fees

$89,200 - 129,100

Non-Selective: Apply directly.

Private

Private schools

Mostly Hong Kong; also non-local curricula

100% funded by tuition fees/ fundraising

16,000 - 331,000

Selective: Apply directly

International Schools

Non - local: International Baccalaureate, IGCSEs, A Levels, International Primary Curriculum, Montessori, Advanced Placement, Own, etc

$77,000 - 218,200

Selective: Apply directly. Newer international schools are required to admit a minimum number of students holding foreign passports. The percentage varies from 50-80+ %

Private Independent Schools

Non - local: International Baccalaureate, IGCSEs, Advanced Placement, etc

$69,300 - 211,590

All PIS schools are required to admit at least 70% of local students ie permanent residents

Call us today on 3565 5867 for an initial, no-obligation conversation or email hello@topschools.com.hk

Grade CalendarTypes Of SchoolsChild

Born In Age Hong Kong Australia England USA/ Canada IB

2016 2 PN

Kin

derg

arte

n

- - - - -

IB P

YP

2015 3 K1 Reception/Transition

Nursery Foundation Stage

- -

2014 4 K2 Reception Pre-K

Elem

enta

ry

2013 5 K3 Preparatory Year1

Prim

ary

Key Stage 1

Kindergarten

2012 6 P1

Prim

ary

Year1 Year2 Grade1

2011 7 P2 Year2 Year3

Key Stage 2

Grade2

2010 8 P3 Year3 Year4 Grade3

2009 9 P4 Year4 Year5 Grade4

2008 10 P5 Year5 Year6 Grade5

2007 11 P6 Year6 Year7

Seco

ndar

y

Key Stage 3

Grade6

Mid

dle

Scho

ol

2006 12 S1

Seco

ndar

y Year7 Year8 Grade7

IB M

YP2005 13 S2 Year8 Year9 Grade8

2004 14 S3 Year9 Year10 Key Stage 4/GCSE/IGCSE

Grade9

Hig

h Sc

hool

2003 15 S4

Seni

or

Seco

ndar

y (H

KD

SE) Year10 Year11 Grade10

2002 16 S5 Year11 Year12 A Level/BTEC

Grade11

IB D

P

2001 17 S6 Year12 Year13 Grade12

Number of schools in HK:1,085 (As per EDB Figures)All children aged 6 -15 are required to go to school. All children legally resident in Hong Kong are entitled to free education.

* This applies to schools accepting children born 1 Jan - 31 Dec into the year group, whereas not all schools do.

Academic Year 2018/19

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Our admissions timeline consists of key application, assessment and results dates which will differ from school to school. Missing a deadline could result in a placement lost.

Hong Kong schools have various entry and exit points. Understanding which classes are available and the terminology of year groups is essential in knowing when to apply and transition from one system or school to another.

Admissions Timeline

Classes Available“You saved us $480,000”

- Family P

The P family came to us at the end of May 2016 having no Year 2 place for their son, T. T had been attending a reputable international pre-school since December 2013. The family had expected to be relocated out of Hong Kong and therefore had only applied to one international school offering a US curriculum and had been waitlisted. T could not stay at the preschool beyond June 2016. The family preferred T to attend a school where he would have friends already attending and a school offering a British curriculum became their first choice. We applied to this school and actively managed the application, making frequent contact with the school to assess the likelihood

of a place becoming available by August. The family were not keen on any other options. In July, T had still not been offered an assessment and the parents were becoming increasingly anxious. They floated the idea of purchasing an individual debenture for HK$500,000 but, given our knowledge of the composition of the waitlist as well as the length, matched with our understanding of T, and the strength of his application, we were confident that purchasing a debenture was not necessary and advised the parents against it. In August, five days before the start of school, T was invited for an interview. He attended, he passed and he was offered a place on the spot.

No Debenture Needed

Real

Sto

ries

K2: Semester 1: Sep 2017

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Applications

Assessments

Results

2018 K3/Y1: Semester 1

PG

PN

K1

K2/Reception

K3/Year 1

P1/Year 2

“You understood my anxiety as a parent, you

understood our desire of wanting to find the best

school for our child, you were patient and showed

empathy. It was definitely worth the investment,

not only having piece of mind but, more

importantly, the reassurance that Top Schools will

always have your child’s needs at heart.”- Mrs B

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The parents of K, aged 4, contacted Top Schools in July 2016 to seek our assistance in finding a place for K in Sept 2017. Relocating from the US, the Chinese-American parents were adamant that K should continue her education in Hong Kong in a bilingual English-Mandarin environment, similar to the school she was attending in New York City.

K’s father’s company was willing to purchase a debenture, yet with sufficient time to apply according to the normal application schedule, we didn’t feel it would become necessary.

We arranged for K’s father to visit several schools on a trip to Hong Kong and he quickly eliminated a number of schools. Eventually, we applied to two schools for K - an immersion Chinese school and a bilingual IB school.

The first school had a very strict schedule of assessments which was fixed. K was required to attend an assessment in Hong Kong. If successful, she was required to come back a

A came to us in July 2016 from a private school in China looking for an immediate place in an international school in Hong Kong. A is a native Mandarin speaker and his home language is Mandarin.

We assessed A as being weak in English - fluency and literacy. We predicted that A would not pass the assessments for the schools A’s parents preferred; he wasn’t ready. We, therefore advised A’s parents to consider an interim international school with a Canadian curriculum, where A would be learning in an English immersion environment and receive English as a second language support. A was only 6 at the time and he would pick up English quickly and easily. The parents agreed and A was enrolled.

During this year, we advised A’s parents to give A further exposure to English by enrolling in extra curricular activities in English, which they did. We advised against additional English tutoring.

month or so later and, if successful, she was required to come back a third time to attend a final round of interviews with parents. We were able to negotiate with the school such that, once she had passed the first round, she would attend the second and third rounds combined on her next trip. At the same time, we connected K’s parents with parents who already had children in the school and understand more about the school’s culture.

We were also managing the second application since K was not guaranteed to get into their first choice school. K’s father was intent on buying a debenture and so we prepared all the paperwork ready to be submitted if necessary.

We advised K’s parents on the assessments and what was expected at each stage. K passed all the interviews and was offered a place.

We did not pursue the application at the second school.

We continued to support the family to apply to their first choice school for the following year - a top tier international school with an American curriculum.

We advised on essay questions in the application, accompanied the family to visit the school and advised A on what to expect in the assessment.

A was successful and moved to this school in Grade 2 in August 2017.

Bilingual or Bust English Immersion

“It is very stressful with this schooling thing and I am so glad we got you to help.”

- Fiona Li

“Knowing you and having your services has been invaluable to our experience here in Hong Kong.”

- Dian K, Hong kong

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Common reasons for children – or their parents – wanting to move to international schools include:• Concerns about the standard of English language teaching and learning• Struggles with the style of teaching, homework and testing• Getting ready for school or university overseasMore often than not, the children are doing well academically and are happy at school. Only occasionally do we find an unhappy child, or one who is “failing” – at least, according to their school.So, when is the right time to apply to an international school? Years 1 and 7 are obvious entry points. For a child finishing K3 in a local kindergarten, it’s tough to find a spot in Year 2. In that scenario, it’s common for a child to spend one or two years in a local primary school and apply to international school after P3 and hope to switch before the next Territory-wide System Assessment (TSA).In local schools, the TSA is administered in June at P3, P6 (on odd-numbered years i.e. 2015, 2017) and S3 in local government subsidised schools and is much dreaded for the additional intensity it involves in preparing for it. Applying to Year 7 in an international school is a good idea. This means the

the entry requirements. Whilst it’s true that foreign nationals do receive priority at certain schools, children with Hong Kong passports should not be dissuaded from applying to international schools and they are not discriminated against.By far the most common challenge for local school students applying to international schools is that of meeting the required English-language proficiency. Children who have been used to lessons in Cantonese may struggle to express themselves in English. In writing, they are often great at grammar but less able to analyse and generate different genres of text. They often find creative writing a challenge. We’ve found this to be the case even amongst native-English speaking children, since local schools generally teach English as a second language, with lots of grammar and prescribed tasks that don’t encourage creativity in using language. Maths is also tested, but rarely causes any problems.In fact, the required level varies from school to school. It’s important to assess the school’s requirements and realistically assess a child’s chances of gaining acceptance. Some schools, for example, will have support for children needing additional academic assistance, while others won’t. In some cases, we do recommend a tutor or preparation centre to

application is submitted soon after the child begins P5. Many parents get confused about when primary ends and secondary starts in both systems. They may prefer to finish primary in local school, which isn’t a good idea since it means they will usually miss the Year 7 application. Many schools have a new intake in Year 7, making it a good entry point.After Year 7, Years 8 and 9 are also good times to enter an international school. If it’s a school that does the International General Certificate of Secondary Education (IGCSE), entering in Year 9 is advisable, since the IGCSE course starts in Year 10. Students in Year 9 choose their subjects and will be able to use the year to adjust before school gets more serious. Entering a school running IGCSEs is usually not possible at Years 10 and 11. Likewise, entering a school running A-levels or the International Baccalaureate Diploma Programme (IBDP) is usually not possible at Years 12 and 13 since these are both two-year courses. In some schools, however, this doesn’t apply.Which international schools accept children from local schools or children with Hong Kong passports? The answer is, they all do! International schools do not mind where children have been studying previously as long as they meet

help the student understand the requirements of the entrance test, and be best prepared to do well in it.Children usually transition well into international schools. They find the style of teaching more engaging, the homework load less and the culture more creative, relaxed and fun. Of course, the ease of the transition very much depends on the timing of the switch and the student’s personality. Some older students suffer something akin to culture shock.Having spent many years in a local school, some may find it overwhelming being put in a situation where model answers don’t exist. They may feel less secure and find it hard to adjust to the different learning methods, especially when it requires a great deal of self-initiative, abstract thinking and synthesising of information. But children whose parents have examined the situation thoroughly, and ensure they have taken all the right steps, should be able to make a seamless transition to a new learning environment, equipped with the necessary skills to succeed academically.

This article first appeared in the Education Post, November 2015

Switching From Local toInternational School

Artic

les

One of the most common quandaries parents find themselves in ischoosing between a local school and an international one. We oftenadvise families to start in the local stream and apply to internationalschool later. But how does this work? What are the risks? And canthey really make it into international school?

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Debentures 101A debenture is the traditional name given to a loan agreement where the borrower is an institutional borrower. i.e a school. For parents, it means a large lump sum payable to the school on – or before – admission, regardless of what the school will do with our money.

For Hong Kong schools, parents need to be aware of lump sums called

• Capital Notes

• Nomination Rights

• Capital Contributions/Levies

…and other creative names. They all amount to the same thing – a lump sum in addition to tuition fees.

While not all schools have debentures, some schools offer a variety of debentures.

How do schools use debentures?Most schools will state that the fees cover the school’s running costs, but not its capital costs. So, debentures are how parents of students contribute to the long-term funding of the School.

While most schools (even some pre-schools!) in Hong Kong require that the parents of new students pay a debenture on admission, parents can sometimes buy a debenture before beginning the admissions process and earn some priority in the selection system.

How much is a debenture?The range is vast. Some are as low as $25,000 a year. The maximum is around $25M (paid by companies). Some schools reduce the price for the second and third child entering the same school.

You may also be able to buy a debenture on the ‘second-hand market’. This means that the school has ‘sold out’ and existing holders can transfer them to others. The price of this transfer may be set by market demands or the school may cap it. The school may also take a cut of the sale price.

What kind of debenture do I need?Common types include:

• Individual/Corporate

• Refundable/non-refundable or depreciating

Individual/Corporate

An individual debenture applies to one child in a family and cannot normally be transferred. A corporate debenture is held by a corporation and can be used for a child of an employee. The corporation may transfer this debenture to another employee at any time if the employee leaves their employ. Some schools will allow flexibility in allowing the child to stay at the school and some schools will insist that the child withdraws immediately s/he is no longer associated with that corporate debenture. Children covered by a corporate debenture mostly receive priority at admissions. Corporate debentures are the most expensive type running into tens of millions.

Refundable/Non-refundable/ Depreciating

Some schools will refund the full amount of the debenture, without interest and less any transfer fees/penalties, to the parents once the child leaves the school.

In some schools, the debentures depreciate over a certain number of years; sometimes to zero. In a few schools, the debenture depreciates to zero in just seven or eight years.

What if I can’t afford a debenture?Some schools offer parents the option of paying an annual levy instead of a debenture. This is different from a debenture in that it is paid yearly and is not refundable. It may amount to the same or more than the debenture over the course of the child’s schooling.

Not all schools require a debenture, so you can look for one that doesn’t.

Brokerage ServiceWe provide a brokerage service in the purchase and sales of debentures.

Please enquire.

Debentures 101

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While preschool education is not compulsory in Hong Kong, more and more parents have decided to enroll their children in kindergartens and nursery classes in recent years. So, what’s the hype about preschool, and what exactly can your children get out of it?

Language exposure

The general wisdom on introducing a second, or even third, language, is “the earlier, the better”.

According to experts, a child should have 25 to 30 hours a week of exposure to a secondary language. If the target language is not spoken in the home, this should be increased. So, for non-native English or Chinese-speaking families, parents may choose a preschool to ensure their toddler is exposed to another language early. This is necessary when parents wish for the child to continue studying the language in primary and beyond.

A second key area to ponder is the learning that goes beyond academic studies. From the age of one, children may start to learn common social conventions such as waiting in line, washing hands before eating, taking turns, and sharing.

As they grow older, they come to appreciate that other people have rights and feelings just as they do. They learn to share, communicate, and negotiate with their peers, and begin to recognise the importance of friendship in their lives. These skills, important in themselves, are crucial in preparing a child for primary school.

An overview of early years education in Hong Kong

Primary school entry

The third important area to consider is admissions strategy. Many of the top primary and secondary schools have affiliated pre-schools. Getting into the school early earns the child priority in moving up. For many parents, this offers security.

Even if the parents choose a pre-school not directly affiliated, primary schools do look at a child’s previous schooling. It is standard procedure to include two years’ reports in any primary school application.

Types of schools

A preschool is either non-profit or private. Some have “international” in their names, but this just means that they teach either a partially or fully non-local curriculum.

Most kindergartens, however, teach the local Hong Kong curriculum.

Those offering non-local curricula may offer Montessori, the Dalton Plan, Waldorf, Forest, Reggio Emilia, UK early years foundation stage (EYFS), IB Primary Years Programme (IBPYP), International Early Years Curriculum (IEYC) for ages 3 to 12, or any combination of these.

Fees

Non-profit-making

Local non-profit kindergartens are provided with a basic subsidy for the provision of a three-year, half-day programme for all eligible children.

Half-day programme fees will range from free to about HK$1,000 a month, while whole-day programmes will range from about HK$1,000 to HK$2,000 a month.

Private independent

Tuition fees range from about HK$5,000 to HK$14,000 a month.

Children aged two may attend classes a year prior to K1, known as Pre-Nursery. However, not all kindergartens offer programmes for two-year-olds. Those that do are licensed as Child Care Centres in addition to being licensed kindergartens.

While school is not mandatory until the age of six, the majority of children in Hong Kong begin their formal education at two, or three at the latest.

This article first appeared in the Education Post, May 2017

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If you want to raise the ire of Hong Kong parents, increase their children’s school fees. Here’s a sample of the latest outrage on the popular Facebook group ‘Hong Kong Schools’:

“These fees for this age are ridiculous!”

“In 2 years time it’ll be 200k just to attend their kindy.”

“Speechless. There is no way a kindergarten or a parent can justify these amounts.”

“I can’t even look! It hurts my eyes! The school fees here are ridiculously astronomical. It’s just not fair.”

“The education system here is broken.”

“This is depressing. I wonder how far and up it can all go.”

“Day. Light. Robbery.”

Despite near-free access to a solid government education system, most expatriate parents, and a rapidly growing number of local families, continue to opt for the prestige and pedagogy of international schools. Elongated waiting lists at trilingual play-based kindergartens, and the well-publicised construction of shiny new primary and secondary campuses, are testament to an unbridled social swing towards ‘do-what-it- takes’ education planning. The reality is that private schools in Hong Kong will continue to increase fees by the current estimate of 6–10% each year as long as the appetite remains for high-end schooling. Hong Kong is a city run on big finance, served by domestic help and low tax rates. The market will always feel the need to keep up.

The Rise and Rise of School Fees

If families cannot afford the hefty school fees, debentures and capital levies, alternatives include:

• Opting for a less known, more affordable school;

• Moving off Hong Kong Island out to Kowloon or the New Territories;

• Keeping the little ones at home for another year;

• Considering boarding school;

• Choosing a local school. The kids learn Cantonese and you’ll save a bomb.

Elsewhere in the world, it is not the responsibility of the government to subsidise international school fees with taxpayer dollars. Hong Kong is already grossly unequal in terms of income disparity and living conditions. Education policy should strive to overcome economic disadvantage, not perpetuate the wealth divide by propping up attractive expat packages and providing concessions for schools who charge high fees to a long list of those willing to pay them. It’s true that rents are increasing, while salaries have largely stagnated across most sectors, but the Education Bureau (EDB) is not immune to this tricky economic climate. And their mandate is not to protect the interests of expatriate families and wealthy locals who seek an international school environment for their children.

One of countless aggrieved parents (who also happens to be a teacher) took to social media recently to bemoan her school’s 6% fee increase. “Many of us have gotten together and written to the school to express our disappointment. There needs to be regulation around this. After

DBIS

Kellett

HKA

THS

ESF

PLKCKY

HKIS

VSA

3

4.5

11

6.6

6.5

9

3.9

3.9

A snapshot of tuition fee increases (%) for 2018/19 *

*indicative figures according to EDB fee increase applictaions as of July 2017

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all, there are regulations in other industries; Hong Kong schools shouldn’t be excluded, especially since they hold our deposits and debentures. They seem to have their own banking system. There isn’t a ceiling. That’s the most concerning thing.”

Some parents are more fatalistic about the city they live in. “It’s Hong Kong,” says a parent who wishes to remain anonymous. “Wages have stagnated for 20 years in nominal and real terms, yet property and services have quadrupled or quintupled. But people are still moving to HK in droves, from China and overseas. So obviously the extravagant cost isn’t high enough a deterrent against whatever benefits people have from living here. This city is pure capitalism at work; the results are not always very pretty.”

Some parents wonder why the government does not simply mandate that only foreign passport holders can attend international schools, such as in Singapore, which has some success with the policy – at least in terms of bolstering support for the local system. Hong Kong’s international schools welcome both local and foreign children, and some schools are made up of predominantly local children holding an additional foreign passport.

Top Schools consultant Nicola Lewis says, “Perhaps the EDB should note the increase in demand for international school places is not from expats – the number of which is pretty stable – but from parents disgruntled by local school offerings. If the local system was overhauled, there would be less demand for international schools and this may influence their prices.”

Another interesting idea being floated in parent circles is that debentures and capital levies be stripped back to ease the burden of the increased fees. It’s a valid point, and one that could address the angry public sentiment at a time when wages have essentially flatlined and, for many families, the outgoings have started to exceed the incomings.

“Our family hit that wall last year,” says former Hong Kong-based parent Caryn. “We are back in the States now.”

This article first appeared in Playtimes, May 2017

Getting into the ‘best’ school in Hong Kong is an inexact science. Sometimes it feels like the only way through the hallowed gates is via a family connection, a near-perfect test score, or forking out millions for debentures. Whichever way, it’s almost always a case of parent pays.

Unfortunately, simply having the means to afford the fees is not usually enough to guarantee entry into the city’s top private schools, and families have gotten used to the idea of having to compete for a finite number of places. However, the tide has started to turn, and hopefully the command that admissions offices hold will wane as new schools open and parents gain more power.

Until recently, the market demand has enabled many schools to accept applications from birth. But most parents agree that this practice achieves little other than taking advantage of parents’ often exaggerated concerns.

Raising this issue on various forums such as the “Hong Kong Schools” Facebook page elicited dozens of heartfelt responses within minutes. Every parent agreed that the outdated practice only serves to fuel their anxieties rather than ease them.

Winney, a first time mother from Hong Kong, learned that she should apply to one of her shortlisted schools – Kiangsu Chekiang International Section– from birth on the same Facebook group. “As a first time mum, I felt under such pressure to read up on application procedures. I applied when my child was 18 months old and was told I might not make the cut for the interview invitation,” she said.

Baby blues: is it fair to take school enrolment applications from birth?

“Without Top Schools’ help, our

decisions would have been based on

guesswork, expat blogs and painful

trawling through schools’ websites. With

their advice, we saved time, effort and

money, and we believe that we ended up

with the best school for our daughter.”

- Richard

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Sammy, another mum, called the whole process “distressing.” While Lisa Browning said, “It creates a sense of superiority. I know some of the schools are good, but are they that good?!”

For many schools, accepting applications from birth is an opportunity to attract potential families early on, not to mention gain an important source of revenue. Yet many schools that accept applications from birth, including Kellett School and Canadian International School, do not guarantee entry to those applying early, nor ensure priority access above those who apply later.

Fleur Murdoch, Marketing and Communications Assistant Manager at French International School, where enrolments are accepted from birth for HK$2,800, is an advocate for the administrative benefits of the system. “The International Stream at FIS accepts applications from birth and parents can submit an application specifying any year group or entry year in advance. This allows parents to plan ahead and have flexibility in their schooling options without worrying about application deadlines.”

Many parents believe that, if they are enrolling their student at birth, then the student will be granted some kind of priority or placed higher up the waitlist. However, this is rarely the case. Waitlists have largely been replaced by wait pools nowadays, and so the system appears to only work in favour of the schools, which make final enrolment decisions based on family background, interviews and discretion.

At French International School, the from-birth sequence organises the admissions process and determines a candidate’s position on the waiting list. “However, it is not a factor for selecting students or influencing admissions decisions,” said Fleur Murdoch. “All children are assessed prior to entry, and candidates will be invited to attend an assessment in the order they are on the waiting list. The candidate at the top of the list will be given an entrance assessment when a space becomes available.”

The obvious question is why schools such as Canadian International School, Kellett School, German Swiss International School, French International School, and a few others, don’t just accept applications one or two years prior to entry and give up on the applications from birth altogether? The answer is simply that they do both.

“We [FIS] accept applications throughout the year and operate a rolling admissions system,” said Fleur Murdoch. And this is true for most schools.

The notion of accepting applications from birth for international schools is also inherently flawed due to the fact that they are keen on attracting children who aren’t born in Hong Kong. And, on the flip side, children born in Hong Kong to transient expats have often moved on by the time their child is of age.

Why make early parenthood more complicated than it already is? It’s time to stop this practice and ease the burden on families in the stressful (though blissful!) baby years. Let there be at least a couple of oblivious years before school application anxieties set in.

This article first appeared in the Education Post, January 2017

It is becoming ever more apparent that not all children can adapt to a mainstream approach to learning and whilst the majority of schools in Hong Kong appreciate this and do offer some differentiation within the classroom, there is often a need for something more specific, targeted and individualised.Without adequate resourcing of qualified staff and specialist transition programmes in schools, the experience for many SEN students can be far from ideal.The supposed lack of provision in Hong Kong for students requiring additional support actually comes down to a lack of awareness of the options. Whilst there is a definite need for more specialist schools and service providers, there are now many more options than just a few years ago - it is discovering these options which remains difficult for parents.

While the cost associated with such support services is generally high, the best therapies and specialist support will, in many cases, serve as a bridge to mainstream school. For children requiring SEN (special education needs) support Top Schools works closely with each family - from reviewing past specialist and school records to working closely with ‘on the ground’ therapists, psychologists and individual schools to find the ‘right fit’ environment for the social, emotional and academic needs of the child.We work with children requiring minimal support to those requiring intensive therapies and academic assistance.Please enquire.

“Sarah was an invaluable resource to help navigate

the international school system in Hong Kong

particularly as we were looking for a placement

for my daughter who is on the spectrum. She

accompanied me on almost all the school visits and

was supportive and positive throughout the entire

journey. I would certainly recommend Top Schools to

anyone looking to make sense of the myriad school

options in Hong Kong.”

- SF, Hong Kong

Special Education Needs (SEN)

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If you’d like your child to be bilingual (Chinese/English) AND biliterate, the obvious choice is a ‘local’ school. However, local schools use“Cantonese”. It’s used as the medium of instruction, as the playground language and forms the basis of the culture. Also, the Putonghua and English is often taught mainly by non-native speakers.

Many parents are more keen on Putonghua (Mandarin). Perhaps they are not Chinese, they are from the Mainland, or they feel that Cantonese is easy to pick up anyway.

They also prefer a more international style of teaching, perhaps according to an international curriculum too. The bad news is that very few schools are offering this!

We list here TWELVE of the most popular: P = Primary | PS = Primary and secondary

Chinese Academy Primary School | P | Causeway Bay

Chinese International School | PS | Braemar Hill

Dalton School Hong Kong | P | Kowloon

Han Academy | PS | Aberdeen

Independent Schools Foundation Academy | PS | Cyberport

International Montessori School | P | Stanley

Kiangsu Chekiang Primary School | P | North Point

Kingston International School | P | Kowloon

Po Leung Kuk Choi Kai Yau | PS | Kowloon

Singapore International School | PS | Aberdeen

Victoria Shanghai Academy | PS | Aberdeen

Yew Chung International School | PS | Kowloon Tong

Scho

ols S

tron

g In

Chi

nese

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Place

men

ts ACADEMIC YEAR 2017-2018

OFFERS MAX 3 APPLICATIONS

96 68BOYS

* As at 1 Sep 2017

GIRLS

STUDENTSPLACED IN TOP SCHOOLS IN HK

164

231

Placements into the following primary/secondary schools:

American School Hong Kong 香港美國學校Aoi Pui School 愛培學校Canadian International School 香港加拿大國際學校Chinese International School 漢基國際學校Christian Alliance International School 宣道國際學校Dalton School Hong Kong 香港道爾頓學校Delia School of Canada 地利亞加拿大國際學校English Schools Foundation 英基French International School 法國國際學校German Swiss International School 德瑞國際學校Han Academy 漢鼎書院Harrow International School Hong Kong 哈羅香港國際學校HKCA PLK School 保良局建造商會學校Hong Kong International School 香港國際學校Hong Kong Academy 香港學堂International Montessori School 蒙特梭利國際學校International College Hong Kong (Hong Lok Yuen) 沙頭角國際學校Island Christian AcademyIndependent Schools Foundation Academy 弘立書院Malvern College 香港墨爾文國際學校Mount Kelly 香港凱莉山學校Nord Anglia International School Kiangsu Chekiang International School 蘇浙學校國際部Kiangsu Chekiang School 蘇浙學校Korean International School 韓國國際學校Stamford American International SchoolShrewsbury International 思貝禮國際學校The Harbour School 港灣學校Victoria Shanghai Academy 滬江維多利亞學校Yew Chung International School 耀中國際學校…and more!

28 29

International Baccalaureate®

(IB) Diploma Results2017

# of Candidates Pass Rate % Avg Score

CDNIS 香港加拿大國際學校 133 97% 36.5

CIS 漢基國際學校 96 98% 37.8

CSS* 啟思中學* - 100% 34.7

DBS 拔萃男書院 57 100% 41

Elsa 9 100% 34.5

ESF 英基 951 98% 35.8

FIS 法國國際學校 27 100% 37.5

GSIS 德瑞國際學校 51 100% 40.2

HKA 香港學堂 - - -

ICHK 沙頭角國際學校 26 100% 35.1

ISF 弘立書院 19 100% 35.3

KCIS 蘇浙學校國際部 16 100% 35.1

Logos Academy* 香港華人基督教聯會真道書院* 56 100% 36.1

Li Po Chun 香港李寶椿聯合世界書院 128 - -

PLK CKY 保良局蔡繼有學校 64 100% 36.86

PLK Ngan Po Ling College* 保良局顏寶鈴書院* 13 100% 35.23

SIS 新加坡國際學校 41 95% 37

St Paul’s Co-ed* 聖保羅男女中學* 59 100% 41.1

VSA 滬港維多利亞學校 79 100% 36.35

YCIS 耀中國際學校 81 93% 35

HK Total 2238 - 35.94

Global Total 159,400 - 29.95

NOTE

S

* At these DSS schools, IBDP candidates are selected and a minority of the school’s total number of students sit the IBDP.

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