Table of Content

Foreword

Chapter 1 Premises Design

1.1 Location. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 1 - 1

1.2 Maximum Height. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 1 - 1

1.3 Premises Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 1 - 2

1.4 Windows. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 1 - 5

1.5 Roof Playgrounds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 1 - 5

1.6 Structural Alterations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 1 - 5

Chapter 2 Furniture and Equipment

2.1 Basic Furniture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 2 - 1

2.2 Teaching Equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 2 - 2

2.3 Washrooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 2 - 3

2.4 Pantry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 2 - 5

2.5 Kitchen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 2 - 5

2.6 Milk Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 2 - 6

2.7 Medical Room / Sick Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 2 - 6

2.8 Washing and Laundry Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 2 - 7

Chapter 3 Safety Measures

3.1 Building Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 1

3.2 Fire Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 2

3.3 Gas Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 4

3.4 Electrical Installation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 5

3.5 Floors and Walls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 6

3.6 Furniture and Equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 6

3.7 Physical Play. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 8

 3.8 Transportation Arrangements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 1 0

3.9 Outdoor Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 1 0

3.10 Supervision of Children and Security. . . . . . . . . . . . . . . . . . . . . . . . E 3 - 1 1

3.11 Inclement Weather and Emergencies. . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 1 2

3.12 Occupational Safety of Employees. . . . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 1 2

3.13 Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 3 - 1 3

Chapter 4 Health

4.1 Health Inspection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 4 - 1

4.2 Health Records. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 4 - 3

4.3 Management of Sickness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 4 - 4

4.4 Medical Examination of Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 4 - 7

4.5 First Aid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 4 - 7

4.6 Protecting Children from Maltreatment. . . . . . . . . . . . . . . . . . . . . . E 4 - 8

Chapter 5 Sanitation

5.1 Environmental Hygiene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 5 - 1

5.2 Personal Hygiene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 5 - 2

5.3 Food Hygiene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 5 - 4

Chapter 6 Nutrition and Diet

6.1 Choice of Food. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 6 - 1

6.2 Preparation of Food. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 6 - 2

6.3 Dietary Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 6 - 5

6.4 Provision of Meals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 6 - 1 1

Chapter 7 Curriculum and Activities

7.1 Curriculum Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 7 - 1

7.2 Developmental Characteristics of Children. . . . . . . . . . . . . . . . . . E 7 - 1

7.3 Curriculum Planning and Design of Activities. . . . . . . . . . . . . . . E 7 - 2

 7.4 Principles of Implementation of Activities. . . . . . . . . . . . . . . . . . . E 7 - 4

Chapter 8 Staffing

8.1 Manpower and Appointment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 8 - 1

8.2 Qualifications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 8 - 3

8.3 Registration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 8 - 5

8.4 Training for Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 8 - 7

8.5 Personnel Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 8 - 7

Chapter 9 Fee and Charge

9.1 Fees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 9 - 1

9.2 Collecting Deposit/Registration Fee and Application Fee… E 9 - 2

9.3 Selling School Items and Providing Paid Services. . . . . . . . . . E 9 - 3

Chapter 10 Family and Pre-primary Institutions

10.1 Contact with Parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E 1 0 - 1

10.2 Methods of Communication with Parents. . . . . . . . . . . . . . . . . . . . E 1 0 - 1

Chapter 11 Registration and Regulation

11.1 Registration of Pre-primary Institutions. . . . . . . . . . . . . . . . . . . . . E 1 1 - 1

11.2 Regulation of Pre-primary Institutions. . . . . . . . . . . . . . . . . . . . . . . E 1 1 - 5

Appendices
 Foreword

The Government has all along attached great importance to pre-primary education. It has
had great concerns on the unification of pre-primary services and has worked on the issue since the
early 1980s. In the late 1990s, many aspects of day nurseries and kindergartens were harmonised,
including a common curriculum for nurseries and kindergartens, harmonised qualifications /
training requirements and pay scales for child care workers and kindergarten teachers. In the light
of government policies, societal demands and children’s developmental and educational needs, in
2002 the Working Party on Harmonisation of Pre-primary Services formed by the Social Welfare
Department and the then Education Department recommended harmonising the services of day
nurseries and kindergartens, i.e. all pre-primary services for children aged 3 and above classified
as kindergartens and subject to the same requirements, registered under the same ordinance and
regulated by the same Government department.

For harmonisation of day nurseries and kindergartens, legislative amendments were

completed in mid 2005 and the various harmonisation measures have been implemented since the
2005/2006 school year. Henceforth, the Social Welfare Department regulates child care centres
which provide services for children under the age of 3 years, children under the age of 6 years with
disability, and children under the age of 6 years in need of residential care under the Child Care
Services Ordinance; and the Education Bureau (known as Education and Manpower Bureau before
July 2007) regulates kindergartens which provide services for children aged 3 and above under the
Education Ordinance. This sets a new milestone for achieving unification of pre-primary services.

Compiling this Operation Manual for Pre-primary Institutions for child care centres and
kindergartens to replace the Code of Practice of Child Care Centres and the Manual of Kindergarten
Practice is one of the major tasks of harmonisation of pre-primary services. The operation manual
provides a comprehensive guide to help operators understand the statutory requirements as well as
the respective regulatory requirements of the Social Welfare Department and the Education Bureau
in regulating child care centres and kindergartens so that the operators can provide quality education
and care for children.

This operation manual is for the use of child care centre and kindergarten operators,
management and staff. The requirements of edu-care services are delineated and the relevant
provisions of the ordinances are quoted in the operation manual to facilitate readers’ understanding
of the main points of regulation of child care centres and kindergartens. Readers should refer to the
relevant ordinances for all statutory requirements and should seek legal advice in case of doubt.
This operation manual is applicable to all institutions providing education and care services for
children from new born to 6 years, including child care centres, kindergartens and kindergarten-
cum-child care centres. Schools joining the kindergarten education scheme should also observe
relevant Education Bureau circulars and the Kindergarten Administration Guide.

The first edition of this operation manual is compiled by the Focus Group on Operation
Manual for Pre-primary Institutions which comprises representatives from the Social Welfare
Department and the Education Bureau and experienced professionals from the pre-primary sector.
The Buildings Department, Fire Services Department, Electrical and Mechanical Services
Department, Department of Health and Innovation and Technology Commission have also assisted
in scrutinising the contents. In view of the development of pre-primary services, the Education
Bureau has invited the aforesaid Government departments to review and update the relevant manual
content in 2019; and we would like to extend our thanks to all of them for their valuable
contributions to the revision of the operation manual.
 For enquiries on the operation manual, please contact the Joint Office for Kindergartens
and Child Care Centres, Education Bureau (address: Room 602, 6/F, 14 Taikoo Wan Road, Taikoo
Shing, Hong Kong; telephone:3107 2197; fax: 3107 2180; email:[email protected]).

An electronic version of the operation manual has been uploaded onto the Education Bureau
homepage.
(Website: https://www.edb.gov.hk/en/edu-system/preprimary-kindergarten/about-preprimary-
kindergarten/index.html).

The different types of institutions mentioned in the operation manual are defined as follows:

Institutions Definitions

Pre-primary Institutions Institutions providing education and care services for children from
new born to 6 years. There are 2 types of pre-primary institutions: child
care centres and kindergartens.

Child Care Centres Institutions providing services for children under the age of 3 years,
children under the age of 6 years with disability, and children under the
age of 6 years in need of residential care according to the Child Care
Services Ordinance (Hong Kong Law Chapter 243).

(Website of the ordinance: https://www.elegislation.gov.hk/?_lang=en)

Kindergartens Schools providing a 3 years course of education for children aged 3 and
above according to the Education Ordinance (Hong Kong Law Chapter
279).

(Website of the ordinance: https://www.elegislation.gov.hk/?_lang=en)

Despite the different focuses of services, all pre-primary institutions are embedded with the same
vision and responsibilities of providing education and care for children.

Education Bureau
 Chapter 1

Premises Design

1.1 Location

For all pre-primary institutions

1.1.1 To ensure that children gain easy access, pre-primary institutions should,
ideally, be located on the ground floor or the podium floor.

1.1.2 Pre-primary institutions must not be situated in any part of an industrial

building, over any godown, store, shop, cinema, department store, or any
premises carrying on trades or facilities which may constitute a danger
or may be detrimental to the health or well-being of children.
(Refer to Regulation 6 of the Education Regulations)

1.1.3 Pre-primary institutions must not be located above ground floor level in
a non-purpose built building, unless certain conditions are fulfilled.
Where the premise is located above ground floor level, paragraph 2 of
the “General Guidelines on Building Safety Requirements for Pre-
primary Institutions (Child Care Centres / Kindergartens)” in Appendix
1 should be adhered to.

1.2 Maximum Height

For all pre-primary institutions

1.2.1 Except the parapet wall around a roof playground, no part of the
premises shall be situated at a height of more than 12 m above ground
level in the case of centres for children under 2 years of age. In the
case of child care centres and kindergartens for children over 2 years of
age, the height shall not be more than 24 m above ground level.
However, the Director of Social Welfare / Permanent Secretary for
Education, with the advice of the Director of Fire Services, may by

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 notice in writing, authorize that certain parts of such premises be
situated at a specific height.
(Refer to Regulation 19 of the Child Care Services Regulations and
Regulation 7 of the Education Regulations)

1.3 Premises Design

For all pre-primary institutions

1.3.1 The standards and requirements stipulated in the Child Care Services
Ordinance and Child Care Services Regulations / Education Ordinance
and Education Regulations in relation to purpose-built premises and non-
purpose built premises for child care centres / kindergartens should be
complied with.

1.3.2 The ceiling of every activity room / classroom shall, in premises

designed and constructed for the purposes of a child care centre /
kindergarten, be not less than 3 m above ground level, whilst in premises
not designed and constructed for the purposes of a child care centre /
kindergarten, be not less than 2.75 m above ground level.
(Refer to Regulations 21(4) to 21(6) of the Child Care Services
Regulations and Regulation 9(3) of the Education Regulations)

1.3.3 Apart from the activity rooms / classrooms, accommodation of child

care centres / kindergartens should include rooms for general purpose
use, such as office for the centre supervisor / principal, staff room, office,
store, medical room / sick-bay, pantry / kitchen, toilet, etc. The
provision of a kitchen for preparation of meals for children is at the
option of operators.

1.3.4 Child care centre / kindergarten premises should be spacious, in

particular, the area of the activity rooms / classrooms must be spacious
enough for setting different activity corners for study and play.

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1.3.5 Indoor play area must be provided in child care centres for physical play.
Where possible, outdoor play area with easy access from indoors and
protection against the risk of falling objects should be provided in
kindergartens. If outdoor play facilities are not available in
kindergartens, an indoor play area should be provided at the rate of not
less than 50% of the total classroom space, which means that the indoor
play area should be equivalent to the size of one classroom for every
two classrooms in the premises.

1.3.6 The minimum floor space requirement for institutions attended by

children aged 2 to 6 is 1.8 m2 per child inclusive of all indoor activity
area but exclusive of ancillary facilities (i.e. any passageway, store,
kitchen, office, toilet facilities and staff room).

1.3.7 The minimum floor space requirement for child care centres attended by
children aged 0 to 2 is 2.8 m2 per child inclusive of all indoor activity
area but exclusive of ancillary facilities; or 3.3 m2 per child inclusive of
ancillary facilities.
(Refer to Regulation 31 of the Child Care Services Regulations)

1.3.8 The minimum floor space requirement for residential centres attended
by children aged 0 to 6 is 3.2 m2 per child inclusive of all indoor activity
area but exclusive of ancillary facilities; or 3.7 m2 per child inclusive of
ancillary facilities.
(Refer to Regulation 31 of the Child Care Services Regulations)

1.3.9 Each activity room / classroom should have adequate lighting. Natural
lighting is preferred if physical surroundings permit. Good ventilation
and proper temperature should be maintained in activity room /
classroom. It should also be fitted with sufficient shuttered sockets for
audio / visual equipment.

(Refer to Technical Information Checklist for Air-conditioning

Installation in Child Care Centre under the Pre-Primary and

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 Kindergarten Education on the website of Education Bureau for indoor
air-conditioning and lighting standards.

https://www.edb.gov.hk/attachment/tc/edu-system/preprimary-
kindergarten/application-for-registration-of-child-care-centre-in-
kindergarten/appendix%207&8_ventilation%20&%20fresh%20air%20
requirement%20&%20report.pdf)

1.3.10 Floor surfaces should be non-slippery and easy to clean; rubber tiling
would be considered as suitable floor covering.
1.3.11 Provided that fire safety is not compromised, burglar bars should be
fitted to windows for security reasons.
1.3.12 The “Recommended Schedule of Accommodation for a Standalone
Child Care Centre” is at Appendix 2.

1.3.13 The Kindergarten Education Scheme (Scheme) has been implemented

from the 2017/18 school year. With regard to the accommodation and
facilities of kindergartens, the Government reviewed the Recommended
Schedule of Accommodation for kindergarten (SoA) and proposed that
the kindergarten indoor floor area for each student would be increased
by 20%. When developing new public housing estates, the Government
will in principle take into consideration the demand of kindergarten
places for the reservation of kindergarten premises based on the new
SoA. As an example, the “New Recommended Schedule of
Accommodation for a 6-classroom Kindergarten” is at Appendix 3. New
and existing kindergartens in other premises can also take the new SoA
for reference and consider to improve their accommodation and facilities
on their own having regard to their own circumstances.

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1.4 Windows
For all pre-primary institutions

1.4.1 The height of all parapets and window openings shall, unless such
parapets or window openings are satisfactorily guarded by bars, be at
least 1.1 m above the level of the floor immediately adjoining and, where
such bars are installed in openings giving access to areas to be occupied
by any children or employees, the bars shall be so installed as to be
readily removable by the Fire Services in emergency.
(Refer to Regulation 20 of the Child Care Services Regulations and
Regulation 8 of the Education Regulations)

1.5 Roof Playgrounds

For all pre-primary institutions

1.5.1 Where roofs, verandahs or balconies are used as play areas, provisions
under the relevant Regulations should be observed.
(Refer to Regulation 24 to Regulation 26 of the Child Care Services
Regulations and Regulation 16 to Regulation 20 of the Education
Regulations)

1.6 Structural Alterations

For all pre-primary institutions

1.6.1 Once the plan of the child care centre / kindergarten premises is approved
by the Director of Social Welfare / Permanent Secretary for Education
for registration, there shall not be any structural alterations to the
premises except with the written consent of the Director / Permanent
Secretary.
(Refer to Regulation 22 of the Child Care Services Regulations and
Regulation 10 of the Education Regulations)

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 Chapter 2

Furniture and Equipment

2.1 Basic Furniture

For all pre-primary institutions

2.1.1 Pre-primary institutions should provide furniture designed for children.

The furniture should be safe, easily accessible to children and conducive
to their physical and psychological development.
(Refer to Regulation 37 of the Child Care Services Regulations and
Regulation 49 of the Education Regulations)

2.1.2 Pre-primary institutions should provide basic furniture, namely tables,

chairs, beds, toy racks, books shelves, easels, storage cupboards, display
boards, etc.

2.1.3 Tables and chairs should be of a suitable size for children. Chairs
should have back support and be of the right height for children’s feet to
rest comfortably on the floor. Tables should be high enough so that
children’s knees do not bump the table but low enough for them to eat
and work comfortably.

2.1.4 Children who are under the age of 2 / children who stay in the centre
overnight / children who are aged 2 or above and attend the centre for
more than 4 hours each day should be provided with individual beds and
appropriate bedding. For non-residential children over the age of 2,
stacking beds may be used in order to save space.

2.1.5 Toy racks and book shelves should be at a suitable height to enable
children to access easily. Easels for painting should be adjusted to a
suitable height for each child.

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 2.1.6 Display boards should be available for exhibiting children’s art work or
teaching materials. These boards should be hung on walls at an
appropriate height at the children’s eye level. They can also be fixed
firmly to the floor and used as partitions dividing areas for different
activities.

2.1.7 Paint or coating on the furniture should comply with safety standard, e.g.
lead-free. All furniture, articles, toys, etc. must comply with the
requirement of the Toys and Children’s Products Safety Ordinance and
the Consumer Goods Safety Ordinance. General enquiries regarding the
safety standards may be directed to the Quality Services Division of the
Innovation and Technology Commission (address: 36/F, Immigration
Tower, 7 Gloucester Road, Wan Chai, Hong Kong; telephone no.:
2829 4820; fax: 2824 1302; e-mail: [email protected]; website:
https://www.qsdiv.gov.hk/).

2.1.8 Refer to Appendix 4 for size of children’s furniture.

2.2 Teaching Equipment

For all pre-primary institutions

2.2.1 Children learn through play. Play equipment provided by pre-primary

institutions help cultivate children’s interest in learning, stimulate their
creativity and satisfy their thirst for knowledge. Thus, the play
equipment should be safe, attractive, durable, easy to clean and
maintained and allow high level of manipulation by children. Besides,
they should be of a large variety for children to choose and of sufficient
quantity for use by all children.

2.2.2 Refer to Appendix 5 for toys suggested for children.

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 2.2.3 Physical play equipment should be age appropriate. The environment
and size of the play area as well as the need for adequate supervision
for children during play should be taken into consideration when
selecting a particular area to install various play equipment. The
playground equipment suggested include balls, hoops, bean bags,
coloured bands, ropes, slides, balance beams, climbing frames, tricycles,
toy cars, collapsible tunnels, etc. Recommendations on the provision of
physical play equipment can be found in “Reference Materials on
Physical Activities in Kindergartens” compiled by the Education
Bureau.
(Website: https://www.edb.gov.hk/en/curriculum-development/major-
level-of-edu/preprimary/curriculum-resources.html)

2.2.4 Suggested musical instruments include pianos, electronic keyboards,

guitars, recorders, percussion instruments, etc. Different materials can
be considered to make self-made musical instruments.

2.2.5 Additional equipment include various audio-visual teaching aids.

2.3 Washrooms

For all pre-primary institutions

2.3.1 Pre-primary institutions must comply with the relevant legislation to

provide washroom facilities suitable for children use and to maintain
their cleanliness.
(Refer to Regulation 32 of the Child Care Services Regulations and
Regulation 43 of the Education Regulations).

2.3.2 Where possible, washrooms should be adjacent to activity rooms /

classrooms or centrally located in the premises in order to facilitate
children use. While the children are using the washroom facilities, they
must be supervised by an adult and be guided to develop good personal
hygiene.

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2.3.3 To ensure good ventilation, there must be one or more than one window
leading to open air. The total window area should not be less than one
tenth of the floor area of the washroom.
(Refer to Regulation 32 (2) (a) of the Child Care Services Regulations
and Regulation 43 (2) (a) of the Education Regulations).

2.3.4 The wall of washroom should be tiled at least 1 m high, and the floor
tiles should be non-slippery.

2.3.5 The suitable height of wash-hand basins is about 500 mm from floor to
rim. Every wash-hand basin should be provided with an adequate and
constant supply of water and connected to water drainage system.

2.3.6 Toilets should be installed with flushing system. Toilet bowls should be
about 300 mm high from the floor. Urinals (individual urinal bowl or
urinal trough not less than 450 mm in length) may be provided for boys.
The height of the partition between each toilet cubicle should not
obstruct an adult’s view of the children in the toilet cubicle. No partition
is required for toilets used by children under the age of 2 and potties
should be provided for them for toilet training at appropriate time.

2.3.7 Sufficient wash basins, toilet bowls and urinals should be provided for
the use of children. The requirements on the number of wash basins,
toilet bowls and urinals provided in child care centres and kindergartens
are set out in Appendix 6.

2.3.8 To ensure hygiene, liquid soap for washing hands and disposable paper
towels for drying hands should be placed near the wash basins. Where
mugs and toothbrushes are provided, each child should have one set for
their own use. Individual towels and combs should also be provided.
Each time after use, the towels should be disinfected before sending for
laundry. If children use their own personal towels, they should bring a
clean towel to the institution every day. Towel hooks should be fitted
near the wash basin at a suitable height so that children can hang their

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 own towels on their individually marked hooks. There should be
enough space between hooks so as to avoid the towels from overlapping.
A mirror should be fitted above each wash basin or at some other
convenient place to encourage children to pay attention to their personal
tidiness.

2.3.9 Children’s toilet should be separated from staff toilet.

For child care centres

2.3.10 Child care centres for new borns to children aged 2 should provide 1
baby bath sink (about 560 mm in length, 400 mm in width and 250 mm
in height) with hot and cold water supply and adjoining diaper changing
bench (about 850 mm in height) to every 15 children or fewer in
children’s washroom or other area as appropriate.

2.4 Pantry

For all pre-primary institutions

2.4.1 Pre-primary institutions should have a pantry providing essential

facilities for serving refreshment under clean conditions. Electrical
appliances should be used. Flame cooking is forbidden.

2.5 Kitchen

For all pre-primary institutions

2.5.1 Institutions offering full-day services may choose to have their own
kitchen or have meals provided by licensed food suppliers. Should the
institutions prepare lunch and refreshment within their premises, a
kitchen instead of a pantry should be provided together with a separate
food store. The kitchen should comply with the requirements of the
Buildings Department / Housing Department, Fire Services Department,

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 Department of Health and other relevant departments. The
recommended size of a kitchen catering for 100 children or above
should not be less than 20 m2. The minimum size of a kitchen should
not be less than 10 m2 to cater for 50 children or below. Refer to
Appendix 7 for basic kitchen equipment.

2.5.2 Safety measures for the use of gas is set out in paragraph 3.3 of Chapter 3.

2.6 Milk Room

For child care centres

2.6.1 Centres caring for children under the age of 2 should have a separate
milk room to ensure absolute cleanliness and hygiene in preparing milk.
The basic facilities of milk room are at Appendix 8.

2.7 Medical Room / Sick Bay

For all pre-primary institutions

2.7.1 Pre-primary institutions should provide a room suitable for medical

check-up, first aid and temporary isolation.
(Refer to Regulation 43 (4) and (5) of the Child Care Services
Regulations and Regulation 55 (5) of the Education Regulations)

2.7.2 A medical room / sick bay should be equipped with comfortable beds
and bedding. First aid box, apparatus for measuring body weight and
height and a wash-hand basin with soap or 70-80% alcohol handrub
should also be provided. First aid box should be maintained fully
equipped at all times and placed in a dry, clean and shaded area. Staff
should regularly check the expiry date of the items in the first aid box
and replace the expired items. Refer to Appendix 9 for the items to be
included in the first aid box.

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2.8 Washing and Laundry Facilities

For child care centres

2.8.1 The premises of every centre shall be equipped with adequate washing
and laundry facilities for children and employees.
(Refer to Regulation 34(1) of the Child Care Services Regulations)

2.8.2 A laundry equipped with a washing machine and a drying machine

should be provided in full-day and residential child care centres. Other
necessary equipment include an iron, an ironing board, drying racks and
a washing area for cleaning stacking beds.

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 Chapter 3

Safety Measures

3.1 Building Safety

For all pre-primary institutions

3.1.1 In addition to the requirements for the location of pre-primary

institutions mentioned in paragraph 1.1.3 of Chapter One, the premises
of pre-primary institutions should comply with the building safety
requirements laid down in Appendix 1.

For child care centres

3.1.2 The operator of a child care centre shall, at intervals not exceeding 3
years, arrange an authorised person or such person as specified by the
Director of Social Welfare to inspect the premises in order to determine
whether the premises are in a sound structural condition.
(Refer to Regulation 23(1) of the Child Care Services Regulations)

For kindergartens

3.1.3 If in the opinion of the Director of Buildings the loading for which the
kindergarten premises have been designed and constructed is unsuitable
for the purposes of a school, the operator of a kindergarten should, at
intervals not exceeding 3 years in the case of premises of reinforced
concrete construction / at interval not exceeding 12 months in the case
of premises with timber floors, cause the premises to be inspected by an
authorised person in order to determine whether the premises are in a
sound structural condition.
(Refer to Regulation 15(1) of the Education Regulations)

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3.2 Fire Safety

For all pre-primary institutions

3.2.1 Pre-primary institutions must comply with the specific fire safety
requirements stipulated by the Fire Services Department. General fire
safety requirements can be found on the Fire Services Department’s
homepage.
(Website: https://www.hkfsd.gov.hk/eng/fire_protection/licensing/pr
emise_type.html)

3.2.2 All fire services installations and equipment must be maintained in good
working order. All staff should be fully conversant with the operation of
simple fire equipment such as fire extinguishers and fire hose reel. The
institutions must meet the issued fire safety requirements at all times.
(Website: https://www.hkfsd.gov.hk/eng/fire_protection/licensing/pre
mise_type.html)

3.2.3 The fire services installations and equipment shall be inspected by a

registered fire services installation contractor at least once every 12
months. List of Fire Service Installation Contractors are available for
inspection by any person free of charge at any offices of the Fire
Services Department and at each fire station during office hours.
(Website: https://www.hkfsd.gov.hk/eng/fire_protection/cert/index.html)

3.2.4 Fire extinguishers must be readily accessible and kept in good condition.
Discharged fire extinguishers must be immediately re-charged and
maintained by a registered fire services installation contractor.

3.2.5 The mechanical ventilating system, where installed, shall be inspected

by a registered specialist contractor (ventilation works category) at
intervals not exceeding 12 months. List of registered specialist
contractor (ventilation works category) can be found at Buildings
Department’s homepage.

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 (Website: https://www.bd.gov.hk/doc/fulllist/REG_SCV_tc.pdf)

3.2.6 Pre-primary institutions must ensure that all fire precautions, as set out
in Part IV of the Child Care Services Regulations / Part VI of the
Education Regulations, are strictly observed.

3.2.7 Pre-primary institutions should draw up a practical evacuation plan

detailing actions to be taken before evacuation, steps of the evacuation,
fire escape routes and assembly point. Maps of escape routes should be
displayed in conspicuous places to ensure timely evacuation in case of
fire.

3.2.8 Maintaining order is crucial to fire drills so as to avoid chaos in case of

fire. All staff and children should be arranged to use every exit to ensure
an orderly evacuation in fire drills.

3.2.9 Any staff discovering or suspecting an outbreak of fire should raise the
alarm immediately and report the fire to Fire Services Department by
dialing 999. Every staff of pre-primary institutions should be familiar
with the procedures of sounding an alarm so as to be able to raise the
alarm on his / her own when necessary.

3.2.10 All staff members should acquaint themselves with the locations of all
exits.

3.2.11 All exits (including staircase, corridor, passageway, etc.) within the area
of the registered premises must be adequately illuminated during the
hours of operation and be free from obstructions at all times.

3.2.12 Centre supervisors / principals shall ensure that fire drills, which
involve the use of all exits from the premises are carried out by the
employees and children at least once in every 6 months. A written
record of all fire drills and the time taken to evacuate the premises
during each fire drill should be kept in a log book.

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 (Refer to Regulation 30(1) of the Child Care Services Regulations and
Regulation 38(1) of the Education Regulations)

3.3. Gas Safety

For all pre-primary institutions

3.3.1 Institutions situated in buildings provided with gas supply should use
either Towngas or liquefied petroleum gas (LPG) as cooking fuel if they
choose not to cook with electricity. Only when main gas supply is not
available that cylinder LPG can be used, provided that the Code of
Practice “LPG Installations for Catering Purposes in Commercial
Premises” of the Gas Authority is observed. For safety reasons, under
no circumstances should kerosene be used as cooking fuel.

3.3.2 The installation of gas water heaters must comply with the “Installation
Requirements for Domestic Gas Water Heaters” of the Gas Authority.

3.3.3 All gas installation must be undertaken by a Registered Gas Contractor

and a Certificate of Compliance should be provided by the contractor
upon completion of such works.

3.3.4 All gas appliances installed must be properly maintained and inspected
annually by a Registered Gas Contractor, who will issue a safety
certificate after inspection.

3.3.5 The following steps should be taken on detection of gas leakage:

 Turn off the gas supply;
 Open all windows and doors fully to disperse the gas;
 Do not use matches or naked flames;
 Do not use telephone or operate any electrical switches;
 Do not touch the gas appliances to avoid operating the ignition
switch accidentally;
 Immediately contact the gas supplier by phone outside the premises

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 and do not turn on the main switch again;
 If gas leakage continues or the smell of gas still persists after the
main switch has been turned off, arrangements should be made for
all staff and children to evacuate from the premises to a safe place
and to call the police and the gas supplier; and
 The gas installation shall not be used again until it has been checked
for safety by the gas supply company.

3.4 Electrical Installation

For all pre-primary institutions

3.4.1 A registered electrical contractor or worker should be employed to carry

out the installation and modification of fixed electrical installation. Upon
completion of the installation, it should be inspected, tested and certified
by relevant contractor or worker to ensure its compliance with the
Electricity (Wiring) Regulations before it is put in use. The fixed
electrical installation system should be inspected, tested and certified
safe by a registered electrical contractor or worker at least once every 5
years.

3.4.2 All electrical appliances should be regularly inspected and properly

maintained to ensure safety.

3.4.3 Electrical socket outlets should be installed at a height out of children’s

reach, preferably not less than 1.5 m from floor level. If there are physical
constraints, the socket outlets should be installed in a conspicuous place
easily seen by adults. Shuttered sockets should be installed to replace the
unshuttered sockets to meet the requirements as stipulated in the Code
of Practice for the Electricity (Wiring) Regulations of the Electrical and
Mechanical Services Department.
(Website: https://www.emsd.gov.hk/en/electricity_safety/new_edition_
cop_electricity_wiring_regulations/index.html)

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 3.4.4 The use of desk fans or floor fans is not recommended.

3.4.5 Heaters should be mounted on walls out of reach of children.

(Refer to Electricity Safety under the website of Electrical and
Mechanical Services Department for electrical products and installation
safety tips:
https://www.emsd.gov.hk/en/electricity_safety/publications/general/ind
ex.html#eps)

3.5 Floors and Walls

For all pre-primary institutions

3.5.1 Operators of pre-primary institutions should, as appropriate to the

environment and facilities inside the premises, adopt reasonable and
appropriate measures to provide a safe environment for children.
Operators should also inspect facilities in the premises which include but
not limited to floors and walls from time to time, to avoid posing risk to
children.

3.5.2 Floors and walls should be kept clean and in good sanitary condition at
all times. Floor surfaces should be non-slippery and without any crack.
Sharp edges on treads of steps, staircases, ramps, etc. should be avoided.
Sharp edges or corners on stone pillars or walls should be rounded
smooth and/or covered with padding to avoid posing risk to children.

3.6 Furniture and Equipment

For all pre-primary institutions

3.6.1 Furniture, equipment, toys and materials to which children have access
shall be maintained in a safe, clean and good sanitary condition. Hazards
to the safety of children should be immediately discarded, repaired or
made inaccessible to children.

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3.6.2 Precautions should be taken to make sure that all furniture and equipment
are safe with no sharp edges, points, splinters or protruding nails.

3.6.3 Children from new born to 6 are unable to protect themselves, and
therefore adults must take every precaution to prevent them from injury.
The drop-side of cots should be securely locked. Clothing should not be
put on cots to avoid the danger of suffocating babies. Always put the
baby to sleep on his back. Buckle the safety straps and keep the wheels
locked when the baby in a high chair or baby stroller. Use of baby
walkers is not recommended as the baby can move around easily to reach
dangerous places and there may be a risk of tipping over when the child
bumps into obstacles. Being prone to put things into mouths, toddlers
should keep away from loose buttons, beads, sticks and other small
objects. Staff should watch out for broken toys and things as sharp edges
may hurt children. It is also necessary to remove trailing wires, ropes,
ribbons, curtain strings, etc. from children. Hot drinks / food, drugs and
sharp objects should be kept away from children too. Adequate
supervision on the affairs of the institutions at all times is the best way
to protect children.
(Refer to Information leaflet on:
(i) “Providing a safe environment for your baby”
http://s.fhs.gov.hk/tdjz4
(ii) “Protect Baby from Sudden Infant Death Syndrome (SIDS)”
http://s.fhs.gov.hk/086ly
(iii) “Child Development 5 - Eight to Twelve Months”
http://s.fhs.gov.hk/e9gco
(iv) Health information page in FHS website - Home Safety:
http://s.fhs.gov.hk/74rnt)

3.6.4 Special attention should be paid to the safety standard when procuring
toys and children articles. Children toys and articles should comply with
the Toys and Children’s Products Safety Ordinance and the Consumer
Goods Safety Ordinance (paragraph 2.1.7 of Chapter 2 contains the
website of Quality Services Division of the Innovation and Technology
Commission and information for enquiries of safety standards.
Relevant ordinances are available at Hong Kong e-legislation website
www.elegislation.gov.hk).

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 3.6.5 Care should be taken when using doors. Door catches should be installed
to fasten opening doors securely.

3.6.6 Children should never be allowed to climb up window frames or to play

near windows.

3.6.7 Children should only be allowed to enter a lift or to use an escalator when
accompanied by an adult.

3.6.8 Children should be taught to keep to the left when using a staircase.

3.6.9 Handrails at a suitable height for children should be provided on all

staircases.

3.7 Physical Play

For all pre-primary institutions

3.7.1 Sufficient staff should be arranged to supervise children at play.

3.7.2 Physical play for children should be carefully planned and organised.
Attention should be paid to the children’s health condition when
engaging in activities and to the weather if the activities are conducted
outdoors.

3.7.3 Clear instructions should be given to children prior to each activity and
staff should make sure that they follow the instructions.

3.7.4 Adequate routine training should be provided for children to help them
develop safety awareness so as to ensure their own safety as well as that
of their playmates when engaging in physical play. Children should be
taught to observe the following basic rules:

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  Depending on the nature of a particular activity, children should keep
an appropriate distance from one another during group activities.
 Children should follow the proper etiquette in using the play
equipment. For example, when playing on the slide, a child should
not slide until the one in front has reached the ground.
 Children should not run, jump or chase around while on an
equipment.
 Notice should be given to the partner before getting off a seesaw.
 Boundaries of swing around swings, swinging boats, shooflies, etc.
should be designated. While there are children on the swing
equipment, other children should not run into or stay in the
designated boundaries.
 When riding bicycles / driving small cars, children should cycle /
drive in the same direction.

3.7.5 Children should put on suitable clothing and footwear for sport and
should not wear jewellery.

3.7.6 Children should never be told to run to pillars, walls, trees, etc. as target
or boundary. Free play should be carried out in places free from
obstructions.

3.7.7 Play equipment should be firmly installed, checked periodically and

maintained. To ensure safety, the equipment should be checked every
time before use.

3.7.8 Consideration should be given to whether there is enough space for

installing various kinds of equipment, especially large size equipment
like swinging boats, slides, seesaws, swings, etc.

3.7.9 Physical play such as climbing / apparatus / balancing activities should

be conducted on a surface laid with impact absorbing surfacing to reduce
the chance of injury caused by accidents.

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 3.7.10 If roofs are used for play areas, pre-primary institutions should observe
Regulations 24-26 of the Child Care Services Regulations / Regulations
16-20 of the Education Regulations.

3.8 Transportation Arrangements

For kindergartens

3.8.1 In making arrangements for the transportation of children, kindergartens

should make reference to the relevant guidelines on ensuring safety of
pupils on school transport vehicles issued by the Education Bureau.
(Website: http://www.edb.gov.hk/en/student-parents/safety/sch-bus-ser
vices/index.html)

3.8.2 The aforesaid guidelines are also applicable to nanny van.

3.9 Outdoor Activities

For all pre-primary institutions

3.9.1 The rules mentioned in paragraph 3.7.4 in relation to physical play are
also applicable to outdoor activities.

3.9.2 “Safety first” activities should be organised frequently to teach children

safe practices in public places such as roads, beaches, parks, picnic spots,
etc.

3.9.3 Places selected for picnics, outings and visits should be safe and
conveniently reached by public transport. Parents should be notified of
the details of the outdoor activities and prior written consent should be
obtained from each child’s parent for their children to participate in the
activities. If parents are unwilling to allow their children to participate in
the said activities, proper alternative arrangements should be made for
children who stay in the institution.

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 3.9.4 Sufficient staff should be arranged to take care of children during
activities and parents may be encouraged to participate in the activities
or assist in conducting activities.

3.9.5 When organising picnics, outings and visits, kindergartens may make
reference to the guidelines on extra-curricular activities in schools and
outdoor activities issued by the Education Bureau.
(Website: https://www.edb.gov.hk/en/sch-admin/admin/about-activities
/sch-activities-guidelines/index.html)

3.10 Supervision of Children and Security

For all pre-primary institutions

3.10.1 During admission and dismissal time, there should be proper

arrangements for handing over children between staff and parents /
carers. Depending on the operational conditions of the institutions,
operators should draw up guidelines to alert staff to the procedures to
prevent children from slipping away or being collected by people not
designated by their parents. During the operating hours, institutions
should comply with the requirements on staff to children ratio as
specified in paragraph 8.1.2 of Chapter 8 to arrange enough manpower
on duty. Adequate routine training should be given to children to help
them develop good habits, safe practices and safety awareness.
Under no circumstances should children be left unattended. In addition,
operators should install adequate security facilities in the institutions
and draw up appropriate security measures for staff, including the
prevention of trespassing on the premises of the institutions by
unauthorised persons so as to ensure the safety of the children and the
staff.
(Website: https://www.edb.gov.hk/en/sch-admin/admin/about-sch/sc
h-safety.html)

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3.11 Inclement Weather and Emergencies

For all pre-primary institutions

3.11.1 Guidelines should be formulated to advise staff of the measures to take

during inclement weather and emergencies.

3.11.2 When school term commences or when new children are enrolled, pre-
primary institutions should brief parents about their arrangements
during tropical cyclones and heavy persistent rain (e.g. opening hours,
collection of children, telephone hotline for enquiries, etc.) to enable
parents to act accordingly. Social Welfare Department issues letter to
alert pre-primary institutions of the proper arrangements during
inclement weather in a timely manner. Pre-primary institutions should
also refer to Education Bureau Circular No.4/2016 “Tropical Cyclones
and Heavy Persistent Rain Arrangements for Kindergartens and Day
Schools” (Website: https://applications.edb.gov.hk/circular/upload/
EDBC/EDBC16004E.pdf) and act accordingly.

3.11.3 In case of emergencies, pre-primary institutions should assess the

seriousness of the situation and call police for assistance. A record of
the incident and the actions taken should be properly recorded after the
event.

3.12 Occupational Safety of Employees

For all pre-primary institutions

3.12.1 Apart from ensuring the safety of children, operators must, so far as
reasonably practicable, provide a safe working environment for the
staff pursuant to the Occupational Safety and Health Ordinance.
Employees at work are also responsible to take care of the safety of
themselves and others and to co-operate with the operators in order to
comply with the requirements of the Ordinance.
(Website of the Occupational Safety and Health Ordinance:
https://www.elegislation.gov.hk/hk/cap509!en-zh-Hant-
HK?INDEX_CS=N)

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3.13 Insurance

For all pre-primary institutions

3.13.1 In spite of all preventive measures taken, accidents may still occur.
Operators of pre-primary institutions are advised to seriously consider
obtaining adequate insurance to cover public liabilities arising from fire,
accidents, injuries to children / staff and employees’ compensation as
required by the Employee’s Compensation Ordinance.

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 Chapter 4

Health

4.1 Health Inspection

For all pre-primary institutions

4.1.1 Pre-primary institutions are required to properly conduct health

inspections of the children to prevent the spread of communicable
diseases through close person-to-person contact in the premises. A
child should be inspected immediately on arrival to ensure he /she is in
sound physical condition before he is allowed to join other children. If
a child exhibits symptom of illness, he should be isolated from other
children immediately while waiting for his parents to take him home for
rest and medical treatment.

4.1.2 Pre-primary institutions should pay close attention to the health

condition, development and behaviour of children. If signs of speech
difficulties, weak eyesight, squinting, partial hearing, learning problem,
etc. are suspected, parents should be advised without delay to bring their
child to the Maternal and Child Health Centre of the Department of
Health (Website: http://s.fhs.gov.hk/d5fqn) or Registered Medical
Practitioner for consultation. The Government implements a territory-
wide Comprehensive Child Development Service, of which a referral
and feedback system has been developed through cooperation between
pre-primary institutions in the districts and the Maternal and Child
Health Centre. The system enables early referral of needy children by
pre-primary educators to relevant organizations on receiving follow-up
services. If teachers or child care workers suspect a child to have any
health, developmental or behavioural problems, they can send the
referral form directly to the Maternal and Child Health Centre, with
consent of the parent. Maternal and Child Health Centre will contact the
parent and arrange preliminary assessment for the child as soon as
possible after receiving the referral. Maternal and Child Health Centre
will refer the child to child assessment centre or specialist clinic for
further follow-up if necessary. (To understand details on the referral

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 system or download the resource kit and referral form, please refer to
this link:
www.edb.gov.hk/en/edu-system/preprimary-
kindergarten/comprehensive-child-development-service/index.html)

For all pre-primary institutions

4.1.3 Before admission to a child care centre / kindergarten, children should

be given a physical examination. The examination can be carried out by
any Registered Medical Practitioner. The physical examination form is
at Appendix 10 for reference.
(Refer to Regulation 42(1) and (2) of the Child Care Services
Regulations and Regulation 54(3) of the Education Regulations)

For child care centres

4.1.4 Under normal circumstances, there is no need to take body temperature

for babies every day when they arrive at the centre. If necessary,
digital thermometers (rectal and axillary methods)/tympanic
thermometers/disposable thermometers covered with a plastic sheath
can be used.

(Refer to:

(i) the DH’s leaflet “Parenting Series 4 – Managing Your Baby's Fever”

http://s.fhs.gov.hk/jzek0
(ii) Website of World Health Organization

https://www.who.int/water_sanitation_health/publications/mercury
_thermometers/en/)

4.1.5 Apart from the physical examination mentioned in paragraph 4.1.3 of

this chapter, children of residential child care centre must be medically
examined by a Registered Medical Practitioner at least once every 6
months after admission. The physical examination form is at Appendix
10.
(Refer to Regulation 45(1) of the Child Care Services Regulations)

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 4.1.6 Medical Officers appointed under the Children Care Services Ordinance
are required to handle all health related matters of children in a child
care centre. The Director of Social Welfare should act on the advice
of the appointed Medical Officer and take appropriate follow-up
measures in the child care centre.

4.2 Health Records

For all pre-primary institutions

4.2.1 Pre-primary institutions should maintain health records of each child

and update the records regularly for inspection. The records should
include:

 Weight and Height Record

(The Health Record Form is at Appendix 11.)

 Medical History
Including all information of past illnesses.
(The Health Record Form is at Appendix 11.)

 Report on Physical Examination

The physical examination form mentioned in paragraphs 4.1.3 and
4.1.5 of this chapter refers. For the general well-being of the
children, it is desirable for child care centres / kindergartens to
appoint a Registered Medical Practitioner to conduct regular
check-up for the children. Records of such check-ups should be
properly kept.

 Immunization Record
Each child should be immunized against diphtheria, whooping
cough, poliomyelitis, tetanus, tuberculosis, measles, rubella,
mumps, hepatitis B, pneumococcal disease and chicken pox at the
appropriate age.

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 (Please refer to the latest HK Childhood Immunisation Programme
at:
https://www.chp.gov.hk/files/pdf/updated_schedule_of_hkcip_re
commended_by_scvpd_eng.pdf)
Immunization is available at any Maternal and Child Health
Centre under the Department of Health
(Refer to website of the Maternal and Child Health Centres:
http://s.fhs.gov.hk/d5fqn)
Pre-primary institutions may help to remind parents to bring their
children to any Maternal and Child Health Centre or Registered
Medical Practitioner’s clinic for immunization.
(Hong Kong Childhood Immunisation Programme is at Appendix
12.)

4.3 Management of Sickness

For all pre-primary institutions

4.3.1 Apart from the health inspection conducted upon children’s arrival every
morning as mentioned in paragraph 4.1.1, pre-primary institutions
should pay close attention to the physical health of children at other times
during the day. Any child who is sick or suspected of being sick should
be isolated from other children immediately. His or her parents /
guardians should also be notified to take the child home. Arrangements
should be made for the child to rest under the care of staff before the
arrival of his or her parents / guardians.

4.3.2 To avoid the spread of communicable disease in the institution, sick

children should stay at home to rest and receive medical treatment as
soon as possible. In case of doubt, the child should be certified by a
Registered Medical Practitioner that he/she has fully recovered before
resuming class. For more detailed guidance on the duration of isolation,
please refer to Appendix 13 “Recommendation on sick leave duration for
common childhood infections” of the “Guidelines on Prevention of

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 Communicable Diseases in Schools / Kindergartens / Kindergartens-
cum-Child Care Centres / Child Care Centres” published by the
Department of Health.

(Website: https://www.chp.gov.hk/en/recommendations/35/index.html)

4.3.3 Institutions should follow the guidelines issued by the Department of

Health when handling communicable diseases, e.g.:

 Keep proper records of the children’s personal particulars and

consent from parents / guardians for releasing such
information to the Department of Health where necessary for
its early intervention and expeditious contact with the parents
/ guardians to trace the source of the disease and take
measures to control it.

 If children or staff develop similar symptoms one after

another and the incidence is higher than usual, occurrence of
outbreak is suspected. Institutions shall be responsible for
keeping a close watch on the occurrence and outbreak of
communicable diseases, particularly the statutory notifiable
diseases. They should report promptly to the Department of
Health (see Appendix 13) as soon as possible so that timely
preventive measures can be implemented. They should also
make a prompt report to the Social Welfare Department /
Education Bureau.

(Refer to “Guidelines on Prevention of Communicable Diseases in

Schools / Kindergartens / Kindergartens-cum-Child Care Centres / Child
Care Centres
(Website: https://www.chp.gov.hk/en/recommendations/35/index.html
and Regulation 41 of the Child Care Services Regulations and
Regulation 53 of the Education Regulations)

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 4.3.4 “Statutory notifiable communicable diseases” refer to the diseases listed
in the First Schedule to the Prevention and Control of Disease Ordinance.
Other communicable diseases of topical public health concern (including
acute flaccid paralysis, brucellosis, cryptosporidiosis, severe paediatric
influenza-associated complication/death, severe paediatric enterovirus
infection, Vibrio vulnificus infection) should also be notified to the
Department of Health. The Department of Health also encourages
institutions to report any case of communicable diseases outbreaks other
than the ones stated above, including acute conjunctivitis, acute
gastroenteritis, hand, foot and mouth disease, head lice, influenza-like
illness, scabies and upper respiratory tract infection.
(Website for the Prevention and Control of Disease Ordinance:
https://www.elegislation.gov.hk/hk/cap599!en-zh-Hant-
HK?INDEX_CS=N)

4.3.5 For the well-being of children and staff, institutions should pay heed to
the information and guidelines on the prevention of diseases issued by
the Department of Health and take appropriate measures accordingly.
(Refer to website of Centre for Health Protection, Department of Health:
http://www.chp.gov.hk)

4.3.6 Pre-primary institutions should maintain a record of accidents and

illnesses for each child, as these information may be required by the
casualty ward in case of an emergency or epidemiological investigation
by the Department of Health during an infectious disease outbreak.
(Refer to Regulation 8(1)(e) of the Child Care Services Regulations and
the Accidents / Illnesses Record at Appendix 14)

For child care centres

4.3.7 At the time of admission, child care centres should obtain prior consent
from parents / guardians to bring the child to their specified doctor or
casualty ward for medical treatment in the event of acute illness or
emergency affecting the child and no parents / guardians can be reached
for advice. For safety reasons, it is desirable for kindergartens to follow

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 the above arrangements.
(Refer to Regulation 8(1)(f) of the Child Care Services Regulations and
Medical Treatment Consent and Authorisation Form at Appendix 15)

4.4 Medical Examination of Staff

For all pre-primary institutions

4.4.1 All staff are required to have a pre-employment physical examination,

including a chest X-ray, by a Registered Medical Practitioner who should
issue a medical certificate stating that he / she is medically fit to work in
a pre-primary institution.

4.5 First Aid

For all pre-primary institutions

4.5.1 The items to be included in the first aid box maintained pursuant to
Regulation 43(1) of the Child Care Services Regulations and Regulation
55(1) of the Education Regulations at all times should normally include
those items set out in Appendix 9.
(Refer to Regulation 43(1) of the Child Care Services Regulations and
Regulation 55(1) of the Education Regulations)

4.5.2 First aid is only a way for giving temporary treatment and cannot replace
medical treatment. Injuries which appear to be trivial may sometimes
have serious consequences. It is necessary to advise parents to bring the
injured child to seek medical attention after temporary treatment.

4.5.3 Procedures to handle emergencies should be drawn up in advance to

ensure that staff have full knowledge of the available facilities of the
institutions and also know how to make use of the facilities when
necessary. The location of the nearest casualty ward and information
about the procedures and telephone number for calling an ambulance

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 should be readily available.

4.5.4 Even when all precautions have been taken, injuries may still occur. First
aid should be given to the injured child whenever necessary. At least one
employee in child care centres must hold a valid first aid certificate. In
kindergartens, 2 teachers must be trained in administering first aid. Staff
should be encouraged to take first aid training courses and to attain a
valid first aid certificate.
(Refer to Regulation 43(2) of the Child Care Services Regulations and
Regulation 55(2) of the Education Regulations)

4.5.5 For details of first aid training course, please contact Hong Kong St. John
Ambulance or Hong Kong Red Cross
(Website: http://www.stjohn.org.hk/en/index.shtml and
http://www.redcross.org.hk/en/home.html)

4.6 Protecting Children from Maltreatment

For kindergartens

4.6.1 Reporting Mechanism for Absentees: For students’ absence for 7

consecutive school days without reasons or under doubtful
circumstances, kindergartens should complete the “Report Form of
Student Absentee in Kindergarten” (i.e. Appendix 1 of Education
Bureau Circular No. 4/2018 “Reporting Mechanism for Absentees in
Kindergartens”) to report to the Education Bureau on the 7th day of the
student’s absence. Should the school personnel detect any indicators
of child maltreatment through observations of the physical well-being,
behavior or emotions of students (please see “Possible Indicators of
Child Maltreatment” at Appendix 1 of Education Bureau Circular No.
1/2020), they should promptly take appropriate actions, irrespective of
whether the student is attending school as usual, absent from school
continuously or absent from school intermittently.
(Websites of Education Bureau Circular No. 4/2018 “Reporting

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 Mechanism for Absentees in Kindergartens” and Education Bureau
Circular No. 1/2020 “Handling Suspected Cases of Child Maltreatment
and Domestic Violence”:
https://applications.edb.gov.hk/circular/upload/EDBC/EDBC18004E.p
df) (Appendix 16)
https://applications.edb.gov.hk/circular/upload/EDBC/EDBC20001E.p
df) (Appendix 17)

For all pre-primary institutions

4.6.2 If children show signs of maltreatment, e.g. poor growth, feeling

fatigued easily, unstable emotion, abnormal behaviour, etc., pre-primary
institutions should refer to the Education Bureau Circular No. 1/2020
“Handling Suspected Cases of Child Maltreatment and Domestic
Violence” and Appendix 17 (Website:
https://applications.edb.gov.hk/circular/upload/EDBC/EDBC20001E.p
df) to take immediate action in accordance with the “Protecting
Children from Maltreatment – Procedural Guide for Multi-disciplinary
Co-operation (Revised in 2020)” (“Guide”) (Website:
http://www.swd.gov.hk/en/index/site_pubsvc/page_family/sub_fcwpro
cedure/) issued by the Social Welfare Department (“SWD”) or to seek
assistance from the Family and Child Protective Services Units of SWD.
(Website of the Family and Child Protective Services Units, Social
Welfare Department:
http://www.swd.gov.hk/en/index/site_pubsvc/page_family/sub_listofse
rv/id_familyandc/)
In handling child sexual abuse cases involving school staff, pre-primary
institutions may refer to the aforesaid Education Bureau Circular No.
1/2020 for details.

4.6.3 All personnel in institutions are reminded to pay attention to Chapter 2

of the “Guide” on “Definition and Types of Child Maltreatment”,
Chapter 4 on “Case Identification, Initial Handling and Reporting”
(especially on “Possible Indicators of Child Maltreatment”) , Chapter 6
on “Immediate Child Protection Actions” and Chapter 7 on “Risk
Assessment and Decision Making on Protecting the Safety of Children” ,

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 etc. for identifying suspected child maltreatment cases and the content
of Chapter 3 “Procedures of Multi-disciplinary Co-operation in
Handling Suspected Child Maltreatment/Child Protection Cases” on
handling procedures of child maltreatment cases.

For kindergartens

4.6.4 Handling Suspected Child Maltreatment Cases: School personnel

have direct and frequent contacts with children during teaching or school
activities. If they detect any indicators of child maltreatment through
observations of the physical well-being, behaviour or emotions of
students (please see “Possible Indicators of Child Maltreatment” at
Appendix 1 of Education Bureau Circular No. 1/2020), they should
promptly take appropriate actions as set out below, irrespective of
whether the student is attending school as usual, absent from school
continuously or absent from school intermittently.
a. If school personnel have reasons to believe that a student has been
maltreated or is at risk of maltreatment, the first personnel in
contact with the student should inform the principal and consult
designated personnel and school social worker (if any). In
handling suspected child maltreatment cases, school personnel
must not conceal the incident or delay its report.
b. The kindergarten (KG)/kindergarten-cum-child care centre (KG-
cum-CCC) should activate immediately its school-based
contingency mechanism/Crisis Management Team and assign
school social worker (if any) and designated personnel (e.g.
principal, senior teacher or designated teacher) to handle and follow
up on the suspected child maltreatment cases according to the
established principles and procedures (please see Appendix 2 of the
aforesaid circular). During the handling process, care should be
taken to avoid the child having repeated description of the
maltreatment incident.
c. When a student is suspected to have been maltreated, designated
personnel can make a preliminary enquiry of the conditions of the

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 student. If the case of the student is not followed up by school
social workers but designated personnel know that the student or
his/her family is a “known case”1 of SWD or a non-governmental
organisation (NGO), the school should inform the responsible
social worker of the unit concerned as soon as possible for an initial
assessment. If the student or his/her family is not a “known case”
of school social workers, SWD or NGOs, report should be made to
the Family and Child Protective Services Unit (FCPSU) of SWD
during office hours (please refer to Appendix 3 of the aforesaid
circular) as far as possible. Schools should provide information
of the student for the social worker of FCPSU to conduct an initial
assessment. For reports on suspected child maltreatment cases
outside office hours, they could also be made through SWD hotline2
(Tel. No. 2343 2255). The personnel on duty will contact the
Outreaching Team of SWD for conducting an initial assessment.
d. If the registered social worker of KG/KG-cum-CCC is employed
by an NGO, he/she may report his/her “known cases” to FCPSU for
conducting initial assessment in accordance with procedures as
stipulated in Chapter 4 of the “Guide”. He/she may also take up
the role of conducting initial assessment and child protection
investigation for his/her “known cases” as set out in Chapters 4 to
8 of the “Guide”, subject to agreement of the school, NGO and
SWD. Designated school personnel may also, as necessary,
consult the social worker of FCPSU first (please refer to Appendix
4 and Appendix 5 of the aforesaid circular for the work flow on
conducting initial assessment, immediate child protection actions
and investigations).
e. When a student is suspected to have been maltreated, schools

1
“Known cases” refer to the categories of cases that are being handled by service units, including SWD
and units under NGOs that provide casework services. For details, please refer to Annex 5 to the
“Protecting Children from Maltreatment – Procedural Guide for Multi-disciplinary Co-operation” of
SWD.
2
SWD hotline operates 24 hours a day. The hotline service is manned by the Departmental Hotline
Service Unit from 9:00 a.m.to 5:00 p.m. on Mondays to Fridays and 9:00 a.m. to 12:00 noon on
Saturdays (excluding public holidays). Calls received outside the above operating hours are handled
by the Hotline and Outreaching Service Team operated by the Tung Wah Group of Hospitals.

E 4-11
 should handle the case as soon as possible and first report to the
unit responsible for the “known case”/FCPSU by telephone. If a
written report for record purpose is necessary, Report Form at
Appendix 6 of the aforesaid circular could be completed and
submitted to the unit responsible for the “known case”/FCPSU by
fax afterwards. Acknowledgment of receipt should be obtained to
ensure that the case has been followed up by the relevant unit. If
the situation is urgent warranting immediate child protection
actions, e.g. sending an injured child to the hospital for
examination/requesting police intervention for protecting a child,
actions may first be taken before reporting to the unit responsible
for the “known case”/FCPSU. If schools are only seeking advice
from social workers of FCPSU by telephone, they are not required
to complete the Report Form.
f. While a report of a suspected child maltreatment case is made by
the school to a unit responsible for the “known
case”/FCPSU/Outreaching Team of SWD, the school should also
discuss with the social worker of the unit/FCPSU/Outreaching
Team of SWD on whether immediate actions are to be taken to
protect the child. Designated personnel should also inform the
parent(s)/guardian(s) about the report. However, if the
parent(s)/guardian(s) is/are involved in the child maltreatment, the
school does not have to obtain the prescribed consent of the
student’s parent(s)/guardian(s) 3 for making the report. If it is
necessary for the school to contact the parent(s) /guardian(s) during
the assessment, advice or assistance may first be sought from the
social worker of the unit concerned/FCPSU regarding the handling
approach.
g. If the school considers that the student is in need of medical service,
arrangement should be made for the student to undergo medical

3
Section 58 of Cap. 486 of the Personal Data (Privacy) Ordinance provides an exemption from Data
Protection Principle 3 where the use of the personal data is for the purpose of, inter alia, the detection
or prevention of crime or the prevention, preclusion or remedying (including punishment) of unlawful
or seriously improper conduct, or dishonesty or malpractice, and the application of the provisions of
Data Protection Principle 3 would be likely to prejudice the above-mentioned purposes.

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 examination/treatment in a public hospital. FCPSU may also
assist in contacting Medical Co-ordinator on Child Abuse of the
Hospital Authority so as to arrange for admission of the child into
a hospital for medical examination. If necessary, police assistance
may be sought.
h. In circumstances that suggest a criminal offence may have been
committed, the case should be reported to the Police to protect the
safety and interests of the student concerned. Under no
circumstances should the student suspected to have been maltreated
be required to make a report in person at a police station. In non-
urgent cases, the school may complete the Report Form at
Appendix 7 and Written Dated Notes at Appendix 8 of the aforesaid
circular for reporting the case to the Child Abuse Investigation Unit
(CAIU) and for the Police to arrange for investigation by a suitable
unit. FCPSU may assist in forwarding the Report Form to CAIU.
i. If the case is serious, or if the personal safety/life of the student is
under threat and instant action has to be taken (e.g. serious physical
abuse), the school has to call the Police for reporting the case as
soon as possible. Concealing the incident or delayed report may
pose safety threat to the child concerned or other people. In
addition, if the school personnel is suspected to be the alleged
perpetrator, the school concerned should consult FCPSU and work
out together proper ways of handling as early as possible. The
school is required to remain impartial and avoid any conflict of
interests/roles.
j. The designated personnel involved should adhere strictly to the
principle of confidentiality in the course of handling the suspected
child maltreatment cases. The information collected with regard
to the suspected maltreatment incidents should be shared on a need-
to-know basis with relevant parties concerned (e.g. principal, the
responsible social worker and the Police) as soon as possible.
k. All records should be kept centrally by the principal/designated
personnel. Access to these records within the school must be
restricted and recorded. On no account should these records be

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 kept with the general records of the student concerned.
l. A Multi-Disciplinary Case Conference on Protection of Child with
Suspected Maltreatment (MDCC) will be convened by the unit
responsible for child protection investigation so as to formulate a
follow-up plan for the student concerned. The school personnel
concerned should attend the MDCC and prepare a written report for
facilitating discussion in the conference.

4.6.5 Handling Suspected Child Sexual Abuse Cases:

a. For suspected child sexual abuse cases, irrespective of whether the
student attends school as normal, school personnel should handle
the cases with reference to Annex 12 “Points to Note on Contacting
Children Suspected to be Sexually Abused” and Annex 13
“Guidance Notes on Reporting Suspected Sexual Abuse” to the
“Guide”.
b. Given the relative complex and sensitive nature of cases where the
alleged perpetrator is a family/extended family member of the child,
or a person being entrusted to take care of the child, or if a number
of child victims are involved, the school should call FCPSU before
contacting the parent(s) for discussing the appropriate handling
approach. Social worker of FCPSU will contact CAIU of the
Police for a joint investigation. If in doubt, the school may seek
advice or assistance from the School Liaison Officer of the Police
or social workers of FCPSU.
c. In handling child sexual abuse cases where the alleged perpetrator
is a staff member of the school, the school is required to strictly
observe the procedures as stipulated in Appendix 9 of the Education
Bureau Circular No. 1/2020 to maintain effective communication
among the designated personnel of the school (e.g. school social
worker/guidance personnel), the school, the Education Bureau and
other relevant government departments. Apart from taking
appropriate protective actions for the student suspected to be
maltreated, the principal should also step up measures to ensure the
safety of other students in the school. Principals of KGs should

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 inform the School Development Officer of the respective district of
the incident(s) as early as possible. For KG-cum-CCCs, their
principals should inform the Joint Office for Kindergartens and
Child Care Centres as early as possible.

4.6.6 Protecting Children from Sexual Abuse:

a. The Education Bureau encourages KGs to raise students’ awareness
of self-protection through different means, such as inclusion of
teaching topics on understanding the body and protecting self and
designing related learning activities. Through story times, morning
assemblies, afternoon assemblies, weekly assemblies, class teacher
lessons, talks, etc., schools may enhance sex education and organise
sex-related preventive and developmental guidance activities to
teach students how to protect their bodies, refuse when they feel
offended, and seek help from teachers, family members, guidance
personnel or relevant organisations when necessary. In offering
guidance service, schools are also encouraged to make good use of
the learning and teaching resources provided by the Education
Bureau, such as sex education animation resources and lesson plans
on prevention of sexual assaults, and strengthen related parent
education to remind parents of the need to protect their children
against sexual assaults.
b. Schools are strongly advised to conduct checks under the Sexual
Conviction Record Check Scheme in their appointment procedures
to further safeguard the well-being of children. For details about
the operation of the Scheme, schools may visit the dedicated
webpage(https://www.police.gov.hk/ppp_en/11_useful_info/scrc.ht
ml) and refer to the relevant circulars/guidelines issued by the
Education Bureau.

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 Chapter 5

Sanitation

5.1 Environmental Hygiene

For all pre-primary institutions

5.1.1 Premises shall be laid on with mains water supply.

5.1.2 Premises shall be provided with a proper drainage system.

5.1.3 Premises shall be provided with adequate ventilation and lighting

5.1.4 Premises shall be provided with adequate floor space for children.

5.1.5 Clean the floors/carpets regularly and keep the floor surfaces dry.

5.1.6 Change water in flower vases completely and remove the water in
saucers of potted plants at least once a week. Saucers shall not be
used as far as practicable.

5.1.7 Keeping pets is not recommended.

5.1.8 Use of household bleach (1:99) for routine disinfection of furniture,

equipment and toys.

5.1.9 Change bed sheets, quilt covers, pillow cases, etc. for children weekly.
Keep children’s blankets, quilts and pillows clean at all times to
prevent the spread of communicable diseases.

5.1.10 Observe the key points on hygiene of children toilets in paragraph 2.3
of Chapter 2.

5.1.11 Clean all parts of the kitchen regularly, including the exhaust fans,
dining utensils / cooking appliances and all kitchen equipment.

5.1.12 Water for drinking, cooking and washing must be supplied from the

E 5-1
 mains or any other approved source.

5.1.13 All garbage receptacles must be kept covered and clean. Dispose of
refuse properly.

5.1.14 Sewerage and drainage systems must be inspected and maintained

regularly. The systems should be installed in places not accessible to
children.

For child care centres

5.1.15 Children’s diapers, potties, bath sinks and diaper-changing benches

must be kept clean at all times.

5.1.16 Clean the milk room and the equipment regularly. All bottles, teats
and other utensils used for preparing milk and feeding children
should be thoroughly cleaned and sterilised in boiling water or by
using a chemical solution suitable for feeding utensils. Sterilised
utensils should be stored in a clean covered container.

5.2 Personal Hygiene

For all pre-primary institutions

5.2.1 To ensure personal hygiene, staff members must strictly observe the
following points:
 Keep clothes clean;
 Always keep nails clean and trimmed;
 Hair should be clean and tidily combed. Long hair should be
clipped up or covered with a hat when handling food;
 Wash hands immediately before cooking / serving food /
feeding and after using toilet / when hands are contaminated by
excreta, dirty diapers, respiratory secretions, refuse;
 Never share personal items such as towels, toothbrushes, combs,

E 5-2
 etc. with other people; and
 Sputum / respiratory secretions / contaminated articles should
be properly handled.

5.2.2 Children should be taught and assisted to maintain personal hygiene,

such as to wash hands immediately before eating / after using the
toilet / touching articles for common use. The points mentioned in
paragraph 5.2.1 are also within the scope of children’s learning.

5 . 2 . 3 Staff should observe personal hygiene and instruct the children to

maintain respiratory hygiene practices in accordance to the
following advice:
 Cover both the nose and mouth with a handkerchief or tissue
paper when coughing or sneezing.
 Wrap up sputum with tissue paper and discard it into garbage
bins with lids or flush them away in the toilet.
 Wash hands immediately after contacting respiratory
secretions or touching objects contaminated with respiratory
secretions.
 Put on a surgical mask for those with respiratory infection
symptoms.

5.2.4 To prevent spreading / transmitting infectious diseases, children and

staff must take heed of keeping their hands clean. You should clean
hands with soap and water when hands are visibly soiled or likely
contaminated with blood or body fluid. When hands are not visibly
soiled, clean them with 70-80% alcohol-based handrub as an
effective alternative.

The following steps for proper hand hygiene are suggested by the
Department of Health:

1. Hand Hygiene with soap and water:

 Wet hands under running water;

E 5-3
  Apply liquid soap and rub hands together to make a soapy
lather;
 Away from the running water, rub the palms, back of hands,
between fingers, back of fingers, thumbs, finger tips and wrists.
Do this for at least 20 seconds;
 Rinse hands thoroughly under running water after rubbing;
 Dry hands thoroughly with personal clean cotton or paper
towels or under hand dryer; and
 The cleaned hands should not directly touch the faucet again.

2. Hand hygiene with alcohol-based handrub:

 Apply a palmful of alcohol-based handrub and cover all
surfaces of the hands. Rub the palms, back of hands, between
fingers, back of fingers, thumbs, finger tips and wrists for at
least 20 seconds until the hands are dry.
(As for Section 5.2.4, please refer to Appendix 6 of the Guidelines on Prevention of
Communicable Diseases in Schools / Kindergartens / Kindergartens-cum-Child
Care Centres/Child Care Centres for details –
https://www.chp.gov.hk/en/recommendations/35/index.html)

5.3 Food Hygiene

For all pre-primary institutions

5.3.1 Hygiene must be maintained when choosing, storing and preparing

food. The following golden rules for safe food preparation are
suggested by the World Health Organization:
 Choose foods processed for safety;
 Cook foods thoroughly;
 Eat cooked foods immediately;
 If not consumed immediately, cooked foods should be stored at
safe temperature (keep hot foods at above 60°C and cold foods
at or below 4°C);
 Reheat stored cooked foods thoroughly;
 Separate raw foods and cooked foods;
 Wash hands repeatedly;
 Keep all kitchen surfaces meticulously clean;

E 5-4
  Protect foods from insects, rodents and other animals; and
 Use safe water.

Content of this chapter is derived from the “Guidelines on Prevention of

Communicable Diseases in Child Care Centres / Kindergartens / Schools” published
by the Department of Health.
(Website: https://www.chp.gov.hk/en/recommendations/35/index.html)
The above guidelines provide practical suggestions for the prevention of infectious
diseases. In addition to this operation manual, pre-primary institutions should also
strictly observe the above guidelines in order to ensure hygiene.

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 Chapter 6

Nutrition and Diet

6.1 Choice of Food

For all pre-primary institutions

6.1.1 An adequate and balanced diet is essential for the healthy growth of
children. A balanced diet should include food that provide protein, fat,
dietary fibre, carbohydrate, vitamins and minerals and water. The type
and quantity of food should be scaled to the age as well as the growth
and development of children.

6.1.2 To avoid the health problem caused by being overweight or underweight,

children should cultivate good eating habits from an early age. The
institution should establish a Healthy Eating Policy to promote the
importance of healthy eating to their students, school personnel, catering
staff and parents, on a sustainable basis. This is achieved by
establishing a healthy eating environment conducive to developing and
making a habit of healthy eating in everyday life. Sample of Healthy
Eating Policy could be obtained from “Nutrition Guidelines For Children
Aged 2 to 6” issued by the Department of Health. (Website:
https://www.startsmart.gov.hk/files/pdf/nutritional_guide_en.pdf)
The food provided for children should be based on the Healthy Eating
Food Pyramid, with grains as the primary food source, supplemented by
a large quantity of vegetables and fruits, a moderate amount of meat,
milk and their alternatives and less fat / oil, salt and sugar.

6.1.3 As far as possible, food served to children should be fresh, seasonal, easy
to digest and healthy. Smoked, preserved or processed food such as
bacon, ham, sausage, barbecue meat, canned food, etc. are not suitable
for children.

E 6-1
 6.1.4 Meat and eggs should be thoroughly cooked before serving.

6.1.5 Bony fish and shellfish are not suitable for children.

6.1.6 Food with damaged packages, beyond expiry date or without proper
labeling should not be provided for children.

6.1.7 Apart from providing a healthy diet for children with less fat /oil, salt
and sugar in the main meals, children should not be given food or drink
that are high sugar, high salt, high fat or containing artificial colouring
or caffeine as snacks. At the same time, no food reward is allowed.
Main meals should provide grains, vegetables and meat (and its
alternatives), preferably in the ratio of 3:2:1 by volume. Provision of fruit
and vegetables should be adequate throughout a day, with vegetables
served in every main meal and fruit as snacks. For more information on
food choices for children, please refer the “Nutrition Guidelines For
Children Aged 2 to 6” issued by the Department of Health (Website:
https://www.startsmart.gov.hk/files/pdf/nutritional_guide_en.pdf).

6.2 Preparation of Food

For all pre-primary institutions

6.2.1 Low-fat cooking methods such as steaming, boiling, braising, baking,

etc. are desirable. Frying and deep-frying are not recommended.
Attention should be given to the texture, colour and taste of food. Visible
fat from meat and skin from poultry should be removed before cooking.

6.2.2 Monosodium glutamate, condiments containing sodium and hot and

spicy seasoning should be avoided in cooking. Oily, deep-fried,
sweetened and strong flavoured food and high fat and high sodium gravy
/ sauce are not suitable for children. When seasoning and cooking, use
more natural and fresh spices and as little salt as possible.

E 6-2
6.2.3 To preserve as much nutrients as possible, vegetables and meat should
be washed before chopping. The chopped vegetables and meat should
not be soaked in water.

6.2.4 Raw food such as carrots, lettuces, tomatoes or fruits which are eaten
raw must be thoroughly washed and rinsed in cooled boiled water. Fruits
should be peeled and cut into pieces shortly before eating.

6.2.5 Vegetables should be cooked as near mealtime as possible. They

should be cooked in a small amount of water or a minimum length of
time.

6.2.6 Meat should be ground / minced / cubed for children’s easy chewing and
digestion.

6.2.7 The correct method of defrosting frozen meat is to put it in a refrigerator

of 4°C in temperature.

6.2.8 Utensils which may cause chemical changes to the components of food
should not be used.

6.2.9 Cooked food should be covered properly before serving.

6.2.10 To avoid cross-contamination, different utensils should be used for

handling raw and cooked food, such as using different chopping boards
and knives to cut raw and cooked meat. Raw and cooked food should
also be stored in different compartments of the refrigerator. Cooked food
should be stored in the upper compartments and raw food in the lower
compartments.

6.2.11 The menu should be prepared in advance in accordance with the

standards set out in the Dietary Scales approved by the Director of Social
Welfare / Permanent Secretary for Education and should be made
available at all times for inspection. There should be a wide variety in
the combination of food and the menu should also be changed from time
to time.

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 (Refer to Regulation 35 of the Child Care Services Regulations and
Regulation 46A of the Education Regulations)

6.2.12 If it is not appropriate for a child to eat certain kinds of food because of
health or religious reasons, the institutions and the parents should discuss
and make alternative arrangements for him / her.

6.2.13 Children should be taught good table manners and good eating habits.

6.2.14 Sufficient time should be given to children during mealtime to enable

them to have a chance to get together with other children and to enjoy
one another’s company in eating.

6.2.15 To ensure that children develop healthy living habits, meals should be
taken at the regular time. Meals of full-day institutions should include
lunch, morning and afternoon snacks. Provision of breakfast will
depend on the type of service offered by the institutions. Meals and
snacks may also be prepared at home by parents. For children in
residential child care centres, there should be 3 main meals (breakfast,
lunch and dinner) a day with morning and afternoon snacks in between.

6.2.16 When preparing milk dairy products for children, child care workers
should take note of the following:
 Before preparing a milk feed, child care workers should wash
their hands thoroughly with liquid soap.
 For breastfed children, proper storage and handling of expressed
breastmilk should be observed. Children can drink thawed milk
directly without warming. Otherwise, the breastmilk can be
warmed by placing the bottle or bag in a glass or mug of warm
water. Please refer to Chapter 5 of the “Love, Starts from
Breastfeeding...” of the Department of Health for more
information about the storage and feeding of expressed
breastmilk at http://s.fhs.gov.hk/ymavo
 Infant formula feeds should be properly prepared and handled to

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 ensure it is safe for infants. “Guide to Bottle Feeding; How to
prepare infant formula and feed your baby safely” issued by the
Department of Health lists the procedure for preparing milk
feeding from infant formula safely, storing a prepared feed,
rewarming a feed, and cleaning and sterilization of the feeding
bottles and teats. (http://s.fhs.gov.hk/6tt2k).

6.2.17 The health standard concerning the choice, preparation and storage of
food as set out in the “Guidelines on prevention of communicable
diseases in schools / kindergartens / kindergartens-cum-child care
centres / child care centres” issued by the Department of Health should
be complied with.
(Website: https://www.chp.gov.hk/en/recommendations/35/index.html)

6.3 Dietary Requirements

For all pre-primary institutions

Children grow at different rates. Therefore, the same standard should not be used
to determine the daily consumption of all children.

6.3.1 From birth to 6 months old

Food Items Amount / day

Milk (*Breast milk / Infant 60 ml each time and 6-8 times / day
Formula) at birth
to
180-240 ml each time and 4 -5 times
/ day at 6 months
The amount of milk needed daily
varies among babies. Babies will
adjust the amount of milk they take
to meet their growth and body needs.

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 The feeding should be guided by
baby’s feeding cues. “Guide to
Bottle Feeding; How to prepare
infant formula and feed your baby
safely” issued by the Department of
Health set out how to feed the baby
with bottles.
(Website: http://s.fhs.gov.hk/6tt2k)
Depending on individual needs, nutrients supplement may be given to
babies according to instructions of pediatrician / registered dietitian.
* To optimise nutrition and health, the Department of Health
recommends babies should be breastfed exclusively in the first 6
months, and continue breastfeeding until 2 years old or beyond.
Solid food should be introduced gradually at around 6 months old to
cater to their nutritional needs.

6.3.2 6 months to 1 year old

Generally, babies about 6 months of age are physiologically and

developmentally ready for solid food. Oil can be added when cooking
solid food for infants but sugar and salt should not be added to the solid
food.
Children differ in adapting eating solid foods. The amount and
frequency of milk feeding will gradually be reduced upon the adaptation
to eating solid foods. Food choice, preparation of solid food and
feeding infants during 6 to 12 months are set out in the health education
booklets on Healthy eating for 6 to 24 month old children (1) Getting
started and (2) Moving on, and the 7-day healthy meal planning guide
issued by Department of Health.
http://s.fhs.gov.hk/22xa3
http://s.fhs.gov.hk/hfttt
http://s.fhs.gov.hk/z4fbs

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 Food Items Amount / day

Milk (*Breast milk / Infant 210-240 ml each time and

Formula) 3-4 times / day
The amount of milk needed daily
varies among babies. The amount
and frequency of milk feeding will
gradually be reduced upon the
adaptation to eating solid foods.
Cereal (rice or oat) / congee / thick 1-2 times / day at 1 teaspoon each
congee time and gradually increase to 3/4
medium size bowl each time

Start with cereal. If baby tolerates

well, to replace cereal by congee
and to increase the thickness of
congee gradually.

Mashed fruit / minced fruit 1-2 tablespoons to half piece of

fruit

Minced meat (chicken, pork, fish, 1-2 times / day

beef)
½ teaspoon each time, gradually
OR increase to 1 tablespoon minced
Egg meat / egg yolk / whole egg (1
tablespoon =1 egg yolk = ½ whole
OR egg approximately)
Dry beans or soy products. e.g. tofu
Mashed / minced vegetables 1-2 times / day
( Choi Sum, Pak Choi, spinach,
winter melon, hairy melon, carrots, 1-3 tablespoons each time
cauliflower, etc.)

E 6-7
  Depending on individual needs, nutrients supplement may be given
to babies according to instructions of pediatrician / registered
dietitian.
 Milk products, eggs, peanuts, fish, shellfish, nuts, wheat (e.g. bread,
biscuits), pulses are common food allergens. Adults should observe
babies for any allergic reaction after giving these foods to infants.
* To optimise nutrition and health, the Department of Health
recommends babies should be breastfed exclusively in the first 6
months, and continue breastfeeding until 2 years old or beyond.
Solid food should be introduced gradually at around 6 months old to
cater to their nutritional needs.

6.3.3 1 to 6 years old

Children can continue taking breastmilk after 1 year old.

Recommendation on healthy eating and meal planning for 12 to 24
month old children is set out in the booklet Healthy Eating for 6 to 24
month old children (3) Ready to go (12-24 months) and the 7-day
healthy meal planning guide issued by Department of Health.
http://s.fhs.gov.hk/o4d67
http://s.fhs.gov.hk/z4fbs

Food Items Amount / day

1-2 years 2-4 years 4-6 years

Grains (Rice / Noodle / Rice 1-2 medium 8-12 servings 12-15

noodle / Spaghetti / Macaroni / size bowl (1½-2 ½ servings (2½-
Oatmeal / Bread) medium size 3 medium
(avoid bread with excessive sugar bowl) size bowl)
and fat)
Examples of 1 serving of grains 
  bowl / 1 tablespoon of cooked rice
  bowl of cooked macaroni
  bowl of congee
  slice of bread (without crust)

E 6-8
Fruits (orange, tangerine, apple, ½-1 piece At least 1 At least 2
pear, banana, etc.) or 1/4 to 1/2 serving servings
Examples of 1 serving of fruits  medium
 2 pieces of small-sized fruit (e.g. kiwi, size bowl
prune)
 1 piece of medium-sized fruit (e.g.
orange, apple, pear)
  piece of large-sized fruit (e.g. banana,
grapefruit, dragon fruit)
 1 tablespoon of dried fruit without
added sugar and salt
  glass (180ml) of pure fruit juice*

Vegetables (Choi Sum, spinach, 2-4 tael At least 1½ At least 2

Pak Choi, runner bean, bean (80-160g) servings servings
sprouts, winter melon, hairy
melon, carrots, cauliflower,
tientsin cabbage, etc.)
Examples of 1 serving of vegetables 
 1 bowl of uncooked vegetables
  bowl of cooked vegetables

Meat, fish, egg and alternatives 1-2 tael 1½- 2 2 -3 servings

(chicken, pork, fish, beef, eggs) (40-80g) servings
Examples of 1 serving of meat 
 30g of cooked meat (size of a table
tennis ball)
 1 medium-sized egg
 1 piece of silky tofu
Milk and alternatives (cow’s milk 2 cups of Approx. 2 Approx. 2
/ reconstituted milk / # calcium milk servings servings
added soya milk) / other dairy (360 -480
products ml)
Examples of 1 serving of milk 
 1 glass of low-fat milk
 2 slices of low-fat cheese
  glass of low-fat yoghurt
Remark: 1 tablespoon = 15ml ; 1 glass = 240ml ; 1 bowl = 250 - 300ml.

E 6-9
 * Pure fruit juice contains less dietary fibre but a much higher sugar
content when compared with a whole fruit. Also, taking  glass (180ml)
or more of pure fruit juice a day would only count as one serving of
fruit. Thus, children should be encouraged to take a whole fruit and
recommended not to consume pure fruit juice on a daily basis or more
than 2 days a week.

#Regular soya milk contains less calcium than fresh or reconstituted

milk. Children should take calcium-fortified soya milk or other source
of food rich in calcium, e.g. dark green vegetables, sesame, bean curd,
wood-ear, etc.

6.3.4 Breakfast, lunch and dinner should each provide 30% of daily total
energy and nutritional needs while mid-meals (snacks) should provide
the rest. As children usually have a small stomach capacity, it is
difficult for them to meet their nutritional requirements by consuming
only 3 meals a day. Therefore, children may consume a moderate
amount of healthy snacks between main meals to supplement their
nutrient and energy needs, provided that the appetite for the next main
meal is not affected.

6.3.5 Children should drink ## 4-5 glasses of fluid including water, milk and
clear soup every day to replenish fluid loss which can be affected by
many factors such as physical activity level, temperature, diet, health
condition, etc. Water intake should be adjusted accordingly.
Institutions should encourage children to drink adequate water, and
only serve water between meals. Apart from water, healthy drinks
with relatively low in energy, fat and sugar (e.g. clear soup, low fat
milk, low sugar soymilk, lemon water) can be offered to the children.
Unhealthy drinks with added sugar or relatively high sugar content
(e.g. condensed milk, evaporated milk, sweetened milk, instant malt
drink, concentrated fruit juice, cordial, soft drink and probiotic drink)
should be avoided.
##1 glass = 8 fluid ounces = 240 ml

E 6-10
 6.3.6 The menu should provide a balanced and adequate diet for children.
Having a balanced diet and doing regular exercise will help children
grow up healthily and bring them lifelong benefits.

6.4 Provision of Meals

For all pre-primary institutions

6.4.1 If full-day institutions intend to prepare meals for children by

themselves, they need to provide a kitchen according to the
requirements stipulated in paragraph 2.5 of Chapter 2.

6.4.2 If a kitchen is not provided in a full-day institution, it can choose to

have meals supplied by a licensed caterer. To ensure the quality of the
meals, the institution should make a contract with the caterer. The
choice of food, amount of food, standard of preparation, method of
food storage mentioned in this chapter must be clearly stipulated in the
contract. Quality and quantity of the meals supplied, such as
temperature control in food delivery and food portioning on site should
be properly monitored to guarantee the contractual requirements are
fully complied with.

6.4.3 The pre-primary institutions should ensure that the food suppliers are
the licensed food factories approved by the Food and Environmental
Hygiene Department to supply meal boxes. They should also be aware
the sub-contractors engaged to take up the orders for supplying meal
boxes on behalf of the licensee or in manufacturing items of ready-to-
eat food to form part of the food components of the meal boxes also
hold valid food factory license. Both the food suppliers and the sub-
contractors have to observe relevant licensing conditions. Enquiries
about control of licensed food factories supplying lunch boxes can be
made to the telephone hotline of the Food and Environmental Hygiene
Department (telephone no. 2868 0000) or contact the Department’s
respective District Environmental Hygiene Offices. For more
information, pre-primary institutions may visit the following websites

E 6-11
 of the Department:

Address list and telephone list of District Environmental Hygiene

Offices of the Food and Environmental Hygiene Department
http://www.fehd.gov.hk/english/district_offices/districtoffices/district
_offices.html

List of the licensed food factories approved to supply lunch boxes

http://www.fehd.gov.hk/english/licensing/licence-foodPremises-
nonrest.html

Guidelines on How to Ensure School Lunches Ordered Are Safe

http://www.cfs.gov.hk/english/multimedia/multimedia_pub/files/scho
ol_lunches_ordered_are_safe.pdf

6.4.4 To protect the environment, the lunch suppliers should use reusable
containers (such as stainless steel, etc.) to deliver food in bulk or the
pre-primary institutions select lunch suppliers that deliver food with
reusable containers. The pre-primary institutions then portion the food
immediately on site. The children should also use reusable tableware.
Make sure that all reusable containers and tableware are properly
cleaned and disinfected before use. In situations where disposable
lunch boxes and tableware have to be used, lunch suppliers should use
containers that are made of degradable materials and are safe and
suitable for packing food. If recyclable food containers such as those
made of polypropylene (PP) are used, the pre-primary institutions
should work out a proper arrangement with the lunch suppliers on the
recovery of the used PP boxes for recycling to minimize disposal of
the boxes at landfills. Refer to the Environmental Protection
Department’s “Guideline on How to Promote Green Lunch in Schools”
for information on the principle and proper way to implement green
lunch.
(Website:
http://www.wastereduction.gov.hk/en/schools/green_lunch.htm)

E 6-12
 Chapter 7

Curriculum and Activities

7.1 Curriculum Goals

For all pre-primary institutions

7.1.1 It is internationally recognised that quality pre-primary services

should integrate education and care elements to meet children’s
needs. In the local context, pre-primary services play the dual roles
of providing education and care for children.

7.1.2 Curriculum of pre-primary institutions should cater for children’s

needs for education and care, in order
 to nurture children to attain all-round and balanced development
in the domains of ethics, intellect, physique, social skills and
aesthetics and to develop good habits so as to prepare them for
life; and
 to stimulate children’s interest in learning and cultivate in them
positive learning attitudes to lay the foundation for future
learning.

7.2 Developmental Characteristics of Children

For all pre-primary institutions

7.2.1 Pre-primary educators should have thorough understanding of the

family background, developmental characteristics and growth
process of children so that they can set reasonable learning objectives
according to children’s needs and design appropriate curriculum to
suit children’s development and abilities. Pre-primary institutions
should adopt the “Kindergarten Education Curriculum Guide”

E 7-1
 published in 2017 by the Curriculum Development Council.
(Website: https://www.edb.gov.hk/en/curriculum-development/maj
or-level-of-edu/preprimary/index.html)

7.3 Curriculum Planning and Design of Activities

For all pre-primary institutions

7.3.1 The curriculum should ensure comprehensive and balanced learning

experiences for children and help them develop an interest in self-
initiated learning, good living habits as well as the skills and attitudes
to get along with people.

7.3.2 Curriculum content for the year should be planned in advance. The
themes should be related to seasons of the year, children’s interests,
daily life experience, developmental needs, etc. The choice of themes
should be flexible and gear to children’s needs.

7.3.3 The arrangements of activities should not be clock-bound and could

be flexible. There should always be a skeleton programme around
which the day’s activities are planned. Allocation of time for each
activity may vary from day to day but the activity items should be
similar. Daily activities should include the following:
 Morning / noon meeting (roll call, health inspection, greetings,
sharing, etc.);
 Routine training (ways to get along with people, living habits,
self-care abilities, etc.);
 Physical play (to be conducted indoors or outdoors depending
upon the weather and facilities of the pre-primary institutions);
 Interest activities;
 Creative activities;

E 7-2
  Music activities;
 Free choice activities (including interest corner activities, free
play);
 Activities on language, early childhood mathematics, nature and
living; and
 Personal and social development.

7.3.4 Children of different ages have different educational and care needs.
Institutions serving children of different age groups should have
different emphases on curriculum and activities.

7.3.5 Since babies from new born to the age of 2 require intensive care and
individual attention, the services of child care centres should emphasise
more on care than other pre-primary institutions. Sufficient time should
be allowed in the daily programme of activities to look after the
physical needs of babies, including health inspection, toileting
(changing diapers, toilet training and washing), feeding and sleeping /
rest. With their physical needs satisfied, babies will develop a sense of
security and trust the adults. Apart from the aforesaid caring activities
catering for babies’ physical needs, child care centres should provide
developmentally appropriate learning activities for each baby through
play to enable the baby to have an all-round development (e.g. sensory
power, motor skills, etc.) and to grow in the best possible way. Play
activities for babies include physical play, training of fine motor skills,
conversation, singing nursery rhymes, story-telling, arts and crafts,
music activities, playing toys on floor and table toys, etc. Suggested
programme of activities for child care centres are set out at Appendices
18 and 19.

7.3.6 For curriculum planning and design of activities for children of 2 to

6 years, please adopt the Curriculum Development Council’s
“Kindergarten Education Curriculum Guide”
(Website: https://www.edb.gov.hk/en/curriculum-development/major-
level-of-edu/preprimary/index.html)

E 7-3
 7.3.7 The time-table in respect of the programme of activities for child care
centres should be submitted to the Director of Social Welfare for
approval.
(Refer to Regulation 10(1) of the Child Care Services Regulations)

7.3.8 The recommended booklist and the time-table of kindergartens should

be submitted to the Permanent Secretary for Education for approval.
(Refer to Regulation 92(2) and 92(10) of the Education Regulations)

7.4 Principles of Implementation of Activities

For all pre-primary institutions

7.4.1 Institutions should provide a safe, hygienic, enjoyable and stimulating

environment in which children can develop their potential through
activities designed according to their interest and needs. These
activities should be inter-related among themes. Emphasis should not
be placed solely on activities for intellectual development. Activities
requiring children to do mechanical copying and calculation should be
avoided. Music activities, physical play and activities conducive to
social development and creativity should be provided every day to
promote all-round and balanced development of children. Children are
unique individuals with different personalities, abilities and interests.
They also vary in languages, cultures and living habits. The
pedagogical approaches should be adopted taking into consideration
children’s pace of development. Individual or small group teaching
should be arranged to cater for learner diversity and the different needs
of children.

7.4.2 It is of utmost importance to let children develop naturally from

learning activities which are designed with reference to children’s
learning abilities and daily-life exposure. If institutions prefer to use
learning resources provided by publishers that are in line with the
curriculum, they may refer to the Recommended Textbook List:

E 7-4
 Kindergarten Learning Resources compiled by the Education Bureau.
(Website: https://cd.edb.gov.hk/rtl/search.asp)

7.4.3 In order to promote children’s learning, parent participation is an

essential element. Institutions may assign children to carry out some
activities at home which are simple, interesting and suitable to their
abilities such as language games, gathering of information, reading
story books, simple learning tasks, etc. to extend children’s learning
experiences gained in institutions.

7.4.4 Children can only write when their fine motor skills are fully developed.
Children in nursery class (K1) should not be required to hold a pencil
and write. However, pre-writing exercises which can enhance
children’s development of their fine motor skills, such as building
blocks, playing with plasticine, assembling puzzles, etc. should be
offered to children before writing. In arranging writing or pre-writing
activities, attention should be paid to the dexterity of children’s fingers
and the difference of children’s ability in holding a pencil. (Refer to
paragraph 2.6.2(a) of Chapter 2 and “Arrangement of homework” in
paragraph 4.5 of Chapter 4 of the Curriculum Development Council’s
“Kindergarten Education Curriculum Guide”
(Website: https://www.edb.gov.hk/en/curriculum-development/major-
level-of-edu/preprimary/index.html)

E 7-5
7.4.5 Chinese is the medium of communication for most people in Hong
Kong (Cantonese is the major spoken language, while Putonghua and
other dialects are also in use. Traditional Chinese characters are mainly
used in reading and writing), and most kindergartens adopt Chinese as
the medium of instruction. As such, developing children’s Chinese
ability first is recommended. For initial exposure to the second
language (e.g. English), opportunities should be given to children to
develop their skills in listening and speaking first. Teachers should
have good language ability as they are the language models for children.
(Refer to the website of the Standing Committee on Language
Education and Research at https://scolarhk.edb.hkedcity.net/en/home)
(Refer to appendices 3, 4 and 5 of the Curriculum Development
Council’s “Kindergarten Education Curriculum Guide”). When
organising activities for children to learn the second language, the
activities should be:
 developmentally appropriate;
 authentic;
 led by teachers with accurate pronunciation and wording;
 in context;
 enjoyable (learning through relaxing activities such as
conversation, games, story-telling, singing nursery rhymes,
songs, etc.); and
 pressure-free to avoid rote-learning and doing mechanical
copying.

7.4.6 Institutions should develop a systematic learning portfolio for each

child to collect information for record and report of children’s personal
development (such as observation and recording of children’s daily
behaviour and activities, their tasks and work). Such information
should be regularly shared with parents to help them learn more about
the development of their children in different aspects. Continuous
observation is needed to assess children’s learning progress and
comparison should only be made between the past and the present
performance of the same child.

E 7-6
 7.4.7 The curriculum activities for half-day pre-primary institutions should
last from 3 to 3½ hours per day and for full-day institutions should last
from 7 to 7½ hours per day (including time for lunch and afternoon
nap).

7.4.8 Some full-day institutions (e.g. institutions providing family support

services) are specially approved by the Director of Social Welfare /
Permanent Secretary for Education to extend their service hours for
providing child care service for parents after the curriculum activities.
Even during the time after curriculum activities, institutions should
arrange the number of staff as stated in paragraph 8.1.2 of Chapter 8 to
take care of the children. Relaxing activities, such as reading, free play
with toys, music appreciation, group games, etc. should be provided
for children. Snacks or dinner should be served as appropriate. The
activities offered after curriculum activities should also be the
approved activities as stated in paragraphs 7.3.7 and 7.3.8 of this
chapter.

Notes: This chapter should be read in conjunction with the “Kindergarten Education
Curriculum Guide” prepared by the Curriculum Development Council.
(Website: https://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/pre
primary/index.html)

E 7-7
 Chapter 8

Staffing

8.1 Manpower and Appointment

For all pre-primary institutions

8.1.1 The success in the operation of a pre-primary institution depends largely

on the staffing structure and quality of staff.

8.1.2 Staff working in child care centres / kindergartens mainly are the
professional staff providing education and care services for children, i.e.
child care supervisors / kindergarten principals and child care workers /
qualified kindergarten teachers. Institutions are required to employ a
sufficient number of child care workers /qualified kindergarten teachers in
order to meet the following staff to children ratio:

Child Care Workers /

Qualified Kindergarten Teachers
Type of Service Operating Hours to Children Ratio

Under 2 2 to 3 years 3 to 6 years

years
Child Care Centres Non-residential
Centres

*8 a.m. – 8 p.m. 1:8 1:14 **1:14

Residential
Centres

8 a.m. – 8 p.m. 1:8 1:8 #1:8

8 p.m. – 8 a.m. 1:12 1:12 #1:12

of the following day

Kindergartens Half-day/ Not Not 1:15

Full-day applicable applicable

E 8-1
 *The operating hours of individual centre are specified in the time-table as
approved by the Director of Social Welfare in accordance with Regulation
10(1) of the Child Care Services Regulations.

**Applicable to Special Child Care Centres registered under the Child

Care Services Ordinance.

#Applicable to residential centres registered under the Child Care Services

Ordinance.

The calculation of the number of child care workers / qualified

kindergarten teachers may include the child care supervisors / kindergarten
principals, and the number of staff required is the number of child care
workers / qualified kindergarten teachers on duty in relation to the number
of children present in the institution.
(Refer to Regulation 6 of the Child Care Services Regulations and
Education Bureau Circular No.26/2003 “Improved Teachers to Pupil Ratio
in Kindergartens” at Appendix 20

(Website:http://applications.edb.gov.hk/circular/upload/EMBC/EMBC03
026E.PDF)

In addition to the above professional staff, institutions are also required to

employ other staff, e.g. clerks for clerical work, cooks and helpers for
cooking, cleaning and general duties. The number of supporting staff to be
appointed depends on the operational needs of individual institutions.
The number and age of children, hours of operation, number of meals, the
floor area of the institutions, etc. also affect the size of the staff
establishment.

For child care centres

8.1.3 A residential child care centre with more than 30 children under care must
appoint a registered nurse to be in charge of the health of the children. In a
residential child care centre where 30 children or less are cared for, there
must be a registered nurse on-call to provide readily available services
whenever required.

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 (Refer to Regulation 44(3) of the Child Care Services Regulations)

8.1.4 The Director of Social Welfare must be notified of any staff changes in the
posts of child care supervisors and child care workers within 14 days of the
occurrence.
(Refer to Regulation 7(2) of the Child Care Services Regulations)

For kindergartens

8.1.5 School Supervisors should issue a letter of appointment to teachers in

accordance with the Education Regulations. The salary scale, duties and
conditions of termination of appointment should be set out in the letter of
appointment.
(Refer to Regulation 77 of the Education Regulations)

8.1.6 It is a contravention of the law for any non-registered or non-permitted

teachers to teach in a kindergarten, and those who employ or permit such
persons to teach in a kindergarten also contravene the law.
(Refer to Sections 42(1), 42(2), 87(3)(e) and 87(3)(f) of the Education
Ordinance)

8.2 Qualifications

For all pre-primary institutions

8.2.1 In respect of the professional qualification requirement, all newly

appointed child care workers / kindergarten teachers are required to
possess a pre-service Qualified Kindergarten Teacher qualification or its
equivalent. Staff employed by child care centres / kindergartens are
required to be 100% in possession of a certificate of recognized training
courses or equivalent professional qualifications.
(Refer to the Education Bureau Circular No.28/2003 “Qualification
Requirement for Newly Appointed Kindergarten Teachers” at Appendix
21(A) and the latest approved course list on Education Bureau homepage
for the lists of training courses for qualified kindergarten teachers and child

E 8-3
 care workers recognized by the Education Bureau and the Social Welfare
Department)
(Education Bureau Circular No.28/2003:
http://applications.edb.gov.hk/circular/upload/EMBC/EMBC03028E.PDF
Approved Course List:
https://www.edb.gov.hk/attachment/en/edu-system/preprimary-
kindergarten/free-quality-kg-edu/approved_course_list.pdf
List of Approved Training Courses for Registration of Child Care
Workers/Supervisors Recognized by the Director of Social Welfare:
https://www.edb.gov.hk/en/edu-system/preprimary-
kindergarten/application-for-registration-as-child-care-worker-
supervisor/index.html)

For child care centres

8.2.2 All newly appointed child care supervisors are required to possess a
Certificate in Early Childhood Education or equivalent professional
qualifications.

For kindergartens

8.2.3 Professionalism of principals and teachers is of paramount importance in

enhancing the quality of education. All new principals from the 2009/10
school year are required to have a bachelor degree in early childhood
education, one-year post-qualification experience and to have completed a
certification course for kindergarten principals before their appointment,
or exceptionally within the first year of their appointment with prior
approval from the Education Bureau.

Please refer to the Education Bureau Circular No.10/2009 “Qualification

and Training Requirement of New Kindergarten Principals” at Appendix
21(B) for details. The latest list of approved courses has been uploaded
on the Education Bureau homepage.

E 8-4
 (Education Bureau Circular No.10/2009:
http://applications.edb.gov.hk/circular/upload/EDBC/EDBC09010E.pdf
Approved Course List:
https://www.edb.gov.hk/attachment/en/edu-system/preprimary-kindergart
en/free-quality-kg-edu/approved_course_list.pdf)

8.2.4 For the minimum academic qualification of permitted teachers in

kindergartens, please refer to:
(Website: http://www.edb.gov.hk/en/teacher/qualification-training-
development/qualification/teacher-registration/index.html)

8.3 Registration

For child care centres

8.3.1 Child care supervisors and child care workers are required to register. The
application form can be obtained from the Joint Office for Kindergartens
and Child Care Centres, Education Bureau.
(Address: Room 602, 6/F, 14 Taikoo Wan Road, Taikoo Shing, Hong Kong.
Tel: 3107 2197) or downloaded from: http://www.edb.gov.hk/en/edu-
system/preprimary-kindergarten/application-for-registration-as-child-
care-worker-supervisor/index.html).
(Refer to Regulation 4(1) and 4(2) of the Child Care Services Regulations)

For kindergartens

8.3.2 School managers, supervisors, principals and teachers (registered or

permitted) are required to apply for registration or approval (as may be
appropriate).

8.3.3 Enquiries on the approval procedures for school managers and supervisors
can be made to the Education Bureau’s School Registration and
Compliance Section or the Joint Office for Kindergartens and Child Care
Centres (as may be appropriate).

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 (Address of School Registration and Compliance Section: Rm 1416, 14/F,
Wu Chung House, 213 Queen’s Road East, Wan Chai, Hong Kong；
Tel: 2892 6335).

(Address of Joint Office for Kindergartens and Child Care Centres:

Room 602, 6/F, 14 Taikoo Wan Road, Taikoo Shing, Hong Kong;

Tel: 3107 2197)

8.3.4 Appointment of principals also needs approval. Enquiries on the approval

procedures can be made to the Education Bureau’s various District School
Development Section or the Joint Office for Kindergartens and Child Care
Centres (as may be appropriate).

(Website of District School Development Sections:

http://tel.directory.gov.hk/index_EDB_ENG.html)

(Address of Joint Office for Kindergartens and Child Care Centres:

Room 602, 6/F, 14 Taikoo Wan Road, Taikoo Shing, Hong Kong;
Tel: 3107 2197)

8.3.5 The application form for registration as kindergarten teachers can be

obtained from the Teacher Registration Team, Education Bureau
(Address: 2/F, Trade and Industry Tower, 3 Concorde Road, Kowloon; Tel:
3467 8281 or 3467 8282) or downloaded from:

(http://www.edb.gov.hk/en/teacher/qualification-training-
development/qualification/teacher-registration/index.html).
(Refer to Sections 29, 34, 38, 42, 53 and 57 of the Education Ordinance)

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8.4 Training for Staff

For kindergartens

8.4.1 Apart from the basic training, staff members should take relevant in-
service training courses to improve their professional knowledge.
Information concerning training courses for kindergarten teachers is
disseminated via Training Calendar System of the Education Bureau
website.
https://tcs.edb.gov.hk/tcs/publicCalendar/start.htm?deskLang=en
Kindergarten staff should take note of such announcements.

8.4.2 The Government has been implementing the kindergarten education

scheme (Scheme) starting from the 2017/18 school year. While providing
direct subsidy for kindergartens joining the Scheme, the Education Bureau,
at the same time, strives to enhance professional competency of
kindergarten principals and teachers. Please refer to the Education Bureau
Circular No.8/2018 “Kindergarten Education Scheme – Enhancing
Professional Competency of Kindergarten Principals and Teachers” for
details.
(Education Bureau Circular No.8/2018:
https://www.edb.gov.hk/attachment/en/edu-system/preprimary-kindergart
en/free-quality-kg-edu/Circular_CPD_2018%2006%2008_FINAL_Eng.p
df)

8.5 Personnel Management

For all pre-primary institutions

8.5.1 Salary should be commensurate with qualifications and job

responsibilities. Pre-primary institutions should fix the pay scale and the
fringe benefits for staff and specify them clearly on the work contract.

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8.5.2 The conditions of service such as working hours, annual leave, sick leave,
maternity leave, arrangements for termination of contract, etc. should
comply with the Employment Ordinance and set out clearly in the
employment contract.

8.5.3 Refer to paragraphs 3.12 and 3.13 of Chapter 3 for occupational safety and
insurance of staff.

(Kindergartens may refer to Chapter 5 “Personnel Management” of the

Education Bureau’s Kindergarten Administration Guide
Website: https://www.edb.gov.hk/en/edu-system/preprimary-kindergarten
/free-quality-kg-edu/index.html)

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 Chapter 9

Fee and Charge

9.1 Fees

For all pre-primary institutions

9.1.1 Child care centres / kindergartens should collect the inclusive monthly fee
/ inclusive fee approved by the Director of Social Welfare / Permanent
Secretary for Education, otherwise it is in contravention of the law.
(Refer to Regulation 45C(1) of the Child Care Services Regulations and
Regulation 61(1) of the Education Regulations)

9.1.2 The fee certificate issued by the Social Welfare Department / Education
Bureau should be displayed in a conspicuous place in the institutions.
(Refer to Regulation 45C(4) of the Child Care Services Regulations and
Regulation 67 of the Education Regulations)

9.1.3 No increase in the inclusive monthly fee / no change in the inclusive fee
should be made without the written approval of the Director of Social
Welfare / Permanent Secretary for Education.
(Refer to Regulation 45D(1) of the Child Care Services Regulations and
Regulation 65 of the Education Regulations)

9.1.4 Child care centres / kindergartens should inform parents of any approved
changes in the inclusive monthly fee / inclusive fee as soon as possible to
avoid misunderstanding and complaints.

9.1.5 Unless otherwise permitted in writing by the Director of Social Welfare /

Permanent Secretary for Education, the inclusive monthly fee in respect of
child care centres should be collected each month / the tuition fee in respect
of kindergartens should be collected in accordance with the approved
instalments and amount.

E 9-1
 (Refer to Regulation 45E of the Child Care Services Regulations and
Regulation 62 of the Education Regulations)

9.1.6 Unless prior approval in writing is given by the Director of Social Welfare
/ Permanent Secretary for Education, no institution should collect any fees
other than the inclusive monthly fee / inclusive fee.
(Refer to Regulation 45C(2) of the Child Care Services Regulations and
Regulation 61(1) of the Education Regulations)

9.1.7 The inclusive monthly fee for child care centres / inclusive fee for
kindergartens should cover expenses directly related to teaching and
learning activities, school operation and maintenance of the standard of
education services. Relevant expenses have been specified in the Social
Welfare Department’s annual letter to child care centres inviting
applications for fee approval / the Education Bureau’s annual circular
memorandum to kindergartens and kindergarten-cum-child care centres for
application of fee revision.

9.1.8 Birthday parties, Christmas parties and other festival celebrations provide
good opportunities for children to get together. However, no request
should be made to parents for contributions to the expenses of the above
activities. Art and craft work such as paper flowers, greeting cards, etc.
made by children are the best gifts for festive celebrations.

9.2 Collecting Deposit / Registration Fee and Application Fee

For all pre-primary institutions

9.2.1 For child care centres, partial or full collection of the inclusive monthly
fee of the first month as deposit not earlier than 3 months before a new
child is admitted is allowed when a place has been offered. The amount of
deposit shall be deducted from the inclusive monthly fee of the first month
after the child’s admission to the centre.

E 9-2
 9.2.2 Kindergartens and kindergarten-cum-child care centres (applicable for
both kindergarten and child care centres section) are required to observe
the following appendix in collecting registration fee and application fee:
Education Bureau Circular No.6/2017 “Collection of Application Fee and
Registration Fee, Admission of Students and Provision of Information by
Kindergartens” at Appendix 23
(Website:https://applications.edb.gov.hk/circular/upload/EDBC/EDBC17
006E.pdf). Prior approval in writing from the Permanent Secretary for
Education is required for collection of fees exceeding the approved ceiling
specified in this circular. The approval letter should be displayed in a
conspicuous place in the kindergarten.
(Refer to Regulation 61(1) of the Education Regulations)

9.2.3 The recruitment procedure of nursery class applicants (e.g. interviewing

the children applicants) for the next school year should not start earlier
than November each year.

9.3 Selling School Items and Providing Paid Services

For all pre-primary institutions

9.3.1 If pre-primary institutions intend to collect fees from parents for the
acquisition of school items or services, they should inform parents in
writing that the acquisition of such items / services is entirely voluntary.
Parents are free to procure the items from other sources or decline the
services. Parents should be informed about the details and the charges
of such items / services and given sufficient time to consider whether or
not to accept the school items / services.

9.3.2 Pre-primary institutions should make known to parents the information on

fee charge, such as listing out the inclusive monthly fee / tuition fee and
other approved fees in the child care centre / kindergarten pamphlet,
application form and the institution’s webpage, etc. for the reference of
parents.

E 9-3
9.3.3 Prior approval must be obtained from the Director of Social Welfare in
case a child care centre plans to carry out the trading activities as stated in
paragraph 9.3.1 of this chapter.

9.3.4 Kindergartens and kindergarten-cum-child care centres should strictly

observe the rules drawn up by the Education Bureau in relation to the sale
of school items, such as text books, exercise books, school uniforms and
other items and provision of paid services detailed in Education Bureau
Circular No.16/2013 “Collection of Fees, Sale of School Items and
Provision of Paid Services in Kindergartens” at Appendix 24.
(Website: http://applications.edb.gov.hk/circular/upload/EDBC/EDBC1
3016E.pdf)
In addition, Education Bureau Circular No.14/2003 “Acceptance of
Advantages and Donations by Schools and their Staff” at Appendix 25
(Website: http://applications.edb.gov.hk/circular/upload/EMBC/EMBC0
3014E.pdf)
and “Sample Code of Conduct for Managers and Staff of Kindergartens”
published by The Independent Commission Against Corruption (ICAC)
(Website: https://cpas.icac.hk/EN/Info/Lib_List?cate_id=3&id=236)
should also be observed.

9.3.5 Rules concerning fee collection are supplemented and revised from time
to time and will be disseminated to kindergartens by the Education Bureau
Circulars. Kindergartens are required to take note of the amendments set
out in such circulars.

E 9-4
 Chapter 10

Family and Pre-primary Institutions

10.1 Contact with Parents

For all pre-primary institutions

10.1.1 To implement the service successfully, institutions must obtain the

support of parents to build a foundation of mutual cooperation.

10.1.2 Institutions should establish a good partnership with parents.

Meanwhile, the institutions should provide the staff with training to
equip them with the necessary approach and skills to working with
parents.

10.1.3 Institutions should set up communication channels to seek parents’

views on their services and should consider parents’ suggestions on
service improvement.

10.1.4 Institutions should handle parents’ complaints with a positive attitude,

take initiative to contact parents to find out the causes and seek solutions
to the problems. Taking initiative to contact parents helps reduce the
parents’ and the public’s misunderstanding towards the institutions and
prevent the problems from worsening.

10.2 Methods of Communication with Parents

For all pre-primary institutions

10.2.1 Pre-primary institutions can increase the opportunities of

communication with parents through the following activities:

E 10-1
  Contact with individual parents when parents escorting their
children to and from the institutions every day, telephone contacts,
office interviews, home visits, etc.;
 Organising parent activities regularly, such as class observation,
theme talks, seminars, open days, family picnics, etc.;
 Publishing parent newsletter. Apart from disseminating
information about the service, education philosophy, child
nurturing, etc., it also provides parents with a channel to give
feedbacks to the institutions and to share their views with other
parents; and
 Inviting parents to volunteer in the activities of the institutions,
such as assisting in decorating the premises during festivals,
compiling parent newsletter, leading special activities, conducting
occupation introduction, designing activities, etc. The institutions
should make good use of the expertise of parents and the time spent
by them as part of their resources.

10.2.2 Other than the above methods of communication with parents, pre-
primary institutions can enhance their relationship with parents by
establishing Parent-Teacher Association to build up a formal link
between the institutions and the parents. This will strengthen the
communication and understanding between the two parties and provide
more opportunities for parents to participate in the affairs of the
institutions so that the services of the institutions can better gear to
children’s needs.

10.2.3 Institutions should be familiar with community resources. If possible,

they should endeavour to help parents solve their problems or make
appropriate referrals for them, so that parents can obtain relevant
professional assistance when required. The referral of cases for
children with special needs or child abuse mentioned in paragraphs 4.1.2
and 4.6.2 to 4.6.4 of Chapter 4 is an example.

E 10-2
10.2.4 For information on working with parents, institutions may make
reference to:
Chapter 6 “Home-school-community Partnership” of the Education
Bureau’s Kindergarten Administration Guide.
Website: https://www.edb.gov.hk/en/edu-system/preprimary-kindergart
en/free-quality-kg-edu/index.html and
Website of Committee on Home-School Co-operation:
https://www.chsc.hk/main.php?lang_id=1

E 10-3
 Chapter 11

Registration and Regulation

11.1 Registration of Pre-primary Institutions

For all pre-primary institutions

11.1.1 As the registration and operation of child care centres / kindergartens are
made in accordance with the Child Care Services Ordinance and Child
Care Services Regulations (Hong Kong Law Chapter 243) / Education
Ordinance and Education Regulations (Hong Kong Law Chapter 279),
operators should acquaint themselves with the relevant ordinances.
Copies of the ordinances can be purchased at the Publications Sales Unit
of the Information Services Department (Address: Room 626, 6/F, North
Point Government Offices, 333 Java Road, North Point, Hong Kong；
Tel: 2537 1910). The electronic version of the ordinances is also
available at the Bilingual Laws Information System.
(Website: https://www.elegislation.gov.hk/?_lang=en)

11.1.2 Operators should make sure that the proposed premises are suitable for
operating child care centre / kindergarten and that the basic building
safety requirements of the premises are met before they rent or purchase
the premises. Where necessary, advice of an authorised person or a
professional consultant should be sought.

11.1.3 In case any alteration and addition works in relation to the structure,
means of escape and fire resisting construction of the building are
involved for the proposed child care centre / kindergarten premises,
advices of an authorised person or a professional consultant should be
sought.

E 11-1
11.1.4 To apply for the registration of a child care centre / kindergarten under
the relevant ordinances, operators are required to obtain the following
certificates / approvals:

Registration of child care centres Registration of kindergartens

Non-purpose-built school premises

 Planning Permission issued by  Advices on the land use from

the Planning Department or the Planning Department and
Town Planning Board the Lands Department (where
necessary, the applicant should
 Safety Certificate issued by the apply for planning permission
Buildings Department / the from the Planning Department
Independent Checking Unit of or Lease Modification /
the Office of the Permanent Temporary Waiver from the
Secretary for Transport and Lands Department)
Housing (Housing)
 Safety Certificate issued by the
 Fire Services Certificate and Buildings Department / the
Letter of Compliance for Independent Checking Unit of
Ventilating System issued by the the Office of the Permanent
Fire Services Department Secretary for Transport and
Housing (Housing)
 Certificate of Fixed Electrical
Installations issued by a  Fire Services Certificate issued
registered electrical contractor / by the Fire Services Department
worker
 Documentary proof of the right
 Safety Certificate of Towngas / to use the premises as a
Liquefied Petroleum Gas kindergarten (e.g. tenancy
Installations issued by a agreement / sales and purchase
registered gas contractor agreement / authorisation by
landlord, etc.)
 Approval for using air-
conditioning and ventilation Purpose-built school premises
installations by the Architectural
Services Department/ Electrical  Occupation Permit / Letter of
and Mechanical Services Direct Allocation
Department
 Documentary proof of the right
 Documentary proof of the right to use the premises as a
to use the premises as a child kindergarten (e.g. tenancy
care centre (e.g. tenancy agreement / sales and purchase
agreement / sales and purchase agreement / authorisation by
agreement / authorisation by landlord, etc.)
landlord, etc.)

E 11-2
11.1.5 In addition to the certificates / approvals mentioned in paragraph 11.1.4,
child care centres / kindergartens are also required to meet the following
requirements for registration:

Registration of child care centres Registration of kindergartens

 Collection of monthly fee  Collection of school fee

 Planning of programme of  Planning of curriculum and

activities and time-table school time-table and booklist
(if applicable)
 Dietary scales and menu
 Dietary scales and menu
 Registration of child care
workers  Registration of managers

 Registration of child care  Approval of supervisor

supervisor
 Registration of teachers
 Furniture and equipment
 Approval of principal
 Toilet facilities
 Furniture and equipment
 Ventilation and lighting
 Toilet facilities
 First aid
 Ventilation and lighting
 Sanitation
 First aid
 Accommodation
 Sanitation

 Accommodation

11.1.6 For the registration procedures of child care centres / kindergartens,

please contact the following offices for details:

 Kindergarten-cum-Child Care Centres (Child Care Centre section)

Reference – “Procedural Guide for Application for Registration of

a Child Care Centre within a Proposed / Registered
Kindergarten Premises”

Website: http://www.edb.gov.hk/en/edu-system/preprimary-
kindergarten/application-for-registration-of-child-care-centre-in-
kindergarten/index.html

E 11-3
 Contact – Joint Office for Kindergartens and Child Care Centres,
Education Bureau

Address: Room 602, 6/F, 14 Taikoo Wan Road, Taikoo Shing,

Hong Kong

Tel:3107 2197 Fax: 3107 2180

E-mail: [email protected]

 Child Care Centres, Residential Child Care Centres and Special

Child Care Centres

Reference – “Procedural Guide for Application for Registration

of a Child Care Centre”

Website: https://www.swd.gov.hk/en/index/site_pubsvc/page_lr/s
ub_childcare/

Contact – Child Care Centres Advisory Inspectorate, Social

Welfare Department

Address: Unit 206, 2/F., THE HUB, 23 Yip Kan Street, Wong
Chuk Hang, Hong Kong
Tel: 3184 0804 Fax: 2591 9113
E-mail: [email protected]

 Kindergartens and Kindergarten-cum-Child Care Centres

(Kindergarten section)

Reference – “Guidelines for Registration of a New School”

Website: https://www.edb.gov.hk/en/sch-admin/sch-registration/a
bout-sch-registration/index.html

Contact – School Registration and Compliance Section, Education

Bureau

Address: Rm 1416, 14/F, Wu Chung House, 213 Queen’s Road

East, Wan Chai, Hong Kong

Tel: 2892 6335 Fax: 2573 3459

E-mail:[email protected]

E 11-4
11.2 Regulation of Pre-primary Institutions

For all pre-primary institutions

11.2.1 Child care centres should comply with the Child Care Services
Ordinances and the Child Care Services Regulations, and
kindergartens should comply with the Education Ordinance and the
Education Regulations. Apart from the statutory requirements, they
should also comply with this operation manual, the “Performance
Indicators (Kindergartens)” and the “Kindergarten Education
Curriculum Guide” where appropriate.

Website of “Operation Manual for Pre-primary Institutions”:

https://www.edb.gov.hk/en/edu-system/preprimary-
kindergarten/about-preprimary-kindergarten/index.html

Website of “Performance Indicators (Kindergartens)”:

https://www.edb.gov.hk/en/edu-system/preprimary-
kindergarten/quality-assurance-framework/index.html

Website of “Kindergarten Education Curriculum Guide”:

https://www.edb.gov.hk/en/curriculum-development/major-level-
of-edu/preprimary/index.html

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11.2.2 The arrangements for regulation of pre-primary institutions are as
follows:
Type of Service Regulating Department Regulating Ordinance

Child Care Centres Child Care Centres Child Care Services

Advisory Inspectorate, Ordinance
(Including Residential Social Welfare Department
Child Care Centres Child Care Services
and Special Child Regulations
Care Centres)

Kindergartens District School Education Ordinance

Development Section
and Education Regulations
Kindergarten Inspection
Section,
Education Bureau

Kindergarten-cum- Joint Office for Child Care Services

Child Care Centres Kindergartens and Child Ordinance
Care Centres Child Care Services
and Regulations
Kindergarten Inspection and
Section, Education Ordinance
Education Bureau Education Regulations

E 11-6
 Appendices

Page
Appendix 1 General Guidelines on Building Safety Requirements for
Pre-Primary Institutions A1-1
(Child Care Centres / Kindergartens)

Appendix 2 Recommended Schedule of Accommodation for a

A2-1
Standalone Child Care Centre

Appendix 3 New Recommended Schedule of Accommodation for a

A3-1
6-classroom Kindergarten

Appendix 4 Size of Children’s Furniture A4-1

Appendix 5 Toys for Children A5-1

Appendix 6 Washroom Fittings A6-1

Appendix 7 Basic Kitchen Facilities A7-1

Appendix 8 Milk Room Equipment A8-1

Appendix 9 Items to be Included in First Aid Box A9-1

Appendix 10 Report on Physical Examination A10-1

Appendix 11 Health Record A11-1

Appendix 12 Hong Kong Childhood Immunisation Programme A12-1

Appendix 13 Notification Form for Suspected Infectious Disease

Outbreak in School / Kindergarten / KG-cum-CCC / A13-1
Child Care Centre

Appendix 14 Accidents / Illnesses Record A14-1

Appendix 15 Medical Treatment Consent and Authorisation Form A15-1

Appendix 16 Education Bureau Circular No. 4/2018

A16-1
“Reporting Mechanism for Absentees in Kindergartens”

Appendix 17 Education Bureau Circular No. 1/2020

“Handling Suspected Cases of Child Maltreatment and A17-1
Domestic Violence”

Appendix 18 Time-table for Child Care Centres (New born to 1 year) A18-1

Appendix 19 Time-table for Child Care Centres (1 year to 2 years) A19-1

Appendix 20 Education Bureau Circular No. 26/2003 “Improved
A20-1
Teacher to Pupil Ratio in Kindergartens”

Appendix 21(A) Education Bureau Circular No. 28/2003 “Qualification

Requirement for Newly Appointed Kindergarten A21(A)-1
Teachers
Appendix 21(B) Education Bureau Circular No. 10/2009 “Qualification
and Training Requirement of New Kindergarten A21(B)-1
Principals

Appendix 22 Minimum Academic Qualification Requirement of

A22-1
Permitted Teacher

Appendix 23 Education Bureau Circular No. 6/2017 “Collection of

Application Fee and Registration Fee, Admission of
A23-1
Students and Provision of Information by
Kindergartens”

Appendix 24 Education Bureau Circular No. 16/2013 “Collection of

Fees, Sale of School Items and Provision of Paid A24-1
Services in Kindergartens"

Appendix 25 Education Bureau Circular No. 14/2003 “Acceptance of

A25-1
Advantages and Donations by Schools and their Staff”
 Appendix 1

General Guidelines on Building Safety Requirements

for Pre-primary Institutions (Child Care Centres / Kindergartens)

1. General Requirements

(a) Each case shall be considered on its merits after full consideration of the
circumstances. Nothing contained herein shall be taken as in any way derogating
from the statutory powers of the Director of Buildings.

(b) If the kindergarten premises are constructed of structural timber floor, the issue of
certificate under section 12(1)(b) of the Education Ordinance will be refused.

(c) As the subject matters are often related to complicated technical issues which may
be difficult to overcome, the applicant is strongly advised to enlist the service of an
Authorized Person (AP) (an architect, engineer or surveyor registered under the
Buildings Ordinance (BO)) at the early stage to assist in selection of premises
suitable for the intended use under the application and early compliance with the
building safety requirements.

(d) Where alteration and addition works involving the structure and/or means of escape
of a building are to be carried out, formal submission of plans for the proposed works
to the Buildings Department (BD) by an AP and, if necessary, Registered Structural
Engineer (RSE) may be required for obtaining prior approval and consent of the
Building Authority (BA). It is strongly recommended that the advice of an AP or
RSE should be sought well in advance. The lists of AP and RSE registered under
the BO are available at BD website www.bd.gov.hk.

(e) Under the Minor Works Control System (MWCS), certain minor building works are
designated as “minor works”, which may be carried out under the simplified
requirements as an alternative to obtaining prior approval and consent under the BO.
For details, please refer to paragraph 6 below.

(f) Submission of plans

(i) Each application should be accompanied by sufficient number of plans as

required by the Social Welfare Department/Education Bureau (including 4 sets
for BD) showing the extent and layout of the premises.

(ii) The submitted plans should be drawn to a suitable scale (1:50 or 1:100) with all
the principal dimensions of the premises and the exit routes/doors clearly
marked thereon. The construction materials of any proposed partition walls
and exit doors and the required fire resistance rating (FRR) should also be
specified.

(iii) The maximum capacity of each classroom (no. of students and teachers) and the
total number of staff/teachers to be accommodated should be indicated on the
plans.

A 1-1
2. Location of Premises

(a) As a general rule, for application in building issued with an Occupation Permit1, no
part of a pre-primary institution should be located in, under or over any structures
erected without obtaining the prior approval and consent of the BA.

(b) For pre-primary institutions located above G/F in a non-purpose built building, the
following guidelines apply:

Location Conditions

(i) in composite buildings with not (1) Premises should conform to

more than two commercial floors general standards of the Code of
above G/F. Practice for Fire Safety in
Buildings 2011 (FS Code).
(ii) in composite buildings with three
or more commercial floors where (2) Kindergarten is subject to the 24 m
the pre-primary institution itself maximum height rule under
occupies one or more entire Regulation 7 of the Education
commercial floors and not more Regulations.
than two floors above G/F remain
commercial. (3) Child care centre is subject to the
12 m (for children aged below 2)
(iii) in institutional buildings. and 24 m (for children aged 2 or
above) maximum height rule under
(iv) in high-rise domestic buildings. Regulation 19 of the Child Care
Services Regulations.

(v) in wholly commercial buildings. (4) In addition to conditions (1), (2)

and (3), two independent means of
(vi) in composite buildings with three or escape are provided for the
more commercial floors above G/F exclusive use of the occupants of
other than (ii). the pre-primary institution.

(vii) in single staircase buildings other (5) In addition to conditions (1), (2) and
than (viii) and (ix) (3), two extra staircases must be
provided to the premises to be
licensed and the single staircase
serving the whole building must be
sealed off therefrom.

(viii) in single-family domestic buildings (6) Unconditional provided that the

not exceeding three main storeys. general standards of the FS Code
are conformed and particularly
(ix) in New Territories 'exempted' paragraph 5 (b) (i) below.
buildings.

1
Please refer to section 21 of the BO.

A 1-2
3. Structural Safety

(a) The main issues to be considered on structural safety are:

(i) The premises should have a minimum designed loading not less than 2.5 kPa
(i.e. 50 lbs/ft2).

(ii) In cases where there are non-structural solid screeding on floor slabs, heavy
equipment/plant or non-load bearing block walls2, structural justification on the
adequacy of the existing supporting structure to cater for such superimposed
loads should be submitted by an AP/RSE.

4. Fire Resisting Construction

(a) Premises should be designed and constructed of fire resisting constructions which
satisfy the relevant provisions of the Building (Construction) Regulation (Cap. 123Q)
and the FS Code issued by BD from time to time.

(b) Some general requirements on fire resisting constructions are listed below:

(i) The premises should be separated from the adjoining occupancy/use by

fire barriers having the longer FRR in respect of such Use Classification
as stipulated in Table C1 of the FS Code.

(ii) The common internal corridors serving the premises and other occupancies
should be separated by fire barriers having an FRR of not less than that of
the Use Classification of that floor. Where these FRRs differ, the higher
FRR value should be adopted. For premises situated in a shopping arcade,
such separation is normally not required between the premises and the
arcade.

(iii) Openings for passage of ducts, pipes, wires, etc. through fire barriers
should be properly protected with fire dampers or other suitable form of
fire stop in order to maintain the FRR of those fire barriers.

(iv) In cases where new or modified fire barriers are involved 3 , a duly
completed Form (Appendix A to the Practice Notes for Authorized Persons,
Registered Structural Engineers and Registered Geotechnical Engineers
(PNAP) APP-13) with supporting test/assessment report from an AP/RSE
should be submitted to substantiate the FRR of the fire resisting
components/materials/products. Submission of such test/ assessment

2
Erection of any non-load bearing block wall in a flat or thickening of any floor slab of a flat by laying solid
screeding may be subject to the control of the Building (Minor Works) Regulation (B(MW)R). Details of the
minor works items and the associated requirements are stipulated in the B(MW)R and the Technical Guidelines
on Minor Works Control System. These documents are available at BD website www.bd.gov.hk.
3
Formation or alteration of any opening to the enclosure (other than a load bearing wall) of any staircase that is
used as a means of escape or a means of access for firefighting and rescue or its protected lobby may be subject
to the control of the B(MW)R. Details of the minor works items and the associated requirements are stipulated
in the B(MW)R and the Technical Guidelines on Minor Works Control System. These documents are
available at BD website www.bd.gov.hk.

A 1-3
 report is not required if PNAP ADM-20 is applicable.

(v) Doors of a protected lobby of a required staircase should be installed with

smoke seals under Clause C16.5 of the FS Code. Such provision usually
applies to the entrance doors of the premises which form part of a protected
lobby of a required staircase. In addition, reference should be made to the
prevailing requirements on the smoke seals performance in Clause E9.1 of
the FS Code.

5. Means of Escape and Means of Access for Firefighting and Rescue

(a) Every pre-primary institution should be provided with adequate means of escape and
access for fire fighting and rescue in accordance with Part V of the Building
(Planning) Regulations and the FS Code issued from time to time by BD.

(b) The provision of means of escape in any particular floor of a building or in any
building as a whole can only accommodate a specified maximum number of persons
at any one time. The FS Code sets out such limits and relates them to the width
and number of exit routes and exit doors provided for each floor and for the whole
building. It follows that if, as a result of the operation of a pre-primary institution,
the existing population figure for a floor or for a building exceeds these limits, a
recommendation for rejection of the application will be made. In assessing the
population figures, applications in respect of premises located within the same
building will be treated on a first-come-first-served basis. Some general
requirements are listed below:

(i) For premises on the ground floor having direct access to a street, there would
generally be no major problem on means of escape provision. For premises on
upper storeys and basements, at least two exit staircases are required. Pre-
primary institutions are not permitted to operate on the upper floors of single-
staircase buildings, unless two extra exit staircases are provided to the premises
of the pre-primary institution and the single staircase serving the whole building
is sealed off therefrom.

(ii) Any room/ premises with a capacity exceeding 30 persons should be provided
with at least two exits. The exit doors should open in the direction of exit and
should not obstruct any part of any exit route by the swing of the doors. The
lines of direct distance from any point in the room/ premises to the two exists
should form an angle of not less than 30°.

(iii) Normally, the minimum width of an exit route should be not less than 1 050 mm
and greater width would be required depending on the total occupant capacity
of the pre-primary institution and that particular floor in which the pre-primary
institution is situated. The exit doors should have a minimum width of not less
than 750 mm for capacity between 4 to 30 persons; and 850 mm for capacity
between 31 to 200 persons with a total width of 1 750 mm. Reference should
be made to Table B2 of the FS Code for the detailed requirements.

(iv) All required exit routes should lead directly to a street and the staircase enclosure
wall should be so continued at G/F as to separate from the remainder of the

A 1-4
 building in accordance with Clause B9.1 of the FS Code. All exit routes should
have a clear height of not less than 2 m and be kept free from obstruction.
Every part of an exit route should be provided at all time with lighting of a
horizontal illuminance at floor level of not less than 30 lux. The lighting can
be a combination of natural and artificial light and should be backed up by an
emergency lighting system that complies with the Code of Practice for
Minimum Fire Service Installations and Equipment.

(v) Any exit doors should be capable of being readily opened from the inside
without the use of a key. In the event of power failure/ emergency, the
automatic sliding doors should stay open to the full width and the electrical
locking device of the doors should be released automatically.

(vi) Security shutters across exits must be kept open during pre-primary institution
operation hours.

(vii) A solid separation of 450 mm should be provided between the pre-primary

institution and the final discharge point of an exit staircase of a building. The
FRR of the solid separation should be not less than that of the enclosure wall of
the staircase.

(viii) Where the direction of travel from an exit door of a room to a staircase is
possible in one direction only (i.e. dead-end), the distance from any part of a
room to an exit or a point, from which travel in different directions to two or
more exits is available, should not exceed 12 m (for child care centre) and 18 m
(for kindergarten). In other cases where alternative exit routes are available in
more than one direction, it may vary from 30 m to 45 m (for child care centre)
and from 36 m to 45 m (for kindergarten), depending on the fire resisting
construction of the exit routes.

(ix) For the purpose of assessing the adequacy of means of escape, the capacity of
the pre-primary institution is determined based on the sum of the population of
the classes and the number of staff employed. In case that the maximum class
size is not marked on the submitted plans, the population of the kindergarten
class will be assessed in accordance with Regulation 40 of the Education
Regulations.

6. Minor Works Control System

(a) The MWCS aims to facilitate building owners and occupants in carrying out small-scale
building works safely and lawfully through simplified statutory procedures and thereby
improve the quality of such building works and building safety in Hong Kong, viz.
without the need to obtain prior approval of plans and consent to the commencement of
such works from the BA. A total of 187 items of minor building works have been
designated as minor works under the MWCS. These minor works are classified into
three classes according to their nature, scale and complexity as well as the risk to safety
they pose.

A 1-5
 (b) Common minor works4 at pre-primary institutions include:

(i) Erection/ alteration/ removal of supporting structures/ metal casings for a

building services installation5(BSI) on-grade/ on a canopy/ on a roof/ on a
cantilevered slab6;

(ii) Erection/ alteration/ removal of supporting frames for an air-conditioning

unit/ light fitting projecting from the external wall of a building;

(iii) Erection/ alteration of supporting frames for suspending an air-conditioning

plant or a mechanical ventilation plant inside a building;

(iv) Erection/ alteration/ removal of metal ventilation ducts/

associated supporting frames inside a building7/ other locations;

(v) Erection/ alteration/ repair/ removal of canopies/ retractable awnings;

(vi) Construction/ alteration/ repair/ removal/ replacement of windows/

window walls;

(vii) Erection/ alteration/ removal/ repair/ replacement of protective barriers;

(viii) Formation/ reinstatement of slab openings;

(ix) Erection/ alteration/ removal of internal staircases;

(x) Repair of structural elements;

(xi) Erection/ repair/ alteration/ addition/ removal of aboveground/

underground drains;

(xii) Erection of non-load bearing block walls in a flat;

(xiii) Thickening of floor slabs in a flat by laying solid screeding;

(xiv) Erection/ alteration/ repair/ removal of external non-load bearing reinforced

concrete walls/ external block walls;

4
Details of each minor works item and the associated requirements are stipulated in the B(MW)R and the
Technical Guidelines on Minor Works Control System. These documents are available at BD website
www.bd.gov.hk.

5
BSI includes any solar BSI that includes any solar water heating system, photovoltaic system (solar panel
system), antenna, transceiver, air-conditioning unit, water cooling tower, light fitting and pump set
(installations) and any duct associated with any of the installations but excludes any water tank, lift, stairlift,
lifting platform, ventilation duct and radio base station.
6
For removal works only.
7
Removal of any metal ventilation duct/associated supporting frame inside a building is exempted works under
the BO.

A 1-6
 (xv) Formation/ reinstatement of openings on external non-load bearing
reinforced concrete walls/ block walls;

(xvi) Erection/ alteration/ removal of wall signboards;

(xvii) Installation/ alteration/ replacement/ removal of display surface of

signboards;

(xviii) Strengthening of unauthorised structures8; and

(xix) Removal of unauthorised structures.

(c) Alternatively, applicant may also appoint an AP to make formal submission of plans for
minor works together with other building works of larger scale to the BD for obtaining
the requisite approval and consent prior to the commencement of such works.

(d) The applicant should note that minor works violating the BO and its subsidiary
regulation (including B(MW)R) are unauthorised building works (UBWs) and hence
the application will not be accepted by the Director of Social Welfare/ Permanent
Secretary for Education. The BD will conduct audit checks to ascertain the minor
works in compliance with the statutory requirements. Should these minor works be
not completed in compliance with the BO and B(MW)R, separate enforcement actions
under the BO may be taken by BD against such works. Applicant should note that the
issue of a certificate under the Education Ordinance and Child Care Services Ordinance
should not be construed as these minor works being completed in accordance with the
provisions of the BO and B(MW)R.

(e) Certain designated exempted works (DEW) are also introduced under the MWCS.
They can be carried out without prior approval and consent from the BD nor following
the simplified requirements of MWCS. Common DEW items 9 at pre-primary
institution include:

(i) Removal of supporting structures/ metal casings for a BSI;

(ii) Erection/ alteration/ removal of supporting frames for an air-conditioning
unit/light fitting of weight not more than 100 kg;

(iii) Erection/ alteration/ removal of external metal ventilation ducts/ associated

supporting frames;

(iv) Erection/ alteration/ removal of non-concrete light weight canopies;

(v) Formation/ reinstatement of small slab openings;

8
Strengthening of any unauthorised structure includes (i) supporting structure for air-conditioning unit/ water
cooling tower/ associated duct located on-grade/on a slab; (ii) metal supporting frame for air-conditioning
unit/associated duct projecting from an external wall and (iii) canopy projecting from an external wall.
9
Details of each DEW item and the associated requirements are stipulated in the B(MW)R and the Technical
Guidelines on Minor Works Control System. These documents are available at BD website www.bd.gov.hk.

A 1-7
 (vi) Erection/ alteration of small wall signboards (including the replacement of
the display surface); and

(vii) Installation/ alteration/ replacement/ removal of the display surface of small

signboards.

(f) More comprehensive guidelines are available and can be downloaded from BD
website www.bd.gov.hk.

7. Unauthorised Building Works Affecting Public Safety

(a) UBWs in premises under application for the registration of pre-primary institution
may pose a risk to the safety of the staff, teachers and students. Applicant is
therefore advised to exercise extreme care in selecting premises for use of pre-
primary services, as the presence of UBWs, such as unauthorised sub-division of a
floor into separate units without the provision of protected internal corridor required
in paragraph 4(b)(ii) above, unauthorised cockloft, unauthorised slab over staircase
or cockloft void, and UBWs in common areas resulting in obstruction of means of
escape from the premises or other occupancies, may render the premises unsuitable
for registration as a pre-primary institution. If the premises selected for use of pre-
primary services contains UBWs, the applicant is strongly advised to effect removal
of such works before submitting an application. Such removal works may also be
subject to the control of the B(MW)R. Details of the minor works items and the
associated requirements can be viewed in BD website www.bd.gov.hk.

(b) A list of UBWs affecting public safety is provided at Annex for reference.

(c) If the applicant intends to erect advertising signboard, submission of plans to the BD
for approval is necessary unless such signboard will be carried out under the
simplified requirements of the MWCS. In general, advertising signs projecting
over a pavement should have a minimum vertical clearance of 3.5 m and a minimum
horizontal clearance of 1.0 m from the curb of such pavement. Advertising signs
projecting over a carriageway should have a minimum vertical clearance of 5.8 m.
Advertising signs which fall within the classes of minor works should be
commenced and carried out according to the B(MW)R.

(d) Applicants' attention is drawn to the Disability Discrimination Ordinance and the
Design Manual: Barrier Free Access (DM) issued by BD in regard to the provision
of access and facilities for persons with a disability. The removal or alteration of
existing approved access and facilities (e.g. ramps and toilets, etc.) that hinder the
access and facilities for persons with a disability may be subject to enforcement and
prosecution actions under the BO and the prevailing enforcement policy against
UBWs. The DM is available at BD website www.bd.gov.hk.

A 1-8
8. Inspection and Copying of Private Building and Minor Works Records

Application for inspection and issue of copies of building records of relevant approved
plans and minor work records of private buildings should be made to BD’s Building
Information Centre (BIC). Details of BIC’s service has been uploaded to BD website
www.bd.gov.hk. Applicant may attend the BIC in person to inspect and obtain copies
of building records. Alternatively, applicant may register an account of BD’s Building
Records Access and Viewing On-line (BRAVO) system (https://bravo.bd.gov.hk) which
enables the applicant to inspect and place orders for copies of these records via the internet.

A 1-9
 Annex

LIST OF
UNAUTHORIZED BUILDING WORKS AFFECTING PUBLIC SAFETY

The following unauthorized building works in the premises may constitute a risk to
the safety of staff, teachers and students. Applicants are strongly advised to effect removal of
such works before submitting an application:
(a) Unauthorized rooftop/flat roof/yard structures forming part of the premises.
(b) Structures on or suspended from approved canopies including air-conditioning /
mechanical plants and signboards.

(c) Unauthorized canopies/projections/signboards over pavements or common areas10.

[Exception (1): Decorative shopfront projections/extensions, which do not consist of stone,

tiles, glass or cement mortar and are not constructed of concrete, projecting not more than
150mm beyond the building line]
[Exception (2): Shopfront overhead projections, which do not consist of stone, tiles, glass
or cement mortar and are not constructed of concrete, projecting not more than 600mm
beyond the building line and having a minimum vertical clearance of 2.5m and not
accommodating any air-conditioning plants]
[Exception (3): Canopies, which do not consist of stone, tiles, glass or cement mortar and
are not constructed of concrete, projecting not more than 500mm from the external wall
of building and having a minimum vertical clearance of 2.5m]
[Exception (4): Retractable canopies over flat roofs, main roofs or yards, where to be
covered not designated as a place for means of escape or refuge, projecting from the
external wall of building not more than 2m when fully extended and not more than 500mm
when retracted, having a height of not exceeding 2.5m from the floor level, and no part of
the canopies/ awnings projects beyond the edge of the roof/ flat roof]
[Exception (5): Existing signboards under the voluntary Validation Scheme for
Unauthorised Signboards. Details of the Scheme can be viewed in BD’s website
(www.bd.gov.hk)]
(d) Metal ventilation ducts and the associated metal supporting frames projected from the
external walls of building or suspended from approved canopy and balcony.
[Exception: Metal ventilation ducts and the associated metal supporting frames projecting
not more than 600mm from the external wall of building and at a height not less than 2.5m
from the ground]
(e) Supporting structures for air-conditioning plants and its accessories projected from
external walls of building or suspended from approved canopy and balcony.

10
Erection of canopy, erection of wall signboard and erection of metal supporting frame for an air-conditioning
unit or any associated duct from external wall of building may be the DEW subject to fulfilment of certain
requirements which can be carried out without prior approval and consent from the BD nor following the
simplified requirements of MWCS. The DEW are NOT considered as unauthorized building works and
excluded from the “List of Unauthorized Building Works Affecting Public Safety” in the Annex. Details of
the DEW and the associated requirements can be viewed at BD’s website (www.bd.gov.hk).

A 1-10
 [Exception: Supporting structures for air-conditioning plants and its accessories projecting
not more than 600mm from the external wall of building and at a height not less than 2.5m
from the ground]
(f) Supporting structures for overhead air-conditioning plants and associated supporting
structures installed within the licensed areas.
[Exception: unless otherwise justified by AP/RSE as being structurally safe with
supporting calculations]
(g) Unauthorized permanent obstructions to smoke vents.
(h) Unauthorized alteration or removal of compartment walls or fire resisting walls and doors.

(i) Unauthorized openings or slab over existing floors for pipe ducts11.
[Exception: unless otherwise justified by AP/RSE as being structurally safe with
supporting calculations and should not result in additional gross floor area under the
Building (Planning) Regulations]
(j) Unauthorized reinforced concrete slabs filling up approved cockloft and staircase voids.
(k) Unauthorized cocklofts, intermediate floors and floor extensions.
(l) Unauthorized staircases; unauthorized openings through existing slabs for staircases.
(m) Unauthorized removal, partial removal or major alteration of structural members.
(n) Unauthorized building works in common areas resulting in obstruction of means of escape
from the school premises or the building (such as: unauthorized sub-division of a floor
into separate units resulting in some units without adequate means of escape, and
unauthorized blocking up of access to an exit staircase rendering the means of escape of
other occupancies inadequate).
(o) Unauthorized sub-division of a floor into separate units without the provision of internal
corridors protected by fire resisting walls and doors.
(p) A material and unacceptable change of use (e.g. conversion of plant room to usable floor
area)
(q) Openings on external walls above the ground floor without the provision of protective
barriers.
If the removal or rectification of the unauthorized building works 12 involves the carrying out
of building works not exempted under section 41 of the BO, it will be necessary for the
applicant to appoint an AP and/or RSE and to obtain the prior approval and consent of the BA
for such building works.

11
Formation of an opening in a floor slab and reinstatement of an opening in a floor slab according to the
original design may be the DEW subject to fulfilment of certain requirements which can be carried out without
prior approval and consent from the BD nor following the simplified requirements of MWCS. The DEW are
NOT considered as unauthorized building works and excluded from the “List of Unauthorized Building Works
Affecting Public Safety” in the Annex. Details of the DEW and the associated requirements can be viewed at
BD’s website (www.bd.gov.hk).
12 Some removal works as stipulated in Schedule 2 Part 2 of the B(MW)R are classified as designated exempted
works which may be carried out under the said Regulation.

A 1-11
 Appendix 2

Recommended Schedule of Accommodation for a Standalone Child Care Centre

Capacity : 100

(78 places for aged below 2 and 22 places for aged 2-3)

Description No. of Rooms / Area

Persons (m2)

1. Entrance / Reception /Health Inspection Area 16 20

2. Supervisor’s Room 1 7.4
3. Assistant Supervisor’s Room 1 6.6
4. Office/ Staff Room 17 42.3
5. Dormitory 78 161
6. Play-cum-Dining Area 34 68
7. Playroom / Music Room 36 50
8. Indoor Big Muscle Play Area 34 68
9. Small Group Tuition Room 6 12
10. Medical / Isolation Room 4 8
11. Laundry - 15
12. Store - 15
13. Milk Room - 10
14. Kitchen - 20
15. Food Store - 4
16. Interview Room - 8
17. Babycare Room - (as appropriate)
18. Nappy Changing Room 2 rooms 5
19. Staff Changing Room - 9.5
20. Children’s Toilet/ Infant’s Toilet - (as appropriate)
21. Staff Toilet - (as appropriate)
22. Disabled Toilet - (as appropriate)

A 2-1
 Appendix 3

New Recommended Schedule of Accommodation for a 6-classroom Kindergarten

Item Area No. Remarks
(m2)
Classroom 41 each 6 Maximum class size is 30. During the afternoon nap time
of a whole-day class, the maximum number of children to be
accommodated is 20.
The design should be flexible where feasible, such as the use
of folding/sliding partitions between classrooms, the
provision of a washbasin and storage space for students’ use
in each classroom.
Multi-purpose 41 - Multi-purpose area/room(s) should be provided to meet the
operational needs or for core students learning activities
Area/Room(s) such as music and art activities. Provision of washbasin as
necessary, e.g. for art activities.
Small Group 15 1 A small group teaching room should be provided for
individual coaching/small group learning to cater for student
Teaching Room diversity.
Principal Office 7 1
Staff Office 38 1
Administrative 9 1
Office
General Store 22 1 For storage of play equipment, etc. as well as storage of
beds, bedding and related items for whole-day students.
As for kindergarten operating half-day courses only, the
general store could be of 18m2.
Medical Room/ 11 1 A washbasin is required. Floor finish is suggested to be at
least 4mm thick seamless vinyl flooring for hygiene and
Sick bay easy maintenance purposes.
Kitchen (with a 24 1 For whole-day kindergartens which intend to serve cooked
meals in school, a kitchen which meets the requirements of
separate food the Buildings Department/Housing Department, Fire
store) Services Department, Department of Health and other
relevant departments should be provided. Refer to
Appendix 7 for the basic facilities of the kitchen. A
separate food store (of 20% of kitchen area) should also be
provided.
As for kindergarten operating half-day courses only, the
kitchen could be replaced by a pantry with the size of 10m2.
Laundry 15 - For whole-day kindergartens, accommodation such as
laundry would be desirable.
Toilet as appropriate - According to the First Schedule of the Education
Regulations, the requirements for latrines and urinals are as
follows:
(a) For boys – One pan and two urinals for every 30 boys.
Where urinals are not provided, one pan shall be
provided for every 20 boys;
(b) For girls – One pan for every 20 girls;
In addition, a washbasin should be provided for every 30
boys or 25 girls in a kindergarten.

Toilet and sanitary facilities should be adequately provided

for staff in accordance with the requirements of Building
(Standards of Sanitary Fitments, Plumbing, Drainage Works
and Latrines) Regulations.
Indoor Play Area 123 - Indoor play area should be provided at the rate of not less
than 50% of the total classroom space.
Outdoor Play Area - - Outdoor play area with direct access from the classrooms
should be provided whenever possible.

A 3-1
 Appendix 4

Size of Children’s Furniture

Suggested size:

1. Tables and chairs

Age group Average table Average seat Average seat

height height depth

2-4 510 mm 230 mm 270 mm

4-6 530 mm 250 mm 270 mm

2. Beds

Age group Type Length Width Height

0-2 Cots* 1220 mm 610 mm 380 mm (floor

to mattress)

2-6 Stacking beds 1220 mm 530 mm 220-250 mm

(For residential child care centres)

Age group Type Length Width Height

0-2 Cots* 1220 mm 610 mm 380 mm (floor

to mattress)

2-4 Cots* 1220 mm 680 mm 370 mm (floor

to mattress)

4-6 Fixed beds 1400 mm 750 mm 420 mm (floor

to mattress)
* Safety features regarding baby cot:
• The size of the mattress fits the size of the baby cot.
• There should not be any soft objects or loosely tucked sheets on the bed.
• A baby can sleep well without a pillow.
• Cot bars should be pulled up and locked while the baby is in the cot.
• Distance between vertical bars should not exceed 6cm
• Height of rails should be higher than 3/4 of the baby’s height

3. Toy shelves / book shelves

Age group Height Width Depth

2-6 740 mm 1220 mm 300-360 mm

A 4-1
 Appendix 5

Toys for Children

Toys should be appropriate to children’s age and their physical and psychological
development. They should be of a large variety, sufficient quantity and an eye-catching
colour in order to stimulate children’s interest and creativity and satisfy their desire for
exploration and discovery.

Toys for children from new born to two years of age should be simple and soft.
Hanging objects, rattles and pull / push toys are preferred. Suggested toys are as
follows:

 Hanging objects
 Large beads (Beware of the size and risk of choking)
 Stuff dolls and animals
 Large blocks
 Nesting cubes
 Peg boards
 Housekeeping / electrical appliances and dolls’ corner materials
 Floating bath toys
 Teething rings, baby seats, swings etc.
 Rattles
 Unbreakable mirror
 Large picture books (cloth, cardboard)
 Activity boards
 Musical toys
 Large crayon and paper
 Soft balls

Toys for children from two to six years of age should facilitate children in developing
various abilities, e.g. manipulative skills, language and basic mathematical concepts,
affectivity, social development, aesthetics and creativity. Suggested toys are as
follows:

Developing manipulative skills

 Play-doh
 Drawing / art & craft materials
 Matching toys
 Large / small blocks
 Toy vehicles / boats
 Puzzles
 Beads to string
 Snap together toys
 Large / small posting boxes
 Large / small nesting sets
 Toy hammer and nail sets

A 5-1
Developing language ability and basic mathematical concepts

 Puppets
 Picture puzzles
 Dominoes
 Picture books and story books
 Matching toys
 Counting toys

Developing imagination, affectivity and social development

 Post office, shop / supermarket counter and hairdresser, etc.

 Toy farm, zoo, airport, gas station, car park, space station, etc.
 Dolls and dolls’ clothes
 Doctors’ and nurses’ equipment
 Toy electrical appliances / furniture / cooking utensils and dolls’ corner
materials
 Dressing-up clothes with shoes and jewellery imitating various kinds of
figures
 An assortment of miniature cars, trucks, boats, road signs, aeroplanes,
animals, people, puppets, etc.

Developing aesthetics and creativity

 Various art and craft materials and equipment, e.g. easels, long-handle paint
brushes, safety scissors, coloured paper, crape, pastels, large crayons,
plasticine, clay, glue, etc.
 Various natural / old materials, e.g. stones, shells, falling leaves, toilet paper
rolls, remnant cloths, drinking straws, sticks of ice bars, ice-cream cups,
packaging paper, paper boxes, etc.

(Note: If used appropriately, the same toy helps children develop multiple skills.)

A 5-2
 Appendix 6

Washroom Fittings

Child Care Centres

Age of Children No. of Children Toilet Bowl(s) Wash Basin(s)

Below 2 1-9 1
10-24 2 1 for every 30
25-50 3 children or fewer
Every 15 children 1
when exceeding 50

Above 2 1-9 1 1
10-24 2 2
25-50 3 3
Every 15 children 1 1
when exceeding 50

Kindergartens

Toilets and urinals (Refer to Schedule I of the Education Regulations)

For every 30 boys or fewer: 1 toilet bowl and 2 urinals. If no urinals, 1 toilet bowl
should be provided for every 20 boys.

(Urinal refers to an individual urinal bowl or urinal

trough not less than 450 mm in length)

For every 20 girls or fewer: 1 toilet bowl

Wash basins

For every 30 boys or fewer: 1 wash basin

For every 25 girls or fewer: 1 wash basin

A 6-1
 Appendix 7

Basic Kitchen Facilities

(For a kitchen to prepare meals for 100 or more children aged 2-6 years)

1. Stove(s)
2. A minimum of 2 sinks with hot and cold water supply
3. Refrigerator(s)
4. Meat mincer(s)
5. Fruit juice extractor(s)
6. Electrical rice cooker(s)
7. Trolley(s)
8. Storage cupboard(s)
9. Working table(s)
10. Water heater(s)
11. Water boiler(s)
12. Various types of cooking utensils and dining utensils
13. Fumes extracting facilities
14. Ventilation system with fresh air supply
15. Wall-mounted fan(s)
16. Sterilizer(s) of 23 litres
17. Grease trap(s) connected to the down pipe of wash-up sinks

For facilities of a kitchen, reference can be made to the Appendix 7 (“General

Guideline on Health Requirements for Registration of a New School (For Premises not
Designed and Constructed as a School)”) in the Guidelines for Registration of a New
School (For premises not designed and constructed as a school) issued by the
Education Bureau.

A 7-1
 Appendix 8

Milk Room Equipment

1. Adequate hand hygiene facilities, such as washing hand basin, liquid soap,

disposable tissue towels and 70-80% alcohol-based handrub

2. Milk bottle sterilizer(s)

3. Water heater(s)

4. Water boiler(s)

5. Blender(s)

6. An assortment of feeding utensils

7. Trolley(s)

8. Refrigerator(s)

9. Storage cupboard(s)

10. Working table(s)

A 8-1
 Appendix 9

Items to be Included in First Aid Box

1. Bandages (of different sizes)

2. Triangular bandages

3. Elastic tensor bandage (of different widths)

4. Adhesive plaster and adhesive tape (of different sizes)

5. Cotton tips

6. Cotton wool

7. Sterile gauze / dressings(individual packing)

8. Sterile adhesive dressings (of different sizes)

9. Sterile eye pad

10. Antiseptic (e.g. 1% Savlon, tincture of iodine, 0.1% chlorhexidine)

11. Alcohol

12. Dressing forceps

13. Dressing scissors

14. Electronic thermometer(s)

15. Disposable plastic gloves

16. Ice bag(s) / cold pack (in freezer)

17. Safety pins

A 9-1
 Appendix 10
Report on Physical Examination
體格檢查報告

Name of Institution Date of Examination

機構名稱 體格檢查日期:____________

Name of child Sex Date of Birth

兒童姓名 性別 出生日期
No. of Birth Certificate
出世紙編號
Name of Parents/Guardian H.K. Identity Card No.:
家長/監護人姓名 香港身分證號碼
Home Address Tel. No.
地址 電話
Physical Examination
體格檢查
General Physique Lungs
普通情形 肺
Fontanelles & Head Abdomen
頭及顋 腹
Nutrition Umbilicus
營養 臍
Skin Genitals
皮膚 生殖器官
Eyes & Vision General Intelligence
眼與視覺 智力
Ears & Hearing Extremities & Spine
耳與聽覺 四肢及脊骨
Nose Special Notes, such as history of allergy, deformities, etc.
鼻 特別紀錄，例如敏感、畸形等
Mouth 口腔
Teeth/Tonsils 牙齒/扁桃腺
Speech
言語
Glands
腺
Heart
心臟

Fit for admission to the Yes 是  Physician’s Signature

above Institution
適合入讀上述機構 No 否  醫生簽名

Physician’s
Name/Chop:
醫生姓名/印鑑

A 10-1
 Appendix 11

Health Record
健康紀錄

Name of Child:
兒童姓名

Date Weight in kg Height in cm Special Notes

日 期 體 重 (千 克) 高 度 (厘 米) 特別紀錄
Health Condition:

健康情況

History of illness / infectious disease (before and after admission to child care centre /
kindergarten):
疾 病 /傳 染 病 病 歷 (包 括 入 幼 兒 中 心 /幼 稚 園 前 及 入 幼 兒 中 心 /幼 稚 園 後 ):

Date Illness/Infectious Disease

日期 疾 病 /傳 染 病

A 11-1
 Appendix 12

Updated Schedule of the Hong Kong Childhood Immunisation Programme

(HKCIP) Recommended by the Scientific Committee on Vaccine Preventable
Diseases of the Centre for Health Protection, Department of Health
(as of 10 April 2019)
Age/grade Immunisation recommended
 B.C.G. Vaccine
Newborn
 Hepatitis B Vaccine - First dose
1 month  Hepatitis B Vaccine - Second dose
 Diphtheria, Tetanus, acellular Pertussis & Inactivated Poliovirus
(DTaP-IPV) Vaccine - First dose
2 months
 13-valent Pneumococcal Conjugate Vaccine (PCV13) - First
dose
 DTaP-IPV Vaccine - Second dose
4 months
 PCV13 - Second dose
 DTaP-IPV Vaccine - Third dose
6 months^
 Hepatitis B Vaccine - Third dose
 Measles, Mumps & Rubella (MMR) Vaccine - First dose
12 months  PCV13 - Booster dose
 Varicella Vaccine - First dose*
 DTaP-IPV Vaccine - Booster Dose
18 months  Measles, Mumps, Rubella & Varicella (MMRV) Vaccine –
Second dose#
Primary 1  DTaP-IPV Vaccine - Booster dose
Primary 5  9-valent Human Papillomavirus (HPV) Vaccine - First dose+
 Diphtheria (reduced dose), Tetanus, acellular Pertussis (reduced
Primary 6 dose) & Inactivated Poliovirus Vaccine - Booster dose
 9-valent HPV Vaccine - Second dose+

^ The schedule of PCV13 has been changed from a schedule of ‘3 primary doses at 2, 4 and 6
months plus a boost dose at 12 months’ to a schedule of ‘2 primary doses at 2 and 4 months
plus a boost dose at 12 months’. After the change, the third dose of PCV13 given at 6 months
previously is no longer required.

* Varicella vaccine has been incorporated into HKCIP for children born on or after 1 January
2013.

#
Currently, the second dose of MMR vaccine (for children born before 1 January 2013) or
MMRV vaccine (for children born on or after 1 January 2013) are given to Primary 1 students
by the School Immunisation Teams of the Department of Health (DH). DH has been planning
to provide the second dose of MMRV vaccine for children at 18 months in Maternal and Child
Health Centres. Implementation details will be announced by DH in due course.

+
Starting from the 2019/20 school year, eligible female students will receive the first dose of
9-valent HPV vaccine at Primary 5. They will receive the second dose when they reach Primary
6 in the next school year.

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Guidelines on Prevention of Communicable Diseases in Schools / Kindergartens / Appendix 13
Kindergartens-cum-Child Care Centres / Child Care Centres

Appendix 2
Suspected Infectious Disease Outbreak in
School / Kindergarten /KG-cum CCC /Child Care Centre
NOTIFICATION FORM

To: Central Notification Office (CENO), Centre for Health Protection (Fax: 2477 2770)

Type of organization:  School*  Kindergarten*

†
(Please tick one)  Kindergarten-cum-child care centre  Child care centre ‡

Name of organization (Code no.: )

Address:

Contact person: (Post: ) Fax:

Tel (office hours): Tel (outside office hours):

Total no. of
Total no. of staff:
students/children:

No. of sick
students/children: (No. admitted into hospital : )

No. of sick staff: (No. admitted into hospital : )

Common symptoms:  Fever  Sore throat

(May tick multiple)  Cough  Runny nose
 Diarrhoea  Vomiting
 Skin rash  Blisters on hand/foot  Oral ulcers
 Others (Please specify: )

Suspected disease:

Reported by: Contact tel.:

Signature: Date of fax: (dd/mm/yyyy)

*
School / KG - fax copy to School Development Section of Education Bureau in their respective districts
†
KG-cum-CCC - fax copy to Joint Office for Kindergartens and Child Care Centres of Education Bureau
(Fax: 3107 2180 )
‡
CCC - fax copy to Child Care Centres Advisory Inspectorate of Social Welfare Department (Fax: 2591 9113 )

For enquiries, please call 2477 2772

A 13-1
June 2014 Edition (Revised: January 2019) 36
 Appendix 14

Accidents / Illnesses Record

意 外 /疾 病 紀 錄

Name of Child:

兒童姓名

Date/Time/Place Incidents and Signature of Signature of

of Occurrence Follow-up Action Parent/Guardian Child Care
Worker/
事發日期/ 事件及跟進處理 父 母 /監 護 人 簽 名
Teacher
時 間 /地 點
幼兒工作員/
教師簽名

A 14-1
 Appendix 15

Medical Treatment Consent and Authorisation Form

I ______________________________, holder of HKID No. ____________,

*parent / guardian of________________________________________(name of child),
do hereby give consent to the *Principal / Child Care Supervisor of
_________________________________________________________________ to
arrange my above-named child to seek medical treatment from the following
*Registered Medical Practitioner (name and address:__________________________
___________________________________________________________) / casualty
ward of government hospital in the event of acute illness or emergency affecting the
child.

Signed:
(*Parent / Guardian)
Signature of
Witness :
Name of Witness:
Date:

* Delete as appropriate

A 15-1
 Appendix 16

Ref: (1) in EDB/ (KGA2)/FKG/1/1 Pt.1 Government of the HKSAR

Education Bureau

23 February 2018

Education Bureau Circular No. 4 /2018

Reporting Mechanism for Absentees in Kindergartens

[Note：This circular should be read by -

(a) Supervisors and Heads of Kindergartens, Kindergarten-cum-Child Care
Centres and Schools with Kindergarten Classes - for action; and
(b) Heads of Sections - for information.]

Summary

This circular informs all kindergartens, kindergarten-cum-child care centres and

schools with kindergarten classes (collectively referred to as “KGs” hereafter) of the new
arrangements for reporting to the Education Bureau (EDB) on KG students’ absence without
reasons or under doubtful circumstances. Schools are requested to bring the content of this
circular to the attention of all school personnel.

Details

Purpose

2. The Government attaches great importance to the well-being of children and firmly
believes that every child should be protected against harm and abuse. Should a KG suspects
any child abuse case, it should immediately seek assistance from the Social Welfare
Department (SWD), EDB or other relevant departments. To raise the alertness of school
personnel and support KGs in early identification of students in need of support or suspected
child abuse cases so that early intervention and appropriate support and services can be timely
provided, this circular delineates the new arrangements for KGs to report students’ absence
without reasons or under doubtful circumstances.

3. The new arrangements will be implemented with effect from 15 March 2018 under
which KGs must report to EDB on students’ absence for seven consecutive school days
without reasons or under doubtful circumstances. Details are set out in paragraphs 4 to 10
below. KGs are suggested to make due preparation (for example, explaining the related
arrangements to the teaching and non-teaching staff etc.) for the reporting mechanism as

1
A 16-1
described in the ensuing paragraphs during the approximately two weeks’ time from the issue
of this circular.

Principles

4. The mechanism for reporting absentees in KGs is premised on caring about the
safety and health of young children. If there are any suspected child abuse cases (for details,
please refer to Chapter 2 of the SWD’s “Procedural Guide for Handling Child Abuse Cases”
(referred to as the “Guide” hereafter), in particular the parts on “Indicators of Possible Child
Abuse”, “Checklist for Identifying Possible Child Abuse”, “Guide to Risk Assessment”, etc.),
schools should report immediately to EDB, SWD and/or other relevant departments for
assistance, which should not be limited by the number of days of absence under the reporting
mechanism. On the other hand, as KG students are young, parents apply for leave for their
children more often due to various considerations. If the situation is not doubtful, the school
may handle in accordance with their prevailing school-based arrangements. Only if the
students are absent without reason or under doubtful circumstances, KGs should report to
EDB. Besides, KGs should put in place effective mechanism, procedures and contingency
plans in advance for handling crisis, so that the mechanism could be activated immediately to
facilitate professional judgment and decision, in seeking support as appropriate.

5. Early identification and intervention can effectively prevent problems from

deteriorating. Should there be students and/or their parents in need of support (such as
inadequate care and improper parenting), even if it is not a case of suspected child abuse,
subject to parents’ consent to receive social services, schools may refer the children and their
families to the Integrated Family Services Centre (IFSC) or Integrated Services Centre (ISC)1
for assistance and support as appropriate (e.g. training on parenting skills).

Procedures

6. If any KG student is absent (regardless of the days of absence) without any form of
notification from parents/guardians (collectively referred to as “parents”)2, the school should
take initiative to contact the parents on the same day to express concern about the students,
understand the reasons of absence, and handle according to EDB circulars/guidelines and
SWD’s Guide, including first considering whether the family is in need of services from
IFSC/ISC, and if necessary, introduce the services to parents and make referral.

1
The addresses and contact phone numbers of IFSC /ISC are available on SWD website :
http://www.swd.gov.hk/en/index/site_pubsvc/page_family/sub_listofserv/id_ifs/
2
KGs should confirm with parents on the recognised parent/guardian in applying leave for students.

2
A 16-2
7. Even if a student is absent for less than seven school days, or even attending school
as usual, or absent intermittently, should the school personnel notice any wounds or any signs
of child abuse, it should immediately refer to the SWD’s Guide and, complete the “Report
Form of Student Absentee in Kindergarten” (Appendix 1) (hereafter “Report Form”) as
appropriate for reporting to the respective School Development Section / Joint Office for KGs
and Child Care Centres (Joint Office), and in parallel report to SWD and/or the Hong Kong
Police (the Police) for assistance. In this connection, KGs are requested to note the
following:

(a) If the student and/or the family is receiving case services from SWD or service unit
of a non-governmental organisation (NGO), the KG should report the case
immediately to the responsible social worker for follow-up. In case of doubt or
failing to reach the social worker, the KG may contact Supervisor of the service unit
or the Family and Child Protective Services Unit (FCPSU) of SWD.

(b) If the student and/or the family is not receiving case services from SWD or service
unit of NGO, the KG should report the case immediately to FCPSU of SWD.

8. If a student is absent for seven consecutive school days without reason or under
doubtful circumstances, the school should complete the Report Form on the 7th day of the
student’s absence, and send it to the respective School Development Section /Joint Office for
reporting.

9. When completing the Report Form, schools should make reference to the student’s
daily behaviour and performance, as well as the situation of teachers’ daily contact with the
parents. Upon receiving the Report Form, the respective School Development Section/Joint
Office will contact the school for details and, taking into account the situation of individual
student and family, remind the school to handle the case according to the EDB circular (or
guidelines) and SWD’s Guide, and discuss with the school how to handle the case, including
approaching FCPSU for professional advice or support.

10. KGs should continue to liaise with relevant departments after submitting the Report
Form, and follow up on the latest development. The school is required to report the progress
of follow-up by completing Appendix 2 in seven working days after submission of the Report
Form.

Training

11. The key to early identification and early intervention of child abuse cases is to

3
A 16-3
enhance the awareness of the school personnel in identifying child abuse, their ability in crisis
assessment, and multi-disciplinary collaboration. In this connection, EDB will continue to
collaborate with SWD and the Police in organising talks and seminars to support school
personnel in early identification, intervention and support students suspected to be suffering
from child abuse. In late January and early February this year, EDB jointly organised four
seminars with SWD and the Police, introducing how to identify and make referrals for
suspected child abuse cases, strengthening teachers’ ability and sensitivity in identifying the
symptoms of child abuse, and enhancing their understanding of the procedures in handling
child abuse cases. In March and April this year, EDB will continue to jointly organise
seminars with SWD and the Police to introduce early identification, mechanism for reporting
absentees in KGs, and support provided by relevant departments. Schedules of the seminar
sessions are at Appendix 3. Please visit EDB’s Training Calendar System for course details
and enrolment (Course code: KGE020180051).

12. As regards the mechanism of reporting students’ absence for an entire month by
KGs joining the new kindergarten education scheme and staying in the Pre-primary Education
Voucher Scheme during the transitional period, its function is different from the
above-mentioned mechanism for reporting KG students’ absence without reasons or under
doubtful circumstances. The former serves to confirm whether subsidy for the students
concerned should be released for that month, while the latter serves to help KGs identify
students in need of support or suspected cases of child abuse. Therefore, after the
implementation of the above-mentioned reporting mechanism, KGs should continue with the
prevailing practice of reporting students’ absence for an entire month.

Enquiries

13. For enquiries, please contact the respective Senior School Development
Officers/Senior Services Officers.

Mrs CHAN SIU Suk-fan

for Permanent Secretary for Education

4
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 Appendix 1
To: Education Bureau (EDB) (Fax no. : )
[Attn：Joint Office for Kindergartens and Child Care Centres (Joint Office) /
______________District School Development Section]
[Note: As this document contains personal data, please contact the respective School Development
Section/ Joint Office by telephone before sending the document to the responsible officer by fax.]

Report Form of Student Absentee in Kindergarten

School Name: __________________________________________________

Name of student: Class:

Date of birth: ____/____/_____ (dd/mm/yyyy) Gender: (boy/girl)

Period of absence: from_____/____/_____ to ____/____/_____(day/month/year)
(a total of _____ school days)
Any siblings attending the same (please specify if yes)
school (or same organisation if
known):
Reasons for absence given by
parents/guardians
As far as the school understands, the student and/or the family is currently not receiving case service from
Social Welfare Department (SWD) or service unit of non-governmental-organisation (NGO) (see Note 1)

Areas in doubt or areas of concern (Note 2): Action taken by school:

(please put a  in the appropriate box(es), and/or (please put a  in the appropriate box(es), and/or
specify) specify)

 parent has NOT notified the school about  unable to reach the parent/ contact person(s)
the student’s leave assigned by the parent
 has reached the parent /contact person(s), but
Concern about:
their responses are unusual (Please
 student’s body specify: )
 student’s behaviour  has sent the student for medical examination
 student’s emotion /treatment
 parent’s behaviour  has consulted SWD/NGO (Service unit &
 parent’s attitude/emotion contact point: ) for professional
 student’s interaction with parent support
 home environment
 has reported to the Police
(please specify the observations)  Others :

Note 1: If the student is a known case currently handled by Family and Child Protective Services Unit of Social Welfare
Department (SWD) or Integrated Family Services Centre / Integrated Services Centre under SWD or NGO (e.g. bearing a case
number under SWD/NGO and is followed up by designated professionals), it is not necessary to report the absence to EDB.
Note 2: please refer to Chapter 2 of the SWD’s “Procedural Guide for Handling Child Abuse Cases”, in particular parts on
“Indicators of Possible Child Abuse”, “Checklist for Identifying Possible Child Abuse”, “Guide to Risk Assessment”, etc.
Signature of Principal：
School Name of Principal：
chop Telephone Number：
Date：
A 16-5
 Appendix 2

To: Education Bureau (Fax no. : )

[Attn：Joint Office for Kindergartens and Child Care Centres (Joint Office) /
______________District School Development Section]

Follow-up to
the Reported Case of Student Absentee in Kindergarten

Subsequent to our reporting of the absence of (name of student)

of (class) of (name of school) without reason or
under doubtful circumstances to the Education Bureau on (Date) :

I would like to report our school’s follow-up to the absentee case as follows:

 The case has been followed up by Integrated Family Services Centre / Integrated
Services Centre / Family and Child Protective Services Unit* of the Social Welfare
Department/(for non-government-organisation, please provide the
name: )

 The Social Welfare Department has given advice, and our school will continue to
follow up.

 The student has already resumed schooling, nothing unusual is found.

 Others (please specify)

_________________________________________________________________
_________________________________________________________________

(*Please delete as appropriate)

Signature of Principal：
Name of Principal：
School
chop Phone Number：
Date：

A 16-6
 Appendix 3
Seminars on Prevention of Child Abuse

1. To enhance the alertness of kindergarten principals and teachers continuously in handling suspected
cases of child abuse, Education Bureau (EDB), Social Welfare Department (SWD) and the Hong
Kong Police (the Police) will jointly organise 5 seminars as tabulated below. For details, please visit
EDB’s Training Calendar System (Course Code: KGE020180051).

Session Region Date

AA Kowloon East 20 March 2018 (Tuesday) P.M.

AB* Hong Kong Island 22 March 2018 (Thursday) P.M.

AC* Kowloon West 11 April 2018 (Wednesday) P.M.

AD New Territories North 13 April 2018 (Friday) P.M.

AE New Territories South 21 April 2018 (Saturday) P.M.

* With English interpretation

2. The contents of the seminars include the introduction of the new arrangements of the reporting
mechanism for absentees in kindergartens by EDB, the procedures of handling child abuse cases by
the Police; early identification of and handling suspected child abuse cases by SWD; and sharing on
the signs of child abuse and sharing on follow-up to the trauma by pediatricians and educational
psychologists etc.. There will be Q&A session for each seminar.

3. As the regional Police School Liaison Officers will be present in the seminar, your school is strongly
advised to take part in the seminar to be held in the respective region of your school. Please submit
the online enrolment through EDB’s Training Calendar System starting from March 2018 (Course
Code: KGE020180051).

4. In case of Black Rainstorm Warning Signal or Tropical Cyclone Warning Signal No.8 (Signals) on the
event date, the seminar will be cancelled. It will only resume as scheduled when the Signal(s) is
cancelled two hours prior to the start of the seminar.

5. For enquiries, please contact Kindergarten Administration 2 Section at 2892 6424.

A 16-7
 Appendix 17
Ref.: EDB(GD)/20/5/3/O Pt. 13 Government of the HKSAR
Education Bureau
8 May 2020

Education Bureau Circular No. 1/2020

Handling Suspected Cases of Child Maltreatment and Domestic Violence

[Note: This circular should be read by:

(a) Supervisors/Heads of all primary, secondary and special schools, and
kindergartens and kindergarten-cum-child care centres – for necessary action;
(b) Heads of sections – for information; and
(c) Officers of the Regional Education Offices and Joint Office for Kindergartens
and Child Care Centres – for information and necessary action]

Summary

This circular informs schools of the procedures and points to note for handling suspected
cases of child maltreatment and domestic violence. Schools are appealed to pay attention to
students’ conditions from time to time for early identification and intervention. They are also
reminded to take appropriate measures to provide the children concerned and their families with
necessary assistance in accordance with the “Protecting Children from Maltreatment – Procedural
Guide for Multi-disciplinary Co-operation” (revised in 2020) (“Child Protection Guide” hereafter) and
the “Procedural Guide for Handling Intimate Partner Violence Cases” (revised in 2011) jointly drawn
up by the Social Welfare Department (SWD) and related professionals. This circular supersedes the
Education Bureau Circular No. 5/2018 issued on 20 August 2018, and should be brought to the
attention of all school personnel.

Background

2. Protecting children from maltreatment is the collective responsibility of various

professionals who may come into contact with children. Effective child protection is built on close
co-operation across disciplines. To safeguard the best interests of children and protect children
suspected to be maltreated or having been maltreated, the Child Protection Guide developed by SWD
1

A 17-1
together with the Labour and Welfare Bureau, Education Bureau (EDB), Department of Health, Hong
Kong Police Force (Police), Hospital Authority, The Hong Kong Council of Social Service, related
non-governmental organisations (NGOs) and relevant professionals, may serve as reference for
different professionals and those in close contact with children because of job nature (including school
personnel) in carrying out initial assessments, investigations, multi-disciplinary case conferences and
follow-up plans etc. when they come across children suspected to be maltreated or having been
maltreated. In drafting the handling procedures and points to note set out in the Child Protection
Guide, references have been made to the “Declaration of the Rights of the Child” and the “Convention
on the Rights of the Child” of the United Nations. The personnel are reminded that they should take
into consideration of the child’s need for growth and development and his/her vested rights when
helping a child who is being harmed/has possibly been harmed.

3. In the “Procedural Guide for Handling Intimate Partner Violence Cases”, SWD specifically
draws the attention of relevant personnel by stressing that children who have been exposed to or
witnessed domestic violence may be at risk or being so traumatized that the children will display
maladaptive behavioural or emotional problems. Therefore, at the time of intervention, immediate
safety of the victims and their children should be given top priority. Apart from rendering timely
assistance and support, the personnel should also stay sensitive and alert to the needs of the subjects
and be fully aware of the assistance available from other professionals. Where necessary, other
government departments or agencies should be notified as soon as practicable or case referrals should
be made promptly for follow-up actions.

Details

4. To protect the safety and best interests of children (students), all kindergartens (KGs),
kindergarten-cum-child care centres (KG-cum-CCCs), primary schools, secondary schools and special
schools should observe the Child Protection Guide and the relevant guidelines/circulars/codes of
practice issued by EDB/SWD from time to time in establishing or enhancing schools’ internal
mechanism, procedures and measures, so as to prevent child maltreatment incidents, handle suspected
child maltreatment cases properly and provide appropriate assistance to the children and their families
in need. Schools should ensure that the mechanism and procedures are transparent and recognised,
and are implemented effectively.

5. In handling cases of child maltreatment and domestic violence, the school should place
foremost importance on the safety and best interests of children. To prevent the likelihood of further
2

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harm or even loss of life, school personnel (including principals, teachers, Student Guidance
Officers/Personnel, School Social Workers, etc.) should be constantly alert to and watch out for
possible indicators of students having been maltreated or affected by domestic violence for early
identification and immediate intervention. During or after investigation, school personnel should pay
attention to students’ safety in school and their emotional needs and render appropriate support to help
the student concerned resume normal school life. School personnel may refer to Chapter 2
“Definition and Types of Child Maltreatment” and “Possible Indicators of Child Maltreatment” in
Chapter 4 of the Child Protection Guide to identify children who may have been maltreated. KGs
and KG-cum-CCCs participating in the SWD Pilot Scheme on Social Work Service for Pre-primary
Institutions should also refer to the relevant procedures set out in the “Reference Guide on Operational
Matters related to the Pilot Scheme on Social Work Service for Pre-primary Institutions” issued by
SWD on the Scheme.

6. Since children and their family might have different understandings of the definition of
“maltreatment” adopted by school and other personnel, school personnel may, depending on the
impacts of the incident on the children, consider using the term “harm” instead of “maltreatment” in
communicating their concern to the children and their family. When explaining their concerns and
categories of the case to the children and their family, school personnel should point out particularly
whether the child requires protection and is being harmed (i.e. the impacts of the incident on the child)
but not whether the behaviour constitutes to “child maltreatment”. This is to avoid another party’s
misunderstanding or miscommunication resulting from insistence of possible different understanding
of the term “maltreatment” (especially in relation to the intention or seriousness of the behaviour).

Handling Suspected Child Maltreatment Cases

7. School personnel have direct and frequent contact with children during teaching or school
activities. If they detect any indicators of child maltreatment through observations of the physical
well-being, behaviour or emotions of students (please see “Possible Indicators of Child Maltreatment”
at Appendix 1), they should promptly take appropriate actions set out below, irrespective of whether
the student is attending school as usual, absent from school continuously or absent from school
intermittently.

(a) If school personnel have reasons to believe that a student has been maltreated or is at risk of
maltreatment, the first personnel in contact with the student should inform the principal and
consult Student Guidance Officer(s)/Teacher(s)/Personnel and School Social Worker(s). In
handling suspected child maltreatment cases, school personnel must not conceal the incident or
3

A 17-3
 delay its report.

(b) The school should activate immediately its school-based contingency mechanism/Crisis
Management Team and assign School Social Worker (if any) and designated personnel (e.g.
principal, senior teacher, designated teacher, or Student Guidance Officer/Teacher/Personnel) to
handle and follow up on the suspected child maltreatment cases according to the established
principles and procedures (please see the flow-chart on “Identification and Reporting of a
Suspected Child Maltreatment Case” at Appendix 2). During the handling process, care should
be taken to avoid having the child repeated description of the maltreatment incident. For KGs,
KG-cum-CCCs and schools without a Crisis Management Team or school guidance
personnel/School Social Workers, the principal should also assign designated personnel (e.g.
principal, senior teacher or designated teacher) to handle suspected child maltreatment cases.

(c) When a student is suspected to have been maltreated, designated personnel can make a
preliminary enquiry of the conditions of the student. If the case of the student is not one
followed up by School Social Workers but designated personnel know that the student or his/her
family is a “known case”1 of SWD or an NGO, the school should inform the responsible social
worker of the unit concerned as soon as possible for an initial assessment. If the student or
his/her family is not a “known case” of School Social Workers, SWD or NGOs, report should be
made to the Family and Child Protective Services Unit (FCPSU) of SWD during office hours
(please refer to Appendix 3 for contact information of the FCPSUs) as far as possible. Schools
should provide information of the student for the social worker of the FCPSU to conduct an initial
assessment. For reports on suspected child maltreatment cases outside office hours, they could
also be made through SWD hotline2 (Tel. No. 2343 2255). The personnel on duty will contact
the Outreaching Team of SWD for conducting an initial assessment.

(d) The School Social Workers of individual secondary schools should follow the procedures set out
in Chapters 4 to 10 of the Child Protection Guide in handling their “known cases” of which child
maltreatment is suspected. Social workers of non-secondary schools, if necessary, may also
report their “known cases” to the FCPSU for conducting initial assessment. School designated
personnel may also, as necessary, consult the social worker of the FCPSU first (please refer to

1
“Known cases” refer to the categories of cases that are being handled by service units, including SWD and units under
NGOs that provide casework services. For details, please refer to Annex 5 to the Child Protection Guide of SWD
2
SWD hotline operates 24 hours a day. The hotline service is manned by the Departmental Hotline Service Unit from
9:00 a.m. to 5:00 p.m. on Mondays to Fridays and 9:00 a.m. to 12:00 noon on Saturdays (excluding public holidays).
Calls received outside the above operating hours are handled by the Hotline and Outreaching Service Team operated by
the Tung Wah Group of Hospitals.
4

A 17-4
 Appendix 4 and Appendix 5 for the work flow on conducting initial assessment, immediate child
protection actions and investigations).

(e) If the Student Guidance Personnel of KGs, KG-cum-CCCs and primary schools is a registered
social worker employed by an NGO, he/she may also take up the role of conducting initial
assessment and child protection investigation for their “known cases” set out in Chapters 4 to 8 of
the Child Protection Guide, subject to agreement of the school, NGO and SWD.

(f) For suspected child maltreatment cases that require immediate attention and should be reported
urgently to the FCPSU, schools may do so by telephone, then followed by completion of the
Report Form at Appendix 6 and the submission of it by fax to the FCPSU of the respective district.
Acknowledgment of receipt from the receiving party is necessary to ensure that the case has been
followed up. If schools are only seeking advice from social workers of the FCPSU, they are not
required to complete the Report Form.

(g) While a report of a suspected child maltreatment case is made by the school to a unit responsible
for the “known case”/FCPSU/Outreaching Team of SWD, the school should also discuss with the
social worker of the unit/FCPSU/Outreaching Team of SWD on whether immediate actions are to
be taken to protect the child. Designated personnel should also inform the parent(s)/guardian(s)
about the report. However, if the parent(s)/guardian(s) is/are involved in the child maltreatment,
the school does not have3 to obtain the prescribed consent of the student’s parent(s)/guardian(s)
for making the report. If it is necessary for the school to contact the parent(s)/guardian(s) during
the assessment, advice or assistance may first be sought from the social worker of the unit
concerned/FCPSU regarding the handling approach.

(h) If the school considers that the student is likely to be in urgent need of medical service,
arrangement should be made for the student to undergo medical examination/treatment in a public
hospital. The FCPSU may also assist in contacting Medical Co-ordinator on Child Abuse of the
Hospital Authority so as to arrange for admission of the child into a hospital for medical
examination. If necessary, police assistance may be sought.

(i) In circumstances that suggest a criminal offence may have been committed, the case should be
reported to the Police to protect the safety and interests of the student concerned. Under no
circumstances should the student suspected to have been maltreated be required to make a report

3 Section 58 of Cap. 486 of the Personal Data (Privacy) Ordinance provides an exemption from Data Protection Principle 3 where the use of the
personal data is for the purpose of, inter alia, the detection or prevention of crime or the prevention, preclusion or remedying (including punishment)
of unlawful or seriously improper conduct, or dishonesty or malpractice, and the application of the provisions of Data Protection Principle 3 would be
likely to prejudice the above-mentioned purposes.
5

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 in person at a police station. In non-urgent cases, the school may complete the Report Form at
Appendix 7 and Written Dated Notes at Appendix 8 for reporting the case to the Child Abuse
Investigation Unit (CAIU) and for the Police to arrange for investigation by a suitable unit. The
FCPSU may assist in forwarding the Report Form to the CAIU.

(j) If the case is serious, or if the personal safety/life of the student is under immediate threat and
instant action has to be taken (e.g. serious physical abuse), the school has to call the Police for
reporting the case as soon as possible. Concealing the incident or delayed report may pose
safety threat to the child concerned or other people. In addition, if the school personnel is
suspected to be the alleged perpetrator, the school concerned should consult the FCPSU and work
out together proper ways of handling as early as possible. The school is required to remain
impartial and avoid any conflict of interests/roles.

Handling Suspected Child Sexual Abuse Cases

8. For suspected child sexual abuse cases, irrespective of whether the student attends school as
normal, school personnel should handle the cases with reference to Annex 12 “Points to Note on
Contacting Children Suspected to be Sexually Abused” and Annex 13 “Guidance Notes on Reporting
Suspected Sexual Abuse” to the Child Protection Guide.

9. Given the relative complexity and sensitive nature of cases where the alleged perpetrator is a
family/extended family member of the child, or a person being entrusted to take care of the child, or if
a number of child victims are involved, the school should call the FCPSU before contacting the
parent(s) for discussing the appropriate handling approach. Social worker of the FCPSU will contact
the CAIU of the Police for a joint investigation. If in doubt, the school may seek advice or assistance
from the School Liaison Officer of the Police or social workers of the FCPSU.

10. In handling child sexual abuse cases where the alleged perpetrator is a staff member of the
school, the school is required to strictly observe the procedures as stipulated at Appendix 9 to maintain
effective communication among the designated personnel of the school (e.g. School Social
Worker/guidance personnel), the school, EDB and other relevant government departments. Apart
from taking appropriate protective actions for the student suspected to be maltreated, the principal
should also step up measures to ensure the safety of other students in the school. Principals of
secondary schools, primary schools, special schools and kindergartens should inform the School
Development Officer of the respective District of the incident(s) as early as possible. For
KG-cum-CCCs, their principals should inform the Joint Office for Kindergartens and Child Care
6

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Centres as early as possible.

Multi-Disciplinary Case Conference on Protection of Child with Suspected Maltreatment (MDCC)

11. An MDCC will be convened by the unit responsible for child protection investigation so as
to formulate a follow-up plan for the student concerned. The school personnel concerned should
attend the MDCC and prepare a written report for facilitating discussion in the conference. The
report may include the student’s academic and behavioral performance, emotional state in the school,
parental attitude and any previous incident(s) of suspected maltreatment. If members of the MDCC
consider it necessary, school personnel may be invited to join the core group for a joint follow-up of
the case (please refer to Appendix 10 relating to MDCC and follow-up services).

Collaboration with Other Parties Involved in Handling the Cases

12. If a case is categorized as a child protection one and the student concerned continues to
attend school, the school should keep keen observation on the student’s academic/behavioural
performance and emotional state, and keep the key social worker or other follow-up personnel
informed of the student’s condition and development. Collaboration should be continued to provide
assistance to the student and his/her family so as to reduce or eradicate the risk of harm to the student
concerned, enhance the family’s capability in childcare, parenting and their functions so that they can
assume full responsibility in child protection.

Protecting Children from Sexual Abuse

13. EDB encourages schools (including kindergartens, primary schools, secondary schools and
special schools) to raise students’ awareness of self-protection through different means, such as
inclusion of teaching topics on understanding the body and protecting oneself, and designing related
learning activities. Through story times, morning assemblies, afternoon assemblies, weekly
assemblies, class teacher lessons and talks, etc., schools may enhance sex education and organise
sex-related preventive and developmental guidance activities to teach students how to protect their
bodies, refuse when they feel offended, and seek necessary help from teachers, family members,
guidance personnel or relevant organisations. In offering guidance service, schools are also
encouraged to make good use of the learning and teaching resources provided by EDB, such as sex
education animation resources and lesson plans on prevention of sexual assaults, and strengthen
related parent education to remind parents of the need to protect their children against sexual assaults.

14. To further safeguard the well-being of children, schools are strongly advised to conduct
7

A 17-7
checks under the Sexual Conviction Record Check Scheme in their appointment procedures. For
details about the operation of the Scheme, schools may visit the dedicated webpage
(https://www.police.gov.hk/ppp_en/11_useful_info/scrc.html) and refer to relevant circulars/guidelines
issued by EDB.

15. For details of the Child Protection Guide, please refer to SWD webpage
(https://www.swd.gov.hk/en/index/site_pubsvc/page_family/sub_fcwprocedure/id_1447/). In
addition to handling procedures and points to note at different stages set out in Chapters 1 to 13 of the
Child Protection Guide, school personnel should pay special attention to Annex 10 “Role of
Educational Services” and Annex 11 “Points to Note on Initial Contact with Children Who may have
been Harmed/Maltreated or Their Parents” to the Child Protection Guide.

Handling Cases of Domestic Violence

16. In general, domestic violence refers to actual or threatened use of violence among family
members. “Intimate Partner Violence” (IPV) is a kind of domestic violence. It refers to battering
that occurs in a relationship between a couple who live or have lived together intimately. They
maintain or have maintained a lasting intimate relationship which is more than just a brief encounter.
They can be a married couple, cohabitees or separated spouses/cohabitees, etc. In using violence or
the threat of violence, physical or psychological harm is inflicted with the effect of establishing
control by one induced over another. IPV may take the form of one or more than one of the
following: physical violence, sexual violence and psychological abuse.

17. IPV may undermine the parenting capacity of parents or make them underestimate the risk
that they themselves and their children exposed to. Students who exposed to IPV may display fear,
distress, anger, confusion and frustration or develop behavioural problems. As students are seldom
prepared to disclose the problems of their family, school personnel are advised to be sensitive to the
behavioural and emotional traits of the students affected and render immediate and necessary
assistance. In handling cases of intimate partner violence, schools should follow the procedures set
out in SWD’s “Procedural Guide for Handling Intimate Partner Violence Cases” (revised in 2011)
(http://www.swd.gov.hk/en/index/site_pubsvc/page_family/sub_fcwprocedure/id_1450/), which is
drawn up by SWD in collaboration with government departments concerned, NGOs and relevant
professionals. Schools should pay particular attention to the following chapters and appendices:

A 17-8
 Chapter 2 : Multi-Disciplinary Collaboration in Handling Intimate
Partner Violence Cases
Chapter 8 : Schools
Appendix I : Identification of Intimate Partner Violence – Impacts of
Intimate Partner Violence on Children
Appendix II : Risk Factors on Child Abuse and Spouse Battering

18. If it is suspected that the student concern is being maltreated at the same time, the school
should follow the principles and procedures mentioned in paragraphs 4 to 10 above and take measures
to protect the well-being and safety of the students.

Confidentiality

19. The designated personnel involved should have close communication among themselves and
adhere strictly to the principle of confidentiality in the course of handling the suspected child
maltreatment or domestic violence cases. The information collected with regard to the suspected
maltreatment incidents should be shared on a need-to-know basis with relevant parties concerned (e.g.
principal, the responsible social worker and the Police) as soon as possible.

20. All records should be kept centrally by the principal/designated personnel. Access to these
records within the school must be restricted and recorded. On no account should these records be
kept with the general records of the student concerned. Should the parent(s) of the student request
access to information4, it should be handled in accordance with the Personal Data (Privacy) Ordinance
(please refer to Annex 2 to the Child Protection Guide for details about information sharing and
principles of confidentiality).

Enquiries

21. For enquiries about this circular, please contact the Guidance and Discipline Section on
2863 4705.

M K CHENG

for Secretary for Education

4
According to Section 18(1) and Data Protection Principle 6 of the Personal Data (Privacy) Ordinance, an individual or a relevant person on behalf of an
individual may make a request including: (a) to be informed by a data user whether the data user holds personal data of which the individual is the data
subject; (b) if the data user holds such data, to be supplied by the data user with a copy of such data.
9
A 17-9
 Appendix 1

Possible Indicators of Child Maltreatment

The following, which is excerpted from Chapter 4 of the Child Protection Guide for reference,
provides a list of some of the indicators that can be found on a maltreated child and seeks to give
school personnel an initial understanding of the possible indicators of child being harmed/maltreated.
For more detailed information, please refer to Chapter 4 of the Child Protection Guide.

 Behavioural/emotional indicators relating to various types of harm/maltreatment

(a) Child
– Enacting/reproducing scenes of harm/maltreatment in play or daily behavior
– Always in fear/excessive vigilance
– Extremely rebellious or overtly compliant or pleasing
– Over-sensitive to the carer’s emotions/responses
– Exceptionally friendly towards strangers or persons other than the carer or being suspicious
and difficult to build trust in people
– Presence of attention problems/marked change in academic performance
– Poor self-image
– Regressive or repetitive behaviour (e.g. bed-wetting, thumb-sucking, hair-pulling,
head-banging, body-rocking, etc.)
– Psychosomatic symptoms, which refer to physical discomfort or symptoms resulting from
psychological or emotional disturbances, e.g. headache, tummy ache, diarrhea, vomiting,
skin allergy, etc.
– Reluctant to return home/running away from home
– Absence/withdrawal from school without reason or sudden loss of contact
– Child disclosing that he/she has been forced into marriage by parents (e.g. children of
ethnic minorities)

(b) Parent/carer
– Parent/carer repeatedly refusing others from approaching the child or forbidding the child
to communicate with personnel directly (e.g. the child is always absent or asleep during
scheduled visits by personnel and cannot be reached by relatives and family friends)
– Parent/carer forbidding the child to receive vaccination or health/medical follow-ups
without sound reasons

 Indicators relating to physical harm/abuse

(a) Bruises and Welts
– Should be interpreted with reference to various factors, including the number, size and
distribution of bruises; bruises that are unlikely to be accidental are suspicious

(b) Lacerations and Abrasions

– Laceration to the frenulum (the piece of tissue in midline that connects the inside of upper
lip to the upper gum) may be indicative of forced feeding

10

A 17-10
 (c) Burns and Scalds
– Inflicted burns may assume the shape or pattern of the burning objects, e.g. a heated plate or
cigarette
– Distribution of scalds on hands/feet or buttocks of the child in glove or stocking shape is indicative
of immersion into hot water

(d) Fractures
– Should be interpreted/handled individually based on case circumstances

(e) Internal Injuries

– Brain/head injuries
 May be caused by direct impact, shaking or piercing
– Abdominal injuries
 Perforation of internal organs may lead to abdominal pain and vomiting
 Child may have been seriously wounded or even die without any visible signs of injuries.
Hence, a high degree of suspicion is required for the detection of abdominal injury

(f) Others
– Fabricated or induced illness, Factitious Disorder Imposed on Another
– Hair loss by pulling or burning

(g) Behavioural Indicators

– The explanations of the causes/course of child’s injury made by the parent/carer/child are
unconvincing/contradictory to or inconsistent with the injuries sustained
– Failure or delay in seeking medical advice
– Excessive amount of clothes worn by the child to cover his/her body

 Indicators relating to sexual abuse (for both boys and girls)

(a) Physical Indicators
– Torn, stained or bloodstained underclothing
– Complaints of pain during urination
– Complaints of pain, swelling or itching in the genital area
– Pregnancy
– Bowel control or bladder control weakened despite toilet trained
– Repeated urinary tract infection

(b) Behavioural Indicators

– Child showing particular interest in body parts of adults or touching adults’ sensitive body
parts repeatedly
– Enacting/reproducing scenes of sexual abuse in play or daily behavior
– Child disclosing that his/her parent or other person has played secret games with him/her
– Knowledge about sex or sexual behaviour that is beyond the expectation for the age of the
child
– Excessive masturbation
– Hyper-sensitive to being touched
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 – Highly resistant to stay at somewhere or with someone/a specific gender/individual(s) of a
certain identity
– Child with adequate self-care abilities disclosing that the carer often takes care of his/her
personal hygiene/care matters (e.g. bathing, cleaning after toileting, changing clothes, etc.)
– Child of an older age disclosing that his/her parent of the opposite sex often shares the
same bed with him/her
– Having frequent contact with strangers through mobile phone or the internet and having
been invited to meet outside

 Indicators relating to neglect

(a) Physical and environmental Indicators
– Delayed childhood development (e.g. speech disorder, motor skills, intelligence, etc.)
– Malnutrition, under-weight or frail
– Unattended physical problems or unmet medical/ dental needs
– Persistently dirty/shabby/lack of sufficient clothing/ inappropriately dressed for weather
conditions
– Frequent accidental injuries
– Child with special care/educational needs being deprived of opportunities in receiving
appropriate assessment, education or training
– Left in the care of inappropriate carer (e.g. young child)
– Child being exposed to venues with suspected dangerous drugs or drug-taking equipment,
carer/other persons suspected to be taking drugs in the presence of the child

(b) Behavioural Indicators

– Persistent complaints of hunger or constant rummaging for food, wolfing down meals or
begging for/stealing food
– Addiction or delinquency
– Involved in sexual activities because of inadequate supervision

 Indicators relating to psychological harm/abuse

(a) Physical Indicators
– Underweight or frail
– Developmental delay
– Eating disorder (e.g. Anorexia nervosa)
– Psychosomatic symptoms, which refer to physical discomfort or symptoms resulting from
psychological or emotional disturbances, e.g. headache, tummy ache, diarrhea, vomiting,
skin allergy, etc.

(b) Behavioural Indicators of the Child

– Resisting contact with others and the outside world
– Anxiety symptoms observed, e.g. habitual nail-biting, hair-pulling, thumb-sucking,
head-banging and body-rocking, etc.
– Language delay
– Wetting/soiling
– Self-harm or suicidal thoughts/attempts
12
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 (c) Behavioural Indicators of the Carer
– Often emotionally unavailable/giving inappropriate emotional response
– Being detached or indifferent towards the child
– Often singling a particular child and treat him/her badly
– Rejection and constant scolding
– Humiliating criticism
– Often requiring the child to bear responsibilities of an adult/that is inappropriate for
his/her age
– Encouraging deviant or criminal behavior
– Bizarre punishment
– Repeatedly accusing others of harming/maltreating the child without factual evidence,
subjecting the child to repeat unnecessary investigating procedures (this is more common
in divorced/separated families with disputes)

If any of the above indicators of maltreatment is detected on their students, the school personnel may
seek necessary professional advice from the social worker of the FCPSU. If there are reasons to
believe or suspect that a student has been harmed/maltreated, the school personnel should take actions
by following the principles and procedures set out from paragraphs 4 to 10 of this circular.
Moreover, the school personnel should pay attention to the following when making reference to the
above indicators:

 Physical/behavioural/emotional/environmental indicators may manifest singly or in combination.

Neither does the presence of a single nor even several indicators point to the occurrence of child
maltreatment. It however indicates that attention is required for the child. Personnel should
first collect information, gain preliminary understanding and conduct initial assessment.

 School personnel should not prematurely conclude that an incident is suspected child
maltreatment in order to prevent the child from experiencing unnecessary investigations,
examinations or hospitalisation. School personnel should also not exclude the possibility of a
child being harmed/maltreated just because certain circumstances are not listed above.

 In serious situation, indicator(s) may appear only once even these indicators usually occur
repeatedly.

 Physical/environmental indicators are usually more readily observable while

behavioural/emotional indicators (including the behaviour/emotion of the child or his/her
parents/carers) are more subtle or concealed, which may be manifested by the child through
drawings or play. Professionals have to be more sensitive and observant to identify these
indicators.
13

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 Due consideration should be given to the age and capability of the child, and also to the
behaviours, attitudes of parents/carers and family circumstances.

 Should consider thoroughly if the child may have been harmed/maltreated by different types of
harm/maltreatment instead of focusing on one single type.

 Some indicators can only be identified by professionals with relevant training (e.g. medical
professionals may be required to determine whether the physical injury of a child is due to an
accident). Please seek advice from professionals of relevant sectors as early as possible if there
is any doubt about the indicator(s) identified.

 If schools have any doubts on the nature or severity of the injury of the child, schools should
arrange a medical examination for the child as soon as possible.

14
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 Appendix 2

Identification and Reporting of a Suspected Child Maltreatment Case

Identify a child possibly being maltreated

(please draw reference from Chapter 4 of the
Child Protection Guide for related indicators)

To collect basic information

(please draw reference from Chapter 4
of the Child Protection Guide)
No indication of a
child possibly be
maltreated Initial indication of a
child possibly be
maltreated
1) No further assistance
required, action
terminated; or
2) to support
continuously the child Reporting In case of emergency, take
or his/her family immediate child protection
member(s) who actions (please draw
has/have other service reference from Appendix 4
need; or refer to of this circular and Chapter 6
appropriate service of the Child Protection
unit for follow-up Non
known Guide)
case
Known case*

To report to the To report to

responsible Family and Child
social worker of Protective Services
the concerned Unit of the Social
service unit Welfare
Department

＊ Please refer to Annex 5 to the Child Protection Guide for the definition of known case.
Some of the known cases could also be reported to Family and Child Protective Services
Unit of the Social Welfare Department for initial assessment, child protection investigation
and convening/chairing the Multi-disciplinary Case Conference on Protection of Child
with Suspected Maltreatment. Please refer to related chapters of and Annex 4 to the Child
Protection Guide for details.

15

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 Appendix 3

 List of Family and Child Protective Services Units of

the Social Welfare Department (SWD)

The Hotline of Social Welfare 2343 2255

Department

Family and Child Protective Services Units (FCPSUs)

1. FCPSU (Central Western, Room 2313, 23/F, Southorn Centre, 130 2835 2733
Southern and Islands) Hennessy Road, Wanchai, H.K.

2. FCPSU (Eastern/Wanchai) Room 229, 2/F, North Point Government 2231 5858
Offices, 333 Java Road, North Point, H.K.

3. FCPSU (Sham Shui Po) G/F, Cheung Shan Wan Community Centre, 2247 5373
55 Fat Tseung Street, Kowloon

4. FCPSU (Kowloon City/Yau Room 803, 8/F, Kowloon Government 3583 3254
Tsim Mong) Offices, 405 Nathan Road, Kowloon

5. FCPSU (Kwun Tong) Unit 2101, 21/F, Kwun Tong View, 410 3586 3741
Kwun Tong Road, Kowloon

6. FCPSU (Wong Tai Sin/ Sai 3/F, Wong Tai Sin Community Centre, 104 3188 3563
Kung) Ching Tak Street, Wong Tai Sin, Kowloon

7. FCPSU (Shatin) Room 716, 7/F, Shatin Government 2158 6680

Offices, 1 Sheung Wo Che Road, Shatin,
New Territories

8. FCPSU (Tai Po/North) 4/F, Tai Po Complex, 8 Heung Sze Wui 3183 9323
Street, Tai Po Market, New Territories

9. FCPSU (Tsuen Wan/Kwai 21/F, Tsuen Wan Government Offices, 38 2940 7350
Tsing) Sai Lau Kok Road, Tsuen Wan, New
Territories

10. FCPSU (Tuen Mun) 4/F, On Ting/Yau Oi Community Centre, 2618 5614
On Ting Estate, Tuen Mun, New Territories

11. FCPSU (Yuen Long) G/F, Wah Yuet House, Tin Wah Estate, Tin 2445 4224
Shui Wai, Yuen Long, New Territories

16

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 Appendix 4

Conducting Initial Assessment and Immediate Child Protection Actions

Casework unit receives a report on child

possibly be maltreated

To assess if the Conduct at

concerned child or To collect required information and
the same make initial assessment (please draw
his/her time
siblings/other reference from Chapter 5 of the Child
related children Protection Guide)
has/have imminent
risk (please draw Have reasons to Not Not
Information
reference from believe/suspect a regarded as regarded as
collected is
Chapter 7 of the child is child being child being
not
Child Protection harmed/maltreated harmed/mal harmed/mal
sufficient
Guide) treated yet treated and
for making
the family the family
an
has other has no
No imminent “Known case” problems or other
assessment
risk (please service unit or crisis problems
draw FCPSU/SWD for
reference
child protection To To
from Chapter To
6 of the investigation continuously terminate further
Child (please draw assist the the explore
Protection reference from family or assessment the
Guide) Chapter 8 of the refer to situation
appropriate
Child Protection service unit
Child (with
proper Guide) for follow up
arrangement
or support) With imminent
continue risk (please draw
staying at reference from
home/the Chapter 6 of the The incident is
place he/she is Child Protection suspected of involving
now living Guide) criminal elements

Immediate Report to Police for criminal

child investigation (please draw
protection reference to Chapter 10 of the
actions Child Protection Guide)

17

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 Appendix 5

Immediate Child Protection Actions and Investigations

Immediate Child
Protection Actions

The incident is
suspected of
involving criminal
elements
1) Send the child to hospital of the
Hospital Authority for medical
examination/treatment if
he/she is suspected having Report to Police for
inflicted injury or his/her health criminal investigation
is affected (please refer to (please draw reference
Chapter 9 of the Child from Chapter 10 of the
Protection Guide) Child Protection Guide)

2) Alternate residential
arrangement

Consent of the Consent of the

child’s child’s
parent(s)/guardian parent(s)/guardian
(s) is obtained (s) is not obtained

To take child To consider For cases under For cases not

protection invoking the Charter of under the Charter
actions as “Protection of Child Abuse of Child Abuse
needed (please Children and Investigation Unit Investigation Unit
refer to Juveniles (CAIU) of Police, (CAIU) of Police,
Chapter 6 of Ordinance”, joint investigation are to be taken
the Child Cap. 213 (please is to be conducted over by other
Protection refer to Chapter by CAIU and criminal
Guide) 6 of and Annex FCPSU/SWD investigation
15 to the Child teams
Protection
Guide)

18

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 Appendix 6

Report Form (Sample for Reference)

Unit/Organisation responsible for initial Name and address of

assessment Organisation/School

Mr/Ms XX,

Reporting of Suspected Child Maltreatment Case

Our organisation/unit identified a suspected child maltreatment case on __________

(Date)_______(Month)______(Year) and has reported to your Organisation/Unit via phone on
__________(Date)_______(Month)______(Year). Case information is hereby enclosed for your
reference and record:

A. Information of the child suspected to be maltreated and the family

Name： Sex： Date of Birth/Age：
Birth certificate/HKID No.： Current whereabouts：
Class：_________________Language normally used：

Name of Father/Mother/Guardian：＿＿＿＿＿ Relationship：

Address：
Tel. No.：
Language normally used：

Whether preliminary information indicates immediate danger of the child：

1. Child has immediate danger of continual staying at home/the place he/she is now living：Yes/No
2. Child has immediate need for medical examination and treatment：Yes/No
3. Child has urgent need for statutory protection：Yes/No
4. Urgent report to Police for this suspected child maltreatment incident is needed：Yes/No

Any disability or special needs of the child：

The child and/or the family members concerned is/are known case(s) of social service unit(s)：
 Yes
[please specify：Name of the Unit：
Name of the responsible social worker： ]
Contact means：
 No  Unknown

19

A 17-19
B. Information of the Incident
1. Date/Time/Location of the incident：
2. Types of maltreatment suspected： Physical harm/Abuse Sexual Abuse
 Psychological harm/Abuse  Neglect  cannot be categorised
3. Name and HKID No. of the alleged perpetrator (if available)：
4. Relationship of the alleged perpetrator with the child：
5. Brief account of the incident：

For follow-up by your organsisation/unit please. For enquiry, please contact Mr/Ms
(Name) on (Tel. No.) at/during (time convenient for contact).

(Name)
(Reporting Organisation/School)
Date：
----------------------------------------------------------------------------------------------------------------

Reply

From：(Organisation/Unit receiving the report) （Fax No.： ）

To：(Reporting Organisation/School) （Fax No： ）
Date：(＿＿＿＿_＿＿_)

Reporting of Suspected Child Maltreatment Case

Our Oganisation/Unit has received the captioned report.

口 Social worker has conducted/will conduct initial assessment.

口 The captioned case is a known case of (Organisation/Unit) , please contact the responsible
social worker （Tel. No.： ）.

For enquiry, please contact (Name) on .

(Name )
Post

20

A 17-20
 Appendix 7
(Confidential)
Report Form for Reporting Suspected Child Abuse Cases to Police
(to be completed by Informant and/or sent together with the Written Dated Notes (Appendix 8))

A. INFORMANT
Name: Rank/Post:
Name of Agency: Unit:
Address:
Tel. No: Fax No.:
Emergency contact Tel. No. outside office hours (for the use of this case only):

B. CHILD VICTIM
Name: Sex: Date of Birth:
HK Birth Certificate/Identity Card No.:
Address:
Present Location: Tel. No:
School: Class:
Any Disability or Special Needs of the Child:
Language normally used:

C. PARENTS/CARER
Name: Name:
H.K.I.D. No.: H.K.I.D. No.:
Sex/Age: Sex/Age:
Relationship: Relationship:
Address: Address:

Tel. No.: Tel. No.:

(Home/Mobile) (Home/Mobile)

Language Normally Used: Language Normally Used:

D. SIBLINGS
1. 2.
(Name, Sex/Age)
3. 4.
5. 6.

E. INCIDENT INFORMATION
1. Date and Time of Incident:
2. Location of Incident:
3. Type of Abuse: Physical Sexual Psychological Neglect
(tick one or more) cannot be categorised

21

A 17-21
4. Narrative Description:

5. How the Informant is aware of the Information:

6. Any Known History of Similar Incident for the child victim:

7. Name/H.K.I.D. No. of Alleged Perpetrator:

8. Relationship of Alleged Perpetrator with Victim:

9. Name of Other Witness(es):

10. Other Agency/Government Department(s) Involved in Handling the Case of the child/family
concerned:

11. Result of Child Protection Registry Check:

(If there are more than one incident, please use a separate sheet to provide the information.)

Signature :
Name :
Agency/Department :
Unit :
Tel. No. :
Date :

22

A 17-22
 Appendix 8
(Confidential)

Written Dated Notes

(This form is to be forwarded with the Report Form (Appendix 7) in making a report to Police)

1. File Reference:
2. Name of the Child:
3. Sex/Age of the Child (Date of Birth):
4. Family Members in brief:
5. Type of Abuse:  Physical  Sexual Psychological  Neglect
 Other cannot be categorised
6. Information Collected:
Date/Time Details

Signature :
Name :
Agency/Department :
Unit :
Tel. No. :
Fax No. :
Date :

(This Document may be submitted to Court as legal evidence)

23

A 17-23
 Appendix 9

Procedures in Handling Suspected Child Sexual Abuse Cases Involving School Staff as the
Alleged Perpetrators

When any school staff is suspected to have sexually abused a student, the School Social
Worker/designated personnel (e.g. responsible person of the school and Student Guidance
Officer/Teacher/Personnel), the school authority, EDB and other government departments concerned
should maintain communication in the following way:

1. Victim and alleged perpetrators from the same school

(a) The School Social Worker/designated personnel should inform the school supervisor/principal of
the abuse case and approach the Family and Child Protective Services Unit of the Social Welfare
Department or the responsible investigation unit of the Police as soon as possible to work out
appropriate handling procedures.

(b) The school supervisor/principal should make reference to the risk assessment of the School Social
Worker/designated personnel in providing appropriate support for the victim and considering
other follow-up actions, e.g. finding out whether there are other victims of sexual abuse in the
school and co-operating in investigation work.

(c) The school should assign suitable personnel to take the necessary child protection action(s) and
should notify without delay the child’s guardian(s)/parent(s)/family/relative(s) about the progress
of such actions and the safety of the child under circumstances, that will not pose further harm to
the child.

(d) The school supervisor/principal should notify EDB’s relevant Regional Education Office/Joint
Office for Kindergartens and Child Care Centres.

(e) The relevant School Development Officer of the Regional Education Office or Service Officer of
the Joint Office for Kindergartens and Child Care Centres may seek further advice from relevant
professionals and make recommendations to the school on appropriate follow-up actions for the
victim and the alleged perpetrators.

(f) During the investigation process, the school should maintain its impartiality and avoid any
conflict in interests/roles. The school personnel should not reach any private agreement of
compromise with the staff involved, such as agreeing to terminate relevant investigations if the
staff involved agrees to resign.

24

A 17-24
2. Victim and alleged perpetrators not from the same school

School of the victim

(a) It is in the interest of other students in the school that the School Social Worker/designated
personnel, upon consulting the Family and Child Protective Services Unit of the Social Welfare
Department or the responsible investigation unit of the Police and obtaining the consent of the
victim and his/her parents, should inform the supervisor/principal of the victim’s school of the
sexual abuse case. However, under the principle mentioned in paragraph 7(g) of this circular,
even without the consent of the known victim and his/her parents, the sexual abuse case should
still be reported to the supervisor/principal of the known victim’s school to ensure the safety and
interests of other students when there may be more than one victim in the same school.

(b) The school supervisor/principal should then inform EDB’s relevant Regional Education Office or
Joint Office for Kindergartens and Child Care Centres and consult relevant professionals on the
appropriate support for the victim in school and rendering other follow-up services.

School of the alleged perpetrators

(a) Upon consulting the Family and Child Protective Services Unit of the Social Welfare Department
or the responsible investigation unit of the police, the School Social Worker/designated personnel
should, through the supervisor/principal of the victim’s school, notify EDB’s Regional Education
Office that supports the alleged perpetrator’s school or EDB’s Joint Office for Kindergartens and
Child Care Centres.

(b) The school supervisor/principal should make reference to the risk assessment conducted by the
School Social Worker/designated personnel in considering follow-up actions in the school.

(c) The relevant School Development Officer of the Regional Education Office or Service Officer of
the Joint Office for Kindergartens and Child Care Centres may seek further advice from relevant
professionals and make recommendations to the school on follow-up actions for the alleged
perpetrators.

25
A 17-25
 Appendix 10

Conducting the Multi-disciplinary Case Conference on Protection of Child with Suspected

Maltreatment (MDCC) and Follow-up Services

Child protection and related

investigations

Conducting the Multi-disciplinary Case Conference on

Protection of Child with Suspected Maltreatment (please
draw reference from Chapter 11 of the Child Protection Guide)

Child Protection Non Child

Case Protection Case

1) To be followed up 1) If appropriate, to If in need of

by FCPSU/SWD be followed up by welfare services,
as the key worker the original known to be followed up
by the original
2) Followed up, at case service unit as known case
the same time, by the key worker service unit (if
related 2) Followed up, at any) or other
professionals and a the same time, by appropriate social
core group related service
appointed on case professionals and a units/organisations
merit (please draw core group
reference from appointed on case
Paras. 11.69 to merit (please draw
11.71 of Chapter reference from
11 and Chapter 12 Paras. 11.69 to
of the Child 11.71 of Chapter
Protection Guide) 11 and Chapter 12
of the Child
Protection Guide)

26

A 17-26
 Appendix 18
Time-table for Child Care Centres

(New Born to 1 year)

8:00 a.m. – 8:45 a.m. Admission

Monday to Saturday Health Inspection
Toileting
Free Play

8:45 a.m. – 6:00 p.m. Feeding

Monday to Friday  According to the food items and schedules detailed
in paragraphs 6.3.1- 6.3.2 of Chapter 6
8:45 a.m. – 1:00 p.m.
Saturday  Providing water / fruit juice between two feedings

Toileting (changing diapers, toilet training & washing)

 Whenever required
 Before and after feedings
 After play

Sleep
 Babies’ needs for sleep vary with age. When
babies grow, their hours of sleep gradually
decrease.
 Babies generally should have 10 hours’ sleep at
night. Apart from this, they need to take a short
sleep in the morning and after lunch. The total no.
of hours of sleep required during daytime are as
follows:
New born – about 10 hours
Before 6 months – about 4 to 5 hours
6 months to 1 year – about 3 hours

Play
 Apart from sleep, feeding and toileting, it is
necessary to provide play activities for babies to
facilitate their all round development.

 Play activities include sensory training, gross

motor / fine motor activities, music, story-telling,
singing nursery rhymes, arts and crafts, toys, etc.

A 18-1
 Appendix 19

Time-table for Child Care Centres

(1 year to 2 years)

Monday to Friday Saturday

8:00 a.m. - 8:45 a.m. Admission

Health Inspection
Toileting
Free Play (Toys)
8:45 a.m. - 9:30 a.m. Breakfast
Toileting
9:30 a.m. - 10:15 a.m. Play
(Gross Motor Activities)
10:15 a.m. - 10:45 a.m. Toileting
Morning Snacks (Fruits)
10:45 a.m.- 11:30 a.m. Play Play
(Fine Motor Activities / (Interest Activities /
Arts and Crafts / Music / Special Activities)
Toys)
11:30 a.m. - 12:15 p.m. Toileting
Lunch
12:15 p.m. - 2:30 p.m. Toileting 12:15 p.m.- 1:00 p.m.

Afternoon Nap Free Play (Toys)

2:30 p.m. - 3:15 p.m. Toileting
Discharge
Play
(Gross Motor Activities)
3:15 p.m. - 4:00 p.m. Toileting

Afternoon Snacks
4:00 p.m. – 4:45 p.m. Play
(Story-telling / Nursery
Rhymes / Conversation /
Interest Activities)

Toileting
4:45 p.m. - 6:00 p.m. Free Play (Toys)

Discharge

A 19-1
 Appendix 20

Ref: ED(SCH)K/1/84 (14) Government of the HKSAR

Education and Manpower Bureau

30 June 2003

Education Bureau Circular No. 26/2003

(Formerly referred as EMB Circular No. 26/2003)
Improved Teacher to Pupil Ratio in Kindergartens

[Note: This circular should be read by –

1. Supervisors of All Kindergartens and Schools with Kindergarten Classes –
for necessary action; and
2. Heads of Sections – for information ]

Summary

This circular sets out the requirement of improving the overall teacher to pupil
ratio in kindergartens to 1:15 starting from the 2003/2004 school year.

Details

2. To enhance the quality of kindergarten education and cater more effectively

for the individual difference of pupils, the Government announced in the 2000 Policy
Address to improve the teacher to pupil ratio in kindergartens to 1:15 by phases starting
from the 2001/2002 school year.

3. With effect from the 2003/2004 school year, the minimum number of teachers
required to be present and on duty in a kindergarten shall, in relation to the number of
pupils present at any time in the kindergarten, be one teacher for every 15 pupils or part
thereof. The method of calculating the minimum number of teachers required and some
examples are illustrated at Appendix A.

Enquiries

4. For enquiries, please contact your School Development Officer.

Andrew C S POON
for Secretary for Education and Manpower

A 20-1
 Appendix A
Calculation and examples of the minimum number of teachers required
under the improved Teacher to Pupil Ratio with effect from the 2003/2004 school year

Calculation of the minimum number of teachers required

Total number of pupils present

Minimum number of teachers required (N) =
15

If N includes a fraction, it should be rounded up to the next whole number. The principal of the
kindergarten can be counted as one of the teaching staff and at least one teacher has to be present in
a class.

Example A

Level Nursery Lower Kindergarten Upper Kindergarten Total

Classroom Permitted 32 32 35 35 20 36 36 20 246
Accommodation (8 classrooms)
No. of pupils present 32 32 35 35 12 36 36 14 232
(whole-day) (whole-day) (8 classes)

232
Minimum number of teachers required = =16#
15

Example B

Level Nursery Lower Kindergarten Upper Kindergarten Total

Classroom Permitted 10 10 10 30
Accommodation (3 classrooms)
No. of pupils present 6 7 8 21
(3 classes)

21
Minimum number of teachers required = =2# 3*
15

# rounded up to the next whole number

* the number required taking into account at least one teacher has to be present in a class

A 20-2
 Appendix 21(A)

Ref: EMB(QA/KS)KE/8 Government of HKSAR

Education and Manpower Bureau

13 August 2003

Education Bureau Circular No. 28/2003

(Formerly referred as EMB Circular No. 28/2003)
Qualification Requirement for Newly Appointed Kindergarten Teachers

[Note: This circular should be read by –

1. Supervisors of All Kindergartens and Schools with Kindergarten
Classes – for necessary action; and
2. Heads of Sections – for information]

Summary

This circular outlines the implementation arrangements of requiring all newly

appointed kindergarten teachers to possess a Qualified Kindergarten Teacher (QKT)
qualification as from 1 September 2003, the requirement of which has been
announced in Administration Circular No. 27/2002 on “Qualifications and Training
Requirements of Kindergarten Principals and Teachers”.

Details

2. With effect from 1 September 2003, all newly appointed kindergarten

teachers are required to possess a QKT qualification or its equivalent. Serving
untrained kindergarten teachers who have been issued a teaching permit before 1
September 2003 may continue to serve in respective kindergartens. However, they
must obtain a QKT qualification or its equivalent, should they, on resignation or
transfer, be re-appointed as teacher of another kindergarten.

3. To support the spirit of continuing education, serving untrained kindergarten

teachers who are attending QKT training courses or have been admitted to QKT
training courses in the immediate following school year would be allowed to take up
teaching employment in another kindergarten on or after 1 September 2003 provided
that they have met the prescribed requirement for being issued a permit to teach.
Degree holders may be appointed as kindergarten teachers on condition that they must
complete QKT training within two years unless with the approval of the Education
and Manpower Bureau.

A 21A-1
4. In light of the QKT qualification requirement, supervisors should ensure that
new kindergarten teachers employed on or after 1 September 2003 should possess the
required qualification. As kindergartens are required to employ 100% QKTs with
effect from the 2004/05 school year, supervisors should arrange where necessary, their
serving untrained teachers to attend relevant training courses as soon as possible.

Enquiry

5. For enquiries, please contact the Kindergartens and Support Section, Quality
Assurance Division at 2892 6317 or 2892 5760.

Ms Jane CHENG
for Secretary for Education and Manpower

A 21A-2
 Appendix 21(B)

Ref: EDB(QA/KS)KE/38/1 Government of the HKSAR

Education Bureau

28 July 2009

Education Bureau Circular No. 10/2009

Qualification and Training Requirement of

New Kindergarten Principals

[Note: This circular should be read by

(a) Supervisors of Kindergartens/Kindergarten-cum-Child Care
Centres and Schools with Kindergarten Classes - for action; and
(b) Heads of Sections - for information]

Summary

This circular reminds supervisors of the qualification and training

requirement of new principals of kindergartens/kindergarten-cum-child care
centres and schools with kindergarten classes (KGs) pursuant to the
implementation of the Pre-primary Education Voucher Scheme (PEVS). This
circular supersedes EDB Circular No. 27/2002.

Background
2. EDB Circular No. 1/2007 dated 22 January 2007 on “New Initiatives in
Pre-primary Education”, available at
http://applications.edb.gov.hk/circular/upload/EMBC/EMBC07001E.pdf stipulates
that with effect from the start of the 2009/10 school year, all new principals are
required to have a degree in early childhood education (BEd(ECE)) or its
equivalent, one-year relevant post-qualification experience and completed a
certification course before their appointment, or exceptionally within the first year
of their appointment with prior approval from EDB.

Details
3. The new requirement will apply to those who are to be appointed as KG
principals for the first time ever with effect from the 2009/10 school year. For
more details, please browse information on EDB webpage at
http://www.edb.gov.hk/attachment/en/edu-system/preprimary-kindergarten/prepri
mary-voucher/covering_note_english.pdf.

A 21B-1
4. Supervisors are requested to note the above requirement. The list of
approved courses is available for reference at EDB’s webpage at
http://www.edb.gov.hk/attachment/tc/edu-system/preprimary-kindergarten/prepri
mary-voucher/approved_course_list.pdf.

Enquiries

5. For enquiries, please contact the respective School Development Officers/

Pre-primary Services Officers.

Tony TANG
for Permanent Secretary for Education

A 21B-2
 Appendix 22

Minimum Academic Qualification Requirement of Permitted Teacher (PT)

(I) PT teaching pupils undergoing nursery and kindergarten education (Note 1):
(a) 5 subjects at Grade E in the Hong Kong Certificate of Education Examination ,
including both English Language (Syllabus A or B) and Chinese Language (Note 2) in
not more than two sittings; or
(b) 5 subjects in the Hong Kong Diploma of Secondary Education Examination,
including Level 2 in both English Language and Chinese Language and any
combination of the following—
(i) Level 2 in New Senior Secondary subjects;
(ii) “Attained” in Applied Learning subjects (subject to a maximum of two
Applied Learning subjects); and
(iii) Grade E in Other Language subjects
in not more than two sittings.

(II) PT teaching in a school offering other educational courses(Note 3) , e.g. tutorial,

commercial, language and computer courses:
(a) 5 subjects at Grade E in the Hong Kong Certificate of Education Examination ,
including English Language (Syllabus B) or Chinese Language (Note 2) in not more
than two sittings; or
(b) 5 subjects in the Hong Kong Diploma of Secondary Education Examination,
including Level 2 in English Language or Chinese Language and any combination
of the following—
(i) Level 2 in New Senior Secondary subjects;
(ii) “Attained” in Applied Learning subjects (subject to a maximum of two
Applied Learning subjects); and
(iii) Grade E in Other Language subjects
in not more than two sittings.

Note :
1. In respect of the qualification requirement for newly appointed kindergarten teachers, please refer to the
EDBC No.28/2003 for details.
2. For teacher registration purpose, Level 2 in English Language and Chinese Language attained in the 2007
to 2011 Hong Kong Certificate of Education Examination (HKCEE) are accepted as comparable to Grade
E in English Language (Syllabus B) and Chinese Language attained in previous HKCEEs.
3. Private schools offering non-formal curriculum may have some exemptions subject to their compliance
with conditions specified in the Education (Exemption) (Private Schools Offering Non-formal Curriculum)
Order. For details, please refer to Education Bureau Circular No. 7/2007.

A 22-1
 Appendix 23

Ref.: EDB(KGA)/KE/3/1 Government of the HKSAR

Education Bureau

15 June 2017

Education Bureau Circular No. 6/2017

Collection of Application Fee and Registration Fee, Admission of Students

and Provision of Information by Kindergartens

[Note: This circular should be read by-

(a) Supervisors and Heads of Kindergartens, Kindergarten-cum-Child

Care Centres and Schools with Kindergarten Classes - for necessary
action; and
(b) Heads of Sections - for information.]

SUMMARY

This circular informs kindergartens, kindergarten-cum-child care centres and schools

with kindergarten classes (hereafter collectively referred to as KGs) of the arrangements in
collecting application fee and registration fee, time for admission of students for the new school
year and the obligation of providing information to parents. This circular supersedes
Education Bureau (EDB) Circular No. 8/2016.

DETAILS

Application Fee and Registration Fee

2. According to regulation 61(1) of the Education Regulations, KGs must first obtain
the written approval of the Permanent Secretary for Education (PSEd) before collections of or
adjustments to application fee and registration fee are made.

3. This circular serves as the written permission of PSEd to KGs for the collection of
the following types of fee from newly enrolled students/children with immediate effect:

Fees for Specific Purposes Approved Ceilings

(a) Application fee $40
(b) Registration fee
(i) Half-day session $970
(ii) Whole-day session $1,570

1
A 23-1
4. Collections of the above fees exceeding the approved ceilings specified in paragraph
3 require the prior approval of PSEd. In this connection, your attention is drawn to regulation
61(1) of the Education Regulations. Under Free Quality Kindergarten Education Scheme,
participating KGs are not permitted to collect application fee and registration fee exceeding the
approved ceilings specified in paragraph 3.

5. In applying for collection of application fees above the approved ceiling specified in
paragraph 3 above, KGs are required to provide reasonable justifications and relevant
supporting documents to EDB. EDB will take into account the operation of individual KGs
and their justifications in considering the applications. Applications without reasonable
justifications or clear information will be rejected. All approvals are valid for a period of
three years. Should KGs wish to continue to collect application fees above the approved
ceiling after the approval period, they are required to submit a new application. For KGs
permitted to collect application fee exceeding the approved ceiling, they are required to keep
records of income and expenditure properly, ensure transparency of the collection and abide by
relevant monitoring measures. Please visit the EDB website
(www.edb.gov.hk/KGApplicationFee) for application details.

6. This circular or approval letter in case of any other amount exceeding the approved
ceilings approved by PSEd should be displayed on the school notice board or at some other
prominent places in the school premises. KGs should refer to regulation 67 of the Education
Regulations to ensure compliance with the necessary requirements.

7. A contravention of the Education Regulations on collection of fees will jeopardize

the interest of students and shall be guilty of an offence1. KGs are required to take note of the
content of regulations 101 and 102 of the Education Regulations in this regard.

8. When collecting the registration fee, KGs should follow the following provisos and
make them clear to parents –

(i) The registration fee may be collected only when a place has been
offered by the school to a student/child.
(ii) The registration fee must be refunded to any student/child who pays
the registration fee and subsequently takes up the place within the first
month of the school year concerned after receiving the first instalment
of the school fee from the student/child, if any.
(iii) The first instalment of the school fee must not be collected before 1st
August (if the new school year starts in September) or before 1st July
(if the new school year starts in August). For the collection of school

1
Any person who is guilty of an offence under the Education Regulations shall be liable on conviction to a fine of
$50,000 and to imprisonment for one year.
2
A 23-2
 fees, KGs should comply with the rules and regulations promulgated in
EDB Circular No. 16/2013.
(iv) Any student/child who has paid the registration fee when offered a
school place but subsequently decides not to take the place shall be
considered as having forfeited the fee.

Admission of Students

9. Some KGs have been admitting students of nursery classes for the next school year
at the beginning of the school year. It is widely recognized by the kindergarten profession that
early recruitment of students will create undue pressure on young children. Therefore, KGs
should not start the recruitment procedure which involves nursery class applicants (e.g.
interviewing the children applicants) for the next school year earlier than November each
year, so as to avoid any undesirable effect on young children.

Provision of Information

10. As required under section 86A(2) of the Education Ordinance, KGs shall include the
registration number assigned by PSEd to the school in the advertisement they publish,
including any leaflets to be distributed.

11. To enable parents to have a better understanding about the operation of the KGs and
to make informed choices when choosing school for their children, KGs should take positive
action to provide parents with the relevant school information in leaflets, notices and admission
application forms, etc. The information should include, among others, basic information of
the KG, estimated number of vacancies for application, approved school fees (or the proposed
school fees if the new school fees are pending approval), other approved charges and a list of
school items/paid services and their prices. If the prices of the school items/paid services for
the new school year are not yet available, KGs should provide the prices for the existing or past
school year for reference. A list of the relevant school information to parents is attached at
Appendix for reference. For KGs joining the Free Quality Kindergarten Education Scheme,
the admission application forms should be in both Chinese and English. English version of
the relevant information should be available as appropriate.

ENQUIRY

12. For enquiries, schools may contact their respective School Development Officers/
Services Officers.

C S WOO
for Permanent Secretary for Education

3
A 23-3
 Appendix

List of School Information to be provided to Parents

(1) Name of kindergarten and registration number

(2) Registered school address

(3) Total Permitted Accommodation

(4) Estimated number of vacancies for application for each class/course

(5) Amount of school fee (per instalment) of each class/course and number of instalments

(if school fees for the new school year are not yet available, KGs should provide the
proposed school fees for reference2)

(6) Participation in the Free Quality Kindergarten Education Scheme

(7) Other approved charges (e.g. application fee, registration fee and meal charges)

(8) List of school items sold and/or paid services provided with the price of each individual
school item/service
(if the prices for the new school year are not yet available, KGs should provide the prices
for the existing or past school year for reference)

(9) Other information:

(a) Total area of school premises

(b) Number of registered classrooms

(c) Teacher-to-pupil ratio

(d) Facilities

(e) School website

(f) Means for enquiry (e.g. telephone number, fax number or email address)

2
For the 2017/18 school year, i.e. the first year for KGs to join the Free Quality Kindergarten Education Scheme,
KGs joining this Scheme should provide the estimated range of school fees for parents’ reference.
4
A 23-4
 Appendix 24

Ref.: EDB(KGA)/KE/44/2 Government of the HKSAR

Education Bureau

30 September 2013

Education Bureau Circular No. 16/2013

Collection of Fees, Sale of School Items

and Provision of Paid Services in Kindergartens

[Note: This circular should be read by-

(a) Supervisors and Heads of Kindergartens, Kindergarten-cum-Child

Care Centres and Schools with Kindergarten Classes - for necessary
action; and
(b) Heads of Sections - for information.]

SUMMARY

This circular recapitulates the prevailing rules and regulations on collection of fees in
kindergartens, kindergarten-cum-child care centres and schools with kindergarten classes
(hereafter collectively referred to as “KGs”), and sets out more detailed guidelines for the sale
of school items and provision of paid services to students. Education Bureau (EDB) Circular
No. 18/2000 is hereby superseded.

DETAILS

Collection of School Fees

2. As provided in the Education Regulations, no changes in the number of instalments

and the amount of inclusive fees shall be made without the written approval of the Permanent
Secretary for Education. KGs shall, therefore, collect school fees according to the approval as
stated in the Fees Certificate issued by the EDB. KGs should keep conspicuously exhibited a
Fees Certificate in the premises of the school. They should also inform parents of any
approved amount in school fees or any approved alternate arrangement as soon as possible to
avoid misunderstanding and complaints.

3. KGs are reminded that in principle, the school fees collected should cover all
expenses directly related to the teaching and learning activities, school operation and
maintenance of the education services of the KG. KGs should not charge parents separately

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for such expenses incurred on top of the school fees. The expenditure items which should be
covered by school fees are listed at Appendix 1. The list has been uploaded onto EDB
website (http://www.edb.gov.hk/attachment/en/edu-system/preprimary-kindergarten/about-
preprimary-kindergarten/guidelines/items_covered_by_sch_fee_e.pdf) and will be reviewed as
and when necessary.

Collection of Registration Fees and Application Fees

4. For the collection of registration fees and application fees, KGs should comply with
the rules and regulations promulgated in EDB Circular No. 4/2014.

Sale of School Items and Provision of Paid Services

5. KGs may conduct trading operations at school for the sale of school items and
provision of other paid services to students. To safeguard the interests of parents and students,
KGs should observe the guidelines set out at Appendix 2 to ensure that trading operations are
properly conducted and avoid any cause for complaint arising therefrom. The guidelines are
also available on EDB website
(http://www.edb.gov.hk/attachment/en/edu-system/preprimary-kindergarten/about-preprimary-
kindergarten/guidelines/trading_guidelines_e.pdf) and would be updated as and when
necessary. In particular, KGs’ attention is drawn to the following principles:

(a) No purchase of school items or acceptance of paid services should be compulsory.

KGs should inform parents in writing that the acquisition of such items or services is
entirely voluntary;
(b) KGs should inform parents in writing the charges, quantity and description of each
school item/ paid service to enable parents to make an informed choice for their
children;
(c) The items to be sold or the services to be provided should be solely for teaching and
learning purposes;
(d) Expenses on regular learning activities for all students as well as items such as
students’ handbooks, attainment records, teaching aids, etc., which are necessary for
the operation of the school, should be covered by the operating expenses. Parents
should not be charged for these items;
(e) No profit should be generated from the sale of textbooks;
(f) Profit from the sale of school items and provision of paid services, if any, should not
exceed the profit limit of 15% of the cost price at which they are purchased from the
suppliers; and
(g) Proper books of account should be kept which must reflect all sales and purchases and
provision of paid services.

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ENQUIRY

For enquiries, KGs may contact their respective School Development Officers/
Services Officers.

Ms Hera CHUM
for Permanent Secretary for Education

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 Appendix 1
List of Items to be Covered by School Fees

The following items should be covered by the operating expenses of the school. Parents
should not be charged for these items separately.

(a) Salaries (including payment for supply teachers), provident fund, mandatory provident
fund, long service payment of teaching and non-teaching staff employed

(b) The remuneration of school supervisors

(c) Rent and management fees, rates and government rent for the KG/ KG-cum-CCC
premises

(d) Furniture and equipment for school and education purposes

(e) Teaching aids such as library books, reference materials and worksheets for teachers and
students

(f) Expenses on repairs, maintenance and improvement works of the KG/ KG-cum-CCC
premises including installation of air-conditioners, double-glaze windows and exhaust
fans, maintenance contract, inspection fees for maintaining fire, gas, electrical
installation and building safety

(g) Water and electricity (including air-conditioning) charges, telephone line, fax line and
internet service charges

(h) Cleaning fees (including cleaning contract and the provision of cleaning facilities to
students)

(i) Expenses on printing, paper, teachers’ stationery and other consumables for teaching
activities

(j) Postage charges and publications

(k) Insurance premium and expenses on first aid and fire safety equipment

(l) Audit fees and other service charges in connection with school administration

(m) Transportation fees for school administration purposes

(n) Expenses on regular learning activities for all students, conducted either inside or outside
the school premises (these should include expenses for birthday parties, graduation
ceremony, school outing, picnics and visits.)

(o) Items such as student handbooks, profiles, student portfolios, graduation certificates and
identity cards, etc which are necessary for the operation of the school

(p) Other expenses directly related to the teaching activities, school operation and
maintenance of the standard of education service for educational purposes

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 Appendix 2

Guidelines on Sale of School Items and Provision of Paid Services

in Kindergartens, Kindergarten-cum-Child Care Centres
and Schools with Kindergarten Classes (KGs)

Guiding principles

(1) No purchase of school items or acceptance of paid services should be compulsory. KGs
should inform parents in writing that the acquisition of such items or services is entirely
voluntary;

(2) The items to be sold or the services to be provided should be solely for teaching and
learning purposes; and

(3) Expenses on regular learning activities for all students as well as items such as students’
handbooks, attainment records, teaching aids, etc., which are necessary for the operation
of the school, should be covered by the operating expenses. Parents should not be
charged for these items.

Disclosure of information

(4) An adequate description of the items for sale and paid services provided (including
charges and quantity) should be made available for parents so that they can exercise
discretion as to whether to acquire these items/ paid services from external sources or
decline the offer if they wish to. For school uniforms, for example, schools should
ensure that the materials selected for the uniforms are of a type, quality and colour
generally available in the market. The design and measurements of the uniforms and
specimens of the materials to be used should be made available for inspection by parents
who make their own arrangements for the provision of the uniforms.

(5) If items for sale are made up in packages (e.g. exercise books), each item should be made
available for sale separately throughout the year. The charges, quantity and description
of each item should be listed out clearly so that parents can select individual item or
service required.

(6) KGs should take positive action to inform parents through various means such as leaflets,
notices or admission application forms, charges of school items/ paid services to be sold/
provided in the current/ new school year to enable parents to make informed choices for
their children. As comprehensive information of school items or paid services of the
current/ new school year may not be available at the time of recruitment of students, KGs
are strongly advised to provide parents with relevant information of the previous school
year for reference.

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(7) KGs should inform parents in writing of the refund arrangement in case the student
withdraws from the KG before the commencement of the new term.

(8) The “Sales of Textbooks” account should be made available to parents and the public upon
request, or put on the Internet.

Collection of payment

(9) KGs should give parents sufficient time to consider whether or not to purchase the school
items or accept the paid services provided.

(10) KGs should avoid charging parents in one lump-sum for the whole package of items or the
services required for the whole school term (for example, fee for tea and snacks) so that
parents may choose to replenish the items or retain the services in the middle of the year.

(11) KGs should not collect charges from parents for any goods or services before May of each
year.

School items and services for acquisition

(12) Items for the exclusive use of students in one particular KG (e.g. items bearing special
insignia) should be kept to the minimum. KGs, which use exercise books printed with
the school name and/ or crest, for example, should permit their students to use exercise
books of comparable size, quality and layout which are on sale at stationery shops.

(13) Subject to sound educational practice, the types of items and paid services for students’
learning purposes should be kept to the minimum. Some common examples of school
items and paid services sold/ provided by KGs to students are tabulated below for
reference:

School Items Paid Services

Textbooks and exercise books School bus services
School uniforms and school bags Interest classes
Tea and snacks Activities outside regular school hours
Stationery
Supplementary learning materials
Bedding items

Limits of Profits generated

(14) Items and paid services should be sold or provided at the minimum feasible price and
should not be above the market price.

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(15) No profit should be generated from the sale of textbooks.

(16) Profit from sale of exercise books, school uniforms, stationery and other items (other than
textbooks) should not exceed the profit limit of 15% of the cost price at which they are
purchased from the suppliers. The profit limit of 15% should also cover paid services
provided to students.

Books of accounts

(17) KGs must keep proper books of accounts, which must reflect all sales and purchases of
school items and provision of paid services.

Procurement of goods and services

(18) When handling procurement of goods and services, KGs have to observe the principles of
openness, fairness and competitiveness. While KGs are given flexibility in formulating
their own procurement policy, they are required to establish a set of proper procedures for
procurement and competitive bidding that are line with the guidelines set out below.

(19) Specifically, KGs should –

(a) invite bid/ quotation from a sufficient number of suppliers or contractors for items or
services to be purchased on a fair basis;

(b) maintain proper records of the procurement/ quotations, including full names of the
suppliers/ service providers contacted, reasons for their selections and details of the
quotations received;

(c) take measures to prevent leakage of or tampering with quotation information;

(d) draw up predetermined assessment criteria for the award of service and works
contracts if price is not the only consideration;

(e) require all staff involved in procurement duties to declare any current or future
connection that they or their families have with the suppliers/ service providers by
signing an undertaking and declaring their interest when conflict of interest arises;
and

(f) establish a clear segregation of staff function, for example, the staff obtaining
quotations and the staff accepting the offer for that purchase should not be the same
person.

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(20) To mitigate the risks of abuse and corruption, KGs are encouraged to make reference to
the “Best Practice Checklist – Procurement” issued by the Independent Commission
Against Corruption via the hyperlink below:
http://www.icac.org.hk/filemanager/en/Content_1031/procurepractices.pdf

Acceptance of advantages and donations

(21) KGs should refer to EDB Circular No. 14/2003 for the principles and points to note on
acceptance of advantages or donations by schools and their staff.

(22) Where an arrangement is made with any trading operator/ supplier and a discount or block
sum of money is received, such discount or block sum of money should be entered into the
school accounts as an item of income. KGs are also required to record, in an inventory,
any advantages received from suppliers in the form of goods or items of equipment.

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 Appendix 25

Ref.: ED(CR) 29/86/91 Government of the HKSAR

Education and Manpower Bureau
28 March 2003

Education Bureau Circular No. 14/2003

(Formerly referred as EMB Circular No. 14/2003)

Acceptance of Advantages and Donations by Schools and their Staff

(Note : This circular should be read by:
(a) Supervisors/Principals of all schools for necessary action; and
(b) Heads of Sections - for information)

Summary

The purpose of this circular is to remind the school management of the general
principles on the acceptance of advantages* and donations by school and its staff. To ensure that
the policies are properly implemented, the school management is advised to formulate their own
policies and guidelines by making reference to the Prevention of Bribery Ordinance, Cap 201.

Details

2. The School Management Committees (SMCs) as the managers and employers of

their teaching and non-teaching staff, have the responsibility to formulate policies and issue
clear guidelines for their schools and staff on the acceptance of advantages and donations. SMCs
should ensure that their schools are being managed and operated in a fair and just way by
implementing proper policies in administration areas including student admission, appointment
and promotion of staff, purchase of goods/services, and selection of suppliers/contractors. As
schools have a strong influence on young people, the SMCs should set themselves as role
models. They should promote a fair and just atmosphere in schools and should also ensure that
their schools and staff are in every way above suspicion of doubtful practice. School managers,
teachers and staff are expected to have a high standard of integrity by members of public.

Section 9 of the Prevention of Bribery Ordinance

3. Under Section 9 of the Prevention of Bribery Ordinance (POBO), it is an offence for

an employee to accept, without his/her employer’s permission, an advantage as an inducement to
or reward for doing or not doing an act in relation to the employer’s business. The person who
offers the advantage shall also be guilty of an offence.

4. Being the employers of school staff, the SMCs have the responsibility to decide what
advantages may or may not be accepted by school staff in relation to the school business.
SMCs should note that under the POBO, other persons (such as parents, goods/services suppliers,
etc.) shall also be guilty of an offence when they offer advantages to individual staff with the
intention of influencing the official/business dealings. However, nothing in the POBO prohibits
the exchange of gifts between private individuals so long as it is not in connection with the
official dealings of the schools.

* The definition of advantages is given at Appendix.

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General Principles on Acceptance of Advantages and Donations

5. SMCs and school principals with delegated authority should formulate clear policies
for schools on acceptance of advantages and donations, accountability and responsibility, and
monitoring procedures in accordance with the contents and coverage of the POBO. SMCs
should ensure their staff and related persons understand such policies and make certain the
implementation. Schools need to adopt a sound control system and eliminate chances of
corruption by maintaining proper records and conducting periodic inspections. For subvented
schools whose funding mainly comes from public money, SMCs should take steps to ensure that
there are adequate checks and balance to prevent favouritism, malpractice and corruption and
their policies are known to the public.

6. SMCs should formulate policies to require schools and their staff to handle internal
and external businesses of the school in an open, fair, transparent and competitive manner,
particularly those concerning nominations and selections and choice of goods/services provided
by suppliers/contractors.

7. SMCs should set out the criteria on acceptance of advantages and donations for
schools and their staff. In principle, SMCs may allow their schools to accept advantages but
should never permit the SMC members and individual staff to solicit advantages. The approval
for their members or staff to accept lavish or frequent entertainment would be the subject of
criticism from public. However, SMCs may allow individual school staff to accept gifts from
parents, colleagues, pupils or former pupils on special occasions (such as graduation ceremony,
retirement, resignation, etc.). SMCs should therefore set maximum cash value for these gifts
and make it known to related parties.

8. The acceptance of donations by school should not jeopardize the interests of students
and should be approved by SMCs. When deciding whether donations (in cash or gifts) should
be accepted or not, SMCs must take into consideration the impact of donations on school. The
benefits of acceptance like effectively generating improvement of the teaching environment and
adverse factors such as causing danger of being obliged to the donors or bringing schools into
disrepute should also be carefully considered. Schools should note that donations giving rise to
actual or perceived conflict of interest would be the subject of criticism from parties having
interest (such as unsuccessful bidders or suppliers) or members of the public.

Points to Note in Personnel Matters

9. SMCs should never permit schools or their staff to solicit or accept advantages in the
following official dealings:

(a) the admission or promotion of pupils (registration fees approved by the

Education and Manpower Bureau (EMB) are not regarded as advantages);

(b) the conduct of any test or examination (approved official payments are not
regarded as advantages);

(c) the appointment or promotion of school staff; and

(d) nominations for courses of training, study-trips, scholarships or other

academic awards, involving either teachers or pupils.

10. SMCs should require their members and school staff to report any situations where
they or their immediate family members or personal friends have an interest, financial or
otherwise, in any matter under consideration by the school or in any company or organization

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which has or likely to have business dealings with the school. On receipt of any disclosure of
interests, SMCs should consider whether the school staff concerned should be withdrawn from
participating in further consideration of the matter of which the conflict arises.

11. SMCs of aided schools are required to pay attention to the following points when
considering the delegation of approving authority:

(a) To facilitate simple and effective control, SMCs may delegate the approving
authority to the supervisor or principal over requests from staff for the
acceptance of advantages. However, approval to principals or any member of
the SMCs over the acceptance of advantages could only be granted by the
SMCs.

(b) SMCs are held accountable for all permissions or refusals given under
delegated authority.

(c) SMCs should make the delegation of authority in writing and limit the
delegation to specific types of advantages. They should also require the
delegated authorities to submit regular reports on how the authority has been
exercised.

(d) SMCs should decide on the acceptance of donations made by schools and this
responsibility should not be delegated to the school principal. If for any
reason the SMC should feel it necessary to delegate this authority, clear
guidelines and criteria should be established and the school principal should be
required to report at regular intervals any donations accepted and the reasons
for accepting them.

(e) SMCs are required to issue guidelines or code of conduct setting out the
school’s policy on the types of advantages and the circumstances under which
staff may or may not accept them.

12. In handling the outside employment of school staff, SMCs of aided schools should
establish relevant policies to require all teachers (including the principal) to seek appropriate
written approval if they wish to take up paid outside work including part-time teaching posts at
tutorial schools. Please refer to the relevant circulars on outside employment currently in force
for details. Approval should not be given if the outside employment may give rise to conflict
of interests or adversely affect the teachers’ normal duties.

13. Additionally, SMCs of aided schools should not permit their staff to accept fees for
private tuition from pupils of the same school or make direct payments to teachers replacing
them on sick leave. SMCs should record all permissions in a register. SMCs should remind
their teaching staff that the Hong Kong Examinations and Assessment Authority does not allow
serving members of its subject or moderation committees to work in tutorial schools. Those
who have previously served on these committees should not publicise their experience if they
are allowed to take up appointments at tutorial schools.

Points to Note in the Purchase of Goods/Services

14. Schools should select goods/services provided by the suppliers/contractors in a fair

and open way and ensure that the quality, price, safety and other factors of the selected
goods/services have complied with the open criteria.

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15. Schools should include warning of not to offer advantages to school staff in
documents of their official dealings such as invitations to tender/quotation and contracts of
goods/services provision. To prevent favouritism and malpractice of individual staff, SMCs
should not agree to the following:

(a) discount, commissions or gifts offered by a supplier or contractor to an

individual rather than to the school;

(b) payments for the use of school premises or facilities to an individual rather
than to the school; and

(c) privileges for school managers, principals, teaching or non-teaching staff by

suppliers/contractors (such as vacation packages and other entertainments).

16. When considering the acceptance of donations from supplier/contractors, SMCs

should exercise particular care that:

(a) they should imply no commitment to continue to use the goods/services of

that supplier/contractor or in any way to restrict the freedom of the school or
the pupils to obtain the most effective goods/services at the best possible
price.

(b) in no circumstances may the supervisors or principals suggest to a publisher

or supplier that in return for an advantage (e.g. a donation in form of cash
grant or discount), the school will choose a particular textbook or series of
textbooks in preference to others. For details about handling the donation by
publishers, please refer to Education and Manpower Bureau Circular currently
in force. Similarly, in no circumstances may the supervisors or principals
suggest to a supplier of student uniforms or other items that in return for an
advantage, the school will choose a particular supplier in preference to others.

(c) in exceptional circumstances, where there are compelling reasons to accept

such donations from suppliers/contractors, the acceptance should be fully
justified, documented and approved by the SMC in advance.

(d) the textbook publishers may sometimes offer cash grants to schools for the
purchase of equipment or teaching aids to be used jointly with particular
textbooks or series of textbooks. Such grants are advantages and should not
be accepted by school without the special permission of SMCs.

Points to Note for Aided Schools in the Acceptance of Donations

17. SMCs of aided schools are required to pay attention to the following points in
accepting donations :

(a) As laid down in the relevant Codes of Aid, all donations to the school should
be expended on school and for educational purposes only.

(b) Schools are required to record any money donated to school in the
subscription/general funds account for audit purpose.

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 (c) Before accepting donations, schools should consider whether the donations
would result in additional recurrent expenditure. Normally, the EMB will not
agree to schools’ acceptance of donations that will incur additional recurrent
government expenditure.

(d) Schools should register details of all donations (including cash grant in form
of discount or commission fee) received by schools and record the value and
purpose of such donations in the school annual report.

(e) If after careful consideration schools decide to accept donations from

suppliers or contractors of goods/services, they should state in the donations
record the compelling reasons for acceptance.

(f) Proper donation records should be made available at all times for public
inquiry and for the regular inspections of EMB to ensure compliance of
related stipulations.

Suggestions and Complaints

18. Supervisors and principals of schools may make their suggestions or any matter
requiring attention on prevention of bribery in writing to the Corruption Prevention Group of
EMB. Representatives of the EMB and the Corruption Prevention Department of the ICAC are
included as members of the Group.

19. Any allegation or suspicion of corruption in a school should be referred immediately

to the Operations Department of the ICAC (Telephone No. 2526 6366). Complaints about
inefficiency or poor management of schools, however, should be referred to the EMB, and not to
the ICAC.

Reference Materials

20. Schools can access or download the following reference materials at the EMB
Homepage:

(a) Examples of Conflict of Interest Situations

(b) Conflict of Interest Declaration
(c) Sample Code of Conduct for Schools
(d) Sample Register of Donations Received by Schools
(e) Report Form on Acceptance of Advantages
(f) Application of Outside Employment for School Staff
(g) Sample Letter to Parents regarding Offering Gifts to School Staff
(h) Sample Letter to Suppliers/Contractors regarding Offering Gifts to School Staff
(i) The Prevention of Bribery Ordinance, Cap 201
(j) Frequently Asked Questions and Answers
(k) Other information

Circulation in School

21. Since the prevention of bribery is very important in school administration, schools
should circulate this circular to their staff annually who are required to sign to indicate that they
have read and understand it. Schools are also required to circulate this circular to all members
of SMCs. Regarding government schools, their civil service staff are required to comply with

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sections 3 and 4 of the POBO as well as relevant guidelines and stipulations for civil servants, in
addition to taking actions with reference to those stated in the above paragraphs.

Enquiry

22. Schools may contact the Corruption Prevention Department of ICAC on telephone
number 2526 6363 direct for enquiry on prevention of bribery. For enquiries on school
administration, please contact your Senior School Development Officer.

23. This circular supersedes the Education Department Administration Circular No. 2/98
dated 21 January 1998.

Mrs Betty Ip
for Secretary for Education and Manpower

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 Appendix

Definition of Advantages

Advantage means :

(a) any gift, loan, fee, reward or commission consisting of money or of any valuable
security or of other property or interest in property of any description;
(b) any office, employment or contract;
(c) any payment, release, discharge or liquidation of any loan, obligation or other
liability, whether in whole or in part;
(d) any other service, or favour (other than entertainment), including protection from any
penalty or disability incurred or apprehended or from any action or proceedings of a
disciplinary, civil or criminal nature, whether or not already instituted;
(e) the exercise or forbearance from the exercise of any right or any power or duty; and
(f) any offer, undertaking or promise, whether conditional or unconditional, of any
advantage within the meaning of any of the preceding paragraphs (a), (b), (c), (d) and
(e),

but advantage does not include an election donation within the meaning of the Elections
(Corrupt and Illegal Conduct) Ordinance (Cap 554), particulars of which are included in an
election return in accordance with that Ordinance.

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