Should we shortlist St. Anthony's Primary School?
Did you know? St. Anthony's Primary School gives you two concrete starting points for a school-choice conversation: CODE@SAPS and SAPS Visual Arts Programme (SAPS VAP): Learn, Grow and Serve. Read the practical profile first, then use the school chapters below to explore what those opportunities could mean for your child.
Why this school specifically? St. Anthony's Primary School combines STEM – Game Design and Making through CODE@SAPS with Visual Arts & Design through SAPS Visual Arts Programme (SAPS VAP): Learn, Grow and Serve. If your child likes asking how things work, the STEM direction is worth investigating. Ask what pupils build, investigate or improve, and how they explain the reasoning behind a first attempt. For the visual-arts direction, ask about the creative process and feedback, as well as opportunities to exhibit finished work.
| Your decision | School-specific information |
|---|---|
| Campus in Bukit Batok | 30 Bukit Batok St 32, S659401 |
| School setting | Co-Ed School; Government-Aided School; Single session |
| Applied learning | CODE@SAPS — STEM – Game Design and Making |
| Learning for life | SAPS Visual Arts Programme (SAPS VAP): Learn, Grow and Serve — Visual Arts & Design |
| Official source | MOE school profile · checked 6 October 2026 |
| School enquiries | Official school website |
Can our child realistically enter Primary 1?
Start with the registration year and eligible phase, your child’s citizenship and the home address recognised by MOE. Register for one school in a phase. Check the school’s dated vacancy and balloting history; a previous outcome is useful context, rather than a prediction of a future place.
For entry in 2028, use the framework applying from the 2027 Registration Exercise. It changes Phase 2C provision and introduces a Two-Track Scheme at 12 named schools. Check whether this school is included before relying on older distance advice. International students follow a separate application process. For an older child, ask about the appropriate transfer or admissions route.
Keep the admission-distance rules separate from the journey you test with your child. A short walking route is useful for daily life, but does not establish your official distance category or guarantee a vacancy. Check any address and residence conditions that apply to your application.
What does the dated P1 demand history show?
2025 P1 Registration Exercise — historical reference. These are the published figures for St. Anthony's Primary School. Read the phase you are eligible for. The total applicant count and the number actually entering a ballot are different measures.
| Phase in 2025 | Vacancies | Applicants | Balloting |
|---|---|---|---|
| 2A | 102 | 45 | Not required |
| 2B | 39 | 34 | Not required |
| 2C | 85 | 124 | Required: Singapore Citizen children residing between 1km and 2km of the school. 11 places for 43 applicants in the balloted category. |
A ballot in an eligible category means some families did not receive a place in that phase. Even when you meet its conditions, keep acceptable alternatives in mind. A vacancy-to-applicant ratio is not a personal probability: citizenship, distance categories and a different registration year can change the outcome.
This school is not on the initial 12-school Two-Track list in MOE’s 10 September 2026 announcement and Annex A. Check the applicable Phase 2C reserved places and current admission-distance rules for your intended exercise; MOE may review the scheme’s school list.
Will the language provision and school setting fit?
Mother Tongue subjects listed for this school: Chinese Language; Hindi Language; Malay Language; Tamil Language. Higher Mother Tongue listed: Higher Chinese Language; Higher Malay Language; Higher Tamil Language. Foundation Mother Tongue listed: Foundation Chinese Language; Foundation Malay Language; Foundation Tamil Language. Confirm where the relevant language is taught and the arrangements for your child’s level. Higher and Foundation subjects have their own placement conditions; the listing does not place a child in a course.
The published setting is Co-Ed School. Ask how that setting feels in an ordinary class, how new pupils are helped to settle, and how families raise a concern. Where the school has a religious or distinctive cultural ethos, discuss assemblies, values activities and everyday participation with the school so the family understands the experience.
Secondary affiliations listed: St. Joseph's Institution (Secondary); St. Patrick's School. Treat this as a later pathway to investigate under the rules applicable when your child leaves Primary 6. Primary admission, affiliation and admission to an Integrated Programme are separate questions. An affiliated name does not guarantee a future secondary place.
Which activities could our child actually enjoy?
Examples from the primary CCA list: Art and Crafts (Girls and Boys); Brass Band (Girls and Boys); Choir (Girls and Boys); Environmental Science (Girls and Boys); Girl Guides (Brownies) (Girls); Modern Dance (Girls and Boys); Robotics (Girls and Boys); Tchoukball (Girls and Boys). The full MOE profile lists the other activities. Let your child choose two to ask about: one familiar interest and one they would like to try. Confirm the starting level, beginner access, places, selection and actual weekly commitment before building your care timetable around a CCA.
What support and after-school plan would we need?
Support listed in the primary profile: Special Educational Needs Officers; P1 TRANSIT (Social and Behavioural Needs). Discuss the child’s specific needs with the school, including transition, classroom arrangements and communication with the family. A listed support service needs an individual conversation about suitability and access.
For student care, confirm the operator, vacancies, hours, fees, holiday arrangements and collection rules directly. School admission does not reserve a student-care place. Test the journey to 30 Bukit Batok St 32, S659401 at the time your household would travel, then include the return, rainy weather and any activity day. Use the current school notice for arrival, dismissal and gate access; a single-session label does not tell you the full timetable.
When might another primary school suit us better?
Compare St. Anthony's Primary School with another feasible school using the same family priorities. Its named programmes are attractive when they connect with an interest your child can explore. Another option deserves equal attention if it provides a much easier journey, confirms essential language or support arrangements, or offers workable care when this school cannot. A programme advantage needs to be weighed against the ordinary week.
Leave with a clear decision: “We are shortlisting St. Anthony's Primary School because our child could explore CODE@SAPS and SAPS Visual Arts Programme (SAPS VAP): Learn, Grow and Serve. Our entry route is ___. Our language and support arrangements are ___. Our daily journey and care plan are ___. The answer that could change our choice is ___.” Fill those gaps with checked information, then continue into the detailed school profile below.
Read the full school guide · Ask the school your remaining question
EDUKATE · PRIMARY SCHOOL FAMILY GUIDE
Find your family’s next step
Choose the question closest to yours, then continue through the full guide at your own pace.
ROUTE 2 · CHAPTERS 3–8
Understand the distinctive opportunities and prepare personal questions.
ROUTE 3 · CHAPTERS 9–13
Connect interests with clear foundations and manageable practice.
ROUTE 4 · CHAPTERS 14–16
Check travel, care and the routine your household can sustain.
Did You Know? A child’s first invention can begin with a considerate question: who could this help? St Anthony’s Primary School offers a useful starting point for families interested in making, thinking and creating with purpose.
Why go St Anthony’s Primary School? Consider how its published opportunities connect with your child’s curiosity, then check whether the ordinary school week works for your household. This independent family guide brings official information together with practical ideas you can try at home.
Illustrative eduKate Primary-learning photograph; it does not depict this school.
Full chapter index
Open a chapter list to find a section. All chapters below remain expanded for comfortable reading.
Meet the school · Chapters 1–2
Explore its programmes · Chapters 3–8
Support Primary learning · Chapters 9–13
Plan the ordinary day · Chapters 14–16
Ask and decide · Chapters 17–20
A child who rearranges construction toys until a bridge stands may enjoy investigating how things work. Another may prefer drawing a picture that tells a story. Both interests deserve a place in your school conversation.
Notice what happens after the exciting beginning. Does your child ask for help, abandon the task, or try another approach? Those observations give you more useful questions than a general request for the school’s best programme.
You can be hopeful without having everything settled. Choose two strengths to nurture and one difficulty to discuss. That small portrait will help you keep your child at the centre of your enquiries.
The official contact page lists St Anthony’s Primary School at 30 Bukit Batok Street 32, Singapore 659401. Check this address when planning your journey.
St Anthony’s Canossian Primary School in Bedok is a different school. The similar names make it especially sensible to confirm the full school name before reading programme information or making an enquiry.
Walk the route at the time your family would actually travel. A pleasant weekend visit can tell you about the neighbourhood; a school-morning trial tells you more about crossings, waiting and your child’s energy.
Did You Know? The school’s Applied Learning Programme connects coding and making with computational, inventive and critical thinking across Primary 1 to Primary 6. Its Feel, Imagine, Do, Share approach begins with empathy.
The same page describes younger pupils using Ozobot activities and middle-primary pupils working with Micro:bit prototypes linked to biodiversity problems. These examples help parents ask about the thinking behind a device, rather than focusing only on its name.
A useful question is, “How do children explain why their solution helps?” A working model is exciting. Explaining its purpose brings language, reasoning and consideration for another person into the same conversation.
Here is an optional family activity, not a school assignment. Ask your child to design a paper reminder that helps everyone return library books on time. Let your child choose the message and where it should go.
Test the idea for a few days. Was it easy to notice? Did someone misunderstand the words? Change one thing together, then ask your child to describe the difference.
You do not need a coding kit to begin this habit. A useful design can be small, inexpensive and imperfect. The important moment is when a child realises that another person’s experience can improve an idea.
The school’s Learning for Life Programme centres on visual arts through Learn, Grow, Serve@SAPS. Its published progression includes digital art and ceramics across the primary years.
Art gives you a different window into your child’s thinking. Ask what a shape represents or why two colours sit together. There may be an interesting explanation beneath a picture that looks unfinished to an adult.
Keep your response curious. “Tell me about this part” gives a child room to speak. When praise includes a specific choice, such as careful arrangement or a revised detail, your child can recognise what helped the work develop.
CHAPTER 6 OF 20 · Explore its programmes
6. Distinguish access from deeper participation
The LLP page separates opportunities for all pupils from pathways for children with greater interest or aptitude. It describes junior and senior art clubs and a school-based art elective programme.
That distinction matters when comparing schools. A programme being available does not mean every child follows every pathway. Ask about the current year, participation arrangements and how developing interest is recognised.
Your child can still enjoy drawing without joining an advanced pathway. School choice should leave space for interests to grow gradually. A six-year-old’s favourite activity is a starting point, not a permanent identity.
Invite your child to save a rough sketch beside a finished drawing. Add one sentence: “I changed this because…” Over time, the notebook becomes a record of decisions rather than a collection of perfect products.
Let the child choose which work to keep. Selection itself can prompt reflection: which idea was surprising, which took patience, and which would be fun to try again?
Use the notebook occasionally. Turning every creative activity into a formal report can remove its pleasure. A brief conversation after a particularly interesting attempt is enough to make thinking visible.
The school’s About Us pages explain its Lasallian identity. Families can use that information to ask how the school’s ethos is experienced in everyday routines and relationships.
Ask concrete questions about helping classmates, resolving a disagreement and taking responsibility for shared spaces. Values become easier to understand when they are connected with something a child might do on an ordinary Tuesday.
Discuss any religious-practice questions directly with the school. Give your family’s actual circumstances and listen carefully to the explanation. A comfortable decision begins with understanding the setting your child will enter.
CHAPTER 9 OF 20 · Support Primary learning
9. Primary 1 and 2: build a dependable beginning
For a younger child, recognising a timetable, managing belongings and asking for assistance are substantial achievements. Practise opening a lunch box and packing a bag while everyone is calm.
Reading together can be a conversation rather than a performance. Let your child predict what happens next, point to a detail and ask a question. A short, enjoyable session is easier to return to tomorrow.
If an activity feels difficult, reduce its size. One instruction followed successfully can be a better beginning than five instructions repeated with increasing frustration. Confidence grows through experiences a child can understand and repeat.
CHAPTER 10 OF 20 · Support Primary learning
10. Primary 3 and 4: explain the attempt
Middle primary offers a good opportunity to strengthen explanations. After solving a problem, ask your child to tell you what was tried first and why. Leave time for the answer to take shape.
When an explanation becomes tangled, sketch a picture or place objects on the table. A child may understand the situation before finding the words to describe it. Different representations can help the conversation move forward.
An unsuccessful attempt can still contain something valuable. Identify a sensible step before discussing the correction. Your child then has a clearer idea of what to keep and what to change.
CHAPTER 11 OF 20 · Support Primary learning
11. Primary 5 and 6: make progress visible
Older pupils need room for both academic preparation and wider interests. Look at the weekly timetable before adding another activity. Include travel, meals and the time it takes to settle after school.
For revision, choose one recurring difficulty and investigate it carefully. Is the problem reading the question, recalling a fact, selecting a method or checking an answer? Each calls for a different kind of practice.
Keep a brief record of the change you are looking for. “Explains the first step independently” is easier to discuss than “must become better at mathematics.” Clear observations can support a more productive teacher conversation.
CHAPTER 12 OF 20 · Support Primary learning
12. Language gives ideas a landing place
A child may make an interesting model but struggle to describe it. Help by offering a simple sequence: the problem, the idea, the test and the change. Let your child supply the details.
Encourage reading across different kinds of texts. A story, an instruction sheet and a short information article ask readers to notice different things. Talk about what each text is trying to help the reader do.
For writing, begin with a real message. A note explaining a model to a grandparent has a clear audience and purpose. Read it together to see whether someone unfamiliar with the project could follow it.
An optional home challenge can connect measurement with design. Make two paper containers, predict which holds more, then compare them using the same small objects. Keep the counting method consistent.
Ask what makes the comparison fair. Your child might notice that different object sizes would change the result. That observation is a useful opportunity to talk about units and reliable comparisons.
Return to schoolwork with the same curiosity. A diagram or estimate can clarify a numerical answer. Accuracy matters, and understanding what an answer represents helps a child check whether it is reasonable.
Write down the complete morning sequence from waking to arrival. Include dressing, breakfast, walking and any transfer. A journey that seems short on a map may have a tiring transition hidden inside it.
Try the route with the adult who will usually accompany your child. Observe covered stretches, crossings and where you would wait in rain. Check current transport information before relying on a particular service.
Consider the return journey too. Ask how collection works on days with additional activities and who can help if your usual arrangement changes. A workable plan needs more than one successful morning.
CHAPTER 15 OF 20 · Plan the ordinary day
15. Give the afternoon enough breathing room
Clarify your family’s after-school care needs early. Ask providers about current availability, hours and collection arrangements; school enrolment alone does not settle a separate care placement.
Plan a gentle arrival-home routine. Food, a short rest and a clear place for belongings can make it easier to begin homework later. Look at your child’s actual energy before choosing the order.
Protect some unstructured time. A child who enjoys creating may need an afternoon with paper and imagination just as much as an organised lesson. Leave space for interests to become personally meaningful.
CHAPTER 16 OF 20 · Plan the ordinary day
16. Ask for help with a specific difficulty
If your child repeatedly struggles, collect a small example and speak with the teacher. Explain what happens at home, how long the task takes and what kind of prompt seems to help.
Ask what support is appropriate now and how progress will be reviewed. Do not assume that a published programme automatically describes the provision for your child’s particular needs.
If you consider optional tuition, look for a precise purpose. A 3-pax group may offer opportunities to explain thinking, but fit depends on the teacher, pupils and learning plan. Review whether the identified difficulty is actually becoming easier.
Use these questions to organise your discussion. They are prompts for fit, not a ranking of schools.
| Decision area | What to notice | What to ask |
|---|---|---|
| Making and coding | Enjoyment of testing an idea | How is reasoning explained and reviewed? |
| Visual arts | Interest in communicating through pictures | Which opportunities are universal or selective? |
| School ethos | Comfort with the published setting | How are values practised in daily routines? |
| Journey | Energy after the actual route | What are current arrival and collection arrangements? |
| Learning support | A difficulty that persists | Who should we contact and when will we review progress? |
Add your child’s response beside your own. A parent may admire an opportunity while a child is worried about finding the classroom. Both belong in the decision.
Prepare three questions before contacting the school: one about your child, one about a programme and one about the daily routine. Specific questions are easier to answer usefully than a request for every possible detail.
Use the official school website for current information. Programme examples in this guide describe published provision; dates, participation and arrangements should be checked for the relevant year.
For admission procedures, consult MOE’s Primary 1 registration information. This guide does not establish eligibility or predict an admission outcome.
Is this the Canossian school in Bedok?
No. This guide concerns St Anthony’s Primary School in Bukit Batok. Confirm the address before arranging a visit.
Does a coding programme require us to buy equipment?
Ask the school about any current requirements. The suggested home design activities here use ordinary materials and are optional.
Will my child enter every specialist art opportunity?
Do not assume so. Ask about current pathways and participation arrangements, and allow your child’s interest to develop at its own pace.
Can programme information settle our school choice?
It is one part of the picture. Your child’s needs, the daily journey and a clear understanding of support also matter.
St Anthony’s offers families a way to explore making, artistic expression and the meaning of service together. The useful next step is to connect those opportunities with a child you already know well.
Try one small family design activity, test the journey and bring a focused question to the school. You will have something concrete to discuss without asking your child to become a finished version of themselves before Primary 1.
Keep the decision kind and practical. A school week should give learning somewhere dependable to grow, with enough curiosity left for the next question.