Should we shortlist Tanjong Katong Primary School?
Did you know? Tanjong Katong Primary School gives you two concrete starting points for a school-choice conversation: D.R.I.V.E. – Developing Resilient Innovative Entrepreneurs and Team Sports Excellence @ TKP. Read the practical profile first, then use the school chapters below to explore what those opportunities could mean for your child.
Read the closer family decision guide: fit, trade-offs and the next useful enquiry.
Why this school specifically? Tanjong Katong Primary School combines Innovation & Enterprise through D.R.I.V.E. – Developing Resilient Innovative Entrepreneurs with Sports & Outdoor Education through Team Sports Excellence @ TKP. Use the named learning direction to ask what your child would actually do at the relevant Primary level and how teachers guide a first attempt. For the sports and outdoor direction, ask how the school supports safe participation, teamwork and pupils with different confidence or physical needs.
| Your decision | School-specific information |
|---|---|
| Campus in Marine Parade | 10 Seraya Road, S437259 |
| School setting | Co-Ed School; Government School; Single session |
| Applied learning | D.R.I.V.E. – Developing Resilient Innovative Entrepreneurs — Innovation & Enterprise |
| Learning for life | Team Sports Excellence @ TKP — Sports & Outdoor Education |
| 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 Tanjong Katong 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 | 59 | 104 | Required: Singapore Citizen children residing outside 2km of the school. 2 places for 32 applicants in the balloted category. |
| 2B | 20 | 9 | Not required |
| 2C | 53 | 83 | Required: Singapore Citizen children residing between 1km and 2km of the school. 13 places for 23 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 on MOE’s announced Two-Track list. From the 2027 Registration Exercise, Phase 2C places are split between families within 2km and those beyond 2km, with no distance priority within each track. Singapore Citizens have priority over Permanent Residents. Check the full implementation rules in MOE’s announcement and Annex A when planning entry in 2028. Older 1km balloting outcomes do not describe the new Phase 2C mechanism.
Will the language provision and school setting fit?
Mother Tongue subjects listed for this school: Chinese 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.
Which activities could our child actually enjoy?
Examples from the primary CCA list: Art and Crafts (Girls and Boys); Chinese Dance (Girls); Floorball (Boys); Football (Girls and Boys); Infocomm Technology (Media Production) (Girls and Boys); Malay Dance (Girls and Boys); Netball (Girls); Scouts (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: Barrier-free accessibility; 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 10 Seraya Road, S437259 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 Tanjong Katong 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 Tanjong Katong Primary School because our child could explore D.R.I.V.E. – Developing Resilient Innovative Entrepreneurs and Team Sports Excellence @ TKP. 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 useful invention can begin with a very ordinary question: who is finding this difficult? Tanjong Katong Primary School’s published approach to Design Thinking gives families a lovely starting point for exploring curiosity, empathy and practical problem-solving together.
Why go Tanjong Katong Primary School? This guide considers its applied learning and team sports alongside the everyday experience your child needs. School facts come from official pages; the family activities and decision examples are original suggestions, not descriptions of lessons we have observed.
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
CHAPTER 1 OF 20 · Meet the school
1. Begin with the kind of problem your child likes solving
Some children notice that a bag keeps falling over. Others wonder why a game feels unfair or why a friend cannot reach something. These little observations can tell you more about a child’s curiosity than asking whether they are an inventor.
Think of a recent moment when your child tried to make life easier for someone. What did they notice? Did they ask a question, draw a solution or try several arrangements? You are looking for a starting point that a school can help develop, rather than a polished performance before Primary 1.
At Tanjong Katong Primary, ask how children learn to listen to another person’s needs before proposing a solution. A child who is initially quiet may have a thoughtful contribution once the problem becomes concrete.
The official contact page gives the address as 10 Seraya Road, Singapore 437259. Use this destination when planning a visit; Tanjong Katong Primary School and a secondary school with a similar locality name are different schools.
Make one realistic journey at the time your household would travel. Include walking to the stop, waiting, crossings and the final approach. A route that looks simple on a map may require more adult attention than you expected.
Write down who accompanies your child at the beginning and who collects them later. Ask the school about current gate arrangements before treating a convenient entrance as the one your child will use.
CHAPTER 3 OF 20 · Explore its programmes
3. Understand D.R.I.VE. as learning to improve real situations
The school’s Applied Learning Programme is D.R.I.VE., Developing Resilient, Innovative Entrepreneurs. It uses Design Thinking across Primary 1–6 to connect empathy with creative solutions to real problems.
The published structure has Explore, Experience and Expertize tiers. The highest tier involves selected students holding leadership appointments; it should not be read as an identical opportunity promised to every pupil.
For your family, the useful question is how an ordinary child learns to move from noticing a need to testing an idea. Ask what feedback children receive when their first attempt does not work and how teachers help them improve it. A programme name becomes meaningful when you can picture that learning process.
CHAPTER 4 OF 20 · Explore its programmes
4. Try an optional pencil-holder challenge at home
Here is an original family activity. Ask your child to make a pencil holder from a reused carton, then give them a small design problem: a younger sibling needs to find one pencil without tipping everything out.
Start by asking the sibling what is difficult. Let your child sketch two possibilities, build one and try it. Keep the test simple: can the intended user take a pencil out and put it back? You can discuss whether the base needs to be wider or the compartments clearer.
The valuable conversation comes after the test. What did the user show us? Which part should we change? You do not need to buy materials or turn this into a competition. It is a gentle way to explore whether your child enjoys improving an idea with someone else.
CHAPTER 5 OF 20 · Explore its programmes
5. Ask how projects connect several subjects
The ALP page gives examples including Primary 3–5 Science Innovation, Primary 4 Math Games and a Primary 6 English/ICT project. It also describes an Innovation Fair where pupils can encounter work from several disciplines.
Those examples suggest useful questions about subject connections. Ask how a project helps children explain a scientific idea, use a mathematical relationship or communicate clearly. Confirm the current sequence for the year your child would enter.
A colourful product can be exciting, but ask what the pupil understands underneath it. Can they explain why a change helped? Can they show the evidence they used? These questions make a project easier to discuss without judging it mainly by appearance or how much an adult helped to assemble it.
The Lifelong Learning Programme focuses on Team Sports Excellence. Its published approach connects active participation, teamwork and perseverance, and distinguishes an active-lifestyle strand from a sports-pursuit strand involving talent development.
This is an encouraging distinction for parents. Enjoying movement and learning to be a teammate are worthwhile experiences even when a child does not join a competitive team. Ask how beginners participate and how children receive help with unfamiliar skills.
For a child already interested in a sport, enquire separately about current CCA choices, selection and commitments. An interest is a reason to investigate an opportunity; it does not establish that a particular place or competition pathway will be available.
CHAPTER 7 OF 20 · Explore its programmes
7. Practise the language of being a teammate
After a family game, ask two friendly questions: what helped everyone participate, and what could we do better next time? A child might notice that the rules were unclear, that someone rarely received the ball or that the teams needed adjusting.
Give them a sentence they can use: “Can we try taking turns this way?” This turns a complaint into a proposal. Another useful sentence is “I need you to explain that again.” Asking for clarification can prevent a small misunderstanding from spoiling a game.
These are optional home ideas, not the school’s sports curriculum. Their purpose is to make cooperation visible. You can celebrate a fair decision, a patient explanation or a graceful restart without making the score the only thing worth discussing.
CHAPTER 8 OF 20 · Explore its programmes
8. Find a sensible entry point for an unfamiliar activity
A child may be curious about making things and hesitant about sport, or the other way round. You do not need to resolve every preference before choosing a school. You do need to understand how new learners are invited to begin.
Ask what happens when a pupil does not immediately volunteer, has difficulty following a group’s discussion or needs more time to practise a movement. Look for a clear explanation of participation and feedback rather than a promise that every child will become confident in the same way.
At home, notice one manageable next step. Your child might explain a drawing to one person or learn a rule before joining a game. Small successful entries can make a new experience feel less mysterious.
CHAPTER 9 OF 20 · Support Primary learning
9. Help P1 and P2 express a need clearly
For younger children, a practical foundation is being able to tell an adult what happened and what help is needed. Rehearse an ordinary situation, such as a missing water bottle: where did you last use it, what have you checked, and whom could you ask?
Keep the explanation short. “I used it at recess, and I cannot find it in my bag” gives an adult a useful starting point. Your child does not need a perfect speech.
Build independence through a familiar packing routine and a few opportunities to make choices. These are family preparation ideas, not entry requirements. Ask the school how it supports settling in, routines and friendships during the first months.
CHAPTER 10 OF 20 · Support Primary learning
10. Use P3 and P4 to explain why a change helped
As children become more able to describe their thinking, invite them to compare a first attempt with a revision. A useful explanation has three parts: the problem, the change and what happened afterwards.
For instance, a child might say that a paper bridge bent, that they folded the paper differently, and that the second version held the same object more steadily. Do not supply an elaborate scientific explanation if they are still working out what they observed.
Ask teachers what kind of explanation is appropriate for your child’s current learning. A project conversation can reveal whether they need help with the concept, the vocabulary or organising the sequence. Each calls for a different small next step.
CHAPTER 11 OF 20 · Support Primary learning
11. Protect P5 and P6 time for both understanding and recovery
Older Primary children may have several commitments competing for the same afternoon. Make a weekly picture that includes schoolwork, CCA, travel, meals and sleep. Leave room for changes rather than filling every gap in advance.
For a difficult question, ask your child to identify where the reasoning stopped. Did they misunderstand a term, overlook a relationship or struggle to express an answer? Work on that point, then return to a similar question to see whether the explanation now holds.
Keep project and sporting interests in perspective as part of a fuller school life. Confirm assessment and transition information with the school when needed. An enrichment programme is not evidence of a guaranteed examination result or later admission.
CHAPTER 12 OF 20 · Support Primary learning
12. Connect language with a useful explanation
Design ideas become easier to share when a child can name the user, explain the need and describe a proposed change. Try listening to a short explanation without correcting every word as it arrives.
Afterwards, ask which sentence the listener most needs. Your child might begin with “This makes it easier to find the pencils” before describing the construction. Clear ordering can help an idea make sense to someone who has not watched it develop.
Continue ordinary reading in English and the child’s Mother Tongue. Ask about characters’ needs, choices and misunderstandings. These optional conversations connect reading with perspective-taking while leaving room to enjoy the story itself.
CHAPTER 13 OF 20 · Support Primary learning
13. Make mathematics part of testing an idea
An original home example is designing a small board game. Decide how many spaces it needs, how turns work and how long a round might take. Your child can test whether the rules are clear and whether everyone has a chance to participate.
If counting or comparing quantities becomes difficult, return to a simple drawing or physical objects. Understanding the relationship matters more than adding complicated rules. Ask your child to explain what a number represents in the game.
For school mathematics, use the teacher’s feedback to identify the current need. A project can provide a reason to think mathematically, but it should sit alongside explicit learning and practice of the relevant concepts.
CHAPTER 14 OF 20 · Plan the ordinary day
14. Check the weekday journey in both directions
The morning journey and afternoon journey may have different constraints. A caregiver who can accompany a child before work may be unavailable at dismissal. Add both directions to your plan before deciding the location works.
Consider a wet-weather alternative, the cost of any transport arrangement and how an adult will know that collection has changed. Ask the school for current procedures rather than relying on another family’s arrangement from a previous year.
Your child can gradually learn landmarks and what to do if uncertain, with age-appropriate adult support. A dependable journey gives the family more attention for the school day itself.
CHAPTER 15 OF 20 · Plan the ordinary day
15. Ask about care and the hours after school
Clarify current student-care arrangements directly: availability, application, operating hours, meals, collection and any separate fees. A school programme page does not establish that your household can obtain a care place.
Then check how care fits with CCA or other after-school activities. Who collects the child, and where? How is an unexpected absence communicated? These details may feel small until a busy weekday arrives.
Preserve a comfortable period at home for food, conversation and rest. Your child’s willingness to tell you about the day can matter as much as whether every planned exercise was completed.
CHAPTER 16 OF 20 · Plan the ordinary day
16. Turn a worry into a clear support question
If your child struggles to join a group, describe a specific situation. Perhaps they understand the task but do not know when to speak, or they become upset when the plan changes. Ask how the teacher would support that particular difficulty.
For learning concerns, bring a recent example and explain what your child can do independently. This is more useful than a broad label such as “weak at everything.” Discuss a small adjustment and how progress will be reviewed.
Additional learning support should have a clear purpose. If considering eduKate’s small groups of 3 pupils, identify the precise English, Mathematics or Science need and a realistic review point alongside the child’s school routine.
CHAPTER 17 OF 20 · Ask and decide
17. Compare curiosity, participation and everyday fit
Use the following table to organise a family conversation. It is a decision aid, not a ranking of Tanjong Katong Primary against other schools.
| Family question | Evidence to seek | Useful next step |
|---|---|---|
| How does my child respond to practical problems? | A description of age-appropriate project learning | Ask how pupils receive feedback on a first attempt |
| How can a beginner enjoy team sport? | Current participation and support arrangements | Discuss an unfamiliar activity with the school |
| Which opportunities involve selection? | Current tier and CCA conditions | Separate broad provision from selected pathways |
| Can our household sustain the journey? | An actual weekday travel trial | Plan collection and a wet-weather alternative |
| What support would help now? | A specific learning or participation example | Agree one next step and a review |
CHAPTER 18 OF 20 · Ask and decide
18. Prepare an enquiry that the school can answer
Choose a few questions tied to your child: how are younger pupils introduced to Design Thinking; how are group roles shared; and how do beginners participate in sport? Add any question about care or collection that affects your household.
Use the school’s contact page to arrange the appropriate enquiry or visit. Ask what can be discussed and whether an appointment is needed. A public programme page is a starting point for understanding, not an invitation to enter the campus unannounced.
After the conversation, note what is confirmed and what remains open. Include your child’s response to the opportunities, while remembering that a short visit cannot show an entire school experience.
Does my child need to be an inventor already?
No special aptitude requirement is established by the programme description. Ask about current participation and support. Ordinary curiosity gives your family plenty to discuss.
Does Team Sports Excellence promise a competitive place?
The published approach distinguishes active participation from talent development. Confirm current selection and CCA arrangements directly.
Are the home challenges school assignments?
No. The pencil holder and board game are original, optional family ideas offered to make the discussion concrete.
Does this guide confirm admission eligibility?
No. Use current official registration information for eligibility, phases and procedures; enthusiasm for a programme does not determine admission.
CHAPTER 20 OF 20 · Ask and decide
20. Choose a school day with room to notice and improve
Tanjong Katong Primary School offers families a worthwhile conversation about thoughtful problem-solving and being a teammate. The question is how these opportunities fit your child’s starting point and the ordinary day your household can support.
Look for a credible first step: an adult your child can ask, a manageable journey, a way to contribute to a group and time to recover afterwards. A child does not need to arrive with all the answers. It is encouraging when the next question feels worth asking.
Tanjong Katong Primary: compare design thinking and team participation carefully
Tanjong Katong Primary's Applied Learning Programme page describes D.R.I.VE., using design thinking and a three-tier structure. Its Lifelong Learning Programme page describes Team Sports Excellence, distinguishing an active-lifestyle emphasis from sports pursuit. Together these pages give families two concrete lines of enquiry: how pupils learn to understand a problem before proposing a solution, and how they learn to act with teammates. Neither establishes an individual outcome or guarantees a selected opportunity.
The worked examples here are hypothetical. They are not reports of school lessons, claims about specific pupils or promises of future provision. They help a parent interpret the published themes and prepare questions about ordinary learning. A family should confirm the current programme for its child's cohort, the available support and any selection conditions directly. Keeping broad participation separate from selected development avoids treating the most visible public examples as the experience every pupil will receive.
Begin a design problem with the person affected
Imagine a group designing a container for classroom materials. One pupil immediately proposes a large colourful box. Another asks who will use it and which items are difficult to find. The second question can change the task: perhaps the difficulty is identifying a small item quickly, not storing more things. A solution that looks attractive may leave that difficulty untouched. This example illustrates why understanding a user's need can matter before making a prototype. The educational value lies partly in how the pupil defines the problem.
A parent can ask how pupils learn to gather and interpret information about a need. Does the school have an example showing how an initial idea changed after feedback? How are children helped to distinguish their own preference from another person's experience? The questions invite a description of practice without assuming a particular lesson. They are useful for a child who enjoys making things but rushes past instructions, or one who observes thoughtfully but hesitates to propose a solution. Those starting points suggest different support needs.
At home, a small everyday inconvenience can support conversation without becoming an assigned project. Ask who is affected, what actually happens and which part needs improvement. A child may discover that a sibling needs clearer labels rather than a bigger storage area. The aim is noticing the difference between a proposed object and the problem it should address. Families should not use a polished home project as proof of school readiness or programme fit. The discussion provides an observation to bring to an enquiry.
A failed test can produce a useful revision
Imagine the container tipping when one compartment is full. A pupil may see failure; another may notice an uneven weight distribution. A useful next step is identifying the test condition, changing one relevant feature and trying again. This is different from repeatedly decorating the same design or replacing it without explaining why. The pupil learns that a prototype is a way to discover information, not only a finished product to admire. Asking what was tested makes the reasoning visible.
For school choice, enquire about how feedback and revision are supported. A child becoming distressed after an unsuccessful attempt may need predictable steps and specific language about what changed. A child endlessly adding features may need help prioritising the purpose. Neither reaction means the child cannot benefit. The school's explanation should clarify how ordinary learning handles these patterns and when concerns are communicated to parents. A programme page does not supply an individual support plan, so relevant needs should be discussed explicitly.
Ask how group contributions are recognised too. The pupil with the most impressive craft skills may build the object while another identifies the flaw or records the evidence. Those roles can involve valuable learning even when they are less visible in a photograph. Families should investigate how pupils explain their decisions and reflect on feedback. A display of finished prototypes is useful context, but cannot establish how every pupil participated, which difficulties arose or what support was required before the outcome appeared.
Broad experience and selected expertise are different decisions
The ALP's published tier structure makes it important to distinguish general learning from selected opportunities. A family interested in a visible leadership role should ask how selection works, what preparation it involves and what other pupils experience. Do not infer that enthusiasm guarantees a place in a selected activity. Equally, a child outside a selected tier may still gain meaningful experience through ordinary learning. The decision should make sense for the broad school experience before depending on an opportunity that is not assured.
Imagine a child who loves experimenting but does not want a public leadership responsibility. Another enjoys representing a group but needs help listening to feedback. A school's distinctive programme can be relevant to both, while the most suitable form of participation differs. Describe the child's actual behaviour rather than asking whether the school is good for creative children generally. A precise observation allows a more useful response about current provision, expectations and support, including what the school cannot confirm for a future year.
The same care applies to team sports. Broad participation and a competitive route involve different commitments and selection questions. Parents should ask which experiences apply generally, which depend on interest or ability, and what timetable a selected activity requires. A public account of sporting success is not evidence that every pupil joins the same team. A family can value an active culture without expecting a particular competitive outcome, and can investigate a competitive interest without allowing it to replace the wider school-fit assessment.
Team play requires decisions when the outcome is uncertain
Imagine a pupil carrying the ball toward a crowded area while a teammate is in a clearer position. The decision to pass can involve noticing space, trusting another pupil and prioritising the team. A child may be technically capable yet find that decision difficult. Another may understand the situation but hesitate to act. This example illustrates why team learning involves more than speed or individual skill. Ask how pupils receive feedback about decisions and cooperation, not just how strong teams are in competition.
For a child sensitive to losing, ask how disappointment is handled and how participation continues after an error. For one who avoids a competitive setting, ask how ordinary involvement is supported. Competition can affect pupils differently, and a child's response may change with familiarity and fatigue. Avoid expecting a programme to produce uniform confidence or resilience. A current school explanation about a specific situation is more useful than a broad promise. Also clarify who handles concerns if peer interaction begins affecting participation or well-being.
Parents can notice teamwork in everyday shared activities without recreating a sport at home. Does the child wait for another person, accept a changed plan or recognise a contribution? An observation can help frame a school enquiry. It should not become a scoring system or a prediction of sporting ability. Listen to the child's own interests as well. An adult may admire a programme while the pupil values another part of school life, and that difference deserves consideration in the wider decision.
Bring the educational themes back to a workable week
A family attracted to both design thinking and team sports should consider the routine supporting participation. Test travel at relevant times, clarify care and collection, and consider the child's energy for ordinary classroom learning. If a selected activity interests the family, ask about its actual current commitment separately. Do not infer future training hours from a photograph or an older event report. A sustainable routine makes it easier to benefit from opportunities and respond to changes without relying on arrangements that have not been confirmed.
Compare serious alternatives using the same child-centred questions. Ask how pupils learn from an unsuccessful prototype, how quiet group members contribute or how disagreement during a team task is handled. Then combine responses with curriculum, support and practical information. A detailed website is useful evidence of what has been published, but its length is not a complete measure of daily provision. Matching questions make the comparison about learning and support rather than the polish of public presentation.
Before deciding, record one confirmed strength, one practical condition and one unresolved question. A reasonable conclusion could be that Tanjong Katong's stated themes align with the child's interests, provided broad participation and support fit the child's needs. Keep any selected aspiration conditional. The school's programme descriptions give a worthwhile starting point for investigation; the final judgement should concern the whole primary-school experience, with room for the child's preferences and development to change over time.