Hong Kong Through-Train Schools: Official 2025/26 List, Feeder Rules and the Outside-Application Consequence

Through-train, feeder and nominated: three relationships, three sets of rules

The EDB describes three kinds of relationship between primary and secondary schools. A through-train pupil can move directly to the linked secondary school without taking part in SSPA; the secondary school should in principle reserve at least 15% of S1 places for pupils from other primary schools. A feeder school reserves 85% of the balance after repeaters and discretionary places are deducted; a nominated school reserves 25% of that balance. Both feeder and nominated arrangements require the pupil to be in Net Band 1 or 2 and to name the linked secondary school as first choice in Part B of central allocation. A place is still subject to supply, band and random number.

Three outside application routes that end direct progression

This is the most important rule in the article. The EDB's SSPA leaflet for 2024/2026 states that a through-train pupil who applies for a discretionary place at a participating secondary school, an S1 place at a non-participating DSS secondary, or central allocation cannot retain direct progression, regardless of the result. The right is not parked for later. Confirm both schools' written procedure before submitting an application and make sure the child understands the trade-off.

EDB Aided Through-Train Groups for 2025/26 (15 groups)

The EDB's published through-train list for 2025/26 currently contains 15 aided-school groups. A single school name may cover both a primary and a secondary section. The table below is compiled from the EDB and the DATA.GOV.HK normalized snapshot.

A through-train label is not a ranking or a famous-school mark

The through-train relationship is an administrative arrangement, not an EDB grade. Linked secondaries include schools with different histories and results; a smoother internal transition does not guarantee school culture, academic outcomes or public-exam performance. The EDB also states that the through-train mode does not include kindergartens. Treat the label as a route, not a judgement.

DSS and private schools: the profile is only your starting point

The table lists 14 DSS and two private primary profiles currently recording a through-train relationship. Treat it only as a verification starting point: these schools are outside the EDB's aided through-train list, so admissions, progression quotas, any separate application, fees and the consequence of applying elsewhere must be checked in each school's latest written policy. Profiles may not cover every private or international school.

Kindergarten is not part of the official through-train mode

The EDB's through-train explanation explicitly excludes kindergartens. A kindergarten may share a name, a sponsoring body or a marketing link with a primary school, but that is not an official direct-progression right. Any 'priority' or 'direct-entry' claim must be confirmed in writing by the primary school and is not covered by the EDB through-train list.

Real benefits and real trade-offs for your child

The benefits of a through-train route are practical: more continuous curriculum, teachers who know the child's learning history, less pressure around the SSPA transition, and fewer years of school-choice anxiety. The cost is earlier narrowing of choice. If the linked secondary school does not fit the child's emerging interests, language preference or personality, leaving the route means giving up the direct-progression right. For some children the familiar environment reduces stress; for others, the certainty may feel limiting. Talk about both sides with the child.

• Ask: does the secondary school's subject options, teaching language and activities suit the child?
• Also ask: if the fit turns out wrong after six years, is the family prepared for the procedural and emotional cost of transferring?

Family scorecard: turn preferences into a simple table

Use a scoring sheet to compare two or three secondary schools. These six areas reflect family priorities; they are not a school-quality score. Add scoring weights if you wish.

A K2-to-P6 checking rhythm, not a date list

Application dates change each year; this is a verification rhythm. Each year, check the latest EDB through-train list and ask both schools about the relevant cohort.

• K2: Start reading the through-train list and the secondary school's introductory materials; notice your child's strengths and temperament.
• K3/P1: Enter Primary One through the POA process. If a kindergarten claims a direct link, ask for written terms and do not rely on marketing.
• P1-P3: Check the EDB list each year and read school notices about progression; keep paper copies.
• P4-P5: Learn how the SSPA and internal progression confirmation work; ask whether a declaration is required.
• P6: Before applying for discretionary places, decide with the child whether the linked secondary is the only choice; if not, obtain written confirmation of the loss of direct progression.

Ten questions for the primary and secondary schools

Use these as a checklist. Ask the primary school about eligibility and procedure; ask the secondary school about places, fees and transition.

• Is this a through-train arrangement? Ask for written evidence from the EDB or the school.
• Will the direct-progression conditions be the same in the year my child enters?
• If we apply for a participating school's discretionary place, a non-participating DSS place or central allocation, when can direct progression no longer be retained, and is a declaration required?
• How are the 15% of S1 places for outside pupils publicised and used?
• If this is a feeder or nominated link, is our understanding of the 85% or 25% calculation the latest one?
• Do the school's teaching language, subject choices and activities suit my child?
• What specific measures exist for learning differences and emotional support?
• What is the transport arrangement for cross-district students? Is there a school bus?
• For DSS or private schools, what is the fee and miscellaneous-charge adjustment pattern each year?
• If the school later leaves or changes the through-train arrangement, how will current pupils be supported?