Parents Guide to PSLE Results and Choosing Secondary Schools | PSLE Score 9–14 by Area for 2027

If your child’s PSLE Score is 9–14, shortlist secondary schools by the child’s exact score and the area your family can reasonably travel from, not by school reputation alone. This range belongs to Posting Group 3, but historical PG3 cut-offs vary: for the 2025 PSLE cohort entering Secondary 1 in 2026, schools such as Edgefield, Dunman Secondary, Clementi Town, Kranji, North Vista and others showed different outcomes. A score of 9 and a score of 14 are not interchangeable school-selection positions.

Parents of the 2026 PSLE cohort planning Secondary 1 in January 2027 should read MOE SchoolFinder’s published 2025 school score ranges as historical guidance, not as promised 2027 cut-offs. Begin with a sensible home-to-school radius, shortlist schools that offer interesting CCAs, subjects and appropriate learning environments, and then compare the child’s exact score against the correct school route. These are secondary-school choices made after PSLE; primary-school admission is a separate exercise.

Quick parent summary
• Score range 9–14: ordinary eligibility for Posting Group 3.
• Score 9–10, 11–12 and 13–14 require different comparison tables and six-choice lists.
• North-East: investigate Edgefield, Pei Hwa, North Vista and Nan Chiau High; East: Dunman Secondary, Tanjong Katong Secondary and Pasir Ris Crest; West: Clementi Town and Kranji; Central/North: Crescent Girls’ and Deyi.
• Some schools are SAP or single-sex and have additional conditions; do not use simplified cut-off lists without checking details.
• Compare historical 2025 PG3 ranges for 2026 entry, not imagined 2027 thresholds.
• Use six genuine preferences, including schools that offered a historical numeric margin for the child’s exact score.

First: why the title says secondary school, not primary school

The Primary School Leaving Examination is taken toward the end of Primary 6. Its usual admission purpose is to help determine the next school at Secondary 1. Choosing a younger child’s Primary 1 school is a separate process; PSLE results are not the entrance ranking for Primary 1 schools. This matters because families searching online should not be sent into a false school-selection system. The school lists below therefore concern secondary schools while recognising that the child’s present teachers and primary-school counsellors remain valuable sources of advice.

A parent considering Primary 1 for a younger child should use MOE’s Primary 1 Registration website, with the applicable phases, distance criteria and balloting rules. A family choosing the next school after PSLE should use MOE Secondary 1 Posting and SchoolFinder. Keeping the two exercises separate protects parents from inaccurate deadlines and false priorities.

What PSLE Score 9–14 actually tells a parent

PSLE Achievement Levels in the examined subjects are added to produce the overall PSLE Score. A smaller number is academically stronger. The score tells the family about national eligibility and provides a basis for comparison with earlier posting results. It does not identify a guaranteed receiving school, measure the child’s character or settle whether a programme is a good match. For this 9–14 guide, the ordinary relevant route is Posting Group 3. Use the pupil’s official PSLE result, subject grades and MOE eligibility letter, not a preliminary school test estimate.

This range is not a single admission bucket. Consider a score-14 student comparing schools whose previous PG3 last-posted scores were 13, 14, 16 and 18. The first was beyond the child’s historical endpoint; the second was at it; the last two gave a one-point or four-point historical margin. None provides a guaranteed probability. Those different comparisons must be made after finding schools the student actually wants to attend.

The range 9–14 is an editorial grouping to help families find relevant information. It is not an additional MOE posting category. At score 9 a child may be historically comfortable at an option that is a reach at score 14, even though both students have the same national Posting Group eligibility. A parent’s first useful action is to write down the precise result, because the same town and same school may look quite different for children at opposite ends of a several-point span.

Posting Groups are used for the S1 entry exercise and to guide the starting level for most secondary subjects. Under Full Subject-Based Banding, individual subjects may be offered at different General levels when the pupil meets the applicable criteria. A Posting Group is therefore not a permanent academic label, and a secondary school’s culture should not be reduced to a number. Ask how the student would learn, participate and grow during a normal school week.

In November 2026, families planning the 2027 S1 intake should label a previous score range correctly: 2025 PSLE cohort → Secondary 1 entry in 2026. The outcome of the 2026 PSLE cohort’s placement in 2027 cannot be known before the new posting exercise is completed. The last score admitted in an earlier year is a historical cut-off, not a threshold fixed by the school for next year.

School research by area: 2025 historical PSLE ranges for 2026 entry

The following table is a research directory, not an offer of admission. All score ranges are described as previously reported for the 2025 PSLE cohort, for Secondary 1 entry in 2026. Where a school has a different programme or posting-group column, the relevant route is specified. A family must recheck the school’s current MOE SchoolFinder record for the exact name, gender restrictions, admission group, affiliation, CCA, location and recent notices before making the official 2027 school submission.

School / entry route	Area	Historical range: PSLE 2025	What a parent should investigate
Nan Chiau High School	Sengkang	4(M)–11(M)	SAP/Higher Chinese; historically more selective within this band
Edgefield Secondary School	Punggol	5–14	Local access and school culture
Pei Hwa Secondary School	Sengkang	7–14	Check programmes and parent-child commute
North Vista Secondary School	Sengkang	11–18	Broad PG3 range and family accessibility
Dunman Secondary School	Tampines	6–14	Not Dunman High School
Tanjong Katong Secondary School	East	7–13	Historical boundary for score 13
Pasir Ris Crest Secondary School	Pasir Ris	10–18	East-side programmes and travel
Clementi Town Secondary School	Clementi	8–13	West-side PG3 historical boundary
Kranji Secondary School	Choa Chu Kang	10–14	North-west commute and programmes
Deyi Secondary School	Ang Mo Kio	9–16	Central-north local option

A school appearing in the table is not a suggestion that every child in the stated score band is eligible or historically competitive for it. Some names are especially useful as a contrast: one school may be near home but beyond the pupil’s earlier historical score reference; another may have a more comfortable numeric comparison but a journey the child cannot comfortably manage. The point is to decide thoughtfully, not to copy a public ranking.

When a school offers more than one posting group, do not mix its columns. Where a school operates an Integrated Programme, read that route separately from any SEC-route or PG3 offering. Where a school has affiliated and non-affiliated ranges, use only the category for which the pupil truly qualifies. For SAP-related score ranges, preserve any Higher Chinese grade suffix shown in the official source.

Area-by-area options and the daily family decision

Punggol and Sengkang

Families researching Edgefield, Pei Hwa, North Vista and Nan Chiau High should start with the child, then the school, then the transport map. A school name is only a first filter. The four schools cannot be treated as one admission package. Nan Chiau High has SAP/Higher Chinese considerations and a different historical PG3 endpoint; Edgefield and Pei Hwa had endpoints of 14, while North Vista reached 18 in the earlier exercise.

For the journey, Punggol and Sengkang are geographically near but individual journeys depend on the home block, LRT connection, bus route, and final walk. Walking to a nearby stop plus one transfer can be more tiring than a single direct service to a slightly farther school. Parents should plan both a normal school day and a CCA day. A route that looks efficient on a map may include a crowded bus, a transfer or a final walk that changes its practicality. A family need not claim a precise travel time before actually testing the journey.

The best open-house question for this area is practical rather than promotional. A family should ask about the CCA timetable, after-school support, class routines and how well the school suits a pupil who likes a predictable versus exploratory approach. Ask to see a sample weekly schedule, understand how pupils seek help and find out whether the advertised programme is available to incoming Secondary 1 students. A school being in the same estate does not imply identical CCAs or support.

Do not tell a score-14 child that a school with a past endpoint of 11 is a reassuring option merely because it is well known and in the same general region. The six-choice list should contain schools a child would sincerely be glad to join. If the household would reject a school because of distance, tuition expense, routine or ethos, the family should discuss that before placing it on the official list.

Ask the child to describe the school day they would like: whether they prefer outdoor activities, sustained reading, structured lessons, hands-on projects, a familiar home-area environment or the opportunity to meet classmates from across Singapore. Then separate wishes from verified school facts. The child’s opinion is valuable, but the parent must still check admission conditions, documents and transport.

Tampines, Pasir Ris and the eastern corridor

Families researching Dunman Secondary, Tanjong Katong Secondary and Pasir Ris Crest should start with the child, then the school, then the transport map. A school name is only a first filter. Dunman Secondary is not the IP school Dunman High. Tanjong Katong Secondary had a different earlier PG3 endpoint from Pasir Ris Crest. The full school name and precise entry route matter.

For the journey, Test an eastern school on the actual journey your child will make. A family near Pasir Ris might prefer a straightforward bus or walk, while a Tampines family may be evaluating more than one transit connection. Parents should plan both a normal school day and a CCA day. A route that looks efficient on a map may include a crowded bus, a transfer or a final walk that changes its practicality. A family need not claim a precise travel time before actually testing the journey.

The best open-house question for this area is practical rather than promotional. Compare the interests the school can cultivate, whether the child’s friends are likely to travel in the same direction, and what support is available for independent learning. Ask to see a sample weekly schedule, understand how pupils seek help and find out whether the advertised programme is available to incoming Secondary 1 students. A school being in the same estate does not imply identical CCAs or support.

A shorter journey is a useful advantage only when the school also fits the pupil’s needs. The choice should not be made using MRT maps alone. The six-choice list should contain schools a child would sincerely be glad to join. If the household would reject a school because of distance, tuition expense, routine or ethos, the family should discuss that before placing it on the official list.

Clementi, Dover and Choa Chu Kang

Families researching Clementi Town Secondary and Kranji Secondary, alongside other PG3 schools returned by SchoolFinder should start with the child, then the school, then the transport map. A school name is only a first filter. Clementi Town’s previous endpoint was 13, while Kranji’s was 14. For a child scoring 14, those figures do not mean equal admissions comfort. A family should distinguish between at-boundary and historically beyond-boundary choices.

For the journey, Western travel is not one simple line. A child may find a nearby bus route more predictable than crossing interchanges. Include the school gate and expected first-period reporting time in the calculation. Parents should plan both a normal school day and a CCA day. A route that looks efficient on a map may include a crowded bus, a transfer or a final walk that changes its practicality. A family need not claim a precise travel time before actually testing the journey.

The best open-house question for this area is practical rather than promotional. Ask what the school offers beyond the timetable: projects, arts, student leadership, clubs, sports and the way teachers support a pupil through Secondary 1. Ask to see a sample weekly schedule, understand how pupils seek help and find out whether the advertised programme is available to incoming Secondary 1 students. A school being in the same estate does not imply identical CCAs or support.

Do not choose a school purely because a friend attended several years ago; programmes, campus routines and posting patterns can change. The six-choice list should contain schools a child would sincerely be glad to join. If the household would reject a school because of distance, tuition expense, routine or ethos, the family should discuss that before placing it on the official list.

Ang Mo Kio, Bishan and central Singapore

Families researching Deyi Secondary, Crescent Girls’ School and suitable nearby PG3 options should start with the child, then the school, then the transport map. A school name is only a first filter. Deyi’s historical PG3 endpoint in the source set was 16; Crescent Girls’ endpoint was 13 and the school is for girls. The schools attract different pupils and should never be treated as universally interchangeable.

For the journey, Compare the actual start-of-day trip from home and the late return after activities. A route that includes a long exposed walk may matter to the child even when the distance looks modest on a map. Parents should plan both a normal school day and a CCA day. A route that looks efficient on a map may include a crowded bus, a transfer or a final walk that changes its practicality. A family need not claim a precise travel time before actually testing the journey.

The best open-house question for this area is practical rather than promotional. Visit an open house where possible, ask current parents precise routine questions, and hear directly from the child about the school environment. Ask to see a sample weekly schedule, understand how pupils seek help and find out whether the advertised programme is available to incoming Secondary 1 students. A school being in the same estate does not imply identical CCAs or support.

Historical cut-offs give context for admission; they do not measure kindness, confidence-building, school belonging or whether a pupil will enjoy the available CCAs. The six-choice list should contain schools a child would sincerely be glad to join. If the household would reject a school because of distance, tuition expense, routine or ethos, the family should discuss that before placing it on the official list.

How to read the historical school score range without making false promises

Suppose a school previously admitted pupils in the appropriate route with a published PSLE score range of 10–18. The first number is the score of the highest-performing pupil in that group among those posted there; the second is the last admitted pupil’s score. Because a lower PSLE Score is stronger, a pupil with 16 was numerically better than the previous last-admitted score of 18. A pupil with 19 was numerically worse. This describes the earlier exercise, not the probability of placement in the new one.

A past cut-off point is not the same as an announced minimum for the coming year. The number emerges only after families submit preferences and seats are allocated. Stronger total scores, citizenship, school choice order and balloting can matter according to official procedures. The published historical range is a planning aid, not a promise. If an article offers an exact percentage chance of admission from one cut-off number, treat that claim sceptically.

The family must also label the appropriate entry route. A pupil eligible for PG2 should not read the PG3 column and conclude that a school is unavailable. A PG3-eligible pupil should not borrow a PG2 cut-off to claim a more realistic position. At schools with IP programmes, compare the specific route and check whether the school has a separate SEC-pathway admission. This is particularly important when a headline simply says ‘cut-off point’ without naming a programme.

Historical margins are useful when composing a balanced list, but every margin should be written in plain language. Numerically better than the earlier cut-off is not the same as guaranteed; exactly at it is a previous boundary; numerically worse than it is a historical reach. No school deserves to be called a safety choice simply because an online list tells parents it has a high cut-off. Current vacancies and applicant choices remain unknown.

Four parent–student situations that change the answer

Score 9 in Sengkang

This pupil’s family has several local schools to inspect, including options with historical PG3 endpoints at 11, 14 and 18. The score is numerically better than each of those endpoints, but the family still needs to check programme conditions, gender, language needs and the exact school route. A high level of historical competitiveness does not excuse a poor fit.

The strongest planning habit is to compare several local schools before travelling farther away solely because of reputation. A useful family conversation includes the pupil’s preferred subjects, strengths outside tests, school culture, any required educational support, how often CCAs meet and the actual journey. Parents should ask the child to explain the reason for their school preference in their own words, not just repeat an adult’s ranking.

Score 12 in Clementi

The family is interested in Clementi Town and another west-side school, but also considering a much more selective choice elsewhere. A past endpoint of 13 at Clementi Town gives only one point of historical margin, while an endpoint of 11 would place the pupil outside the previous range. Neither result alone settles the decision.

Build the list by genuine preference, then inspect the historical margin and add a sensible alternative. A useful family conversation includes the pupil’s preferred subjects, strengths outside tests, school culture, any required educational support, how often CCAs meet and the actual journey. Parents should ask the child to explain the reason for their school preference in their own words, not just repeat an adult’s ranking.

Score 14 in Punggol

Edgefield’s previous PG3 endpoint was 14 and North Vista’s was 18. A score-14 pupil would therefore be at the prior boundary for one school and have a four-point numerical margin relative to the other. That does not establish an admission percentage; it indicates how to spread the six choices without telling the child every school is equally likely.

A balanced list can contain a favourite at the historical boundary alongside other schools that the family would genuinely accept. A useful family conversation includes the pupil’s preferred subjects, strengths outside tests, school culture, any required educational support, how often CCAs meet and the actual journey. Parents should ask the child to explain the reason for their school preference in their own words, not just repeat an adult’s ranking.

Score 13 with strong music interests in the East

The family hears that a school has a relatively demanding PG3 cut-off, but what matters most to the child is access to music, performing arts and a supportive CCA. The parents should verify that the programme and equipment exist at the specific school and whether pupils can actually join the preferred activity.

A school’s distinctiveness may justify the journey when it matches a sustained interest; confirm facts before relying on them. A useful family conversation includes the pupil’s preferred subjects, strengths outside tests, school culture, any required educational support, how often CCAs meet and the actual journey. Parents should ask the child to explain the reason for their school preference in their own words, not just repeat an adult’s ranking.

Build six choices without treating all schools as equal

1. Write the exact score and admission route first

Record your child’s actual PSLE score, individual subject results and the eligible Posting Group or programme shown in official communications. For this band, Posting Group 3 is the key starting point. Do not let a blog’s general chart override a personalised official result or special route.

A practical check: ask two adults to read the line independently. They should be able to say which school and route is intended, why the child wants it, whether the earlier score comparison is realistic and whether the trip is sustainable. If they cannot answer those four questions, return to SchoolFinder before you finalise the list.

2. Filter by reachable areas before ranking

Create a broad map of schools you could reach from home, then remove schools whose everyday journey is unacceptable. Test an actual morning and post-CCA trip. The aim is a realistic household routine rather than a theoretical driving distance from an MRT station.

3. Use only the correct historical range

For each school, record the 2025 PSLE score range for 2026 entry and the correct route or Posting Group. Mark a school as a historical reach, boundary or numeric-margin option. Do not turn this into fabricated probabilities, and do not copy an affiliated range that does not apply.

4. Investigate what the school teaches and values

Read the latest school profile, programmes, subjects and CCA list. Ask how pupils obtain help, whether the preferred CCA can be joined, and what the transition to Secondary 1 looks like. Programmes may change, so confirm directly with the school or its current official materials.

5. Choose six schools your child could accept

Rank genuine preferences rather than just sorting cut-offs. Include aspirational choices where appropriate, but use MOE’s advice to include two or three schools where the child’s score was numerically better than the previous cut-off. A place on the list must reflect actual willingness to attend.

6. Submit and verify the result of the submission

Follow the current MOE S1 Portal instructions and deadline. Check school codes, selected Posting Group where applicable, preference order and confirmation status. Save or print the final submission record. Do not assume a worksheet or unfinished online form is an official application.

School fit involves more than cut-off points

Do not compare school names without the PG3 column

A secondary school’s historical PSLE range is specific to the relevant posting group and sometimes programme. Parents should use the published 2025 result for the 2026 entry and label the year correctly. Reading an IP or PG2 number when preparing a PG3 list can seriously distort expectations.

The numerical lower bound identifies the highest-scoring pupil within that route, not a minimum score a child must achieve. The higher endpoint is the previous last-admitted score, commonly called that route’s cut-off.

Where a margin helps and where it does not

A child with 12 comparing a previous cut-off of 16 has a numerical margin of four points; with 14, a cut-off of 13 is beyond the past endpoint by one point. These are arithmetic descriptions of past allocations, not percentages or guarantees.

MOE suggests two or three schools whose previous cut-offs are numerically above the child’s result. Those should still be schools where the student would feel welcome and the household could manage the logistics.

Programme fit for the child who has just finished PSLE

Ask the child which subject they would study voluntarily, what makes them feel proud of work, and how they approach hard homework. This helps distinguish a strong educational fit from an adult’s preference for a familiar name.

Do not label a school good or bad by a single CCA result or public ranking. School culture, pastoral care, teacher communication and the quality of routine learning matter greatly in the first year.

Transport is learning time

A pupil leaving early and returning late has less time for sleep, exercise, relationships and homework. Use a realistic school-day journey for each shortlisted school and compare a normal Tuesday, a heavy-CCA day and a rainy afternoon.

The shortest route may not always be the best route: reliability, walking exposure, transfer points and whether the child can travel independently matter. Write the estimated practical cost down rather than hand-waving it away.

The daily timetable: a practical comparison worksheet

Make a simple worksheet for each of the six choices. Record the school’s full name and programme, travel from your front door, travel after CCA, starting and finishing arrangements, one distinctive programme, at least two CCAs the child might enjoy, the correct historical score range and the child’s own reason for choosing it. Write ‘unverified’ for an item you have not checked. This avoids the temptation to fill gaps with assumptions.

Question	Family’s evidence to collect
Location	Home door to school gate; morning and afternoon routes; transfers and walking exposure
Academic entry	Official eligible group/programme; correct historical 2025 PSLE score range; any special requirements
School experience	Sample timetable; pastoral help; CCAs; leadership or learning programmes; parent communication
Household resources	Transport expense, uniform/book expectations, optional programme costs and whether help is available
Child’s view	What excites the child; what worries them; whether they would accept an offer
Decision status	Aspiration, previous boundary or historical margin — never expressed as guaranteed

Try a trial school day during the school holidays at the time the child would normally leave home. Where it is unsafe or impractical to travel, inspect current routes and ask the school about gate access and reporting time. The goal is not to produce a perfect transport forecast but to catch obvious problems before the family becomes committed to the choice.

Agree on a routine that protects sleep, breakfast, time to pack a schoolbag, after-school meals and a place to do homework. Children transitioning from primary to secondary school often cope with new content alongside longer days and more independence. The family should not add a commuting burden without discussing how this changes the child’s ordinary life.

What to do before, on and after PSLE results day

Before results are released

SEAB’s published page currently gives 24–25 November 2026 as the tentative release window. This is not a confirmed exact date until a further announcement. Use the available time to inspect relevant official school profiles, take notes from school visits, and discuss the family’s real priorities. Do not submit guesses or treat a school-travel ranking as an official application.

When results arrive

Read the child’s individual Achievement Levels and total PSLE Score. Check the official Posting Group eligibility and any specific programme instructions. If the family is eligible for a choice between Posting Groups, discuss what the child can manage and which school options are meaningful under each route. Confirm the actual submission window, portal details and required documents in the new MOE communication.

While finalising six preferences

Compare the latest available official information with the older historical cut-off references. The historical year must be clear on every worksheet. Revisit any school requiring a special condition and ask the child to rank only schools they would be happy to attend. If the family is unsure about language eligibility, special educational support, affiliation or an accepted DSA place, check directly with the school or MOE before making a binding choice.

After S1 posting results are known

Follow the receiving school’s actual reporting, registration, orientation, uniform and booklist instructions. Do not rely on a previous year’s first-day details or assume every school requires an in-person visit on posting-result day. Plan the first morning journey and give the child time to learn the new environment. A good transition involves social belonging, sleep and school habits as well as academic preparation.

A calm parent checklist for difficult conversations

Ask the child, ‘Which two schools would you still like if nobody else knew the cut-offs?’
Ask which subjects or clubs the child wants to explore during Secondary 1, then verify those choices.
Separate the parent’s anxiety about reputation from the child’s actual preferences.
Do not label a score or Posting Group as the child’s permanent identity.
Treat rumours from messaging groups as prompts to verify, not as verified admission guidance.
Name at least two schools the child would willingly attend even if the most ambitious option fails.
Confirm the child’s legal and school eligibility from official records.
Decide whether a slightly longer journey is truly worthwhile for the programme the child wants.
Use the entire official application window responsibly, and retain the final confirmation.

It is common for children to compare scores with friends. Parents can reduce the harm by talking about next steps rather than public ranking. Ask what will help the child thrive in the coming four years: supportive adults, good learning habits, opportunities to practise a craft, the ability to ask questions and time to rest. None of these can be read off a single last-posted number.

If the child’s preferred school is historically out of reach, explain that the earlier data does not determine the future outcome but does indicate risk. Help them identify a different school with real features they like instead of describing it as a consolation prize. A decision becomes easier to accept when it rests on concrete programmes, teachers, friendships and opportunities, rather than on loss of prestige.

Frequently asked questions about PSLE Score 9–14

Is a score of 14 still Posting Group 3?

Yes, under the ordinary 2026 PSLE Secondary 1 posting framework, the full 9–14 band is in Posting Group 3. The child’s actual school list still depends on programme conditions and school-specific historical ranges.

Can a score-14 child use a school that admitted PG3 pupils to 13 last year?

The family may investigate it, but the child’s score is numerically worse than that past last-admitted score. It is a reach against historical data, not a dependable choice for the lower part of the list.

What if a score-9 child dislikes an especially selective school?

The child does not have to put it on the list. The aim is a school where the child can develop confidently, not evidence that the family chased the lowest published cut-off.

Does a school with a previous cut-off of 18 accept all applicants scoring 14?

No. Historical score ranges describe the previous exercise, not the coming one. Competition, school choice order, eligibility and vacancies can change. The numerical margin is informative, not a promise.

Is Nan Chiau High the same as an ordinary school in the Sengkang list?

It has its own school identity and SAP/Higher Chinese features; families should verify the precise programme and language conditions. Schools in the same town do not have interchangeable admission rules.

How many school choices should we list?

MOE encourages using all six eligible choices, ordered by genuine preference. Include a mix of aspirational and historically more realistic schools rather than a list consisting only of past boundary cases.

What is the difference between PSLE school choice and P1 registration?

The PSLE result informs the transition from Primary 6 to Secondary 1. A younger child’s P1 school is chosen through the separate registration process, with different phases and potentially relevant home-distance priority.

Can my child’s CCA interest outweigh a one-point cut-off difference?

It can be a strong fit consideration, provided the school actually offers accessible programmes and the posting list remains realistic. Confirm how pupils enter the CCA and whether places are limited.

When do we rely on the 2027 cut-offs?

The actual cut-offs for the 2027 intake will only be known after the posting exercise. Use the available historical 2025 cohort ranges now, then follow live MOE instructions and results when released.

Useful official and related reading

Editorial verification note — 14 November 2026. This is an independent parent guide for the 2026 PSLE cohort preparing for Secondary 1 in 2027. School examples and named historical score ranges refer to PSLE 2025 outcomes for Secondary 1 entry in 2026, not guaranteed 2027 cut-offs. Current MOE SchoolFinder records, the child’s official posting eligibility and new S1 announcements take priority over this guide. School availability, programme arrangements, CCAs and special conditions must be checked before applying.

Explore related parent guides: School profiles and comparisons directory.