Parents Guide to PSLE Results and Choosing Secondary Schools

Maitri School is a special education school currently located at 95 Jalan Eunos, Singapore 419529, serving pupils with moderate to severe autism spectrum disorder and intellectual disability. Its long-term school design is for ages 7–18, but the official 2026 admissions criteria explicitly say that it was then supporting pupils aged 7–12. A parent considering a move for a child of Secondary 1 age after the 2026 PSLE must therefore verify whether an appropriate 13-year-old class and vacancy will actually operate in 2027, rather than assume the school’s intended age range guarantees current senior-level entry. Maitri is not part of the ordinary MOE six-school Secondary 1 Posting Exercise and has no Posting Group 1, 2 or 3 cut-off.

Maitri’s published 2027 admissions information specifically refers to children born in 2020 applying for Primary 1, with an application window from 2 February to 22 May 2026. It says that P1 cohort has reached full capacity and will begin in Term 2 of 2027, after the March holidays. Those details do not establish an open secondary-age application window. The school plans a move in 2028 to 20 Pasir Ris Street 51 while operating from Jalan Eunos in the meantime. Its age-progressive curriculum includes communication, social-emotional regulation, functional numeracy, daily living skills, community exploration and later vocational readiness. Parents should ask for the child’s correct MOE SPED referral route, suitable year-level provision and actual available places before planning any transfer.

Quick summary for parents
• Current Maitri School: 95 Jalan Eunos, Singapore 419529; a new Pasir Ris campus is planned for 2028.
• SPED school for moderate-to-severe ASD with intellectual disability; formal diagnosis and individual suitability assessment matter.
• Long-term age design is 7–18, but the school stated it supported ages 7–12 as of 2026; a 2027 13-year-old place is not confirmed by that statement.
• 2027 P1 applications 2 February–22 May 2026 are closed, and the school’s page says the P1 cohort is full; those are not Secondary 1 instructions.
• Junior programme ages 7–10; Middle programme ages 11–14; Senior programme ages 15–18 as the school develops.
• Communication and alternative communication tools, emotional regulation, daily living, practical numeracy, PE and arts are core learning priorities.
• Mainstream-to-SPED applications require the current school and MOE involvement; no normal PSLE cutoff or guaranteed admission.

14 November 2026 parent update: a Secondary 1-age place at Maitri is not confirmed by the 2027 Primary 1 notice

Maitri School currently operates at 95 Jalan Eunos, Singapore 419529 as a special education (SPED) school for pupils with moderate to severe autism spectrum disorder (ASD) and intellectual impairment, subject to the school’s individual admissions assessment. Its long-term design serves ages 7–18, but the official admissions criteria state that as of 2026, the school was supporting ages 7–12. Parents considering a place for a child who will be thirteen in 2027 cannot treat the intended 7–18 age range as proof that the right class is already operating with vacancies. Ask the admissions team about the specific age group, curriculum support and capacity.

The school’s 2027 published application period of 2 February to 22 May 2026 explicitly concerns Primary 1 children born in 2020. The school says that P1 cohort has reached full capacity and is due to begin in Term 2 of 2027, after the March school holidays. This does not establish a new Secondary 1 intake or a November PSLE results-day application route. Maitri is not one of MOE’s six ordinary S1 Posting Group options and has no PG1/PG2/PG3 cut-off. Parents should avoid both the assumption that a high or low PSLE score establishes suitability and the assumption that a P1 notice governs older pupils.

A school designed for older students is not necessarily admitting them in 2027

Maitri’s Desired Learning Outcomes describes a Junior Programme for ages 7–10, Middle Programme for ages 11–14 and Senior Programme for ages 15–18. This is a useful developmental design, but it is not a live admissions register showing every possible age class. A child approaching thirteen may fall within the school’s Middle Programme design; the family still needs to know whether the 2027 cohort, teacher team, transport and support can provide an appropriate actual place.

The school states that it starts structured post-school pathway conversations from age 13, working with families and students to explore strengths, interests and readiness. A family may find that encouraging, but should not read it as confirmation of an open thirteen-year-old intake. Ask which middle-years learning outcomes are being delivered to current older pupils, how progress is reported and what supports are offered for communication, independence and daily activities. A good decision rests on the child’s individual profile and school capacity, not simply a matching age range on a brochure.

For a mainstream pupil, the transfer must be centrally coordinated

Maitri’s Midstream Transfer page says that applications to transfer from mainstream and specialised schools to SPED are centrally facilitated by MOE, with the existing school involved in appropriate placement and transition. Parents should approach the current school to discuss the process rather than submit an unauthorised direct request. The school’s general application guidance similarly warns that parent-only direct applications are not accepted through the ordinary SPED channel and that submitting documents does not guarantee a place. It is important to maintain the child’s current educational arrangements while a transfer is assessed.

The admissions requirements include a formal ASD diagnosis and an assessment of whether the pupil’s needs can be met safely and appropriately by Maitri. The school’s published documentation notes that other significant medical or accessibility conditions may need case-by-case review. These details are not reasons to assume a child’s worth or ability from a diagnosis. They are questions about practical provision. Families should present accurate reports, describe how the child communicates and learns, and ask what supports the school can deliver before expecting an offer. A suitability decision and vacancy decision are separate from a parent’s wish to change schools.

Individual planning should translate into observable, meaningful learning

Maitri’s Support and Intervention Structures describes Individual Education Plans (IEPs), transition plans, parent-teacher conferences and tiered interventions. School-wide structured approaches form Tier One, additional coordinated help forms Tier Two and intensive, transdisciplinary interventions form Tier Three. Parents should ask what an individual plan would look like for their child and how progress would be measured. The goal is not to fill a form with generic aspirations; it is to choose a small number of meaningful, achievable outcomes and teach towards them steadily.

For example, a learner might need to communicate a request, transition between activities calmly, count money for a simple purchase or practise recognising an appropriate response to a transport delay. Those tasks involve comprehension, self-regulation and problem-solving. A child who can perform a skill with a teacher in a quiet room may need repeated practice before using it confidently at a canteen or public library. Families should ask how skills generalise to new settings and how the school involves caregivers without making home life an endless sequence of drills.

Augmentative communication and authentic learning spaces matter

The school says it uses Augmentative and Alternative Communication (AAC) tools where suitable and provides authentic environments such as a simulated three-room HDB flat and a decommissioned bus. These are meaningful resources for developing communication, home routines, safety and community independence. Ask what access each pupil has, how teachers tailor the environment to different abilities and how they teach a learner to communicate discomfort or ask for help. The presence of a bus or mock flat is educationally valuable only when children receive carefully structured practice there.

If a pupil communicates mainly through AAC, parents should ask whether staff will use the child’s existing vocabulary system or require a new one, how classmates and caregivers are supported to respond, and how comprehension is distinguished from a simple button press. If a pupil becomes anxious during an unfamiliar activity, ask what supports help them regulate and rejoin learning. A consistent communication system can reduce frustration and allow the learner’s preferences to shape their day. The school must explain its actual capacity and appropriateness for this child.

What functional numeracy and community skills could involve

Maitri’s Learning Domains page distinguishes core competencies from supporting domains used to practise them in real contexts. A family may ask how number skills are linked to choices such as buying a snack, following a bus route or recognising quantities in cooking. Literacy may include understanding signs, using an accessible schedule or communicating choices. These are not trivial activities; they can require sophisticated teaching adapted to the pupil’s sensory, cognitive and communication profile.

The right academic and functional balance depends on what a learner already knows. A child who reads text confidently may need more challenging tasks than a purely picture-based worksheet. Another may benefit from repeated hands-on practice and an AAC-supported response. Parents should discuss the child’s strengths with the proposed teachers and ask how the school prevents tasks from becoming too easy or too overwhelming. Learning goals should expand independence and participation, while respecting the pupil’s right to enjoy school and be part of a community.

The planned Pasir Ris campus is a future development, not today’s school

Maitri’s location page confirms the current holding site at 95 Jalan Eunos and states that a new school is planned for 20 Pasir Ris Street 51, Singapore 518902 in 2028. Its new-campus project page describes future facilities including a rooftop running track, garden and central courtyard, with artist impressions subject to change. A parent must not plan a 2027 school journey to Pasir Ris or treat the 2028 completion target as a confirmed moving date. The family should first establish which site will actually serve the child if a place is offered.

The Eunos location is described as an approximately eight-minute walk from Eunos MRT, but some children may need supervised transport or different mobility arrangements. Ask about school-bus options, eligibility for transport subsidy, handovers at arrival and dismissal and what happens when a caregiver is late. The future Pasir Ris move may eventually change travel planning and routines; parents should ask how the school would prepare pupils for a new environment rather than assume relocation is automatically easy. A sense of safety and predictability matters in educational transition.

The 2027 published school fees make budgeting more concrete

The school’s Fees and Financial Assistance page lists S$80 per month for Singapore Citizens and a specific 2027 Permanent Resident fee of S$280 per month. The page states that a full-month rate applies where a pupil attends five or more days, with fees deducted quarterly. These are the school-published rates, not a guarantee of a place or a complete estimate of transport and other expenses. Confirm the pupil’s category, billing period, uniform and any additional charges before budgeting.

For families needing assistance, the site states that eligible Singapore Citizens may apply for MOE Financial Assistance, with 2026 published eligibility based on a gross household income of up to S$4,000 or per-capita income up to S$1,000. It also describes an Enabling Transport Subsidy with separate Singapore Citizen and PR per-capita income criteria. These schemes are subject to current conditions and assessment; ask the school social worker what the family may actually receive and which forms must be submitted. Financial assistance should be calculated from verified eligibility, not presumed.

Parent decision question	Evidence needed
2027 age group	School says ages 7–12 served in 2026; confirm whether a suitable 13-year-old class exists in 2027
Admission window	Published 2027 P1 application is closed and full; it is not a Secondary 1 application
Referral route	MOE-coordinated mainstream/specialised-to-SPED transfer through the existing school
Learning needs	Formal diagnosis, suitable support profile, current reports and individual assessment
Programme fit	Appropriate Junior/Middle/Senior learning goals, AAC, individual planning and support services
Current address	95 Jalan Eunos for present schooling; 2028 Pasir Ris campus is a plan
Fees	S$80 monthly for citizens, S$280 PR in 2027, plus transport and assistance considerations
Transition	Confirmed offer, accessible school day, family-school coordination and stable interim education

Questions that matter before an educational transition

Does Maitri actually have a suitable age-thirteen intake and capacity for this child’s needs in 2027?
What is the correct MOE transfer/referral process from the child’s present school?
How would the child’s current communication and learning supports be preserved or adjusted?
What individual education and transition goals would be appropriate over the next one or two years?
How are AAC, functional numeracy and community skills taught in practical settings?
Who supports family-school communication, counselling and intensive intervention if needed?
What transport, supervision and financial assistance are available at the Eunos holding site?
How would the school prepare families for a later move to Pasir Ris if and when it occurs?

A family should contact Maitri’s admissions team and the child’s current school before planning any transfer. The 2027 P1 notice is not evidence that a Secondary 1-age vacancy exists. A careful parent guide respects the child’s strengths and learning needs while being precise about admissions, current campus, age-group provision and support. The goal is a confirmed, accessible education in which the pupil can communicate, participate, develop independence and belong. Updated 14 November 2026.

The critical first question: is there actually a 2027 age-thirteen intake?

Maitri’s advertised overall age range should not be confused with the ages it had enrolled in 2026. A family seeking entry for an older child must ask which class will operate in 2027 and whether that class is open to new pupils, particularly because the official current admissions page focuses on a full Primary 1 cohort. It would be misleading to treat a planned future programme as an available Secondary 1 seat.

Why a PSLE Posting Group cutoff cannot answer this question

Maitri does not participate in the mainstream six-school Secondary 1 Posting Exercise, so there is no historical AL score range to use for its admission. The relevant factors are educational need, formal diagnosis, the pupil’s support profile, actual programme availability and suitability assessment. A child may have taken PSLE in mainstream primary school, but the national exam result does not guarantee a specialist-school placement.

The school’s learning programme and future transition

The most important distinction is intended age range versus classes actually operating

Maitri states that its educational programme is designed for students aged 7–18, with Junior, Middle and Senior stages. Yet its current published criteria explain that in 2026 it was serving ages 7–12, because the school has been expanding gradually as its early student cohorts grow. A family whose child will be thirteen in 2027 should not assume there is automatically a class open at that age.

This is an avoidable misunderstanding when a school advertises a long-term plan. An intended senior programme can be important for students currently enrolled, but it does not prove that new older pupils may join in a particular year. Admissions depend on the stage actually being taught, the current intake rules, eligibility and capacity.

Parents should ask the admissions team plainly: Does Maitri accept a new student born in my child’s year for 2027? Which class would the pupil join, what support and staff are available and when will that decision be made? If the answer is not yet confirmed, continue the existing educational arrangements while considering other suitable options.

The 2027 P1 notice should not be mistaken for a secondary-age admissions calendar

Maitri’s published 2027 notice specifically addresses applicants born in 2020 for Primary 1. The application window ran from 2 February to 22 May 2026. The school now states that the Primary 1 2027 cohort is at full capacity and that its start date is in Term 2, after the March holiday period.

These dates are important because a parent may find the webpage after PSLE results and assume the same form opens for thirteen-year-olds. It does not say that. Families with older pupils should ask whether an other-level route is available, what current documents and cutoff dates apply, and whether the school has a place at the appropriate age.

An application window that has closed should be described honestly. A parent should not submit an outdated form and assume it is being considered for an unspecified senior intake. Obtain written guidance from the school and the current school principal before making a change.

Who the school serves and how suitability is considered

Maitri’s admissions criteria describe a formal autism diagnosis with intellectual impairment and a profile suitable for its learning environment. It may consider other significant medical or physical needs case by case. The school requires appropriate medical and educational documents, and its admissions team may assess whether the pupil can benefit from the support and curriculum available.

An autism diagnosis is not a single educational destiny. Students differ in communication, sensory needs, academic skills, social understanding and daily living. One child may use an augmentative communication device, while another communicates verbally but needs help managing change. A responsible school seeks to understand the individual.

Parents should share the strategies that help their child, relevant reports and areas of interest without exaggerating achievements or minimising support needs. A suitability assessment should lead to a clear discussion of teaching and safe participation; it is not a judgment of a student’s worth.

A mainstream-to-SPED transfer requires the right referral

Maitri’s admissions page explains that transfer applications involving students already in mainstream education are centrally facilitated through MOE, and parents should first approach the existing school. The mainstream school principal is responsible for facilitating the transfer process. A direct parental application is not a substitute for that procedure.

Families whose children have been in another SPED school may have a different process depending on the current placement, with MOE and school coordination. Ask which reports are required and how current education and therapy arrangements will continue during review.

A referral is not an offer. The receiving school may need to conduct suitability assessment, and even suitable applicants cannot be promised a place when a year group is full. The child should not be withdrawn from school while the application is pending.

Maitri’s three educational stages are a useful developmental plan

The school describes Junior Programme ages 7–10, Middle Programme ages 11–14 and Senior Programme ages 15–18. This allows families to understand what the school intends to build progressively: communication and daily living foundations in younger years, stronger engagement and choices in middle years, and more focused community and vocational preparation as pupils approach adulthood.

The stages are not identical to Singapore’s ordinary Secondary 1–4 year groups, and the school’s programme is personalised. A teenager may need support with a foundational communication or self-management skill even while developing age-appropriate interests and responsibilities. A school should adjust teaching without treating the pupil as permanently limited by the age at which a skill was first introduced.

Ask how goals are chosen, how progression between programmes is reviewed and how parents participate in the decisions. A written plan should reflect the learner’s needs and preferences and show what improvement would look like in everyday settings.

Communication and alternative communication support

Maitri’s official programme highlights communication and language, including appropriate Augmentative and Alternative Communication tools for pupils who need them. Such systems can help a learner express a request, make a choice, describe a feeling or take part in a group activity. They are part of meaningful education, not a lesser substitute for being heard.

Imagine a student being offered two activities. A teacher might provide pictures, words, signs or the pupil’s usual device so that the choice can be genuinely expressed. The adult should allow processing time and check that the response is understood. A child who has more control over expressing a preference may also participate more confidently in other learning.

Parents should ask how the school assesses communication, what the pupil uses across lessons and how families can support consistent communication at home. A system practised only in one classroom may not automatically work in a shop, on a bus or at home without further teaching.

Social-emotional learning, self-regulation and everyday relationships

Maitri describes teaching emotional regulation, personalised coping strategies and social interaction. Its current programme information includes facilitated activities that help children recognise emotions, practise appropriate responses and develop relationships. A learner who experiences unexpected change as distressing may benefit from clear preparation and strategies matched to their communication and sensory needs.

Parents can ask what staff do before an escalation, how a pupil requests a break, and how teachers distinguish confusion from deliberate refusal. The goal is to help a child understand and navigate situations safely, not to force a uniform emotional response on every learner.

Friendships and social belonging matter alongside academic learning. Ask how pupils are encouraged to participate with peers, what happens when two students disagree and how staff support children who need a quieter way to engage.

Functional numeracy teaches what a number is for

The school’s programme describes numerical learning such as counting, time and money, with real objects and demonstrations including clocks. A pupil may begin by recognising a quantity and later learn to apply it in a timetable, recipe or purchase. These are useful mathematics outcomes when taught carefully and practised in varied situations.

A learner who knows the number five on a worksheet may still need help recognising five dollars in a shop or setting a timer for five minutes. The teacher can connect the symbol with real objects and experiences, then ask whether the child can transfer the understanding to an unfamiliar but appropriate task.

Parents should ask how teachers make numeracy accessible and how progress is recorded. The aim is not merely to repeat a number aloud; it is for the student to use it to make a safer or more independent decision in everyday life.

Daily living skills can be taught in realistic environments

Maitri’s school programme describes practical daily living education in spaces resembling familiar home settings, including kitchen activities. Pupils may practise using utensils safely, serving themselves, preparing a simple snack and completing basic personal-care routines. The exact task depends on the learner’s needs and ability.

A child might learn to put an item away, recognise a hygiene step or follow a short sequence with picture prompts. Another may be ready for longer independent tasks. Teachers and caregivers can identify one goal, decide which support is needed and check whether the child can perform it at home as well as at school.

Families should not equate independence with doing everything alone. Knowing when to ask for help and recognising a hazard are also important skills. A school should teach autonomy alongside appropriate safety and dignity.

Physical education and the arts can reveal meaningful strengths

Maitri lists PE involving games, movement and outdoor activity, and arts ranging from drawing and painting to drums and angklung. These experiences can support confidence, coordination, communication and pleasure in learning. A student who does not enjoy written tasks may still express creativity or cooperation through music and art.

Participation should reflect the individual child. Some pupils need additional sensory preparation before entering a busy activity, while others may benefit from gradual supported exposure. The school’s job is to provide safe, age-appropriate opportunities without humiliating students who progress differently.

Ask which clubs and arts are available at the child’s actual stage, how activities are adapted and whether pupils can express preferences. A photograph of a performance should not be taken as a promise that every child will participate in that same event.

The 2026 Punggol Library learning journey illustrates community participation

Maitri’s March 2026 account of a learning visit to Punggol Regional Library describes students exploring creative spaces, storytelling displays and an accessible reading collection. Pupils practised interacting with materials, waiting their turn, greeting others and recognising public signs. These are examples of learning in a real community environment.

An outing is valuable when it develops skills the pupil can use later. Recognising a toilet sign or responding appropriately to a librarian may be a meaningful step toward community participation. Some children can follow a spoken instruction, while others need a picture or additional support.

Parents can ask how the school prepares pupils for community visits, what the safety arrangements are and how lessons are reinforced afterward. An earlier outing is an example of the school’s approach, not a guaranteed destination for the 2027 cohort.

A new campus is planned in Pasir Ris in 2028, not currently operating

Maitri currently operates from 95 Jalan Eunos, Singapore 419529. Its published future-campus page identifies a planned new school at 20 Pasir Ris Street 51, Singapore 518902, targeted for 2028. The development includes proposed spaces such as a rooftop running track, rooftop garden and courtyard, but the school’s own page cautions that artist impressions and details may change.

Parents should not ask a child to travel to the future Pasir Ris address for lessons in 2027. It is not the current teaching campus. A family considering a longer multi-year relationship may want to understand how the intended relocation affects later travel, therapy and community connections, but must rely on confirmed school announcements.

Try the actual route from home to Jalan Eunos for any current visit. The school identifies Eunos MRT as nearby with a walk of approximately eight minutes. A young person who needs supervised travel may require a different plan from a pupil who is comfortable with a familiar independent route.

Metta School and Maitri School are separate, despite the common association

Maitri was established by Metta Welfare Association as a separate SPED school, with the Maitri Programme beginning in 2021 and the school formally registered in December 2023. Metta School in Simei offers different specialised and vocational programmes. A family should not assume an advertised Metta vocational certificate, age range or school bus option is also automatically part of Maitri’s present curriculum.

At Maitri, the Senior Programme is intended to develop vocational readiness and community participation when the relevant age group is operating. Its future educational direction includes experience of volunteering, work tasks and transition planning. That is different from promising an immediate external vocational certificate to an incoming child in 2027.

Ask which senior-level activities currently operate, when vocational exploration begins and which later pathways the school helps families investigate. An honest discussion should preserve options and acknowledge uncertainty while the school grows.

What admissions information the family needs to obtain first

Start with the child’s current school principal if the pupil is enrolled in mainstream education. Under MOE’s process, the school must coordinate the proposed transfer to SPED. Families in another schooling situation should ask which authorised digital SPED application route applies. In either case, supply accurate professional and educational reports as requested.

The receiving school may conduct an individual assessment, but an application or screening is not an unconditional offer. Ask whether any placement is currently possible for the child’s age and when the family would receive an actual decision. Maintain the student’s existing educational arrangements while any request is unresolved.

Ten practical questions for Maitri admissions

Does Maitri accept new thirteen-year-old students in 2027, or only continuing pupils at that age?
Which Junior, Middle or Senior classes actually operate in the intended year?
Has the published P1 2027 admissions window any relevance to an older applicant?
Is the pupil’s current educational and support profile within Maitri’s admission criteria?
What MOE or current-school referral is required and who coordinates the documents?
How are communication, AAC, emotional regulation and daily-living goals set for this child?
Which arts, PE, numeracy and community learning experiences are available at the intended stage?
Where would a 2027 pupil attend, and when is the 2028 Pasir Ris move expected?
What fees, transport, student-care and financial assistance arrangements apply?
How does the school plan later vocational and post-school pathways as its age groups expand?

After PSLE 2026: avoid an unsupported assumption about admission

For a Primary 6 pupil awaiting or receiving results in November 2026, the first priority is to ensure a suitable educational plan remains in place. The child’s score may be relevant to mainstream posting, but Maitri’s SPED admission follows a distinct process. A parent should ask the current school and receiving provider for advice rather than allow an unconfirmed specialist place to interrupt education.

If the child’s learning needs have changed, request a professional conversation about support and educational fit. The family can consider the child’s strengths, daily communication and what meaningful progress would look like. A school that serves a particular broad diagnosis may still not have the right open programme or capacity for every applicant.

Travel, costs and preparing for a school transition

The current site at 95 Jalan Eunos is separate from the planned 2028 Pasir Ris campus. A family should plan using the address applicable to the actual intake, and consider whether a later move would change transport substantially. Any school-bus, escort, dismissal or support arrangements should be confirmed before accepting a placement.

Help the learner prepare through age-appropriate routines, a possible school visit, familiar communication supports and practical travel rehearsal if suggested. Do not turn the year-end holiday into an intensive race to master everything; a safe and supported start is more important.

Frequently asked questions about Maitri School

Can a child who took PSLE in 2026 apply to Maitri for Secondary 1 in 2027?

Do not assume an open age-thirteen intake. The school says it supported ages 7–12 in 2026; obtain direct confirmation of 2027 age levels and vacancies.

Is Maitri an ordinary MOE PG1 secondary school?

No. It is a SPED school with diagnosis-based and individual suitability criteria, not a PSLE Posting Group cutoff.

Where does Maitri currently operate?

95 Jalan Eunos, Singapore 419529. The proposed Pasir Ris campus is planned for 2028.

Did Maitri’s 2027 P1 application already close?

Yes. The published 2 February–22 May 2026 window has closed and the P1 2027 cohort is listed as full. That is not an older-pupil admissions timetable.

Does the school offer learning beyond functional academics?

Yes. Its programme includes communication, social-emotional learning, daily living, PE, arts and planned progressive community and vocational experiences.

How should a mainstream pupil’s family start a SPED transfer?

Talk to the current school principal and MOE’s special education application channel; a direct enquiry is not a guaranteed placement.

Official school sources and limitations

This guide was checked against Maitri’s admissions, programme and location pages on 7 November 2026. The school’s intended ages 7–18 do not confirm that every age group accepts new applicants in 2027. The proposed 2028 campus date may change. This is an independent parent guide, not a school offer or suitability determination.

Related guides

Final parent decision: Maitri may be an appropriate long-term educational environment for some pupils whose needs match its programmes, but a 2027 secondary-age place must be verified rather than inferred. The family should know the actual open year group, valid referral, teaching support, current campus and practical costs before making any commitment.

Independent eduKate Singapore parent guide, checked 14 November 2026, for families considering education after PSLE 2026. Not an official MOE or school admission notice.

Parents Guide to PSLE Results and Choosing Secondary Schools | Maitri School