MANDEVILLE PRIMARY AND JUNIOR HIGH SCHOOL … Inspection... · The Mandeville Primary and Junior High School is located at 6 Caledonia Road in the centre of Manchester’s capital

MANDEVILLE PRIMARY AND JUNIOR HIGH SCHOOL

INSPECTION REPORT

Principal: Mr. Byron Farquharson Board Chair: Lloyd Quarrie (M.D.)

Report Issued: January 23, 2012

National Education Inspectorate

Inspection Date: November 1-3, 2011

National Education Inspectorate © May 2013 School Inspection Report ii

TABLE OF CONTENTS

Page Introduction ................................................................................................................ 1

Key Questions ............................................................................................................ 1

The Five-point Scale .................................................................................................. 2

Consistency in terminology ........................................................................................ 2

Profile ......................................................................................................................... 3

School’s Demographics ................................................................................... 3

Socio-economic Context .................................................................................. 3

Executive Summary ................................................................................................... 4

Overall effectiveness of the school .................................................................. 4

Findings of School Inspection .................................................................................... 8

1) School Leadership and Management .......................................................... 8

2) Teaching Support for Learning .................................................................. 10

3) Students’ Academic Performance ............................................................. 13

4) Students’ Academic Progress ................................................................... 12

5) Students’ Personal and Social Development............................................. 13

6) Use of Human and Material Resources .................................................... 15

7) Curriculum and Enhancement Programmes.............................................. 17

8) Student Safety, Security, Health and Wellbeing ...................................... 218

RECOMMENDATIONS ............................................................................................ 22

Further Action ........................................................................................................... 24

List of Abbreviations and Acronyms ......................................................................... 25

Appendices .............................................................................................................. 22

Appendix 1 - Record of Inspection Activities ................................................. 23

Appendix 2 - Inspection Indicators ................................................................. 24

Appendix 3 - National Test Data .................................................................... 46

National Education Inspectorate © May 2013 School Inspection Report

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Introduction The National Education Inspectorate (NEI) is responsible for making an assessment of the standards attained by the students in our primary and secondary schools at key points during their education. It is the aim of the NEI to report on how well students perform or improve, as they progress through their schooling and learning life. The NEI is also charged with the responsibility to make recommendations to support improvement in the quality of the provision and outcomes for all learners. During school inspections, our trained inspectors observe classroom lessons, interview members of the school’s staff, students individually and in small groups. Inspectors also look at samples of student work and study various school documents provided before and during the inspection. Additionally, School Inspectors hold meetings with the principal and senior members of the staff to get clarity on their roles and responsibilities at the school. Please see the Inspection Indicators (Appendix 2) used by School Inspectors to assist in forming judgments about a school’s progress.

Key Questions The inspection indicators are structured as a set of eight key questions that inspectors ask about the educational provision and performance of every school. These are:

1. How effectively is the school led and managed by the Board, the principal and senior management team and middle leadership?

2. How effectively does the teaching support the students´ learning?

3. How well do students perform in national and/or regional tests and assessments? (For infants: in relation to age-related expectations)

4. How much progress do students make in relation to their starting points?

5. How good is the students´ personal and social development?

6. How effectively does the school use the human and material resources at its disposal

to help the students achieve as well as they can?

7. How well do the curriculum and any enhancement programmes meet the needs of

the students?

8. How well does the school ensure everyone’s security, health, safety and wellbeing?


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The Five-point Scale Inspectors make judgements according to a five-point scale. The five levels on the scale are defined as follows: Level 5 – Exceptionally high quality of performance or provision; Level 4 – Good: the expected level for every school. Achieving this level in all aspects

of its performance and provision should be a realistic goal for every school; Level 3 – Satisfactory: the minimum level of acceptability required. All key aspects of

performance and provision in every school should reach or exceed this level; Level 2 – Unsatisfactory: quality not yet at the level acceptable for schools. Schools

are expected to take urgent measures to improve the quality of any aspect of their performance or provision that is judged at this level. Action on the inspectors’ recommendations for improvement is mandatory;

Level 1 – Needs Immediate Support: quality is very low. Schools are expected to take

immediate action to improve the quality of any aspect of their performance or provision that is judged at this level. Action on the inspectors’ recommendations for improvement is mandatory.

Consistency in terminology The following terms are used consistently throughout the indicators with the following definitions: All 100% Almost all 90% to 99% Most 75% to 89% Many 50% to 74% Some 21% to 49% Few 1% to 20% None 0


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Profile

School’s Demographics Locale: Urban

Parish: Manchester School Code: 12028

Gender: Co-educational

School Organization: Shift Size: Class V

Attendance Rate: 95% Capacity: 1, 060

Enrolment: 2, 134 No. of Teachers: 68

Pupil-Teacher Ratio: 31:1

Owned by: Moravian

Socio-economic Context

The Mandeville Primary and Junior High School is located at 6 Caledonia Road in the centre of Manchester’s capital town, Mandeville. In 1974, the school was placed on the shift system in a bid to address burgeoning enrolment, which by 1991 stood at approximately 2,400 students. Students are drawn from the communities in and around Mandeville, which comprise a mix of working and middle class communities. These are homes that are sustained by incomes earned from a mix of unskilled and skilled jobs in farming, domestic services, bauxite-related operations, and the professions. Approximately 554 students are beneficiaries of the Programme for Advancement through Health and Education (PATH) with another 54 supported through the school’s welfare (lunch) programme. School satisfaction survey As part of the inspection process, the National Education Inspectorate (NEI) analysed responses to questionnaires issued to a sample of parents and students. One hundred and ninety-three (193) student questionnaires were returned. Students express a high level of satisfaction with the school and all agree that they enjoy school and are encouraged to work hard, though some thought they were not regularly assigned meaningful homework. Some students are concerned that they are not provided with enough opportunities to develop independence. However, almost all believe that the education being received at Mandeville Primary and Junior High is helping in their development as individuals.


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Executive Summary

Overall effectiveness of the school

The overall effectiveness of Mandeville Primary and Junior High School is satisfactory Leadership and management is satisfactory

The Principal, supported by the two Vice-Principals, is quite clear about what must be achieved in the school and together with the Grade Supervisors and Heads of Departments (HOD), provide close monitoring of teaching and learning. Self-evaluation and school improvement planning are satisfactory. There are established modes of self-evaluation and teachers are involved. Nonetheless, there are significant gaps in planning and in the evaluation of targets and strategies so the overall progress of the school is not being effectively measured. Governance is satisfactory. The school Board currently functions in a monitoring and advisory role. It offers oversight of the school’s finances, facilities, and general safety and security but is not adequately involved in the strategic role in relation to the establishment and monitoring of clear academic targets in accordance with the national targets for literacy and numeracy to 2015 for which the School Management Team (SMT) can be held to account. The relationship with parents and the local community is good. The school has developed effective ways of communicating with parents including progress reports, grade level meetings and PTA meetings.

Teaching and learning is satisfactory Most teachers demonstrate competence in the subject knowledge they teach and are able to manipulate and moderate discussions which encourage students’ participation. Teaching methods are satisfactory. Most lesson plans have clear, measurable and attainable objectives and in many cases time is effectively managed. Many teachers reflect on their teaching within the class and in lesson plans. Few teachers do any reflection. Students’ assessment is satisfactory. The school has an assessment policy. Included in this are students’ behaviour, the work that the students do, knowledge and performance. All teachers have a marks register to record all grades for assessments done. Student learning is satisfactory. Most students display a positive attitude to learning, are orderly and are engaged during the lessons. However, some students are disengaged from the teaching learning process as evidenced in the level of disinterest among pockets of students who were otherwise engaged. Many classrooms are over-crowded, which impacts negatively on student learning. Performance in English and mathematics is satisfactory The school performs inconsistently in language arts at Grade 4 but does better in the upper grades. In 2008 to 2011 the school performed slightly above the national averages in Grade Six Achievement Test (GSAT) language arts and communication tasks as well as in the Grade Nine Achievement Test (GNAT) Language Arts. Students’ performance in mathematics is satisfactory. The school consistently performed above the national average in GSAT and GNAT mathematics for the period 2008 to 2011.


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Progress in English and mathematics is unsatisfactory In lessons, students at Mandeville Primary and Junior High tend to make adequate progress as most teachers do teach competently and students learn a lot but this is not reflected in attainment in national tests. Over time, some progress is made but it is neither consistent nor sustained. Records indicate that in comparison to the readiness level at which they enter; the students make very little progress. Overall, students’ personal and social development is satisfactory The students’ behaviour and attitudes are satisfactory. In class, students are generally attentive, responding enthusiastically to their teachers’ question especially when they are engaged in-group activities and are recalling from their own experience. However, when unsupervised, they tend to be noisy and sometimes congregate outside of the gate even when late, to purchase from the vendors operating there. Punctuality and attendance (which stand at 95 per cent) are good. The civic understanding and spiritual awareness of the students are good. Their economic awareness is satisfactory as well as their knowledge and understanding of their environment. The school’s use of its human and material resources is satisfactory The quality of human resources is good. There is sufficient number and adequately qualified academic, clerical, and ancillary staff that give quality service to the school. The use of human resources as well as the quality and quantity of material are satisfactory. Sanitary conveniences are adequate and well maintained. However, because of the shift system each class room is shared for two classes and this is challenging at times. The use of material resources is satisfactory. Curriculum and enhancement programmes are satisfactory Adaptation and modification of curriculum is done based on grades, ability and students’ needs. Primary areas use the Revised Primary Curriculum (RPC) while the junior high uses the ROSE programme. The Grade One Individual Learning Profile (GOILP) and the Informal Diagnostic Reading Inventory (IDRI) assessments indicate reading skills at primary level. Modification is mainly done for activities especially at Grades 1-4. Review and planning of curriculum are done at the start of each school year and during weekly planning sessions to meet students’ needs and school’s objectives, different approaches are used. Enhancement programmes are satisfactory. There is provision for remedial reading free extra lessons in which individual assistance is given to some students. Various clubs assist with the personal and social development including Cub Scouts, 4-H, sports, music, and environment. The school successfully enters various competitions in quizzes and sports.

Provisions for safety, security, health and wellbeing are satisfactory There is a clear policy and defined procedures to ensure the safety and security of all the members of the school, both on and off-site. The school has a security system in place that treats with entrance/exit and the perimeter access control and students’ movements are monitored. There is a concern however, that students are too close to the traffic flow in and out of the compound at the start and end of the shifts.


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Inspectors identified the following key strengths in the work of the school:

Students who are excited about their school Dedicated staff Positive view of the community that translates into goodwill Supportive school board Innovative use of the facilities to house the very large student population

How effective is the school overall?

The overall effectiveness of the school is satisfactory


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Findings of School Inspection

1) School Leadership and Management

How effectively is the school led and managed by the Board, the principal and senior management team and middle leadership? Overall, the school is satisfactorily led and managed School-based leadership and management is satisfactory The Principal is quite affable, approachable and accommodating but firm. This is evident in his good relationships with staff, students and parents. The Principal is quite clear about what must be achieved in the school. Together with the two Vice-Principals, he has identified clear social and infrastructural goals that were previously incorporated into a three-year development plan which is now being upgraded to a more substantive School Improvement Plan (SIP) in accordance with Ministry of Education guidelines. However, the academic goals are not clearly delineated. The Vice-Principals (VPs) are each responsible for general oversight of a shift. Together with the Grade Supervisors and HODs, they provide close monitoring of teaching and learning. They also monitor new staff as well as members of staff who have been identified for intervention. Although some monitoring of teaching and learning occurs, it is not sufficiently rigorous in order to provide empowerment to teachers in mathematics and English planning and instruction. The VPs are also instrumental in attending to disciplinary issues that may arise. The SMT has established an environment in which there are good relationships all round. There is a general expectation that staff will be caring, accountable, and always be prepared for instructional delivery. Grade Supervisors are required to closely monitor teaching at the grade level and are accountable to the VPs. The cumulative records are in place but lack information on any interventions and impact. The inspection team was able to observe the SIP in development. Minutes of all major meetings that have to do with the school’s operations were observed. Self-evaluation and school improvement planning are satisfactory The general staff conference that is held once per term is the primary mode of self-evaluation and gives teachers an opportunity to be involved. There are also weekly planning times for Grade 1-6 and bi-weekly meetings for Grades 7-9. Nonetheless, there are significant gaps in planning and in the evaluation of targets and strategies so the overall progress of the school is not being effectively measured. Performance management is centred around feedback on lesson plans and the Ministry of Education’s annual appraisal. Grade Supervisors provide the first tier of management on a weekly basis while team observations by senior staff and a nominee are scheduled at least once per term. However, the quality of supervision by Grade Supervisors lacks rigour to achieve improvements in differentiated planning for the various ability levels and interests found in classes. There is a two-tiered staff appraisal system that provides the SMT with an insight into staff performance each term. The school has an internal appraisal form which provides a clear delineation of strengths and concerns to both the appraised and the SMT. There is a termly appraisal roster that outlines the appraisees, appraisal committee and a list from which the appraisee may appoint a nominee in keeping with the Education Act, 1980. There is also


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the MoE appraisal that is completed annually. The school maintains a system of cumulative records for each student and class profiles, which are passed on to receiving teachers. The School Improvement Plan is being reviewed and aligned with new Ministry of Education guidelines. The school’s partnership with parents is good. The open door policy adopted by the SMT ensures that parents are able at any time to consult with class teachers or senior leaders about any matter of concern. Additionally, parent views were actively sought at Parent teachers Association (PTA) meetings and otherwise communicated to the Principal through the PTA Executive. Governance is satisfactory The School Board currently functions in a monitoring and advisory role. The Board offers oversight of the school’s finances, facilities, and general safety and security. It meets with the Principal at least once per term to review the operations, during which the Principal’s report is tabled. The Board supports the goals of the school which include an expansion of the facilities, an improvement of students’ performance in the Grade Four Literacy Test and Grade Six Achievement Test, and the development of even better relations between the stakeholders. There is however function adequately in its strategic role in relation to the establishment and monitoring of clear academic targets in accordance with the National Targets for Literacy and Numeracy to 2015 for which the SMT can be held to account. Relationship with parents and local community is good The school has developed effective ways of communicating with parents including progress report, grade level meetings and PTA meetings. Parents are kept abreast of their children’s progress in unit, end-of-term and end-of-year tests through reports that are disbursed in January and July. Parents also have the opportunity to consult with class teachers through the formal grade level meetings as well as informal meetings. The PTA is actively involved in the life of the school. This committed corp of parents work tirelessly with the leadership of the school to source funding to assist with student welfare and the building initiative. In fact, a fundraiser is held annually in aid of various projects, with the current one being the completion of the auditorium and music room. These parents also support co-curricular activities. Meaningful relationships have also been formed with the wider community that has resulted in scholarships and bursaries being made available to some needy students.

How effectively is the school led and managed by the Board, the principal and senior management team?

Grades 1-9

School-based leadership and management Satisfactory

Self-evaluation and improvement planning Satisfactory

Governance Satisfactory

Relations with parents and community Good


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2) Teaching Support for Learning

How effectively does the teaching support the students’ learning? Overall, teaching in support of learning is satisfactory

The teachers’ knowledge of the subjects they teach is satisfactory In classes, the teacher demonstrates their subject knowledge with confidence in the delivery of content. This was observed in many classes such as a Grade 1 Mathematics lesson where the teacher was able to manipulate and moderate discussions which encourage students’ participation. Some teachers however go straight into the lesson using work set on the board or from workbooks. Many teachers use wide and varied methods to capture and hold the attention of the students. This was true of a Grade 3 mathematics teacher who drew on students’ experiences and used available materials to assist students in understanding a concept. Some teachers on the other hand offered very little information and some deliver lessons with misconceptions; for example, in one Grade 3 mathematics class, the teacher in instructing students, informed them that the smaller number is always taken from the larger and is always at the bottom. Many teachers reflect on their teaching through evaluation of lesson and recapping of previous lessons to inform the teaching and learning process. There are some instances however where there is no reflection on lesson to inform future planning for instruction. Teaching methods are satisfactory Most lesson plans have clear, measurable and attainable objectives with informative comments by the supervisors to improve the lessons. In some lesson plans however there are no evaluation comments and supervisors make no comments apart from ‘approved or seen’. In many cases time is effectively managed as lessons begin and end on time. Some teachers however spent teaching time collecting lunch money preparing the classroom after lunch or before end of shift or having the students wait while they prepare for class. The Grade 7 social studies class has many real life activities based for example on a weather report. These reports are given by students and allow for interactive comments from the teacher and other students. In a Grade 7 science class, real life situations were used to introduce a lesson on forces the activity encourages class participation. Many teachers use the resources satisfactorily. For example, in a Grade 1 mathematics class, the teacher used waste material like bottle covers, fudge sticks to enhance the lesson and the Grade 9 science teacher used equipment and textbook to enhance the delivery of the lesson. There is an absence of ICT and consequently, some teachers though rely heavily on chalk and talk and the teacher centred approach. Many teachers involve students in class activities. For example in Grades 1 and 2 mathematics classes, students are called to do things on the board and to explain real life situations relating to the respective lessons. In Grade 9, three students introduced the lesson with a news item on the weather. In a Grade 8 English class, role play is used to introduce the lesson on metaphors. In some cases though, attention is placed on students at the front of the class while those at the back and the sides engage themselves in other activities and in many cases, teacher ask the questions and end up answering the question without motivating students to do so.


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Students’ assessment is satisfactory The school has an assessment policy. Included in this are students’ behaviour, the work that the students do, knowledge and performance. Assessment plans are also developed at the grade levels. The Grade Supervisors work along with the assessment co-coordinators to develop these. Assessment as part of teaching and learning is realized through activities such as questioning, discussions, written assignments and homework. However, recall questioning is dominant and in many instances, there are chorus responses and it is difficult to know how many of the students are learning when there is whole class or group responses. Additionally, many students fail to do their homework. All teachers have a marks register to record all grades for assessment done. They also have a profile on each student. Tests are administered at the end of unit, term and year. The end of year test results is used to prepare students’ reports and to complete cumulative records. The cumulative record is completed by the class teacher and moves with the student from one grade to another. Although homework is a part of the assessment policy, not much is given hence there is a shortfall in students’ self-assessment. Sometimes, students are assigned projects and at other times are asked to indicate what they have learnt at the end of a lesson. Completed projects are sometimes on display in the classrooms, as in Grade 3, and in the library. Feedback by teachers on students’ work is indicated by the frequency with which they mark assignments. Some do this often and include instructional comments in the student’s notebook such as ‘Please write in a sentence’. Most teachers add motivational comments such as ‘excellent’ and ‘good’. The diagnostic test done in literacy and numeracy informs teachers of the strengths and weaknesses of the students and the results guide the grouping in classes. However, only some teachers make provision for varying abilities in written task and this is seen mainly in language arts and mathematics. Student learning is satisfactory

Most students display a positive attitude to learning. For instance, in the Grade 8 Language Arts class on metaphors, students participate whole-heartedly in the singing of ‘I am a mountain’ after which they are asked to identify the metaphors in the song. Many students are orderly and are engaged during the lesson as in the Grade 9 religious education class. In the same lesson, background music is played while the students work at their task. In the Grade 2 mathematics class, enthusiasm is shown as students compete for the teacher’s attention, snapping their fingers, anxious to show what they have learnt. The teacher in turn promotes the atmosphere for students to learn praising them for their effort. In some classes such as the Grade 4 social studies class, students are inattentive and periodically, the teacher deviates from the lesson to address students’ behaviour. In many students were disengaged from the teaching learning process as evidenced in the level of disinterest among pockets of students who were otherwise engaged (talking, playing) in the Grade Language Arts class. Not many classes are observed with group activities. In some classes where this occurs, for example Grade 4 Mathematics, there is good interaction and collaboration between students. Real life situations are used in many classes to teach concepts. This is seen in the Grade 4 Science class on forces where the teacher pulls a bag and pushes a door to introduce the forces of pull and push. Assigning projects provide opportunities for students to apply inquiry and research skills. However, projects are not always done by the students and in most classes; students must be supervised in doing their work.


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3) Students’ Academic Performance

How well do the students perform in national and/or regional tests and assessments?

Overall, students’ performance is satisfactory in national tests Students’ performance in English is satisfactory In 2008, the school attained an overall average of 72 per cent in the Grade Four Literacy Test, which was above both national (69%) and regional (66%) averages. In 2009, the school’s average attainment improved when compared with 2008. The participation rate for this national test was 100 per cent. In 2010, the school’s (53%) average declined by 26 percentage points when compared with the previous year and was below both national and regional averages. In 2011, 284 students sat the Grade Four Literacy Test with a participation rate of 98 per cent; the school achieved 68 per cent mastery and was placed in the 4th quintile, nationally. The Grade Four Literacy target set for each primary level school by the Ministry of Education is 100 per cent mastery, which is to be achieved by 2015. Therefore, Mandeville Primary and Junior High school will need to increase their average by 14 per cent each year to meet the target. From 2008 to 2010, the school performed slightly above the national averages in the Grade Six Achievement Test (GSAT) language arts, while communication tasks was on par with the national average. In 2011, the school (62%), performed slightly above the national average (58%) in GSAT language arts. Student performance in communication task (9) was slightly above the national and regional averages (8) in 2011. In 2011, 154 girls and 101 boys sat the GSAT with a participation rate of 98 per cent. The school average for male candidates (59%) was 5 percentage points above the national average for male candidates. In 2011, the girls (64%) outperformed the boys (59%) by 5 percentage points. From 2008 to 2010, the school performed above the national averages in the Grade Nine Achievement Test (GNAT) language arts. Students’ performance in mathematics is satisfactory

The school has consistently performed above the national average in GSAT mathematics for the period 2008 to 2011. In 2008, the school’s performance was 59 per cent. This fell slightly in 2009 to 54 per cent. The national average for this period (2008 to 2009) was 56 and 59

How effectively does the teaching support the students´ learning?

Grades 1-9

Teachers´ subject knowledge and how best to teach the subject Satisfactory

Teaching methods Satisfactory

Assessment Satisfactory

Students´ learning Satisfactory


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per cent respectively. Like the national average, the school has established an upward trend in performance in mathematics from 2008 to 2011. Scores for the school moved from 59 per cent in 2010 to 66 per cent in 2011. This is four percentage points above the national average. Performance in GNAT mathematics progressed gradually between 2008 and 2011. In 2008, the school’s performance was 55 per cent and national average was 37 per cent. In 2009, scores for the school slightly increased to 56 per cent in the national average of 40 per cent. In 2010, the school’s average was 56 per cent in comparison to the national average of 38 per cent. However, in 2011 the school’s average increased significantly to 61 per cent, which is again above the national average. During the period 2008 to 2011, the school performed above the national average in GSAT and GNAT numeracy. Therefore, the school will need to increase its average by 14 per cent each year to meet the target. However, at the current rate of just over four per cent improvement in the GSAT and GNAT examinations the school will not be on par with the national target until 2020.

4) Students’ Academic Progress

How much progress do the students make in relation to their starting points?

Overall, students make unsatisfactory progress in relation to their starting points Students’ progress in English is unsatisfactory

Progress in relation to starting points in English is unsatisfactory. The 2005 Grade One cohort progressed steadily to Grade Four where 81 per cent were certified literate. Progress to Grade six for most students was quite satisfactory as students were able to achieve an average score of 62 per cent. Students at Mandeville Primary and Junior High tend to make satisfactory progress in lessons as most teachers do teach competently and many students learn. Staff and student relationships are obviously good, and the general atmosphere is conducive to success. Work samples show that students produce homework, and that books are marked. It is noteworthy that, throughout the campus, students communicate fluently in Standard Jamaican English. Not excluding the choruses with which inspectors were greeted upon their entering the classrooms, children spoke SJE naturally. Over time, some progress is being made though this may not be reflected in the school’s attainment in national tests.

How well do the students perform in national and/or regional tests and assessments?

Grades 4 6 9

How well do the students perform in National or regional tests and examinations in English?e

Unsatisfactory Satisfactory Satisfactory

How well do the students perform in National or regional tests and examinations in mathematics?l

Unsatisfactory Satisfactory Satisfactory


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Students’ progress in mathematics is unsatisfactory

Progress in relation to starting points in mathematics is unsatisfactory. The average of the 2005 cohort is still slightly below their starting point. In tracking the progress this group of students who entered Mandeville Primary and Junior High school in 2005, it was discovered that 67 per cent of them displayed readiness in number and letter knowledge. This was slightly above the national average of 57 per cent in the Grade one Reading Inventory. In the 2009, Grade Four Numeracy Test, this same cohort again performed above the national mastery average of 42 per cent and regional mastery average of 40 per cent. This cohort sat the GSAT mathematics in 2011 and again performed above the national average of 62 per cent with a school average of 66 per cent. The gender achievement gap shows that females outperformed the males during the period (2005-2011). In 2008 to 2011, the school performed above the national averages of 56, 53, 57 and 62 per cent respectively with averages of 57, 59, 62 and 66 per cent respectively. In GNAT mathematics, the school performed above the national averages 40, 43, and 40 per cent with school averages of 56, 60, 60 and 61per cent respectively.

How much progress do the students make, in relation to their starting points?

Grades 1-9

How much progress do the students make in relationship to their starting points in English?e

Unsatisfactory

How much progress do the students make in relationship to their starting points in mathematics?

Unsatisfactory

5) Students’ Personal and Social Development

How good is the students’ personal and social development?

Overall students’ personal and social development is satisfactory The students’ behaviour and attitudes are satisfactory Student behaviour and conduct are maintained mainly by the standards set by the school through rules and the Code of Conduct. In class, students are generally attentive responding enthusiastically to their teachers’ question especially when they are engaged in-group activities and are recalling from their own experience. However, when unsupervised, they tend to be noisy and sometimes, congregate outside of the gate even when late, to purchase from the vendors operating there. The students from the lower grades sometimes engage in rough play, some even use stones in their play. A few students are disrespectful to student leaders disregarding their instructions to desist from breaking school rules. Students are polite as evidenced in their greetings expressed not only to visitors but to staff as well. A few even offer hugs to visitors. For example, one student walked up to an inspector who was in search of a class, hugged her and when asked for the location of a particular class, the student proceeded to escort the officer. The relationship among students is good as they are often seen sharing snacks and school materials (sharpeners and pencil) with one another. The relationship is equally good with their teachers and this is evidenced in the comfortable atmosphere existing in most classes and the terms of endearment teachers’ use in addressing students, the friendly pats and constant praise. A few teachers use tactics of intimidation, and are sometimes intolerant,


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addressing students in a threatening manner. Most students demonstrate commitment to learning as they pay attention in class, respond readily to teachers’ questions and queries relating to lessons taught and most participate and interact with each other and with teachers. Punctuality and attendance is good Perusal of class teachers’ registers indicate that the rate of attendance stands at 95 per cent but observations made indicate punctuality is an issue for many students; a significant number of whom arrive late for school, sometimes missing critical instructional time. However, some late comers were observed hurrying to get to class. Many students are accompanied by their parents to school. The civic understanding and spiritual awareness of the students are good Most students have an understanding of civic and spiritual awareness. Spiritual awareness is demonstrated not only in their attendance and reverent participation (clasp hands, bow heads during prayer) in devotional exercises but in their confession of attending church regularly and also through the HFLE programme adapted and taught in the curriculum. Inspirational thoughts affirming right conduct are also posted at various points in the school, For example, “Peace is not a season; it is a way of life”. The students express pride in being Jamaicans but “wish we would learn to solve our problems without violence”. Their civic awareness is further heightened through the portrayal and mounting of national symbols, portraits of National Heroes and Prime Ministers as well as the national pledges. In fact a portrait of the new Prime Minister was already mounted in one classroom. For most students, their understanding and appreciation of traditions and culture are largely confined to their immediate locale. For example, they all have preference for the Christmas celebration as they eat a lot of food, receive gifts from families and friends and participate in family reunions. They boast of Jamaica’s fame in the field of Music and Sports (Usain Bolt and Bob Marley) and participate in various activities associated with National Heritage week. However, despite their claim of civic pride not all of them observe the protocol associated with the singing of the National Anthem (hands by the sides) and some are even disrespectful of other students’ rights sometimes taking what belongs to others. Students’ economic awareness is satisfactory Special mention needs to be made of students of the lower grades. Grades 2 to 4 students are very clear as to how they could best help to advance Jamaica’s economic process citing their role as doing very well in school and becoming productive citizens who pay taxes to improve the social wellbeing of Jamaicans. Students could identify tourism, agriculture, fishing and bauxite mining as the main industries, and in a limited way boasts some knowledge as to how Jamaica benefits. For example, the contribution of the tourism industry extended for these students beyond the fact that visitors come to Jamaica to its foreign exchange earning potential that can assist with the building of schools and hospitals and to pay workers. Although they had no knowledge of Jamaica’s economic progress and importance in the region, a few students from the upper grades had basic knowledge of the Caribbean Community (CARICOM). The students’ knowledge and understanding of their environment is satisfactory High priority is placed on keeping the environment clean and maintaining an atmosphere conducive to teaching and learning. This is evidenced by the strategic placement of garbage bins around the school and the enhancement of the physical plant through trees and flowers planted at different points on the compound. Students are knowledgeable of the


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ways in which they could best take care of the environment. They expound the fact that recycling of plastic bottles, the proper disposal of plastic bags, less cutting down of trees and non-pollution of water, and less use of pesticides and aerosol sprays are just a few. Though they were familiar with terms such as ozone layer, global warming, tsunamis, and volcanoes, they could not explain them.

How good is the students´ personal and social development?

Grades 1-9

Students´ behavior and attitudes Satisfactory

Students’ attendance and punctuality Good

Civic understanding and spiritual awareness

Good

Economic awareness and understanding Satisfactory

Environmental awareness and understanding

Satisfactory

6) Use of Human and Material Resources

How effectively does the school use the human and material resources at its disposal to help the students achieve as well as they can?

Overall, the use of human and material resources is satisfactory

The quality of human resources is good The school has sufficient qualified staff who have collectively demonstrated a willingness to give quality service to the school. The academic staff is comprised of 70 members (with two teachers on leave), three clerical and 18 ancillary workers. Staff qualifications are as follows: 54 trained graduates, 14 diplomas and 1 specialist. Classification of non-academic staff is as follows: one bursar, two secretaries, three cooks, two cleaners, two grounds men, five watchmen and one gate porter. Together they do a good job of caring for the facilities and enhancing students’ learning. The use of human resources is satisfactory The staff work in accordance with the duties and responsibilities. The Principal ensures that members of staff attend training and workshops geared to foster improved performances on the job. For example, there is evidence that the middle managers give some supervision. Cleaners ensure that the school plant is kept clean and a high level of safety is maintained. The quality and quantity of material is satisfactory Sanitary conveniences are adequate and well maintained. The playfield and multi-purpose court for physical education are well kept. There is a spacious, well laid out tuck shop. However, because of the shift system each class room is shared for two classes and this is challenging at times. The compound is in good condition, no loose tiles, the roof is in good condition, and windows have no missing louvers; however, some corridors need repair. The


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school manages to maximize the use of the resource satisfactorily. The areas for practical subjects adequately serve their purposes. Such areas include those for music, computer, and the library are efficiently and effectively managed to meet the needs of all students. There are adequate text books for teaching and learning. Most of the class rooms are print- rich. During break there is crowding in the bathrooms. In some classrooms, the chair/desk combination doesn’t allow the teacher adequate space to better arrange for proper class control and to set up corners. There is a shortage of ICT resources to enhance learning. The use of material resources is satisfactory The school is used in a satisfactorily manner to meet the demand of the two schools on one premises. All subject areas are accommodated for satisfactorily. Although there is no holding area, there are two covered areas for the children if it rains. To manage the flow of the students, children doing extra lessons come in at 9.30 a.m. and those for the second shift come in at 11.30 to avoid bundling. Most teachers use well the resources they have access to.

How effectively does the school use the human and material resources at its disposal to help the students achieve as well as they can?

Grades 1-9

Human resources Good

Use of human resources Satisfactory

Material resources – quality and quantity Satisfactory

Use of material resources Satisfactory


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7) Curriculum and Enhancement Programmes

How well do the curriculum and any enhancement programmes meet the needs of the students?

Overall, the provisions for curriculum and enhancement programmes are satisfactory Provisions for curriculum are satisfactory Adaptation and modification of curriculum is done based on grades, ability and students’ needs. Primary areas use the Revised Primary Curriculum (RPC) while the junior high uses the Reform of Secondary Education (ROSE) programme. The Grade One Individual Learning Profile (GOILP) and IDRI assessments indicate reading skills at primary level. Modification is mainly done for activities especially from Grades 1 to 4. The Grade 4 social studies unit is wide thus a number of changes are made. For example, it is adjusted forward to accommodate the topic ‘Important People’ to coincide with Heritage Week.

Review and planning of curriculum are done at the start of each school year and during weekly planning sessions. During these sessions ideas and strategies are shared for lesson planning and action plans created. Grades 1 to 3 sessions include analysis of test results from GOILP and IDRI. Some students are enrolled in reading programme to improve phonetic skills and comprehension strategy. For Grade 4, the curriculum is used but consideration is given to students varying levels. Based on feedback, the school utilizes resource persons for staff development and teachers are mandated to attend relevant workshops. Lesson plans are evaluated by teachers for future planning, but limited or no comments are made by Heads of Department (HOD’s) to inform the teachers. Lessons at times are not effectively delivered and in some cases, lesson plans do not address follow-up approach. To meet students’ needs and school’s objectives, different approaches are used. Individual classes, grouped students for reading based on ability. These groups are not permanent and students’ progress at their own pace. More hands-on learning is done using visual aids, drama and music. A peer/buddy system operates using one student functioning at a higher level to assist another at a lower level. Peer teaching is also done at the upper grades in mathematics. Real life situations are used to reinforce topics and subject areas are infused. The problem of underachievers in Mathematics is addressed through repetition, the use of concrete materials and assigning home work. Specific problem areas in mathematics are identified at all grade levels. Some examples are measurement at Grades 1 and 2 and equations in upper grades. To track progress, each class teacher gives a report on each student as they advance through the grades. Class profiles and cumulative records are also used. Time is a factor in the coverage of the curriculum. Only half an hour is given per subject as the school focuses on daily reading: this constraint impacts lesson delivery. Not many students do homework and it is at times reassigned as class activity. However, the implementation and assessment of strategies used to impact the poor performance in mathematics are not specific and evaluative enough. The capacity of the Reading Room and Teacher is also inadequate for the number of students reading below level. Resources are not adequately utilized even though most classes are print rich. Most lessons are teacher centred lesson with just chalk and textbooks as the only instructional material used. The absence and underutilization of ICT in the delivery of lessons is noted.


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Activities are made relevant as current events and topics are infused into subjects. Students are encouraged to watch and listen to the news and read the ‘Children’s Own’ and newspapers daily. Thematic displays of current events are constant exhibits at the library. In some classes, students are not afforded the opportunity to extend knowledge to new contexts. Most lessons observed did not provide opportunity for students to self assess and concretize concepts taught. Enhancement programmes are satisfactory A remedial reading teacher uses basic intervention programmes such as phonetics to lay the foundation for reading. Free extra lessons that are accommodated after classes give individual assistance to students. Extra lessons are also held on Saturdays and when school is on holidays. Students who need special assistance are referred by the guidance counsellor to Mico Care. After intervention, they can return to regular class. Various clubs assist with the personal and social development including Cub Scouts, 4-H, sports, music, and environment. The school successfully enters various competitions in quizzes and sports. Co and extra-curricular activities on the morning shift are limited because of the age level, enrolment and the lack of space. Excellent support comes from the community with resource persons coming in to give assistance to aspects of the curriculum. These include the health department with lifestyle issues and the fire department with drills.

How well do the curriculum and any enhancement programmes meet the needs of the students?

Grades 1-9

How well does the curriculum meet the needs of the students?

Satisfactory

How well do the enhancement programmes meet the needs of the students?

Satisfactory

8) Student Safety, Security, Health and Wellbeing

How well does the school ensure everyone’s safety, security, health and wellbeing?

Overall student safety, security, health and wellbeing are satisfactory Provisions for safety and security are satisfactory There is a clear policy and defined procedures to ensure the safety and security of all the members of the school, both on and off-site. The school has a security system in place that includes a security post and a 24 hour watch man service. There is also a warden posted at the school gate to assist students in crossing the street. All buildings are grilled, perimeter fencing is in place, walkways are paved and the blocks are labelled. Members of Senior Management Team and other staff members monitor the movement of students especially during break period and arrival times. Teachers also assist in monitoring the area for physical education to ensure that children do not wander into the unfinished classroom next door. Visitors entering the school compound get a pass from the security and then must report to the office. One fire extinguisher has been strategically placed in the administrative building/office. There is a concern, however, that students on morning shift mingle with traffic


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at the front of school after they are dismissed. There is also bundling in the driveway in the mornings because students do not use the pedestrian entrance, which in any case is too small. The makeshift holding areas for students on the afternoon shift are inadequate, and this is made more poignant when it rains. Provisions for students’ health and wellbeing are good The school has clear guidelines for treating with the health and wellbeing of the students. The three guidance counsellors and the guidance committee ensure that there are established procedures dealing with health and wellbeing issues and members of staff are kept aware of it. There is a line of communication between the school and the health providers in the area; for example, in cases of illness, the students get priority treatment at the hospital. Teachers and students maintain good relationships, and students speak highly of the love and care extended to them by their teachers. Students relate well to their peers and are very supportive to one another; for example, they share resources and support one another in group settings and in peer teachings. Students’ school welfare programme is effective and many students are assisted by donations from financial institutions, in the form of scholarships. At present, 554 students are benefitting from the PATH programme and 54 students get free lunch every day. There are no drop-outs or students on suspension as the guidance and counselling department ensures that a very proactive approach is taken to deal with students with behavioural challenges.

How well does the school ensure everyone´s safety, security, health and wellbeing?

Grades 1-9

Provisions for safety and security Satisfactory

Provision for health and wellbeing Good


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Recommendations

We recommend that the school takes the following actions to make further improvement:

1. The Board should:

a. Adopt a strategic role in relation to the academic outputs to ensure that before 2020 students’ targets in all external examinations are met

2. The Principal and SMT should:

a. Implement systems to periodically monitor the attainment of clear targets for each subject area especially mathematics.

b. Ensure better use of data to drive instruction and intervention in various subject areas

c. Lobby the MoE to get an additional reading teacher

3. Grade Supervisors should:

a. In a more organised manner, strategically support the teaching of lessons through direct supervision

b. In reviewing lesson plans pay more attention to:

The use of appropriate creative strategies to enhance learning focusing on the attainment of boys

Differentiated methods of teaching to better cater to the varying abilities of students

4. Teachers should:

a. Ensure that in evaluating lessons, the reflection includes proposed strategies for intervention to cater to those not attaining and this data should be used to inform instruction

Further Action

The school has been asked to prepare an action plan indicating how it will address the recommendations of this report. The action plan will be sent to the National Educational Inspectorate and the Regional Education Authority within two months of the school’s receiving the written report. The next inspection will report on the progress made by the school. Maureen Dwyer Chief Inspector of Education National Educational Inspectorate


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List of Abbreviations and Acronyms

CAPE Caribbean Advanced Proficiency Examination CCSLC Caribbean Certificate of Secondary Level Competence CSEC Caribbean Secondary Education Certificate GNAT Grade Nine Achievement Test GSAT Grade Six Achievement Test HEART Human Employment and Resource Training ICT Information and Communication Technology IT Information Technology ISSA Inter Secondary Schools’ Association JSAS Jamaica Schools Administration System JTA Jamaica Teachers Association MOE Ministry of Education NEI National Education Inspectorate PATH Programme of Advancement Through Health and Education PTA Parent Teacher Association SIP School Improvement Plan SJE Standard Jamaican English SMT School Management Team


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Appendices Appendix 1 - Record of Inspection Activities Appendix 2 - Inspection Indicators Appendix 3 - National Test Data


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Appendix 1 - Record of Inspection Activities

Evidence for this report was based on the following:

Total number of lessons or part lessons observed

116

English Maths Other

Number of lessons or part lessons observed

[Primary]

30 31 26

Number of lessons or part lessons observed

[Secondary, either grades 7 – 11 or 7 – 9 in an all-age school]

9 5 15

Number of scheduled interviews completed with members of staff, governing body and parents

9

Number of scheduled interviews completed with students

4

Parents Students Teachers

Number of questionnaires returned and analysed

193 5


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Appendix 2 - Inspection Indicators Inspection indicators serve a number of purposes:

They establish the vocabulary for a conversation with, and between, schools about the purposes of schooling and the key determinants of educational success

They provide schools with a picture of educational excellence to which they can

aspire

They provide schools with a clear understanding of levels of provision and performance that are considered unacceptable and must be improved

Schools can use the indicators to evaluate their own provision and performance, and

to help them to make improvements

The use of indicators ensures that inspectors concentrate on weighing evidence to make consistent judgements in all schools

The publication of indicators helps to make inspection a transparent process for

schools and the wider public.


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Inspection Indicators 1. How effectively is the school led and managed by the Board, the Principal and

SMT and middle leadership?

1.1 School-based leadership and management

Key features: Leadership qualities Vision, direction and guidance Culture and ethos Instructional leadership Impact on standards and progress Development of relationships with staff Accountability School information and document management system

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The school’s leadership lacks drive and authority. There is widespread lack of confidence in the leadership among the staff. The leadership holds the staff accountable for their performance in a very limited way. Most students are under-achieving and make very little progress

Staff in leadership positions are insufficiently rigorous in focussing on improvement. The leadership holds the staff accountable in a limited way for their performance. Many students in one or more age groups do not make enough progress in their work and personal development.

The school has a strong sense of direction, which focuses on improving students’ achievements and wellbeing. The staff share a common purpose. The leadership consistently holds the staff accountable for their performance. Most students make satisfactory progress and all groups are supported well

Leadership is firm and decisive. The staff work well together, with clear lines of responsibility. The staff respond positively to initiatives. Staff accountability systems are rigorously applied. The needs of most students are well catered for and most students make good progress

Leadership is dynamic and often inspirational. A clear vision for the future directs and guides staff and students. The leadership holds the staff highly accountable for their performance. The school is successful with all groups of students, including those who do not respond well to school or have difficulties with learning


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1.2 Self-evaluation and improvement planning

Key features: Process and activities for school self-evaluation Monitoring and analysis of the school’s performance, including views of parents and

students Process for staff appraisal and development Process for school improvement planning, implementation and monitoring


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Self-evaluation is poorly developed. There is almost no monitoring or evaluation of the school’s provision and performance, including teaching and learning. As a result, the school has no clear agenda for improvement

Self-evaluation is inadequately developed, so managers do not have a realistic view of the school’s strengths and weaknesses, including teaching and learning. Planning for improvement is not based on realistic priorities

The school’s priorities are based on sound analysis of its performance. The work of the school is monitored effectively, including the performance of staff and students, and appropriate actions are taken

Through effective self-evaluation, which takes into account the views of parents, managers know their school well. They use the outcomes of self-evaluation to plan and take action promptly to make necessary improvements. Staff appraisal procedures are effective.

Systematic and rigorous self-evaluation is embedded in the school’s practice at all levels. Staff appraisal is rigorous and staff development is well-planned and highly effective. Strategic thinking is clear. Ambitious improvement planning results in the achievement of identified goals.


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1.3 Governance

Key features: Strategic and advisory role of the Board Operational support for the management of the school Accountability


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The Board has almost no influence on the work of the school. It does almost nothing to support the efficient and effective management of the school. The Board holds the school leadership accountable for its performance in a very limited way.

The Board has little influence on the work of the school. It does little to support the efficient and effective management of the school. The Board holds the school leadership accountable in a limited way for its performance.

The Board meets all its responsibilities. It gives clear support and advice to the school leadership. The Board consistently holds the school leadership accountable for their performance.

The Board has a positive influence on the work of the school. It plays a significant strategic and advisory role in leading the school’s development. . The school leadership is rigorously held to account for its performance.

The Board makes a significant contribution to the leadership of the school and its successes. It works most effectively in support of the school’s educational leaders. The Board holds the school leadership highly accountable for its performance.


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1.4 Relations with parents and the local community

Key features: Communications with parents Parents’ involvement in their children’s learning and the life of the school Links with the local community and agencies


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Communications with parents are infrequent and of poor quality. Many parents know too little about the work their children are doing to be able to help them effectively. The school has very little to do with its local community. Opportunities are missed to enrich the curriculum through the use of community resources

The school gives parents insufficient information about their children’s progress and wellbeing. Community involvement is limited and the school does not actively seek relationships with outside agencies to support the wellbeing and progress of students

Parents receive regular, detailed reports about their children’s progress. There are regular opportunities to talk to teachers and some parents are actively involved in school life.

The school works with outside agencies to enhance the wellbeing and progress of students

Methods for communicating between home and school are well established. Many parents are involved in school activities.

The school has productive links with the local community and uses them to enrich the curriculum and strengthen teaching and learning

The school has a strong educational partnership with parents, who are actively involved in many aspects of school life and play an important role in decision-making.

The school capitalises on the expertise and resources in the community to improve its performance and benefit students


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2. How effectively does the teaching support the students´ learning?

2.1 Teachers’ knowledge of the subjects they teach and how best to teach them

Key features: Teachers’ knowledge of their subjects Teachers’ knowledge of how best to teach their subjects Teachers’ understanding of how students learn best in their subjects Teachers reflect on their teaching


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Many teachers have insufficient knowledge of the subjects and the curriculum they teach. This seriously limits the progress that many students make and the standards they reach

Some teachers have insufficient knowledge of the subjects and the curriculum and of how to teach effectively. This results in ineffective and inaccurate teaching and incomplete curriculum coverage

Most teachers have a secure understanding of the subjects they teach. There is evidence that teachers reflect on the impact of their practice. Curriculum coverage is secure

All teachers have good subject knowledge and reflect regularly on the impact of their teaching. Coverage of curriculum is complete.

Teaching of a consistently high quality stems from the teachers’ expert knowledge of their subjects and how to teach them. They reflect regularly and rigorously on the impact of their teaching


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2.2 Teaching methods

Key features: Quality and effectiveness of lesson planning Management of time Effective use of resources – textbooks, audio and visual materials, resource persons

and ICT Quality of teacher and student interactions including questions and dialogue Teaching strategies which challenge and cater to the needs of all students


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The teaching methods in many lessons are poorly matched to the needs of the students. Activities are often only loosely related to the achievement of learning objectives. Lessons are frequently dull and unchallenging for the students

Although their planning may be detailed, the methods the teachers use often take little account of what the students already know. The work they set frequently lacks challenge and lesson objectives are often unclear

Teachers plan their lessons well and teaching methods are effective. They manage time well and make the work interesting, with realistic levels of challenge. They make sure the students have the resources they need to complete tasks successfully

Lessons are well planned with teaching methods that are effective in securing intended outcomes. The needs of individual students are well catered for. Teachers challenge and extend the students’ thinking, which helps them to make good progress and achieve high standards

The teaching methods are effective. Lessons are often imaginative and consistently stimulate and challenge the students to achieve as well as they can. Activities are chosen to match the needs of the students, to secure intended outcomes and to achieve excellent standards


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2.3 Assessment

Key features: Assessment as part of teaching and learning Assessment practices including policies, implementation and record keeping Student self-assessment Use of assessment information by teachers and students to inform teaching and

learning Quality of feedback by teachers, in lessons and in written work, to help students

identify and make improvements Teachers’ knowledge of students’ strengths and weaknesses


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

There is little, if any, systematic internal assessment of students’ work. Teachers have very little detailed knowledge of students´ progress and achievements

Assessment is not well developed. Teachers do not have sufficient detailed knowledge of students’ progress and achievements

Assessment is used to track the achievements of students, to indicate what they have learned and to help them understand what they need to do next.

Consistent and effective assessment practices are in place for monitoring students’ progress. Most staff use them to focus sharply on what students need to do to improve. Students are sometimes involved in evaluating their own work

A thorough programme of assessment and review, including students’ evaluation of their work, is used consistently throughout the school. Teachers are highly effective in helping students to identify and make improvements in their work


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2.4 Student learning

Key features: Attitudes and motivation to learn Interactions and collaboration between students Application of learning to new situations and real life Inquiry and research skills Problem-solving skills


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students show little motivation to learn. They require constant supervision to stay on task

Many students find it difficult to work without supervision and too much of the teachers’ time is spent managing students’ behaviour

Most students use their time well in lessons. They can explain clearly what they have learned.

They can work constructively with others when required

Most students are keen to learn. Many can apply what they have learned to new situations and show initiative in solving problems. They are able to work well, both independently and as part of a team

Almost all students are highly motivated to learn. Almost all students understand how current learning relates to previous work. They can apply what they have learned to new situations. They frame their own questions and solve problems independently of the teachers, working well together in teams

3. How well do students perform in national and/or regional tests and assessments? (For infants: in relation to age-related expectations)

Key features: Performance in national and/or regional assessments Performance in comparison to similar schools


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The performance of most students is very low in comparison with those in similar schools

The performance of many students is low in comparison with those in similar schools

The students’ performance is generally in line with those in similar schools

The performance of many students is good in relation to those in similar schools

The performance of most students is very high in relation to those in similar schools


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4. How much progress do students make in relation to their starting points?

Key features: Progress against starting points Progress over time Progress during lessons Appropriateness of levels achieved


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students are under-achieving and make almost no progress

Many students are under-achieving and progress is unsatisfactory

The achievement of most students is adequate and they make satisfactory progress

The progress of most students is good. Most students achieve well compared with their earlier attainment

Almost all students make excellent progress and achieve very well in relation to their earlier attainment

5. How good is the students´ personal and social development?

5.1 Students’ behaviour and attitudes

Key features: Observed behaviour and attitudes in lessons and around the school compound Students’ relationships with students and all school staff Punctuality Attendance


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students show little self-discipline. They disobey school rules and disrupt many lessons. Student attendance is 69% or less

The poor behaviour of some students disrupts some lessons and causes difficulties. Students often do not obey rules and regulations. Student attendance is 70% - 79%

Behaviour and relationships are generally good. Rules are respected. The school is orderly and safe. Student attendance is 80% - 89%

Good behaviour and relationships prevail throughout the school. Most students exercise self-control. Student attendance is 90% - 95%

Almost all students are self-disciplined, respond very well to adults and resolve difficulties in mature ways. Student attendance is 96% or higher


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5.2 Punctuality and Attendance Key features: Punctuality to school lessons Attendance to school


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students attend school and classes poorly and are unpunctual as well. Attendance overall is 69% and less.

Many students attend school and classes irregularly and are unpunctual as well. Attendance overall is 70 - 79%.

Many students attend school and classes regularly and are punctual as well. Attendance overall is 80 - 89%.

Most students attend school and classes regularly and are punctual as well. Attendance overall is 90 – 95 %.

Almost all students attend school and classes regularly and are punctual as well. Attendance overall is 96% and higher.

5.3 Students’ civic understanding and spiritual awareness

Key features: Understanding of national identity and civic responsibility Spiritual understanding and awareness Appreciation of local and regional traditions and culture


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students have little or no understanding of national identity and/or spiritual awareness and little appreciation of local traditions and culture

Many students lack understanding of national identity and/or spiritual awareness. Many students lack appreciation of local traditions and culture.

Many students are developing an understanding of national identity, and an appreciation of local traditions and culture together with spiritual understanding

Most students understand the concept of national identity. They understand and appreciate local traditions and culture. They have a good spiritual understanding

Almost all students understand and appreciate the defining characteristics of Jamaican society, and the region’s traditions and culture. They have a high level of spiritual understanding


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5.4 Students’ economic awareness and understanding

Key features: Awareness and understanding of Jamaica’s economic progress and importance both

regionally and globally Awareness of their potential contribution to Jamaica


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students are unaware of the importance of Jamaica’s continued economic progress and of their potential to contribute to it. Most students have little or no understanding and awareness of economic issues.

Many students are unaware of the importance of Jamaica’s continued economic progress and of their potential to contribute to it.

Many students understand the importance of Jamaica’s continued economic progress and that they will have a role in contributing to it.

Most students understand the importance of

Jamaica’s continued economic progress and know that they can contribute to it.

Almost all students understand the importance of securing Jamaica’s economic progress and are well equipped and willing to contribute to it.

5.5. Environmental awareness and understanding Key features: Knowledge and understanding of national and global environmental issues Concern and care for the environment


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students have little or no awareness of national or global environmental issues and they show little concern for their immediate environment

Many students have little awareness of national or global environmental issues and make little effort to take care of their immediate environment

Many students are aware of national and global environmental issues and they take care of their immediate environment

Most students know that national and world resources need to be protected and used responsibly and they take care of their immediate environment

Almost all students understand the importance of securing a sustainable environment. They take care of their immediate environment and some are involved in related co-curricular activities


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6. How effectively does the school use the human and material resources at its disposal to help the students achieve as well as they can?

6.1. Human resources

Key features: Sufficiency of suitably qualified and knowledgeable teaching and support staff Effective deployment of staff


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The school is inadequately staffed to deliver its curriculum effectively. The quality of the education the students receive is seriously reduced in consequence

The school lacks, or fails to deploy, teaching and support staff with the knowledge and expertise required to deliver the curriculum in full

The school retains and deploys sufficient qualified staff to deliver the curriculum and achieve satisfactory standards

The school has the well qualified teaching and support staff it needs to deliver the curriculum and enable the students to achieve good standards

The school has a full complement of well qualified staff and deploys them to achieve the best standards possible for students


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6.2 Use of human resources Key features

Effective deployment of staff Attendance and punctuality to class and school Professional development


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Members of the academic staff are inefficiently deployed to enable the school to achieve satisfactory standards for students. Most teachers attend classes and school irregularly and are regularly late. Most teachers seldom engage in professional development opportunities

Many members of the academic staff are inefficiently deployed to enable the school to achieve satisfactory standards for students. Some teachers attend classes and school irregularly and are regularly late. Many teachers seldom engage in professional development opportunities.

Many members of the academic staff are efficiently deployed to enable the school to achieve satisfactory standards for students. Staff attendance to classes and school is regular and punctuality rate is fair. Teachers are adequately engaged in professional development opportunities.

Most members of the academic staff are efficiently deployed to enable the school to achieve good possible standards for students. Staff attendance and punctuality to school and classes are good. Teachers regularly engage in professional development opportunities.

Members of the academic staff are efficiently deployed to enable the school to achieve the best standards possible for students. Staff attendance and punctuality to school and classes are good. Teachers often engage in professional development opportunities.


38

6.3 Material resources – Quality and Quantity Key features: Appropriateness and quality of the school premises Appropriateness, quality and sufficiency of resources for teaching and learning


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Premises and resources are significantly below expected quality and quantity

There are significant deficiencies in premises and/or resources

Premises and resources are sufficient in quality and quantity

Premises and resources are of good quality and sufficiency

Premises and resources are plentiful and of high quality

6.4 Use of material resources

Key features: Effective use of school premises Effective organisation and use of available resources for teaching and learning


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The staff make poor use of the available premises and/or resources

Deficiencies in premises and/or resources restrict some aspects of the students’ academic achievement and personal development

Premises and resources are maintained and organised to satisfactorily support teaching and learning

Premises and resources are well maintained, and well organised. Staff and students have easy access to resources and make good use of them

The school is creative in its use of premises and resources and makes exceptionally good use of the available resources to achieve high standards


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7. How well do the curriculum and any enhancement programmes meet the needs of the students?

7.1 Relevance Key features:

Adaptation and modification of curriculum Review and planning Continuity progression and coverage Relevance to all students


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

There is almost no adaptation or modification of the curriculum or curriculum guides. Most teachers do not adapt or enrich the curriculum to meet the students´ needs

There is discontinuity in the modified or adapted curriculum in some subjects from year to year. There are significant gaps in content. Additional support for students is minimal

The curriculum is modified or adapted and regularly reviewed to make learning worthwhile. There are few significant gaps in content. Some additional support is provided for students who need it

The curriculum is well balanced, and reviewed and updated regularly to maintain its relevance to all students. There are no significant gaps in content. Additional support is provided for most students who need it

There is imaginative modification and/or adaptation of curriculum. The curriculum is broad, balanced and regularly evaluated to ensure that it meets changing needs and maintains the students’ interest. There is extensive additional support for all students who need it


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7.2 Enhancement Programmes Key features:

Cross-curricular links and extra-curricular activities Links with the local environment and community

Short descriptions to illustrate the five-point scale

Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Links between subject areas is basically lacking and do not allow students to make connections. Opportunities for students to participate in extra-curricular activities are limited and little effort made to integrate the community in the development of the curriculum.

Attempts to create links between the subject areas are inadequate to make meaningful connections. Some opportunities exist for extra-curricular activities and there is some community impact on the curriculum.

Links between the many subject areas are adequate and many students are able to make connection between subjects. Many Students have opportunities to participate in a variety of extra-curricular activities and the community is used to enhance the curriculum.

Links between the most subject areas are adequate and most students are able to make connection between subjects. Most students have opportunities to participate in a variety of extra-curricular activities and the community is used to enhance the delivery of the curriculum.

Links between the subject areas are adequate and students are able to make connection between subjects. Students have opportunities to participate in a variety of extra-curricular activities and the community is well used to enhance the delivery of the curriculum.


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8. How well does the school ensure everyone’s safety, security, health and wellbeing?

8.1 Safety and security

Key features: Policies and procedures to ensure the safety and security of all members of the

school community Quality of monitoring and maintenance


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Policies for safety and security are non-existent or ignored. There are almost no safety and security checks. Many parts of the buildings and equipment are unsafe and poorly maintained

Policies for safety and security are poorly implemented.

Safety and security checks are irregular and not rigorous. Some parts of the buildings or equipment are unsafe.

Policies and procedures are implemented and accidents are rare. Requirements for maintaining the safety and security of students are met. Buildings and equipment are safe and securely maintained in sound repair

Regular and thorough checks are made and acted upon to ensure that a safe and secure environment is maintained. Buildings and equipment are kept in a good state of repair

The school provides an exceptionally safe and secure environment for students and staff. Buildings and equipment are regularly maintained in excellent condition


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8.2 Health and wellbeing

Key features: Policies governing health Staff relationship with students Staff management of behavioural issues Staff support of , and advice to students Guidance and counselling arrangements Tracking of students’ wellbeing Management of student attendance and punctuality Arrangements for suspension and exclusion of students – number of students out of

school due to suspension and exclusion Number of school drop-outs


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most members of staff have poor relationships with most students. Guidance and Counselling arrangements are poor and the school is ineffective in responding to students´ needs. Arrangements for the suspension and exclusion of students are poorly handled

Many parts of the buildings are unhygienic and students’ nutritional needs are not addressed.

Most members of staff are slow to diagnose and respond to students’ needs. Guidance and Counselling arrangements are weak or are not applied consistently. Arrangements for the suspension and exclusion of students are unsatisfactory

Some parts of the buildings are unhygienic and provisions for students’ nutritional needs are inadequate.

Most members of staff know students well. They show them respect and respond promptly to their personal needs. Students know they can trust and confide in staff. Arrangements for the suspension and exclusion of students are satisfactory.

Most buildings are hygienic and provisions in place to satisfy nutritional needs.

Students’ personal wellbeing is a high priority for staff. There are systems for tracking students’ personal welfare and for supporting individuals and groups. Arrangements for the suspension and exclusion of students are well-handled.

Buildings are hygienic and good provisions in place to satisfy students’ nutritional needs

and other health concerns

Staff has very good relationships with all students. There are well developed systems for tracking students´ personal welfare and for supporting individuals or groups. Staff consistently provides well-judged advice and guidance. Arrangements for the suspension and exclusion of students are exceptionally well-handled.

Buildings are hygienic and a health policy provision in place to satisfy nutritional needs and other health needs


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Appendix 3 - National Test Data

Starting Point

Graph 1: Student Performance in Grade One Readiness Inventory for the Period 2005

Table 1: Student Performance in Grade One Readiness Inventory for the Period 2005

Mandeville Primary and Junior High

2005 (Cohort data)

Assessment Candidates 2005 Averages

Grade One Readiness

Enrolled Registered Sitting National School

270 N/A 269 66 68

The overall average for Mandeville PJH in 2005 (Cohort 1) was 68%. This was 2 percentage points above the national average (66%). The participation rate for the Grade One Readiness Inventory test was 99%. Student averages were on par with the national score in visual motor coordination. Auditory perception and number/letter knowledge averages were just above national average while visual perception was slightly below the national average.


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ATTAINMENT

Graph 2: Student Attainment in Grade Four Literacy 2008-2010

Table 2: Student Attainment in Grade Four Literacy


2010


Grade Four Literacy

Enrolled Registered Sitting National Regional School

284 N/A 295 65 63 53

2009 (Cohort data)


Grade Four Literacy


285 N/A 285 67 68 79

2008


Grade Four Literacy


280 N/A 280 69 66 72

In 2008, the school attained an overall average of 72%, which was above both national (69%) and regional (66%) averages. In 2009 (cohort 1) the school’s average attainment improved when compared with 2008. The participation rate for this exam was 100%. In 2010, the school’s (53%) average declined by 26 percentage points when compared with the previous year and was below both national and regional averages. The Grade Four Literacy target set for each primary level school by the Ministry of

Education is 100 percent mastery, which is to be achieved by 2015. Therefore,

Mandeville Primary and Junior High school will need to increase their average by 14% each

year to meet the target.


45

ATTAINMENT

Graph 3: Student Attainment in Grade Four Numeracy 2008-2010

Table 3: Student Attainment in Grade Four Numeracy


2010


Grade Four Numeracy


N/A N/A 283 38 38 37

2009 (Cohort data)


Grade Four Numeracy


285 N/A 286 42 40 50

In 2009 (cohort 1), the school’s (50%) average attainment was above the national (42%) and regional averages (40%). The participation rate for this exam was 99%. In 2010, the school (37%) performed slightly below the national and regional averages of 38%. The Grade Four Numeracy target set for each primary level school by the Ministry of

Education is 85% mastery, which is to be achieved by 2015. Therefore, Mandeville

Primary and Junior High will need to increase their average by 18.3% each year to meet the

target.


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ATTAINMENT

Graph 4a: Grade Six Achievement Test 2008 – 2010

From 2008 to 2010 the school performed slightly above the national averages in mathematics and language arts, while communication tasks was on par with the national average in 2008 and 2010. For 2009, communcation tasks was higher than the national average.

Graph 4b: Grade Six Achievement Test by Gender 2008 – 2010

By Gender

The gender achievement gap looks at the percentage point difference between male and

female students over the entire period of focus (2008 to 2010). In the period of focus, the

female students outperformed the males in all subject areas. The gender achievement gap

for mathematics and language arts was extremely narrow and widened slightly at the end of

the period. In communication task the gender achievement gap was also extremely narrow

but widened at of the period.


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Graph 5a: Grade Nine Achievement Test 2008 – 2010

In 2008 to 2010, the school performed above the national averages in both subject areas. (See table in appendix).

Graph 5b: Grade Nine Achievement Test 2008 – 2010

By Gender

The gender achievement gap looks at the percentage point difference between male and

female students over the entire period of focus (2008 to 2010). The gender achievement gap

for mathematics and language arts was extremely narrow and widened slightly at the end of

the period.


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PROGRESS

Graph 6a: Tracking Cohort 1(2005 and 2009) Progress in Literacy and Numeracy

Cohort One (1) progressed steadily from Grade One (entry level) to Grade Four in literacy while numeracy declined steadily. This is seen in the performance gap. Please be reminded to retrieve 2011 GSAT results from the school in order to provide a concise finding of the progress of Cohort One. Graph 6b: Tracking School’s Progress from 2008 – 2010

The Grade Four Literacy results indicated that the school progressed from 2008 to 2009 and declined from 2009 to 2010. GNAT and GSAT progressed gradually between 2008 and 2010. The Grade Four Numeracy Test results declined for the period 2009 to 2010. Overall, the school did not progress over the period 2008 to 2010.


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Grade Six Achievement Test 2008-2010


2010


GSAT Mathematics Enrolled Registered Sitting National School

292 286 274 57 59

Female N/A 151 144 61 65

Male N/A 135 130 53 54

GSAT Language Arts


292 286 274 58 60

Female N/A 151 144 63 66

Male N/A 135 130 53 53

GSAT Communication

Task


292 286 274 67 67

Female N/A 151 144 75 75

Male N/A 135 130 58 58

2009



288 288 277 53 54

Female N/A 149 147 57 56

Male N/A 139 130 49 52

GSAT Language Arts


288 288 277 57 59

Female N/A 149 147 62 63

Male N/A 139 130 51 55

GSAT Communication

Task


288 288 277 58 67

Female N/A 149 147 67 67

Male N/A 139 130 58 58

2008



290 296 286 55 59

Female N/A 148 142 59 61

Male N/A 148 144 50 56

GSAT Language Arts


290 296 286 53 56

Female N/A 148 142 58 61

Male N/A 148 144 48 52

GSAT Communication

Task


290 296 286 58 58

Female N/A 148 142 67 58

Male N/A 148 144 50 50


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Grade Nine Achievement Test 2008 – 2010


2010


GNAT Mathematics Enrolled Registered Sitting National School

N/A 139 136 40 60

Female N/A 63 63 45 66

Male N/A 76 73 38 56

GNAT Language Arts


N/A 139 136 49 74

Female N/A 63 63 58 80

Male N/A 76 73 45 70

2009



144 143 143 43 60

Female N/A 68 68 48 65

Male N/A 75 75 40 56

GNAT Language Arts


144 143 143 52 70

Female N/A 68 68 60 77

Male N/A 75 75 46 63

2008



N/A 146 146 40 56

Female N/A 68 68 44 58

Male N/A 78 78 37 55

GNAT Language Arts


N/A 146 146 47 64

Female N/A 68 68 53 65

Male N/A 78 78 43 62


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Sources

1. Grade One Learning Profile (2004-2005). Student Assessment Unit, Ministry of Education

2. Grade Four Literacy Test (2006-2008). Student Assessment Unit, Ministry of

Education

3. Grade Six Achievement Test (2008-2010). Student Assessment Unit, Ministry of Education

4. Jamaica Directory of Public Educational Institutions 2009-2010. Planning and

Development Division, Statistics Section, Ministry of Education

5. Jamaica School Profiles 2009-2010. Planning and Development Division, Statistics Section, Ministry of Education

6. Enrolment Data 2001-2010. Planning and Development Division, Statistics Section,

Ministry of Education

7. Educational Reform Performance Targets (Table 13), National Education Strategic Plan (March 28, 2011). National Oversight Committee, Education System Transformation Programme, Ministry of Education

Documents

MANDEVILLE PRIMARY AND JUNIOR HIGH SCHOOL … Inspection... · The Mandeville Primary and Junior High School is located at 6 Caledonia Road in the centre of Manchester’s capital