ANGELS PRIMARY SCHOOL - Jamaica Information … Inspection Reports...look at samples of student work and study various school documents provided before and during the inspection. Additionally,

ANGELS PRIMARY SCHOOL

INSPECTION REPORT

Principal: Mr. Garth Gayle Board Chair: Mrs. Claudette Phipps

Report Issued: July 3, 2012

National Education Inspectorate

Inspection Date: January 23 -27, 2012

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 .................................................................................... 6

1) School Leadership and Management .......................................................... 6

2) Teaching Support for Learning .................................................................... 8

3) Students‟ Academic Performance ............................................................... 9

4) Students‟ Academic Progress ................................................................... 10

5) Students‟ Personal and Social Development............................................. 11

6) Use of Human and Material Resources .................................................... 13

7) Curriculum and Enhancement Programmes.............................................. 14

8) Student Safety, Security, Health and Wellbeing ........................................ 15

RECOMMENDATIONS ............................................................................................ 17

Further Action ........................................................................................................... 17

List of Abbreviations and Acronyms ......................................................................... 18

Appendices .............................................................................................................. 19

Appendix 1 - Record of Inspection Activities ................................................. 20

Appendix 2 - Inspection Indicators ................................................................. 21

Appendix 3 - National Test Data .................................................................... 40

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 judgements 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: St. Catherine

School Code: 14190 Gender: Co-educational

School Organization: Whole Day

Size: Class III Attendance Rate: 95%

Capacity: 1050 Enrolment: 1144

No. of Teachers: 39

Pupil-Teacher Ratio: 34:1 Owned by: Government

Socio-economic Context

Angels Primary School was established in 2002 in the Angels Grove community of Spanish Town, St. Catherine. It is viewed by the community is a “public prep school” and is known for its physical and academic environment that enhances learning. The school caters to low and middle-income families; however, most students are from middle-income families. Most parents are professionals working in government and private sectors. Students that attend the school are from the Angel‟s community, Spanish Town and its immediate environs, with a few students from volatile areas. There are 95 students on the Programme for Advancement Through Health and Education (PATH), which represents eight per cent of the school‟s population. These students are not required to pay for lunch.


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Executive Summary

Overall effectiveness of the school

The overall effectiveness of Angels Primary School is satisfactory Leadership and management is good The Principal is visionary, and has a vigilant hold on all aspects of the school. Good interpersonal relationships exist between the senior management, staff and students. The Board is proactive and takes a keen interest in the school‟s academic performance. The community within which it serves accepts the school, and it receives assistance from residents as well as local organizations. Teaching and learning is satisfactory Teachers are adequately knowledgeable and experienced. However, some do not evaluate or reflect upon their lessons. Teaching methods are varied, however, little differentiation is done. Continuous assessment is practiced and students are motivated and eager to learn. Performance in English and mathematics is satisfactory Students perform above or on par with the national averages. Girls outperform boys in both subjects. The school has to increase their average in mathematics and English by 11.1 per cent and 6 per cent respectively to attain the Ministry of Education‟s target for Literacy and numeracy. Progress in English and mathematics is good Most students make meaningful progress during lessons and throughout their school life. The tracking of the 2005 to 2011 cohort revealed that in the area of mathematics, only 57 per cent of the group mastered the Grade Four Numeracy Test, however by Grade 6 the cohort was able to attain an average score of 70 per cent. Overall, students’ personal and social development is good Students display disciplined well-mannered behaviour and are rarely absent from school. Most students show civic pride, spiritual awareness, and care and concern for their environment. The school’s use of human and material resources is satisfactory The school has a sufficient cadre of academic and support staff that is well deployed. The physical plant is adequate with sufficient classrooms, facilities and books. However, the ICT that is available is not adequately used. Curriculum and enhancement programmes are good There are no major modifications to the curriculum established by the Ministry of Education and activities are made relevant to the performance level of the students. The school offers a wide range of clubs and enhancement programmes, to the students.


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Provisions for safety, security, health and wellbeing are good The school is vigilant in ensuring the safety and security of all stakeholders. The school‟s staff and students share a good relationship, and students‟ health and wellbeing is catered for.

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

The school has established a good relationship with the parents and the community;

A proactive Board that has the school‟s wellbeing at heart;

A vibrant and vigilant Principal who leads his team well;

The school has a knowledgeable and experienced cadre of staff;

Physical environment is well maintained and conducive to learning;

Strong sense of security and there is close monitoring of students‟ wellbeing;

Good ethos exists throughout the school.

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, leadership and management is good

School-based leadership and management is good The Principal is vigilant and visible around the school and he maintains a comfortable rapport with teachers, students and parents. He calls students by their names and enquires about their welfare as he passes them. The Senior Management Team (SMT) continuously shares the vision of the school with all stakeholders and captures it by placing mission statements in the office and library as well as through regular newsletters to teachers and parents. The Principal uses a democratic, open door, team approach to school improvement and consults with his teachers before he makes decisions. The school is currently without a Vice Principal, however various responsibilities are shared within teams to ensure the efficiency of the school‟s operations. There is an air of calm and order, as well as a focus on learning, where teachers are trained to become future leaders, and are empowered to operate whenever the Principal is absent. Senior Management uses different methods when dealing with conflicts; for example, face-to-face discussion, and other conflict resolution methods. The school practices suitable document management procedures where copies of correspondences and other information to staff, parents and other stakeholders are filed. Self-evaluation and school improvement planning is good Board members, staff, and parents are involved in regular discussions concerning the schools‟ academic performance and maintenance of the physical plant. Academic performance is brought into scope at Board, Parent Teachers Association (PTA) and staff meetings. The Principal leads the school‟s self-evaluation each term, and several teams are in place to assess different areas of the school. The school uses the Ministry of Education‟s (MoE‟s) teacher appraisal instruments to identify the strengths and weaknesses of teachers‟ performance, and staff development workshops are held every term to address these areas. The 2011 to 2014 School Improvement and Development Plan has a very effective structure providing clear goals and timelines, but the monitoring and evaluation aspects are insufficient. Teachers‟ have action plans for the current academic year, but there is no written record of the extent to which the teachers have been implementing these plans. Governance is good The Board is proactively involved in all aspects of Angels Primary. The Board meets on a regular basis to assess strengths and weaknesses of the school as well as to guide the implementation of the Ministry of Education‟s policies. It ratifies, approves and acts on issues that affect the school. For example, a programme for weak students was established where at least once per year specialists are invited to assess and recommend interventions strategies at the Board‟s expense. The Board Chairman often visits the school in addition to classes, and holds open dialogue with all staff concerning school matters. The Board


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undertakes several projects each year to continuously improve the school. For example, the Board has recently completed a sick bay for students. The Board recognises that it lacks the technical experience in education; nonetheless, there are times when it is not satisfied with curriculum delivery. Meetings are held with the Principal and staff to devise strategies to address weaknesses in lesson delivery. The Board examines the test results at all grade levels to identify weaknesses and make suggestions for improvement. They are involved in school improvement with the central focus on student learning, motivation of teachers and enhancement of the campus. Relationship with parents and local community is good Angels Primary School has established effective ways of communicating with parents, which includes telephone calls, emails, text messages, circulars and their monthly newsletter called “Angels Vibes”. This is a compilation of PTA minutes, calendar of events, the Principal‟s thoughts, and the school‟s performance and progress; for example, Grade 4 literacy results. Parent Teachers Association meetings are held every second Sunday and are supported by most parents. For example, over 600 parents attended the last meeting. During meetings parents are able to make suggestions regarding the school‟s operations, and these are addressed promptly. Parents are encouraged to partner with the school to ensure the achievement of its objectives. Workshops are held for parents and resource personnel are brought in to speak on various issues, for example, educating parents on how to better assist their children. The school has strong links with the local community whose residents are actively involved in the life of the school. Through relationships with parents and the community, several donations have been made to the school, including electronics, furniture, food and clothing including uniforms, which are used in the welfare programme. For example, a resident donates 50 school crests per year. The school supports the community by allowing them to utilize the compound, for example, two church congregations use the compound for their services on Sundays. The school has well-established links with local agencies and institutions, which regularly give assistance; these include the Jamaica Social Development Fund, Food for the Poor, Angel‟s Medical Centre and Basic Schools. For example, two shipments of books were donated by USAID and Food for the Poor, which the school shared with other schools within the area.

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

Grades 1 - 6

School-based leadership and management Good

Self-evaluation and improvement planning Good

Governance Good

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 Most teachers display good content knowledge and they value students‟ contributions. For example, in a Grade 4 mathematics class, the teacher uses her knowledge to guide students in estimating their classmates‟ and teacher‟s heights and making comparisons. Teacher reflection in most classes is limited. Teaching methods are satisfactory All teachers prepare lesson plans; most plans are vetted and include some evaluative comments. A few evaluations contain specific comments on what students are unable to do and actions to be taken to correct the problems encountered. Most classrooms are print-rich and conducive to learning. Some teachers effectively utilize these resources to enhance lesson delivery. For example, in a Grade 6 class, a teacher-made chart was used effectively to convey the climatic zones of the world, and the students were challenged through questioning, to build conceptual understandings. The most dominant strategy used is the lecture, with a few instances of student-centred and cooperative group interactions. However, most lessons lack differentiation and sufficient teaching and learning activities to engage students throughout the planned period. Poor time management is observed, especially at the beginning of the day when much time is used for completing preliminary activities, such as marking registers. From observation, one student lost valuable time collecting numbers for the day from all grade one classes. Most students‟ interactions are limited to teacher-led discussions and questioning. There is limited students interface with manipulatives and student to student interactions. Students’ assessment is satisfactory The school administers diagnostic, unit, term and yearly assessment procedures. Most teachers use assessments to ensure students‟ understanding during lesson delivery. For example, most teachers monitor students‟ seat work to ensure that all are engaged in class activity. Many teachers have records of students‟ performance including diagnostic test and unit tests completed in various subject areas. However, some students‟ books are not keenly monitored, as some workbooks show errors that are not corrected. Although, data is gathered to show students‟ performance, teachers do not use them to track the students‟ strengths and weaknesses in order to plan the way forward, and there is little evidence of students‟ self-assessment. Student learning is good Most students are motivated; they display very good work attitude and communicate freely. For example, in a Grade 4 class, students correctly identified metric units, indicated the correct use of the measuring instrument, participated eagerly in discussion on measurement, and were very attentive during the lesson. Some students work ahead of the teacher while some are engaged in student-centred interactions, as in a Grade 5 class where students identified halves and thirds, engaged in problem solving and reported findings. However, some students need greater challenge, as they become restive on completion of assigned tasks. For example, in a Grade 2 class, while the teacher gave instructions to one group, the others became noisy and restless. Although there is some reference to real life situations in


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teaching and learning, most lessons are lacking the opportunities for students to develop research and problem solving skills.

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 Throughout the period 2008 to 2010 the school performed well above the national and regional averages in the Grade Four Literacy Test. However, the mastery has declined steadily from 89 per cent in 2008, to 76 per cent in 2010. Nevertheless, the school is performing commendably. The Grade Six Achievement Test (GSAT) results showed that the school performed above the national average in language arts and communication task throughout the period 2008 to 2011. Over the four-year period, the school‟s average increased steadily from 61 per cent in 2008 to 69 per cent in 2011. The national average is yet to exceed 58 per cent. Students’ performance in mathematics is satisfactory

The school‟s average mastery in the Grade Four Numeracy Test declined from 57 per cent in 2009 to 50 per cent in 2010; even so, this is well above the national average for both years, which were 42 and 38 per cent respectively. The results showed that female students out-perform male students in both mathematics and English throughout the period. The Grade Four Numeracy target set for each primary level school by the Ministry of Education is 85 per cent mastery, which is to be achieved by 2015. The school has seen steady improvement in mathematics in GSAT from 2009 to 2011. Scores have improved from 62 per cent in 2008 to 70 per cent in 2011. In this year (2011) the average score exceeded that of the national average by 8 percentage points.

How effectively does the teaching support the students´ learning?

Grades 1 - 6

Teachers´ subject knowledge and how best to teach the subject

Satisfactory

Teaching methods Satisfactory

Assessment Satisfactory

Students´ learning Good


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4) Students’ Academic Progress

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

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

The cohort of students who entered Angels Primary School in 2005 showed a readiness level of 81 per cent, which was 15 percentage points above the national average, and in number letter knowledge they had an average mastery of 75 per cent, which was 18 per cent above the national average. By 2009, the average mastery attained by these students in the Grade Four Literacy Test was 84 per cent, which was 17 percentage points above the national average and 18 percentage points above the regional average. In 2011, the average attained in GSAT language arts was 69 per cent, 11 percentage points above the national average and in communication task it was 75 per cent, which was eight per cent above the national average.

Over the period of focus, the school‟s performance in the Grade Four Literacy Test has declined from 89 per cent in 2008 to 84 per cent in 2009 and then to 76 per cent in 2010. However, in GSAT there has been a gradual improvement in language arts over the period. Similarly, the school has improved steadily in communication tasks, from 58 per cent in 2008 to 75 per cent in 2011. Individual students‟ records show that most students make marked progress in language arts, with their grades increasing by approximately 10 per cent during the school year.

Most students have shown at least satisfactory progress in most lessons. Grade 1 students are able to use „have‟ and „has‟ correctly and at Grade 3, the students are able to read with understanding and use context clues. The Grade 5 students were able to write poems with rhyme and rhythm, and write simple business letters correctly. Most students have also attained satisfactory levels, evidenced by their scores in tests and assignments.

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

Grades 4 6

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

Satisfactory Satisfactory

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

Satisfactory Satisfactory


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Students’ progress in mathematics is good

The 2005 cohort of Grade 1 students had an average number letter knowledge mastery of 75 per cent. In 2009 they sat the Grade Four Numeracy Test (GFNT) and attained an average of 57 per cent mastery. They maintained a performance about 17 percentage points above the national averages for both examinations. Two years later in the GSAT in 2011 their average was 70 per cent in mathematics. This indicates good progress. Between 2009 and 2010, the schools‟ performance in numeracy fell by seven percentage points to 50 per cent, but their GSAT average, show significant improvement for the last three years (2009 to 2011). Most students make progress in lessons. In Grade 6 most students are able to calculate ratios and Grade 5 students display good understanding of division of a whole number by a fraction. A review of students‟ scores in internal examinations show that many students who attain a particular level of performance in the early grades tend to maintain this standard of performance throughout their school life.

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

Grades 1-6

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

Good

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

Good

5) Students’ Personal and Social Development

How good is the students’ personal and social development?

Overall students’ personal and social development is good The students’ behaviour and attitudes are good Most students are polite, disciplined and hardworking. Most are respectful to teachers and to each other. On many occasion students are seen moving in orderly queues and working independently. Most students are heard saying, “please” and “excuse me”. There is a marked improvement in the behaviour of students from volatile communities who have become acclimatized to the culture of good behaviour at Angels Primary School. Students display good attitudes towards their lessons; some students complete homework while they wait to be picked up after school. In lessons they participate eagerly. In some classes, students who finish assigned tasks early go to the reading corner to complete other exercises as they wait for the teacher to continue. In one class students encouraged their peers to speak softly and be quiet. Punctuality and attendance is good Most students are early for classes and respond promptly to the bell marking the start of the school day. Average attendance is good at 95 per cent.


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The civic understanding and spiritual awareness of the students are good Most students are aware of their civic responsibilities; the national anthem is sung, and the national pledge recited after devotion each morning. Students know that they are to stand at attention for the singing of the national anthem. Students are heard reading the national pledge, which is also written on the exterior wall of a section of the building. Students speak about the contributions made by the national heroes to the development of Jamaica. Students are also aware of Jamaica‟s cultural celebrations and aspects of our culture such as Johnkanoo, but this awareness is limited. Most students are spiritually aware. They participate in devotional exercise each morning and show reverence for God. The devotions are solemn and exude an air of serenity and a reminder to students that there is a supreme being. At Grade 6 students are allowed to lead the devotional exercise for that year group. Students’ economic awareness is good Most students are able to identify some of the sources through which the country earns money. They make reference to taxes and revenue gained from foreign exchange through tourism and trade with other countries, particularly in bauxite. However, some students are not able to say much about the economies of other countries. Most students believe they can contribute to the development of Jamaica by getting a good education, which will enable them to obtain good jobs. They articulate career paths that include professions such as teachers, nurses, scientists, police superintendents, and artists. The students’ knowledge and understanding of their environment is good Most students are able to speak to environmental issues such as littering that can cause flooding, the contamination of water sources and the burning of garbage that affects the ozone layer. They express concern for individuals who disregard the dangers of depositing garbage in the rivers. Students are also able to speak to other environmental issues affecting other countries such as the tsunami in Japan and the earthquake in Haiti. In some classes, students were seen sweeping up after the lunch break and disposing of the garbage in the appropriate place. Most students use the garbage bins that are strategically placed to dispose of their garbage.

How good is the students´ personal and social development?

Grades 1-6

Students´ behavior and attitudes Good

Punctuality and attendance Good

Civic understanding and spiritual awareness Good

Economic awareness and understanding Good

Environmental awareness and understanding Good


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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 34 qualified, efficient and knowledgeable teachers who aptly deliver the curriculum and guide their students. The Principal is a vibrant and firm manager of the institution. An efficient guidance counsellor sees to the welfare of everyone on the compound. The support staff is comprised of competent administrative and ancillary personnel who work efficiently to ensure that productivity is high and the school is well-maintained. In order to keep the teachers abreast of what is taking place in the education system and for their own development, they participate in training workshops and seminars that are conducted at the school level, by the Ministry of Education, private sector groups and other stakeholders in education. The use of human resources is good The academic staff is effectively deployed. There are five classes to almost all grades, and the absence of a teacher, each one is always attended to. Records show that teachers are rarely absent and are often punctual for both school and their classes. In addition to the management of a class, most teachers are given other areas of responsibilities such as club leader, grade coordinator, house leader as well as canteen and tuck shop coordinator. All these activities help the school to grow and develop the students holistically. The support staff efficiently ensures the proper maintenance of the school environs. The teachers continuously upgrade themselves to improve efficiency. The quality and quantity of material is good The school premises are adequate for the population. It is well kept and beautiful, with several plants which add to the aesthetics. The compound has a perimeter fence and the buildings are enclosed within tall concrete walls. There are three iron gates that can be locked. The buildings are well designed, laid out, and maintained. There are 35 classrooms divided into grade blocks. The classrooms are spacious and each student is comfortably seated. In addition to the classrooms the school is equipped with a computer laboratory, reading resource room, library, sick bay, canteen, tuck shop, and an auditorium. The computer lab is equipped with 26 computers; 8 of which are functioning. There are seven others in the resource room and administrative offices. The library is well furnished with books of all types. There are sufficient resources for teaching and learning especially text books, visual aids, class readers, along with other reading and research materials. There is a surplus of books at the school. The school is very well furnished with each teacher having a chair and desk, and visitors are comfortably accommodated. The use of material resources is satisfactory The school‟s buildings and the premises are used well to facilitate the implementation of the curriculum. Text books and all other reading materials are well used during lessons. The school uses the playfield in the preparation of athletes for various athletic meets, and for physical education classes, and the community is allowed to use it to practice for their local football competitions. The school effectively uses other facilities such as the library, sick bay,


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canteen and tuck shop. The Reading Resource Centre is equipped to assist students who are reading below grade level, to acquire the basic reading skills. The computer laboratory and projectors although available, are not utilized frequently during lessons.

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- 6

Human resources Good

Use of human resources Good

Material resources – quality and quantity Good

Use of material resources Satisfactory

7) Curriculum and Enhancement Programmes

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

Overall provisions for curriculum and enhancement programmes are good

Provisions for curriculum are good The school adapts the Ministry of Education‟s Revised Primary Curriculum. Although there are no major modifications to the curriculum prescribed by the Ministry of Education, activities are made relevant to the performance level of the students. This makes it easier for the students to grasp the concepts taught. Where applicable, emphasis is placed on topics that are fundamental to many concepts. Assessments are performed regularly, including through the MICO Care Centre to allow adequate planning for students learning needs. The greatest need for additional support is identified in the reading levels of the students, which has led to the introduction of a reading programme, involving the pull-out of students. The teachers engage in common lesson planning. This facilitates cohesiveness in the coverage of relevant topics. It also provides a system of support where challenges arise in lesson delivery. Enhancement programmes are good There are over 20 clubs and activities in which students are involved. These include academic clubs such as math and science, sports-related clubs such as netball which serve to enhance the curriculum, and support other aspects of students‟ personal development . The development of social skills is addressed through daily interactions, with positive reinforcement. Some of the classrooms have potted-plant gardens or pets which are cared for by the students, allowing them to develop a sense of responsibility. The students are also exposed to current affairs through sessions arranged in the library where films are shown or


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guest speakers are invited to speak on relevant issues. However, clubs do not get the desired level of success, because of the limited time allotted.

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

Grades 1-6

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

Good

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

Good

8) Student Safety, Security, Health and Wellbeing

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

Overall provisions for students’ safety, security, health and wellbeing are good Provisions for safety and security are good There is no documented policy in place to ensure the safety and security of all members of the school; however procedures are in place by which everyone adheres. There is a security post at the gate that monitors the entrance and exit of parents and all visitors thus ensuring that no unauthorised person enters the compound. A logbook is in place that documents the profile of visitors and parents as a means of tracking their movement in the school. Many students are kept in holding areas until parents or designate pick them up. These students are not permitted to go outside the school compound as a means of ensuring their safety. Fire extinguishers and fire hydrants are strategically placed around the campus. Fire hoses are around the school to protect property and persons however; no fire extinguisher is in the computer lab. Perimeter fencing is in place, and this helps to restrict intruders and keep all children within the school compound, there are wide gaps in the drain covers, and some students use them as a means for disposing garbage. Provisions for students’ health and wellbeing are good Procedures are in place to guide responses to emergencies. Most students have a positive relationship with their teachers and feel free to approach them. Students speak highly of the Principal and other teachers. The Principal is seen as a role model for expected behaviour, and he is caring. Students say that teachers are respectful, “look out” for students, and are confidential. There are a few teachers who use harsh tones and threaten students whenever they misbehave, causing them to be fearful. Each teacher keeps a log that records all incidences of misbehaviour, and if the behaviour becomes more complex a report is made to the Guidance Counsellor and the Principal, and depending on the nature of the case, referral is made. The Guidance Counsellor is in place to offer counselling and other services to students such as visitation, group sessions and parents‟ session. There is a welfare club that offers assistance to students who are in need. Students on the PATH programme are monitored by the guidance counsellor and class teacher to ensure that their needs are meet. Balanced, nutritious and delicious hot meals are sold at an affordable price. They are prepared and served daily from a well-kept kitchen with secure storage facilities. Meals are


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supplemented by a variety of food items sold from the tuck shop, thus giving students a wide choice for lunch. All canteen and tuck shop workers have up-to-date Food Handlers‟ Permits. Students‟ attendance is monitored by the senior staff, Guidance counsellor and class teachers. Most of those who arrive late, are as a result of the fact that they are bussed to school by contracted drivers, who also drop off students at other institutions before getting to Angels. Parents are informed about this through the PTA newsletter, which encourages parents and students to make improvements in this area.

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

Grades 1-6

Provisions for safety and security Good

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 Principal and Senior Management Team (SMT) should:

a. Monitor and evaluate the implementation of strategies taught through staff development sessions;

b. Improve the School Improvement Plan to establish suitable monitoring and evaluation strategies;

c. Urgently repair the gaps in the drainage system as they pose a potential health hazard;

d. Revive the curriculum implementation committee, and e. Establish stringent measures to improve punctuality.

2. Teachers should incorporate available ICT in lessons more frequently.

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

79

English Maths Other

Number of lessons or part lessons observed

[Primary]

29 26 24

Number of lessons or part lessons observed

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

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

7

Number of scheduled interviews completed with students

2

Parents Students Teachers

Number of questionnaires returned and analysed


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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; Social graces.


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. Many students display poor mannerism especially to adults and their peers.

The poor behaviour of some students disrupts some lessons and causes difficulties. Students often do not obey rules and regulations. Many students display poor mannerism especially to their peers.

Behaviour and relationships are generally good. Rules are respected. The school is orderly and safe. Many students are well mannered and display this to their peers and adults.

Good behaviour and relationships prevail throughout the school. Most students exercise self-control. Most students display mastery of the social graces all around.

Almost all students are self-disciplined, respond very well to adults and resolve difficulties in mature ways. Almost all students display excellent mastery of the social graces all around.


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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.

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


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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


36

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


37

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 well-being

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


40

Appendix 3 - National Test Data Starting Point

Graph 1: Student Performance in Grade One Readiness Inventory (2005 – 2006)

Table 1: Student Performance in Grade One Readiness Inventory (2005 – 2006)

Angels Primary

2006

Assessment Candidates 2006 Averages

Grade One Readiness

Enrolled Registered Sitting National School

203 N/A 191 69 89

2005 (Cohort data)


Grade One Readiness

Enrolled Registered Sitting National School

188 N/A 179 66 81

The overall average for Angel‟s Primary in 2005 (Cohort 1) was 81 per cent, which was 15 percentage points above the national average (66 per cent). The participation rate for this exam was 95 per cent. School averages were above national averages for all subject area with the highest average for Visual Motor Coordination (94 per cent). In 2006, the students‟ readiness level (89 per cent) increased by eight percentage points compared with the previous year. Once again, school averages were above national averages for all subject areas, with Visual Motor Coordination having the highest average (97 per cent).


41

ATTAINMENT

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

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

Angels Primary

2010


Grade Four Literacy

Enrolled Registered Sitting National Regional School

184 N/A 191 65 66 76

2009 (Cohort data)


Grade Four Literacy


182 N/A 180 67 66 84

2008


Grade Four Literacy


204 N/A 201 69 70 89

The school‟s average mastery declined throughout the period, but remained above the national average. In 2008, the school attained an overall average of 89 per cent mastery. This was 20 and 19 percentage points above the national (69 per cent) and regional (70 per cent) averages respectively. In 2009 (cohort 1), the school‟s average (84 per cent) declined slightly by five percentage points. It however remained above the national (67 per cent) and regional (66 per cent) averages by 17 and 18 percentage points respectively. The participation rate for this exam was 99 per cent. In 2010, the school‟s average (76 per cent) declined by another eight percentage points. However, the average remained above the national (65 per cent) and regional (66 per cent) averages by 11 and 10 percentage points respectively. 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, Angel‟s Primary will need to increase their average by 6% each year to meet the target.


42

ATTAINMENT

Graph 3: Student Attainment in Grade Four Numeracy 2009-2010

Table 3: Student Attainment in Grade Four Numeracy 2009-2010

Angels Primary

2010


Grade Four Numeracy


184 N/A 191 38 38 50

2009 (Cohort data)


Grade Four Numeracy


182 N/A 178 42 40 57

The school‟s average mastery declined throughout the period, but remained above the national average. In 2009 (cohort 1), the school‟s average mastery (57 per cent) was above the national (42 per cent) and regional (40 per cent) averages by 15 and 17 percentage points correspondingly. The participation rate for this exam was 98 per cent. In 2010, the school average (50 per cent) declined by seven percentage points. It however remained was above both the national and regional averages (38 per cent) by 12 percentage points. 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, Angel‟s Primary will need to increase their average by 11.1% each year to meet the target.


43

ATTAINMENT Graph 4a: Grade Six Achievement Test 2008 – 2011

The school performed above the national average in all subjects throughout the period with the exception of communication tasks in 2008, which was on par with the national average (58%). (See table in appendix) Graph 4b: Grade Six Achievement Test by Gender 2008 – 2011

By Gender: The gender achievement gap looks at the percentage point difference between male and female students over the entire period (2008-2010). The gap was narrow for all three subjects and the rate of improvement for both genders trended upwards. Female students outperformed male students in each subject throughout the period. (See table in appendix).


44

Grade Six Achievement Test 2008-2011

Angels Primary

2011


GSAT Mathematics Enrolled Registered Sitting National School

N/A 169 167 62 70

Female N/A 79 79 64 73

Male N/A 90 88 59 68

GSAT Language Arts

N/A 169 167 58 69

Female N/A 79 79 61 73

Male N/A 90 88 54 65

GSAT Communication

Task

N/A 169 167 67 75

Female N/A 79 79 75 83

Male N/A 90 88 67 75

2010


GSAT Mathematics Enrolled Registered Sitting National School

N/A 200 195 57 68

Female N/A 104 101 61 73

Male N/A 96 94 53 64

GSAT Language Arts

N/A 200 195 58 68

Female N/A 104 101 63 73

Male N/A 96 94 53 63

GSAT Communication

Task

N/A 200 195 67 75

Female N/A 104 101 75 83

Male N/A 96 94 58 67

2009


GSAT Mathematics

203 199 197 53 58

Female N/A 102 100 57 59

Male N/A 97 97 49 57

GSAT Language Arts

203 199 197 57 64

Female N/A 102 100 62 66

Male N/A 97 97 51 61

GSAT Communication

Task

203 199 197 58 67

Female N/A 102 100 67 75

Male N/A 97 97 58 67


45

2008


GSAT Mathematics

N/A 154 152 55 62

Female N/A 69 67 59 68

Male N/A 85 85 50 58

GSAT Language Arts

N/A 154 152 53 61

Female N/A 69 67 58 66

Male N/A 85 85 48 56

GSAT Communication

Task

N/A 154 152 58 58

Female N/A 69 67 67 67

Male N/A 85 85 50 58


46

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. Enrollment 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

ANGELS PRIMARY SCHOOL - Jamaica Information … Inspection Reports...look at samples of student work and study various school documents provided before and during the inspection. Additionally,