BRIDGEPORT HIGH SCHOOL Inspection Reports/Region 6/Bridgeport High...coverage at Grades 10 and 11. School Satisfaction Survey As part of the inspection process questionnaires were

BRIDGEPORT HIGH SCHOOL

INSPECTION REPORT

Principal: Mr. Aston Messam Board Chair: Rev. Sam Green

Report Issued: January 3, 2012

National Education Inspectorate

Inspection Date: Nov.15-17, 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 .................................................................................... 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............................................. 12

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

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

8) Student Safety, Security, Health and Wellbeing ........................................ 16

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 .................................................................... 39

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 School Name: Bridgeport High School Locale: Urban

Parish: St. Catherine Region: 6

Gender: Co-educational

School Code: 14982 School Organization: Shift

Size: Class I Attendance Rate: 89%

Capacity: 1200

Enrolment: 2093 No. of Teachers: 121

Pupil-Teacher Ratio: 20:1 Owned By: Government

School Board: Active

Socio-economic Context The Bridgeport High School started as a secondary school in 1978. It was later upgraded in 1991 to a comprehensive high school and later to full high school status in 2000. The school is located in a middle to lower-middle class community, but students are from many different communities in Kingston, St. Andrew and St Catherine. The school caters to the total development of the students and as such, the curriculum offers a wide range of academic and vocational subjects, in which students can be certified by the Caribbean Examination Council (CXC), National Council on Technical and Vocational Education and Training

(NCTVET- Levels 1 & 2) and City and Guilds. Massive efforts to claim a spot as a premier Jamaican high school have borne fruits and the school has won many awards in academics and sports; for example, the school has received national first place awards in electrical, clothing and textile, food and nutrition, home economics management and visual arts in CXC examinations. They have also been crowned Manning Cup, Walker Cup and Oliver Shield Champions as well as Captain‟s Bakery Girls Football champions. The school operates on three shifts; the extended day ensures sufficient curriculum coverage at Grades 10 and 11.

School Satisfaction Survey

As part of the inspection process questionnaires were administered to parents, teachers and students and the results analyzed. Nine hundred and seven (907) students, 63 teachers and 252 parents responded. Almost all parents declare that their children like the school and are making good progress. They also agree that the school is managed well and teachers both encourage and expect students to perform well. Students‟ response is similar, but some do not feel sufficiently safe at school and do not believe that the students behave well. Teachers on the other hand are satisfied with management and believe that behavioural problems are handled well and that the management of the school provides sufficient leadership.


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Executive Summary

Overall effectiveness of the school

The overall effectiveness of Bridgeport High School is satisfactory Leadership and management is good The leadership team is dynamic and effective in ensuring improvement in all aspects of the school. A clear vision is communicated to all and is the driving force that propels the school towards change. Evaluation is continuous and forms the basis for development for staff and students. An efficient Board provides additional support for the school, while enforcing effective accountability measures. Teaching and learning is satisfactory Most teachers are knowledgeable in their subject areas. Most plan well and sometimes employ diverse methods to facilitate satisfactory student learning. Many students on the other hand demonstrate satisfactory interest in improving their academic status. Performance in English is satisfactory but unsatisfactory in mathematics Students perform at a higher level in English than in mathematics. More students attain passes in Caribbean Secondary Education Certificate (CSEC) English and are closer to the national averages. Nevertheless there has been steady improvement in attainment in both areas. Progress in English is satisfactory, but unsatisfactory in mathematics Progress in mathematics is slower than in English. Students demonstrate more competence in the understanding of concepts in English and many more matriculate to CSEC level. Overall, students’ personal and social development is satisfactory Most students display good behaviour in and out of classes. They are aware of their civic responsibilities and take pride in their culture and heritage. Many are developing a satisfactory understanding of global and national economic as well as environmental issues. The school’s use of its human resource is good and material resources is satisfactory The staff is well qualified and appropriately deployed for effective teaching and learning. Teachers are well supported by an efficient support staff. There is sufficient ICT and other equipment, but spacing is challenging and teachers do not sufficiently utilize the materials available. Curriculum and enhancement programmes are good The school offers a well balanced curriculum that is sufficiently modified and monitored to meet the needs of the students. Various enhancement programmes and a variety of extra-curricular activities provide additional enrichment and guaranteed relevance to all.


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Provisions for safety, security, health and wellbeing are good Policies and programmes implemented are continuously monitored to ensure safety and address students‟ wellbeing. Good policies and programmes are implemented and properly monitored to ensure the safety of all. Wellbeing concerns of the students are also addressed.

Inspectors identified the following key strengths in the work of the school: Effective management system that fosters team work

Efficient and supportive Board

Good management of school and students‟ data

Pleasing environment and good customer service.

Good supply of ICT and other equipment

Well-balanced curriculum

Effective security and monitoring system which extends beyond the confines of the compound.

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’s leadership and management is good

School-based leadership and management are good Leadership is dynamic, decisive and often inspirational, despite the calm, unassuming demeanour displayed by the Principal as well as the Vice Principals. A strong bond and effective teamwork is seen, as the School Management Team (SMT) works cooperatively to complement each other, asserting effective management and positive change. The rebranding of the school, as a premier high school in Jamaica, has led to the 2011, 2012 mantra: “cultivating a culture of excellence”. Excellence has been the focus and driving force of improvement and has propelled the institution through a path of change over the years. The welcoming nature of staff and the pleasing appearance of the compound enhance the climate of calm and excellence. A business-like atmosphere is encouraged and throughout the day staff and students are constantly reminded to move with a sense of purpose. This atmosphere is characteristic during the morning, but as the day wears on the calm sometimes gives way to restlessness and unease during the afternoon sessions and students are less attentive in classes. Instructional leadership is effectively conducted. The Vice Principals, Heads of Department (HoDs) and grade coordinators provide mentorship, guidance and demonstrate best practices for staff; progress reports are given at SMT meetings. Many strategies have also been implemented to improve standards such as the Principal‟s, subjects and grades awards for academic excellence. Teachers‟ continuous assessment and monthly common planning, improve lesson planning and delivery. The school boasts a well managed data system. Internal assessments are recorded by teachers and logged on the Short Message Service (SMS). External data are analysed and effectively documented and there is a vast collection of photographic data of events. These data are easily accessible and effectively used to make plans for change and development. Self-evaluation and improvement planning is good Management, including the Board knows the school well. Regular review of data provides sufficient knowledge of achievements and concerns. This knowledge has led to development of programmes such as the implementation of a sixth form where students can sit Caribbean Advanced Proficiency Examination (CAPE), „fun for kids” and the „pull out‟ literacy programme. Self-evaluation and the development of the SIP is a timely continuous process and evaluation is mostly based on a yearly target set. Departments draw from teachers and SMT is fully updated by the various departments. This process also involves the Board, parents and students. Together they form a committee that undertakes a more rigorous evaluation


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and planning process. Staff appraisals are done termly using the Ministry of Education‟s (MoE) guidelines and results are fed directly into the self-evaluation process. Governance is exceptionally high The Board forms a strong amicable bond with senior managers. It is divided into committees which devise strategies through policy formation, visioning and programming. Their strategic advisory role is manifested in policies such as the rebranding of the school and „turning point.‟ Assistance is provided at development seminars as most members are professionals in various fields including academics and so provide good resources for the development of staff. Each committee is attached to a department of the school and is headed by a professional in that field; academics, sports, disciplinary and welfare. Meetings are scheduled, but committees meet according to needs. Extensive reports are required of every department of the school and plans for improvement in each area must be outlined. Internal and external examination data are evaluated and targets set for improvement. Extensive monitoring of the schools finances is done and policies implemented for sustainable development, which embodies the „trust fund‟. Relationship with parents and the community is good Efforts to boost communication and parental involvement in the education system are dynamic. It is enhanced by an online collection of students‟ reports and a text messaging system which is being developed. Meanwhile, parents continue to be informed through memos, written reports, and the Closed User Group (CUG) network. Many parents visit regularly and are pleased with the accommodating nature of teachers and senior managers. The Parent Teachers‟ Association (PTA) ensures a vibrant liaison between the school and the parents and many parents participate in developmental seminaries conducted for them. They often volunteer services in different departments of the school such as home management. Links with the local and corporate communities are extensive and extends from the vendors at the gate to the municipal council.

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

Grades 7 -13

School-based leadership Good

Self-evaluation and improvement planning Good

Governance Exceptionally high

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

Teachers subject knowledge and how best to teach the subject is satisfactory Most teachers have good content knowledge. They deliver accurate information and are able to explain concepts clearly for students‟ understanding. Many, especially in the practical areas and in upper school mathematics, give accurate demonstrations so students grasp concepts and complete tasks successfully. In a few classes however, teachers are at times, unable to give clear explanations and answers to students‟ queries. Most teachers demonstrate ably that they know how best to teach particular lessons. Concepts are linked to students‟ experiences, subjects are integrated and diverse strategies are used. Nevertheless, many teachers fail to reflect on the impact of their teaching and in instances where they evaluate lessons taught, most do not use it to inform future planning and address students‟ weaknesses. Teaching methods are satisfactory Many teachers have detailed lesson plans in which objectives are attainable and clearly outlined with relevant activities and procedures. However, there are some teachers who produce no plans and some plans are poorly written. Many teachers manage time well, pacing lessons well and completing within the time allotted. There are some classes however, where too much time is spent settling students and some teachers arrive late for class; reducing instruction time. In many lessons resources are used, but not always effectively in enhancing students‟ learning. Textbooks provide information and generate discussions, while charts, handouts and ICT help to build concepts and provide activities. There are some classes however, where the chalkboard is the main source of instructional material, but is often effectively used. During lessons, questions are often pitched at different levels to generate critical thinking and lively discussions, affording students the opportunity to question teachers at times. Teachers move around while students work, whether in groups or individually, offering support, instructions and motivation where needed. Various strategies to motivate students are employed during the delivery of lessons and good class control by some teachers, afford them the opportunity to easily invoke and maintain attention throughout the lessons. Discussions are entertaining and depict real-life situations making students eager to participate. Efforts are always commended and many students are motivated to participate. While many teachers motivate students and ensure good interaction, teaching strategies are often limited to questioning, discussions, lectures and occasional demonstrations and practical activities; mostly in the vocational areas. The quality of assessment is satisfactory The assessment policy requires students‟ assessment in tri-weekly tests, homework and coursework. Tests are standardized across similar grade and teachers are required to keep a register of students‟ performances to provide scores for reports. Nevertheless, not all teachers comply, and many do not use results to inform future planning. In Grades 7 to 9 for example, almost all teachers have updated records of student performance, however there are fewer grades recorded in Grades 10 and 11. Most students‟ books are marked, but few


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have evaluative comments for students‟ improvement. During lessons, most teachers continuously assess students. They pause regularly to ask and entertain questions, others entertain group presentations and in many classes, particularly mathematics, students are allowed to work examples individually. Despite this, students are given little opportunity to self-assess. Where done, students mark each others books and correct errors as seen in one Grade 10 mathematics class. Students’ learning is satisfactory Throughout the school, many students demonstrate an eagerness to learn. They participate in class discussions and display much enthusiasm as seen in a Grade 9 English lesson where students busily worked in groups. Students make presentations confidently and always applaud their classmates‟ efforts. Many are able to make practical demonstrations and apply concepts learnt to real life situations. The Grade 10 plumbing students for example, were able to complete practical tasks from instructions given. Others in Grade 10 mathematics demonstrated their ability to purchase goods on hire purchase. Though seldom given the opportunity to, students collaborate well particularly when they are involved in solving problems and engaged in research activities.

3) Students’ Academic Performance

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

Overall, students perform satisfactorily in English, but unsatisfactory in mathematics Performance in English is satisfactory Over the last three years, attainment in English at CSEC level has been increasing steadily. In 2008, 26 percent of the cohort attained passes. In 2009 it increased to 32 and to 43 per cent in 2010. The number of students sitting and passing also increased. In 2008, 208 students sat the examination and 107 attained passes. This moved up to 126 of 249 in 2009 and further increased to 191 of 253 sitting. In 2011, 303 students sat the examination and 224 attained passes.

How effectively does the teaching support the students´ learning?

Grades 7-11

Teachers‟ subject knowledge and how best to teach the subject

Satisfactory

Teaching methods Satisfactory

Assessment Satisfactory

Students‟ learning Satisfactory


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The percentage of the cohort passing five or more subjects including English and mathematics at the CSEC level has also seen improvement. In 2008, 8 per cent of the cohort attained that standard. There was an increase of 2.7 per cent in 2009 and a further 3.1 per cent increase in 2010. This rate of increase is steering the school closer to the national target of 54 per cent by 2016. Students’ performance in national assessments in mathematics is unsatisfactory Over a three year period from 2008 to 2010 performance in mathematics at the CSEC level has been below the national averages. In 2008, while the national average was 43 per cent, only 14.5 per cent of the cohort attained passes. In 2009 and 2010 performance improved to 18.3 and 19.3 per cent respectively. These performances were still well below the national averages of 41 and 44.7 per cent respectively. Despite continuous improvement in the percentage of the cohort passing and the number passing; from 58 of 144 in 2008 to 85 of 167 in 2010, the school is well below the target of 54 per cent by 2016 set by the MoE. For the period of review, girls significantly outperformed boys, doubling their performances at time. Of the 24 per cent achieving a pass mark in mathematics 16.5 per cent of the girls are successful while 7.4 per cent of the boys are able to achieve a pass mark.

4) Students’ Academic Progress

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

Overall, students make satisfactory progress in English but unsatisfactory in mathematics Students make satisfactory progress in English Most students entering Bridgeport High School through GSAT are above the national average and many matriculate to the level required to sit CSEC English. Some teachers‟ mark books support satisfactory progress made by some students while others maintain good averages. The school on a whole has made significant strides in CSEC and CAPE attainment over the last three years and is racing towards the national averages in the percentage of the cohort sitting and the level of passes attained. In 2011 for example, 74 per cent of those sitting CSEC attained passes. During lessons most students demonstrate their grasp of concepts and their ability to apply them to given situations. In Grades 7 to 9, students engage in meaningful discussions and answering questions, demonstrating good command of the Standard Jamaican English (SJE) in oral and written forms. Most are able to define and identify different types of

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

Grades 11

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

Satisfactory

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

Unsatisfactory


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sentence, identify and use various literary devices and parts of speech in extended writing. In upper school, students demonstrate competence in the various aspects of grammar and are able write grammatically sound and correct errors made. They write stories and other prose using descriptive and narrative styles, and they demonstrate competence in speaking Standard Jamaican English.

Students’ progress in mathematics is unsatisfactory In 2005, most students entered the school with an overall GSAT mathematics average of 70 per cent. Sixty-one per cent of these students had scores higher than the national average. At their exit in 2010, only 19.3 per cent of that cohort attained passes in CSEC mathematics. A similar trend is seen for the 2006 GSAT cohort in 2011. Over the past three years, the school‟s data show an increase in the number of students sitting, and those passing CSEC mathematics. In 2008, 144 students sat and 58 passed. In 2009, 146 students sat the examination and 72 obtain a pass. In 2010, 167 sat and 85 passed. Many students in the upper grades demonstrate sufficient understanding in core concepts of consumer arithmetic and some aspects of measurement taught. However, some Grade 10 students have difficulties calculating hire purchase costs. In Grades 8 and 9 many students perform accurate calculations with base 2 and 5 numbers, compound interest and electricity cost. In Grade 7, however, some students are unable to identify different types of angles. Many are unable to apply knowledge gained to new experiences and there is disconnect between mathematics in many lessons and real life experiences. In some classes, particularly lower grades, areas of focus are not grade appropriate and core concepts are skimmed at the surface. Concepts covered in some lessons are either too much or too little. In a Grade 7 class for example, “types of angles” was taught, at the same time students were also introduced to formation of angles including calculation of complementary and supplementary angles using algebra. The Grade 7 tri – weekly test also indicates coverage of numerous topics in a short period of time. At Grade 8, too much time is spent on one concept; number bases. Grade 8 notebooks show „perimeter‟ being introduced and students being assigned line segments to measure.

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

Grades 7-11

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

Satisfactory

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

Unsatisfactory


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5) Students’ Personal and Social Development

How good is the students’ personal and social development?

Overall students’ personal and social development is satisfactory Students’ behaviour and attitude is good Most students are polite and demonstrate positive attitudes to learning. They stand and greet visitors and are prepared with the requisite materials for learning, such as textbooks and stationery. Good relationships exist among students and between students and staff; contributing to a pleasant and welcoming environment. The student leadership system and the variety of extracurricular activities offered provide opportunities to enhance and facilitate the development of leadership skills and encourage collaboration among students. Punctuality and attendance is satisfactory Most students attend school regularly and punctuality has improved significantly. Most students are present for devotions and their first class. Throughout the day most are on time for their classes. However, some are late for classes especially during transition time when some students fail to move quickly and loiter around. Subject registers indicate a high percentage of absences among some upper school students particularly in mathematics. Students’ civic understanding and spiritual awareness is satisfactory Spirituality is encouraged through devotion, lunch and evening prayer and subjects such as religious education and social studies. During devotions students read passages, pray and sing. Civic events such as “Jamaica Day” and “Black History month” are celebrated yearly. Students express their liking for the Jamaican culture, food, music and the various attractions and are appreciative of the freedom to explore the country and enjoy its beauty. Students’ economic awareness and understanding is satisfactory Some students are knowledgeable about Jamaica‟s economy such as tourism and its impact, as well as the present financial state of the country and how the economy has been affected by the recession and other global events. They believe that after secondary education, they will be able to contribute to the growth and development of the country. They are aware of emerging careers and sporting opportunities and are equipping themselves to contribute and benefit financially. For example, there are some students who have selected theatre arts with the desire to have a career in the performing arts. Environmental awareness and understanding is satisfactory Most students are aware of global issues such as global warming and deforestation. They speak of the effects of man‟s actions such as burning garbage, improper waste disposal and poor agricultural practices. Most students obey the school rules which address the care of the environment and other material resources. The compound is clean and well kept and buildings are free of graffiti.


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How good is the students´ personal and social development?

Grades 7-9 10-12

Students‟ behavior and attitudes Good Good

Punctuality and attendance Satisfactory Satisfactory

Civic understanding and spiritual awareness

Good Satisfactory

Economic awareness and understanding

Satisfactory Satisfactory

Environmental awareness and understanding

Satisfactory 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

Human resource is good The school has sufficient qualified and knowledgeable teachers to deliver the curriculum. Only 7 per cent of the teachers do not have the basic requirements, but many have additional qualifications. There are enough support staff in the administrative and ancillary areas. Training of staff is done periodically. The use of human resources is satisfactory Most teachers are effectively deployed according to qualification. They are punctual to school, but a few are habitually late. Support staff are channelled to assist with tasks in relation to teaching and learning; lab technicians assist teachers in using technology. Teachers are exposed to staff development sessions twice per year as a school, and also in departments, based on needs analysis. Support staff are also trained by a private company. The quality and quantity of material resources are satisfactory The school buildings though in good condition, are inadequate for the school population. Most classrooms are overcrowded providing little opportunities for group activities and demonstration. There is a wealth of material resources particularly ICT and reference books. The practical areas are well equipped and books for rental are in adequate quantities. The library, computer labs and other resource centres are fully equipped and provide a wealth of information for students and teachers. The use of material resources is satisfactory The premises and resources are well organised and maintained. The staff make good use of the premises and there is easy access to all available resources. However, the use of the resources for teaching and learning is not sufficiently utilised. Many students and teachers utilize prescribed texts in classes and lessons are often enhanced with projected


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presentations and other teaching gadgets. For example, students in a Grade 9 Physics lesson used the venire calliper to measure internal and external diameter of glass tubes. In a Grade 7 agriculture lesson, the teacher used hoe, rake, cutlass, watering cans, pickaxe, wheelbarrow and other equipment to demonstrate use and care of tools and equipment in agriculture. Nevertheless, some students do not take their text books to school and some teachers do not make sufficient use of the wealth of technology at their disposal. The timetable adequately covers the curriculum, providing sufficient time for core and vocational subjects.

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 7-12

Human resources Good

Use of human resources Satisfactory

Material resources – quality and quantity Satisfactory

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, the provisions for curriculum and enhancement programmes are good Provisions for curriculum are good The school‟s curriculum revolves around the use of the ROSE and e-learning syllabi from Grades 7 to 9 and the CSEC, City and Guilds, and HEART/NTA syllabi from Grades 10 and 11. The school has also broadened its curriculum offerings to cater to students at the Grade 12 level pursing courses in the CAPE. The curriculum is well-balanced and relevant to all students and the wider community through its evening institute. There is a wide range of subjects including technical and vocational subjects along with the core subjects with a recent introduction of building technology and theatre arts. These offerings solidify the school‟s motto; “Total education for total personalities”. Pull-out programmes for reading, „Turning Point‟ and „Fun for Kids‟, are efforts to remediate and redirect students with literacy and behavioural challenges. All curricula are adapted and modified based on several factors including; the academic levels and needs of the students, the availability of resources to support the curriculum and synchronization with the vision of the school. There is a structured approach to curriculum planning and review. The annual strategic retreat which includes representatives from all stakeholders undertakes the process of setting goals, objectives and theme for the ensuing year. Specific objectives for departments are derived and cascaded to the action plans for


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individual teachers. There are further corporate planning activities in departments which are monitored by the dean of studies and the SMT. Systematic monitoring of the delivery of the curriculum is undertaken; as middle managers visit classes, make observations, document findings and use the data for future planning. This also informs professional development for staff, and interventions for special needs students. There are however some cases, particularly in mathematics at the lower grades, where students are exposed to several concepts in one lesson and too many topics are attempted over short periods. In some instances also, concepts taught are sometimes two grades above required level. Enhancement programmes are good Cross-curricular links and extra-curricular programmes are well established. There are 22 clubs, giving students opportunities to develop their leadership skills, hone their athletic and artistic talents and improve socialization. Numerous competitions have been won. Manning Cup, Walker Cup, Oliver Shield and Captain‟s Bakery are but a few. They have also done well at the Boys‟ and Girls‟ Championship, gained awards in the Jamaica Cultural Development Commission (JCDC), competitions and numerous parish and national awards for 4H, and Red Cross.

Parents and community groups are always in support of the extra-curricular activities and provide effective curriculum links. Several business entities facilitate students for work experience and participate in career day‟s activities.

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

Grades 7-12

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


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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 good

Provisions for safety and security are good The school has good policies and practices to ensure the safety and security of all persons on and off the compound. There is the critical incident management plan which outlines procedures and actions to be taken to ensure safety on the compound and when students are off site on school activities. The school is secured with perimeter fencing and the exit and entrance are monitored by security personnel and members of staff. All teachers, security personnel, Board members and support staff are connected by a CUG network and the entire compound is monitored from the principal‟s office by surveillance cameras located at strategic areas on the compound. Students wishing to leave the classroom and visitors entering the compound must receive a pass, while random security checks of students is conducted to prevent weapons and illegal substances from entering the compound. There is an on and off site monitoring of students behaviour through a „police‟ system where reports are made on students‟ behaviour even during weekends. Earthquake and fire drills are done periodically and fire extinguishers are strategically located. Provisions for students’ health and wellbeing are good The school facilitates and promotes healthy lifestyle. All areas of the compound are hygienic and good garbage disposal is practiced. Balanced meals are served daily and breakfast is sometimes provided for those in need. The PATH and school‟s welfare programme provide assistance for needy students and most students speak highly of the caring attitude and trustworthiness of their teachers and other staff. Behavioural issues are handled according to the stated policy. Incidents of indiscipline are swiftly addressed and parents are called in to resolve serious problems; severe indiscipline is referred to external meditation agencies. Teachers know their students well and there are good systems in place to track the students‟ wellbeing especially, those “at risk”. The Dean of Discipline is proactive and only 6 students are out on suspension. There have been 4 drop-outs and 2 withdrawals since the start of the year.

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

Grades 7-12

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 SMT should a) Ensure that the wealth of data available be more effectively used at the

departmental levels to organize more programmes to address students needs based on assessment results, particularly in the mathematics department.

b) Provide greater supervision in the mathematics department to ensure content

relevance, continuity and progression at all levels.

2. All teachers should employ diverse teaching strategies to address the various learning styles and ability levels of students and endeavour to tap into the students high order learning skills; enquiry, research and problem solving.

3. The MoE should quickly remove the school from the shift system so that students can benefit more from a full day‟s offering of the school‟s programmes.

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

112

English Maths Other

Number of lessons or part lessons observed

[Primary]

Number of lessons or part lessons observed

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

35 27 50

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

16

Number of scheduled interviews completed with students

6

Parents Students Teachers

Number of questionnaires returned and analysed

252 907 63


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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 shares 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 works well together, with clear lines of responsibility. The staff responds 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 uses 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.

5.4. 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


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

Key features: Adaptation and modification of curriculum Review and planning Continuity, progression and coverage Relevance to all students Cross-curricular links and extra-curricular activities Links with the local environment and community


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

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

8.1 Safety, security and health

Key features: Policy and procedures to ensure the safety, security and health of all members of the

school community, including on and off site school activities Quality of monitoring and maintenance


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

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

Policies for safety and health are poorly implemented.

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

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

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

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


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8.2 Wellbeing

Key features: 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 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

The 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

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

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

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


39

Appendix 3 - National Test Data

Starting Point

Graph 1: Average GSAT Scores for Students Entering School- 2005

Table 1: Average GSAT Scores for Students Entering School- 2005

Bridgeport High 2005 (Cohort data)

Assessment Candidates 2005 Averages

GSAT Intake Scores

Placed National School

401 53 61

The overall GSAT intake average for students entering Bridgeport High 2005 (cohort 1) was 61%. This was eight percentage points above the national average (53%) The students who entered Bridgeport High School performed above the national average in all subjects except for communication tasks, which was slightly below national average (national = 50%/ school =47%).


40

Starting Point

Graph 2: Student Performance in the Grade Nine Achievement Test 2008

Table 2: Student Performance in Grade Nine Achievement Test 2008

2008

Assessment Candidates Placed 2008 Averages

GNAT Mathematics in the School National School

35 40 50

Female 18 44 50

Male 17 37 50

GNAT Language Arts

35 47 65

Female 18 53 65

Male 17 43 65 1Thirty-five (35) students were placed at Bridgeport High through the Grade Nine Achievement Test in 2008. In mathematics, the students performed above the national average in both language arts and mathematics. (See table in appendix).

1 The original cohort (2005) was joined by the GNAT intake students (2008) which may influence

school progress results in CSEC.


41

ATTAINMENT

Graph 3: Passes in CSEC Mathematics and English Language 2008 to 2010

School averages for CSEC English language and mathematics were well below the national averages throughout the period. For mathematics, in 2008 the average for student passes was 14.5%. This average improved in the following year to 18.3% and gradually increased to 19.3% in 2010 (cohort 1). This was 25.4 percentage points below the national average. For English language, in 2008 the school average was 26.9%. It increased in 2009 to 32.1%. In 2010 (cohort 1), the average (43.3%) increased again, by 11.2 percentage points. However it remained 27.5 percentage points below the national average.


42

Graph 4: Students Attaining Five or More Passes including CSEC Mathematics and

English Language 2008 to 2010

The secondary school target set by Ministry of Education is 54% of successful students sitting CSEC attaining five or more passes by 2016.

In 2008, 8% of students at the school passed five or more subjects (including mathematics and English language). This average increased slightly to 10.7% the following year. In 2010 (cohort 1), the school‟s average increased to 13.8%. This was 15.6 percentage points below the national average.


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PROGRESS

Graph 6a: Tracking Cohort 1(2005 to 2010) Progress in English Language and Mathematics

2Cohort One (1) declined steadily from Grade Seven (entry level) to Grade Eleven in English language and mathematics from 2005 to 2010

Graph 6b: Tracking School’s Progress from 2008 – 2010 There was steady progress in CSEC English language between 2008 and 2010. For CSEC mathematics, there was slight progress throughout the period. Overall, progress was made at the school level between 2008 and 2010.

2 Progress tracking is a proxy measure and is combined with cohort output and school output to

reflect progress.


44

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

BRIDGEPORT HIGH SCHOOL Inspection Reports/Region 6/Bridgeport High...coverage at Grades 10 and 11. School Satisfaction Survey As part of the inspection process questionnaires were