MUSCHETT HIGH SCHOOL Inspection Reports/Region 3... · MUSCHETT HIGH SCHOOL INSPECTION REPORT Principal: Mr. Leighton Johnson Board Chair: Mrs. Dawn Paris Report Issued: January 11,

MUSCHETT HIGH SCHOOL

INSPECTION REPORT

Principal: Mr. Leighton Johnson Board Chair: Mrs. Dawn Paris

Report Issued: January 11, 2012

National Education Inspectorate

Inspection Date: September 20-22 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............................................. 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 well-being?


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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: Rural Parish: Trelawny

School Code: 07035 Gender: Co-educational

School Organization: Shift

Size: Class IV Attendance Rate: 82%

Capacity: 800 Enrolment: 1623

No. of Teachers: 70

Pupil-Teacher Ratio: 28:1 Owned by: Anglican Church

School Board: Active

Socio-economic Context The Muschett High School is presently led by a Principal who took office in 2010. The school is situated in the north western sugar belt plains in Trelawny. The community of which the school is a part is predominantly a farming community and the school has won awards for top school in agriculture nationally. The schools‟ intake is a mixture of Grade Six Achievement Test (GSAT) and Grade Nine Achievement Test (GNAT) students who hail from a number of adjoining communities and areas in and around the parish. Most of these students are from low socio economic backgrounds. Their parents are mainly employed in the sugar industry as cane farmers, but with the closing of the Hamden factory, many are without a steady livelihood. Over 720 students benefit daily from the PATH programme. School satisfaction survey As a part of the inspection processes, the National Education Inspectorate analysed questionnaires which were issued to samples of parents, students and teachers. Seventy-one teachers, 667 students and 71 teachers responded. Ninety-eight per cent of parents indicated that they like Muschett High School, but 20 per cent are displeased with the behaviour of the students. Like the students (90%) most parents (95%) feel that the teachers encourage the students to work hard and to do well. Forty-three per cent of the students however say that teachers do not usually come to class on time or treat them fairly and with respect. They (88%) do acknowledge however that they enjoy classes and the education they receive will help them to be better people. A third of the students do not feel safe at school but 69 per cent say the compound is neat and tidy. Seventy per cent of the teachers indicate that they communicate regularly with parents and the leadership of the school makes instructional effectiveness a priority. Most point to opportunities for teachers to improve their skills (80%) and the use of lesson planning to drive instruction. In fact 70 per cent find it a pleasure to teach at the school.


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Executive Summary

Overall effectiveness of the school

The overall effectiveness of the Muschett High School is barely satisfactory Leadership and management are satisfactory The newly appointed Principal has served as the head of school-based management for just over a year. This management team works well together with a vision of lifting the school to a status of prominence in academics and behaviour. School self-evaluations are conducted and improvement plans implemented. These have seen improvement in standards at most levels. This improvement however, has been minimal as most of the programmes implemented are still in their infancy. Much support is given by the Board while ensuring accountability and there is a strong link with parents and the community. Teaching and learning is satisfactory Most teachers plan well and execute lessons with confidence. Some employ varying strategies to motivate students and impart content. But most are overly reliant on lecturing and recall questions, so not much opportunity is provided for students to develop high order learning skills. Nevertheless, most students display a genuine eagerness to learn and are mostly engaged in lessons. Performance in English and mathematics needs immediate support Over the past three years performances in mathematics and English at Caribbean Certificate of Secondary Level Competence (CSEC) level has been well below national averages, with very little improvement in 2010. Progress in English and mathematics is unsatisfactory Although students progress at a satisfactory rate in some lessons, many fail to improve performance as they move up in grades and only a small percentage matriculate to CSEC standards. Overall, students’ personal and social development is satisfactory Most students, with the exception of many in Grade 9, display good attitudes in class and behave well while unsupervised. Many are developing a good understanding of economic and environmental issues and express love for the Jamaican culture. The school’s use of its human and material resources is satisfactory The school has a well qualified academic staff and sufficient support persons to ensure the effective operation of the institution. There are materials in most areas, but students‟ furniture is limited and some vocational areas need equipment. Nevertheless many teachers make adequate use of what is available to enhance learning.


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Curriculum and enhancement programmes are satisfactory Efforts of the school to sufficiently modify and adapt the curriculum, making it suitable to meet the needs of the students have been satisfactory. There is now constant review and evaluation of progress to ensure the level of relevance of the curriculum and make adjustment where necessary. Sufficient provision is made in the extended curriculum to address students‟ social development Provisions for safety, security, health and wellbeing are good Policies and procedures to ensure the safety of all are well established and much consideration is given to students‟ wellbeing.

Inspectors identified the following key strengths in the work of the school: Adequate management strategies implemented and employed by a cooperative SMT.

Well qualified staff

Effective community links

A well secured and maintained environment

Well-developed student welfare programme

Good opportunities provided for students to develop their social skills

How effective is the school overall?

The overall effectiveness of the school is barely satisfactory, but is poised for improved performances with sustained leadership and teaching.


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Findings of School Inspection

1) School Leadership and Management

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

Overall, the school is satisfactorily led and managed School-based leadership and management is satisfactory The Senior Management Team (SMT) conducts its duties with a high level of professionalism. The Principal and Vice Principals complement each other well and form a strong bond in moving the school forward. A cordial relationship exists between the SMT, staff and students. Notwithstanding, managerial duties are conducted with assertiveness: the Principal and Vice Principals walk the compound regularly to ensure order. At the start of classes, movements are monitored with the security cameras and reminders are given on the public address system. The SMT and stakeholders envision an improvement of the school status to that of the school of choice in two to three years based on academic performance and behaviour. A 20 per cent improvement in all subjects is targeted with the hope of providing fair and equal opportunity for all students ensuring value added during their tenure. An atmosphere of excellence is being cultured in the school population with the view of producing holistic students. The mantra; „The year of Excellence and Discipline‟ is displayed and enforced through clean class competitions, empowerment of student leaders and rewarding academic excellence and positive behaviours. Instructional leadership involves the Principal, Vice Principals, the curriculum implementation team, the assessment committee, HODs and student leaders. Plans are marked and written feedback given. There are regular classroom visits with individual instruction on improving standards and corridor monitoring with the „corridor pass.‟ These and other recently instituted policies have resulted in improvement in academic and social behavious as attested to by parents, students and teachers. The schools database is satisfactorily managed and information is often easily accessed. However some data are not sufficiently analysed and are not sufficiently used to drive improvement planning. The Principal is relatively new having served as the head of school-based management for just over a year. Though new; he has implemented systems to move the school forward but they are not yet bearing fruit. Self-evaluation and school improvement planning are satisfactory Evaluation of the school‟s strengths and weaknesses is based on analysis of the school‟s performance. Each department has an assessment policy outlining the frequency and time of assessment. Students‟ performance and progress is assessed through external and internal examination results. Teachers‟ performance is assessed through regular appraisals using the Ministry of Education‟s (MoE) guidelines and feedback given to foster improvement; provisions are made for development.


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School improvement is spearheaded by a committee which includes internal and external stakeholders. Objectives are formulated for yearly development and presented to management for ratification. At present the School Improvement Plan (SIP) has a number of projections outlined such as a 50 and 55 per cent improvement in the number of boys and girls (respectively) sitting external examinations. Yet there is very little documentation to ascertain the level of success achieved. The school improvement committee includes parents, police and other external stakeholders. The current evaluation of the school is outlined and the committee develops the objectives for the year. Objectives were presented to the management for ratification. The PTA was also a part of the development process Governance is satisfactory The Board, although newly constituted, has convened three meetings. They operate within MoE‟s guidelines and are quite knowledgeable of their roles and responsibilities. They offer much support for the school management in legal financial and academic matters. Members participate in staff development, fund raising and visit the school occasionally to observe operations. They maintain a good working relationship with management and staff and provide mentorship and counselling for them. Management and staff are held accountable for performance. Expectations are outlined and academic targets set for staff and students. Principal and department heads must report and school records and students‟ welfare are reviewed. Financial reports must be presented and review of the school books and student welfare updates. Where necessary, the Board will administer sanctions. Relationship with parents and local community is good The school maintains good communication with parents. Telephone calls, letters, memorandum, town criers and church bulleting are media employed to keep parents informed of happenings. Currently, the support of the PTA has improved due to rescheduling of meetings to accommodate parents after work. Parents receive annual reports on students‟ progress and are able to have discussions at grade meetings. A strong partnership is forged with the local and corporate community. Much assistance is provided by corporate bodies such as: Yummy, Honey Bun, TIP, D Hardware, among others. The immediate community supports the programmes of the school and are allowed to use the school facilities for community functions.

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

Grades 7-9

School-based leadership and management Satisfactory

Self-evaluation and improvement planning Satisfactory

Governance Satisfactory

Relations with parents and community Good


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2) Teaching Support for Learning

How effectively does the teaching support the students’ learning? Overall, teaching in support of learning is satisfactory but varies across grades and subject areas

The teachers’ knowledge of the subjects they teach is satisfactory Most teachers have a sound knowledge of the subjects they teach and display confidence in content delivery. They deliver accurate content, give clear explanation of concepts and provide answers to students‟ queries.

While teachers have a good grasp of content, many display little knowledge of how best to teach so they rely mostly on questioning and lecturing and few reflect on the impact of their teaching. Some teachers however, engage students in lively discussions, dramatization and demonstrations, as evident in Grades 10 and 11 English. Teaching methods are satisfactory at Grades 7 to 9, but unsatisfactory in Grades 10 and 11 Many teachers have good lesson plans. However, some plans they lack variety in methods of presentation and assessments are not differentiated. Time is managed well by most; lessons are completed in the allotted time. However, in some classes, particularly Grade 9, students are disruptive and much time is lost getting them settled, while other teachers loose time because of poor class control. Most teachers use the chalk-board well to organize information, and textbooks are effectively used to enhance discussions and provide content. ICT, though sometimes used, rarely enhances lesson delivery, but is used to provide information. Across the grades, relationships between teachers and students are mostly satisfactory. Positive affirmation and reward for maintaining high averages are used by some teachers to motivate students. Students engage freely in discussions and most respond well to questioning. Peer-teaching, is used, particularly by the industrial arts teacher, to assist slow learners and sharpen the skills of the more competent students. In some classes however, relationships are a strain; students are shouted at and in some lessons mainly mathematics, they are mere passive recipients. Some teachers employ a range of teaching strategies that motivate and engage students. Lively discussions are facilitated in some classes such as Grade 9 business basic and literature: Most students discuss issues passionately and display much enthusiasm as they explore topics. This however is not the trend; most lessons are teacher-centred and there is heavy reliance on lecturing and questioning, which mainly require recall answers. This often results in chorus answering and little opportunity to assess individual learning. In many mathematics lessons, teachers outline procedures, work a few examples and students are given written work. Students’ assessment is satisfactory During lessons, some teachers assess students‟ understanding periodically. They pause to ask questions and provide explanations. In some mathematics classes, students work problems on the board, while others work in their books as teachers move around and correct them. In a few lessons, students are given the opportunity to self assess as they sometimes correct each other‟s work.


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The school‟s assessment policy requires course work forming 40 per cent of students‟ final grade. Students are tested at the end of each term and records are kept to assess their progress. These records however provide little information about students‟ strengths and weaknesses. In most classes, particularly in upper school mathematics, assessments provide little opportunity for problem solving or enquiry skills development. Student learning is satisfactory In most classes where students are monitored and engaged, they display a genuine interest in their learning. Many participate fully in lessons especially in Grades 7 to 9 mathematics and reading lessons, despite lessons being teacher centred. There are however some students particularly from Grades 9 and 11, who show little interest in classes and are often disruptive. Some students in social studies, language arts and history lessons, are able to apply concepts learnt to new situations. However, in many lessons observed, activities and methodologies do not provide sufficient challenge to allow students to develop their full potential and matriculate to CSEC required levels.

3) Students’ Academic Performance

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

Overall, students’ performance in national tests needs immediate support The school is failing in the number of percentage of students passing five or more subjects including mathematics and English. From a cohort of 268 students in 2008, only 5.6 per cent attained passes in 5 or more subjects including mathematics and English. This declined to two per cent in 2009, but rose to 3.7 in 2010. Although performance has improved over 2009, the rate of increase is well below the required standard to achieve the target of 54 per cent by 2016 set by the MoE. It must be noted though that the school is making great strides in other subject areas such as Building Technology, Agricultural Science and Religious Education with 100 per cent passes in these subjects in 2010.

How effectively does the teaching support the students´ learning?

Grades 7-9 10-11

Teachers´ subject knowledge and how best to teach the subject

Satisfactory Satisfactory

Teaching methods Satisfactory Unsatisfactory

Assessment Satisfactory Satisfactory

Students´ learning Satisfactory Satisfactory


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Students’ performance in English is unsatisfactory Over the past three years, 2008 to 2010, the school‟s performance in English A at the CSEC level is well below the national averages. In 2008 the school‟s average was 25 per cent while the national average was 43 per cent. The performance improved by point eight per cent in 2009, while national average roses by eight per cent. There was also a 3.2 per cent improvement in 2010 but again the average was well below national levels. In fact it was 41.8 percentage points below the national average of 70.8 per cent. Students’ performance in mathematics needs immediate support

In 2008, school averages in mathematics was 7.1 per cent and the national average was 55 per cent. The average declined in the following year to 3 per cent while the national‟s was 41 per cent. There was a gradually increase to 4.6 per cent in 2010, but this was 40.1 percentage points below the national average of 44.7 per cent.

4) Students’ Academic Progress

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

Overall, students make unsatisfactory progress in relation to their starting points Students’ progress in English is unsatisfactory When compared to their starting point most students make very little progress. The 2005 GSAT intake had an average of 53 per cent in language arts and 39 in communication task. Five years later, in 2010, only 29 per cent of the cohort matriculated to the level of attaining passes in CSEC English. The improvement from year to year in CSEC English has been marginal. Performance moved from 25 per cent in 2008 to 29 per cent in 2010. The performance of students over time varies from grade to grade. A sample of Grade 10 students‟ performance from Grade 7 up, indicate that some make incremental progress while others decline in performance. Most students are able to demonstrate an understanding of concepts and content taught, however the work presents very little challenge for a number of pupils and in some cases are pitched below the level approporiate for the grade. In Grade 7 literature, students are able to name the elements of a story, while in Grade 9; most can write a descriptive composition using sensory language. However, their vocabulary is limited. Students are able to talk clearly and confidently, with appropriate use of vocabulary,

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

Grades 7-11

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

Unsatisfactory

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

Needs immediate support


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regarding their class work, but some struggle with Standard Jamaican English. Overall, there is little difference in the progress achieved by boys and girls. Students’ progress in mathematics is unsatisfactory The 2005 GSAT intake had an average of 58 per cent in mathematics which was above the national average of 53 per cent. In 2010, only 4.6 per cent of this cohort matriculated to the level of attaining passes in CSEC mathematics. Performance in mathematics declined from 7.1 per cent in 2008 to 3.0 per cent in 2009; the lowest it has being but there was slight improvement in 2010 to 4.6 per cent. Most students can solve basic problems at their grade level and students note books indicate sufficient understanding of concepts taught. Grade 10 students can use Venn Diagrams to solve problems and Grade 9 students do calculations with decimals and whole numbers. Students in Grades 7 and 8 show steady progress as they work competently with integers, fractions and decimals. Nevertheless there are some Grades 9 and 10 students who have difficulty calculating simple decimals and the circumference and diameter of circles.The performance of students in mathematics shows a steady decline in average from Grades 7 to 9. Samples of students‟ performance throughout these grades show students grades falling by more than 10 per cent from grade to grade.

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

Unsatisfactory

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

Unsatisfactory

5) Students’ Personal and Social Development

How good is the students’ personal and social development?

Overall students’ personal and social development is satisfactory The students’ behaviour and attitudes are satisfactory at Grades 7,8,10 and 11, but unsatisfactory at Grade 9 In many classes, particularly Grades 7 and 8, most students display positive attitudes and good behavior during lessons. They participate in discussions and respond appropriately to questions. Many are motivated to learn and are usually fully engaged in assessment activities; for example, in a Grade 9 social studies class, all students were engaged in completing written activities. Even the less able students sat quietly and wrote the questions down. Most students speak politely to teachers and work effectively in groups when given the opportunity. They interact positively with one another as demonstrated in assistance given to a fellow student confined to wheelchair, to go up and down the ramp.


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Many students are well organized and aspire to pass external examinations. Evidence of this is seen in Grade 11; students are well prepared with the necessary equipment ready to work. Notwithstanding, a significant number of students mainly in Grade 9, are disruptive in lessons. There are also some in Grades 10 and 11 who seldom participate in lessons and move leisurely along the corridors during change of classes. Punctuality and attendance is satisfactory Most students attend school regularly. Morning shift students are on time for school and move promptly to classes. There are those in Grade 9 and 11 however, who do not display much urgency when going to classes. Some evening shift students are observed reaching school more than half an hour late for the start of the second shift. Also, some upper school students loiter on the corridors during change of classes and many move with no sense of urgency as they go to classes. The civic understanding and spiritual awareness of the students are satisfactory Most students demonstrate good civic awareness and show an understanding of the value of good citizenship. Most are aware of what it means to be a good citizen and are knowledgeable about their national identities. They speak well about the work of the Honourable Louise Bennette-Coverley and others, and express their love for the food, music and folklore. Many are aspiring to be good ambassadors like the many athletes, poets and musicians. Most students are aware and demonstrate spiritual values in and out of class by being helpful and respectful. They are strongly against violence and try to break up or prevent fights among their peers. Students’ economic awareness is satisfactory Most students understand the value of the industries that earn foreign exchange for Jamaica and can explain how we benefit from them. They speak about tourism and the cruise ships in Falmouth. Most understand how the country‟s revenue is collected from industries such as tourism. However, not many students are able to make the connection with regional and global activities. Most students feel that if they do well in their school work and in sports they can represent their school and country. They understand economic issues and feel that they should get an education and skill that will help them get jobs which will enable them to provide for their families. The students’ knowledge and understanding of their environment is satisfactory Most students manage their garbage well and preserve the green areas at school. They walk along the corridors and speak of the benefits of planting trees. Most students say that cutting down the trees is not good for the environment as “they will have less rainfall”. Students know about disasters and how countries like Haiti and Japan are affected. Despite this knowledge, some students continue to deface the walls with graffiti and destroy furniture.


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How good is the students´ personal and social development?

Grades 7, 8 10,11 9

Students´ behavior and attitudes Satisfactory Unsatisfactory

Punctuality and attendance Satisfactory Satisfactory

Civic understanding and spiritual awareness


Economic awareness and understanding Satisfactory Satisfactory

Environmental awareness and understanding


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 resource is good The school is sufficiently staffed with 74 teachers with almost all having the basic qualifications necessary to deliver the curriculum. Teachers training range from certificate in education to masters degree and there are regular developmental seminaries to keep them up to date in the field. The support staff is efficient and allows the institution to function smoothly. They include bursars, clerical assistants, cooks, janitors and watchmen. The use of human resources is satisfactory The academic staff is effectively deployed in their area of specialization so that they can be confident and competent in their lesson delivery and in helping the students to develop their full potential. Although the school is sufficiently staffed, many teachers on the morning shift are often late for the start of the school day and there is significant absenteeism on the afternoon shift. This has negatively affected coverage of the curriculum and the performance of some students especially since it is a shift school. The quality and availability of material resources are satisfactory The school buildings are of good quality and properly maintained. There are sufficient classrooms to accommodate the students on each shift, but there is no holding area for the change of shift and students have to be keenly monitored to ensure a smooth change over. There are sufficient resource centres and practical work rooms and the physical activity facilities include volleyball, basketball and netball courts and a football field. There is a wide range of teaching aids available to enhance teaching and learning. These include text books, ICT equipment charts, tools and manipulative. There is however, a shortage of tools in some practical areas such as agriculture and building technology. Some


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classrooms do not have sufficient furniture, so students have to move chairs and desk from one class to the other, or stand during the lesson. Use of material resource is satisfactory The premises are well used to sustain teaching and learning. Some sections of the compound are used for farming and rearing of chickens. These are used for practical demonstrations and for income. Teaching materials and equipment are well used as indicated by the equipment log and lesson observations. There is however more extensive use of materials and equipment in the practical and business areas than in most other subjects. In a number of classes such as social studies and science, the projector is used to project notes and questions rather than to enhance the quality of the lesson.

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 7-11

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 provision for curriculum and enhancement programmes is satisfactory The present adaptation and modification of the curriculum satisfactorily meet the needs of the students Efforts of the school to sufficiently modify and adapts the curriculum, making it suitable to meet the needs of the students have been satisfactory. However due to time-span of implementation, impact on students‟ learning and attainment is minimal. The ROSE, CSEC, CCSLC and other syllabi are incorporated in a workable curriculum for the school. Continuous assessment, progress reports, monthly tests and external examination results form the basis for review which in turn is used to inform planning for improvement. Continuous review is undertaken by the Heads of Department (HoDs) and the curriculum review team to eliminate duplication and ensure relevance to students. The


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assessment committee monitors teaching strategies to ensure relevance to objectives outlined. Continuity, progression and logical sequencing of the curriculum are evident. In mathematics for example, throughout Grades 7 to 9, emphasis is on numbers with each grade level focusing on different aspects at varying levels of difficulties. Grade 7 classes work with types of numbers, while Grades 8 and 9 compute with fractions. The base curriculum makes provision for a wide cross section of practical subjects such as welding, wood work, plumbing, music and agriculture among others. This ensures that each student acquire a life skill before leaving the institution. Enhancement programmes are satisfactory Cross curricular links and extra-curricular activities form an integral part of the curriculum. Club meetings are held very regularly and are time-tabled. Students have a variety of clubs to participate in, with teachers and student leaders providing close monitoring. Clubs such as Girls‟ Brigade, Cadet, Environmental, 4H, Dance & Drama, Tourism and ISCF, provide additional scope for students‟ personal, social and religious development and the opportunity to become good leaders. Career‟s Day and Read Across Jamaica Day activities incorporate the community and the PTA. Students are regularly given motivational talks in career choices and other aspects of their development.

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

Grades 7-11

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

Satisfactory

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

Satisfactory

8) Student Safety, Security, Health and Wellbeing

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

Overall student safety, security, health and wellbeing are good Provisions for safety and security are good The school has good policies and procedures to ensure the safety, security and health of all. The compound is completely fenced and there is a security guard regulating the gate. Security cameras are strategically located on the compound, providing a clear view which allows the SMT to address concerns from the office using the public address system. Fire and earthquake drills are conducted on a regular basis. In fact, students are reminded of the upcoming assimilation fire drill and students are advised to heed the warning bell as they will not be notified of the day and time of the drill. Smoke detectors and fire extinguishers are


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installed throughout the school, and fire escape route and assembly areas are clearly labelled. Only authorized persons wearing protective gears are allowed in the practical areas. There are also concerns about the single entry and exit in the woodwork shop and the gas cylinders which are not enclosed. Open trenches are also on the compound. Safety and security month is observed and students are encouraged to walk in single files. On many occasions however, they move around in groups, causing congestion and disturbance at times. Provisions for students’ health and wellbeing are good The school makes good efforts to provide a healthy environment for staff and students. The HIV, diabetes and drug agencies address students on health and hygiene. The clean class competition promotes a clean environment, and the janitors clean the compound twice per day. Garbage receptacles are strategically located for students to dispose of their garbage. Accidents and illnesses are dealt with by the school nurse and where necessary referrals are made to health facilities. The guidance department hosts health fairs and doctors do diabetic screening on World Diabetes Day; many students were tested and some referrals made. The facilities are sufficient and hygienic. The canteen and staff meet health standards. Food storage is properly done and balanced meals are prepared daily encouraging students to eat healthy. Staff and students‟ relationships are good and the guidance counsellors and individual teachers offer advice and counselling to students. Students also relate well with each other. The prefect body provides a mentorship and monitoring avenue for students and helps to minimize the occurrence of disputes. The students‟ handbook identifies behavioural offenses and procedures to handle them. Offenses are grouped and colour coded and consequences outlined including suspensions and expulsions. The Guidance and Counselling Department helps to build students‟ self-esteem, identify behavioural problems and make referrals where necessary. Students are given merits, demerits or in-house punishment.

The Guidance department sets up a welfare fund to assist needy students. Students receive assistance with uniforms, shoes, lunch and transportation cost. The PATH programme provides further assistance for 723 students. Despite the assistance given, dropout rate is due mainly to economic constrains. The Principal makes regular checks in the community square at the start of the school day to urge students to attend school.

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

Grades 7-11

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 along with the curriculum implementation team, further broaden the curriculum to include areas that will equip students who do not matriculate to CSEC level with life-long skills.

2. The HoDs ensure that teachers are sufficiently trained and monitored in differentiated teaching and assessment to ensure that students‟ needs are addressed despite their different ability levels.

3. Teachers use ICT equipment to enhance teaching and learning and not merely to

project notes and questions.

4. Teachers vary their approach to the teaching of mathematics, making the subject more fun to learn and offer more challenge to students to build them to CSEC level.

5. SMT maintain and increase the level of control on the student population to ensure

continued improvement in discipline and performance.

6. The Principal should make instructional leadership more targeted by ensuring that class teachers set goals and timelines for achieving them and HODs monitor implementation.

7. The MoE should immediately consider removing the school from the shift system to enable students to benefit from longer hours in school.

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


19

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


20

Appendix 1 - Record of Inspection Activities

Evidence for this report was based on the following:

Total number of lessons or part lessons observed

90

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]

23 28 39

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

12

Number of scheduled interviews completed with students

4

Parents Students Teachers

Number of questionnaires returned and analysed

71 667 71


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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


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 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 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.


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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

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.


35

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


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Premises and resources are significantly below expected quality and quantity

There are significant deficiencies in premises and/or resources

Premises and resources are sufficient in quality and quantity

Premises and resources are of good quality and sufficiency

Premises and resources are plentiful and of high quality

6.4 Use of material resources

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


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

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

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

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

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

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


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.


38

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


39

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: Average GSAT Scores for Students Entering School- 2005

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

Muschett High 2005 (Cohort data)

Assessment Candidates 2006 Averages

GSAT Intake Scores Placed National School

316 53 52

The overall GSAT intake average for students entering Muschett High in 2005 (cohort 1) was 52%. This was one percentage point below the national average (53%). The students who entered Muschett High School performed above national averages in mathematics and social studies. However, performance in science and language arts was slightly below national averages. Communication Tasks (39%) was 11 percentage points below the national average (50%).


41

Starting Point

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

Table 2: Student Performance in Grade Nine Achievement Test 2008

Muschett High

2008

Assessment Candidates Placed 2008 Averages

GNAT Mathematics in the School National School

55 40 36

Female 25 44 37

Male 30 37 36

GNAT Language Arts

in the School National School

55 47 48

Female 25 53 51

Male 30 43 45

1Fifty-five students were placed at Muschett High through the Grade Nine Achievement Test in 2008. In mathematics, the students (36%) performed slightly below the national average (40%), while in language arts they performed (48%) slightly above national average (47%). The female students performed slightly better than the males.

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

school progress results in CSEC.


42

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. In 2008, school averages in mathematics was 7.1%. The average declined in the following year to 3% and gradually increased to 4.6% in 2010 (cohort 1). This was 40.1 percentage points below the national average. For English language, in 2008 the school average was 25%. The average remained relatively the same for the following year (25.8%). In 2010 (cohort 1) the average increased to 29%, however it was 41.8 percentage points below the national average.

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 students sitting CSEC attaining five or more passes by 2016. In 2008, 5.6% of students at the school passed five or more subjects (including mathematics and English language). This average declined in 2009 by 3.6 percentage points (2%). In 2010 (cohort 1), only 3.7% of students at Muschett High met the matriculation target.


43

PROGRESS

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

2Cohort One (1) declined 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 a slight decline in CSEC English language over the period while mathematics remained relatively constant. Overall, very little 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. 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

MUSCHETT HIGH SCHOOL Inspection Reports/Region 3... · MUSCHETT HIGH SCHOOL INSPECTION REPORT Principal: Mr. Leighton Johnson Board Chair: Mrs. Dawn Paris Report Issued: January 11,