TREDEGAR PARK ALL AGE SCHOOL - Jamaica …jis.gov.jm/estp/docs/Financial Inspection Reports/Region 6/Tredegar...Tredegar Park All Age School is located in the small community of Tredegar

TREDEGAR PARK ALL AGE SCHOOL

INSPECTION REPORT

Principal: Mrs. Hyacinth Land-Rochester Board Chair: Mr. Kenneth Burton

Report Issued: March 6, 2012

National Education Inspectorate

Inspection Date: February 14 – 16, 2012

National Education Inspectorate © May 2013 School Inspection Report ii

TABLE OF CONTENTS

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

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

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

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

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

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

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

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

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

Findings of School Inspection .................................................................................... 6

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

2) Teaching Support for Learning .................................................................... 7

3) Students’ Academic Performance ............................................................... 9

4) Students’ Academic Progress ................................................................... 10

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

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

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

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

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

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

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

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

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

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

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

National Education Inspectorate © May 2013 School Inspection Report

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

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

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

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

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

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

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

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

to help the students achieve as well as they can?

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

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


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The Five-point Scale Inspectors make judgements according to a five-point scale. The five levels on the scale are defined as follows: Level 5 – Exceptionally high quality of performance or provision Level 4 – Good: the expected level for every school. Achieving this level in all aspects of its performance and provision should be a realistic goal for every school Level 3– Satisfactory: the minimum level of acceptability required. All key aspects of performance and provision in every school should reach or exceed this level Level 2 – Unsatisfactory: quality not yet at the level acceptable for schools. Schools are expected to take urgent measures to improve the quality of any aspect of their performance or provision that is judged at this level. Action on the inspectors’ recommendations for improvement is mandatory Level 1 – Failing: 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: Tredegar Park Parish: St. Catherine

School Code: 14108 Gender: Co-educational

School Organization: Whole day

Size: Class 3 Attendance Rate: 76%

Capacity: 500 Enrolment: 423

No. of Teachers: 27

Pupil-Teacher Ratio: 21: 1 Owned by: Government

School Board: Active

Socio-economic Context Tredegar Park All Age School is located in the small community of Tredegar Park on the outskirts of Spanish Town, close to the Rio Cobre. The school was established in 1968 through funding from the Canadian Government. The initial population was 330 students and five teachers in a multigrade arrangement. Maximum enrolment was 818 in the academic year 2004 to 2005, but an upsurge in violent crime in the area has led to a steady decline in the school’s population over the years, as residents leave the community, or opt to send their children to other schools. Stories of students witnessing the death of loved ones and the intense criminality experienced in the area have led the school to introduce various measures to address the resulting ill-effects on students’ emotional and psychological health. Students attend the school from the immediate surroundings and nearby communities such as Lauriston and as far away as Portmore. Most are from low socio-economic background, with parents employed in low paying jobs or unemployed. There are 110 students on the Programme of Advancement Through Health and Education (PATH) and the school feeds an additional 40 students, from funds generated through the canteen and farming project.


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Executive Summary

Overall effectiveness of the school satisfactory

The overall effectiveness of Tredegar Park All Age School is satisfactory Leadership and management is satisfactory The Principal and management team have implemented programmes to improve literacy and equip the students with vocational skills. However, the Board does not provide sufficiently strong strategic guidance. Teaching and learning is satisfactory Teachers are sufficiently knowledgeable of the content they teach and some employ satisfactory strategies in lesson delivery, but there is inadequate differentiation. Questioning does not allow for the building of higher-order thinking skills and students are often restless and disruptive. Performance in English and mathematics is unsatisfactory The school has almost always performed below the national average in these subjects, with the exception of communication task, in which the school’s average was nine percentage points above the national average (58 per cent) in 2009. Progress in English and mathematics is unsatisfactory Students make minimal progress against their starting points and during lessons. There have been few instances of improvement, as seen in the Grade Four Numeracy Test between 2009 and 2010, though still remaining below the national average. Performance in national tests has fluctuated. Overall, students’ personal and social development is unsatisfactory Many students display poor attitudes in and out of lessons. Though respectful to all staff, they are often unfriendly or even aggressive towards each other and are too frequently absent or late for school. While many in the lower school show satisfactory civic, economic and environmental awareness, the upper school students have little knowledge of such issues. The school’s use of its human and material resources is satisfactory There is adequate qualified teaching and support staff and these individuals are deployed to meet the needs of the students. The teachers are dedicated and are creative in the use of material resources to facilitate learning.


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Curriculum and enhancement programmes are satisfactory Modifications to the curriculum are designed to improve the literacy levels of the students, many of whom are performing below their grade level. The curriculum is complemented by an adequate vocational programme that not only provides skills training but is used to support the literacy drive. The students also participate and do well in various sports. However, time-tabling needs to be reviewed to ensure that the stipulated requirements for mathematics are met. However, the programmes that are in place to deal with the holistic development of the students are inadequate. Provisions for safety, security, health and well-being are satisfactory The school has secure perimeter fencing and the gate is controlled. Provision is made for the health and well-being of students, with a strong guidance and counselling programme and interventions including guest speakers, intended to help them cope with the impact of the violence that they face in the community. Needy students, in addition to those on PATH are offered lunches free of cost, through earnings from the school’s canteen.

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

Detailed, thoroughly vetted lesson plans

The high regard that students hold for the teachers

A strong guidance programme and support for students

Clean compound and management of garbage disposal to include sorting of garbage

The team oriented approach of the principal which typifies delegation and the development of leadership across the school.

How effective is the school overall?

The overall effectiveness of the school is satisfactory


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Findings of School Inspection

1) School Leadership and Management

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

Overall, the school is satisfactorily led and managed

Leadership and management is satisfactory The Principal is highly visible, integrally involved in all aspects of the running of the school and enjoys the full support of the staff, and respect of the students. Her vision for the improvement in literacy is shared by the entire team and so resource and technology disciplines are used to drive literacy as well as life skills. Lesson plans are thoroughly vetted to ensure adequacy, and the feedback provided guides the teachers in ensuring that the lessons meet the students’ needs. Leadership skills are developed in the senior team through the assignment of responsibility for specific aspects of the school’s operations for which they are held accountable. These include environmental, disaster preparedness and disciplinary committees. The Principal guides the school towards the development of strong technical and vocational programmes that not only set students on a path to self-employment but will employ community members. She also ensures teachers are adequately prepared by encouraging participation in workshops such as those planned to strengthen their diagnostic skills, and encourages more relaxing activities such as “get-togethers” that support team building. Although her manner is easy-going rather than forceful, she is able to influence her staff. However, the staff register shows that punctuality is not always rigorously monitored. Self-evaluation and school improvement planning is satisfactory The school has a comprehensive five-year School Improvement Plan that runs to 2015. A committee is established that conducts the school’s self-evaluation, and reports to the board accordingly, arising from which there are interventions to address disciplinary, infra-structural and academic concerns. An assessment policy is clearly defined and various measures identified to address students’ needs. These range from motor and literary to technical skills development, using a pull-out method and daily writing tasks. Governance is satisfactory Although not taking the lead in strategic planning, the Board supports the school in seeking sponsorship for various developmental and community activities and holds the school accountable for managing the finances and disciplinary matters. In recent years, there has been an improvement in the reporting format both in minutes and financial reports. However, it does not sufficiently contribute towards charting the direction of the school and developing the necessary support structure for any plans to be implemented.


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Relationship with parents and local community is satisfactory Many community members and organizations are supportive of the school, as evidenced by the readiness of professionals to attend school events to speak to the students on matters related to personal development. Entities such as the United States Agency for International Development (USAID), National Commercial Bank (NCB), Digicel and ACE Supercentre assist with the school’s infrastructural as well as teaching and learning needs. From the immediate vicinity, a cook-shop owner offers breakfast, a barber cuts the boy’s hair, a welder assists with repairs and the Seventh Day Adventist Church assists with guidance and counselling, as needed. The playfield is shared with the community and community members see to its maintenance. Vendors outside the school comply with the school’s request and sell fruits in the mornings. However, agencies responsible for child welfare do not respond in a timely manner when called, leaving the school to address the challenges related to students’ emotional well-being. While a few parents are committed to the school and assist in various ways, most are not involved in the life of the school and do not show sufficient interest in their children’s education and are very lax in ensuring satisfactory attendance, thereby hampering students learning.

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

Grades 1-6

School-based leadership and management Satisfactory

Self-evaluation and improvement planning Satisfactory

Governance Satisfactory

Relations with parents and community Satisfactory

2) Teaching Support for Learning

How effectively does the teaching support the students’ learning? Overall, teaching in support of learning is satisfactory Teachers’ knowledge of the subjects they teach and how best to teach is satisfactory Most teachers demonstrate an adequate knowledge of the subjects they teach as evidenced in the content of their lesson plans and in the confidence with which they deliver lessons. Many teachers know how best to teach their subjects and utilize a variety of strategies to enhance learning and meet the needs of the different students. However, in some classes, errors and inadequate explanations leave room for misconceptions. Also, teacher reflection on the lessons they teach is limited and where done it is restricted to a mere re-cap of the lesson. Teaching methods overall are satisfactory

Almost all teachers plan their lessons in detail; clearly identifying objectives, content and activities, and although textbooks are not utilized in many lessons, other instructional materials and teaching resources such as teacher-made charts, flash cards and worksheets


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are used. Also, many teachers employ a variety of strategies such as questioning, songs, direct experiences and experimentation in their delivery of the subject content. The more insightful teachers utilize strategies such as practical activities to stimulate interest and help students understand concepts. However, while teachers evaluate their lessons daily, many do not indicate remediation for concepts not understood. Oral and written questioning often requires simple recall only and does not adequately build students’ higher order skills. Time is not used well by many teachers as there are gaps during the transition between teaching and student activity. Further, there is not enough differentiation or support in lessons to meet the needs of students of different abilities. Some teachers demonstrate limited class control and so some students are often disengaged from the teaching-learning process and are not motivated to participate.

Students’ assessment is satisfactory

The school has an assessment policy that outlines procedures for continuous assessment and all teachers have updated assessment records that track students’ achievement and progress. There are structured tests, timetabled by the school and administered at different times in the school year. These include diagnostic reading tests at the start of each year, used to inform adaptations to the curriculum and to inform the teachers of the students’ strengths. In most lessons, students are continuously assessed through questioning, with oral feedback given by teachers. However, in some cases, questioning is ineffective as chorused answers make it difficult to assess student’s learning. Students’ work is marked but in many cases, without satisfactory feedback to indicate what they need to do to improve. In addition, the opportunities for self-assessment are inadequate. Students’ learning is unsatisfactory Some students are motivated and display satisfactory interest in their work, and there are instances where students are able to make the connections between previous and present lessons and identify and integrate the concepts learned in different subjects, However, many find it difficult to work without supervision, are restless and often become engaged in activities not related to the lessons. As a result, teachers use much of the teaching/learning time to manage behaviour as seen in a Grade 1 language arts and an ASTEP mathematics class. In many lessons, questions required mostly recall and did not facilitate students developing enquiry skills. Further, while there is some interaction and collaboration in groups, problem–solving skills are weak for many students.

How effectively does the teaching support the students´ learning?

Grades 1-6

Teachers´ subject knowledge and how best to teach the subject

Satisfactory

Teaching methods Satisfactory

Assessment Satisfactory

Students´ learning Unsatisfactory


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3) Students’ Academic Performance

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

Overall, students’ performance in national tests is unsatisfactory Students’ performance in English is unsatisfactory Tredegar Park All Age School performed below the national averages achieving 36, 32 and 45 per cent mastery in the Grade Four Literacy Test in the years 2008, 2009 and 2010 respectively. These results were below the national and regional averages by 33 to 35 percentage points in 2008 and 2009; and by 20 percentage points in 2010. The school will need to improve its performance by 11 per cent per year for the next 5 years in order to achieve the Ministry of Education’s target of 100 per cent literacy by 2015.

In the Grade Six Achievement Test, the school’s averages in language arts of 37, 54, 43 and 40 per cent were below the national averages by 16, 3, 15 and 18 percentage points, respectively, during 2008 to 2011. The schools’ average in communication tasks was the same as the national average in 2008 (58 per cent), above by nine per cent in 2009 (at 67 per cent) and below the national average of 67% by nine per cent during 2010 and 2011. In the Grade Nine Achievement Test (GNAT), the school performed below the national average between 2008 and 2010 by 4, 13 and 14 per cent with values of 43, 39 and 35 per cent, respectively, representing a steady decline. The girls outperformed the boys in GSAT by two per cent in 2008 but the boys did better by three percentage points in 2009. The girls performed better in both 2010 and 2011 by seven and eight per cent, respectively, and in communication tasks, the girls outperformed the boys, by 17 per cent every year except in 2009 when the boys performed better by nine per cent. The gender gap in the Grade nine results widened steadily from four per cent in 2008 to 14 per cent in 2010. Students’ performance in mathematics is unsatisfactory The 2009 cohort of Grade 4 students attained a 13 per cent average mastery in the Grade Four Numeracy Test (GFNT), 29 percentage points below both the national and regional averages of 42 per cent. In 2010, the school’s average (26 per cent) reflected a significant improvement of 13 percentage points, although remaining below both national and regional averages (38 per cent) by 12 percentage points. Tredegar Park All Age will need to increase their average by 11.8 per cent each year to meet the target of 85 per cent set for numeracy at the primary level, by the Ministry of Education, to be achieved by 2015.

The performance in GSAT has been inconsistent over the years. From 39 per cent in 2008 which was 16 percentage points below the national average (55 per cent), the school’s average improved by 12 per cent in 2009 to 51 per cent, a mere two percentage points below the national average. It then declined significantly to 39 per cent in 2010, 18 percentage points below the national average, before increasing to 42 per cent in 2010, but remained 20 percentage points below the national average. The Grade 9 Achievement Test results showed net decline during the period, and although the gender gap for mathematics was extremely narrow throughout the period, the female students remained ahead of male students by 1 per cent in 2008 and 2009 and by 5 per cent in 2010.


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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

Some students make slight progress, based on their starting points. The cohort of students entering Grade 1 in 2005 had an average of 24 per cent in number letter knowledge, which was 33 percentage points below the national average. In 2009 at Grade 4, 32 per cent of this cohort attained mastery in the Grade Four Literacy test, which was 35 percentage points below the national average and in GSAT in 2011, they attained an average score of 40 per cent in language arts, which was 18 per cent below the national average.

Over time, there has been fluctuations in the Grade 4 literacy and GSAT averages; in GFLT there was a decline from 36 per cent in 2008 to 32 per cent in 2009, followed by a significant improvement to 45 per cent in 2010, whereas in GSAT, improvement was seen in the movement from 37 per cent in 2008 to 54 per cent in 2009, followed by a decline to 43 per cent in 2010 and further decline to 40 per cent in 2011. There has been a steady decline in the GNAT language arts averages at 43, 39 and 35 per cent for years 2008, 2009 and 2010, respectively. Student records indicate slight improvement as students move up the grades.

Some students make progress during lessons, demonstrating understanding of the work done, as seen in a Grade 3 class where the students know that present tense refers to what is happening now and could give the correct past tense of certain verbs. However, in many classes, some students are unable to complete the assignments correctly. In a Grade 6 class, students used the incorrect homophones in sentences, writing “no” for “know”, “knead” for “need” and “flower” for “flour”, as in “I kneaded some help”. The levels achieved are generally below that expected of the respective grades. This is highlighted by the observation that Grade 2 students are unable to identify adjectives in simple sentences and in the inability of Grade 3 students to recognize simple words like slept. Spelling, punctuation mistakes and poor sentence construction were also observed at different grades.

Students’ progress in mathematics is unsatisfactory

Students make very marginal progress from their starting points. Of the students entering Grade 1 in 2005 with 24 per cent number recognition, only 13 per cent attained mastery in Grade 4 numeracy and this cohort scored an average of 42 per cent in GSAT in 2011, showing significant progress.

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

Grades 4 6

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

Unsatisfactory Unsatisfactory

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

Unsatisfactory Unsatisfactory


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Between 2009 and 2010, the school’s performance improved by 13 per cent from 13 to 26 per cent in the Grade Four Numeracy Test. In GSAT, a 12 per cent improvement in 2009 was followed by an equal decline in 2010 and a slight improvement of three per cent in 2010. In GNAT there has been an overall decline in performance between 2008 and 2010, from the initial 36 per cent to 31 per cent, with the average in 2009 being 37 per cent. Although some students are able to complete the assignments given, many such assignments are below the expected level for the grade. In one Grade 6 class, some students multiplied 3-digit numbers by 2-digit numbers, while others struggled with the addition of three prices.

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

Grades 1-6

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

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 unsatisfactory Students’ behaviour and attitude is unsatisfactory Some students are attentive in lessons and want to learn, most respond positively to the bell in the mornings, are respectful to all staff members and speak positively about their teachers, who they describe as caring and interested in their education. However, most students display an unacceptable attitude during lessons: they are restless, talkative and easily distracted. Many are aggressive towards each other, issue threats readily and belittle or use derogatory language to each other at every opportunity.

Students’ punctuality and attendance is unsatisfactory Many students are late for school and for the first two sessions of the school day, with some students coming to school up to an hour late. Students are sometimes late returning from break, by as much as ten minutes. The average daily attendances is 76 per cent and while this is rated satisfactory for the school, some students are absent for prolonged periods, which limits learning. In an ASTEP class only six of the 23 registered were present on one of the days of inspection. Students’ civic understanding and spiritual awareness are satisfactory Most students demonstrate a strong sense of nationalism, exhibiting appropriate behaviour during the singing of the national anthem. Their awareness of the national symbols and traditional celebrations is reinforced by the paintings of National Heroes, symbols and emblems displayed on the school walls. They are sensitized to significant international and


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national issues through participation in awareness activities such as those marking Black History Month. However, many students, especially at the upper grades, display limited understanding of their civic responsibilities and national and regional culture. Students participate willingly in devotion and many can repeat well known passages. They show an appreciation for God and value prayer. Students’ economic awareness and understanding is satisfactory Some students show some knowledge of Jamaica’s economic activities such as the export of bauxite and bananas. They also cited Jamaica’s decision to send soldiers to assist in Haiti’s earthquake recovery efforts as evidence of Jamaica’s economic importance to the region. Most students have career goals in mind, through which they hope to contribute to nation building. They believe that the country will be better if there is a reduction in crime and violence. Their own contribution to Jamaica would include writing to persons in authority to request improvement to facilities or personally assisting those in need. However, many students at the upper grades are unaware of the country’s sources of income, exports or what taxes are and how they are used. Despite mentioning the International Monetary Fund, these students have no information about its role. Students’ environmental awareness and understanding is satisfactory The students at the primary level know how to take care of the environment and take great pride in keeping their classrooms and school yard clean. Many are aware of national and global environmental issues such as global warming, pollution, natural disasters, as well as the effects of the fire at the Riverton City dump on the environment and on people’s health. They mention the pollution of the water ways (rivers) with garbage and are aware of the link between the improper disposal of garbage and the development of contagious diseases. They are also able to explain why recycling is important to preserving the environment. While some upper school students are familiar with the term global warming, they are unable to explain its meaning. In addition, they demonstrate no knowledge of global issues and believe that the presence of litter on the streets or elsewhere provides work for the cleaners.

How good is the students´ personal and social development?

Grades 1-6

Students´ behavior and attitudes Unsatisfactory

Attendance and Punctuality Unsatisfactory

Civic understanding and spiritual awareness Satisfactory

Economic awareness and understanding Satisfactory

Environmental awareness and understanding Satisfactory


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6) Use of Human and Material Resources

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

Overall, the use of human and material resources is satisfactory The quality of human resources is satisfactory The school boasts a full complement of trained teachers, seven of whom are specialists in the technical and vocational subjects namely: agriculture science, home and family, industrial technique, information technology, clothing and textiles and visual arts. The subject teachers at Grades 7 to 9 are secondary trained. Twelve ancillary staff members perform secretarial, security, janitorial, gardening and canteen duties. The use of human resources is satisfactory The teachers are effectively deployed to ensure maximum efficiency. The Grade 1 teacher is trained in Early Childhood Education and the Grades 2 to 6 teachers are trained in Primary Education. Teachers attend school regularly and are mostly punctual. The attrition rate is also quite low. Professional development is offered by the school, based on the needs analysis done by the Senior Management Team. These include seminars conducted by the school twice per term and MoE approved workshops targeting teachers. Some teachers study part-time while others who are eligible are granted leave to further their education. The quality and quantity of material is satisfactory The school grounds include a large playing field and the buildings are in good condition. The walls are graffiti free, ventilation and lighting are adequate in all classrooms and there is sufficient space to comfortably accommodate the students and the furniture. The school is print rich with a variety of adequate, colourful, age appropriate and stimulating visual aids in all classrooms as well as reading corners. The computer room has working computers. In addition, there are other technologies including a multi-media projector which are available to aid lesson delivery. However, most classrooms are separated by chalkboards, resulting in noise intrusion, which makes focusing in class difficult for some students. There is no library and the reading room is being refurbished. The pieces of furniture used by students of grades 8 and 9 are uncomfortable. The use of material resources is good The school wall is used to display images of the National Heroes. During lessons, some teachers make effective use of work sheets, as students do group and individual work. Some teachers are creative in the use of charts, flash cards and simple manipulatives to ensure that all students participate. Most teachers make effective use of the blackboard to display information during lessons.


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

Grades 1-6

Human resources Satisfactory

Use of human resources Satisfactory

Material resources – quality and quantity Satisfactory

Use of material resources Good

7) Curriculum and Enhancement Programmes

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

The curriculum and enhancement programmes in the school are satisfactory

Modifications to the curriculum are satisfactory The school adheres largely to the Ministry of Education’s curriculum with modifications designed to improve the poor literacy levels of students. The Literacy Committee, which includes teachers from each grade level, meets before the start of each school year to plan for curriculum modifications. To address specific needs, workshops are conducted in areas such as the MoE’s Informal Diagnostic Test, which is used to indicate the specific literacy needs of the students. Teachers attending these workshops learn to effectively use the test and how to analyze the data. Subsequently, a programme was developed to improve the reading levels of the very slow students. In addition, there are weekly common planning sessions across grades to ensure that curriculum modifications are on target and to review teaching and learning issues that may have developed in the previous week. The planning sessions are also used to make adjustments to meet the needs of students and to develop strategies for the following week. The seven components of resource and technology offered to the upper school are taught with a focus on literacy, but the practical, hands on nature stimulates participation and the interest of the boys, in particular. The information technology teacher also works with teachers in Grade 1- 3 classes to reinforce concepts taught in literacy and in with Grades 5 and 6 to improve research skills. However, with the focus on raising literacy levels in the school, less attention is given to mathematics, resulting in the number of mathematics sessions allocated for most grades being well below what is stipulated by the MoE. Enhancement programmes are satisfactory Students are involved in a number of extra-curricular activities that are offered by the school. These include football, netball and an Environment Club. Over the past five years the school has won the INSPORTS/St Catherine under 15 netball rally for four consecutive years. Also, the Environment Club received the UWI Environmental Outreach, Plastic Bottle Project award in September 2011. However, the extra-curricular offerings are not enough to cater to


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the holistic development of most of the students as some clubs are inactive. The school has an after-school programme for the most at risk students in grades 4 and 5. Eight teachers volunteer to tutor five students each, three evenings each week, to prepare them to re-sit the Grade 4 Literacy Test. Also, during the school’s annual Career Day, a wide cross-section of professionals provide information to students on career choices.

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

Grades 1-6

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

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 is satisfactory Provisions for safety and security are satisfactory The school has good policies and practices to ensure the safety and security of all persons on and off the compound. The strategies include a disaster plan that deals with response to fires, earthquakes, hurricanes and flooding. Earthquake and fire drills are conducted each term. The school is secure with good perimeter fencing, the exit and entrance are monitored by the watchman and visitors to the compound are logged at the gate. There is a pass system in place to control the number of students allowed outside during lessons. When going off site the teacher student ratio is kept at one teacher to fifteen students, and several teachers are trained to deliver first aid. There is a first aid kit in the Guidance Department and the agriculture science curriculum has a first aid component. However, there are gaps in sections of the fence around the playfield, and this causes community members to enter the compound without permission. The breach in the fencing also allowed dogs to enter the farm area where they killed 150 chickens. Provisions for students’ health and well-being are good Staff-student relations are good and students and parents speak of the caring attitude of staff. Positive interventions by the disciplinary committee and the general teaching body have resulted in a noticeable reduction in the number of fights. A healthy lifestyle is encouraged through guidance lessons that cover topics like personal hygiene and keeping the environment clean. The vendors are encouraged to sell fruits in the mornings instead of sweets and they comply with this. At the annual boys’ and girls’ days, resource persons offer advice and information on issues important to the students’ development. These range from obeying the law to self-esteem and leadership. In 2011, 15 peer counsellors were appointed to support the guidance and counselling programme. In addition to the PATH beneficiaries, other needy students are given free lunches daily.


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Students cited for poor attendance or who may experience other difficulties are referred to the Guidance Department. Subsequent action may include home visits which are logged, as occurred during the first term of this year, and the students’ progress tracked. However, some parents continue to be insufficiently involved in the life of their children and this adversely affects their well-being. Despite the efforts of the school, students’ behaviour is not at the desired level, and teachers struggle to maintain control in some classrooms. Where child abuse is suspected or when extreme deviant behaviour is noticed, help is sought from agencies such as the Centre for the Investigation of Sexual Offences and Child Abuse (CISOCA) and the Child Development Agency (CDA) but the response is often slow. Students on suspension are required to spend the time at a counselling centre located close to the school and a report on the activities covered submitted to the school.

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

Grades 1-6

Provisions for safety and security Satisfactory

Provision for health and wellbeing Good


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Recommendations

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

1. The Board must set targets for the school and lead in strategic planning for development. Following this the school administration should be held accountable for the attainment of the agreed targets.

2. The Principal and SMT need to: a. Urgently revisit the curriculum, with a view to assigning more time to

mathematics across all grades b. Implement systems to improve the level of attendance to at least 85% as

stipulated by the MoE c. Place special emphasis on improving the students’ civic awareness and

understanding of the rule of law, for example, by integrating these in lessons d. Create opportunities for teachers to develop behaviour modification strategies

which will enable them to function effectively in the classrooms where students display a range of inappropriate behaviours.

3. Teachers must: a. Endeavour to reduce the noise level in the classes b. Develop techniques to manage time better and to allow smoother transition

from one activity to the next. c. Employ differentiation strategies in lessons to cater to the different ability

levels.

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 Education 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


18

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

45

English Maths Other

Number of lessons or part lessons observed

[Primary]

11 12 9

Number of lessons or part lessons observed

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

4 4 5

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

9

Number of scheduled interviews completed with students

6

Parents Students Teachers

Number of questionnaires returned and analysed

- - -


21

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.


22

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

SMT and middle leadership?

1.1 School-based leadership and management

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

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

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

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

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

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

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


23

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.


24

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.


25

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


26

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


27

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


28

2.3 Assessment

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

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

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


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

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

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

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

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

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


29

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


30

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.


31

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


32

5.4 Students’ economic awareness and understanding

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

regionally and globally Awareness of their potential contribution to Jamaica


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

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

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

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

Most students understand the importance of

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

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

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


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

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

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

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

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

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


33

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


34

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


35

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 wellbeing

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

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


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

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

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

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

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

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

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

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

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

and other health concerns

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

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


40

Appendix 3 - National Test Data Starting Point

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

Note: No data available for 2006

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

Tredegar Park All Age

2006

Assessment Candidates 2006 Averages

Grade One Readiness Enrolled Sitting National School

N/A N/A 69 N/A

2005 (Cohort data)


Grade One Readiness Enrolled Sitting National School

80 59 66 42

The overall average for Tredegar Park All-Age in 2005 (Cohort 1) was 42 per cent, which was below the national average (66 per cent) by a significant 24 percentage points. The students’ averages were below the national averages for all subject areas, with the lowest average in Number Letter Knowledge (24 per cent). The participation rate for this exam was 74 per cent. No data were available for 2006.

87

71

85

60

39

67 61

32

63 57

24

59

0

20

40

60

80

100

National School National School

2005 2006

Ave

rage

Le

vel o

f R

ead

ine

ss (

%)

Period of Focus (Years)

Grade One Readiness Inventory

Visual Motor Coordination

Visual Perception

Auditory Perception

Number Letter Knowledge


41

ATTAINMENT

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

69 67 65 70 66 65

36 32

45

0

20

40

60

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


2010


Grade Four Literacy Enrolled Sitting National Regional School

54 51 65 65 45

2009 (Cohort data)



75 63 67 66 32

2008



85 85 69 70 36

Grade Four Literacy results showed that the school’s average mastery fluctuated throughout the period but remained below the national and regional averages. In 2008, the school attained an overall average mastery of 36 per cent. This was well below the national (69 per cent) and regional (70 per cent) averages by 33 and 34 percentage points respectively. In 2009 (cohort 1), the school’s average (32 per cent) declined slightly by four percentage points placing it below the national (67 per cent) and regional (66 per cent) averages by 35 and 34 percentage points correspondingly. The participation rate for this exam was 84 per cent. In 2010, the school’s average (45 per cent) improved by 13 percentage points. It however remained 20 percentage points below both the national and regional averages (65 per cent). The Grade Four Literacy target set for each primary level school by the Ministry of Education is 100 per cent mastery, which is to be achieved by 2015. Therefore, Tredegar Park All-Age will need to increase their average by 17 per cent each year to meet the target.


42

ATTAINMENT

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

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


2010


Grade Four Numeracy Enrolled Sitting National Regional School

54 50 38 38 26

2009 (Cohort data)


Grade Four Numeracy Enrolled Sitting National Regional School

75 62 42 42 13

Grade Four Numeracy showed good improvement over the period (2009 to 2010), but averages remained below the national and regional scores. 1In 2009 (cohort 1), the school’s average mastery was 13 per cent, 29 percentage points below both the national and regional averages (42 per cent). The participation rate for this exam was 83 per cent. In 2010, the school’s average (26 per cent) improved by 13 percentage points. However, it remained below both national and regional averages (38 per cent) by 12 percentage points. The Grade Four Numeracy target set for each primary level school by the Ministry of Education is 85% mastery, which is to be achieved by 2015. Therefore, Tredegar Park All-Age will need to increase their average by 26.7 per cent each year to meet the target.

1 No Grade Four Numeracy Examination data exist prior to 2009.

42 38

42 38

13

26

0

20

40

60

80

100

2009 2010Ave

rag

e L

eve

l o

f A

tta

inm

en

t (%

)


Grade Four Numeracy

National

Regional

School


43

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

Averages for mathematics were below the national averages for the period 2008 to 2011. In 2008, the school’s average (39 per cent) was 16 percentage points below the national average (55 per cent). The following year the school’s average improved by 12 percentage points and was below the national average by only two percentage points. In 2010 school average declined and was similar to their 2008 average. This was 18 percentage points below the national average (57 per cent). The average increased in 2011 (42 per cent) but it remained below the national average (62 per cent) by a significant 20 percentage points. Language arts averages also remained below the national average throughout the period. The school’s average was 37 per cent in 2008, 16 percentage points below the national average. There was a 17 percentage point improvement in 2009 (54 per cent), three percentage points below the national average (57 per cent). The average declined in 2010 (43 per cent), and was 15 percentage points below the national average. In 2011, the average declined by three percentage points, placing the school below the national scores by 18 percentage points. Communication tasks averages fluctuated between 2008 and 2011. In 2008 the average was 58 per cent, similar to the national score. The school’s average (67 per cent) improved by nine points in 2009 and was nine points above the national score. Their averages for 2010 and 2011 was similar to their 2008 average, and was nine percentage points below the national average.

55 53 57

62

39

51

39 42

53 57 58 58

37

54

43 40

58 58 67 67

58 67

58 58

0

20

40

60

80

100

2008 2009 2010 2011Ave

rag

e L

eve

l o

f A

tta

inm

en

t (%

)


GSAT Mathematics, Language Arts, & Communication Task

Mathematics-National

Mathematics-School

Language Arts-National

Language Arts-School

Communication Task-NationalCommunication Task-School


44

Graph 4b: Grade Six Achievement Test by Gender 2008 – 2011

By Gender: The gender gap looks at the percentage point difference between male and female students over the entire period (2008-2011). There was no gap for mathematics and language arts at the start of the period. However, as the period progressed a narrow gap developed. For communication tasks, the gap was narrow and widened slightly towards the end of the period.

40

49

40 46

38

52

38 37 38

52 47

43 36

55

40 35

67 58

67 67

50

67

50 50

0

20

40

60

80

100

2008 2009 2010 2011

Ave

rag

e L

eve

l o

f A

tta

inm

en

t (%

)


GSAT Mathematics, Language Arts, & Communication Task (By Gender)

Mathematics-Female

Mathematics-Male

Language Arts-Female

Language Arts-Male

Communication Task-Female

Communication Task-Male


45

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

2The school performed slightly below the national averages in mathematics and language arts for the period 2008 to 2010. Mathematics averages fluctuated (36, 37 and 31 per cent for 2008, 2009 and 2010 respectively), while language arts averages declined steadily (43, 39 and 35 per cent for 2008, 2009 and 2010 respectively). Graph 4b: Grade Nine Achievement Test by Gender 2008 – 2011

By Gender: The gender gap looks at the percentage point difference between male and female students over the entire period (2008-2010). The gap for both mathematics and language arts was extremely narrow throughout the period. However, female students were ahead of male student.

2 The school discontinued the Grade Nine Achievement Test in 2010.

40 43 40 36 37

31

47 52 49

43 39

35

0

20

40

60

80

100

2008 2009 2010

Ave

rag

e L

eve

l o

f A

tta

inm

en

t (%

)


GNAT Mathematics & Language Arts

Mathematics-National

Mathematics-School

Language Arts-National

Language Arts-School

37 38 34 36 37

29

46 42 43 41 38

31

0

20

40

60

80

100

2008 2009 2010Ave

rag

e L

eve

l o

f A

tta

inm

en

t (%

)


GNAT Mathematics & Language Arts (By Gender)

Mathematics-Female

Mathematics-Male

Language Arts-Female

Language Arts-Male


46

PROGRESS Graph 6a: Tracking Cohort 1(2005 and 2011) Progress in Literacy and Numeracy

3 Cohort One (1) progressed steadily in literacy between 2005 and 2011. For numeracy there was a steady decline between 2005 and 2009, but progress was made between 2009 and 2011. This can be seen in the performance gap. Graph 6b: Tracking School’s Progress from 2008 – 2011

4The school’s performance declined slightly in Grade Four Literacy between 2008 and 2009. However, there was progress between 2009 and 2010. Grade Four Numeracy progressed steadily between 2009 and 2010. For GSAT, there was progress between 2008 and 2009 and a decline between 2009 and 2010. Averages remained relatively steady between 2010 and 2011. GNAT averages were steady between 2008 and 2009, but declined between 2009 and 2010. Overall, progress was made at the school level for the period (2008 – 2011).

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

reflect progress. 4 Please collect 2011 data from school to measure the school’s overall progress.

24

32 40

24

13

42

0

10

20

30

40

50

60

70

80

90

100

Grade One Readiness(2005)

Grade Four Literacy &Numeracy (2009)

Grade Six AchievementTest (2011)A

ve

rag

e L

eve

l o

f A

tta

inm

en

t (%

) in

L

ite

rac

y &

Nu

me

rac

y

Grade Level of the Cohort & the Assessment Year

Tracking Cohort Progress

Literacy SubjectAreas

Numeracy SubjectAreas

36 32

45

13

26

45

56

47 46 40 39 34

0

10

20

30

40

50

60

70

80

90

100

2008 2009 2010 2011

Ave

rag

e L

eve

l o

f M

as

tery

/Att

ain

me

nt

(%)


Tracking Overall School Progress

Grade FourLiteracy

Grade FourNumeracy

Grade SixAchievementTest


47

Grade Six Achievement Test 2008 - 2011


2011


GSAT Mathematics Enrolled Registered Sitting National School

N/A 65 65 62 42

Female N/A 38 38 64 46

Male N/A 27 27 59 37

GSAT Language Arts

N/A 65 65 58 40

Female N/A 38 38 61 43

Male N/A 27 27 54 35

GSAT Communication Task

N/A 65 65 67 58

Female N/A 38 38 75 67

Male N/A 27 27 67 50

2010


GSAT Mathematics Enrolled Registered Sitting National School

47 46 57 39

Female N/A 24 24 61 40

Male N/A 23 22 53 38

GSAT Language Arts

47 46 58 43

Female N/A 24 24 63 47

Male N/A 23 22 53 40


47 46 67 58

Female N/A 24 24 75 67

Male N/A 23 22 58 50

2009


GSAT Mathematics

N/A 44 43 53 51

Female N/A 18 16 57 49

Male N/A 26 25 49 52

GSAT Language Arts

N/A 44 43 57 54

Female N/A 18 16 62 52

Male N/A 26 25 51 55


N/A 44 43 58 67

Female N/A 18 16 67 58

Male N/A 26 25 58 67


48

2008


GSAT Mathematics

85 84 55 39

Female N/A 41 41 59 40

Male N/A 44 43 50 38

GSAT Language Arts

85 84 53 37

Female N/A 41 41 58 38

Male N/A 44 43 48 36


85 84 58 58

Female N/A 41 41 67 67

Male N/A 44 43 50 50

Grade Nine Achievement Test 2008 - 2011


2010


GNAT Mathematics Enrolled Registered Sitting National School

66 58 40 31

Female N/A 20 19 45 34

Male N/A 46 39 38 29

GNAT Language Arts

66 58 49 35

Female N/A 20 19 58 43

Male N/A 46 39 45 31

2009


GNAT Mathematics

N/A 51 47 43 37

Female N/A 20 18 48 38

Male N/A 31 29 40 37

GNAT Language Arts

N/A 51 47 52 39

Female N/A 20 18 60 42

Male N/A 31 29 46 38

2008


GNAT Mathematics

86 81 40 36

Female N/A 41 41 44 37

Male N/A 45 40 37 36

GNAT Language Arts

86 81 47 43

Female N/A 41 41 53 46

Male N/A 45 40 43 41


49

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

TREDEGAR PARK ALL AGE SCHOOL - Jamaica …jis.gov.jm/estp/docs/Financial Inspection Reports/Region 6/Tredegar...Tredegar Park All Age School is located in the small community of Tredegar