Craighead All-Age - Jamaica Information Service

Transcription

CRAIGHEAD ALL AGE SCHOOL
INSPECTION REPORT
Principal: Ms. Sara Cole
Board Vice-Chair: Mr. Wesley Hall
National Education Inspectorate
Inspection Date: October 11 - 13, 2011
Report Issued: February 2, 2012
TABLE OF CONTENTS
Page
Introduction ................................................................................................................ 3
Key Questions ............................................................................................................ 3
The Five-point Scale .................................................................................................. 4
Consistency in terminology ........................................................................................ 4
Profile ......................................................................................................................... 5
School Demographics ............................................................................................. 5
Executive Summary ................................................................................................... 6
Overall effectiveness of the school ......................................................................... 6
Findings of School Inspection .................................................................................... 8
1) School Leadership and Management ................................................................. 8
2) Teaching Support for Learning ......................................................................... 10
3) Students‟ Academic Performance ..................................................................... 11
5) Students‟ Personal and Social Development .................................................... 13
6) Use of Human and Material Resources ............................................................ 15
7) Curriculum and Enhancement Programmes ..................................................... 16
8) Student Safety, Security, Health and Wellbeing ............................................... 17
RECOMMENDATIONS ............................................................................................ 20
Further Action ........................................................................................................... 20
Appendices .............................................................................................................. 21
Appendix 1- Record of Inspection Activities .......................................................... 22
Appendix 2 - Inspection Indicators ........................................................................ 23
Appendix 3 - National Test Data ........................................................................... 42
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National Education Inspectorate © May 2013
School Inspection Report
Introduction
The National Education Inspectorate (NEI) is responsible for making an assessment of the
standards attained by the students in our primary and secondary schools at key points
during their education. It is the aim of the NEI to report on how well students perform or
improve, as they progress through their schooling and learning life. The NEI is also charged
with the responsibility to make recommendations to support improvement in the quality of the
provision and outcomes for all learners.
During school inspections, our trained inspectors observe classroom lessons, interview
members of the school‟s staff, students individually and in small groups. Inspectors also look
at samples of student work and study various school documents provided before and during
the inspection. Additionally, School Inspectors hold meetings with the principal and senior
members of the staff to get clarity on their roles and responsibilities at the school.
Please see the Inspection Indicators (Appendix 2) used by School Inspectors to assist in
forming judgements about a school‟s progress.
Key Questions
The inspection indicators are structured as a set of eight key questions that inspectors ask
about the educational provision and performance of every school. These are:
1. How effectively is the school led and managed by the Board, the principal and senior
management team and middle leadership?
2. How effectively does the teaching support the students´ learning?
3. How well do students perform in national and/or regional tests and assessments?
(For infants: in relation to age-related expectations)
4. How much progress do students make in relation to their starting points?
5. How good is the students´ personal and social development?
6. How effectively does the school use the human and material resources at its disposal
to help the students achieve as well as they can?
7. How well do the curriculum and any enhancement programmes meet the needs of
the students?
8. How well does the school ensure everyone‟s security, health, safety and wellbeing?
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The Five-point Scale
Inspectors make judgements according to a five-point scale. The five levels on the scale are
defined as follows:
Level 5
– Exceptionally high quality of performance or provision;
Level 4
– Good: the expected level for every school. Achieving this level in all aspects
of its performance and provision should be a realistic goal for every school;
Level 3
– Satisfactory: the minimum level of acceptability required. All key aspects of
performance and provision in every school should reach or exceed this level;
Level 2
– Unsatisfactory: quality not yet at the level acceptable for schools. Schools
are expected to take urgent measures to improve the quality of any aspect of
their performance or provision that is judged at this level. Action on the
inspectors‟ recommendations for improvement is mandatory;
Level 1
– Needs Immediate Support: quality is very low. Schools are expected to take
immediate action to improve the quality of any aspect of their performance or
provision that is judged at this level. Action on the inspectors‟
recommendations for improvement is mandatory.
Consistency in terminology
The following terms are used consistently throughout the indicators with the following
definitions:
All
Almost all
Most
Many
Some
100%
90% to 99%
75% to 89%
50% to 74%
49% and below
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Profile
School Demographics
School Name:
Locale:
Parish:
Region:
Gender:
School Code:
School Organization:
Size:
Attendance Rate:
Capacity:
Enrolment:
No. of Teachers:
Pupil-Teacher Ratio:
Owned By:
School Board:
Craighead All-Age
Rural
Manchester
5
Co-educational
12016
Whole Day
Class II
84%
510
442
15
23:1
Anglican
Socio-economic Context
Craighead All-Age School is a Church-owned school. It was established on its present site
in 1969 by the Anglican Church in Jamaica. It is situated in the deep rural farming district of
Craighead, which is to the North of Christiana in the parish of Manchester. The school
serves the immediate communities of Buttup, Bigwoods, Carter, and Chudleigh; and
students from other communities from as far as Christians, and Troy in the parish of
Trelawny. The school is bounded mainly by small farming plots, small shops, dwelling
houses, a Basic School and a few churches. The only public facility is a Health Centre.
More than half the student population (230) is on PATH; several others are on the school
free lunch facility. The school also operates a breakfast programme which enhances the
students‟ punctuality. Farmers in the community support the feeding programme by giving
gifts of food they produce. The Women‟s Auxiliary of the Anglican Church helps with food
for the school feeding programme as well.
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Executive Summary
Overall effectiveness of the school
The overall effectiveness of Craighead All-Age is satisfactory
The overall leadership and management of the school is satisfactory
The Senior Management Team (SMT) along with the middle management corps lead by
example as they provide direction for the school. They share the vision of the school with
the various stakeholders and work together harmoniously as communication and feedback
among the team is good. Staff are held accountable by the Board and the SMT for the set
targets and parents give their support towards the improved performance of the students.
Teaching satisfactorily supports students’ learning
Planning is consistently done, supervised and monitored and for the most part evaluation is
done. Teachers have good content knowledge, used effectively to help students learn.
Learning is satisfactory. Although generally lessons are teacher-centred the majority of the
students show positive attitudes to learning.
The school’s performance in national and regional tests in English and mathematics
is satisfactory
The school surpassed the national average in GSAT Communication Task as well as the
GNAT English. Even though fluctuation is seen in their performance in both subjects
overtime; the school‟s performance in Mathematics is usually below that of the nation.
Satisfactory progress is made in English and mathematics
Achievements of students are adequate as seen in the work done in the classes and the
lessons progress satisfactorily during the delivery of the curriculum.
The students’ personal and social development is satisfactory
Students are generally well-behaved, punctual and their attendance is good. Their civic
understanding and spiritual awareness are good. They understand some environmental
issues and care for their environment. They are also satisfactorily aware of Jamaica‟s
contribution to the global economy.
Overall, the use of human and material resources is satisfactory
Teachers are qualified and suitably deployed. The support staff perform their assigned tasks
and other roles well, in order to have the school run effectively. Good use is made of what is
available, the school space, textbooks and supplementary materials are adequately utilized
in helping students learn. More use could be made however of the existing teaching aids
and ICT to enrich the lesson delivery.
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Provisions for curriculum enhancement are satisfactory
Constant review and assessment is undertaken and suitable modification and adaptation are
done. There are satisfactory co-curricular activities to support the curriculum offered to the
students.
The safety, security, health and wellbeing of both students and staff are satisfactory
There is a policy in place; the monitoring system is effective and proper signage is in place
to warn students of danger spots at a sinkhole on the compound. There is a good feeding
programme and the guidance arrangement is effective.
Inspectors identified the following key strengths in the work of the school:

Solid leadership that shares the vision of the school with stakeholders and guides the
collective efforts of staff in the direction of attaining the goals of the school

Suitably qualified, stable, knowledgeable and caring staff

Good relationships and appropriate communication processes

Strong commitment and support among stakeholders, including the Board

Consistent curriculum planning, delivery and evaluation

Student performance in several areas of the curriculum and the co-curricular areas is
commendable

Good behaviour of the students and their prompt response to the bell.
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 leadership and management of the school is satisfactory
School-based leadership and management is good
The Principal who defines herself as a democratic leader is visible around the school,
monitoring the various aspects of the daily routine. She commands the respect of all and
effectively gives direction through the team approach in the management of the school. The
Senior Management Team (SMT) along with the middle management corps leads by
example. They share the vision of the school with the various stakeholders and work
together harmoniously. The Principal shares leadership for improving the instructional
programmes as staff are assigned specific roles and are held accountable by the Board and
the SMT for the set targets. The business of the school is conducted in an environment
where the culture and ethos are built on good discipline, learning and the development of the
total human being. Student performance is improving particularly at the Grade 4 level
(Literacy).
The school’s self-evaluation and improvement planning is satisfactory
The Principal and Senior Staff are knowledgeable about the various aspects of the school.
This includes staff and student performance, as they implement a structured process of selfevaluation. They continuously monitor students‟ performance as well as conduct systematic
supervision of teachers and undertake annual staff appraisals. Continuous assessment
records are kept for each student and they form part of the teacher performance appraisal
system. In addition, Senior Staff compile daily log of activities in all aspects of their duties,
which include the supervision of staff. This evaluation is benchmarked against the agreed
Class Improvement Plans, (CIP), which is derived from the annual School Improvement Plan
(SIP).
Reflection is done continuously using termly, mid-term and end of term tests as well as the
national tests results. The findings and scores are used to measure the degree of attainment
against set targets. The rigorous process of self-evaluation is also done at common planning
time; the evaluations of lesson plans and the views of parents and students are given
consideration in this process. The school prepares termly and annual reports for students.
These reports are shared with the parents, who are kept well informed about how their
children are getting on in school and are encouraged about how they can help their children
at home. The outcomes of the annual appraisal of teachers‟ performance are discussed with
a view of impacting on improved performance of students and to inform staff development
activities. However, some targets in the SIP such as the termly targets for literacy and
numeracy are not realigned to the starting points to make them attainable and realistic.
The governance of the school is satisfactory
The Board is currently without a functional Chairman as they await the take up of the
responsibility by the new Priest. However, the Vice-Chair has been leading the Board since
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May 2011, and all members except the student representative are in place. The Board has
clear knowledge and understanding of the school; its mission and vision, as they are always
reminded of them in meetings and at functions. The Board is convinced that the school is
striving toward attaining its goals.
The governing body understands its roles and functions and oversees the school‟s finances,
educational attainment, and general accountability. Board meetings are held and the
Principal is required to give detailed reports on all aspects of the school at the meetings.
The Board holds the school accountable by making enquiries about targets, (Literacy and
Numeracy). It uses the data and compares performance, observes students‟ behaviour,
checks on what funds are used and ensures that proper signing of financial documents is
done, as well as checks on the quality of the lunch that is served to the students.
The members of the Board give support to the school in its operations; they participate in
school activities (fundraising, devotion) and pay unscheduled visits to the school. As a past
student, the Vice-Chairman continues to have high expectations of the school and maintains
regular contact with the current student body. He hopes that the school will be upgraded to
the secondary level and that additional property will be acquired to extend the playfield as
that can redound to the development of more socially–adjusted young people in the
community. He also hopes that the school will increase its level of academic attainment and
that students‟ behaviour will continue to improve, especially on the roads.
The relationship that the school establishes and maintains with parents and the local
community is good
The school has an active Parent Teachers Association (PTA). Various methods are used to
communicate with parents, such as telephone calls, letters, reports and the regular PTA
meetings to keep them informed of school activities and their children‟s progress. Parents
and community members give support to the school by buying tickets for fund-raising events,
giving items of food for the canteen and for special days, such as Jamaica Day, Labour
Day/work day, and volunteering for special activities and morning devotions. The past
students, particularly the overseas members, support the school by providing resource
materials for the educational programmes. The school supports the community by allowing
community groups, churches and clubs to use the school facilities for meetings and sporting
activities. Some members of the community get employment in the school and vendors are
accommodated to carry out their business in a defined area on the compound. The school
also gives an annual award for outstanding parent/community member, who gives support to
the school.
How effectively is the school led and managed by the Board, the principal and senior
management team?
1-9
Grades
School-based leadership and
management
Good
Self-evaluation and improvement planning
Satisfactory
Governance
Satisfactory
Good
Relations with parents and community
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2) Teaching Support for Learning
How effectively does the teaching support the students’ learning?
Teaching in support of the students’ learning is satisfactory
Teachers’ knowledge of the subjects they teach and how best to teach is satisfactory
Most teachers have a good grasp of their content. They deliver the lessons with confidence
as is seen in the Grade 2 integrated studies and Grade 6 social studies classes. However, in
a Social Studies lesson on Historical Experiences of Caribbean People, one Grade 5
teacher appeared nervous and insecure and made frequent reference to the text book. Most
teachers know how best to teach their subjects to the grade level and get students engaged
through listening, speaking, writing, drawing and practical hands-on experiences. They use
songs and games to focus the learners. Examples are drawn from Grade 1 integrated
studies, Grade 2 mathematics and Grade 6 reading lessons. Most teachers reflect on
previous lessons as they recapitulate before continuing to new topics. Students are informed
of the expected outcomes of the lessons as most teachers state the objectives of the lesson
orally or write them on the chalkboard.
Teaching methods are satisfactory
All teachers have their lesson plans, but not all are vetted by the designated supervisors.
Plans are detailed and in instances, accompanied by content books which provide the
pertinent information to be shared with students. Grade 3 mathematics and Grade 4 social
studies are examples. Some lesson evaluations are used to guide the planning for
subsequent lessons. However, these are not always done. The pacing of lessons by most
teachers is good and there is no loss of time because of disruptive behaviour.
Text books and other supplementary materials are used effectively to enhance learning.
Although most classrooms are print rich, these materials, like ICT, are underutilised in the
teaching process. Recapitulation of most lessons is through questioning and discussion.
During those periods and throughout the lesson, there is good interaction between teachers
and students. Most teachers try to motivate learners by the enthusiasm they show for their
lessons and by encouraging students to answer questions and participate in classes. The
varying teaching strategies are at times creative as seen in the Grade 6 social studies lesson
on the layers of the earth, and practicals as demonstrated in the Grade 3 mathematics class
on fractions. Some teachers however, rely mostly on telling students everything.
Assessment is satisfactory
There is a policy for assessment and all teachers implement the processes of continuous
assessment and documentation of students‟ performance. The School-Based Assessment
Co-ordinator and the assessment committee manage the quality of tests and the internal
assessment process. All teachers use assessment as part of the teaching and learning
process. Teachers prepare assessment plans at the beginning of term or unit or year. The
on-going process of assessment is realised through questioning as the lesson develops,
written exercises given in class and homework assigned. When questioning is used, there
are some instances where there are chorus answers which do not give the teachers the
opportunity to know how many of the students are actually learning. In addition, some
teachers use mostly recall, knowledge level questions. Diagnostic assessment includes the
Slosson‟s Oral Reading Test. Support for challenged or special needs students, is provided
for by the addition of a reading resource room and arrangements for their assessment at
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Mico Care Diagnostic Centre. Assessment records were seen in all classes. Most teachers
use assessment to guide the grouping of students and the planning of lessons. A few
teachers however, do not sufficiently use assessment information to plan for lessons, nor to
differentiate instructions and activities.
Student learning is satisfactory
Most students are motivated to learn. They are participative, raise their hands to give
answers and some are disappointed when they are not called on. An example of all students
being engaged in a lesson was found in a Grade 3 mathematics class on fractions. Here the
students were given a worksheet with an oblong drawn on it and instructed to divide the
oblong into seven parts and shade one section; this was to reinforce the fraction oneseventh. The students work independently and are able to complete the task, thereby
indicating that they understand the fraction one-seventh.
Some students are inattentive as in a Grade 4 language arts class where the teacher makes
a good effort to address the weakness. In some classes, there is good interaction and
collaboration to complete the task. In many lessons however, there is whole-class instruction
and individual work is assigned. Some opportunities are provided for linking learning with
real life situations. An example is in the Grade 4 language arts lesson on comparative
degree of adjectives where students compare the heights of two boys in the class. Other
opportunities provide for linking learning with real life situations including the students telling
about issues such as their families, the food they eat and know in Jamaica, weighing and
buying food in the market and personal experiences in body changes.
How effectively does the teaching support the students´ learning?
Grades
1-9
Teachers´ subject knowledge and how
best to teach the subject
Satisfactory
Teaching methods
Satisfactory
Assessment
Satisfactory
Students´ learning
Satisfactory
3) Students’ Academic Performance
How well do the students perform in national and/or regional tests?
Overall, students’ performance in national tests is satisfactory
The school’s performance in national tests in English and mathematics is satisfactory
The school surpassed the national average in the GSAT Communication Task as well as the
GNAT English test. For the Grade 4 Literacy Test in 2008, the school attained an overall
average mastery of 72 per cent, which was above the national and regional average mastery
by three and six percentage points respectively. In 2010 the school‟s average increased
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significantly by twenty-eight percentage points to 80 per cent compared with that of the
previous year (52%). This was fifteen and seventeen per cent above the national and
regional averages (2008, 2009 & 2010). 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, Craighead All-Age would need to increase their average by 4 per cent
each year to meet the target.
At the GSAT level, the school has managed to keep its average performance, which was on
par with the national average in 2008, and surpassing the national averages for 2009 in the
Communication Task test. The school‟s average for language arts consistently fell below the
national average for the period 2008 to 2011; although the average increased between 2009
and 2010. In the Grade Nine Achievement Test the school consistently performed above
the national average for English for the three consecutive years under review (2008 – 2010).
How well do the students perform in national and/or regional tests and assessments?
1-3
4-6
7-9
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Grades
How well do the students perform in
National or regional tests and
examinations in English?e
How well do the students perform in
National or regional tests and
examinations in mathematics?
4) Students’ Academic Progress
How much progress do the students make in relation to their starting points?
Overall, students make satisfactory progress in relation to their starting points
Satisfactory progress is made in English and mathematics
Achievements of students are adequate as seen in the work done in the classes and the
lessons progress satisfactorily during the delivery of the curriculum. Most students make
progress in English and related areas such as reading and writing when compared to their
starting points. Ninety-six per cent (96%) of parents agree that their children are making
good progress in the school; and generally satisfactory work is given as class-work which
usually matches to the lessons taught. For instance in a Grade 1 integrated studies lesson
on the family and identifying words related to different members of a family (grandfather,
grandmother, father), they could find the picture, move from picture to word and from word to
sentences about their families. At Grade 3 students were able to write sentences and draw
pictures to explain hygiene practices used when preparing food.
In some instances, teachers have scores indicating students‟ progress over time, and in
some instances workbooks show the progression from topic to topic. There was steady
progress in both literacy and numeracy between 2009 and 2010 at the Grade Four level.
Performance in GSAT English showed slight improvement between 2008 and 2010, while
GNAT remained constant.
Tracking of the progress of the 2005 Grade 1 cohort from their entry point to the end of
Grade 4 in 2009, revealed that it was very slow; average mastery of Grade Four Literacy and
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Numeracy tests was less than the number which demonstrated readiness when they entered
Grade 1. However, the students made relatively good progress in 2010 at GSAT.
During mathematics lessons, some students grasp the concepts and can navigate the
topics; for instance, Grade 2 students can estimate weights; when the items are weighed
they can tell which is heavier or lighter than the other. They show the development of
mathematical skills such as estimating, weighing and comparing. In Grade 5, students were
able to tell even numbers, prime numbers, prime factors, and move to calculating „Highest
Common Factor‟. In other instances such as in the Grade 8 mathematics class, work in
students‟ books show progress in the topics taught. That most students grasp the concept of
multiples is indicated by the correctly worked exercise. In addition, checked work books in
Grade 6 mathematics show progress is made; lessons move from simple fractions to
equivalent fractions to adding fractions.
How much progress do the students make, in relation to their starting points?
1-3
4-6
7-9
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Grades
How much progress do the students
make in relationship to their starting points
in English?e
How much progress do the students make
in relationship to their starting points in
mathematics?
5) Students’ Personal and Social Development
How good is the students’ personal and social development?
Overall, students’ personal and social development is satisfactory
Students’ behaviour and attitudes are good
Students are very polite as they greet visitors and express good wishes for the day. Some
students express concern about the frequent fights in and out of the school. They attribute
these to the ASTEP students whom they regard as bullies. Students are orderly; they
respond promptly to bells at the start of the school day and at the end of break and lunch.
They form lines at devotion, to enter and leave the classrooms, and at the canteen to collect
their lunches. Students are able to state some school rules and know that there are
consequences when they break them. A good relationship exists between the students and
the staff. Students embrace their teachers and share with them. In contrast is the attitude of
the ASTEP students who are deemed as defiant and disrespectful to the Principal and
teachers.
Students’ punctuality and attendance is good
The majority of the students are early in arriving at school and attendance is good in most
classes. For September, the attendance for boys was 86 per cent and girls, 91 per cent.
Punctuality to classes is good; a small percentage is late for devotions. For instance, 23
boys and 24 girls were late on Day 1 of the inspection and 21 boys and three girls were late
on Day 2.
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Civic understanding and spiritual awareness are good
Students are generally aware of their civic responsibility. They stand at attention for the
national pledge and anthem at devotion. The national flag is raised during the singing of the
anthem. Murals of national heroes and emblems are seen on the walls of the buildings. As
the school celebrates National Heritage Week, there is a display on national heroes on the
main corridor and a visiting Pastor from the community engages in role playing of Marcus
Garvey as he shares in the devotion. The students also make presentations at devotion in
celebrating Heritage Week as they recite poems about the national heroes and sing patriotic
songs. The favourite celebrations for most students are Heritage Week, Independence and
Emancipation.
Students‟ spiritual awareness and understanding is strengthened by the inspiring and
motivational devotions held. Pastors from the community share in devotion. Students
participate fully in singing and reciting scripture verses. At the end of the day, students sing
a closing hymn and repeat a prayer before dismissal.
Students’ economic awareness and understanding is satisfactory
Students are able to state that the export of bauxite and crops such as yams and bananas
can positively impact the economy of Jamaica. Additionally, they see the need for the
country to conserve on electricity and to consider using food substitutes. They feel that they
can contribute to the economy by acquiring a good education and a profession, and by
offering services to other countries.
Environment awareness and understanding is satisfactory
Most students understand the importance of keeping the environment clean. They highlight
the dangers in polluted water systems and the damage being done to the ozone layer. They
are aware of the environmental issues in Haiti as a result of the earthquake. Students assist
the janitor in cleaning the school compound. In Grade 5, some students are placed on a duty
roster to clean and tidy the classroom at the end of the day. Students are concerned that the
playfield is always littered by students of all levels. Garbage is stored in a receptacle and
collected weekly by the National Solid Waste Management Agency.
How good is the students´ personal and social development?
1-9
Grades
Students´ behaviour and attitudes
Good
Punctuality and attendance
Good
Civic understanding and spiritual
awareness
Good
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 were able?
Overall, the use of human and material resources is satisfactory
Human resources are good
The school is adequately resourced to enable students to achieve good standards. There
are 15 teachers and a Guidance Counsellor who are all qualified either at the certificate level
or are graduates in primary and/or secondary education. Sufficient support staff is in place
and all display good work ethics. Staff appraisals and analysis of assessment data form the
basis for planning and implementation of staff development. Support for the academic staff
is done through common planning time and sometimes resource persons are utilized in staff
development workshops. Ninety-two per cent (92%) of the teachers agree that professional
development is available to help teachers
Use of human resources is good
Teachers are suitably deployed with primary trained in the lower grades and secondary at
the all-age level. The school has a low attrition rate and no problem with recruiting,
deploying, or retaining staff. However, there is concern about the staff deployment at the
Grade 5 level as it relates to the delivery of lessons. Members of the support staff team are
effectively utilized, the ancillary and canteen staff work together at lunch time to expedite the
process of feeding the students. The secretary is also delegated responsibilities outside of
the usual roles and worked effectively to help with the smooth running of the school. Staff
attendance and punctuality is excellent. Teachers are rarely ever absent and all are early for
school and classes.
Quality and quantity of material resources is satisfactory
The three buildings are in fair condition. Most classrooms are spacious and teachers monitor
students freely. There is a large playfield that is well kept and there is adequate water
storage. Furniture for staff and students and departmental equipment are sufficient.
Textbooks are sufficient across all grades and the school does a good job of providing
teaching aids to staff. The classrooms are print rich and a large supply of supplementary
books has been donated by a past student. However there are a few shelves with old books
and several unopened boxes of these books in the library. The spread of books by subject is
inadequate. The Librarian is seeking assistance through the Jamaica Library Service (JLS)
to have the library systematically arranged.
The driveway is deplorable and water settles around the premises especially on the
playfield. Some classrooms are poorly lit and partitioned with chalkboards. These factors
impact on the teachers‟ ability to control the noise from adjoining classes. The school has
an Alternative Secondary Transition Education Programme (ASTEP) component which lacks
materials and furniture. There is insufficient IT equipment which is used mainly by ASTEP.
Parents believe the school needs more financial assistance and resources.
15
Use of material resources is satisfactory
The school makes adequate use of available space to accommodate classrooms. The
resource room is partitioned to accommodate the ASTEP classes. Students use the library
for researches and borrow books through JLS weekly. A notice board is strategically placed.
The area used by the canteen to serve lunch however is inadequate to accommodate the
large numbers being catered for within the specified time.
How effectively does the school use the human and material resources at its disposal to
help the students achieve as well as they can?
Grades
1-9
Human resources
Good
Use of human resources
Good
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, provisions for curriculum and enhancement programmes are
satisfactory
The relevance of the curriculum is good
The school uses the Revised Primary Curriculum (RPC) for Grades 1 to 6 and the ROSE
curriculum for Grades 7 to 9. Some objectives of the curriculum are modified to meet the
needs of the students. In Grade 9, the curriculum is aligned with that of the secondary
school for easy transition. There are no major changes but when these occur, they are
reflected in the lesson plans. Assessment plans are done at the beginning of the unit, the
term and the year. Strategies are planned based on the results of the previous
examinations, the students present and according to the curriculum. There is a weekly
common planning time. Here, the curriculum is reviewed, challenges discussed and
suggestions made to address them. Minutes are kept for the planning sessions. Sometimes
there are staff development workshops during the planning time, utilising resource persons
which can be from within the school.
All teachers do lesson plans weekly using the format indicated in the RPC. Progression and
continuity are catered for through the comparison of the students‟ results of the end of year
test and the diagnostic test. This informs planning for the next term. Tests are done at the
end of term and end of year. There is a structured time table for these internal examinations.
Tests are vetted by the assessment committee which comprises senior teachers, before they
are administered. A mix of questions is included to meet the different levels of students in
16
the grade. Team teaching is done in different grades. Students are often assigned
homework and extra lessons for one-hour is done in the mornings and evenings. Parents
are made aware of the performance of their children by the termly and end of year reports,
through the PTA meetings and the visits they can make to the school to speak to the
Principal and teachers on Wednesdays during 3 p.m. and 4 p.m., as scheduled.
Enhancement programmes are satisfactory
Extra-curricular activities in sports are limited to cricket and track and field. The coach of the
cricket team is a volunteer from the community. The four clubs include the 4H and
environmental clubs which are timetabled. The teachers are leaders while the students form
the executive body. An attendance register is in place for all clubs and minutes are kept of
the meetings. Spelling Bee, Brownies and participation in the Jamaica Cultural Development
Commission (JCDC) performing arts competitions, comprise the co-curricular activities. The
school‟s involvement in the 4H last year earned them the position of Champion All Age
School and Manchester Parish Champion. They received various awards in the JCDC and
sporting competitions they entered. In the agricultural programme associated with the 4H
club, some students are given areas of responsibilities, to help develop their leadership
skills, and their appreciation of the subject. Some take it seriously and get their parents
involved and a few have their own backyard gardens. Some have gone on to schools of
agriculture to pursue secondary education.
How well do the curriculum and any enhancement programmes meet the needs of the
students?
Grades
1-9
Good
Curriculum quality
Satisfactory
Enhancement Programmes
8) Student Safety, Security, Health and Wellbeing
How well does the school ensure everyone’s safety, security, health and
wellbeing?
Overall the provisions for student safety, security, health and wellbeing is
satisfactory
The quality of the safety and security of students is satisfactory
There is a safety and security policy, which is known to most stakeholders. Persons entering
the compound are required to check with the Principal or Vice Principal first. The school
identifies restricted areas such as the sink-hole which adjoins the playfield. All doors are
grilled. Senior staff members monitor and maintain safety systems and simulations for
earthquake awareness are done twice annually. Three cooking gas cylinders are secured by
padlocks in a grilled-cage. Small children are monitored at play and advised on the proper
use of the staircase.
However, the property is not fenced and the courtyard needs to be repaved; especially for
small children at play. The playfield also needs upgrading. No fire drill has been carried out
17
in the last three years. Just over 73 per cent of the students feel safe at school. The
Guidance Counsellor and Senior Teachers are concerned about the single entrance and exit
situation which exists on all the blocks.
The provision for students’ health and wellbeing is good
A Critical Incident Report Form logs students for medical assistance. Minor accidents are
dealt with at the school while students are taken to nearby health facilities for major
accidents. The compound is generally clean as regular sweeping is done by ancillary staff
and students. Garbage is bagged and stored in a large receptacle. Vendors and cooks have
food handler‟s permits. The community believes the staff care about the children. Sanitation
at the school is generally good. Good relationships exist between staff and students; the
Grade 6 teacher refers to students as “ladies and gentlemen”. One teacher makes enquiry of
the class about a student who was ill. There is a Disciplinary Policy with class teachers
managing problems before referring to the Principal and/or Guidance Counsellor. A
mentorship programme helps with discipline; especially as there are more boys than girls.
The Guidance Counsellor does home visits and seeks assistance for students with
disabilities.
Healthy lifestyle issues are addressed based on curriculum and Home and Family Life
Education (HFLE) intervention programme. The community believes that healthy lifestyle is
encouraged as teachers provide water and soap for children to wash their hands. Resource
persons are brought in or students are taken on field trips to enhance programmes such as
career development. The school assists with personal and dental hygiene supplies
(Shampoo, toothpaste) from donors. Devotional exercise is conducted at the start of each
school day.
There are 230 students on PATH but the school feeds almost the entire school population
free of charge. Students are encouraged to have a balanced meal daily at lunch; there is
also a Breakfast Programme. Parents assist with farm produce. These programmes have
helped to improve students‟ punctuality and attendance.
Although the school has no structured arrangement for early arrivals, the Vice-Principal and
Grade 1 teacher receive them. However, management ensures that all students leave the
compound after school each day.
Since the school year, there have been two major incidents that required medical
assistance. Misdemeanours are recorded and used to detect patterns of behaviour;
however, there are no clear consequences. The Baptist Church helps with mentorship but
this is not consistent. House points are subtracted for late arrivals but this has not yet began
for the school year. Concerns are expressed for a reoccurring sewage overflow. Poor
drainage results in unpleasant emanation. Water-logged sections are also at the main
building, playfield and side of the Principal‟s office. Kitchen windows and doors are meshed
although one door is blocked by an abandoned drink cooler. The school hopes to increase
parental involvement through two parenting seminars.
18
How well does the school ensure everyone´s safety, security, health and wellbeing?
7 - 13
Grades
Satisfactory
Safety and Security
Health and Wellbeing
Good
19
RECOMMENDATIONS
We recommend that the school take the following actions to make
further improvement:
1. Teachers capitalize on the early arrival of students in the mornings by having an
early work session.
2. The Principal, supported by the School Board and MoE should work with all relevant
stakeholders to have proper fencing erected, particularly along the area of the
playfield and the danger areas.
3. Senior Management team, under the direction of the Principal should strive to
improve the quality of teaching and learning through:
a. Revisiting the long time-slots on the timetables, especially in the Early Childhood
Department (Grades 1-3), taking into consideration the students‟ developmental
stages and their attention span.
b. Incorporating more ICT in the delivery of the curriculum, to motivate the students
and enhance lesson presentations
c. Differentiating teaching strategies (making lessons more student-centred) and
varying the activities assigned to students so as to cater to the different learning
styles and the multiple intelligences of the students.
d. Making more use of lesson evaluation and the results from the tests and class
work in the planning of successive lessons
4. The School-Based Assessment Co-ordinator, in conjunction with Assessment
Committee, redesign the cumulative records so that they can transition across
grades, rather than serve a single grade each year.
5. The SMT revisit the targets in the SIP such as the termly targets for Literacy and
mathematics and realign them to the starting points in order to make them attainable
and realistic.
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
20
Appendices
Appendix 1 - Record of Inspection Activities
Appendix 2 - Inspection Indicators
Appendix 3 – National Test Data
21
Appendix 1- Record of Inspection Activities
Evidence for this report was based on the following:
Total number of lessons or part lessons
observed
44
English
Maths
Other
Number of lessons or part lessons observed
[Primary]
13
10
10
Number of lessons or part lessons observed
[Secondary, either grades 7 – 11 or 7 – 9 in
an all-age school]
4
3
4
Number of scheduled interviews completed
with members of staff, governing body and
parents
9
Number of scheduled interviews completed
with students
2
Parents
Students
Teachers
Number of questionnaires distributed
Number of questionnaires returned and
analysed
22
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.
23
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
24
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
Needs
Immediate
Support
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 selfevaluation,
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 selfevaluation 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.
25
1.3 Governance
Key features:
 Strategic and advisory role of the Board
 Operational support for the management of the school
 Accountability
Level 1
Needs
Immediate
Support
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.
Level 2
Unsatisfactory
Level 3
Satisfactory
Level 4
Good
Level 5
Exceptionally
high
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.
26
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
Needs
Immediate
Support
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
decisionmaking.
The school
capitalises on
the expertise
and resources in
the community
to improve its
performance
and benefit
students
27
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
Needs
Immediate
Support
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
28
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
Needs
Immediate
Support
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
29
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
Needs
Immediate
Support
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
30
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
Needs
Immediate
Support
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
Needs Immediate
Support
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
31
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
Needs
Immediate
Support
Level 2
Unsatisfactory
Level 3
Satisfactory
Level 4
Good
Level 5
Exceptionally
high
Most students
are underachieving and
make almost no
progress
Many students
are underachieving 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
Needs
Immediate
Support
Level 2
Unsatisfactory
Level 3
Satisfactory
Level 4
Good
Level 5
Exceptionally
high
Most students
show little selfdiscipline. 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 selfcontrol. 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.
32
5.2 Punctuality and Attendance
Key features:
 Punctuality to school lessons
 Attendance to school
Level 1
Needs
Immediate
Support
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
Needs
Immediate
Support
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
33
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
Needs
Immediate
Support
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
Needs Immediate
Support
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 cocurricular
activities
34
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
Needs
Immediate
Support
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
35
6.2 Use of human resources
Key features
 Effective deployment of staff
 Attendance and punctuality to class and school
 Professional development
Level 1
Needs Immediate
Support
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
Needs
Immediate
Support
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
36
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
Needs
Immediate
Support
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
37
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
Needs
Immediate
Support
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
38
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
Needs
Immediate
Support
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 extracurricular
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 extracurricular
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 extracurricular
activities and the
community is
well used to
enhance the
delivery of the
curriculum.
39
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
Needs
Immediate
Support
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
40
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
Needs
Immediate
Support
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 welljudged 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
41
Appendix 3 - National Test Data
Starting Point
Graph 1: Student Performance in Grade One Readiness Inventory for 2005
Table 1: Student Performance in Grade One Readiness Inventory for 2005
Craighead
2005 (Cohort data)
Assessment
Grade One
Readiness
Candidates
2005 Averages
Enrolled
Registered
Sitting
National
School
64
N/A
58
66
70
The overall average for student readiness for Craighead All-Age in 2005 (Cohort 1) was
70%. This was four percentage points above the national average (66%). There was a 91%
participation rate for this exam. The students who entered Craighead All-Age performed
below the national averages in Visual Perception (57%) and Auditory Perception (55%).
However, they performed slightly above the national scores in Visual Motor Coordination
(national = 87%, school = 90%) and a significant twenty-one percentage points higher in
Number Letter Knowledge (national = 57%, school = 78%).
42
ATTAINMENT
Graph 2: Student Attainment in Grade Four Literacy 2008-2010
Table 2: Student Attainment in Grade Four Literacy 2008-2010
Craighead
2010
Assessment
Grade Four
Literacy
Enrolled
57
Assessment
Grade Four
Literacy
Enrolled
57
Assessment
Grade Four
Literacy
Enrolled
60
Candidates
Registered
Sitting
National
N/A
51
65
2009 (Cohort data)
Candidates
Registered
Sitting
National
N/A
67
67
2008
Candidates
Registered
Sitting
National
N/A
72
69
2010 Averages
Regional
School
63
80
2009 Averages
Regional
School
68
52
2008 Averages
Regional
School
66
72
Note: students from other grades (5 and 6) re-sat the Grade Four Literacy Test thus the number of students sitting was
greater than the number of students enrolled for 2008 and 2009.
In 2008, the school attained an overall average of 72%, which was above the national and
regional averages by three and six percentage points correspondingly. This average
declined to 52% in 2009 (cohort 1), fifteen and sixteen percentage points below the national
and regional averages respectively. The participation rate was more than the number
enrolled (see note above). In 2010 the school‟s average (80%) increased significantly by
twenty-eight percentage point compared with the previous year. This was fifteen and
seventeen points above the national and regional averages respectively.
The Grade Four Literacy target set for each primary level school by the Ministry of
Education is 100 per cent mastery, which is to be achieved by 2015. Therefore,
Craighead All-Age will need to increase their average by 4% each year to meet the target.
43
Graph 3: Student Attainment in Grade Four Numeracy 2009-2010
Table 3: Student Attainment in Grade Four Numeracy 2009-2010
Craighead
2010
Assessment
Grade Four
Numeracy
Enrolled
N/A
Assessment
Grade Four
Numeracy
Enrolled
57
Candidates
Registered
Sitting
National
N/A
52
38
2009 (Cohort data)
Candidates
Registered
Sitting
National
N/A
67
42
2010 Averages
Regional
School
38
54
2009 Averages
Regional
School
40
35
In 2009 (cohort 1) the school‟s average (35%) was below both national (42%) and regional
(40%) averages by seven and five percentage points respectively. In 2010, the school‟s
average (54%) increased by nineteen percentage points when compared with the previous
year, and was sixteen points above both the national and regional averages (38%).
44
ATTAINMENT
Graph 4a: Grade Six Achievement Test 2008 – 2010
In 2008, the school performed slightly below the national average in mathematics and
language arts. However, communication tasks was on par with the national average (58%).
In 2009 the mathematics average (54%) was was relatively on par with the national average
(53%); while language arts and comunication tasks averages were below the national
averages. In 2010, mathematics and language arts were below the national average,
however, communication tasks was eight percentage points above the national average.
(See attached table in appendix).
Graph 4b: Grade Six Achievement Test by Gender 2008 – 2010
By Gender:
The gender achievement gap looks at the percentage point difference between male and
female students over the entire period (2008-2010). The gap was extremely narrow for all
three subjects; but widened marginally for mathematics and language arts towards the end
of the period. (See table in appendix)
45
Graph 5a: Grade Nine Achievement Test 2008 – 2010
GNAT averages in mathematics and language arts for Craighead All-Age stood slightly
above the national averages for all three years within the period under review.
Graph 5b: Grade Nine Achievement Test 2008 – 2010
The gender achievement gap looks at the percentage point difference between male and
female students over the entire period (2008-2010). The gap was extremely narrow
throughout the period for both subjects; but widened slightly for language arts towards the
end of the period. (See table in appendix).
46
PROGRESS
Graph 6a: Tracking Cohort 1(2005 and 2009) Progress in Literacy and Numeracy
Cohort One (1) declined steadily from Grade One (entry level) to Grade Four in both literacy
and numeracy. This is shown in the performance gap.
Graph 6b: Tracking School’s Progress from 2008 – 2010
There was a steady decline in Grade Four Literacy between 2008 and 2009, then steady
progress in both literacy and numeracy between 2009 and 2010. GSAT progressed slightly
between 2008 and 2010, while GNAT remained constant.
Overall, the school made relatively good progress between 2008 and 2010.
47
Grade Six Achievement Test 2008-2010
Assessment
GSAT Mathematics
Female
Male
GSAT Language
Arts
Female
Male
GSAT
Communication
Task
Female
Male
Craighead All Age School
2010
Candidates
Enrolled Registered
Sitting
N/A
45
45
N/A
26
26
N/A
19
19
Enrolled Registered Sitting
N/A
45
45
N/A
26
26
N/A
19
19
Enrolled Registered Sitting
N/A
45
45
67
75
N/A
N/A
26
19
75
58
75
75
Enrolled
N/A
N/A
N/A
Enrolled
N/A
N/A
N/A
Enrolled
26
19
2009
Candidates
Registered
52
25
27
Registered
52
25
27
Registered
Sitting
51
24
27
Sitting
51
24
27
Sitting
N/A
52
51
58
67
N/A
N/A
24
27
67
58
67
58
Enrolled
68
N/A
N/A
Enrolled
68
N/A
N/A
Enrolled
25
27
2008
Candidates
Registered
54
23
31
Registered
54
23
31
Registered
Sitting
54
23
31
Sitting
54
23
31
Sitting
68
54
54
58
58
N/A
N/A
23
31
23
31
67
50
58
58
Assessment
GSAT Mathematics
Female
Male
GSAT Language
Arts
Female
Male
GSAT
Communication
Task
Female
Male
Assessment
GSAT Mathematics
Female
Male
GSAT Language
Arts
Female
Male
GSAT
Communication
Task
Female
Male
2010 Averages
National School
57
56
61
59
53
54
National School
58
55
63
58
53
51
National School
48
2009 Averages
National School
53
54
57
57
49
52
National School
57
55
62
60
51
51
National School
2008 Averages
National School
55
54
59
53
50
56
National School
53
50
58
49
48
50
National School
Grade Nine Achievement Test 2008 – 2010
Assessment
GNAT Mathematics
Female
Male
GNAT Language
Arts
Female
Male
Enrolled
N/A
N/A
N/A
Enrolled
N/A
N/A
N/A
Assessment
GNAT Mathematics
Female
Male
GNAT Language
Arts
Female
Male
Enrolled
33
N/A
N/A
Enrolled
33
N/A
N/A
Assessment
GNAT Mathematics
Female
Male
GNAT Language
Arts
Female
Male
Enrolled
N/A
N/A
N/A
Enrolled
N/A
N/A
N/A
Craighead
2010
Candidates
Registered
Sitting
35
32
6
6
29
26
Registered Sitting
35
32
6
6
29
26
2009
Candidates
Registered
Sitting
33
33
13
13
20
20
Registered
Sitting
33
33
13
13
20
20
2008
Candidates
Registered
Sitting
33
34
11
10
23
23
Registered Sitting
33
34
11
10
23
23
49
2010 Averages
National School
40
52
45
49
38
53
National School
49
55
58
65
45
53
2009 Averages
National School
43
48
48
52
40
46
National School
52
56
60
57
46
55
2008 Averages
National School
40
52
44
53
37
51
National School
47
57
53
61
43
55
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
50

Craighead All-Age - Jamaica Information Service

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