BALACLAVA HIGH SCHOOL - jis.gov.jm

BALACLAVA HIGH SCHOOL

INSPECTION REPORT

Principal: Mrs. Paula Miller-Foster Board Chair: Mr. Ian Maxwell

Report Issued: November 1, 2011

National Education Inspectorate

Inspection Date: September 20 – 22, 2011

National Education Inspectorate © May 2013 School Inspection Report ii

TABLE OF CONTENTS

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

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

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

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

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

School‟s Demographics ................................................................................... 3

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

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

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

Findings of School Inspection .................................................................................... 7

1) School Leadership and Management .......................................................... 7

2) Teaching Support for Learning .................................................................... 9

3) Students‟ Academic Performance ............................................................. 10

4) Students‟ Academic Progress ................................................................... 11

5) Students‟ Personal and Social Development............................................. 13

6) Use of Human and Material Resources .................................................... 14

7) Curriculum and Enhancement Programmes.............................................. 16

8) Student Safety, Security, Health and Wellbeing ........................................ 17

RECOMMENDATIONS ............................................................................................ 19

Further Action ........................................................................................................... 20

List of Abbreviations and Acronyms ......................................................................... 21

Appendices .............................................................................................................. 22

Appendix 1 - Record of Inspection Activities ................................................. 23

Appendix 2 - Inspection Indicators ................................................................. 24

Appendix 3 - National Test Data .................................................................... 43

National Education Inspectorate © May 2013

1 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 well-being?



The Five-point Scale Inspectors make judgements according to a five-point scale. The five levels on the scale are defined as follows: Level 5 – Exceptionally high quality of performance or provision; Level 4 – Good: the expected level for every school. Achieving this level in all aspects

of its performance and provision should be a realistic goal for every school; Level 3 – Satisfactory: the minimum level of acceptability required. All key aspects of

performance and provision in every school should reach or exceed this level; Level 2 – Unsatisfactory: quality not yet at the level acceptable for schools. Schools

are expected to take urgent measures to improve the quality of any aspect of their performance or provision that is judged at this level. Action on the inspectors‟ recommendations for improvement is mandatory;

Level 1 – Needs Immediate Support: quality is very low. Schools are expected to take

immediate action to improve the quality of any aspect of their performance or provision that is judged at this level. Action on the inspectors‟ recommendations for improvement is mandatory.

Consistency in terminology The following terms are used consistently throughout the indicators with the following definitions: All 100% Almost all 90% to 99% Most 75% to 89% Many 50% to 74% Some 21% to 49% Few 1% to 20% None 0



Profile

School’s Demographics

School Name: Balaclava High

Locale: Urban Parish: St. Elizabeth

Region: 5

Gender: Co-educational School Code: 11110

School Organization: Whole Day Size: Class II

Attendance Rate: 77%

Capacity: 600 Enrolment: 866

No. of Teachers: 41 Pupil-Teacher Ratio: 23:1

Owned By: Government

School Board: Active

Socio-economic Context

Balaclava High School is situated in North-East St. Elizabeth and is surrounded by several farming communities such as Comfort Hall, Siloah, Quickstep and Auchtembeddie. It is close to the Appleton Sugar Estate that employs several of its graduates. The thirty-five year-old school was built in the early nineteen seventies and was opened officially, on October 1, 1976. It is surrounded primarily by small farming entities, residential properties and public facilities such as a Type III Health Centre, the local Police Station, Post Office and a Library. Almost two thirds (544) of the number of students are on PATH. This urban co-ed school serves the immediate communities as well as commuting students from other parishes such as; Trelawny, St. James, Clarendon and Manchester. It was built to accommodate 400 students on a single shift but the enrolment expanded and in 1978 the shift system was implemented to accommodate the growing population. Balaclava‟s academic offerings include 14 core subjects and 10 vocation areas; at the end of Grade 9 students are given the opportunity to select their areas for skills development. They are currently the winners of the Regional Health Debating competition and hope to add many other such accomplishments

School Satisfaction Survey

A school satisfaction survey was issued by the National Education Inspectorate to teachers, students and parents. It indicated that just about 28 per cent of the teachers feel that the Principal shares leadership for improving instructional programmes and only about 40 per cent of teachers feel that the Senior Management Team (SMT) keeps the core business of the school (teaching/learning) in focus and only 39 per cent think that the SMT makes instructional effectiveness the school‟s top priority. Over 82 per cent of parents say their views are sought and taken into account and approximately 75 per cent of students agree that the school keeps their parents/guardians informed about their progress.



Executive Summary

Overall effectiveness of the school

The overall effectiveness of Balaclava High School is unsatisfactory Leadership and management is unsatisfactory The Principal has a sense of direction and has identified systems for transforming the school but is yet not given the quality support by the corps of other school-based leaders to effectively administer the business of the school especially in organising the provisions to dramatically improve student attainment. There is a lack of cohesiveness among the team and communication is unsatisfactory, this has filtered down to the teaching staff; they indicate their discomfort with the present situation regarding the conflict for leadership of the school. However, the newly appointed Board is supportive and is trying to identify measures to hold the leaders, managers and teachers accountable for the school‟s performance. The school has a satisfactory relationship with parents and the local community. Teaching and learning is unsatisfactory Most teachers have a solid grasp of their subject content and are able to use this as a means of advancing the delivery of their subject. However, lessons are generally teacher-centred and lacking in the use of technology to advance teaching and learning. Assessment, though on-going, is not used effectively to guide the process. While most students display a positive attitude to learning, they are unable to apply their learning to new situations and real life. Opportunities for development of problem-solving, inquiry and research skills are largely missing from most classes. Performance in English and mathematics is in need of immediate support Though there has been some improvement in the school‟s performance in Caribbean Secondary Education Certificate (CSEC) mathematics and English scores from 2008 to 2010, the level attained is poor. Mathematics scores moved from 1.1 per cent in 2008 to 4.3 per cent in 2010. In English the performance moved from 5.4 to 21 per cent for the corresponding period, however, only some students are exposed to the CSEC curriculum and this affects the overall inadequate attainment. In addition, school performance in these subjects in classes is unsatisfactory; many students display a range of compositional weaknesses including knowledge of paragraphing, proper punctuation usage, below grade-level vocabulary and inadequacies in basic structures in grammar. In mathematics many students struggle with simple computation functions such as multiplication and division especially when solving worded problems. This unacceptable level of attainment has translated into less than 1 per cent of the grade 11 cohort from 2008 to 2010 attaining 5 subjects including mathematics and English, indicating a readiness for movement to the tertiary level. Progress in English and mathematics is unsatisfactory Students‟ progress in English is unsatisfactory across all grade levels. However, while there was slight progress in CSEC English between the period 2008 and 2010 and in CCSLC English between 2009 and 2010, there was an overall steady decline in the progress of the 2005 to 2010 cohort in English. Progress in mathematics is also unsatisfactory. Students enter with significant gaps in critical mathematical concepts and operational procedures such as computation and analytic skills; at Grades 10 and 11 those in the lower streams still struggle to reason through simple mathematical calculations.



Overall, students’ personal and social development is satisfactory The quality of student behaviour and attitudes is satisfactory. Students are generally courteous to the staff and visitors and they display mostly good interactions with peers and teachers. Many show a positive attitude to their learning as they participate in classes and undertake their assignments. While most students are present in their classes, a few students, particularly the senior boys, loiter in the corridors and are sometimes improperly attired. Many students are proud to be Jamaicans despite their perceived negatives in the quality of governance. They appreciate the contribution of the National Heroes, and are aware of the current economic challenges of many citizens such as their parents who are unable to provide lunch money. Many express dissatisfaction with the scant regard that some Jamaicans have towards the environment, and understand their contribution to nation building. The school’s use of its human and material resources is satisfactory The school is manned by sufficiently qualified teaching and support staff. The material resources however, are insufficient to meet the needs of all areas. The school efficiently utilizes every available space in the buildings but they are inadequate. However, there is sufficient ICT material. While some of the practical areas and laboratories have adequate working equipment, there are others without. Reading materials are insufficient and some students have not received their text books through the book rental scheme. Curriculum and enhancement programmes are unsatisfactory Given recent changes, the school now has a more balanced curriculum for the various grade levels but it is not sufficiently modified to cater to the varying needs of the pupils at each grade level. They implement the ROSE, CCSLC and CSEC syllabi to the select groups of students who pursue the designated courses in the upper school. The curriculum is supported by the extra-curricula activities done through clubs and societies which are timetabled but are insufficient to support the needs and interests of the students. Provisions for safety, security, health and wellbeing are satisfactory The school plant is not adequately secured as there is no perimeter fencing in some sections. However, the school makes valiant efforts to provide for the safety and security of the students by engaging Security Guards to monitor the gate, patrol the plant and manage the entrance and exit to the playfield. Watchmen are also employed to serve at nights. There are issues however with the absence of adequate staircases and fire extinguishers and the potential hazards in laboratories where regular classes are held. The provision for students‟ health and wellbeing is satisfactory. The school employs a nurse who attends to the students‟ immediate health needs and minor emergencies in a fairly well equipped and managed sickbay. Major emergencies are referred to the local medical centre, Mandeville Hospital or a local doctor. Two Guidance Counsellors facilitate the guidance programme and provision is in place for the counselling of students as well as attending to their welfare and nutritional needs.



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

A newly appointed yet committed Board which is endeavouring to learn about the school in order to provide quality governance

Good relationships among many teachers and students

Energetic and visible newly appointed Principal, who is highly respected by the students and committed to the development of the school

The ethos created for learning in a clean, welcoming environment

Generally good behaviour and attitude of most students

Students are environmentally and spiritually aware, they love their school and are interested in learning.

How effective is the school overall?

The overall effectiveness of the school is unsatisfactory



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 unsatisfactorily led and managed

School-based leadership is unsatisfactory The Principal is a situational leader with a sense of direction for moving the school in attaining the set goals of the school. These include improving literacy, increasing the number of students attaining at least 4 CSEC subjects and having Technical and Vocational Education and Training (TVET) certification on graduating from the school. The systems identified for the transformation of the school though, are not yet given the quality support by the middle management corps or other school-based leaders. This negatively impacts the effective administration of the school.

The Principal is visible around the campus, and puts in long hours on the job. The demonstration and turbulence associated with the installation of the Principal has had delayed acceptance of her principalship at the school; there is a lack of cohesiveness among the team, which militates against the desired outcomes. Efforts to get the staff to buy into changes have borne fruit as the communication channel between the Principal and members of staff is opening and there is improved cooperation between them. This is evident in persons assisting with planning and volunteering for duties. The vision of the school is presented to the various stakeholder groups in captive audiences but it is not sufficiently articulated to ensure buy-in at all levels. However, the Board feels that the SMT is now moving in the right direction of goal attainment as the Principal makes efforts to break down barriers and establish the team building process to which she subscribes.

Self-evaluation and school improvement planning is unsatisfactory There is a framework for self-evaluation undertaken through the appraisal of staff and evaluation of programmes. However, the process is incomplete; reflections are not generally based on set targets, also there is no comprehensive approach to the utility of data gleaned from reflections at the class level and school-wide to guide decisions. In addition, the overall targets and vision for the school are not yet specified as the School Improvement Plan is currently being drafted by the Principal who is basing it on the SWOT analysis done by the Heads of Departments (HODs). Analyses of results of external and internal examinations are undertaken by the SMT but separate from the introduction of a school-wide reading programme, not much evidence is seen of the use of this data to drive improvement across the school. Staff appraisal is used to inform few staff development initiatives, which are sometimes conducted by personnel from the Ministry of Education. The school‟s self-evaluation document submitted reflects that there is disconnect between the school‟s perception of its performance in a number of areas and the reality. This shows a need for the use of a wider variety of data, analysed in detail to inform school self perception.



Governance is satisfactory There is a newly appointed Board, which is gradually learning its roles and functions and giving support to the management of the school in an advisory capacity. At the time of inspection the Board had two meetings since its appointment in June 2011. In its performance of the monitoring function, the Board relies on the Principal‟s Report, tour of the plant and general observations. The Board is committed and knowledgeable about the challenges of the school such as security issues, broken fence inadequate space and the need for a Dean of Discipline. The Chair and Vice-Chair are proactively soliciting the help of local police to assist with the discipline of students at the school and on the roads. They are also sourcing financial help from Sugar Funding to assist with upgrading the playfield and are projecting to work on the establishment of a Past Students‟ Association. The Board has initiated discussions to form plans to transform the school by setting high standards, giving strong leadership and holding the Principal and staff accountable for the school‟s performance. However, academic and social development targets have not yet been set by the Board to trigger improvement and hold leadership available. Relationship with parents and local community is satisfactory Principal operates an open-door policy where parents are welcomed and encouraged to visit the school without appointments. Communication is open and there is a two way flow; parents share ideas, deal with issues and the school uses various means of communicating with parents such as meetings, newsletters, and school or teacher-initiated telephone calls. Reports of academic performance are issued twice annually and teachers discuss students‟ performances with the parents in detail. In the satisfaction survey 80 per cent of parents indicated that they are kept well-informed about their children‟s performance and 73 per cent of teachers agree that the school communicates regularly with students and parents. At Parent Teachers Association (PTA) meetings, which are not well-attended, parents are given the opportunity to discuss issues and voice their opinions. The school links with the feeder schools in order to introduce prospective students to the academic, technical and vocational programmes that they offer. Also, the Master Teacher conducts workshops with the primary school teachers and the physical education department gives assistance with their sports activities. The school establishes relationship with local businesses and individuals by using them as suppliers and sponsors. They also maintain links with the local police and the Appleton Sugar Estate which provides the school with bins and offers the use of their playfield for sporting activities. The Friends of the School Mission for Christ Programme also partners with the school.

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

Grades 7 - 11

School-based leadership and management

Unsatisfactory

Self-evaluation and improvement planning

Unsatisfactory

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 unsatisfactory Teachers’ knowledge of the subjects they teach and how best to teach them is unsatisfactory Most teachers have solid grasp of their subject content and are able to use this as a means of advancing the delivery of their subject accurately with a level of competence. However, only some guide students to think about their learning and clarify misconceptions they have. Some teachers know how to teach their subject in an effective manner to engage students; they use stimulus materials and a variety of strategies such as concept mapping, graphic organizers, peer-share, questioning and culminating activities that advance the understanding of the content delivered. However, this is not always so with many teachers who display a lack of knowledge of how best to teach their subject and how students learn best. They do display a love for the subject they teach but fail to motivate their students to develop a passion for them as well. Consequently, many lessons are drab and boring with students sitting passively. Reflection during lessons being taught and on those already taught is rarely done to help the teachers during the lesson to assess their strategies or plan the next lesson to address deficiencies encountered in the former lesson.

Teaching methods are unsatisfactory Most teachers write lesson plans with detailed vital components showing progression of content in the subject they teach. Some follow these plans well and manage their time effectively. However, lesson planning is in most cases done biweekly and little consideration is given to concepts that are not grasped in one lesson before teachers proceed to the next step mentioned in their plans. Even though recapping exercises show that many students did not grasp the content taught in previous classes, most teachers simply answer their own questions and go on to the next step. While some teachers incorporate and use effectively available resources to enhance their lessons as was best observed in one mathematics class and some practical areas, many teachers fail to enhance the quality of their lessons by adding any form of visual or audio aid to boost the interest of their struggling students. In many classes also, the quality of teacher-student interaction is limited to students only answering questions raised by the teachers. In only a few cases is meaningful interaction seen where students question new knowledge and try to entertain discussion as they apply the new learning to their previous knowledge. Although some teachers creatively engage their students by employing the use of games and other strategies as in one Grade 11 mathematics class where the teacher used a competitive game to challenge the students to find the perimeter of irregular shapes, most teachers restrict their lessons to telling the students and writing on the whiteboard. Teachers’ assessment strategies are unsatisfactory Most teachers demonstrate some form of ongoing assessment; they ask questions and mark students‟ books as seat work is given. Levels of questions though are usually pitched at a low level with students only being expected to supply recall answers. There are few exceptions as was the case with a Grade 11 housekeeping teacher who effectively questioned the students to get them to think about the correct way to safely use a vacuum cleaner. Most teachers keep records of their students‟ performance in line with the structure



for the assessment policy which is being drafted and diagnostic tests are given by most teachers at the beginning of the school year. However, only a few teachers use it as a base for the development of their lessons. While many teachers mark students‟ books and are aware of their strengths and weaknesses, only some give any form of feedback to help students become aware of their weaknesses and provide them with advice on how to move to the next level of their academic development. Students’ learning is unsatisfactory Most students display a positive attitude to learning; they come to classes prepared with notebooks and pens and display appropriate classroom behaviour. They interact well with their peers but most teachers do not use this as an opportunity to encourage them to work in cooperative groups. The school‟s rigid streaming of students militates against the effectiveness of cooperative learning in the lower streams as all students in the classes tend to perform at the same level and are unable to help each other. While most students sometimes learn the basics, in most classes they are unable to apply their learning to new situations and real life. The difference is noted in some practical classes such as woodwork and plumbing where students are able to make connections with real life situations. Opportunities for development of problem-solving, inquiry and research skills are largely missing from most classes.

3) Students’ Academic Performance

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

Overall, students perform in national tests needs immediate support

Students’ performance in English is in need of immediate support Performance in CSEC English is well below the national average. The school‟s percentage pass in 2008 was 5.4, while that for the nation was 43. Data available for the CCSLC for 2009 indicate that of the cohort of 103 students, 25 per cent sat English and 35 per cent were certified competent. In 2009, there was some improvement as the school„s average went to 13.4 per cent. It should be noted however that in that year the national average increased by 20 per cent to 63 percentage points. The school‟s average continued to improve in 2010 as it was at 21 per cent, but nevertheless it was still well below the national average which was 70 per cent. In 2011, of the 60 students entered for English A, 35 passed, (58%). However this number is not representative of the whole cohort of over double the number entered.

How effectively does the teaching support the students´ learning?

Grades 7 - 11

Teachers´ subject knowledge and how best to teach the subject Unsatisfactory

Teaching methods Unsatisfactory

Assessment Unsatisfactory

Students´ learning Unsatisfactory



Students’ performance in mathematics is in need of immediate support In CSEC mathematics the school‟s average consistently remains below the national average. In 2008, the school‟s average in CSEC mathematics was 1.1 per cent in comparison to the national average at 55 per cent. There was an increase in the school‟s average performance during 2009 and 2010 at an average of 2.3 and 4.3 per cent for the respective years. In 2011, only 7 of the 56 students entered for mathematics passed. For CCSLC in 2010 thirty-two per cent (32%) of the cohort sat mathematics and 37% gained competence status. In 2010 of the 103 students, 32 per cent sat the mathematics examination and 37 per cent of them were certified competent. The overall average for students obtaining five or more passes in CSEC including mathematics and English for Balaclava High was 0 per cent in 2008 and 2010, but rose to 1 per cent in 2009 as 1 student achieved this goal; the national overall average was 22 per cent. In 2011 there was a marked improvement in performance though still below the national average, nineteen (19) students passed five or more subjects but only 5 passed five subjects inclusive of mathematics and English A. This represents 9 per cent of the entrants for the subject.

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

While there was slight progress in CSEC English between the period 2008 and 2010 and in CCSLC English between 2009 to 2010 (35% competence in 2009 to 41% competence in 2010), there was an overall steady decline in the progress of the 2005 to 2010 cohort in English. In lessons, a few students demonstrate the appropriate skills in word recognition, and can read grade level texts. At the lower levels (Grades 7-9), some students are able to identify four types of sentences and also provide examples of each type of sentence orally. Many, however, are unable to compose examples that demonstrate grade level development in vocabulary or punctuation. Similar challenges are observed at the upper levels (Grades 10 and 11) where students are preparing for the CCSLC and CSEC assessments. While some students are able to identify elements of grammar when prompted by the teacher, many are unable to independently apply these rules with accuracy. As a result, some students are unable to orally identify singular and plural subjects and verbs as well as distinguish between the past tense and

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

Grades 11

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

Needs immediate support

How well do the students perform in national or regional tests and examinations in Mathematics?l

Needs immediate support



present tense; they are generally unable to translate that knowledge into accurate paragraphs. In many lessons, including one Grade 11 lesson on persuasive writing, many students grapple with harnessing their thoughts, spelling, verb tense and subject and verb agreement.

Students’ progress in mathematics is unsatisfactory

Most students enter at Grade 7 with mathematics averages well below the national average. Students are streamed, yet even in the upper streams they enter with significant gaps in the knowledge of and ability to use functional mathematics concepts, computation and analytic skills. During lessons, many students, even those entering at Grade 9, are unable to add improper fractions, subtract decimals or assign place values to digits within large numbers; for example, the value of 5 within the number 345,678. By Grade 8, many students within the two upper streams are able to identify mathematical patterns and many can work independently. Only some of the other students in the three lower streams are able to do so accurately or without much assistance from the teacher. By Grades 10 and 11, students in the lower streams still struggle to reason through mathematics problems; especially worded problems which require higher order reasoning skills. Those in the upper streams, though they make satisfactory progress relating to what is taught and are able to explain computation processes such as the addition, multiplication and division of improper fractions and the application of rules. Many are still functioning below the grade level. A single cohort was tracked from their entry at Grades 7 in 2005 to their exit at Grade 11 in 2010; their progress was unsatisfactory. In 2005, the Grade 7 students entered with a cohort average in mathematics of 44 per cent. At Grade 11, only 20 per cent of the cohort was recommended to sit the mathematics examination at CSEC; 4.3 per cent passed. Ninety-five of those students were entered for the CCSLC examinations and only 29 per cent of the cohort was certified competent in mathematics. A significant percentage (71 %) of the cohort did not progress to the level of competence in mathematics at CCSLC and 95.7 per cent of those sitting CSEC mathematics failed. The students did not attain the required level for external examinations although there was some improvement in the computation skills and application of knowledge to other subject areas.

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

Grades 7 - 11

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

Unsatisfactory

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

Unsatisfactory



5) Students’ Personal and Social Development

How good is the students’ personal and social development?

Overall students’ personal and social development is satisfactory The quality of students’ behaviour and attitudes are satisfactory Students‟ behaviour during the lessons is generally appropriate and not much time is lost in managing student conflicts. Students are generally courteous to members of staff and to visitors and they have mostly good interactions with each other and with teachers. Many students show a commitment to learning and come prepared with the necessary materials for class. However, there are a few students who disturb their classes with continual talking and who do not heed the school rules; they are seen loitering around the bathroom and behind the classroom block. Also a few do not adhere to the uniform stipulation and go around the campus with shirts out of pants and handkerchiefs tied around their heads or wearing caps. Punctuality and attendance are unsatisfactory Many students on the morning shift tend to arrive after devotions have started although most arrive just before the first class of the day. Most students on the afternoon shift are usually early for school. The school draws a causal link between the lack of progress being made by some students and the issues of unpunctuality and irregular attendance. Some students travel from far; some commute from districts in the neighbouring parishes of Trelawny and Manchester and have access to a single bus on the route. A few students also loiter and arrive late for classes. The civic understanding and spiritual awareness of the students are satisfactory Many have a strong concept of Jamaican identity, and are proud to be Jamaicans. Students know their national leaders and express concern with the quality of governance. A few highlight areas of Jamaican life in which there is a perceived high level of good governance including education, national security and agriculture. Students also know about national heroes, their importance and ways in which their contributions can be applied to contemporary Jamaican life. Most participate well in devotions by singing, reading Bible passages and reciting the common prayer. Students’ economic awareness and understanding of students is satisfactory Most students are aware of the state of Jamaica‟s economy. Many express an understanding of the difficult economic times and highlight that their best response is to work hard in school in order to be in a position to assist their families and contribute to the national coffers as successful teachers, engineers and doctors. A few students, particularly those from the upper levels, express an understanding of the future implications of current developments in the economy; that is, that the burden will have to be borne by future generations.



The students’ knowledge and understanding of their environment is satisfactory The quality of environmental awareness and understanding is satisfactory. Most upper school students express dissatisfaction with the scant regard that some Jamaicans have towards the environment. They highlight littering, deforestation and bauxite mining as activities that impact negatively on the environment and ultimately upon human life. Many students keep their school environment fairly clean. However, some litter and graffiti are observed in areas around the campus. There is also a lack of care shown by students towards their sanitary provisions. As a result, the school has instituted a campaign to reinforce this knowledge. Students in the upper grades better understand aspects of water pollution, deforestation and bauxite mining.

How good is the students´ personal and social development?

Grades 7 - 11

Students´ behavior and attitudes Satisfactory

Punctuality and Attendance Unsatisfactory

Civic understanding and spiritual awareness Satisfactory

Economic awareness and understanding Satisfactory

Environmental awareness and understanding Satisfactory

6) Use of Human and Material Resources

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

Overall, the use of human and material resources is satisfactory

The quality of human resources is satisfactory The school employs and retains sufficient qualified teaching and support staff to ensure quality delivery of the curriculum and the effective running of the school. Staff members who are not fully qualified are in the process of qualifying themselves. All teachers are encouraged and allowed to attend workshops and further their studies in their areas of specialization. While some efforts are made to facilitate staff development they are insufficient to address the current thrust of the school. In the areas of mathematics and science all the teachers are trained and have sufficient mastery of content for accurate delivery. In addition, three (3) of the seven (7) mathematics teachers are also trained in Information Technology and are therefore able to integrate the technology in the teaching of mathematics.



The use of human resources is satisfactory Teachers are scheduled to teach on one shift only. A Teacher‟s Aid for Clothing and Textiles is in place to assist in the teaching process and a Youth Service worker who is deployed to numerous areas to support the teaching and learning process. Teachers attend school regularly and punctually, but some teachers arrive late for their classes due mainly to poor time management. As a result, instruction time is further reduced. The support staff is efficient and does a fair job of caring for the plant. However, the expertise of some members of staff is not sufficiently utilized to develop the skills of other staff members to help with their personal and professional development and the enhancement of the schooling process. The quality of material resources is unsatisfactory The material resources available are insufficient to meet the needs of all areas. In several areas there is adequate supply of ICT equipment: computers are located in the e-learning and computer laboratories, Reading Room and Library. However, whilst ICT provision and some practical areas such as the clothing and textiles room and the woodwork laboratory have adequate working equipment when the class sizes are small such as in the upper school, the provisions are inadequate to service the lower school needs especially in the teaching of Resource and Technology. Reading materials within some classes are insufficient and some students complain that they have not received their textbooks. Textbooks are rarely used as they are reportedly in short supply. There is a well-stocked library in two accessible areas which can facilitate research and advance learning. Classroom space is both small and limited and in most cases, is simply a large room subdivided by board partitioning. In many cases lab areas serve dual purposes and serve as classrooms for lower school. This poses safety risks especially in the woodwork and metal work areas.This poses a challenge as noise from adjoining classrooms distract students and negatively affect concentration. In most classrooms the furniture is sufficient but in some cases the chairs are without backs as they are subject to vandalism by the students. The use of material resources is satisfactory The premises and resources are well used; careful rostering of resources, including laboratories, to avoid conflict, is implemented. In an effort to maximize the use of available technical equipment grouping is used in some instances. In the technical and vocational areas the multimedia projector and lap tops are often used to enhance learning; this was not observed much in the core subject areas. A chicken coop is built on a section of the playfield to assist the agricultural science students and a section of the school grounds is converted into small farm plots for the same purpose. The school makes satisfactory use of the time available for a shift even though it has resulted in insufficient time being allotted to individual subjects.



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

Grades 7 - 11

Human resources Satisfactory

Use of human resources Satisfactory

Material resources – quality and quantity Unsatisfactory

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 curriculum and enhancement programmes are unsatisfactory Provisions for curriculum are unsatisfactory The school has a balanced curriculum which is in line with the Ministry of Education‟s curriculum framework.This however has not translated into students‟ attainment of the required standard of performance of their grade level. The required number of sessions for mathematics and English is offered but at the expense of time allotted for some of the other subjects especially at Grades 10 and 11. Since the start of the school year, resource and technology has been reintroduced to complement the core curriculum areas at Grades 7 to 9. Music, drama, visual and performing arts and physical education are all timetabled for lower school to ensure exposure to the various areas of interest that the students have but is not used to promote much needed cross curricular links to promote literacy and numeracy. Modification has been made to only a few areas within the curriculum in an attempt to cater to the needs of the students. This is most noticeable in mathematics where a hybrid curriculum has been developed at the school level; it combines the ROSE curriculum with the CCSLC syllabus. Students are prepared to sit not only CSEC but also the CCSLC competency examination, along with the HEART, NVQ and NCTVET examinations at the end of Grade 11 and so these curricula are integrated into the offerings of the school. The rigid streaming however has resulted in only about 40 per cent of the students being exposed to the CSEC mathematics and English syllabi. Curriculum offerings are periodically reviewed and new subjects such as electronic document preparation and management, human and social biology, geography and physical education have been introduced, but for a handful of students only. Throughout Grades 7 to 11, English teachers repeat the same topics and content at the different grade levels because the curriculum is not planned in such a way to focus on sub-skills development for the specific grade level. Instead, there is an over-reliance on diagnostic tests and a focus on general skills such as “Comprehension” and “Spelling” these factors have resulted in limited attainment and retards students‟ progress.



Enhancement programmes are unsatisfactory Reading is a key feature of the lower school programme as students enter the school with significant reading challenges and this negatively affects their learning. Though some teachers make an effort to teach reading in their content areas, there is no structured programme to ensure that the skills taught in reading are further reinforced in the other subjects. The general timetable shows that clubs and societies have been scheduled and this is better utilised by some staff members since September 2011. The list of clubs include: Math club, Reading club, Healthy Lifestyle Club and Environmental Club which stimulate interest in these areas. Only a few students however, get the opportunity to fully explore their non-academic skills and some make no attempt to partake in this offereing at all. The attendance to clubs is generally weakly monitored. Though the community attends special functions and fund raising activities put on by the clubs, they are not engaged in the club activities. Also full use is not being made of external stakeholders who could advance the activities of the clubs.

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

Grades 7 – 11

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

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

Unsatisfactory

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 unsatisfactory Some safety measures are in place but this is not at a satisfactory level. The school makes some efforts to provide for the safety and security of the students; security guards are in place to monitor the gate, patrol the plant and manage the entrance and exit to the field and watchmen are engaged to serve at nights. However, the absence of a safety policy and the infrequency of emergency drills suggest that there is no clear understanding by all of how to proceed in a case of emergency. Also, the school plant is not adequately secured as there is no perimeter fencing in some sections thereby leaving those areas accessible to vandals. There are concerns about the lack of a staircase to the floor above the main building and although there are some fire extinguishers in place they are not checked and serviced as required. In addition, some are not functioning and in some key areas, there is none. The walkways are uncovered and subject to flooding when it rains; this poses a risk for slip and fall accidents. Additionally, the main classrooms have single entrances and exits which pose a safety risk in the event of an emergency. The wooded areas bordering the school



compound is a hiding place for deviants as tracks leading from the school and interviews suggest. Significantly, the classroom with access to the emergency exit upstairs is kept locked by the teacher even when students are using the room. Classes are held in laboratories with many potential hazards and so students are exposed to potential safety risks. It is observed that the guards leave by 4:30 p.m. even though students and teachers are still at school up to 5:30 p.m. Also, the main gate is low and topped off with spikes; it is sometimes scaled by a few boys posing a safety risk of them slipping and getting gored. Provisions for students’ health and wellbeing are satisfactory The school has a nurse and a fairly well-equipped and managed sickbay. Students‟ immediate health needs and minor emergencies requiring First Aid are catered to by the nurse. She also takes a proactive approach to students‟ health needs by giving talks from time to time about potentially contagious diseases. Major emergencies are referred to the local medical centre, Mandeville Hospital or a local doctor. The nurse, like other members of staff, is often called on to function as a counsellor to some students. Good relationships exist between staff and most students; they feel comfortable relating to them about their problems. A guidance programme facilitated by two Guidance Counsellors is in place. It addresses counselling of students as well as their welfare and nutritional needs; students are assisted with lunch as well as with bus fares and other expenses. Almost two thirds (544) of the population of students are on PATH. The Guidance Counsellors also have behaviour modification programmes in place for students who display at risk behaviours. However, the systems for tracking behaviour are not well developed and there is no system in place to cater for the students who are on suspension. The school‟s dropout rate is considered low by some members of staff even though there were approximately 15 students dropping out last school year. There is a system in place to manage students‟ attendance; form teachers are required to report trends in absences, and calls are made to parents; sometimes teachers make visits to students‟ homes. However, there are no sanctions for lateness.

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

Grades 7 - 11

Provisions for safety and security Unsatisfactory

Provision for health and wellbeing Satisfactory



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

1. The National Education Trust should immediately review the floor plan of the school and construct alternative emergency exits at either end of all buildings to guarantee the safety of all in the case of an emergency.

2. The Board of management must ensure that:

a. The Principal, through a consultative process set clear targets for attainment of students in mathematics and English language at each grade level. This should be monitored periodically each term and reports submitted to the Board as well as the Department of School Services.

b. Teachers are held accountable for using the available data to monitor the achievement of the students in their care and can account for the progress they make.

3. The Principal, along with all middle managers should:

a. Ensure that all students are exposed to the CSEC syllabus especially for mathematics and English language, as well as discontinue CCSLC as the main external examination for many of the least able students.

b. Immediately eliminate the rigid streaming of students and ensure that gender equity is promoted in each class.

c. Develop a more comprehensive assessment policy which focuses on ensuring accountability for student performance and the use of assessment data to drive lesson planning and curriculum modification.

d. Along with the Reading Specialist, ensure the development of a more comprehensive reading programme to integrate the development of common reading skills each week across all subject areas.

e. Monitor the students reading levels and mathematics skills throuhout the year at all grade levels to ensure the development of appropriate skills levels

4. Heads of Departments must immediately implement a system which promotes greater instructional leadership. Through lesson plans and classroom observation, focus must be placed on:

a. Making sure those elements of differentiation of objectives, methods and assessment are put in place to cater to the needs of all students.

b. Ensuring that objectives are not only set at all levels but that there is focus on the affective domain in an effort to improve student‟s personal and social development.



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



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



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



Appendix 1 - Record of Inspection Activities

Evidence for this report was based on the following:

Total number of lessons or part lessons observed

71

English Maths Other

Number of lessons or part lessons observed

[Primary]

Number of lessons or part lessons observed

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

20 14 37

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

12

Number of scheduled interviews completed with students

2

Parents Students Teachers

Number of questionnaires returned and analysed

49 413 18



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.



Inspection Indicators

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

SMT and middle leadership?

1.1 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



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.



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.



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



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



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



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



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



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


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students show little self-discipline. They disobey school rules and disrupt many lessons. Student attendance is 69% or less

The poor behaviour of some students disrupts some lessons and causes difficulties. Students often do not obey rules and regulations. Student attendance is 70% - 79%

Behaviour and relationships are generally good. Rules are respected. The school is orderly and safe. Student attendance is 80% - 89%

Good behaviour and relationships prevail throughout the school. Most students exercise self-control. Student attendance is 90% - 95%

Almost all students are self-disciplined, respond very well to adults and resolve difficulties in mature ways. Student attendance is 96% or higher



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



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



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



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



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



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



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.



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

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

Policies for safety and health are poorly implemented.

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

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

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

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



8.2 Health and wellbeing

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

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


Level 1


Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

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

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

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

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

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



Appendix 3 - National Test Data

Starting Point

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

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

Balaclava High 2005 (Cohort data)

Assessment Candidates 2006 Averages

GSAT Intake Scores

Placed National School

160 53 42

The overall GSAT intake average for students entering Balaclava High in 2005 (cohort 1) was 42%. This was eleven percentage points below the national average (53%) The scores for Balaclava High were below the national scores in each subject area.

Starting Point

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



Balaclava High

2008

Assessment Candidates Placed 2008 Averages

GNAT Mathematics

in the School National School

31 40 39

Female 19 44 39

Male 12 37 40

GNAT Language Arts

31 47 49

Female 19 53 49

Male 12 43 47

1Thirty-one students were placed at Balaclava High through the Grade Nine Achievement

Test in 2008. In mathematics, the students (39%) performed slightly below the national average (40%), while in language arts they performed (49%) slightly above national average (47%).

ATTAINMENT

Graph 3: Passes in CSEC Mathematics and English Language

In 2008, school averages in CSEC mathematics and English language were well below the national averages [Mathematics (national = 55%, school = 1.1%)], [English language (national = 43%, school = 5.4%)]. School averages improved slightly for both subjects in 2009 [Mathematics (national = 41%, school = 2.3%)], [English language (national = 63%, school = 13.4%)]. School averages continued to improve in 2010 (cohort 1). Mathematics increased by 2 percentage points (4.3%), while English language increased by 7.6 percentage points (21%). Scores however, remained well below the national averages.

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

school progress results in CSEC.



Graph 4: Student Attaining Five or More Passes in CSEC Mathematics and English Language

The secondary school target set by Ministry of Education is 54% of successful students sitting CSEC attaining five or more passes by 2016. The overall average for students attaining five or more passes in CSEC mathematics and English language for Balaclava High was 0%. National overall average was 22%. No student attained passes in five or more subjects including mathematics and English language for Balaclava High in 2008 or 2010. Only one student attained passes in 2009. PROGRESS

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

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

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

reflect progress.



Graph 6b: Tracking School’s Progress from 2008 – 2010

There was gradual progress in CSEC English language between 2008 and 2010. However, performance in mathematics increased only slightly over the period. Overall, slight progress was made at the school level between 2008 and 2010.



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

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