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  • GROVE PRIMARY SCHOOL

    INSPECTION REPORT

    Principal: Mrs. Suzette South Board Chair: Fr. Franklyn Andrae Jackson

    Report Issued: January 23, 2012

    National Education Inspectorate

    Inspection Date: October 11-12, 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

    Schools Demographics ................................................................................... 3

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

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

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

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

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

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

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

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

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

    6) Use of Human and Material Resources .................................................... 12

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

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

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

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

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

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

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

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

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

  • National Education Inspectorate May 2013 School Inspection Report

    1

    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 schools 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 schools 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 everyones security, health, safety and wellbeing?

  • National Education Inspectorate May 2013 School Inspection Report

    2

    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

  • National Education Inspectorate May 2013 School Inspection Report

    3

    Profile

    Schools Demographics Locale: Rural Parish: St. Andrew

    School Code: 02019 Gender: Co-educational

    School Organization: Whole Day

    Size: Class II Attendance Rate: 76%

    Capacity: 175 Enrolment: 308

    No. of Teachers: 14

    Pupil-Teacher Ratio: 25:1 Owned by: Anglican Church

    Socio-economic Context

    Grove Primary School was founded by the Anglican Church in 1929. The school is perched on the banks of the Hope River in Gordon Town St. Andrew. Most parents are farmers, vendors, practical nurses and hair dressers while some are unemployed. Students who attend Grove Primary are from neighbouring communities such as Gordon Town, Irish Town, Industry Village, Papine, Mona Commons, Grove, August town and Kintyre. Approximately 84 students are enrolled in the Programme of Advancement Through Health and Education (PATH). The school also has a breakfast programme for needy students.

  • National Education Inspectorate May 2013 School Inspection Report

    4

    Executive Summary

    Overall effectiveness of the school

    The overall effectiveness of Grove Primary School is unsatisfactory Leadership and management is satisfactory The Principal displays satisfactory leadership qualities and is accommodating yet firm when dealing with her staff. The School Improvement Plan (SIP) and development plan outline action strategies with performance indicators, start and finish time, personnel responsible and resources needed. The Board plays an active strategic and operational role in the running of the school. Teaching and learning is unsatisfactory Most teachers display good knowledge of the subjects they teach to the different grade levels, but do not generally use effective methods to impart the knowledge. Consequently, some students learning is negatively impacted. Some teachers use a variety of strategies such as discussions, group activities and demonstrations throughout lessons. Others use culminating activities to determine students grasp of lessons. However, this is not the practice of most teachers and this limited their knowledge of students strengths and weaknesses. Nonetheless, some students are motivated to learn and eagerly participate in classes. Performance in English and mathematics is unsatisfacto