R5 Munro College Final Inspection Report

MUNRO COLLEGE SCHOOL
INSPECTION REPORT
Principal: Mr. Albert Corcho

Board Chair: Mr. Keith Bell
National Education Inspectorate Report Issued: November 21, 2012

Inspection Date: May 01 - 03, 2012
TABLE OF CONTENTS
Page
Introduction ................................................................................................................ 1
Key Questions ............................................................................................................ 1
The Five-point Scale .................................................................................................. 2
Consistency in terminology ........................................................................................ 2
Profile ......................................................................................................................... 3
School’s Demographics ................................................................................... 3
Socio-economic Context .................................................................................. 3
Executive Summary ................................................................................................... 4

Overall effectiveness of the school .................................................................. 4
Findings of School Inspection .................................................................................... 6

1) School Leadership and Management .......................................................... 6
2) Teaching Support for Learning .................................................................... 7
3) Students’ Academic Performance ............................................................... 8
4) Students’ Academic Progress ..................................................................... 9
5) Students’ Personal and Social Development............................................. 10
6) Use of Human and Material Resources .................................................... 11
7) Curriculum and Enhancement Programmes.............................................. 12
8) Student Safety, Security, Health and Wellbeing ........................................ 13
RECOMMENDATIONS ............................................................................................ 14
Further Action ........................................................................................................... 14
List of Abbreviations and Acronyms ......................................................................... 15
Appendices .............................................................................................................. 16
Appendix 1 - Record of Inspection Activities ................................................. 17
Appendix 2 - Inspection Indicators................................................................. 18
Appendix 3 - National Test Data .................................................................... 37
National Education Inspectorate © January 2014

ii 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 judgments about a school’s progress.
Key Questions
The inspection indicators are structured as a set of eight key questions that inspectors ask
about the educational provision and performance of every school. These are:
1. How effectively is the school led and managed by the Board, the principal and senior
management team and middle leadership?
2. How effectively does the teaching support the students´ learning?
3. How well do students perform in national and/or regional tests and assessments?
(For infants: in relation to age-related expectations)
4. How much progress do students make in relation to their starting points?
5. How good is the students´ personal and social development?
6. How effectively does the school use the human and material resources at its disposal
to help the students achieve as well as they can?
7. How well do the curriculum and any enhancement programmes meet the needs of
the students?
8. How well does the school ensure everyone’s security, health, safety and wellbeing?
1 National Education Inspectorate © January 2014

School Inspection Report
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: Munro College

Locale: Rural
Parish: St. Elizabeth
Gender: Male
School Code: 11075
School Organization: Whole Day
Size: Class III
Attendance Rate: 97%
Capacity: 800
Enrolment: 978
No. of Teachers: 47
Pupil-Teacher Ratio: 23:1
Owned By: Munro and Dickenson Trust
Socio-economic Context
Munro College is situated in the parish of St. Elizabeth. In 1856 the Munro and Dickenson
Free School was constructed and opened in Black River. One year later the school was
relocated to Potsdam, at the highest point of the Santa Cruz mountain range. The
community is predominantly made up of farmers, many of whom are involved in small scale
production. Hence, many of the parents fall into the lower socio-economic group. The
school is also located in close proximity to Treasure Beach, a small tourist resort. Hampton
School and Bethlehem Teachers’ College are also located within the community. Munro
College provides boarding facilities for students and teachers from outside of the community.
Approximately 50 per cent of the students are boarders and approximately 40 per cent of the
teachers live on the campus. The student body is made up of students from all parishes in
Jamaica, as well as the Caribbean, the United States and Europe.

Executive Summary
Overall effectiveness of the school
The overall effectiveness of Munro College is good
Leadership and management is good
The leadership has a clear vision for the school, which gives direction to initiatives to
improve students’ achievements and wellbeing. The performance of both staff and students
is used for improvement planning. The school has a strong educational partnership with the
parents who are actively involved in many aspects of school life.
Teaching and learning is good
All teachers have good subject knowledge and reflect regularly on the impact of their
teaching on students’ learning. Almost all students are highly self-motivated, self-disciplined
and have a strong desire to excel.
Performance in English and mathematics is good
The school’s average for CSEC passes in English remained above the national averages
and improved throughout 2008 - 2010. The passes in mathematics remained above the
national averages but fluctuated throughout the period.
Progress in English is good and satisfactory in mathematics
Most students communicate exceptionally well and show improvements in vocabulary

development as they move through the grade levels. Many students make progress in
relation to their starting points in mathematics.
Overall, students’ personal and social development is good
Almost all students are self-disciplined and respond very well to adults. Most students
understand the concept of national identity and appreciate local traditions and culture. They
are aware of the global economy and almost all students understand the importance of
securing a sustainable environment.
The school’s use of its human and material resources is good
The school has a suitably qualified complement of teaching and support staff to deliver the
curriculum. The teachers are deployed based on their knowledge, skills and expertise in their
areas of specialization. The school’s premises are of superior quality with suitable
accommodation for staff and students.
Curriculum and enhancement programmes are good
The curriculum caters to the varying needs and abilities of all students and is adapted and
modified to ensure effective delivery at all levels. 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.

Provisions for safety, security, health and wellbeing are good
Policies and procedures are implemented to ensure the safety of students and staff at all
times. The staff has very good relationships with all students and consistently provides them
with advice and guidance. There are well developed systems for tracking the students’
personal welfare.
Inspectors identified the following key strengths in the work of the school:
 Very strong leadership which includes the Board of Governance, Parent Teachers’
Association and the Past Students’ Association.
 Students are self-motivated, disciplined and strive for excellence in their endeavours.
 Good co–curricular activities and enhancement programmes.
 Good relationships among all stakeholders.
 Environment is conducive to learning.
 Students’ welfare and wellbeing given a high priority.
How effective is the school overall?
The overall effectiveness of the school is good

Findings of School Inspection
1) School Leadership and Management
How effectively is the school led and managed by the Board, the Principal and
senior management team and middle leadership?
Overall, the leadership and management of the school is good
School-based leadership and management is good
The Senior Management Team includes all stakeholders in the decision-making process of
the school’s operations. Staff and students are guided by a clear vision which focuses on
improving students’ achievements and wellbeing. There is a culture of excellence and good
relationships among all stakeholders. Lines of responsibility are also clearly established and
instructional leadership is strong. Senior managers observe the delivery of lessons and the
overall teaching and learning process. The leadership also holds the staff highly accountable
for their performance. As a result, the school addresses the needs of most students,
including those who have learning challenges. Most records are well maintained, including
the school’s log and nightly Prep Time registers. However, the records for a few departments
and form supervisors are not up to date.
Self-evaluation and improvement planning is exceptionally high
The work of the school is effectively monitored, including the performance of staff and
students and appropriate actions are taken. The students are evaluated every six weeks
based on academic achievement and co-curricular performance. Results of these
assessments are evaluated and plans to improve performance are made. Staff appraisal
procedures are effective; appraisals are done on a termly basis and records are consistently
maintained. Mentoring and coaching for best practice are enforced. Ambitious improvement
planning and monitoring result in the achievement of identified goals. Some of the initiatives
that are geared at improving the school include: the construction of the new dormitories to
increase the boarding capacity and the revitalization of the school’s wind project.
Governance is exceptionally high
The Board makes a significant contribution to the leadership of the school and its successes.
It plays a significant strategic and advisory role in leading the school’s development. It has
very good oversight on the school’s operations through reports that are submitted by the
Principal and the explanations that they demand are answered in detail. The Board places
much emphasis on maintaining and improving the school’s academic performance and
maintaining high levels of discipline. The Principal is held to account for the performance of
the staff, students and the school in all areas.

Relations with parents and the local community is good
The school has strong educational partnerships with the parents, who are actively involved
in many aspects of school life. Methods for communicating with parents are well established
through letters, e-mails, telephone calls and parental conferences. Parents receive regular,
detailed reports about their children’s progress and they play an important role in decision-
making. The school capitalises on the expertise and resources in the community to improve
its performance and to benefit the students. Purchases of vegetables are made from people
in the community and community members use the football fields and tennis courts. Parent
Teachers’ Meetings are held once per term and Parenting Conferences once per year.
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 Good
Self-evaluation and improvement planning Exceptionally high
Governance Exceptionally high
Relations with parents and community Good
2) Teaching Support for Learning
How effectively does the teaching support the students’ learning?
Overall, teaching in support of learning is good
The teachers’ knowledge of the subjects they teach is good
All teachers have good subject knowledge and reflect regularly on the impact of their
teaching. This is evidenced by the confident way in which they deliver their lessons and their
ability to sustain discussions with all students throughout their lessons. Most teachers
incorporate the students’ learning needs into their planning. There is repetition of concepts in
most classes to reinforce learning. Most teachers recap previous lessons and provide oral
feedback. However, some teachers do not evaluate their lessons consistently.
Teaching methods are good
Some lesson plans are detailed, with clearly outlined attainable objectives and activities.
Almost all teachers manage their time well and keep the students focused and engaged.
The teachers praise the students frequently and this encourages them to work hard. Some
teachers make satisfactory use of resources to complement the use of the standard
textbooks. This is especially evident in the use of information communication technology
(ICT) in most English language and literature lessons. For example, in one lesson the
teacher used the multimedia projector to show movies the students had made in previous
lessons; students were then required to critique the movies. However, some lessons are
teacher-centred, with heavy reliance on the whiteboard.

Assessment is good
All teachers effectively use questioning and discussion to assess students’ understanding
and to inform teaching and learning. All assessment records are up-to-date and this reflects
the rigorous assessment policy which is in place. There is continuous assessment and
students are informed of their performance. In addition, they are advised on ways to improve
their grades. Students’ notebooks are marked; however, few evaluative comments are made
to inform them of their performance.
Student learning is exceptionally high
Almost all students are highly self-motivated to learn. There is a high level of
competitiveness and participation in all classes and their articulation is excellent. Most
students are able to use their own experiences to enhance discussions and to stimulate
meaningful learning. Almost all of them understand how current learning relates to previous
work and can apply this to new situations. There is a high level of collaboration among the
students and they ask questions frequently in order to arrive at a reasonable conclusion,
particularly on social issues. In a Grade 8 social studies class, the students were able to
reflect on the importance of acquiring a skill and its benefit to them as individuals, as well as
to the nation. Almost all the students are responsive to their teachers and they encourage
each either during the teaching and learning process.
How effectively does the teaching support the students´ learning?
Grades 7-11
Teachers´ subject knowledge and how best to

Good
teach the subject
Teaching methods Good
Assessment Good
Students´ learning Exceptionally high
3) Students’ Academic Performance
How well do the students perform in national and/or regional tests and
assessments?
Overall, students’ performance in national and/or regional tests is good
Students’ performance in English is good
Throughout the period 2008 to 2010 the school’s pass rates in the Caribbean Secondary
Education Certificate Examinations (CSEC) remained above the national average and has
consistently improved over the period. In 2008, the school’s pass rate of 73 per cent was 18
percentage points above the national average. In 2009, the school’s pass rate of 77.3 per
cent increased slightly by 4.3 percentage points, when compared with the previous year.
This was 14.3 percentage points above the national average. In 2010, there was a six
percentage point improvement in the school’s passes to 83.3 per cent. This was 12.5
percentage points above the national average. The number of students who received
passes in five or more subjects, including English and mathematics has improved over the
years 2008 to 2010. These scores have improved from 49 per cent in 2008 to 60 per cent in
2009 and 63 per cent in 2010.
Students’ performance in mathematics is good
The school’s performance in the CSEC has consistently been above the national average.
However, there has been some fluctuation. In 2008, the school’s pass rate in mathematics
was 62.3 per cent which was 19.3 percentage points above the national average of 43 per
cent. In 2009, 71.2 per cent of the students passed the examination, an increase on the
previous year by almost eight percentage points. In 2010 the school’s pass rate of 69 per
cent was significantly above the national average of 44.7 per cent.
How well do the students perform in national and/or regional tests and assessments?
Grades 7-11
How well do the students perform in National or regional

Good
tests and examinations in English?e
How well do the students perform in National or regional
Good
tests and examinations in mathematics?l
4) Students’ Academic Progress
How much progress do the students make in relation to their starting points?
Overall, students make satisfactory progress in relation to their starting points
Students’ progress in English is good
Most students make good progress against their starting points. The 2005 cohort entering
Munro College had an average of 90 per cent in language arts and 75 per cent in the
communication task, which was 36 and 25 per cent above the national average respectively.
At Grade 11 in 2010, 83 per cent of the students passed English language. During lessons,
good progress is made at all grade levels and an examination of notebooks confirms this
Most students communicate exceptionally well in Standard Jamaican English and show
improvement in vocabulary development as they move through the grade levels.
Students’ progress in mathematics is satisfactory
Many students make progress in relation to their starting points in mathematics. The 2005
cohort of students entering Munro College had an overall average of 87 per cent in the
GSAT for mathematics. This performance was 37 percentage points above the national
average. In 2010, 69 per cent of the cohort passed mathematics at CSEC. While this
represented 25 percentage points more than the national average, some students did not
make sufficient progress compared to students in similar schools. Many students make
sufficient progress in lessons. In Grade 7, most students are able to identify the different
angles and say their values. Some students at Grade 8 are able to ask pointed questions
about algebraic expressions. In Grade 9, many students are able to factorize an algebraic
expression using the ’difference of two squares’ formula. By Grade 10, most students are
able to solve problems on functions and relations.

How much progress do the students make, in relation to their starting points?
Grades 7-11
How much progress do the students make in

Good
relationship to their starting points in English?e
How much progress do the students make in
relationship to their starting points in Satisfactory
mathematics?
5) Students’ Personal and Social Development
How good is the students’ personal and social development?
Overall students’ personal and social development is good
The students’ behaviour and attitudes are exceptionally high
Almost all students are self-disciplined, respond very well to adults and most display good
social graces. Good behaviour and relationships prevail throughout the school. The students
politely stand on the entrance of the teachers and senior prefects. The average Munro boy is
self-aware and displays a high level of pride and a belief in self.
Punctuality and attendance is exceptionally high
Attendance is 97 per cent and almost all students are on time for their classes. Most move
hurriedly when they hear the bell and at the start of lessons, most students are prepared for
instruction.
The civic understanding and spiritual awareness of the students are exceptionally
high
Most students understand the concept of national identity. They understand and appreciate
local traditions and culture. The school celebrates Jamaica Day and students participate in
the planned activities. Students highlight the work and role of Marcus Garvey and Louise
Bennett in Black Awareness month. They have a high level of spiritual understanding and
express the importance of class devotions in which they play leading roles.
Students’ economic awareness is exceptionally high
Senior students are aware of the global economy and name products that Jamaica exports
to get foreign exchange to pay its debts and purchase imported goods. The students
recognize crime and violence, the lack of jobs and pollution as negative factors impacting
the economy of Jamaica. They would like to make a contribution to the improvement of the
economy by having a profession such as a lawyer or doctor. Through these professions
students want to have the opportunity to give back to those less fortunate and make a
difference in their communities.

The students’ knowledge and understanding of their environment is good
Most students practice proper disposal of garbage, the planting of trees and recycling. They
are aware of air and water pollution and cited the Kingston Harbour and the burning of the
Riverton City dump as examples. Almost all students understand the importance of securing
a sustainable environment and some are involved in related co-curricular activities.
However, some areas in the school are littered after lunch.
How good is the students´ personal and social development?
Grades 7-11
Students´ behavior and attitudes Exceptionally high
Punctuality and attendance Exceptionally high
Civic understanding and spiritual awareness Exceptionally high
Economic awareness and understanding Exceptionally high
Environmental awareness and understanding Good
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 good
The quality of human resources is good
The school has a suitably qualified complement of teaching and support staff to deliver the
curriculum. Most teachers are trained in their subject areas with at least a Bachelor’s
Degree. There is a full deployment of qualified support staff in all departments of the school;
they work diligently to ensure that the school‘s premises is maintained to a high standard.
Some teachers, however, are pre-trained.
The use of human resources is good
Teachers are deployed according to their knowledge, skills and expertise in their areas of
specialization for maximum efficiency and performance. They are committed to their roles
and carry out their duties in an efficient and professional manner. They work with students to
raise their levels of achievement, which in turn improves the profile of the school. Attendance
for staff is excellent. Transition between classes, however, poses a slight challenge due to
limited time and the distance between classrooms.
The quality and quantity of material is good
The school’s premises are of superior quality, with suitable accommodation for staff and
students. There are numerous areas for sports and recreation, including a gymnasium where
students train for international competitions. Outdoor training facilities include three football
fields, a cricket pitch and tennis courts. Most classrooms are appropriate for the class sizes.

The library is equipped with four computers and a photo copying machine for students’ use.
There are also many large tables, chairs and display boards available for teaching and
learning. However, two of the computer labs are too small to accommodate the number of
students in a regular class and most of the library stock has been lost in successive
hurricanes in recent years. One bathroom has an unbearable stench.
The use of material resources is good
The premises and resources are well maintained and well organized to effectively meet the
needs of the students and teachers. Students have access to the library, computer labs,
science labs, specialised labs and all other resources for their learning. Teachers use
multimedia projectors which add variety and interest to their lessons.
How effectively does the school use the human and material resources at its disposal to
help the students achieve as well as they can?
Grades 7-11
Human resources Good
Use of human resources Good
Material resources – quality and quantity Good
Use of material resources Good
7) Curriculum and Enhancement Programmes
How well do the curriculum and any enhancement programmes meet the
needs of the students?
Overall the provisions for curriculum and enhancement programmes are good
Provisions for curriculum are good
The curriculum offered is guided by the Ministry of Education, in conjunction with the
Caribbean Examination Council (CXC) and the National Council on Technical and
Vocational Training (NCTVET). The subjects offered cater to the varying needs and abilities
of the students. Common Planning Time and departmental meetings are used to plan
lessons and share best practice. The physical education syllabus is created around
seasonal activities such as football, hockey and track and field. Extra lessons are held for
students performing below average as well as for gifted students who are encouraged to sit
some CXC subjects at Grade 10. All students are exposed to Health and Family Life
Education (HFLE) and social graces.
Enhancement programmes are exceptionally high
Every student has the opportunity to be a member of at least one of the over 20 active clubs.
The students have been very successful in many activities, including the Tourism Essay
Competition, third place in TVJ’s School Challenge Quiz and defending their gold medal in
the 4x400 relay at the recent Penn Relays. Two students won the Aldo Papone Case Study
writing competition and went to France to make the presentation for Jamaica. One student is
Jamaica’s Junior Tourism Minister and another is the Junior Mayor of Black River. The
school has initiated the Malvern Group of Schools Project which involves the teachers and
students creating links with primary and prep schools to see how they are able to help with
transition to high school and with mathematics.
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

Good
students?
How well do the enhancement programmes meet the
Exceptionally high
needs of the students?
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 good
Provisions for safety and security are good
Policies and procedures for safety and security are implemented and students and staff feel
safe on the campus at all times. The school has one security guard in the day and up to four
at nights who patrol the compound. In each grade there are safety representatives who are
trained in case of fire. However, safety and security checks are irregular and not rigorous.
All the boarding houses have fire escapes and there are several fire drills done each term.
Areas of the school are fenced but there is a lack of fencing in the immediate vicinity of the
compound. It is observed that pieces of steel are protruding from a concrete column in one
part of the building.
Provisions for students’ health and wellbeing are good
The school has a behaviour policy and there is a chain of command to deal with disciplinary
issues. The tracking of students' wellbeing is done by the Guidance Department. The staff
has very good relationships with all students and consistently provides them with advice and
guidance. The Guidance Department hosts an annual Career Day to provide the Grade 9
students with information regarding career options. Additionally, there is the Gretta Williams
Fund available for needy students. Healthy lifestyles are taught through sporting activities
and the food and nutrition classes that have been recently introduced. Arrangements for the
suspension and exclusion of students are well handled. Six students have been suspended
and four transferred since the start of the school year.
How well does the school ensure everyone´s safety, security, health and wellbeing?
Grades 7-11
Provisions for safety and security Good
Provision for health and wellbeing Good

Recommendations
We recommend that the following actions be taken to make further

improvement:
1. The Principal should monitor the systems in place to review instructional leadership at all
levels.
2. The senior teachers should increase the support that is given to improve teaching and
aim for at least 75 per cent of all classes being rated ‘good’ by marking lesson plans and
focusing on:
a. lesson evaluations;
b. the use of more differentiated strategies and activities in order to cater to the varying
needs of students; and
c. the use of ICT.
3. The Vice Principal should monitor the logs kept by the senior staff more closely in order
to be consistently informed of how they are managing all their assigned duties. This
should then be used to inform professional development and school improvement
planning.
4. The House Father and Prefects should implement more programmes that will continue to
positively impact the social and personal development of each student, especially as it
relates to environmental care.
Further Action
The school has been asked to prepare an action plan indicating how it will address the
recommendations of this report. The action plan will be sent to the National Education
Inspectorate and the Regional Education Authority within two months of the school’s
receiving the written report. The next inspection will report on the progress made by the
school.
Maureen Dwyer
Chief Inspector
National Education 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 88

observed
English Maths Other

Number of lessons or part lessons observed - - -
[Primary]
Number of lessons or part lessons observed 27 26 33
[Secondary, either grades 7 – 11 or 7 – 9 in
an all-age school]
Number of scheduled interviews completed

with members of staff, governing body and 9
parents
Number of scheduled interviews completed

with students 2
Parents Students Teachers

Number of questionnaires returned and
analysed

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 School-based leadership and management
Key features:
 Leadership qualities
 Vision, direction and guidance
 Culture and ethos
 Instructional leadership
 Impact on standards and progress
 Development of relationships with staff
 Accountability
 School information and document management system
Short descriptions to illustrate the five-point scale:
Level 1 Level 2 Level 3 Level 4 Level 5

Needs Unsatisfactory Satisfactory Good Exceptionally
Immediate high
Support
The school’s Staff in The school has Leadership is Leadership is
leadership lacks leadership a strong sense firm and dynamic and
drive and positions are of direction, decisive. The often
authority. There insufficiently which focuses staff work well inspirational. A
is widespread rigorous in on improving together, with clear vision for
lack of focussing on students’ clear lines of the future directs
confidence in improvement. achievements responsibility. and guides staff
the leadership The leadership and wellbeing. The staff and students.
among the staff. holds the staff The staff share respond The leadership
The leadership accountable in a a common positively to holds the staff
holds the staff limited way for purpose. The initiatives. Staff highly
accountable for their leadership accountability accountable for
their performance. consistently systems are their
performance in Many students holds the staff rigorously performance.
a very limited in one or more accountable for applied. The The school is
way. Most age groups do their needs of most successful with
students are not make performance. students are all groups of
under-achieving enough Most students well catered for students,
and make very progress in their make and most including those
little progress work and satisfactory students make who do not
personal progress and all good progress respond well to
development. groups are school or have
supported well 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

Immediate high
Support
Self-evaluation Self-evaluation The school’s Through Systematic and
is poorly is inadequately priorities are effective self- rigorous self-
developed. developed, so based on sound evaluation, evaluation is
There is almost managers do analysis of its which takes into embedded in
no monitoring or not have a performance. account the the school’s
evaluation of the realistic view of The work of the views of practice at all
school’s the school’s school is parents, levels. Staff
provision and strengths and monitored managers know appraisal is
performance, weaknesses, effectively, their school well. rigorous and
including including including the They use the staff
teaching and teaching and performance of outcomes of development is
learning. As a learning. staff and self-evaluation well-planned
result, the Planning for students, and to plan and take and highly
school has no improvement is appropriate action promptly effective.
clear agenda for not based on actions are to make Strategic
improvement realistic taken necessary thinking is
priorities improvements. clear.
Staff appraisal Ambitious
procedures are improvement
effective. 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

Immediate high
Support
The Board has The Board has The Board The Board has a The Board
almost no little influence meets all its positive makes a
influence on the on the work of responsibilities. influence on the significant
work of the the school. It It gives clear work of the contribution to
school. It does does little to support and school. It plays the leadership
almost nothing support the advice to the a significant of the school
to support the efficient and school strategic and and its
efficient and effective leadership. The advisory role in successes. It
effective management of Board leading the works most
management of the school. The consistently school’s effectively in
the school. The Board holds the holds the school development. . support of the
Board holds the school leadership The school school’s
school leadership accountable for leadership is educational
leadership accountable in a their rigorously held leaders. The
accountable for limited way for performance. to account for its Board holds
its performance its performance. performance. the school
in a very limited leadership
way. 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

Immediate high
Support
Communications The school Parents receive Methods for The school has
with parents are gives parents regular, detailed communicating a strong
infrequent and insufficient reports about between home educational
of poor quality. information their children’s and school are partnership with
Many parents about their progress. There well parents, who are
know too little children’s are regular established. actively involved
about the work progress and opportunities to Many parents in many aspects
their children are wellbeing. talk to teachers are involved in of school life
doing to be able Community and some school and play an
to help them involvement is parents are activities. important role in
effectively. The limited and the actively involved The school has decision-
school has very school does not in school life. productive making.
little to do with actively seek The school links with the The school
its local relationships works with local capitalises on
community. with outside outside community and the expertise
Opportunities agencies to agencies to uses them to and resources in
are missed to support the enhance the enrich the the community
enrich the wellbeing and wellbeing and curriculum and to improve its
curriculum progress of progress of strengthen performance
through the use students students teaching and and benefit
of community learning students
resources

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

Immediate high
Support
Many teachers Some teachers Most teachers All teachers Teaching of a
have insufficient have insufficient have a secure have good consistently high
knowledge of knowledge of understanding subject quality stems
the subjects and the subjects and of the subjects knowledge and from the
the curriculum the curriculum they teach. reflect teachers’ expert
they teach. This and of how to There is regularly on knowledge of
seriously limits teach effectively. evidence that the impact of their subjects
the progress This results in teachers reflect their teaching. and how to
that many ineffective and on the impact of Coverage of teach them.
students make inaccurate their practice. curriculum is They reflect
and the teaching and Curriculum complete. regularly and
standards they incomplete coverage is rigorously on the
reach curriculum secure impact of their
coverage 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

Immediate high
Support
The teaching Although their Teachers plan Lessons are The teaching
methods in planning may be their lessons well planned methods are
many lessons detailed, the well and with teaching effective.
are poorly methods the teaching methods that Lessons are
matched to the teachers use methods are are effective in often
needs of the often take little effective. They securing imaginative and
students. account of what manage time intended consistently
Activities are the students well and make outcomes. The stimulate and
often only already know. the work needs of challenge the
loosely related The work they interesting, with individual students to
to the set frequently realistic levels of students are achieve as well
achievement of lacks challenge challenge. They well catered as they can.
learning and lesson make sure the for. Teachers Activities are
objectives. objectives are students have challenge and chosen to match
Lessons are often unclear the resources extend the the needs of the
frequently dull they need to students’ students, to
and complete tasks thinking, which secure intended
unchallenging successfully helps them to outcomes and to
for the students make good achieve
progress and excellent
achieve high standards
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

Immediate high
Support
There is little, if Assessment is Assessment is Consistent and A thorough
any, systematic not well used to track the effective programme of
internal developed. achievements of assessment assessment and
assessment of Teachers do not students, to practices are in review, including
students’ work. have sufficient indicate what place for students’
Teachers have detailed they have monitoring evaluation of
very little knowledge of learned and to students’ their work, is
detailed students’ help them progress. Most used
knowledge of progress and understand what staff use them consistently
students´ achievements they need to do to focus throughout the
progress and next. sharply on school. Teachers
achievements what students are highly
need to do to effective in
improve. helping students
Students are to identify and
sometimes make
involved in improvements in
evaluating their their work
own 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

Immediate high
Support
Most students Many students Most students Most students Almost all
show little find it difficult to use their time are keen to students are
motivation to work without well in lessons. learn. Many can highly motivated
learn. They supervision and They can apply what they to learn. Almost
require constant too much of the explain clearly have learned to all students
supervision to teachers’ time is what they have new situations understand how
stay on task spent managing learned. and show current learning
students’ They can work initiative in relates to
behaviour constructively solving previous work.
with others problems. They They can apply
when required are able to work what they have
well, both learned to new
independently situations. They
and as part of a frame their own
team 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

Failing Unsatisfactory Satisfactory Good Exceptionally
high
The The The students’ The The
performance of performance of performance is performance of performance of
most students is many students generally in line many students most students is
very low in is low in with those in is good in very high in
comparison with comparison with similar schools relation to relation to those
those in similar those in similar those in similar in similar
schools schools schools 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

high
Most students Many students The The progress of Almost all
are under- are under- achievement of most students is students make
achieving and achieving and most students good. Most excellent
make almost no progress is is adequate students progress and
progress unsatisfactory and they make achieve well achieve very
satisfactory compared with well in relation to
progress their earlier their earlier
attainment attainment
5. How good is the students´ personal and social development?
5.1 Students’ behaviour and attitudes
Key features:
 Observed behaviour and attitudes in lessons and around the school compound
 Students’ relationships with students and all school staff
 Social graces

high
Most students The poor Behaviour and Good behaviour Almost all
show little self- behaviour of relationships are and students are
discipline. They some students generally good. relationships self-
disobey school disrupts some Rules are prevail disciplined,
rules and disrupt lessons and respected. The throughout the respond very
many lessons. causes school is orderly school. Most well to adults
Many students difficulties. and safe. Many students and resolve
display poor Students often students are exercise self- difficulties in
mannerism do not obey well mannered control. Most mature ways.
especially to rules and and display this students display Almost all
adults and their regulations. to their peers mastery of the students
peers. Many students and adults. social graces all display
display poor around. excellent
mannerism mastery of the
especially to social graces
their peers. all around.

5.2 Punctuality and Attendance
Key features:
 Punctuality to school lessons
 Attendance to school

high
Most students Many students Many students Most students Almost all
attend school attend school attend school attend school students attend
and classes and classes and classes and classes school and
poorly and are irregularly and regularly and regularly and classes
unpunctual as are unpunctual are punctual as are punctual as regularly and
well. Attendance as well. well. Attendance well. Attendance are punctual as
overall is 69% Attendance overall is 80 - overall is 90 – well.
and less. overall is 70 - 89%. 95 %. Attendance
79%. 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

high
have little or no lack are developing understand the students
understanding understanding an concept of understand
of national of national understanding national identity. and appreciate
identity and/or identity and/or of national They the defining
spiritual spiritual identity, and an understand and characteristics
awareness and awareness. appreciation of appreciate local of Jamaican
little Many students local traditions traditions and society, and the
appreciation of lack and culture culture. They region’s
local traditions appreciation of together with have a good traditions and
and culture local traditions spiritual spiritual culture. They
and culture. understanding understanding 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

high
are unaware of are unaware of understand the understand the students
the importance the importance importance of importance of understand the
of Jamaica’s of Jamaica’s Jamaica’s Jamaica’s importance of
continued continued continued continued securing
economic economic economic economic Jamaica’s
progress and of progress and of progress and progress and economic
their potential to their potential to that they will know that they progress and
contribute to it. contribute to it. have a role in can contribute to are well
Most students contributing to it. it. equipped and
have little or no willing to
understanding contribute to it.
and awareness
of economic
issues.
5.5. Environmental awareness and understanding
Key features:
 Knowledge and understanding of national and global environmental issues
 Concern and care for the environment

high
have little or no have little are aware of know that students
awareness of awareness of national and national and understand the
national or national or global world importance of
global global environmental resources need securing a
environmental environmental issues and they to be protected sustainable
issues and they issues and take care of and used environment.
show little make little effort their immediate responsibly They take care
concern for their to take care of environment and they take of their
immediate their immediate care of their immediate
environment environment immediate environment and
environment 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

high
The school is The school The school The school has The school has
inadequately lacks, or fails to retains and the well a full
staffed to deliver deploy, teaching deploys qualified complement of
its curriculum and support staff sufficient teaching and well qualified
effectively. The with the qualified staff to support staff it staff and
quality of the knowledge and deliver the needs to deploys them to
education the expertise curriculum and deliver the achieve the best
students receive required to achieve curriculum and standards
is seriously deliver the satisfactory enable the possible for
reduced in curriculum in full standards students to students
consequence achieve good
standards

6.2 Use of human resources
Key features
 Effective deployment of staff
 Attendance and punctuality to class and school
 Professional development

high
Members of the Many members of Many members Most members Members of the
academic staff the academic staff of the academic of the academic academic staff
are inefficiently are inefficiently staff are staff are are efficiently
deployed to deployed to enable efficiently efficiently deployed to
enable the the school to deployed to deployed to enable the
school to achieve satisfactory enable the enable the school to achieve
achieve standards for school to school to the best
satisfactory students. Some achieve achieve good standards
standards for teachers attend satisfactory possible possible for
students. Most classes and school standards for standards for students. Staff
teachers attend irregularly and are students. Staff students. Staff attendance and
classes and regularly late. Many attendance to attendance and punctuality to
school teachers seldom classes and punctuality to school and
irregularly and engage in school is regular school and classes are
are regularly professional and punctuality classes are good. Teachers
late. Most development rate is fair. good. Teachers often engage in
teachers seldom opportunities. Teachers are regularly professional
engage in adequately engage in development
professional engaged in professional opportunities.
development professional development
opportunities development opportunities.
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

high
Premises and There are Premises and Premises and Premises and
resources are significant resources are resources are resources are
significantly deficiencies in sufficient in of good quality plentiful and of
below expected premises and/or quality and and sufficiency high quality
quality and resources quantity
quantity

6.4 Use of material resources
Key features:
 Effective use of school premises
 Effective organisation and use of available resources for teaching and learning

high
The staff make Deficiencies in Premises and Premises and The school is
poor use of the premises and/or resources are resources are creative in its
available resources maintained and well use of premises
premises and/or restrict some organised to maintained, and resources
resources aspects of the satisfactorily and well and makes
students’ support teaching organised. exceptionally
academic and learning Staff and good use of the
achievement students have available
and personal easy access to resources to
development resources and achieve high
make good use standards
of them

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

high
There is almost There is The curriculum The curriculum There is
no adaptation or discontinuity in is modified or is well imaginative
modification of the modified or adapted and balanced, and modification
the curriculum adapted regularly reviewed and and/or
or curriculum curriculum in reviewed to updated adaptation of
guides. Most some subjects make learning regularly to curriculum. The
teachers do not from year to worthwhile. maintain its curriculum is
adapt or enrich year. There are There are few relevance to all broad, balanced
the curriculum to significant gaps significant gaps students. and regularly
meet the in content. in content. There are no evaluated to
students´ needs Additional Some additional significant ensure that it
support for support is gaps in meets changing
students is provided for content. needs and
minimal students who Additional maintains the
need it support is students’
provided for interest. There is
most students extensive
who need it 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

high
Links between Attempts to Links between Links between Links between
subject areas is create links the many the most subject the subject
basically lacking between the subject areas areas are areas are
and do not allow subject areas are adequate adequate and adequate and
students to are inadequate and many most students students are
make to make students are are able to able to make
connections. meaningful able to make make connection
Opportunities for connections. connection connection between
students to Some between between subjects.
participate in opportunities subjects. Many subjects. Most Students have
extra-curricular exist for extra- Students have students have opportunities
activities are curricular opportunities to opportunities to to participate in
limited and little activities and participate in a participate in a a variety of
effort made to there is some variety of extra- variety of extra- extra-curricular
integrate the community curricular curricular activities and
community in impact on the activities and activities and the community
the development curriculum. the community the community is well used to
of the is used to is used to enhance the
curriculum. enhance the enhance the delivery of the
curriculum. delivery of the curriculum.
curriculum.

8. How well does the school ensure everyone’s safety, security, health and
wellbeing?
8.1 Safety and security
Key features:
 Policies and procedures to ensure the safety and security of all members of the
school community
 Quality of monitoring and maintenance

high
Policies for Policies for Policies and Regular and The school
safety and safety and procedures are thorough provides an
security are security are implemented checks are exceptionally
non-existent or poorly and accidents made and safe and secure
ignored. There implemented. are rare. acted upon to environment for
are almost no Safety and Requirements ensure that a students and
safety and security checks for maintaining safe and staff. Buildings
security checks. are irregular and the safety and secure and equipment
Many parts of not rigorous. security of environment is are regularly
the buildings Some parts of students are maintained. maintained in
and equipment the buildings or met. Buildings Buildings and excellent
are unsafe and equipment are and equipment equipment are condition
poorly unsafe. are safe and kept in a good
maintained securely state of repair
maintained in
sound repair

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

high
Most members Most members Most members Students’ Staff has very
of staff have of staff are slow of staff know personal good
poor to diagnose and students well. wellbeing is a relationships
relationships respond to They show them high priority for with all students.
with most students’ needs. respect and staff. There are There are well
students. Guidance and respond systems for developed
Guidance and Counselling promptly to their tracking systems for
Counselling arrangements personal needs. students’ tracking
arrangements are weak or are Students know personal students´
are poor and the not applied they can trust welfare and for personal welfare
school is consistently. and confide in supporting and for
ineffective in Arrangements staff. individuals and supporting
responding to for the Arrangements groups. individuals or
students´ needs. suspension and for the Arrangements groups. Staff
Arrangements exclusion of suspension and for the consistently
for the students are exclusion of suspension provides well-
suspension and unsatisfactory students are and exclusion judged advice
exclusion of Some parts of satisfactory. of students are and guidance.
students are the buildings are Most buildings well-handled. Arrangements
poorly handled unhygienic and are hygienic and Buildings are for the
Many parts of provisions for provisions in hygienic and suspension and
the buildings are students’ place to satisfy good exclusion of
unhygienic and nutritional needs nutritional provisions in students are
students’ are inadequate. needs. place to satisfy exceptionally
nutritional needs students’ well-handled.
are not nutritional Buildings are
addressed. needs hygienic and a
and other health policy
health provision in
concerns place to satisfy
nutritional needs
and other health
needs

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

Munro College 2005 (Cohort data)
Assessment Candidates 2005 Averages (%)

GSAT Intake Placed National School
Scores 119 53 87
The overall GSAT intake average for students entering Munro College in 2005 (cohort 1)
was 87 per cent. This was 34 percentage points above the national average (53 per cent).
The 119 students who entered Munro College scored above national average in all five
subjects. The highest average was in mathematics (school = 93 per cent/ national = 53 per
cent).

ATTAINMENT
Graph 3: Passes in CSEC Mathematics and English Language 2008 to 2010
CXC: Passes in CSEC Mathematics & English Language

Average Level of Student Passes
83.3
77.3
73.0 71.2 70.8 69.0
62.3 63.0 English
55.0 Language
43.0 41.0 44.7
(%)
Period of Focus (Years)
School averages for passes in CSEC English language and mathematics remained above
the national averages throughout the period. Averages for mathematics fluctuated while
those for English language improved throughout the period. Passes in English language
were also higher than passes in mathematics.
In 2008, school average in mathematics was 62.3 per cent, which was 19.3 percentage
points above national average (43 per cent). The school’s average (71.2 per cent) improved
in 2009 by 8.9 percentage points. This was 30.2 percentage points above the national
average (41 per cent). In 2010, the school’s average in mathematics (69 per cent) declined
slightly, by 2.2 percentage points. It however, remained above the national average (44.7
per cent) by 24.3 percentage points.
For English language passes, in 2008 Munro College had an average of 73 per cent, which
was 18 percentage points above the national average (55 per cent). In 2009, the school’s
English language averages (77.3 per cent) increased slightly by 4.3 percentage points
compared with the previous year. This was 14.3 percentage points above the national
average (63 per cent). In 2010 there was a 6 percentage point improvement in school
average (83.3 per cent). This was 12.5 percentage points above the national average (70.8
per cent).

Graph 4: Student Attaining Five or More Passes including CSEC Mathematics and
English Language 2008 to 2010
CXC: Five or More Passes including CSEC Mathematics

& English Language
Average Level of Student Passes
Series1, 2009 Series1, 2010

School N= 132, School N= 126,
Series1, 2008 59.9 62.7
School N= 122,
49.2
(%)
Series1, 2010
Series1, 2008 Series1, 2009 National N=
National N= National N= 41,201, 29.4
40,644, 14.4 41,201, 15.0
1
School averages for students attaining five or more passes in CSEC including mathematics
and English language, were well above national averages throughout the period.
In 2008, 49.2 per cent of students at Munro College attained passes in five or more subjects
(including mathematics and English language). This average improved in 2009 by 10.7
percentage points (59.9 per cent). In 2010, 62.7 per cent of students at Munro College met
the matriculation target, increasing their previous average by 2.8 percentage points.
1
The secondary school matriculation target set out by the Education Task Force in the National Education
Strategic Plan (2011-2020) is to have 100 per cent of the age cohort sitting CSEC exams in mathematics and
English language by 2016 as well as 54 per cent or more of the successful students sitting CSEC attaining five
or more equivalent passes by 2016.

PROGRESS
Graph 6a: Tracking Cohort 1(2005 to 2010) Progress in English Language and
Mathematics
Mathematics
Tracking
EnglishCohort Progress
Subject Areas,
Language Mathematics
Grade Seven
Average Level of Attainment
Subject Areas,
(%) in Literacy & Numeracy
Subject
(2005),Areas,
93
Grade Seven Grade Eleven
(2005), 90 (2010), 83
English
Language
Subject Areas
Mathematics
Subject Areas
Grade Level of the Cohort & the Assessment Year
2
Cohort One (1) declined in both English language and mathematics from Grade Seven
(entry level) to Grade Eleven (2005 to 2010).
Graph 6b: Tracking School’s Progress from 2008 – 2010
CXC Passes in CXC Passes in

Tracking Overall School
CSEC English
Progress
CSEC English
Language, 2009, Language, 2010,
CXC Passes in 77 83
CSEC English CXC Passes in
Mastery/Attainment (%)
CXC Passes in in
CXC Passes
CXC Passes
Language, in
2008, CSEC CSEC
CSEC English
Average Level of
CSEC
73 Mathematics, Language
Mathematics,
Mathematics, 2009, 71 2010, 69
2008, 62
CXC Passes in
CSEC
Mathematics
There was steady progress in CSEC English language over the period while mathematics
progressed between 2008 and 2009, then declined between 2009 and 2010.
Overall, progress was made at the school level between 2008 and 2010.
2
Progress tracking is a proxy measure and is combined with cohort output and school output to
reflect progress.

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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R5 Munro College Final Inspection Report

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MUNRO COLLEGE SCHOOL

Principal: Mr. Albert Corcho

National Education Inspectorate Report Issued: November 21, 2012

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

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

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

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

3) Students’ Academic Performance ............................................................... 8

4) Students’ Academic Progress ..................................................................... 9

5) Students’ Personal and Social Development............................................. 10

6) Use of Human and Material Resources .................................................... 11

7) Curriculum and Enhancement Programmes.............................................. 12

8) Student Safety, Security, Health and Wellbeing ........................................ 13

National Education Inspectorate © January 2014

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

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

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

1 National Education Inspectorate © January 2014

Level 5 – Exceptionally high quality of performance or provision

2 National Education Inspectorate © January 2014

School Name: Munro College

3 National Education Inspectorate © January 2014

Overall effectiveness of the school

The overall effectiveness of Munro College is good

Leadership and management is good

Teaching and learning is good

Performance in English and mathematics is good

Progress in English is good and satisfactory in mathematics

Most students communicate exceptionally well and show improvements in vocabulary

Overall, students’ personal and social development is good

The school’s use of its human and material resources is good

Curriculum and enhancement programmes are good

4 National Education Inspectorate © January 2014

How effective is the school overall?

The overall effectiveness of the school is good

5 National Education Inspectorate © January 2014

1) School Leadership and Management

Overall, the leadership and management of the school is good

School-based leadership and management is good

Self-evaluation and improvement planning is exceptionally high

Governance is exceptionally high

6 National Education Inspectorate © January 2014

School-based leadership and management Good

Self-evaluation and improvement planning Exceptionally high

Governance Exceptionally high

Relations with parents and community Good

2) Teaching Support for Learning

How effectively does the teaching support the students’ learning?

Overall, teaching in support of learning is good

The teachers’ knowledge of the subjects they teach is good

Teaching methods are good

7 National Education Inspectorate © January 2014

Student learning is exceptionally high

How effectively does the teaching support the students´ learning?

Teachers´ subject knowledge and how best to

Teaching methods Good

Students´ learning Exceptionally high

3) Students’ Academic Performance

Overall, students’ performance in national and/or regional tests is good

Students’ performance in English is good

Students’ performance in mathematics is good

How well do the students perform in National or regional

4) Students’ Academic Progress

Overall, students make satisfactory progress in relation to their starting points