John's Hall All Age School Final Inspection Report

JOHN’S HALL ALL AGE SCHOOL
INSPECTION REPORT
Principal: Mrs Maxine Tugwell-Brown

Board Chair: Mr Lincoln James
National Education Inspectorate Report Issued: January 21, 2019

Inspection Date: October 3, 2018
TABLE OF CONTENTS
Page
Introduction ................................................................................................................ 1
Key Questions ............................................................................................................ 1
The Five-point Scale .................................................................................................. 2
Consistency in terminology ........................................................................................ 2
Profile ......................................................................................................................... 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 .................................................................... 8
3) Students‟ Academic Performance ............................................................. 10
4) Students‟ Academic Progress ................................................................... 11
5) Students‟ Personal and Social Development............................................. 12
6) Use of Human and Material Resources .................................................... 14
7) Curriculum and Enhancement Programmes.............................................. 15
8) Student Safety, Security, Health and Wellbeing ........................................ 16
Further Action ........................................................................................................... 19

List of Abbreviations and Acronyms ......................................................................... 20
Appendices .............................................................................................................. 21
Appendix 1 - Record of Inspection Activities.................................................. 22
Appendix 2 - Inspection Indicators................................................................. 23
Appendix 3 - National Test Data .................................................................... 47
Appendix 4 – Stakeholder‟s Survey Responses ............................................ 56
National Education Inspectorate

ii School Inspection Report –
John‟s Hall All Age
Introduction
The National Education Inspectorate (NEI) is responsible for making an assessment of the
standards attained by the students in our primary and secondary schools at key points
during their education. It is the aim of the NEI to report on how well students perform or
improve, as they progress through their schooling and learning life. The NEI is also charged
with the responsibility to make recommendations to support improvement in the quality of the
provision and outcomes for all learners.
During school inspections, our trained inspectors observe classroom lessons, interview
members of the school‟s staff, students individually and in small groups. Inspectors also look
at samples of student work and study various school documents provided before and during
the inspection. Additionally, School Inspectors hold meetings with the principal and senior
members of the staff to get clarity on their roles and responsibilities at the school.
Please see the Inspection Indicators (Appendix 2) used by School Inspectors to assist in
forming judgements about a school‟s progress.
Key Questions
The inspection indicators are structured as a set of eight key questions that inspectors ask
about the educational provision and performance of every school. These are:
1. How effectively is the school led and managed by the Board, the principal and senior
management team and middle leadership?
2. How effectively does the teaching support the students´ learning?
3. How well do students perform in national and/or regional tests and assessments?
(For infants: in relation to age-related expectations)
4. How much progress do students make in relation to their starting points?
5. How good is the students´ personal and social development?
6. How effectively does the school use the human and material resources at its disposal
to help the students achieve as well as they can?
7. How well do the curriculum and any enhancement programmes meet the needs of
the students?
8. How well does the school ensure everyone‟s security, health, safety and wellbeing?
1 National Education Inspectorate

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: the quality of performance or provision is beyond the expected
level for every school.
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. These schools are also at risk of direct interventions for improvement by the
HME.
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 DEMOGRAPHICS
School Code: 08014

Parish: St. James
Region: 4. Montego Bay
Locale: Rural
Day Structure Whole Day
Population Composition: Co-educational
Size: Class II
Capacity: 220
Enrolment: 337
Attendance Rate: 89%
No. of Active Teachers: 14
Pupil-Teacher Ratio: 24:1
Multi-Grade: No
Owned By: Government
Socio-economic Context
The John‟s Hall All Age is perched on a hill on the John‟s Hall main Road in St James en
route to Maroon Town. The school is approximately 13 kilometres from Montego Bay, the
parish capital. The school is set in a low socio-economic community where vending is the
main stay for many of the residents; about 40 per cent of the residents work outside the
community, mainly in Montego Bay. Many of the students are from the immediate and
surrounding communities of Worcester, Hurlock, Flamstead, Village, and Dam Road. There
are 154 students on the Programme of Advancement Through Health and Education
(PATH). These students receive a hot meal each day. The school is successful in many
competitions and placed first at the parish level in Spelling Bee competition for two
consecutive years. They are winners of many JCDC awards and 4H Achievement Day
activities,

Executive Summary
Overall effectiveness of the school
The overall effectiveness of John’s Hall All Age is satisfactory
Overall, leadership and management is satisfactory
The school‟s leadership is purposeful about improving the academic performance of

students while seeking to cater to their wellbeing. School process of self-evaluation and
improvement planning is satisfactorily executed with a few areas of weaknesses that can be
corrected in the short term. The Board supports the leadership of the school and holds the
Principal and other staff accountable. The school communicates well with parents and has
forged beneficial links with a few entities in the locale.
Overall, teaching in support of learning is satisfactory
Most teachers demonstrate a sound knowledge of their subject areas and know how best to
teach them. Many teachers employ a variety of teaching strategies to ensure the full
engagement of many students. Teachers conduct student assessment mainly through
questioning and seatwork activities, but some teachers vary this to include group activities.
In many instances, some students demonstrate a willingness to learn, and while many
collaborate in lessons, only some demonstrate sufficient application to real life.
Overall, students’ performance in English and mathematics is unsatisfactory
The school‟s performance in the Grade Four Literacy Test (GFLT), as well as, Grade Six
Achievement Test (GSAT) language arts and communication tasks did not meet expectation
in all years of the 2015 to 2017 period. Similarly, over the same period, the school‟s
performance in the General Achievement in Numeracy (GAIN), as well as, GSAT
mathematics did not meet expectation.
Overall, students’ progress in English and mathematics is satisfactory
The school has registered some progress in performance in national examinations in English
and mathematics over time; and, many students make satisfactory progress in lessons in
both subjects.
Overall, students’ personal and social development is satisfactory
Many students are well behaved, polite, respectful, and cordial to visitors and each other in
lessons and around the school. However, some students are not committed to learning as
they display disruptive and sometimes violent behaviours and inappropriate attitudes. Most
students attend school regularly and are early for school and lessons. Many students
demonstrate satisfactory civic, spiritual, economic, and environmental awareness and
understanding.
Overall, the use of human and material resources is satisfactory
The school has adequate academic and support staff trained to deliver the curriculum and
other services. Most teachers are effectively deployed and are usually present and on time

for school and lessons. The school lack sufficient material resources, but the teachers ably
use what is available to support students‟ learning.
Overall, provisions for the curriculum and enhancement programmes are satisfactory
Teachers adapt the curriculum and provide for the needs of students. The offerings are in
keeping with the requirements of the National Standards Curriculum (NSC), except that the
time allotted for instruction in numeracy and literacy concepts is below the policy guidelines
of the Ministry of Education, Youth, and Information (MoEYI). Despite this, a wide range of
enhancement programmes supports students‟ social and psychosocial needs.
Overall, the provisions for student safety, security, health, and wellbeing are
unsatisfactory
Policies and procedures are in place to safeguard students and teachers; however, there are
issues that compromise safety for all. Satisfactory provisions are in place to secure the
health and wellbeing of students.
Inspectors identified the following key strengths in the work of the school:
 Committed Principal and supportive staff
 Enhancement programmes that provide added exposure for students
 Effective use of available resources for teaching and learning
 The implementation of the six-weekly mathematics test to monitor the students‟
progress in the subject
How effective is the school overall?
The overall effectiveness of the school is satisfactory

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, leadership and management is satisfactory
School-based leadership and management is satisfactory
An Acting Principal who is a motivator with good interpersonal skills leads the management
team. The leadership guides the school to take steps to address some of the main concerns
relating to safety and security and students‟ discipline. The school‟s vision is to inculcate an
attitude of excellence in students, and this has resonated well with all stakeholders.
Instructional supervision includes documented class visits and annual appraisal of all
teachers. There is sufficient attention to improving students‟ chances at mastering concepts
in literacy and numeracy as well as other core areas of the curriculum through early morning
and after school lessons. Other initiatives include the establishment of teaching teams,
classroom libraries, and a mathematics garden, which attempts to address the identified
weaknesses in the subject. A reading room is established and pull-out intervention sessions
conducted. The leadership takes steps to maintain good relations among staff with
opportunities for building morale and teamwork. Most teachers are committed to the school
and the success of students, as demonstrated in their willingness to participate in activities
that extend beyond school hours. The overall management of the school is a successful
partnership with the Board, Principal and other members of the senior staff. Monthly
meetings of the senior staff, general staff, and PTA facilitate the sharing of information on
matters relating to teaching and learning. The Vice Principal and senior teachers support the
Principal by taking the lead on different areas such as lesson plan vetting, data analysis,
clubs, sanitation, and tuck shop management. Adequate systems are in place to document
the activities of the school, and there is now a greater focus on analysing the data to track
students‟ performance in key areas of literacy and numeracy.
Self-evaluation and school improvement planning is satisfactory
The system for school self-evaluation and improvement planning is executed with a current
School Improvement Plan (SIP) with targets aligned to the Ministry‟s strategic objectives.
These are also in keeping with the identified needs of the school with a few identified areas
of weaknesses. The committee considers the views of most stakeholders with respect to the
development of the school‟s targets. From the SIP, the Principal and almost all teachers
have developed action plans that concentrate appropriately on school safety, staff morale,
discipline, improvement in literacy and numeracy, among other areas. The school has been
able to address some of the recommendations from the previous inspection report,
especially in relation to improved security, although this is still an area for further
improvement. Students‟ attendance has also improved; intervention programmes
implemented to address literacy and numeracy challenges; and, the third phase of the
construction of the perimeter fence is to be continued. These are also documented in the
evaluation matrix developed for the 2017 to 2018 academic year of the SIP.

Governance is satisfactory
The Board supports the leadership of the school and holds the Principal and other staff
accountable. The Board meets at least once per term and the Principal provides a written
report at each meeting that encapsulates all relevant activities including the management of
funds. The Chairman scrutinises the financial records from time to time to ensure
accountability. The Board in executing its duties recommended the separation of the former
guidance counsellor from the school, as the level of work did not show sufficient commitment
to the success of students and the school. The Board is aware of the issues facing the
school and provides the necessary support to the Principal. For instance, there are plans to
construct new classrooms to alleviate overcrowding, but there is uncertainty in relation to the
logistics as they await further communication from the MoEYI. The Board is also concerned
about the challenges associated with water supply and the matters relating to security and
safety.
Relationship with parents and the local community is satisfactory
The school communicates well with parents and has forged beneficial links with a few
entities in the locale. Parents receive communication through the monthly Parent Teachers
Association (PTA) meetings and the WhatsApp groups associated with each Grade. In
addition, they receive termly reports on their children‟s progress. The school also seeks to
engage the participation of parents through its parent-mentorship programme. An active PTA
body helps to raise funds to support the school‟s programmes by hosting fundraising events
such as fish fry and harvests. Other parents make themselves available for the school‟s
workdays where they volunteer their services. Nevertheless, the school faces the challenge
of getting most parents on board in school activities. The linkages formed with Johns Hall
Aggregate, Crichton Quarry, the police and other agencies, resulting in sponsorships and
alliances such as scholarships for students and mentorship for boys, among other benefits.
The school has a positive business relationship with the vendors located on the outskirts of
the perimeter.
How effectively is the school led and managed by the Board, the principal and senior
management team?
Grades 1–6
School-based leadership and management Satisfactory
Self-evaluation and improvement planning Satisfactory
Governance Satisfactory
Relations with parents and community Satisfactory

2) Teaching Support for Learning
How effectively does the teaching support the students’ learning?
Overall, teaching in support of learning satisfactory
The teachers’ subject knowledge and how best to teach the subject is satisfactory
Most teachers demonstrate a sound knowledge of their subject areas and how best to teach
them. They are confident in delivery, explaining concepts clearly, responding to queries
accurately, and guiding students into learning new concepts. For example, in the Grade 4
guidance lesson the teacher explained, “Puberty is the stage when girls and boys undergo
changes in their body during childhood to adolescence”. Effective techniques are utilised in
many instances to motivate and capture students‟ interest in lessons. Differentiation is
however, not taken into account in most lessons. Revision of previous knowledge at the start
of lessons, in many instances, set the pace for new learning. However, while reflection on
lessons taught is practised, this is inconsistent, as not much meaning is associated to inform
effective planning of ensuing lessons.
Teaching methods are satisfactory
In most instances, lesson plans are consistently written; in detail and in accordance with the
5E model. It is noted, however, that in a few instances, no lesson plans are prepared to
engage the students. Activities are managed fairly well to maximize the teaching and
learning experience in many instances; however, in some instances, lessons get off to a late
start. A variety of teaching strategies such as guided questions, riddles, games,
dramatization, and discussion are used to ensure students‟ interest and participation. Some
teachers also are deliberate in ensuring that students collaborate to complete assigned
tasks and arrange them in groups according to ability levels. However, there is inadequate
differentiation of tasks for both delivery and assessment. The interaction between teachers
and students is generally good and students are praised for accurate responses. Textbooks,
song, diagrams, chart, YouTube video presentations, flashcards, games, manipulative, multi-
media projector, whiteboard, laptop and worksheets are used in lessons to effectively impart
concepts. For example, in a Grade 3 phonics lesson, a YouTube video clip on the “Hard C
sound” is used to introduce the lesson. Most teachers successfully motivate students
through the use of songs and words of encouragement. For example, teachers use “good”,
“very good” and “excellent” when students respond correctly to questions as was observed
in a Grade 1 mathematics lesson on ordinal numbers.
Students’ assessment is satisfactory
During lessons, assessment is done mainly through questioning to gauge students‟ learning
levels. Students are also assigned written work and allowed to work examples on the
chalkboard as observed in a Grade 2 mathematics lesson on tens and ones. Group work is
also used in some lessons. Teachers also constantly walk around the room and observe
students at work, giving them some knowledge of how well individual students are learning.
All teachers maintain marks records which show results from diagnostic tests that indicate
the extent to which students demonstrate mastery in literacy and numeracy. This allows
teachers to tailor lessons with students‟ needs in mind. Additionally, during lessons, teachers
question students to ascertain the extent to which they understand what is taught as was
observed in a Grade 6 mathematics lesson where students are asked to tell what they
understand. The school has developed a six-weekly test in response to the students‟
performance which is below national averages in examinations. This allows for more
frequent monitoring of their progress. Despite this, a review of students‟ workbooks reveals
that work is marked, but inconsistently and with limited feedback to inform students on how
well they are doing or to help them to make improvements.
Student learning is satisfactory
Students overall, demonstrate a willingness to learn in most instances. For example, in a

Grades 5 language arts lesson, students were eager to respond to questions and share their
experiences. Some students demonstrate appropriate research and inquiry skills, which
facilitated questions and discussion; for example, in a Grade 3 phonics lesson on the hard C
sound, students shared their opinions on the spelling of the word „colour”, also spelt “color”.
Some students insisted that the spelling is incorrect until the teacher explained the
difference between American and British spelling. In some lessons, many students ably
apply what they learn to their own experiences. For example, in a Grade 4 guidance lesson,
one of the students remarked that the enlargement of the penis is an indication of the
changes that occur in the body; and in Grade 3, some students conclude that they cannot
fight off adults so they must say a firm „no‟ and run to avoid bad touches. Many students
collaborate well in lessons to complete assigned tasks. For example, in a Grade 3 integrated
studies lesson, many of the students worked well to cut and paste strips to make a metre
ruler. In class discussions, some students display appropriate higher-order thinking skills as
is evidenced in their explanations of complex ideas; for example, a Grade 4 male student
expanded the discussion on walking away from fights, to suggest that some persons walk
away in order to get guns and knives, in order to return to inflict wounds and cause death.
How effectively does the teaching support the students´ learning?
Grades 1–6
Teachers´ subject knowledge and how best to

Satisfactory
teach the subject
Teaching methods Satisfactory
Assessment Satisfactory
Students´ learning Satisfactory

3) Students’ Academic Performance
How well do the students perform in national and/or regional tests and
assessments?
Overall, students’ performance in national tests is unsatisfactory
Students’ performance in English is unsatisfactory
The school‟s performance in the Grade Four Literacy Test (GFLT), as well as, GSAT
language arts and communication tasks did not meet expectation in all years of the period
2015 to 2017.
The school‟s GFLT mastery decreased over the 2015 to 2017 period by seven percentage
points. It peaked at 84 per cent (37 of 44 students) in 2015 but fell to 77 per cent (33 of 43
students) by 2017. The lowest attainment for the period was 45 per cent in 2016 as just 21
of the 47 students‟ attained mastery. The school‟s performance remained below the national
mastery in each year. The participation rate remained above 80 per cent throughout the
period.
The school‟s performance in language arts and communication tasks increased over the
period 2015 to 2017 by four percentage points each. Both averages were below the national
averages throughout the period except in 2016 when the language arts average was slightly
above. The number of students sitting GSAT language arts and communication tasks was
57 in 2015, 65 in 2016, while 47 students sat in 2017. An examination of the performance
by gender revealed that the girls outperformed the boys in both subjects in each year except
when they were both on par in communication tasks in 2017.
Students’ performance in mathematics is unsatisfactory
The school‟s performance in the General Achievement in Numeracy (GAIN), as well as,
GSAT mathematics did not meet expectation in all years of the period 2015 to 2017.
The school‟s performance in the General Achievement in Numeracy (GAIN) improved over
the 2015 to 2017 by five percentage points. It moved from 51 per cent (23 of 45 students) in
2015 to its peak of 56 per cent (24 of 43 students) in 2017. The school‟s mastery was below
the national mastery throughout the period. The lowest participation rate was 83 per cent.
The school‟s performance in GSAT mathematics improved overall for the 2015 to 2017
period by four percentage points. It was below the national average in 2015 and 2017, but
above in 2016. The number of students sitting GSAT mathematics was 57 in 2015, 65 in
2016, while 47 students sat in 2017. An examination of the performance by gender revealed
that the girls performed above the boys in mathematics throughout the period.
How well do the students perform in national and/or regional tests and assessments?
Grades 4 and 6
How well do the students perform in National or
Unsatisfactory
regional tests and examinations in English?
How well do the students perform in National or
Unsatisfactory
regional tests and examinations in mathematics?

4) Students’ Academic Progress
How much progress do the students make in relation to their starting points?
Overall, students’ progress in relation to their starting points is satisfactory
Students’ progress in English is satisfactory
Forty-six students were assessed at John‟s Hall All Age in 2011. An average of 49 per cent
of the students in the 2011 Cohort was found to be proficient in the literacy components (oral
language, reading, writing and drawing) of the 2011 GOILP. In 2015, 84 per cent of the
students attained mastery in the GFLT. In 2017, the average score in GSAT language arts
was 67 per cent.
The school‟s mastery in the GFLT declined over the 2015 and 2017 period. Performance in
GSAT language arts and communication tasks increased over the same period.
Many students make satisfactory progress during lessons across the Grades. Many
demonstrate competence at the level required by the respective curricula. In Grade 1, many
of the students are able to identify the letters of the alphabet as well as the sounds of „c‟ and
„k‟, but only a few of them know the difference between capital and common letters. In Grade
2, most students are operating below the required level. Few are able to identify clues to
make predictions. Many in this lesson are also unable to formulate sentences in a
reasonable timeframe and many do not participate in lessons, as they engage in
inappropriate behaviours. In Grade 3, most students are able to recognise and identify the
hard „C‟ sound. They are able to tell that the hard „C‟ sound is similar to the sound of the
letter „K‟. They are also able to spell words having the hard „C‟ sound correctly. Most
students in Grade 5 are able to define prefixes based on the context clues presented in
riddles, for example, „pre – before‟, „in – not‟, and „mis – wrong‟. Many are also able to give
root words to which each prefix can be associated. In Grade 6, most students correctly
complete tasks given, and answer questions on content. All students are able to form words
using the prefixes from words in their textbook then find the meaning using the dictionary.
Students’ progress in mathematics is satisfactory
Seventy-two per cent of the students in the 2011 Cohort were proficient in the number
concepts component of the 2011 GOILP. In 2015, 51 per cent of the students attained
mastery in the GAIN. In 2017, the average score in GSAT mathematics was 58 per cent.
The school‟s mastery in the GAIN increased over the 2015 to 2017 period. The GSAT
mathematics performance improved over the same period.
In lessons, many students make satisfactory progress. In Grade 1, many students are able
to identify positions using ordinal numbers. They are also able to place manipulatives and
themselves according to given positions. Most students can spell and match the correct
name to the ordinal numbers, for example, 1st- first, 2nd – second, 5th – fifth. In addition,
many students know that ordinal numbers tell the placement position of items or things.
However, in Grade 2, many students do not grasp the concept of tens and ones. Some
students are however able to identify numbers and give the expanded form and value of
digits of these numbers correctly. In Grade 4, many students are able to make equivalent
fractions by multiplying the denominator and the numerator with the same number; and, in
Grade 5, most students are able to write 273 = 200+70+3; some are able to match
expanded form 5000+600+80+3 to 5683. Others stack cups to match the numbers 273 and
5683. In Grade 6, some students understand fully, the concept of numbers raised to the

varying powers and that any number raised by the power of “0” is equal to “1”. Overall, many
students grasp concepts, but in some instances, the dynamics within the classroom
negatively affects the level of progress.
How much progress do the students make, in relation to their starting points?
Grades 1–6
How much progress do the students make in

Satisfactory
relation to their starting points in English?
How much progress do the students make in
Satisfactory
relation to their starting points in mathematics?
5) Students’ Personal and Social Development
How good is the students’ personal and social development?
Overall students’ personal and social development is satisfactory
The students’ behaviour and attitudes are satisfactory
Many students are well behaved, polite, respectful, and cordial to visitors and each other in
lessons and around the school. They respond well to instructions and respond well to each
other. Many are eager to learn and are self-motivated. Many students share a good
relationship with peers and staff. For example, some students push the wheelchair for a
physically challenged student during break and lunch sessions. However, some students are
not committed to learning as they display disruptive and sometimes violent behaviour, are
inattentive, and do very little work, which contributes to their low achievement. For example,
Incidents recorded include fights, an attitude of aggression, disrespectful and violent
attitudes, and behaviours towards teachers and fellow students. This continues to be a
concern for the Board.
Punctuality and attendance is satisfactory
Most students attend school regularly with an 89 per cent average over the last three years;
they are early for school and lessons. The lunch provided through PATH has positively
affected the attendance rate of students, however; girls attend more regularly than the boys.
Despite this punctuality of some students is a concern as they arrive late, up to 35 minutes
after school begins due to transportation problems. Most students transition well as they are
already in class for lessons. However, a few at Grade 2, in particular, continue to eat their
lunch and snack after the allotted time, which leads into much of lesson time.
The civic understanding and spiritual awareness of the students are satisfactory
Most students are aware of and can name the national heroes and symbols of Jamaica.
Many observe the relevant protocol when reciting the National Pledge. Most students are
able to identify different aspects of the Jamaican culture, such, dance, music, foods, and
national celebrations. They are able to name maypole, quadrille, „johnkunno‟, „bruckings‟ and
„kumina‟ as some Jamaican traditional dances. In addition, many students participate in the
JCDC Festival of the Performing Arts competitions in dance and speech. Most students are
aware of their civic responsibility to obey the school rules and respect each other, but most
students‟ understanding of civic responsibility is limited to keeping their immediate
environment clean. Some students participate in student governance and carry out
responsibilities associated monitors and prefects. They are presently awaiting the selection
of Head Boy and Head Girl. All students are spiritually aware; they actively participate during
the morning‟s devotional activity, and many attend church and are aware of God as the
creator.
Students’ economic awareness and understanding is satisfactory
Many students demonstrate a fair understanding of the value of money and can state ways
in which they will contribute to the economy of Jamaica in the future. Some students state
that their parents contribute to their wellbeing by working as vendors and hotel workers, and
sometimes they get US dollars. Most know Jamaican currency and can identify them by note
and coin. Some Grade 6 students can calculate basic expenses mentally and can tell the
remainder from $1000.00 after purchasing a patty for $150.00, a juice for $120.00 and a
cheese snack for $70.00. However, most students do not have a clear understanding of the
term economy and Jamaica‟s economic progress. Many students know what careers they
want to be involved in; for example, teachers, soldiers, and doctors to contribute to
Jamaica‟s development.
Students’ environmental awareness and understanding is satisfactory
Most students are aware of the disasters affecting the region such as earthquakes and
hurricanes. They recall the recent hurricanes that devastated parts of the Caribbean and the
USA. They know that poor garbage disposal and litter contribute to flooding. Most students
know of ways to protect their environment and prevent diseases, demonstrable by a clean
compound as many students put garbage in bins. Although most students and their teachers
clean the classrooms, which also help to develop citizenship awareness, some students
contribute to littering by improper disposal of their garbage. Some students are active
members of the 4H club, where they learn values related to caring for the environment even
though a few struggle to explain the term global warming. Still, many students share that
caring for the wider environment should entail better management of garbage disposal
practices. Many are able to speak about how garbage affects the rivers and the seas, kills
sea creatures, and causes less fish for eating, and beaches become unclean for swimming.
How good is the students´ personal and social development?
Grades 1–6
Students´ behaviour and attitudes Satisfactory
Punctuality and attendance Satisfactory

Civic understanding and spiritual
Satisfactory
awareness
Economic awareness and understanding Satisfactory
Environmental awareness and
Satisfactory
understanding

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 has adequate academic and support staff trained to deliver the curriculum and
other services. There are 13 teachers deployed across the Grades, which supports the
MoEYI teacher to student ratio. Three individuals operate the canteen and tuck shop, and
there is a security officer. All teachers are suitably qualified with at least a teacher‟s diploma
and they all benefit from external and internal training on the concepts of the NSC and its
assessment as well as methodologies for executing components of the Primary Exit Profile
(PEP). Teachers also benefit from support received from the Curriculum Implementation
Team and internal staff development sessions.
The use of human resources is satisfactory
For the most part, the school uses its human resources effectively. Teacher qualification and
competence drive deployment. For example, a teacher previously assigned to a grade was
redeployed to attend to students‟ literacy development from Grades 2 to 6 in pull-out
intervention sessions, based on his training. There are two of each class at the grade level
except at Grade 4, where an assistant teacher volunteers and supports the teacher.
Teachers have good attendance rates and are punctual for school and lessons. Most
teachers volunteer to serve on various committees. The guidance counsellor works
effectively with students of various physical and psychosocial needs. The ancillary and other
support staff provides good service to the school population.
The quality and quantity of material is unsatisfactory
There are insufficient classroom spaces resulting in overcrowdedness in many classes. The
building and most of the facilities are inadequate, old, and derelict in some parts. There is
also an infestation of termites and ants in the library. Similarly, there is an unreliable supply
of running water. Some classrooms are dark, and due to the maze-like appearance of the
layout, there is constant movement by personnel to get from one classroom to another.
There is no playfield and the schoolyard is unpaved and rugged in many areas. Resources
for teaching and learning are inadequate. For example, there is only one multimedia
projector, limited textbooks, and the computers in the library/resource room do not work.
Nonetheless, most classrooms have subject corners with relevant and appropriate grade
level information.
The use of material resources is satisfactory
Despite the insufficient quantities of material resources, teachers make the best use of what
is available. The external walls of the building along with the perimeter wall in front of the
school display National Heroes and symbols, values and attitudes messages, and other
information such as the school‟s song, and curriculum-related information. Despite the
overcrowded situation, many teachers manage to arrange students to sit in small groups. In
the lessons, many teachers make effective use of the available resources such as
whiteboards; assigned texts; charts; word cards; worksheets; and ICT to enhance their
lesson delivery and students‟ learning. The literacy specialist currently uses an empty trailer,
which is undergoing repairs as the literacy resource centre.
How effectively does the school use the human and material resources at its disposal to
help the students achieve as well as they can?
Grades 1–6
Human resources Satisfactory
Use of human resources Satisfactory
Material resources – quality and quantity 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, provisions for the curriculum and enhancement programmes are

satisfactory
Provisions for curriculum are satisfactory
The school reviews and modifies the National Standards Curriculum (NSC) to meet the
needs of students. Teachers use common planning sessions to inform the structuring of
literacy intervention programmes as well as to guide the effective delivery of the curriculum.
The school is serious about meeting the needs of students, so strategies are in place such
as the mathematics garden, and the Six Weekly Mathematics tests; which allows for the
testing of content over a six-week period followed by awards at devotional exercises.
Although the school is faithful to the process of teaching mathematics and language, in
many instances these sessions are for 45 minutes per day, which is not in keeping with the
MoEYI policy. Student‟s workbooks indicate that there is an adequate progression of
concepts; and in some lessons, teachers make deliberate links to other subject areas. For
example, in a Grade 5 mathematics lesson on expanded notation, the teacher introduced
the lesson by getting students to extract new words from “expanded” such as “and, and
pan.”
Enhancement programmes are good
The school has a number of extra-curricular programmes that adequately meet the needs of
various groups of students and enhance the formal curriculum. All students are engaged in
at least one club scheduled on the timetable with assigned teachers. Among these are
Brownie Pack, Cub Scout, Culture, 4-H and Spelling Bee. The school is successful in many
competitions and placed first at the parish level in Spelling Bee competition for two
consecutive years. They are winners of many JCDC awards, and a national gold medallist
for camp-style quadrille, third place awardee in 4-H Achievement Day activities, with one
Grade 3 student being the most current first prize-winner for seed identification. A number of
students participate in sports and many are members of the St. James cricket team. Children
receive external exposure and support for the curriculum from excursions to Rose Hall Great
House, the fire station, the Montego Bay Civic Centre, Seville Great House, Jamaica Zoo,
Minard Estate, Falmouth Pier, museums, a movie theatre and so on.
How well do the curriculum and any enhancement programmes meet the needs of the
students?
Grades 1–6
How well does the curriculum meet the

Satisfactory
needs of the students?
How well do the enhancement programmes
Good
meet the 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, the provisions for student safety, security, health and wellbeing are
unsatisfactory
Provisions for safety and security are unsatisfactory
Policies and procedures are in place to safeguard students and teachers; however, there are
issues that compromise safety for all. Additionally, the field trip policy outlines the relevant
procedures for observation; for instance, there must be School Board approval for proposed
trips. A security guard monitors the main gate and logs visitors and they have to follow the
required procedures to enter the compound. Although there are good signs around the
school to sensitize and remind students of safety points, safety actions, expected behaviour,
keeping the environment clean, and motivational comments, the school is open to passers-
by for the most part as the perimeter fence does not enclose the entire premises. The maze-
like layout of the facility is an imminent threat in times of emergencies. In addition, violence
in the community impacts the school and in one instance, a child was injured on the
compound by a stray bullet. Similarly, the entrance from the road is cumbersome to
negotiate, and a vehicle has hit a student at the location in the past. Despite this, the school
implements a Fire Safety and Emergency Plan and assign teachers to specific duties. There
are termly fire drills, and the Fire Department approved the Emergency Response Plan, but
there is no earthquake drill. The gas cylinder is stored externally in metal bars for safety
purpose and fire extinguishers mounted in the canteen and the Principal‟s office. The
compound, bathrooms, and kitchen are clean and garbage bins placed at different points on
the compound.
Provisions for students’ health and wellbeing are satisfactory
Satisfactory provisions are in place to secure the health and wellbeing of students. The
school participates in the Jamaica Moves Club and they have Fruit and Water days on
Mondays and Thursdays in an effort to promote healthy eating habits and healthy lifestyles.
The canteen is hygienic and certified by the Ministry of Health and the workers have valid
food handler‟s permits. The school does not have a regular supply of water, but the Principal
and teachers use their cars loaded with containers to fetch water from the nearby river for
use in the bathrooms. The bathrooms are inadequate for the student population as well as
for the staffs. Generally, staff and students have a good relationship, but there are incidents
that warrant the input of the guidance counsellor for counselling sessions and home visits. In
addition, the guidance programme facilitates staff development workshops and provides for
needy students through the welfare programme. Although the school has been addressing
matters relating to discipline through the disciplinary committee, this is still a concern for
many teachers and the Board. Teachers monitor students‟ attendance and punctuality with
attendance registers and the guidance counsellor responds to reported cases of prolonged
absences and lateness. In addition, where there is a need to suspend students due to
improper conduct, the Board follows the necessary steps. There are 154 students on the
PATH; and, these and other needy students receive lunch on a daily basis.
How well does the school ensure everyone´s safety, security, health and wellbeing?
Grades 1–6
Provisions for safety and security Unsatisfactory
Provision for health and wellbeing Satisfactory

Recommendations from Previous Inspection
On February 6, 2013 the following recommendations were made:
1. The Ministry of Education should provide additional learning spaces to accommodate the
current student population.
2. Teachers should:
a. Complete evaluations after each lesson to better inform future planning.
b. Assess the intelligence and learning styles of the students and use this to help with
lesson planning.
c. Increase the use of discovery learning and experimentation in lessons.
d. Increase the consistency with which varied questioning is used to help students
develop their ability to apply what they learn, analyse facts and evaluate ideas.
3. The school‟s leadership should:

a. Review the intervention at Grades 1-4 to ensure that the specific strands of
numeracy are adequately addressed.
b. Increase the use of data to drive adjustments to the curriculum.
Recommendations
We recommend that the following actions be taken to make further

improvement:
1. The Board should:

a. continue to lobby the MoEYI for the construction of additional classroom spaces
to accommodate the student population;
b. lobby the MoEYI and other relevant authorities for a more appropriate
entranceway from the road to the school, to mitigate the likely dangers the
present entrance encourages;
c. lobby the MoEYI to aid in securing the school by constructing a full perimeter
fence; and,
d. lobby the relevant water supply authorities to ensure a constant supply of running
water which supports health standards.
2. The Principal and staff should:

a. seek to devise creative strategies which involve more parents in the activities at
the school and their children‟s education;
b. lobby the MoEYI for the implementation of a behaviour modification programme
or framework such as School-wide Positive Behavioral Interventions and
Supports (SWPBIS);
c. review the timetable and make provisions to ensure that the Ministry‟s policy for
the appropriate allotment of time for core subjects; and,

d. include earthquake drills in the termly preparations and sensitisations on safety.
3. Teachers should:
a. provide more learning opportunities for all students, by utilising multiple entry
points in delivery and assessment;
b. plan lessons to facilitate Twenty-First Century Skills in lessons;
c. plan and use more technology gadgets in lesson delivery so as to inspire and
derive greater interest in all students;
d. integrate appropriate standards for all students to follow in order to maintain
discipline during teaching and learning; and,
e. be more consistent and targeted in the approach to the evaluation of lessons
taught, ensuring that they are reflective on teaching methods, assessment
techniques and the extent to which students demonstrate learning, and the plans
to correct deficits.
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
ASTEP Alternative Secondary Transition Education Programme

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 4 – Stakeholder‟s Survey Responses

Appendix 1 - Record of Inspection Activities
Evidence for this report was based on the following:
Total number of lessons or part lessons 25

observed
English Maths Other

Number of lessons or part lessons observed 07 08 10
[Primary]
Number of lessons or part lessons observed - - -
[Secondary, either grades 7 – 11 or 7 – 9 in
an all-age school]
Number of scheduled interviews completed 06

with members of staff, governing body and
parents
Number of scheduled interviews completed 02

with students
Parents Students Teachers

Number of questionnaires returned and 49 12
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 strands
 Leadership qualities
 Vision and direction
 Focus on teaching, learning and student outcomes
 Commitment of the staff
 Management of the school
Short descriptions to illustrate the five-point scale:
Level 1 Level 2 Level 3 Level 4 Level 5

Needs Immediate Unsatisfactory Satisfactory Good Exceptionally high
Support
Senior leaders lack Senior leaders are Senior leaders are Senior leaders Senior leaders are
drive and do not not always visible visible around the lead by example respected by staff
enjoy the respect around the school school and have and exert a and students as
of significant and do not exert clear authority strong, positive highly effective
numbers of staff sufficient over staff and influence on staff and skilled
and students authority over students and students professionals
The school has no staff or students The school has They provide a They articulate a
coherent set of The school lacks stated aims, but it clear sense of compelling vision of
aims. Few members direction. Its aims might but lacks direction for the the school‟s
of the school‟s are unclear and strategies for the school and ambitions for the
community know there is little sense attainment of communicate future and how they
what they are or are of common goals effectively a will be achieved
working deliberately purpose among the common purpose Senior leaders
towards their staff Senior leaders
make the Senior leaders exert a decisive
achievement Senior leaders focus strongly on influence in
achievement of
Senior leaders devote too much high standards maintaining and consistently
exert little time and effort to the focus of their improving student promoting
influence over the administrative work outcomes teaching and
quality of teaching tasks and focus Effective staff learning of high
and learning. They insufficiently on Most members of quality
teams share
might be the quality of staff have
confidence in, and
responsibility and Individuals and
complacent about teaching and are accountable for teams at all levels
the standards the learning respond well to, the
leadership of the
ensuring high are deliberately
students achieve It is apparent that quality outcomes empowered to
school and are
There is generally some members of committed to their
for students innovate and take
low morale among the staff lack The school’s responsibility
work with students
the staff and commitment to their systems and The school is
students work with students The school processes are
operates managed with flair
The school is Although it might well thought-out and imagination
efficiently day to and highly
poorly managed; operate smoothly day in the interests of
its day to day most of the time, efficient maximising
operation is liable many of the opportunities for
to frequent school’s all students
disruption management
systems are
inefficient

1.2 Self-evaluation and improvement planning
Key strands
 Rigour and accuracy of the school‟s routine self-evaluation process

 The extent to which the views of parents, students and others are taken into account
 The identification of appropriate priorities for improvement
 The quality of plans for improvement
 The extent to which plans are monitored and result in genuine improvement

Support
Senior leaders Self-evaluation is The school has Senior leaders Systematic and
do not have a informal and processes for know the school rigorous
realistic view of inadequately monitoring the well as a result evaluation is
the school’s developed. It standard of of the regular embedded in the
strengths and pays insufficient students’ work and rigorous school’s practice
weaknesses attention to and the quality evaluation of at all levels,
because key monitoring the of teaching student generating valid
areas of its work standard of Steps are taken to performance and and reliable
are not evaluated students’ work find out what the quality of information
effectively and the quality parents, students teaching Parents, students
Little or no of the teaching and others feel The views of and others help to
feedback is There is little about the quality parents, students identify the
sought from systematic of the education and other groups school‟s
parents, students attempt to gather the school are systematically strengths,
and other groups the views of provides sought and weaknesses and
Planning for parents and The school’s analysed its key priorities
improvement is students of the priorities for Senior leaders for improvement
not based on work of the school improvement are use the The school
well-judged The school’s based on a outcomes of identifies a
priorities improvement sound analysis self-evaluation manageable
Plans are vague, plans do not of its reliably to number of key
often propose too focus sufficiently performance identify and priorities for
many unrealistic on raising the The school manage key improvement
and unachievable quality of prepares an priorities for The strategies
priorities teaching and improvement plan improvement adopted in the
learning on the basis of a Improvement improvement plan
There is no
evidence of Planning for range of suitable plans are realistic, are fit for purpose
improvement improvement is evidence ambitious and and implemented
plans leading to unrealistic and There is some achievable thoroughly and
raised standards responsibilities evidence that They usually intelligently. Their
or better are unclear recent plans result in prompt impact is
teaching Plans often have brought and effective evaluated
remain about intended action to make carefully and they
unimplemented improvements necessary are often adjusted
and there is little improvements in consequence
evidence of their Improvement
leading to real plans result in
improvement genuine
improvement

1.3 Governance
Key strands
 The quality of the Board‟s contribution to the leadership and management of the
school
 The extent to which the Board holds the school‟s professional leaders to account for
key aspects of its performance
 Board‟s knowledge and understanding of the school

Support
The Board The Board exerts The Board The Board exerts The Board
makes no little influence on undertakes a significant makes a
effective the work of the strategic strategic considerable
contribution to school. It does oversight of the influence in contribution to
the leadership little to support overall direction leading the the leadership of
and management the efficient and of the school. It school’s the school. It is
of the school. It effective carries out all its development. It fully involved in
provides very management of legal influences the strategic
little practical the school responsibilities. work of the planning and in
support to the Some members The Board school by formulating
school’s might understand provides challenging as policy. The
professional some of the consistent well as Board knows the
leaders. Its school‟s strengths support to the supporting its school well. It
members have and weaknesses, school’s professional promotes
very little but the Board professional leaders change and
accurate does not hold the leaders The Board has a improvement
appreciation of school‟s It receives from good grasp of the and plays a key
the school’s leadership the Principal school‟s strengths role in links with
strengths and accountable for its regular accounts and weaknesses. the community
weaknesses performance and of the quality of It has a clear It works highly
The Board has spending the school‟s work commitment to successfully in
little and of the impact raising standards support of the
understanding of of spending and improving the school‟s
how it could hold decisions quality of the professional
the school‟s education it leaders, while
professional provides holding them
leaders firmly to account
accountable for its for the school‟s
performance and performance
spending

1.4 Relations with parents and the local community
Key strands
 The quality of the school‟s communication with, and reporting to, parents
 Parents‟ involvement with their children‟s education and the work of the school
 The school‟s links with organisations and agencies in its local community

Support
There is Communication The school uses There is well The school uses
inadequate with parents is established and established highly effective
communication insufficiently reliable means to communication methods to
with parents. frequent and of communicate between home communicate
Arrangements poor quality, with parents. The and school. The with parents.
for reporting on giving little school informs school provides Parents receive
students’ information parents regularly frequent reports regular and
progress are about children’s on matters of students’ frequent reports
poor, and progress and relating to their progress and of their
parents are not wellbeing children parents are children’s
sure how well Parents‟ views are Many parents welcome to academic and
their children are rarely sought and attend school speak to the personal
doing at school too often consultation teachers progress and
Parents are not disregarded. events. Parents Parents are how they could
encouraged to Some parents are are welcome at regarded as be improved
play their part as actively involved the school and partners in their They participate in
active partners in in the school but their concerns children‟s the life of the
their children‟s many have dealt with education and school and are
education. insufficient effectively. their views are actively
Parents are understanding of Parents are valued and encouraged to be
unwelcome at the how they can invited and helped responded to. partners in their
school and their contribute to contribute to Many parents are children‟s
views are seldom effectively to their their children‟s involved in school education in a
sought children‟s education. activities. variety of ways
There are few, if education Parents‟ views are The school has Parents are
any, productive The school sought on the built a range of regularly
links with makes quality of the productive links consulted about
organisations insufficient use school‟s work with the local the work of the
and agencies in of the resources There are some community and school and views
the local offered in its productive links agencies, which are influential
community local community with the local enhance The school
and by outside community and important enjoys highly
agencies outside aspects of the productive links
agencies, which school’s with external
produce provision partners, which
additional enhance and
resources and enrich students’
enrich the educational
curriculum opportunities

2. How effectively does the teaching support the students´ learning?
2.1 Teachers’ knowledge of the subjects they teach and how to teach them
Key strands
 Teachers‟ knowledge of their subjects

 Teachers‟ knowledge of how to teach their subjects
 Teachers‟ reflection on how they teach and how well students learn

Support
Many teachers Some teachers With very few All teachers have Teaching
have insufficient have insufficient exceptions, the a thorough throughout the
knowledge of the knowledge of the teachers have a understanding of school is
subjects they subjects they secure the subjects they characterised by
teach and how to teach, which understanding of teach comprehensive
teach them results in the subjects they In lessons, most understanding of
As a result, the inaccurate teach teachers are able subjects and the
progress that teaching and They use their to help students contributions
many students incomplete understanding to overcome they make to the
make and the coverage of the make clear difficulties by curriculum as a
standards they curriculum explanations and offering different whole
reach are Some teachers knowledgeable examples to Most teachers are
seriously limited lack the responses to illustrate points adept at extending
Teachers very understanding students‟ and different ways their students‟
rarely reflect needed to questions of tackling capacity in their
critically on the promote Most teachers problems subjects
quality of their successful reflect on the Most teachers Rigorous
practice and its learning in their effectiveness of regularly assess reflection and
impact on the subjects instruction, how the impact of the search for
students’ Few teachers well their their teaching more effective
learning engage in students are and adjust their practice is the
deliberate and learning and approaches and norm among
productive adjust their methods teachers of all
reflection on the teaching as a accordingly subjects
quality of their result
practice

2.2 Teaching methods
Key strands
 Quality and effectiveness of lesson planning

 Management of time
 Range of appropriate teaching strategies
 Quality of interaction between teachers and students
 Use of learning resources

Support
Many lessons Many lessons Most lessons are Most lessons are Nearly all
are poorly are planned effectively planned lessons are
planned or not without planned with according to planned
planned at all reference to clear purposes clear learning according to
Many lessons are clear learning Most lessons start objectives, clear learning
poorly organised objectives promptly in a which the objectives,
and much time is Some lessons are stimulating way students which are
wasted poorly organised and are rounded understand successfully
and some off effectively. Productive use is communicated
Many lessons
students waste They are made of all the to students of all
are monotonous,
time organised time available abilities, so that
relying mainly on
efficiently so that they gain a real
talk by the The methods Most teachers
tasks are not sense of
teacher. There is employed in recognise that
unnecessarily achievement
very little some lessons different groups
attempt to cater are poorly drawn out and individuals Nearly all lessons
for the needs of matched to the Most teachers have different contain a balance
individuals and needs of use a range of learning needs of activities with
different groups different groups teaching styles and they adapt the use, where
of students of students for different their methods appropriate, of
purposes, which and resources whole class,
Many teachers Many teachers
motivate accordingly individual and
spend a high employ only a
students of all group work
proportion of their narrow range of Most lessons are
time disciplining methods, resulting abilities and based on clear, Teachers’
students in dull teaching, promote sound confident expectations are
which fails to gains in instruction and consistently
Very few learning
motivate many knowledge, comprise high, and
resources are
students understanding worthwhile challenging for
used, other than
and skills activities that students of all
standard Many teachers
Most lessons are enable students of abilities
textbooks use only a
limited variety of well-ordered and all abilities to Most teachers are
learning achieve their make good able to inspire
resources and objectives. In progress. students to want
students are many lessons Students in many to find out more.
denied teachers pose lessons are Their questions
opportunities to problems and challenged to are often
make better encourage think critically, designed for
progress as a discussion justify their views particular students
result Most teachers and develop A wide range of
make adequate reasoning learning
use of resources Most teachers resources is
in addition to are adept at used to optimum
standard using a variety of effect in most

Support
textbooks resources to lessons
stimulate good
learning
2.3 Assessment
Key strands
 Assessment as part of teaching and learning during lessons

 Assessment practices and record keeping
 Use of assessment information by teachers to inform teaching and learning
 Quality of feedback by teachers, in lessons and in written work, to help students
identify and make improvements

Support
Few teachers Assessment in Most teachers Most teachers Almost all
undertake many lessons is regularly check employ teachers
assessment irregular and their students’ consistent and routinely assess
regularly as an inconsistent. As progress in effective what students
element in their a result many lessons. As a classroom know,
teaching. teachers do not result, most have assessment understand and
Assessment is have sufficient some knowledge practices to can do in
mainly restricted detailed of individual develop relation to their
to formal tests. knowledge of students’ thorough capabilities
As a result, their students’ strengths and knowledge of
All teachers have
many teachers progress weaknesses their students’
access to
have only Although the The school keeps performance
assessment data
sketchy school might keep records of Record keeping is
that compares
knowledge of records of the assessment and thorough and
students‟ actual
their students’ undertakes some organised well
results of tests attainment with
strengths and analysis of test throughout the
and examinations, what has been
weaknesses results to identify school. It tracks
they are not used predicted. They
patterns of the progress of
Record keeping is effectively to use it to evaluate
attainment individual students
poor and the monitor the the effectiveness
against what is
school undertakes progress of Many teachers of the curriculum
expected of them
little analysis of individual students use assessment and their teaching
Most teachers
test and Students rarely information Students
use assessment
examination evaluate their effectively when routinely use
information to
results own and other’s planning lessons understand what objective criteria
Most teachers work. Few and involve students need to to evaluate their
make little or no teachers use students in the do to improve own and each
use of assessment assessment of and adjust their other’s work
assessment information their own and teaching in Most teachers
information to deliberately to others’ work response. Many adjust their
adjust their assist their Most teachers involve students teaching to
teaching lesson planning provide students in the support students
Most teachers so that with regular oral assessment of who need help
give little or no weaknesses are and written their own and and extend those
constructive tackled and feedback on their others’ work challenged who

Support
feedback to students of all work, but their Most teachers could be further
students and abilities are marking might give helpful oral Almost all
seldom mark their catered for offer little specific feedback to teachers use oral
students‟ written Teachers might commentary about students during and written
work regularly give oral how it could be lessons. Their feedback to give
feedback in improved marking helps individual students
lessons, but their students to useful insights into
marking is mostly understand how how well they
cursory well they have have done and
done and what what they need to
they need to do to do next
improve their work
2.4 Student learning
Key strands
 Attitudes and motivation to learn

 Inquiry and research skills
 Application of learning to new situations and real life
 Collaboration between students
 Higher order and critical thinking

Support
A substantial A significant Most students Most students Almost all
proportion of number of use their time are keen to learn students are
students in many students in many well in lessons Most are aware highly motivated
lessons are not lessons lack They can explain of their strengths and eager
engaged and are motivation and what they have and weaknesses participants,
unable to explain are easily learned and have and take steps to fully engaged in
what they are distracted. They an adequate improve learning and well
doing have only a understanding of Most students are aware of the
Students rarely general their strengths able to take progress they
work without awareness of and weaknesses responsibility for are making
constant teacher how well they and how to selecting They routinely
direction and lack are doing improve resources, using reflect on what
interest in In these lessons They do what them and how they are
learning. Many students typically teachers ask of independently and learning
students are undertake tasks them, but might deciding what to They are
unable to find that do not require often be passive do next. Most independent
things out for much thought. listeners. The students can learners, able to
themselves Students only majority of discover organise and
because they lack occasionally take students work well information to undertake work
the necessary the initiative or without close solve problems for for themselves
skills find out things for supervision, but themselves, using when required
Students seldom themselves and others might lack ICT when
The questions
make choose and use motivation or appropriate
they ask show
connections resources might be easily Most can make that they are
between what independently distracted clear making
they study in Many students Most students connections

Support
different are able to apply can connect new between what connections
subjects. They what they have and previous they have learnt between new
rarely relate what learnt only when learning in at different times learning and
they have learnt they are required simple ways and and in different what they
to their own lives to repeat a can relate what contexts. They already know.
outside school familiar they learn about can effectively They apply
Many students are procedure. They in school to real communicate skills, knowledge
unable to work need a high level life situations what they have and
successfully with of support when Most students can learnt to others. understanding
others in groups asked to apply work successfully Most students confidently and
with a common knowledge in in a group regularly accurately in
purpose new situations collaborate new contexts,
Higher order and
Many students, productively with tackling real life
Higher order and critical thinking
lack the skills they others in groups problems
critical thinking are sometimes
need to sustain of different sizes, All students work
play little part in features of
co-operation with working for a successfully with
students’ learning in
others to produce variety of others as a matter
experience of homework and in
good work. Some purposes of routine to
school many lessons
do not understand Higher order and produce
the importance of critical thinking presentations and
listening to each are developed in rehearse
other and taking many lessons arguments
turns Students think
Students rarely critically, justify
exhibit the their views and
capacity to think develop
critically reasoning. They
frame their own
questions, seek
answers and
reach their own
conclusions

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

 Performance against the targets set for the sector and the school
 Performance of different groups
 Performance trends over time

Support
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 the national is high in very high in
comparison with comparison with average relation to the relation to the
the national the national The performance national average national average
average average of most students The performance The performance
The performance The performance is generally in line of most students of most students
of most students of most students with national and is high in is very high in
is very low in is low in local targets comparison with comparison with
comparison with comparison with The differences national and local national and local
national and local national and local in performance targets targets
targets targets between There are no The
There are great There are different groups significant performance of
disparities in the significant of students are differences different groups
performance of differences in line with between the of students is
different groups between the those found in good consistently
of students performance of similar schools performance of high
The trend in some different The trend in different groups The trend in
student groups of student of students student
performance over students performance over There has been a performance over
the last three There has been a the last three significant the last three
years shows significant decline years is broadly in improvement in years shows a
serious decline in student line with that in student very great degree
performance over similar schools performance over of improvement
the last three the last three (or the
years years maintenance of
exceptionally high
standards)

4. How much progress do students make in relation to their starting points?
Key strands
 Progress against starting points

 Progress during lessons
 Appropriateness of levels achieved
 Progress of different groups of students

Support
Most students are Many students are Most students The progress of Almost all
under-achieving under-achieving make satisfactory most students is students achieve
and make almost and progress is progress in good in relation to very well and
no progress in unsatisfactory in relation to their their starting make excellent
relation to their relation to their starting points points progress and in
starting points starting points The differences There are no relation to their
There are great There are in the progress significant starting points
disparities in the significant made by differences in The progress
progress made differences in different groups the good made by
by different the progress of students are progress made different groups
groups of made by some in line with those by different of students is
students different groups found in similar groups of consistent and
There are great of students schools students exceptionally
disparities in the There are The differences in There are no good
progress students significant the progress significant The progress
make in different differences in the students make in differences in the students make in
targeted subjects progress students different targeted good progress different targeted
make in different subjects are in students make in subjects is
targeted subjects line with those different targeted consistent and
found in similar subjects exceptionally
schools good

5. How good is the students´ personal and social development?
5.1 Students‟ behaviour and attitudes
Key strands
 Observed behaviour and attitudes in lessons and around the school compound
 Students‟ relationships with other students and all school staff
 Self-organisation and commitment to learning

Support
Most students The poor Behaviour and Good behaviour Almost all
show little self- behaviour of attitudes are and attitudes students are
discipline. They some students generally good. prevail self-disciplined
disobey school disrupts some Rules are throughout the Their social
rules and disrupt lessons and respected. The school. relationships show
many lessons, causes school is orderly Staff-student genuine concern
leading to much difficulties, and safe relationships are for and tolerance
lost learning leading to lost Student-staff positive and of others. They
time. learning time. relationships are supportive. They respond very well
Relationships are Students often based upon lead in turn to to adults and
generally poor. do not obey mutual respect. good relationships resolve difficulties
There are rules and The students co- among students. in mature ways
widespread regulations operate well with Most students Most students
problems Many students others are well are very well
involving bullying show little respect Students are organised and organised and
or other forms of for teachers or for organised and keen to learn, take
hurtful behaviour one another most are resulting in a responsibility
Most students Many students committed to positive learning
are disorganised are disorganised learn environment
and not and not
committed to committed to
learning learning

5.2 Punctuality and Attendance
Key strands
 Attendance to school and lessons

 Punctuality to school and lessons
 Transition time between lessons

Support
Many students Some students Most students Almost all Unless they have
are late at the are persistently arrive at school students arrive a good reason,
start of the late at the start punctually. There on time to start all students
school day of school is very little school arrive at school
Many students Some students persistent With very few on time
arrive late to persistently arrive lateness exceptions, all All students are
lessons late to lessons Almost all students are punctual at the
students are punctual at the start of lessons
punctual at the start of lessons
start of lessons
5.3 Students‟ civic understanding and spiritual awareness
Key strands
 Understanding of national identity and regional and local traditions and culture
 Understanding civic responsibility
 Taking on individual responsibilities
 Spiritual understanding and awareness

Support
Most students Many students Many students Most students Almost all
have little or no lack are developing understand the students
understanding of understanding of an concept of understand and
national identity national identity understanding of national identity. appreciate the
and little Many lack an national identity They understand defining
appreciation of informed and an and appreciate characteristics
local traditions appreciation of appreciation of local traditions of Jamaican
and culture local traditions local traditions and culture. society, and the
and culture and culture Caribbean’s
Most students are Students‟ civic
They are traditions and
unaware of the Many students understanding is
aware of their culture
responsibilities of develop only a developing
responsibilities as
citizenship superficial strongly and is The students are
part of a larger
Most are understanding of evident in their developing the
community
reluctant to take what it means to responses in skills of active
Many contribute
on be a citizen lessons in a range citizenship
to the life of the Most contribute
responsibilities Few successfully school and the of subjects
in schools and discharge Most students actively to the
wider

Support
remain responsibilities community, are able to life of the school
uninvolved in in school or through planned exercise and the wider
their local make a responsibilities responsibility community and
communities contribution to and contribute many adopt
the local actively to the leading positions
community life of the school in organising
events
5.4 Students‟ economic awareness and understanding
Key strands
 Awareness and understanding of Jamaica‟s economic progress and importance

both regionally and globally
 Awareness of their potential contribution to Jamaica

Support
have little or no are unaware of have a basic know how students
knowledge of the importance knowledge of Jamaica and the demonstrate
the nature of of Jamaica’s Jamaica’s Caribbean detailed
Jamaica’s continued economic region have knowledge and
economic economic development. developed understanding
development or progress They understand economically. of the economic
of the Many are the key factors They understand circumstances
importance of unaware of, or that influence clearly the of Jamaica and
continued unconcerned economic importance of the Caribbean
economic with, their progress in the Jamaica’s region and its
progress potential to Caribbean continued place in the
Most students contribute to the region economic world economy
have little or no country‟s future Most students are progress They are well
understanding of economic positive about the Most students are equipped and
economic issues success contributions they aware of the willing to
and do not can make contributions they contribute to
recognise the towards economic can make continuing
contribution they success to continuing economic
could make to economic success
economic prosperity
progress

5.5. Environmental awareness and understanding
Key strands
 Knowledge and understanding of national and global environmental issues

 Concern and care for the school environment
 Concern and care for the wider environment

Support
have little or no have little are aware of know that students
awareness of awareness of some national national and understand the
environmental environmental and global world resources importance of
issues issues environmental need to be securing a
They take no They make little issues protected and sustainable
interest in looking effort to take care They take care of used responsibly environment
after the school, of their immediate their immediate Many take part in Students routinely
they drop litter environment surroundings in activities to keep initiate and take
casually, or They show little school and in the the school and part in schemes
deface school care for, or community local environment that promote
property concern with, the They appreciate clean and tidy sustainability and
They have little quality of the the importance Many students conservation, both
knowledge of wider of caring for the understand that in their immediate
wider environment wider economic environment and
environmental environment decisions affect on a wider scale
concerns the wider
environment

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 strands
 The sufficiency of suitably qualified and knowledgeable teaching and support

staff
 The extent to which the staff are supported and offered training

Support
The school is The school lacks The school The school has The school has a
inadequately teaching and retains and the well qualified full complement
staffed to deliver support staff deploys teaching and of well qualified
its curriculum with the sufficient support staff it teaching and
effectively. The knowledge and qualified needs to deliver support staff,
quality of the expertise teaching and the curriculum enabling it to
education the required to support staff to and enable achieve the best
students receive deliver the deliver the students to standards
is seriously curriculum in curriculum and achieve good possible for
reduced in full. Some staff achieve at least standards students
consequence. are satisfactory The school The school
Some staff are inappropriately standards provides a provides a wide
inappropriately qualified The school programme of range of training
qualified Opportunities for enables most training for staff at opportunities for
The school staff training are members of staff all levels, based all members of
accepts little or no infrequent and to take part in on an accurate staff, resulting
responsibility for unsystematic appropriate appreciation of from careful
the professional training activities professional evaluation of
development of to help develop learning needs teaching quality
the staff their knowledge and designed to
and skills meet individual
and group needs

6.2 Use of human resources
Key strands
 Deployment of teaching staff

 Attendance of staff
 Punctuality of staff
 Use of support staff

Support
Many teachers Some teachers Most teachers Almost all All teachers are
are deployed to are deployed to are deployed to teachers are deployed to the
subjects and at subjects and at the subjects at deployed to the subjects at the
levels in which levels in which the levels in subjects at the levels in which
they are they are which they are levels in which they are qualified
insufficiently insufficiently qualified and they are qualified and experienced
qualified and qualified and experienced and experienced Staff attendance
experienced experienced Staff attendance The rate of staff is exemplary:
Staff attendance The rate of staff is satisfactory: attendance is there is no
is poor: persistent attendance is low: there is little good: persistent persistent or
and unexplained there is frequent persistent or and unexplained unexplained
absences are persistent or unexplained absences are rare absence
common unexplained absence The staff arrive The school day
Many staff absence Most staff are punctually to always begins
regularly arrive Some staff punctual to school and to smoothly and
late to school regularly arrive school and to almost all lessons always
and to lessons late to school their lessons lessons begin on time
and there is little and to lessons Support staff is Support staff is Support staff is
or no and there is little deployed to assist deployed well so deployed well and
discretionary discretionary with teaching and that they sometimes
effort from most effort from many learning. contribute to the imaginatively to
staff staff good quality of support high
Support staff Support staff are teaching and quality teaching
make little or no deployed learning and learning.
contribution to the inefficiently and
quality of teaching contribute little to
and learning the quality of
teaching and
learning

6.3 Material resources – Quality and Quantity
Key strands
 Appropriateness and quality of the school premises

 Appropriateness, quality and sufficiency of resources for teaching and
learning

Support
The premises Parts of the The school The premises The premises are
and facilities are school premises premises are and specialist of high quality,
inadequate to are unsuitable or adequate, facilities are with many well-
meet some of the deficient for although sufficient, of designed
basic delivering the specialist good quality and specialist
requirements of school’s facilities may be fully accessible facilities
the school’s curriculum limited to all students Resources for
curriculum The lack of There are enough There are learning of all
The school has learning resources learning sufficient kinds are plentiful
too few resources of sufficient quality resources, resources of high and their
of adequate restricts students‟ including ICT, to quality to promote effectiveness is
quality to meet the progress in some deliver the effective routinely
requirements of subjects curriculum independent evaluated to
the curriculum in efficiently and learning and good ensure that they
many subjects enable students to standards support high
attain at least standards
satisfactory
standards

6.4 Use of material resources
Key strands
 Effective use of school premises

 Effective organisation and use of available resources for teaching and learning
 Use of time to maximise learning

Support
The school Some aspects of The school’s The school’s The school
makes poor use the school’s premises are premises are makes excellent
of much of its premises, such maintained to an well maintained use of its
premises. as specialist adequate and deployed premises and
Specialist areas areas, are used standard and are effectively by facilities through
are seriously inefficiently used efficiently means of efficient and
under-used Deficiencies in the Students and staff efficient sometimes
Learning use of available make satisfactory timetabling creative
resources are learning resources use of the Staff and students timetabling
under-used or not restrict some school‟s have easy access All learning
used at all, which aspects of the resources in their to learning resources are
impedes important students‟ academic work resources and readily available
aspects of many academic and to support make good use of to all staff and
students‟ achievement and their personal them to achieve students, who
academic personal development good academic make
progress and development standards and exceptionally
personal strong personal good use of them
development development in achieving high
standards

7. How well do the curriculum and any enhancement programmes meet the needs of
the students?
7.1 Relevance
Key strands
 Review and adaptation of the curriculum to meet the needs of all students
 Breadth and balance
 Continuity and progression
 Cross-curricular links

Support
The curriculum The curriculum The curriculum The curriculum The curriculum
fails to cater is reviewed is reviewed from is reviewed is reviewed
adequately for occasionally but time to time and regularly regularly
the educational adaptations are adapted to meet according to a according to a
needs of mainly the needs of clear rationale systematic self-
particular groups superficial students and adapted to evaluation
of students. The curriculum It is soundly ensure that it process and
There is no offers too narrow planned to be caters well for all adapted
systematic or inappropriate a adequately broad students imaginatively to
review and range of subjects and balanced: It is broad, ensure that no
almost no for some students, there are few balanced and student’s needs
adaptation and there is little significant gaps in challenging for are overlooked
The range of genuine choice of content or students of all Each of its various
subjects offered is what to study and limitations on abilities, with elements has
too narrow or significant gaps in choice for any some choice in breadth and
inappropriate for content students learning for almost balance. It
many students, There is The syllabuses all students includes creative,
who are poorly discontinuity in in most subjects Transitions physical and
motivated in some subjects are planned to between practical
consequence from year to year enable students sections of the experiences for all
There is little or and between to make school ensure students, with
no continuity in sections of the progress within that most evident choice
learning from school and across years students are well All subjects are
year to year in Subjects are Links between prepared for the planned and
many subjects mostly taught in subjects are next stage of taught to ensure
The curriculum is isolation from one evident in a their education progression in
not based on any another limited range of Links are learning for all
clear overall contexts frequently planned students
rationale between subjects, Cross–curricular
so that what the themes are
students learn in deliberately
one context is planned to ensure
deliberately that knowledge
applied in others and skills are
developed in
meaningful and
interesting
contexts

7.2 Enhancement Programmes
Key strands
 Relevance to all students

 Uptake of programmes
 Links with the local environment and community

Support
There are few The school The curriculum The curriculum The curriculum
enhancement offers a few is enriched by a is appreciably is substantially
activities and enhancement limited range of enriched by a enriched by a
they are poorly programmes and enhancement good range of wide range of
planned activities programmes enhancement enhancement
Some are poorly Some are well Many are well programmes programmes
organised and attended, organised and They are well They are well
attended by few although they do well attended organised and organised, well
students not involve a high There are a few well attended attended and
Very little use is proportion of opportunities for There are regular cater for the
made of students students to learn opportunities for interests of most
resources or There are few within the local students to learn students
opportunities opportunities to environment and within the local Regular planned
beyond the learn beyond the community environment and opportunities
school classroom community exist for
students to learn
within the local
environment and
community or
beyond

8. How well does the school ensure everyone’s safety, security, health and
wellbeing?
8.1 Safety and security
Key strands
 Policy and procedures to ensure the safety and security of all members of the
school community, including on and off site school activities
 Quality of monitoring and maintenance

Support
Policies for Policies for Policies and Policies exist to Policies and
safety and safety and procedures ensure that a practice provide
security are non- security might ensure that safe and secure an exceptionally
existent or exist but are requirements for environment is safe and secure
ignored poorly maintaining the maintained environment for
There are almost implemented safety and Buildings and students and
no safety and Safety and security of equipment are staff
security checks. security checks students are met checked Buildings and
Many parts of the are irregular and Buildings and thoroughly and equipment are
buildings and not rigorous. equipment are kept in a good scrupulously
equipment are Some parts of the checked regularly state of repair maintained and in
unsafe and poorly buildings or and are safe, excellent condition
maintained equipment are secure, and
unsafe maintained in
sound repair;
accidents are rare

8.2 Health and wellbeing
Key strands
 Staff relationships with students

 Guidance and counselling arrangements
 Management of discipline
 Management of student attendance and punctuality
 Arrangements for suspension and exclusion of students – number of students
out of school due to suspension and exclusion
 Tracking of students‟ wellbeing

Support
Most staff have The staff Staff know Relationships Staff have very
poor relationships are students well. are good and good
relationships limited and staff They show them students’ relationships
with most are slow to respect and personal with all students.
students diagnose and respond wellbeing is a Staff consistently
Guidance and respond to promptly to their high priority for provide well-
counselling students’ needs personal needs staff judged advice and
arrangements are Guidance and Students know Students receive guidance
poor and the counselling they can trust and effective and Procedures to
school is arrangements are confide in staff supportive address
ineffective in weak or are not guidance in punctuality and
Suitable
responding to applied preparation for the attendance are
arrangements
students´ needs consistently next stage of their very good
exist to promote
Punctuality and Limited attention punctuality and education Arrangements for
attendance poor is paid to attendance Procedures to the suspension
and not acted on attendance and address and exclusion of
Arrangements for
Arrangements for punctuality, punctuality and students are
the suspension
the suspension which need attendance are exceptionally well-
and exclusion of
and exclusion of improving good handled.
students are
students are Arrangements for
satisfactory. Arrangements for There are well
poorly handled the suspension
The school the suspension developed
and exclusion of
There is little or keeps records of and exclusion of systems for
students are
no attempt to significant students are well- tracking
unsatisfactory
track the incidents that handled students´
wellbeing of The school personal welfare
affect the There are
individual keeps only and for
wellbeing of systems for
students informal track of supporting
individual tracking
the wellbeing of individuals or
students students’
individual groups
personal welfare
students
and for
supporting
individuals and
groups

Appendix 3 - National Test Data
STUDENTS’ ATTAINMENT
Graph 1: Student Attainment in Grade Four Literacy Test (GFLT) 2012-2017
Table 1: Student Attainment in Grade Four Literacy Test (GFLT) 2012-2017

John's Hall All Age
Grade Four Literacy Test
Candidates Percentage Mastery
Assessment Year Grade Four
Sitting National Regional School
Cohort*
2017 52 43 83 84 77
2016 51 47 80 78 45
2015 (Cohort) 54 44 85 86 84
2014 47 51 75 74 71
2013 59 59 74 73 69
2012 64 59 72 69 42
nd
*As at Census Day (2 Monday in October).
The school‟s Grade Four Literacy Test (GFLT) mastery improved considerably overall for the
2012 to 2017 period by 35 percentage points. It moved from a low of 42 per cent (25 of 59
students) in 2012 to 77 per cent (33 of 43 students) in 2017. The school‟s performance
peaked at 84 per cent in 2015 when 37 of the 44 students sitting the test were successful. It
was consistently below the national mastery throughout the period. The participation rate
did not fall below 80 per cent throughout the period.
The Grade Four Literacy target set by the Ministry of Education is 100 per cent of the
educable cohort (85 per cent of the grade four enrolment).

Graph 2: Students’ General Achievement in Numeracy (GAIN) 2012-2017
Table 2: Students’ General Achievement in Numeracy (GAIN) 2012-2017

John's Hall All Age
General Achievement in Numeracy
Candidates Percentage Mastery
Assessment Year Grade Four
Sitting National Regional School
Cohort*
2017 52 43 64 64 56
2016 51 46 60 54 37
2015 (Cohort) 54 45 61 60 51
2014 47 51 54 55 45
2013 59 57 56 55 44
2012 64 58 51 49 26
nd
*As at Census Day (2 Monday in October).
The school‟s performance in the General Achievement in Numeracy (GAIN) improved

substantially over the 2012 to 2017 period by 30 percentage points. It moved from a low of
26 per cent (15 of 58 students) in 2012 to peak at 56 per cent (24 of 43 students) in 2017.
The school‟s GAIN mastery was below the national mastery in all years of the period. The
participation rate did not fall below 83 per cent during the period.
The Grade Four Numeracy target set for each primary level school by the Ministry of
Education is 85 per cent mastery, which is to be achieved by 2018.

Graph 3a: Grade Six Achievement Test (GSAT) 2014-2017
This graph illustrates the average performance of the students at John’s Hall All Age in three
of the five components of the GSAT over the last 4 years (2014-2017) compared with national
averages.
School’s performance against the national average

The school‟s performance in mathematics, language arts and communication tasks was
below the national average in 2015 and 2017. In 2014 and 2016, the mathematics and
language arts averages were above the national averages while communication tasks was
below.
School’s performance by subjects

The mathematics average decreased marginally over the 2014 to 2017 period by three
percentage points. It moved from 61 per cent in 2014 to 58 per cent in 2017. The lowest
average for the period was 54 per cent in 2015, while it peaked at 64 per cent in 2016.
For language arts, the average increased by one percentage point over the 2014 to 2017
period. It moved from 66 per cent in 2014 to peak at 67 per cent in 2016 and 2017. The
language arts average was lowest at 63 per cent in 2015.
The communication tasks average increased overall by six percentage points, from a low of
63 per cent in 2014 to 69 per cent in 2017, the highest for the period.
See table 3.

Graph 3b: Grade Six Achievement Test (GSAT) by Gender 2014-2017
This graph illustrates the average performance of the students in John’s Hall All Age in three
of the five components of the GSAT over the last 4 years (2014-2017) by gender.
The gender gap looks at the percentage point difference between boys and girls over the
entire period (2014-2017).
Data revealed that the girls performed above the boys in the three components throughout
the period except in 2017 when their performance was on par in communication tasks. The
gender gap was widest in language arts (20 percentage points) in 2015.
See table 3.

Table 3: Grade Six Achievement Test (GSAT) 2014-2017
John's Hall All Age
2017 (Cohort data)
Assessment Candidates 2017 Averages
Sitting National School
GSAT Mathematics
47 59 58
Female 22 77 60
Male 25 45 56
GSAT Language Arts
47 73 67
Female 22 91 69
Male 25 60 65
GSAT Communication Task
47 71 69
Female 22 81 69
Male 25 65 69
2016
GSAT Mathematics
65 58 64
Female 26 60 69
Male 39 55 60
GSAT Language Arts
65 64 67
Female 26 68 73
Male 39 60 63
65 68 63
Female 26 71 66
Male 39 65 61
2015
GSAT Mathematics
57 56 54
Female 22 58 64
Male 35 54 48
GSAT Language Arts
57 64 63
Female 22 68 75
Male 35 61 55
57 75 65
Female 22 77 70
Male 35 72 62

2014
GSAT Mathematics
41 60 61
Female 18 62 70
Male 23 58 53
GSAT Language Arts
41 62 66
Female 18 66 74
Male 23 59 60
41 71 63
Female 18 74 68
Male 23 68 59
STUDENTS’ PROGRESS
Students’ Starting Point
Graph 4: Grade One Individual Learning Profile (GOILP)-2011
Table 4: Grade One Individual Learning Profile (GOILP)-2011

Number Percentage of students proficient in each sub-test
Grade One Individual of Writing
Learning Profile Students General Number Oral
Reading and
Knowledge Concepts Language
Assessed Drawing
2011 National 37381 50 74 50 74 70
(Cohort) School 46 59 72 28 61 59
Forty-six students were assessed at John‟s Hall All Age in 2011. The proficiency levels were
below the national proficiency levels in all components except general knowledge which was
above.
Data revealed that the highest proficiency level was in number concepts (33 students). The
lowest proficiency level was in oral language (13 students).
Graph 5a: Tracking the 2011 Cohort in Literacy and Numeracy
This graph tracks the performance of the 2011 Cohort of students entering John‟s Hall All Age. It
shows their proficiency levels in the 2011 GOILP (literacy and numeracy components), their GFLT and
GAIN mastery levels in 2015, and their GSAT language arts and mathematics averages for 2017.
An average of 49 per cent of the students in the 2011 Cohort was found to be proficient in
the literacy components (oral language, reading, writing and drawing) of the 2011 GOILP. In
2015, 84 per cent of the students attained mastery in the GFLT. In 2017, the average score
in GSAT language arts was 67 per cent.
Seventy-two per cent of the students in the 2011 Cohort were proficient in the number

Graph 5b: Tracking the 2010 Cohort in Literacy and Numeracy
This graph tracks the performance of the 2010 Cohort of students entering John‟s Hall All Age. It
shows their proficiency levels in the 2010 GOILP (literacy and numeracy components), their GFLT and
GAIN mastery levels in 2014, and their GSAT language arts and mathematics averages for 2016.
An average of 58 per cent of the students in the 2010 Cohort was found to be proficient in
the literacy components (oral language, reading, writing and drawing) of the 2010 GOILP. In
2014, 71 per cent of the students attained mastery in the GFLT. In 2016, the average score
in GSAT language arts was 67 per cent.
Sixty-seven per cent of the students in the 2010 Cohort were proficient in the number

Graph 6a: Tracking School’s Progress over time 2012-2017
The school’s GFLT and GAIN mastery improved over the 2012 to 2017 period. The GAIN
mastery remained below the GFLT mastery throughout the period.
Graph 6b: Tracking School’s Progress from 2014-2017
The school’s performance in GSAT language arts and communication tasks increased,
while mathematics decreased over the 2014 to 2017 period. The language arts average was
the highest in 2014 and 2016, while communication tasks was highest in 2015 and 2017.

Appendix 4 – Stakeholder’s Survey Responses

Definitions:
Cohort: A specific group of students who are expected to move through the
education system during a particular time span. For example, the
2010 cohort entering grade one are expected to complete grade six in
2016.
Percentage: The expression of a fraction into 100 equal parts. It is calculated by

multiplying the fraction by 100. For example 2/5 expressed as a
percentage equals (2/5) x 100 = 40 per cent.
Percentage Point: The unit for the arithmetic difference between two percentages. For
example, 20 per cent is lower than 45 per cent by 25 percentage
points.
Trend: The pattern observed or general tendency of a series of data points

over time. There must be at least three (3) consecutive years of data
before a trend can be established.
List of Acronyms:
GAIN - General Achievement in Numeracy
GFLT - Grade Four Literacy Test
GNAT - Grade Nine Achievement Test
GOILP- Grade One Individual Learning Profile
GSAT - Grade Six Achievement Test
MoEYI - Ministry of Education, Youth and Information

Sources
1. Grade One Individual Learning Profile (2009-2010). Student Assessment Unit,

Ministry of Education, Youth and Information
2. Grade Four Literacy Test and General Achievement in Numeracy Results (2011-
2016). Student Assessment Unit, Ministry of Education, Youth and Information
3. Grade Six Achievement Test (2013-2016). Student Assessment Unit, Ministry of

Education, Youth and Information
4. Jamaica Directory of Educational Institutions (2011-2016). Policy Analysis, Research

and Statistics Unit, Planning and Development Division, Ministry of Education, Youth
and Information
5. Jamaica School Profiles (2012-2016). Policy Analysis, Research and Statistics Unit,
Planning and Development Division, Ministry of Education, Youth and Information
6. Enrolment Data (2011-2016). Policy Analysis, Research and Statistics Unit, Planning
and Development Division, Ministry of Education, Youth and Information
7. Educational Reform Performance Targets (Table 13), National Education Strategic

Plan (NESP) (March 28, 2011). National Oversight Committee, Education System
Transformation Programme, Ministry of Education, Youth and Information


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JOHN’S HALL ALL AGE SCHOOL

Principal: Mrs Maxine Tugwell-Brown

National Education Inspectorate Report Issued: January 21, 2019

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

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

2) Teaching Support for Learning .................................................................... 8

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

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

5) Students‟ Personal and Social Development............................................. 12

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

7) Curriculum and Enhancement Programmes.............................................. 15

8) Student Safety, Security, Health and Wellbeing ........................................ 16

Further Action ........................................................................................................... 19

Appendix 4 – Stakeholder‟s Survey Responses ............................................ 56

National Education Inspectorate

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

2 National Education Inspectorate

School Code: 08014

3 National Education Inspectorate

Overall effectiveness of the school

The overall effectiveness of John’s Hall All Age is satisfactory

Overall, leadership and management is satisfactory

The school‟s leadership is purposeful about improving the academic performance of

Overall, teaching in support of learning is satisfactory

Overall, students’ performance in English and mathematics is unsatisfactory

Overall, students’ progress in English and mathematics is satisfactory

Overall, students’ personal and social development is satisfactory

Overall, the use of human and material resources is satisfactory

4 National Education Inspectorate

How effective is the school overall?

The overall effectiveness of the school is satisfactory

5 National Education Inspectorate

1) School Leadership and Management

Overall, leadership and management is satisfactory

School-based leadership and management is satisfactory

Self-evaluation and school improvement planning is satisfactory

6 National Education Inspectorate

Relationship with parents and the local community is satisfactory

School-based leadership and management Satisfactory

Self-evaluation and improvement planning Satisfactory

Relations with parents and community Satisfactory

7 National Education Inspectorate

How effectively does the teaching support the students’ learning?

Overall, teaching in support of learning satisfactory

Teaching methods are satisfactory

Students’ assessment is satisfactory

Student learning is satisfactory

Students overall, demonstrate a willingness to learn in most instances. For example, in a

How effectively does the teaching support the students´ learning?

Teachers´ subject knowledge and how best to

Teaching methods Satisfactory

Students´ learning Satisfactory

9 National Education Inspectorate

Overall, students’ performance in national tests is unsatisfactory

Students’ performance in English is unsatisfactory

Students’ performance in mathematics is unsatisfactory

10 National Education Inspectorate

Overall, students’ progress in relation to their starting points is satisfactory

Students’ progress in English is satisfactory

Students’ progress in mathematics is satisfactory

John's Hall All Age School Final Inspection Report

John's Hall All Age School Final Inspection Report