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FIVE YEAR VISIT REPORT

SCHOOL

COUNTRY

The British School Manila

Philippines

VISIT DATES

14 – 16 May, 2012

CIS VISITORS

Peter Gittins

Ian Martineau

ACCREDITATION GUIDE EDITION

7th


INTRODUCTION Founded in 1976, the British School Manila (BSM) is a not-for-profit co-educational day school which offers English language instruction to students from Nursery to Year 13 (ages 3-18). The British School Manila follows an adapted form of the National Curriculum of England up to Year 11, then the IB Diploma programme in Years 12 and 13. For management purposes, the School is divided into ‘Key Stages’. The Early Years, (Nursery and Reception) collectively known as the Early Years Foundation Stage (EYFS), Key Stages 1 and 2 which make up the Primary section of the school, and Key Stages 3 and 4, along with the IB Diploma programme, which make up the senior section. BSM occupies a 3.5 hectare site on a 50-Year lease from the Bases Conversion Development Corporation. The Primary School is accommodated in four clusters, each with two floors and with four teaching rooms on each floor. The school facilities also include an Administration Block which also houses specialist classrooms for Primary Art, Music and Drama, the Rizal Block which houses the Primary Learning Resource Centre on the ground floor and Senior School Maths and Science classrooms and/or laboratories, Cluster E which houses most of the Senior School classrooms, the Creative Arts Department, Learning Support, the Senior Learning Resource Centre and Student Services Centre and the recently constructed Cluster F which houses an assembly/examination hall, a dance studio, refectory and offices. Apart from the buildings mentioned above, the school facilities include a main hall which is primarily used for sport and assemblies, an eight-lane swimming pool, hard court covered area, three playgrounds and two sports fields. The Team Visit to BSM took place in April 2007. The First Report on Progress and Planning was duly completed in 2009, and the Five-Year Report was submitted at the the end of April 2012. In relation to the Five-Year Report, the school reported that 80% of the Recommendations arising from the Visiting Team Report had been completed whilst 14% remained, ‘In Progress.’ These figures are more than acceptable and reflect the school’s strong commitment to school improvement through accreditation. There have been some significant developments at the school in the period between the initial Team Visit in April 2007 and the Five-Year Visit. Of particular importance have been the following initiatives; 

changes in the senior leadership structure, including the creation of a new Leadership Team structure and the appointment of Assistant Heads to each of the Key Stages.

construction of a pedestrian bridge to connect the main campus to Parcel 2 and the completion, in 2011, of Cluster F which has addressed the demand for additional classroom space.

an increase in enrolment from 700 students at the time of the Team Visit to 837 students in 2012.

considerable investment in ICT and library resources across the range of the school.


the decision to implement Learning Power as the framework for student learning across the range of Nursery to Year 13.

The report which follows is based on the standard format for a 5-Year Visit using the 7th Edition and consists of; 

Comments relating to original Recommendations of the Visiting Team, and the School’s response to them for Sections A,B, C, D, E. F and G.

Observations including perceptions and comments on any significant developments in the school.

Suggested Areas for Attention, these being areas of the school’s operation which warrant particular attention prior to the next Self-Study and Team Visit.

A set of conclusions, summarizing impressions of the school at this point in its development.

The Visit was conducted by two Visitors representing the Council of International Schools (CIS).The Visit took place over three days from Monday, 14th May 2012 through Wednesday, 16th May 2012 inclusive. During the course of the Visit, meetings were held with the Leadership Team, Board of Governors, Curriculum leaders, parents, students, faculty and support staff. The Visitors were impressed by the significant developments, across the range of operations, in the period between the Team Visit and Five-Year Visit, and with the thorough and comprehensive report and supporting documentation that was submitted prior to the Visit. Indeed, BSM is to be commended on the progress it has made since the Team Visit and to its strong commitment to school improvement that was demonstrated and endorsed by all school constituents.

Peter Gittins CIS

Ian Martineau CIS


SECTION A Visiting Team Recommendation

School's Rating

A1. The SMT reviews the admissions policies and procedures so that staffing additions are made in the areas of EAL, SEN and counselling thereby enabling the school to best meet the requirements of those students that are admitted.

Completed

A2. The SMT ensures that the Teaching and Learning Policy is implemented and that related documentation is reviewed accordingly.

Completed

A3. The Board and the Head draw up a strategic plan reflecting the relationship between the Philosophy and Objectives statement and the future vision for the school, supported by action plans for translating the Vision and Mission into practice.

Completed

A4. The school establishes and implements an effective means of measuring the success of the Philosophy and Objectives.

Completed

A5. The school clarifies the role taken by the IB Learner Profile in implementing the school’s Philosophy and Objectives.

Completed

Observations: In relation to the five Recommendations made above, the Visitors have made the following observations. Recommendation A1. The enrolment documentation has been modified to include changes to the Guiding Statements and for EAL and SEN provision. These changes include the addition of “responsible risk taker”, integration of testing instruments and a language skills field. Additional appointments have been made in both EAL and SEN staffing, and the school rating is therefore endorsed. Recommendation A2. The school comment reflects that the Teaching and Learning Policy is being fully implemented. This refers to feedback from the 2009 Visit, when emphasis was placed on the need to incorporate Assessment for Learning. There is evidence in curriculum documentation and in feedback from staff that this element is now part of teaching and learning. It was noted, however, that the overall review has not been completed in line with the on-going implementation of Learning Power. Recommendation A3. There is a whole-school strategic plan (2009-12) and separate plans have been developed for the Primary and Senior Schools, albeit on a different timeframe. Whilst the individual strategic/operational plans may inform the whole-school plan, it is important that the overall strategic direction of BSM is decided on and articulated, thus providing clarity over the short, medium and longterm. Recommendation A4. Feedback from staff, students and parents supported the view that Guiding Statements were a true reflection of life at BSM. This was reinforced by responses on the surveys and the school rating of, ‘Completed,’ is


endorsed by the Visitors. As the school moves forward it should consider expanding the range of tools it uses to measure the success of the Philosophy and Objectives. Recommendation A5. In the design and implementation of the Learning Power framework, the IB Coordinator was consulted to ensure alignment of the Learner Profile to the skills and objectives of Learning Power. Activities with students reinforced alignment, and the Mission Statement was adjusted to include, ‘Responsible Risk-Taker.’ Suggested Areas for Attention Re-visit the Teaching and Learning Policy to align it with Learning Power and other inputs from the incoming Head. Develop a new five-year (or similar term) whole-school strategic plan, as a matter of priority. This should include (as a minimum) consideration of existing Primary and Secondary plans and reference to ICT requirements.

SECTION B

B1 – Early Childhood Programme (Foundation & KS1)

Visiting Team Recommendation

School's Rating

B1.1 The school extends provision for planning to take place between year groups to ensure vertical curriculum articulation.

Completed

B1.2 The Primary School Management Team considers inclass EAL support to assist students’ integration into mainstream classrooms at the Foundation Stage.

Completed

B1.3 The school allocate funds to provide a wider range of reading material.

Completed

B1.4 The SMT provides on-going PD for the use of ICT as a tool for learning

Completed

Observations: In relation to Recommendation B1, the Visitors were of the opinion that vertical planning at Foundation and Key Stage 1 had improved considerably in the period since the Team Visit Report. Whilst endorsing the school’s rating, it was felt that in addition to the implementation of Learning Power, priority will need to be given to ensuring that the curriculum is sequentially developed and articulated vertically and horizontally between and across the Key Stage Areas. Whilst the need for work related to the vertical articulation of the curriculum is mentioned in this section of the report, it is in fact a whole school issue, and one of the major areas for attention as the school moves towards the Preparatory Visit. In this regard, the school is encouraged to develop a whole-school curriculum model whilst preserving the integrity of the Key Stage areas, provide additional time to enable staff to concentrate on curriculum development and ensure that there is a significant focus on the bridges between and across the respective Key Stage Areas. Noting the above, a whole-school curriculum mapping process initially led by the Assistant Heads and then flowing onto the Heads of School, might be advantageous.


In response to Recommendation B1.2, the school has appointed an additional Learning Support Assistant in Foundation and Key Stage 1. This appointment, combined with a thorough analysis of student applications at the admissions phase, has ensured that there is an effective linkage between staffing and programme needs. The school has made a significant investment to ensure that a wider range of reading material is available to the students. This includes provision for classroom readers and resources in the Learning Resource Centre. For the purpose of this report therefore, the Visitors endorse that school ratings for Recommendations B1.2 and B1.3 but at the same time note that both should be subject to on-going review. The school has made a significant investment in technology since the time of the Team Visit, and the overall ICT provision at Foundation / Key Stage - both in terms of hardware and software - is excellent. Professional Development in the appropriate use of new technologies has been provided but the overall focus of same has been restricted given the demands placed on the ICT Co-ordinator. Prioritizing professional development needs related to technology, ensuring that relevant professional development is consistent in its delivery, reviewing the overall level of ICT classroom support in Foundation/Key Stage 1, and sharing best practice related to technology between and across year levels, will be advantageous as this section of the school develops in the future.

Suggested Areas for Attention 

Ensure that the curriculum is sequentially developed and articulated vertically and horizontally between and across the Key Stage Areas.



After a process of consultation, prioritize professional development needs related to technology, ensuring in the process that relevant professional development is consistent in its delivery, the level of ICT classroom support in Foundation/Key Stage 1 is reviewed and best practice related to technology shared between and across year levels.

SECTION B

B2 – Primary Curriculum (KS2)

Visiting Team Recommendation

School's Rating

B2.1 The SMT provide an appropriate number of computers available for student use in each cluster.

Completed

Observations: As part of a considerable investment in technology across the range of the school, the technology provision in Key Stage 2 was greatly enhanced. The ICT resources include a designated AV Room in Cluster C which contains iMacs, class sets of iPads, iTouches, camcorders and cameras. Clearly, whilst the provision of relevant technology has greatly enhanced both teaching and learning, it is important that the school provides on-going ICT-related Professional Development and ensures that all ICT equipment is in good working order.


Suggested Areas for Attention Conduct a comprehensive audit all ICT resources to ensure that all equipment is in working order and thus able to effectively support teaching and learning.

SECTION B

B3 – Secondary Curriculum Programme (KS3)

Visiting Team Recommendation

School's Rating

B3.1 The KS3 teachers follow through the documented plan for cross curricular schemes of work and the school provides time to develop these links.

In Progress

B3.2 The SMT considers plans for the incorporation of Thinking Skills into the regular PSHE curriculum.

Completed

B3.3 The teachers are encouraged to take up more subject specific PD opportunities.

Completed

Observations: The Visitors recognise the work already undertaken in the Primary School related to the development and introduction of Learning Power. The Visitors also recognise the efforts to ‘smooth’ the transition from Primary to Senior School. In relation to Recommendation B3.1. there has been movement with respect to cross-curricular (horizontal) planning and delivery through areas such as International Week. The preliminary introduction of Learning Power has promoted ‘inter-subject’ dialogue leading to development of cross-curricular links with planning documents. Scheduled meetings have allowed deliberate attention to this area. Work in this regard remains on-going. As part of the introduction of Learning Power into Key Stage 3, sessions (with students) were devoted to how the programme works and how students use it to develop Thinking Skills. For the purpose of this report, the Visitors endorse the school’s rating for B3.2 but with the wider development of Learning Power into Key Stage 3 and beyond, the school should implement an age and stage appropriate version of Learning Power. In relation to Recommendation B3.3, a variety of Professional Development opportunities have been taken up by Key Stage 3 staff including “Understanding Learners and Learning” and “The Question is the Answer”. The JAWS workshops (through FOBISSEA) have been particularly beneficial. Whilst outside the scope of the above Recommendations, the Visitors were of the opinion that more work is required in the area of transition from Key Stage 2 to Key Stage 3, and recommend a critical analysis of the current strategies and curriculum offerings across these two stages.


Suggested Areas for Attention Undertake further work to smooth the transition from Primary School to Senior School (for all stakeholders) and in the process prioritizing a detailed analysis of the current structures, pedagogy and curriculum offerings across Key Stage 2 and Key Stage 3. Develop and implement an age and stage appropriate version of Learning Power into Key Stage 3. The need for vertical alignment means that there needs to be a meeting of the IB Learner Profile and any Learning Power implementation in KS3 to avoid confusion and possible abrupt change.

SECTION B

B4 Secondary Curriculum Programme (KS4)

Visiting Team Recommendation

School's Rating

B4.1 The Head of Senior School and the Director of Studies ascertain reasons for low student enrolment in the areas of ICT and the Creative Arts at IGCSE/ GCSE.

Rejected

B4.2 KS4 teachers are encouraged to take up more subject specific PD options.

Completed / On-going

B4.3 The Head of Senior School and the Director of Studies review the need for increasing computer laboratory space.

Completed

Observations: In response to Recommendation B4.1, there have been changes to timetable line structures, an upgrade of hardware and a change in personnel. These, and other changes, have improved enrolment in both areas. There is a full class of 20 in Year 10 ICT and enrolments greater than ten in Years 10 and 11 for Creative Arts. Professional Development is provided based on both individual development plans and in line with the school’s strategic direction. Feedback from faculty and staff indicated their Professional Development needs were fully supported but work in relation to professional development remains on-going. In this regard, the development of a wider Professional Development Plan linked to whole-school teaching and learning goals might be advantageous. The position of Director of Studies no longer exists but the Visitors noted the fact that there had been significant improvement in the delivery of IT services. A change in the management of these services from in situ to combined on-call and in-situ (teacher) has given greater reliability to network. The addition of a dedicated Maths ICT Suite and IWBs in all classrooms has improved students access to technology. A booking system allows the monitoring of use of facilities.


Suggested Areas for Attention Utilize internal human resources to provide ‘just in time’ PD especially across the areas of ICT, Learning Power and subject-specific sharing. Undertake a comprehensive review of planning documentation with regard to the integration and effective use of ICT. This would include each curriculum area identifying their use of ICT (and therefore their requirements) leading into an overarching ICT strategy.

SECTION B

B5 – Secondary Curriculum Programme (IBDP)

Visiting Team Recommendation

School's Rating

B5.1 The staff involved in the IBDP enhance crosscurricular links.

In Progress

B5.2 The Head of Senior School and the Director of Studies ensure that all IBDP courses have the stipulated number of teaching hours.

Rejected

B5.3 The SMT consider the viability of offering a BSM High School Diploma.

Completed

B5.4 The SMT produce differentiated entrance criteria for the IBDP to guide students into subjects which serve them best.

Completed

B5.5 The School considers the appointment of a Careers/ university counsellor in the Senior School to provide more structure and guidance.

Completed

Observations: It was evident to the Visitors that the IB Diploma Programme is well staffed, wellresourced and provides students with a more than adequate choice of subjects at both the Higher and Standard level. In relation to Recommendation B5.1, the subject-specific and content-driven nature of the Diploma makes the development of cross-curricular links difficult and, in essence, the Theory of Knowledge Programme is the umbrella for cross-curricular and trans-disciplinary work in Years 12 and 13. Noting the above, the Visitors were of the opinion that the school, through its on-going work in relation to TOK, is more than effectively addressing Recommendation B5.1. Subsequent to the receipt of the Visiting Team Report, the school has made a number of changes - including extending the length of the school year - to address the shortfall in the stipulated hours at the IB Higher Level. Discussions with the IB Co-ordinator indicated that additional solutions to the issue of teaching time were constantly being investigated and, in fact, the actual shortfall in teaching time had been greatly reduced. The viability of offering a BSM Diploma has been investigated but it was felt that the current alternate pathway for those few students who did not access the full IB


Diploma was sufficient. Whilst respecting the school’s decision in this regard, the Visitors were of the opinion that the option of an alternate pathway should be further investigated if the number of students unable to access the full Diploma were to increase. In relation to Recommendation B5.4, the school has a number of processes and procedures in place to ensure that students are selecting subjects which are best suited to their ability and career aspirations. Student performance is actively monitored and appropriate counselling is available to help students make appropriate subject selections. With the appointment of a Careers and Higher Education Advisor in January 2010, the Visitors are of the opinion that Recommendation B5.5 has been satisfactorily addressed.

Suggested Areas for Attention Continue to develop and refine the Theory of Knowledge Programme in line with its function as the umbrella for cross-curricular and trans-disciplinary work in Years 12 and 13. Continue to seek solutions to address the issue of a shortfall – albeit narrow – in the stipulated hours for IB Diploma Higher Level courses. Further investigate the option of introducing a BSM Diploma and/or alternate pathway if the number of students unable to access the full Diploma were to increase.

SECTION B

B6 – Creative Arts

Visiting Team Recommendation

School's Rating

B6.1 The School Board and SMT give consideration to providing additional space and resources for School Plays and Concerts.

Completed

B6.2 The Primary School develops a separate policy for Drama.

Completed

B6.3 The School continues its work to develop and formalise the cross-curricular and cross-division links throughout the school.

Completed

Observations: The Drama space is below the standard of other facilities at BSM, especially considering the significant emphasis placed on performance across the school, and the fact that Theatre is offered to Higher Level in the IB Diploma. Whilst additional space has been provided, the need for a multi-purpose auditorium has been identified and should be prioritized when future building projects are discussed and approved at a Board level. Noting the above, Recommendation B6.1 remains ‘In Progress.’


Previously, there was a specialist who taught Drama as a discrete offering in the Primary School. As a result of her departure, Drama is no longer part of the Creative Arts Faculty and has been ‘handed back’ to the classroom teacher. Curriculum planning and therefore delivery has been included in the curriculum area of Literacy. The Visitors Team noted examples of Drama embedded in literacy units, such as the biography unit in Year 6, where students were expected to take on the role of a journalist. Whilst this Recommendation had been completed, it would appear to be no longer relevant. There has been some progress with meetings scheduled horizontally but there does not seem to have been similar dialogue vertically. The comments from the Creative Arts Committee reinforce this observation, and the Visitors are of the opinion that Recommendation B6.3 is, ‘In Progress.’

Suggested Areas for Attention The Board gives priority to the provision of additional facilities for the Performing Arts and Drama. As part of a wider curriculum mapping process, allocate resources to ‘map’ Creative Arts from Nursery through to Year 12.

SECTION B

B7 – Humanities

Visiting Team Recommendation

School's Rating

B7.1 The School ensures that all subjects are provided with sufficient and appropriate texts and time for teaching

Completed

B7.2 The School continues its work to develop and formalise the cross-curricular and cross-division links in Humanities throughout.

In Progress

B7.3 The Primary School audits PD needs for Humanities subjects and provides these for teachers accordingly.

Completed

Observations: As detailed in the school’s response to B7.1, funding has been made available to ensure that all subjects are provided with sufficient and appropriate texts. It was noted, however, that the current provision could be reviewed, especially when new subjects are introduced. Revisions have been made to the school timetable to address the issue of teaching time in the Humanities. Work related to formalizing and developing cross-curricular and cross-division links in the Humanities remain on-going. In this regard, and as the school reviews its current Key Stage 3 arrangements, consideration could be given to offering an integrated Social Studies programme in Key Stage 3, as opposed to stand alone subjects. Such an initiative may, indeed, help with the overall transition from Key Stage 2 into Key Stage 3.


Whilst the Visitors endorse the school’s rating to B7.3, the development of a wholeschool professional development plan which prioritizes professional development needs across the range of the school might be advantageous.

Suggested Areas for Attention Consider offering an integrated Social Studies programme in KS3. Develop a whole-school professional development plan which prioritizes professional development needs across the range of the school.

SECTION B

B8 – Modern Foreign Languages

Visiting Team Recommendation

School's Rating

B8.1 The SMT provide release and planning time for the MFL teachers to complete all necessary schemes of work.

In Progress

B8.2 The SMT ensures that sufficient contact time is made available in the IBDP timetable for students to satisfy curriculum requirements

Completed

B8.3 The SMT consider increasing MFL contact time for Primary students.

Postponed

B8.4 The SMT consider investing in further resources for the MFL department, including a wider range of ICT resources.

Completed

Observations: Following the Team Visit, release and planning time was provided to the MFL teachers and the necessary schemes of work were completed. With the addition of Spanish in 2011, curriculum development work remains on-going and a ‘Work in Progress.’ In relation to Recommendation B8.2, the school has implemented a new two-week timetable structure thus ensuring that IB Modern Foreign Language Diploma courses at both the Standard and Higher level now have sufficient contact time to satisfy IB requirements. When the First Report on Progress and Planning was submitted in 2009, the school was of the opinion that this Recommendation was impractical because increasing the contact time for MFL in the Primary School would create a curriculum squeeze in other areas. Whilst noting the above, the Visitors were of the opinion that one fortyminute period per week for MFL may not be sufficient and serious consideration should be given to increasing the overall MFL provision in Spanish, French and Chinese in the Primary School. As indicated in the school’s response to recommendation B8.4, all MFL teachers have their own room with an interactive whiteboard and access to on-line resources. Whilst not specifically related to ICT resources, the school could consider further developing its MFL collection in both Learning Resource Centres.


Suggested Areas for Attention Revisit the decision not to increase the period allocation for Modern Foreign Languages in the Primary School. Consider further developing the MFL collection in both Learning Resource Centres.

SECTION B

B9 – Information and Communication Technology

Visiting Team Recommendation

School's Rating

B9.1 The SMT review the effectiveness of ICT hardware such as SMART boards on learning and teaching, and use this review to inform future IT-related purchases and thus the whole-school development plan

Completed

B9.2 The SMT commit significant resources to improving the standard of ICT delivery in the Senior School, thereby raising the profile of ICT and encouraging the students to choose it as an option.

In Progress

B9.3. The Senior ICT department continues to re-write the schemes of work in KS3 so that students are better challenged

Completed

B9.4. The Core ICT Development Team research ICT/educational developments in other schools around the region to help inform development of a School Technology plan.

Completed

Whilst procedures exist B9.5 The School Board and SMT incorporate ICT development within the BSM Strategic Plan.

Completed

B9.6 The Director of Studies addresses the need that ICT becomes an integral part of the KS4 curriculum

Completed

Observations: Whilst there are processes and procedures in place to enable the Leadership Team to review the effectiveness of ICT hardware on learning and teaching and the school is well resourced in this area, feedback from students in some areas of the school suggested that certain interactive white boards were not functioning and thus hindering the effective implementation of ICT. This has been recognised in the need for programmed replacement of the oldest models. In the absence of a wider technology plan that includes a costed and approved replacement cycle, it is difficult for the Visitors to recognise how individual acquisitions fit in as part of the whole. Noting the above, there is a strong need for a whole -school development plan to be produced and include ICT planning linked to curriculum and administrative needs.


The school undertook a major upgrade of the devices in lab ICT 1 in August 2011 and the uptake of ICT as a study option has improved significantly. The Visitors therefore endorse the school’s rating in relation to recommendation B9.2 but do feel that some decisions related to ICT are being made spontaneously rather than in line with a considered Technology Plan. In relation to recommendation B9.3, schemes of work in Key Stage 3 have been rewritten and a greater variety of resources (software etc) has allowed greater engagement of students and better preparation for (I)GCSE. The ICDL course was considered too prescriptive in nature for BSM needs and so has been abandoned. In terms of the Five Year Report, the Visitors are of the opinion that recommendation B9.3 has been completed. Whilst many contacts have been established with other schools, the Visitors could not find evidence of a “clear vision for the development of ICT over the next three years”, as described in the 2009 comment. Whilst agreeing, however, that Recommendation B9.4 has been completed, the Visitors see the development of an ICT strategic plan as a major priority for the future. In line with the comments above, any strategies involving ICT need to be incorporated into the overall strategic direction of the school as a whole (via planning documentation). Reference is made to ICT in Primary and Senior plans but there is little detail. The Director of Studies position no longer exists but the need for ICT to be an integral part of learning continues. In the Primary School, the Team observed students interacting with ICT in a number of different settings. Whilst this was not observed first-hand in the Senior School, a dedicated Maths ICT lab and access to other technologies suggests that the use of technology outside the ICT subject area is developing. The Visitors therefore endorse the school’s opinion that ICT is now an integral part of Key Stage 4 and with the overall rating of ‘Completed.’ On the wider issue of technology, the Visitors recognise the good work undertaken in building reliability into the school’s IT network. The ‘backbone’ has been upgraded to fibre optic and there is now good wireless coverage in most areas of the school and down time has been significantly reduced. Feedback from students re: nonfunctioning IWBs has been recognised in planning (replacement of oldest devices) Whilst there was an outline of an ICT strategic plan, this was just an outline and ‘expires’ in 2012/13. In addition, there are no explicit links back to teaching and learning or administrative needs. As a result, the Visitors felt that decisions were being made in a piecemeal fashion rather than as part of a larger plan. An example was the decision to move to a Mac platform in Senior School without adequate consideration of technical issues.

Suggested Areas for Attention As part of a wider strategic planning process, develop and incorporate a wholeschool technology plan that clearly articulates the school’s ICT vision, matches the vision to hardware and software needs and appropriately costs same over the short, medium and long-term.


SECTION B

B10 – English

Visiting Team Recommendation

School's Rating

B10.1 KS2 to 5 work together to develop transition programs between KS2 and Senior School and between KS4 and IB.

Completed

B10.2 The SMT consider budget provisions for more computers to be made available for student use.

Completed

B10.3 The SMT provides substantial funding for reading resources for the libraries (particularly the Senior Library) and classrooms.

Completed

Observations: The school has made a concerted effort to address Recommendation B10.1, and there is a clear awareness of the need to further develop transition programmes across the respective Key Stage Areas. Whilst the Visitors endorsed the rating of ‘Completed,’ for the purpose of the 5-Year Report, it was evident that work in this regard was on-going and that the Key Stage transitions should remain a clear focus area. The school has devoted considerable resources to improving access to relevant technology across the range of the school. With a specific focus on English, whilst the current provision is adequate, it may be an opportune time to consider what additional resources are required to support the on-going development of English in the Senior School. In relation to Recommendation B10.3, considerable funds have been allocated to enhance and develop the LRC resources in general, and for the Senior School LRC in particular. Work in this regard remains on-going but the continued allocation of financial resources to support the collections in both Libraries will need to continue as the school develops into the future.

Suggested Areas for Attention Continue the work related to transition programmes between each of the respective Key Stage areas. As part of a wider review of whole-school technology needs, determine what additional resources may be required to support the on-going development of English in the Senior School.


SECTION B

B11 – Science

Visiting Team Recommendation

School's Rating

B11.1 The Science teachers review their Chemistry schemes of work to match the format of Biology and Physics schemes of work and incorporate more references to learning styles and differentiation.

In Progress

B11.2 The SMT to provide cross-phase and crosscurricular planning time

Completed

B11.3 The CPDC and LT, as part of a strategic PD plan, ensure Science teachers regularly attend subject-specific workshops thereby keeping up to date on recent developments, particularly those who teach the IBDP

Completed

B11.4 The SMT should encourage Assessment for Learning to form a more integral part of teaching and learning at BSM.

Completed

Observations: The majority of KS3 schemes of work are now in a common format and have greater reference to learning styles and differentiation. The process for Key Stage 4 has not yet started. The Visitors agree that Recommendation B11.1 is progressing and encourage faculty to continue the process of developing a common approach (where appropriate). Whilst there are opportunities to meet with horizontal and vertical groupings, there still remains a need to ‘map’ the Science curriculum from Nursery through to Year 13. Conversation with the Science Chair suggested that there was an opportunity for this to be undertaken via the designated Science ‘Heads’ in Primary and Secondary Schools, although a wider analysis of how to provide appropriate time for such a task would be advantageous. In relation to Recommendation B11.3, staff have been given opportunities to attend various PD activities including Learning Power and IB workshops. No reference has been made to any overarching PD planning documentation, although this would appear to be a school-wide need. Whilst noting the above, for the purpose of this report, the Visitors endorse the school’s rating of ‘Completed,’ for Recommendation B11.3. Students now receive a formalised scheme of ‘formative’ assessment. (practical write-ups, quizzes etc.) that is used to inform both teaching and learning. Students also receive feedback via the use of electronic resources. The Visitors agree that Recommendation B11.4 is complete.

Suggested Areas for Attention Complete the current work related to planning documentation in Key Stage 3 and extend this work into at least Key Stage 4 by producing a common format for all schemes of work.


Plot a scope and sequence for Science from Reception through to Year 13.

SECTION B

B12 – Mathematics

Visiting Team Recommendation

School's Rating

B12.1 The Head of Senior School and Director of Studies increase the number of periods of HL Mathematics taught from 4 to 5 per week.

Completed

B12.2 The Members of the Senior School Mathematics Department review their schemes of work, ensuring that learning outcomes are clearly delineated throughout.

Completed

B12.3 The Members of the Senior School Mathematics Department review their departmental assessment policy so that students develop a clearer understanding of their progress in relation to NC Levels and learning outcomes

Completed

B12.4 The Members of the Senior School Mathematics Department make use of the School’s IT resources so that students will be able to access curriculum documents and learning materials outside of classroom hours.

Completed

B12.5 The Head of Mathematics and the Numeracy Coordinator review their schemes of work to achieve a common format including reference to differentiation through learning outcomes and reference to learning styles.

Rejected

B12.6 The Mathematics teachers implement ways to utilise the cultural diversity of the host country in a more concrete manner

Rejected

B12.7 The Members of the Senior School Mathematics Department produce a more stimulating learning environment both within and around their classrooms.

Completed

B12.8 The Heads of Primary and Senior School establish a regular meeting cycle to facilitate greater horizontal and vertical curriculum articulation.

Completed

B12.9 The SMT ensures that the Teaching and Learning Policy is implemented and that related documentation is reviewed accordingly.

Completed

B12.10 The SMT produce a Policy on the use of CAT tests

Completed

B12.11 The SMT consider the formal use of Assessment for Learning as a tool to facilitate the implementation of the Teaching and Learning Policy.

Completed


Observations: The Visiting Team left the school with eleven Recommendations related to Mathematics, and at the Five-Year Report stage the school indicated that nine Recommendations had been completed, whilst two were rejected. The Five-Year Visitors endorse the school’s ratings for all sections of the Mathematics report. The need for an extra lesson in IB HL Mathematics has been resolved by conducting the additional lesson after school. Feedback suggests that attempts may be made in 2012/13 timetable to incorporate this extra lesson into the school day. An example of Year 9 Mathematics clearly shows learning outcomes and differentiates those used as ‘core’ outcomes and those that may be used but would not be assessed and those needed for Extension IGCSE. The Mathematics curriculum in Key Stage 3 references back to National Curriculum levels (even though the curriculum does not strictly follow the National Curriculum). Students use the MyiMaths website which is also aligned to National Curriculum levels. There are a number of strategies for feeding back student progress. (Selfassessment sheets etc.) The Mathematics Department has developed its own Google Docs site and the introduction of Haiku has both allowed students to access curriculum documents and learning materials from home. There has been significant dialogue between Primary and Senior Maths staff re: common formats for planning. There is strong agreement that there is too much difference in the way the two schools plan to create a common format. There has been inclusion of learning power and learning outcomes in planning documentation. There are limited (if any) opportunities to utilise the cultural diversity of the host country in a more concrete manner, and the Visitors endorse the school rating of ‘Rejected,’ in relation to this Recommendation. The school meeting schedule has the Senior Maths Team and the Primary Maths Team meeting separately each fortnight. Meetings between the two groups and/or the leaders are arranged on a needs basis. Evidence of adoption of the revised Teaching and Learning Policy was provided. There was no reference made to the need to update Teaching and Learning Policy in line with Learning Power and its subsequent adoption. The CAT test policy was completed in July 2008. CAT results are used as predictors of (I)GCSE performance and as information for use in placing students into classes.. The incorporation of formative assessment for informing teaching and learning has been a whole-school focus. There is reference made to Teaching and Learning policy but the Visitors could not find specific context. Discussion with the Maths Chair reassured the Visitors that there was extensive use of formative assessment to inform teaching. .


Suggested Areas for Attention If and when the Teaching and Learning document is updated, the Mathematics Department will need to update their documentation as well.

SECTION B

B13 – Physical Education

Visiting Team Recommendation

School's Rating

B13.1 The SMT review the inadequate changing and showering facilities presently available for students.

Completed

B13.2 The SMT considers how to encourage greater involvement of more staff in coaching sporting teams and assisting at sporting events.

In Progress

Observations: The issue related to the changing and showering facilities has been addressed through the installation of additional facilities at the swimming pool and at the Don Jones Field. Recommendation B13.2 remains ‘In Progress.’ As indicated in the school response, there has been a greater involvement of parents in coaching sporting teams but it was felt that the further investigation of how best to encourage more staff involvement in coaching sporting teams - including consideration of payment - teams was warranted.

Suggested Areas for Attention Consult with the PE Department in order to determine ways and means to encourage greater staff involvement in coaching sporting teams and assisting at school events.

SECTION B

B14 – Personal, Social, Health Education (PSHE)

Visiting Team Recommendation

School's Rating

B14.1 The School completes all documentation related to the PSHE curriculum including a clear vertical and horizontal articulation across all sections.

In Progress

B14.2 The School completes a thorough audit of resources presently available.

Completed

B14.3 The School increases the resources available, where applicable, to ensure effective delivery of the PSHE curriculum.

Completed

B14.4 The School implements strategies that will draw awareness to the availability of professional development

Completed


opportunities for those involved in the PSHE programme. B14.5 The School appoints a Guidance Counsellor to increase the effectiveness of the pastoral/welfare support for students

Completed

Observations: As indicated by the school in its 5-Year Report observations, the PSHE Programme provides experiences in critical thinking, and Learning Power skills have been incorporated into PSHE lessons. Work in relation to the development of curriculum documentation and its articulation vertically remains ‘In Progress,’ and there is an identified need for both PSHE Coordinators to work towards the completion of a sequentially developed and vertically articulated curriculum across the entire range of the school. Whilst the development of a whole-school PSHE document is important, particular focus should also be given to the bridge between Key Stage 2 and Key Stage 3 in line with the wider transition work. In relation to Recommendations 2 and 3, an audit was completed in 2008 but an additional review might be beneficial as there was mention in some areas of the need for additional resources. The school is, however, aware of the need to update the resources available for PSHE and textbooks were purchased in 2011 for all year groups in the Senior School. The school has provided professional development opportunities for faculty in the area of PSHE and appointed a Careers/Higher Education Advisor in January 2010. Effective from the start of the 2012/2013 academic year, an assistant will be appointed to work with the Careers/Higher Education Advisor.

Suggested Areas for Attention Complete the work on finalising the PSHE curriculum across the school and, in so doing, ensuring that the progamme is sequentially developed and articulated vertically. In the development of the PSHE curriculum, particular focus should also be given to the bridge between Key Stage 2 and Key Stage 3. Conduct an audit of resources available for PSHE and allocate funding for additional purchases if deemed necessary.

SECTION C

Governance and Management

Visiting Team Recommendation

School's Rating

C1. The School Board develops a school-wide strategic plan based on the new vision and mission that will translate its future goals into practice.

Completed and on-going


Observations: Following the Team Visit in 2007, the Board approved a school-wide Strategic Plan which was underpinned by the new Vision and Mission, and covered the period from 2007 through 2012 inclusive. Also developed internally have been a Primary School Development Plan 2011-14 and a Senior School Development Plan 2009-14, neither of which appeared to be supported by detailed financial plans or models. The Leadership Team and Governing Body are aware of the need to develop a new Strategic/School Development Plan for the period beyond the 2011/2012 academic year, and work in this regard has been delayed until the arrival of a new Head of School in August 2012. The development of a new Strategic School Development Plan is a priority for the school but in the process of developing same it is important that the ultimate plan is cohesive and articulates priorities on a whole-school basis rather than as separate Primary and Senior School documents. Direct linkage to a detailed financial plan will also be important. Although the Team Visit Report only made one Recommendation related to Section C, the Visitors were of the opinion that the Board of Governors should focus on the following three areas in the short to medium-term. (i) Formalising a tool/s to formally appraise the work of the Governing Body and Board Chair. (ii) Undertaking a comprehensive review of the current set of Board policies and school procedures with a view towards simplifying the current policy framework and clearly distinguishing Board Policy from School Procedures. (iii) Sourcing and providing Board-specific training as it relates to the work of a Board of Governors in an international school setting.

Suggested Areas for Attention Develop, approve and implement a new whole-school Strategic/School Development Plan that prioritizes strategic initiatives over the course of the short, medium and long-term and links any such initiatives to a detailed financial plan.

SECTION D

STAFF

Visiting Team Recommendation

School's Rating

D1. The SMT ensures that the appraisal policy, procedures and practices are consistently applied throughout the school

In Progress

D2. The School Board and the Head of School use the information gathered from the comparative study carried out with other international schools to review the salary and benefits package for local staff.

Completed

D3. The CPDC and SMT, as part of a strategic PD plan, ensure teachers regularly attend subject-specific workshops thereby keeping up to date on recent

Completed


developments, particularly those who teach the IBDP. D4. The SMT review and define responsibilities and workloads in the Senior School paying particular attention to cases of multiple responsibilities.

Completed

Observations: In relation to teacher appraisal, there was consistent understanding of how the appraisal system operated and what the intent behind it was. (Personal and Professional advancement). There was also recognition that the current process for academic staff was not linked to remuneration or decisions regarding contract renewal. Work in relation to Recommendation D1 remains ‘In Progress,’ however. The non-teaching staff, however, did not feel that the performance management process was developmental but rather a check and balance tool that directly affected salary. There were significant inconsistencies (e.g. between classroom support staff and office staff) in their roles and their line management that created tensions. The re-formation of the Staff Welfare Committee has allowed collation of staff concerns and their subsequent presentation to senior management. This had an immediate response (following significant research) of increasing the housing allowance. Research continues to provide direct comparisons between and across schools, and through conversations with the Board, it was evident that the need to initially attract and retain quality teachers was widely understood. The appropriate training of staff is crucial to a school’s development. Feedback from staff and the Accreditation Committee response both indicate that the provision of professional development is a strength of the school. In response to the need for time, there have been a number of re-structures and new appointments to delineate roles and to allow allocation of time for those in positions of responsibility to do their jobs. These changes are continuing in the 2012/13 academic year. In relation to Recommendations D2, D3, D4 and D5, and as they relate to the 5-Year Report, the Visitors endorse the school’s ratings of ‘Completed.’

Suggested Areas for Attention Rationalise the non-academic appraisal process to ensure fairness and parity. Create a procedure to ensure regular review of salary and benefits for BSM staff in line with the results of comparisons to other international schools.

SECTION E

STUDENT SUPPORT SERVICES

Visiting Team Recommendation

School's Rating

E1. The School continues to develop and formalise a more comprehensive and effective learning support

Completed


model including more EAL support for students with special needs in the Senior School. E2. The Senior Management Team (SMT) provide sufficient personnel (both qualified and experienced) to meet the learning support needs particularly in Senior School.

Completed

E3. The School formalises its Policy for Gifted and Talented for the identification and assessment of, and provision for students of exceptional ability/talent and continually measures its effectiveness.

In Progress

E4. The School appoints a Guidance Counsellor to increase the effectiveness of the pastoral/welfare support for students.

Completed

E5. The School considers the appointment of a Careers/university Counsellor in the Senior School to provide more structure and guidance.

Completed

E6. The School creates a process to formalise and approve the recently drafted EAL policy.

Completed

E7. The School draws up a comprehensive whole school Child Protection Policy.

Completed

Observations: In the period since the Team Visit, the Special Educational Needs Department has been re-named the Learning Support Department, under the leadership of a Learning Support Co-ordinator. The overall level of staffing has been increased and, at the time of the Visit, included eight full-time Learning Support Assistants and twelve Individual Support Assistants who are funded by parents on a term by term basis. The Individual Support Assistants are predominantly in the Primary School, although the Learning Support Team in the Senior School includes one ISA. In line with a Recommendation contained in the Visiting Team Report, the school appointed a full-time Guidance Counsellor in January 2008 and a full-time Careers and Higher Education Advisor in January 2010. Noting the above, the Visitors are of the opinion that, for the purpose of the 5-Year Report, Recommendations E1, E3, E4 and E5 are ‘Completed,’ although clearly the overall level of support - SEN and EAL - will need to be monitored on a regular basis, and adjusted if so required. This will be especially important in the Senior School as the current student population moves through the school. Work in relation to the development and implementation of a whole-school policy and framework for talented and gifted education remains on-going and, as indicated by the faculty responsible for this section of the report, work in this regard should continue in the future. Following the Team Visit in 2009, the draft EAL policy was approved by the Leadership Team. The current EAL policy had been recently revised and will be reviewed again as part of a wider policy and procedure review, which will be initiated under the leadership of the incoming Head.


In response to Recommendation E7 related to Child Protection, the school has developed and implemented a whole-school policy but the current procedures are in the process of being reviewed. Whilst outside the scope of this report, the Visitors were made aware of the need for additional workrooms in the Senior School, and a dedicated EAL classroom, to enable more effective withdrawal provision for students. Investigation of these needs with a view towards finding a workable solution, might be advantageous.

Suggested Areas for Attention Continue to monitor the overall Learning Support provision and make appropriate adjustments to staffing and deployment if so required. Continue to review the whole-school policy related to the identification, assessment and provision for students of exceptional talent and/or ability. Determine the possibility of providing additional working space for Learning Support in the Senior School, and the provision of a dedicated EAL classroom, that will enable more effective withdrawal provision for students. Finalise the review of the procedures related to the Child Protection Policy and implement any changes if so required.

SECTION F

RESOURCES

Visiting Team Recommendation

School's Rating

F1. The SMT further assist the SLRC to improve the quantity and quality of appropriate library resources.

In Progress

F2. The SMT consult with the ISRC to ensure sufficient qualified personnel are available for the efficient running of this part of the school.

Completed

F3. The SMT label all doors with ‘Pull’ from the outside and ‘Push’ from the inside.

Completed

F4. The SMT ensures that all lobby areas and stairwells are free of obstructions that might impede safe evacuation of a building.

Completed

F5. The Health and Safety Officer and his team continue to review and monitor the development and implementation of the School’s Health and Safety Policy.

Completed

Observations: The allocation of considerable funds over a number of years has resulted in significant improvement in the Library resources available to students. Indications are that this support will continue. At present the Learning Resource Centres


resemble a traditional Library with the emphasis on print media but the Information System and Resources Consultant is aware of the need to complement the current collection with more electronic media. In relation to Recommendation F2, the Visitors were of the opinion that the staffing levels in the Learning Resource Centres were adequate. Recommendations F3 and F4 have been completed, with all the doors now appropriately labelled and the lobby areas and stairwells free of obstructions that might impede safe evacuation of a building. Further, the access areas are constantly monitored. The Health and Safety Committee reviews and monitors the development and implementation of Health and Safety Policy but the school could well benefit from formalizing meeting times for this purpose. A new OH&S Emergency Handbook has been created and approved by the Board.

Suggested Areas for Attention The Resource Centre complements the existing offerings with additional electronic options such as on-line data-bases, subscriptions and memberships and the introduction of e -Books. Consider formalizing regular meetings of the Health and Safety Committee.

SECTION G

STUDENT and COMMUNITY LIFE

Visiting Team Recommendation

School's Rating

G1. The Activities Coordinator surveys the students in KS3 to find out their preferred activities.

Completed

G2. The Activities Coordinator considers including activities that encourage students to address environmental issues.

Completed

Observations: The After-School Activity Programme at the British School Manila provides students with a wide range of activities which are predominantly run by teachers in two blocks over the course of the year. Students are able to select from a range of free and paid activities and, in addition, have the opportunity to trial for a number of sports and creative arts options. Involvement in the ASA Programme is optional but the uptake is exceptionally strong, especially in Key Stages 1 and 2. In the Senior School, the ASA Programme is divided into four categories – Creativity, Action, Academic and Service. Students in Key Stage 3 are strongly encouraged to participate in the programme and to select one activity in each category over the key stage. Students in Key Stage 4 are able to select an activity, provided that it does not interfere with their studies. The Visitors were of the opinion that the ASA Programme provided students with a range of suitable activities and were impressed at the depth of offerings. Following


the Team Visit, the school has added a number of activities for students in Key Stage 3 which have enhanced the overall programme. In relation to Recommendation G2, activities related to environmental concerns are co-ordinated by the student ‘Green Team,’ which raises awareness about environmental issues. Raising the profile of the ‘Green Team,’ and its aims may be advantageous, however.

Suggested Areas for Attention Continue the efforts to raise awareness about the role and function of the ‘Green Team,’ in general, and about environmental issues in particular.

COMPONENT TWO The British School Manila has made considerable progress in the period from 2007 through 2012. This progress has been extensive and commendable. Due credit therefore must be given to the Board for its strong commitment to the on-going development of the school and to the Leadership Team, faculty and staff for their strong commitment to school improvement. In its Five-Year Report, the British School Manila has undertaken a comprehensive and detailed review of its entire operation. The school is to be commended on the thoroughness and excellence of the Report. MAJOR SCHOOL STRENGTHS The school’s current strengths include the following: 

the commitment of the Board Chair and the Board of Governors to the ongoing development of the British School Manila.

the commitment of the Leadership Team, faculty and staff to the school’s Guiding Statements and to ensuring quality learning experiences for the students.

the student body as a whole for so actively embracing and taking ownership the core values of the British School Manila.

the overall commitment to school improvement whether through external mechanisms or through rigorous internal reflection.

the existence of concise Mission and Vision statements, supported by the IB Learner Profile.

the exceptionally strong sense of community that exists across all areas of the school.


MAJOR SUGGESTED AREAS FOR ATTENTION During the next few years, until the time of the Preparatory Visit at the close of this accreditation cycle, the school will need to focus on several areas. Some of the key tasks include; Related to Section A - Philosophy and Objectives Re-visiting the Teaching and Learning Policy to align it with Learning Power and other inputs from the incoming Head. Related to Section B – Curriculum Ensuring that the curriculum framework is sequentially developed and articulated vertically and horizontally between and across the Key Stage Areas. Developing and implementing an age and stage appropriate version of Learning Power into Key Stage 3. Undertaking further work to smooth the transition from Primary School to Senior School (for all stakeholders) and in the process prioritizing a detailed analysis of the current structures, pedagogy and curriculum offerings across Key Stage 2 and Key Stage 3. Undertaking a comprehensive review of planning documentation with regard to the integration and effective use of ICT. This would include each curriculum area identifying their use of ICT (and therefore their requirements) leading into an overarching ICT strategy. Developing a whole-school professional development plan which prioritizes professional development needs across the range of the school. Related to Section C - Governance and Management Developing, approving and implementing a new whole-school Strategic/School Development Plan that prioritizes strategic initiatives over the course of the short, medium and long-term, and links any such initiatives to a detailed financial plan. Related to Section D - Staff Consider rationalizing the non-academic appraisal process to ensure fairness and parity. Creating a formal procedure to ensure regular review of salary and benefits for BSM staff in comparison to other international schools. Related to Section E - Student Support Services Continuing to monitor the overall Learning Support provision and make appropriate adjustments to staffing and deployment if so required.


Continuing to review the whole-school policy related to the identification, assessment and provision for students of exceptional talent and/or ability. Related to Section F – Resources Complementing the existing offerings in the Learning Resource Centres with additional electronic options such as on-line data-bases, subscriptions and memberships and the introduction of e –Books.

COMMENTS ON ACTION PLAN The Action Plans that have been developed by the school are comprehensive and reflect the considerable work that has gone into addressing the Recommendations arising out of the Team Visit. Action Plans have been developed for those areas identified as requiring improvement in the Visiting Team Report and, additionally, those identified through the self-evaluation process as areas needing strengthening. The format for the Action Plans has been standardized and includes statements related to the actions planned, the person/s responsible for the work, the resources needed, the completion criteria and the associated structures and mechanisms. The Visitors believe that the Action Plans provide a sound framework for the future and are therefore happy to endorse them as evidence of the school’s overall commitment to on-going improvement.

CONCLUSION The British School Manila has achieved a great deal over the course of the current accreditation cycle and should be proud of its efforts. Noting the above, the Visitors have no hesitation in recommending to the Council of International Schools that the British School Manila be granted continued accreditation subject to routine follow-up. It should be noted that the school will be following the 8th Edition as its protocol for the Preparatory Visit in 2015. In closing, the Visitors would like to thank the Chairman of the Board, Mr Simon Bewlay M.B.E., the Assistant Head Foundation/Key Stage 1, Mr Nick Paget, and the Administration Manager, Ms Nicole Tanjangco, for organizing the details of the Visit and for ensuring that we were extremely well looked after. We would also like to thank those Board members, faculty, parents and students we met for the open and engaged manner in which they approached our questions and for their strong support of the British School Manila. Finally, we would like to extend our every best wish to the school as it develops into the future and we look forward to hearing of its continued success in the period between now and the Preparatory Visit. Respectfully submitted to CIS on 17 May 2012.

Peter Gittins CIS

Ian Martineau CIS


FIVE YEAR VISIT REPORT

SCHOOL

COUNTRY

The British School Manila

Philippines

VISIT DATES

14 – 16 May, 2012

CIS VISITORS

Peter Gittins

Ian Martineau

ACCREDITATION GUIDE EDITION

7th


SECTION A Suggested Areas for Attention Re-visit the Teaching and Learning Policy to align it with Learning Power and other inputs from the incoming Head. Develop a new five-year (or similar term) whole-school strategic plan, as a matter of priority. This should include (as a minimum) consideration of existing Primary and Secondary plans and reference to ICT requirements.

SECTION B

B1 – Early Childhood Programme (Foundation & KS1)

Suggested Areas for Attention 

Ensure that the curriculum is sequentially developed and articulated vertically and horizontally between and across the Key Stage Areas.

After a process of consultation, prioritize professional development needs related to technology, ensuring in the process that relevant professional development is consistent in its delivery, the level of ICT classroom support in Foundation/Key Stage 1 is reviewed and best practice related to technology shared between and across year levels.

SECTION B

B2 – Primary Curriculum (KS2)

Suggested Areas for Attention Conduct a comprehensive audit all ICT resources to ensure that all equipment is in working order and thus able to effectively support teaching and learning.

SECTION B

B3 – Secondary Curriculum Programme (KS3)

Suggested Areas for Attention Undertake further work to smooth the transition from Primary School to Senior School (for all stakeholders) and in the process prioritizing a detailed analysis of the current structures, pedagogy and curriculum offerings across Key Stage 2 and Key Stage 3. Develop and implement an age and stage appropriate version of Learning Power into Key Stage 3. The need for vertical alignment means that there needs to be a meeting of the IB Learner Profile and any Learning Power implementation in KS3 to avoid confusion and possible abrupt change.


SECTION B

B4 Secondary Curriculum Programme (KS4)

Suggested Areas for Attention Utilize internal human resources to provide ‘just in time’ PD especially across the areas of ICT, Learning Power and subject-specific sharing. Undertake a comprehensive review of planning documentation with regard to the integration and effective use of ICT. This would include each curriculum area identifying their use of ICT (and therefore their requirements) leading into an overarching ICT strategy.

SECTION B

B5 – Secondary Curriculum Programme (IBDP)

Suggested Areas for Attention Continue to develop and refine the Theory of Knowledge Programme in line with its function as the umbrella for cross-curricular and trans-disciplinary work in Years 12 and 13. Continue to seek solutions to address the issue of a shortfall – albeit narrow – in the stipulated hours for IB Diploma Higher Level courses. Further investigate the option of introducing a BSM Diploma and/or alternate pathway if the number of students unable to access the full Diploma were to increase.

SECTION B

B6 – Creative Arts

Suggested Areas for Attention The Board gives priority to the provision of additional facilities for the Performing Arts and Drama. As part of a wider curriculum mapping process, allocate resources to ‘map’ Creative Arts from Nursery through to Year 12.

SECTION B

B7 – Humanities

Suggested Areas for Attention Consider offering an integrated Social Studies programme in KS3. Develop a whole-school professional development plan which prioritizes professional development needs across the range of the school.


SECTION B

B8 – Modern Foreign Languages

Suggested Areas for Attention Revisit the decision not to increase the period allocation for Modern Foreign Languages in the Primary School. Consider further developing the MFL collection in both Learning Resource Centres

SECTION B

B9 – Information and Communication Technology

Suggested Areas for Attention As part of a wider strategic planning process, develop and incorporate a whole- school technology plan that clearly articulates the school’s ICT vision, matches the vision to hardware and software needs and appropriately costs same over the short, medium and long-term.

SECTION B

B10 – English

Suggested Areas for Attention Continue the work related to transition programmes between each of the respective Key Stage areas. As part of a wider review of whole-school technology needs, determine what additional resources may be required to support the on-going development of English in the Senior School.

SECTION B

B11 – Science

Suggested Areas for Attention Complete the current work related to planning documentation in Key Stage 3 and extend this work into at least Key Stage 4 by producing a common format for all schemes of work. Plot a scope and sequence for Science from Reception through to Year 13.


SECTION B

B12 – Mathematics

Suggested Areas for Attention If and when the Teaching and Learning document is updated, the Mathematics Department will need to update their documentation as well.

SECTION B

B13 – Physical Education

Suggested Areas for Attention Consult with the PE Department in order to determine ways and means to encourage greater staff involvement in coaching sporting teams and assisting at school events.

SECTION B

B14 – Personal, Social, Health Education (PSHE)

Suggested Areas for Attention Complete the work on finalising the PSHE curriculum across the school and, in so doing, ensuring that the progamme is sequentially developed and articulated vertically. In the development of the PSHE curriculum, particular focus should also be given to the bridge between Key Stage 2 and Key Stage 3. Conduct an audit of resources available for PSHE and allocate funding for additional purchases if deemed necessary.

SECTION C

Governance and Management

Suggested Areas for Attention Develop, approve and implement a new whole-school Strategic/School Development Plan that prioritizes strategic initiatives over the course of the short, medium and long-term and links any such initiatives to a detailed financial plan.

SECTION D

STAFF

Suggested Areas for Attention Rationalise the non-academic appraisal process to ensure fairness and parity. Create a procedure to ensure regular review of salary and benefits for BSM staff in line with the results of comparisons to other international schools.


SECTION E

STUDENT SUPPORT SERVICES

Suggested Areas for Attention Continue to monitor the overall Learning Support provision and make appropriate adjustments to staffing and deployment if so required. Continue to review the whole-school policy related to the identification, assessment and provision for students of exceptional talent and/or ability. Determine the possibility of providing additional working space for Learning Support in the Senior School, and the provision of a dedicated EAL classroom, that will enable more effective withdrawal provision for students. Finalise the review of the procedures related to the Child Protection Policy and implement any changes if so required.

SECTION F

RESOURCES

Suggested Areas for Attention The Resource Centre complements the existing offerings with additional electronic options such as on-line data-bases, subscriptions and memberships and the introduction of e Books. Consider formalizing regular meetings of the Health and Safety Committee.

SECTION G

STUDENT and COMMUNITY LIFE

Suggested Areas for Attention Continue the efforts to raise awareness about the role and function of the ‘Green Team,’ in general, and about environmental issues in particular.

MAJOR SUGGESTED AREAS FOR ATTENTION During the next few years, until the time of the Preparatory Visit at the close of this accreditation cycle, the school will need to focus on several areas. Some of the key tasks include;

Related to Section A - Philosophy and Objectives Re-visiting the Teaching and Learning Policy to align it with Learning Power and other inputs from the incoming Head.


Related to Section B – Curriculum Ensuring that the curriculum framework is sequentially developed and articulated vertically and horizontally between and across the Key Stage Areas. Developing and implementing an age and stage appropriate version of Learning Power into Key Stage 3. Undertaking further work to smooth the transition from Primary School to Senior School (for all stakeholders) and in the process prioritizing a detailed analysis of the current structures, pedagogy and curriculum offerings across Key Stage 2 and Key Stage 3. Undertaking a comprehensive review of planning documentation with regard to the integration and effective use of ICT. This would include each curriculum area identifying their use of ICT (and therefore their requirements) leading into an overarching ICT strategy. Developing a whole-school professional development plan which prioritizes professional development needs across the range of the school.

Related to Section C - Governance and Management Developing, approving and implementing a new whole-school Strategic/School Development Plan that prioritizes strategic initiatives over the course of the short, medium and long-term, and links any such initiatives to a detailed financial plan.

Related to Section D - Staff Consider rationalizing the non-academic appraisal process to ensure fairness and parity. Creating a formal procedure to ensure regular review of salary and benefits for BSM staff in comparison to other international schools.

Related to Section E - Student Support Services Continuing to monitor the overall Learning Support provision and make appropriate adjustments to staffing and deployment if so required. Continuing to review the whole-school policy related to the identification, assessment and provision for students of exceptional talent and/or ability.

Related to Section F – Resources Complementing the existing offerings in the Learning Resource Centres with additional electronic options such as on-line data-bases, subscriptions and memberships and the introduction of e –Books.

CIS Five Year Visit Report 2012  

CIS Five Year Visit Report 2012

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