Office of the Secretary-General
Pedagogical Unit
Ref.: 2013-02-D-3-en-1
Orig.: EN
FINAL REPORT OF THE WHOLE SCHOOL INSPECTION
AT THE EUROPEAN SCHOOL CULHAM FROM 12 TO 16.11.2012
2011-D-XXX-en-11/14
TABLE OF CONTENTS
1.Introduction......
2.Summary of main findings and recommendations
3.Findings......
2011-D-XXX-en-11/14
1.Introduction
Name of school: ES Culham / Date: 12.-16.11.2013Inspectors:
Damkjaer Lars (Secondary)
Hastert Serge (Primary cycle)
HuismanTuulamarja (Primary)
Venzega Normunds (Secondary) / Management of the school:
Sharron Simon (director)
Hackmann Thomas (deputy director secondary)
McCarthy Maeve (deputy director primary)
Holcombe Robin (bursar)
The inspection was carried out according to the document ‘Common framework for whole school inspections in nursery, primary and secondary cycles (ref: 2010-D-139-en-3)’.
Prior to the inspection a school-self-evaluation form, following the structure of the criteria and indicators for whole school inspections, was sent to the school.
The school forwarded the following documents to the inspectors, which were analysed before the school visit: the schools’ self-evaluation form, Whole School Development Plan 2012-2013, ES Culham Multi Annual Plan 2013-2017, School Development Plan Primary 2012-2013, School Development Plan Secondary 2012-2013, School Handbook 2011-2012, Self-Evaluation Form for Whole School Inspection and draft program for the Whole School Inspection visit.
The inspection activities included:
- Meetings with:
-the management of the school
-primary pupil council
-representatives of secondary pupils
-Europa School UK
-secondary coordinators (timetable, SEN, careers, subject teachers)
-secondary staff representatives
-primary teachers representatives
-representatives of P5/S1 transition
-parents’ representatives of primary and secondary cycles
-bursar and secretaries
- Lesson observations in all the language sections and of different subjects
13 lessons in primary cycle and 16 lessons in secondary cycle
The choice of the lessons observed is based on different sections, levels, subjects, seconded and locally recruited teachers
- Analysis of relevant documents: several policy documents, planning documents, minutes of meetings, evaluation documents, job descriptions, projects, Bac documents, LS and SEN files
- Feedback meeting with the management
The findings are scaled from 1 to 4, where 4 indicates the best.
2011-D-XXX-en-11/14
2.Summary of main findings and recommendations
The whole school inspection team identified several strengths in the ES Culham as well as some points for further development. The findings and recommendations are presented following the structure of the inspection report
Strong points:
- The Whole School Inspection team finds ES Culham as efficient learning community: teachers are highly motivated to teach and participate to the school life. Teaching and learning practices were found to be on high level.
- There is a constructive and collegial relation as well as good cooperation between staff members
- The school ethos is good and social climate was found to be very positive.
- ICT equipment was seen adequate for the needs of the school.
Recommendations from the inspection team:
The inspection team considers that the need for improvement lies mainly within some pedagogical areas. Although the school management has established a number of practices concerning pedagogy the school’s efforts in improving should be put on following areas:
- The school is recommended to develop assessment guidelines and good practice guidelines should be developed
- Methods of differentiation in secondary should be improved
- European dimension and linguistic diversity has to be enhanced
Addition to the above personnel changes in staff should be reduced to a minimum during the phasing out period.
2011-D-XXX-en-11/14
3.Findings
I. Management and Organisation / 1 / 2 / 3 / 4I.1 The school management ensures teachers are up-to date with current pedagogical developments both in terms of subject content and methodology / P / X
S / X
There is evidence of
-follow-up and planning of in-service training
-the implementation of the outcomes of in-service training
-personal development plans
-portfolios, etc. / At this moment there is no in-service training plan, neither are there personal development plans.
In view of the phasing out situation in the school, when more and more teachers are new locally recruited teachers, it is necessary to ensure a pedagogically continuity by well-planned in-service training.
I.2 The school management enables and encourages cooperation and coordination within and between sections, subjects and cycles / P / X
S / X
There is evidence of teachers exchanging professional experiences and expertise between levels, sections, schools, etc. / By the means ofpedagogical days and different meetings by subject, section, and year groups some topics have been dealt with.
I.3 The school has guidelines for transition from nursery to primary and from primary to secondary / P / X
S / X
There is evidence of procedures for transition of information from nursery to primary and from primary to secondary (meetings, visits, projects, etc). / The school has good traditions and practices for transition from P5 to S1. Several activities like P5 visiting lessons on secondary cycle and secondary teachers visiting in P5 classes. However it may happen that the information for example about the special learning needs of a pupil does not always arrive to secondary with a pupil and needs are recognised later
Transition practices are described in the parents’ letter.Parents’ evenings, where the matter is dealt too, are organised at the beginning of the S1 year.
The general guidelines for continuity from primary to secondary should be completed.
The school does not have nursery cycle anymore.
I.4 Coordinators have an organisational and pedagogical role / P / X
S / X
- There are job descriptions for the role of coordinator.
- There is evidence of meetings, projects, etc.
L2 teacher has a job description.
In secondary coordinators have job descriptions which are general and could be more informative. However the LS/SEN coordinator has more detailed description and he has self-evaluated this, too. Minutes are kept and are available for the inspection team.
I.5 The school management ensures an effective use of teaching time / P / X
S / X
- Timetabling ensures an equitable distribution of subject time through the week/half term.
- Measures are taken to make best use of teaching time, including replacements.
- There is a homework policy.
Swimming is not included in primary teaching hours in Culham because the swimming facilities are not available nearby. Swimming is included in the secondary P.E. timetable
Swimming is offered as an extra-curricular activity for primary school children, secondary non-swimmers and talented swimmers.
Because the school campus is rather small, moving from one classroom to another does not take much time and teaching time is not lost because of this.
In secondary there exists a replacement policy.
Homework policy exists for primary but not for secondary cycle; the school management is encouraged to develop one.
II. School Ethos and Climate / 1 / 2 / 3 / 4
II.1 A European Context is established in order to foster mutual understanding and respect for diversity in a multicultural setting / P / X
S / X
- The European dimension is integrated in subject curricula, teachers planning and lessons.
- A rich provision of European language courses and high standards in them is ensured.
- Teachers plan and work together across language sections in all subjects and particularly in European hours, languages and the humanities subjects.
- Pupils work together across language sections.
The visited lessons show an efficient, methodologically varied range of language courses. Teachers have sufficiently developed language competences and are leading with professional skill the necessary learning processes of all pupils.
In the school life and its communication the linguistic diversity in all aspects should be strengthened.
In primary, especially in the European hours pupils are used to work together. The projects are largely federative and help pupils to construct their identity as a European school student.
The European dimension should be strengthened in the secondary cycle by embedding it further in subject teaching and lesson planning.
II.2 Pupils’ cultural identity is confirmed / P / X
S / X
- Provision for mother-tongue language teaching by native speakers at all levels for all pupils whose mother tongue is an EU language is ensured.
- There is evidence of celebration of national festivals and reference to national current affairs.
Celebration of national days and feasts or other national events (for instance fête de la francophone) are the highlights of the school year.
II.3 The physical environment reflects the aims of the school / P / X
S / X
- There is an adequate number of rooms of appropriate size,
- Classrooms and public areas are clean, safe, tidy and are in good repair.
- There are displays of work and other materials in corridors and classrooms related to the European dimension.
In spite of the school’s efforts most of the inner area is not in good condition (windows, ventilation, toilets, and showers).
The outside area is clean and safe but the school lacks of a covered area for pupils on the playground.
The items displayed in the classrooms of the different language sections reflect more the national identity than the European dimension.
II.4 The social climate reflects the aims of the school, to encourage successful learning and to foster tolerance and mutual respect / P / X
S / X
- There is evidence of
-knowledge of and respect for the school rules, established corporately and clearly communicated to all
-consistent and rapid response to conflicts, particularly to bullying and to discrimination of any kind, by pupils or teachers
-communal events which bring together pupils and teachers (and parents) from different language sections
-positive encouragement of good behaviour and consistent response to inappropriate behaviour.
- Pupils have access to, and use, facilities for personal support and where necessary, complaints.
- Education advisers effectively monitor behaviour and attendance; they liaise regularly with classroom teachers on both pastoral and academic matters.
Observation of common activities (e.g. European hours) show an atmosphere of mutual understanding and respectful relationship.
There is evidence that the rules governing social life are communicated and observed.
Regular communal events (sport day, end of the year feast) are meant to bring together all the stakeholders.
The meetings of pupils’ council or students’ council encourage the coping of democratic attitudes and help to regulate social school life efficiently.
In the primary section, the Buddy system helps to solve the conflicts occurred on the playground. Pupils have an easy access to adults in case of need. Primary pupils mentioned that the deputy head of primary is easily accessible and very reactive when needed. The small size of the school makes supervision easy.
In secondary a special award is accorded for performances contributing to a better school life.
Representatives of pupils and of parents don’t mention any feelings of being unsafe. There is no project in closing up all the school area and controlling the two entries.
III. Curriculum and Planning / 1 / 2 / 3 / 4
III.1 The school management ensures that the planning of the curriculum is regularly reviewed and revised / P / X
S / X
- There are long term and short term planning, based on the curriculum.
Nevertheless the short time planning of the teachers are currently of good quality and sufficient to ensure an efficient teaching sequence.
The school management should monitor the long term planning so as to be exhaustive and implemented.
For the secondary, the planning in syllabuses is not complete. As the number of locally recruited teachers will increase, the school should make sure that all the necessary information for teacher’s planning are easily accessible.
III.2 There is continuity and progression from year to year / P / X
S / X
- There is evidence of transfer of planning.
III.3 The planning within and across the sections is harmonised / P / X
S / X
- The school planning guidelines and templates are used.
There is some evidence of good practices like planning meetings at the beginning of school year in several subjects; however, these good practices should be reinforced in all subjects.
The school should develop planning guidelines and common templates in order to ensure harmonisation across subjects and sections.
III.4 Individual needs of pupils are respected in planning / P / X
S / X
- Differentiation is taken into account in planning.
In secondary differentiation in planning should be more developed.
IV. Resources / 1 / 2 / 3 / 4
IV.1 Human resources are efficiently managed / P / X
S / X
- Teachers are appropriately qualified.
- Assignments of tasks are related to experience and expertise of teachers.
Especially in the European hours in primary, the different experiences and expertise of the teachers are well used.
Except three part-time teachers, all teachers in secondary have the right qualifications and teaching certificates for the children in this age group.
Because of the phasing out of the school in 2017, problems in providing teachers with the appropriate qualifications in all subjects are foreseen. The school should take steps in order to ensure qualifications in all subjects until 2017.
IV.2 Financial resources are efficiently managed / P / X
S / X
- The budget assigned for the subject is spent effectively.
- Resources are available to enable pupils to learn effectively in all areas of the curriculum.
- Resources are used effectively to implement the syllabi.
Coordinators and teachers are informed about the reasons of general budget cuts. Teachers volunteer to take over the role of coordinator.
Resources are available to enable pupils to learn effectively in all areas of the curriculum
Resources are used effectively to implement the syllabi.
IV.3 A range of adequate equipment is available / P / X
S / X
- There is an adequate supply of subject-related equipment.
- There is an adequate supply of ICT equipment.
- There is a library as a multi-media centre in place with adequate range of relevant books and ICT materials.
For sports, there is a spacious green site with outside pitches for several sports, two main indoor spaces, the Old Gym and Sporthall and the Schuman Hall. In general PE facilities are satisfactory.
IV.4 A range of European dimension resources is used / P / X
S / X
- European, multicultural and national resources are used appropriately and integrated into the teaching.
European dimension should be strengthened in all parts of the school.
V. Teaching and Learning / 1 / 2 / 3 / 4
V.1 Teachers realise the programme/planning / P / X
S / X
- Lessons are planned, well structured and relate to the syllabus.
- Teachers show knowledge of the subject and the EuropeanSchool syllabus.
- Culture, history and geography of different countries are integrated in the teaching and learning process in the classes.
- Cross curricular links are emphasized.
Teachers show very good knowledge of the subject, however the integration of the European dimension was not always clear.
Culture of different countries of the EU should be more visible in the classrooms, especially the culture of the new members states who joined after 2004 should be more respected.
In primary, European hours were a good example of cross curricular links on the multicultural basis (Euro-café, fête de la francophone).
In secondary, some common activities (school trips, L1 Drama day,..) emphasise cross curricular cooperation.
V.2 Teachers employ a variety of teaching and learning methods appropriately used to the content to be taught / P / X
S / X
- Teachers communicate the aims, objectives and competences to be accomplished.
- The teaching where possible encourages awareness of broadened context outside the classroom or the particular lesson.
- Teachers involve all pupils actively.
- Teachers integrate ICT into their lessons.
In several lessons the broadened context was taken into account in teaching and learning