External Review

ReviewThe School Development Plan for the Scholastic year 2012 – 2013 should be considered as the second phase in the implementation of the School Development Plan 2011-2015.

Both documents follow the Directorate for Quality and Standards in Education – Quality Assurance Department’s External Review hosted by St Benedict College Gћaxaq Primary during the scholastic year 2010 – 2011 and the short cycle External review hosted during the scholastic year 2011-2012.

The report of the External Review by the QAD carried out between 16th and 20th April 2012 acknowledged the following: 

  • The shared commitment of all teaching staff in the formulation and implementation of the new SDP is fostering the provision for high quality education.
  • The school’s internal communication system is defined by strong interpersonal skills and is promoting team-building.
  • Members of the teaching staff who have been in the school for a number of years, shared with reviewers, their eagerness to work in this school.  They reported that, with the support of the SMT, they feel that they can continue to contribute to the enrichment of the school community.
  • The SDP document 2011-2015 addresses all the observations and recommendations enlisted by the external review team as presented to the school in May 2011.
  • The dedication of teaching staff enhances learning.
  • There is a clear commitment by the school to provide equal treatment to all parents and their children.
  • When interviewed, learners claimed that they are happy at school  and that they enjoy learning.
  • The schemes of work supplied to the review team were observed to be up-to-date. They conform to the official syllabi and reflect a logical sequence of linked themes.
  • Classroom observations conducted during review week show that interaction between different subjects is enhancing learning.
  • The school has devised literacy Statutory Action Plans (SAPs) that are being effectively implemented.
  • In all six KG classes, literacy is promoted through self-expressive arts, music & rhythm, drama, art and the involvement of parents in the weekly book-review activity.
  • Many teachers showed creativity and imagination in their lessons.
  • The teaching staff creates a stimulating learning climate using well-paced teaching approaches.  Classroom observations confirm this.
  • Academic achievement is duly valued by the school.
  • Formative and summative assessment methods are used to evaluate learners’ progress and support learning.
  • LSAs were observed giving statemented learners continuous verbal feedback to facilitate and consolidate learning.
  • From interviews with the teaching staff, it transpired that teachers, KGAs and LSAs are satisfied with the present way resources are distributed.
  • There is a concerted effort to enrich the school’s resources
    for learning and teaching.
  • The school is welcoming and generally well maintained.

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