Rossall Junior School Primary Years Programme (PYP) Evaluation 2017
Rossall School Junior School a “Golden Nugget of PYP in the North West.”
After the introduction and authorisation of the Primary Years Program (PYP) to Rossall ten years ago, the School is subject to Evaluation by the International Baccalaureate (IB) on a four-year rolling program. The aim of programme evaluation is for the IB to ensure on a regular basis that the standards and practices of the programme are being maintained. The Rossall Primary Years Programme was singled out for commendation in the following areas: • Promoting understanding, open-mindedness and respect throughout the community • Embracing and promoting the attributes of the PYP Learner Profile • Supporting the community in actions • Quality of our recording and tracking of progress The evaluators did not identify any matters to be addressed, which is an excellent outcome for the school. The evaluation visit was a very useful process and although there were no specific areas to be addressed, the school benefitted from the expertise of the external professionals. Going forward their recommendations will be built into our continual development plan for the PYP on preparation for the new Enhanced PYP schedule to be introduced in the next academic year. The Evaluators were extremely impressed with the children, by their confidence and with how articulate they were. They also described Rossall as a “Golden Nugget of PYP in the North West”. Katie Lee Head of Nursery, Infants Juniors and Dragon Rossall School
PYP Evaluation feedback in detail
Pedagogical Leadership Team: Katie Lee (Headmistress), Julia Clapp (JS Coordinator), Tracy Green (Infant Coordinator) Prior to the visit A self-study questionnaire was completed by teachers in the Junior and Infant School in March in preparation for the Evaluation, Wednesday 11th October 2017 – Friday 13th October 2017. The self-study reviewed the School’s philosophy, organisation and curriculum. For each section, the School was required to show how each of the standards and practices are met, accompanied by evidence to support. This document formed the basis for the visit. A parental survey was sent out to the Nursery, Infant and Junior parents regarding the delivery of the programme, the teaching and learning, together with asking how engaged they thought their child is in their learning journey. The results of the survey were overwhelmingly positive and areas, where improvements could be made, were highlighted. The visit Evaluators: Sonja Erikkson (Norway), Heidi Brenner (Albania) The programme for the three days was detailed and time-pressured starting with a meeting each morning at 8.15am and a review meeting at 4.00pm with the Pedagogical team. Meetings were held with all teaching staff, including Senior School specialist teachers (Art, PE, DT and Music), MFL, SEN/EAL teacher, pupils and parents. The Evaluators observed a range of lessons and classes, and attended the Junior School Assembly. Samples of an academic years’ work from each year group (Reception to Year 6) were made available, together with planning documents and tracking documents for scrutiny. The exit meeting It was made clear that areas not discussed during the meeting were deemed to be satisfactory and the Evaluators agreed with the School’s assessment. The following advice and recommendations were made –
- A dedicated Junior School area was suggested, where PYP documents could be made more available to parents.
- Rossall’s PYP is a golden nugget in the North West. Boarding, PYP and DP, GCSE, IGCSE, A levels, day and boarding. This should be broadcast and used in Marketing
- The fact that Rossall has been re-evaluated should be used for Marketing purposes; it is a great achievement
- Currently, learner profile and attributes are individual to Junior School until the Diploma Programme. Consider maintaining these through the transitions to Middle School and then into Senior School.
- Introduce an INSET for Senior School teachers in PYP ethos, involve them in the programme.
- Collaborative planning for single subject teachers with class teachers must be addressed
- Consider creating a mother-tongue library for non-native speakers
- Pupils to be involved in learning situations for self-study
- Time allocated for the coordinators administration, planning and developing the programme is only three clock hours per academic week. This was queried.
- The Junior School has a development plan and an action plan for the PYP.
- All Year groups learn Mandarin from 4 years of age.
- Links with IB World Schools.
- The Library and Technology facilities.
- All plans acknowledge the five essential elements
- Programme of Inquiry references related concepts
- Robust scope and sequence documents
- Attributes of the Learner Profile are understood in use by the children – celebrated/plans/PYP Passport
- Teaching and learning aligned with the programme
- Teachers show coherence in learning – 5 essential elements
- Children in and around school speak to each other with respect
- School has gathered pupil’s workbooks over time – now to use SeeSaw programme and store evidence digitally
- Pupil’s work samples evidence considerable feedback
- Pupil’s work evidence self/peer/teacher and parental feedback
- Extensive and detailed files tracking pupil progress – highly commended
Final comment The Evaluators were extremely impressed with the children, their confidence and articulation. They acknowledge the huge amount of work that had been done in preparation for their visit.