IB Primary Years Programme - Bradburyenews.bradbury.edu.hk/sites/bradbury/files/Bradbury...IB...

IB Primary Years Programme

Evaluation Report

Bradbury School IBIS code: 003785

May 2013

Visiting Team

Chiqui Colet – Team Leader

Derek Pinchbeck – Team Member

School Administration

Ms Sandra Webster – Head of School

Ms Amanda Bremner – Programme Coordinator

© International Baccalaureate Organization 2013

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Name of head of school Sandra Webster

Name of school Bradbury School IB school code 003785

Date 16-05-2013 IB programme PYP

Student ages in which all

students are engaged in

PYP

3-4 4-5 5-6 6-7 7-8 8-9 9-10 10-11 11-12

Dear Head of school,

Thank you for completing the self-study process for programme evaluation.

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 IB is aware

that for each school the implementation of an IB programme is a journey, and that the school will meet these standards and practices to varying degrees along the

way. However, it is expected that the school makes a commitment towards meeting all the standards, practices and programme requirements.

The present report is based on the analysis of the self-study questionnaire and supporting documents, together with the findings of the school visit. This report reflects

on the self-study submitted by the school, including the process and the conclusions that the school reached.

The report is structured according to the document titled Programme standards and practices.

The report includes the following.

Feedback on the self-study process: Analysis of the self-study process carried out by the school.

Commendations, recommendations, matters to be addressed (MTBA): A list of those practices and programme requirements that resulted in commendations, recommendations or matters to be addressed, together with:

o the commendation, recommendation or matter to be addressed o related finding(s)


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o indication of recommendations that are repeated from the previous report (whether from authorization or evaluation) o indication of whether the school has already included appropriate actions for the identified recommendations or matters to be addressed in their

action plan o indication of the evidence to be provided by the school in case of matters to be addressed.

Conclusions: A table of conclusions for each standard. If there are matters to be addressed by the school within the standard, it will require significant attention.

Outcome of the evaluation process of your school

You will find the report related to your school in the pages that follow.

Based on the findings included in the report, the IB has not identified any matters to be addressed.

With regard to the recommendations mentioned in the report, the school is expected to incorporate these into their action plan for the new five-year cycle.

We trust the information found in this report will support the school in its continued implementation and enhancement of the IB programme.

Yours sincerely

Ian Chambers

Director, Asia Pacific


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Process of the school's self-study

Visiting Team

Timeline: The self-study took place over at least 12 months. 18

Stakeholders involved: Those involved in the organization and implementation of the programme contributed

to this process: members of the governing body, administrators, teaching and non-teaching staff, students and

parents.

Yes

Gathering evidence: The self-study is evidence based, drawing on existing school documentation and

reflecting actual practice in the school during the period under review. Yes

Reflection in teams: Meetings were organized, allowing time for reflection, discussion and collation of

evidence, if applicable. Yes

The levels of implementation of practices: The school has provided descriptors for assessing the practices. Yes

Section A: Philosophy

Standard A

The school’s educational beliefs and values reflect IB philosophy.

Practice 3 The school community demonstrates an understanding of, and commitment to, the programme(s).

Findings of the

team

Where the school mentions the PYP in its website or other literature, it does so in accordance with IB copyright policy.

Parents’ comments show understanding and support for the programme. Parents are highly supportive for the programme and participate in various ways such as attending workshops, volunteering in school, and participating in the school council.

The logo used in its promotional material is the one to be used by IB World Schools.

Students’ comments show understanding and support for the programme.

Beliefs and values are shared with and by all sections of the school community through various events such as assemblies, school functions, parent meetings, workshops, publications, parent volunteer opportunities, open days, and the like.

Conversations with teachers and pedagogical leadership team demonstrate their understanding of the programme and its implications for the school.


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Commendations The school community demonstrates an understanding of, and strong commitment to, the Primary Years Programme as shown by the

enthusiasm of all the stakeholders for the changes that have occurred at the school.

Support in IB

Documentation

Making the PYP happen: Pedagogical leadership in a PYP school, p.2

Practice 3a The values of the Primary Years Programme as indicated in the curriculum documents have an explicit impact on the decision-making and

functioning of the school.

Findings of the

team

Pedagogical leaders and teachers are able to explain how the values of the PYP have impacted decision-making and functioning of the school. They are also able to explain how the self study has had an impact on setting priorities for the action plan.

Pedagogical leaders are able to explain how decision-making and functioning of the school is based upon the provision of opportunities for students to engage fully in the programme through school-related events and activities as shown in curriculum documents and the school calendar. Following the self study, the pedagogical leadership team immediately identified action to be taken in order to address specific areas seen as in need of improvement. Some of these had been addressed prior to the evaluation visit.

Commendations The school has gone through an extensive process involving all stakeholders in the community in order to identify its needs and priorities

based on the values of the Primary Years Programme. They immediately took action on areas identified as a need for improvement.

Support in IB

Documentation



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Practice 5 The school promotes responsible action within and beyond the school community.

Findings of the

team

During conversations teachers identified that action is a component that they need to develop further at the school. There is a strong focus on the school´s first two Exhibitions held in 2012 and 2013 and the student initiated action that has resulted from them. Teachers expressed a desire to make this type of action more evident across the school.

Unit planners show that the school has taken steps in order to provide students with opportunities to take action within the classroom and the local community. A number of these opportunities are focused on fund-raising.

Recommendations

The IB recommends

that:

the school further develops an understanding of what age-appropriate action within and beyond the school community should look like and from this, implements strategies to promote responsible action.

Recommendation

repeated from

previous report

Yes

School included

appropriate action

in Action Plan

Yes

Support in IB

Documentation

Making the PYP happen: A curriculum framework for international primary education, pp.25–27



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Practice 6 The school promotes open communication based on understanding and respect.

Findings of the

team

The school has organized frequent meetings with different stakeholders to share the plans of implementation of the PYP.

Interactions and communications with different stakeholders are open and frequent through newsletters, meetings, publications, website, email, etc.

Parents were comfortable during the meeting and voiced their questions and concerns.

Teachers express themselves openly during meetings.

Students express themselves openly and respectfully.

Parents express that they are encouraged to be in close contact with their child’s classroom teacher and are welcomed into the school.

Commendations There is a strong atmosphere of understanding and respect among the different stakeholders in the school community.

Support in IB

Documentation

Making the PYP happen: A curriculum framework for international primary education, p.4

Making the PYP happen: Pedagogical leadership in a PYP school, p.5, 17

IB learner profile booklet


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Practice 7a The school makes provision for students to learn a language, in addition to the language of instruction, at least from the age of seven. Schools

with two languages of instruction are not required to offer an additional language.

Findings of the

team

The school has appointed Mandarin / Putonghua language teachers to deliver the programme.

All students from the age of 4 are engaged in the Mandarin / Putonghua language programme.

Class schedules show that the Mandarin / Putonghua language programme is offered regularly and within the school day and that teachers reinforce, support and extend the classroom work.

The school has developed curriculum documents for the additional language programme and has incorporated the IB Language scope and sequence and the ESF Mandarin scope sequence documents.

The choice of Mandarin (Putonghua) as a language offering reflects the needs and interests of the student body.

There were a range of pedagogical strategies that were in use in the Mandarin lessons.

Differentiation was evident in the teaching of Mandarin.

Commendations The Mandarin language programme at the school is clearly aligned with the philosophy of the PYP and is offered to students from the age of

4.

Support in IB

Documentation


Language scope and sequence

Guidelines for developing a school language policy


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Conclusion of the IB

Based on the analysis of the self-study questionnaire, the supporting documents and the findings of the school visit:

Standard A

The school’s educational beliefs and values reflect IB philosophy.

School’s conclusion IB conclusion

School’s progress with regard to IB recommendations for this standard from the

previous evaluation process or from authorization.

The school has taken into consideration the IB recommendations from the previous evaluation process or from authorization.

Conclusion Shows satisfactory development Shows satisfactory development


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Section B: Organization

Standard B1: Leadership and structure

The school’s leadership and administrative structures ensure the implementation of the IB programme(s).

Practice 1 The school has developed systems to keep the governing body informed about the ongoing implementation and development of the

programme(s).

Findings of the

team

The description of how the governing body is kept informed of the ongoing implementation and development of the programme indicates that a system has been put in place.

Conversations with the pedagogical leadership team show that: It has kept the governing body informed of implementation and development of the programme at the school and that systems are in

place to ensure that this is a continuing process.

Conversations with the governing body show that: It is well aware of the implementation and development of the programme at the school and are actively engaged with the school

community. The systems that have been put in place are effective in keeping the governing body informed of the ongoing implementation of the

programme. The school council is composed of representatives from the various sections of the school community including teachers, staff,

parents and community representatives. The community representatives and the chair of the school council are members of the local community but have no personal relationship with the school.

Commendations The school has developed effective strategies to ensure the understanding of the governing body of the implementation and development of

the programme.

Support in IB

Documentation

Making the PYP happen: Pedagogical leadership in a PYP school, pp.2, 8, 11


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Practice 5a The school has developed and implements a language policy that is consistent with IB expectations.

Findings of the

team

The documented language policy is currently in draft form. It is being developed by a committee composed of teachers.

Conversations with the pedagogical leadership team and teachers reflect the process by which the language policy review is taking place and how different stakeholders have been involved.

The library/media centre has a collection of resources in the mother tongue languages of students represented in the community.

Through the self study, parents and teachers expressed the need for further support for mother tongue / host country language development.

During this academic year's Book Week, parents read stories in the mother tongue during lunch breaks. The school intends to make this an ongoing activity.

The pedagogical leadership team shared that during student-led conferences parents and students are encouraged to use their mother tongue.

Recommendations

The IB recommends

that:

the school ensures that the current draft language policy is completed, fully implemented, and shared with all stakeholders in the community.

the school investigates ways to further support host country / mother tongue language development.

Support in IB

Documentation

Guidelines for developing a school language policy

Learning in a language other than mother-tongue in IB programmes


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Standard B1

The school’s leadership and administrative structures ensure the implementation of the IB programme(s).







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Section B: Organization

Standard B2: Resources and support

The school’s resources and support structures ensure the implementation of the IB programme(s).

Practice 5 The physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the

programme(s).

Findings of the

team

Facilities as described in the school self-study allow for the aims and objectives, and programme needs to be met: Library: Seating areas that are conducive for research and reading for pleasure, breakout rooms, conference room. PE: two covered sport areas Technology: a combination of windows-based and Mac desktops, ipads, ipod touches, smart TVs, cameras and interactive

whiteboards Arts: a dedicated art room, a kiln, a music room, three sound proof studios with MAC desktops and materials necessary for the

courses offered.

Classroom layout and space allow for students to be grouped and regrouped.

Shared spaces for students to work independently, in small groups, or as a whole class.

Commendations The governing body has allocated funding for the PYP above the requirements of the programme. The governing body and the PTA have

allocated funds for the school to redevelop the library, provide IT facilities and external areas in the school. There are plans for further

improvement of facilities.


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Practice 11 The school utilizes the resources and expertise of the community to enhance learning within the programme(s).

Findings of the

team

Planners indicate that the resources and expertise within the school and local community are sometimes utilized and are available for teaching and learning in the PYP.

Teachers expressed the need to further explore possible resources available in Hong Kong, which could enhance the programme.

Teachers and students can give examples of using expertise found in the community within the curriculum.

The pedagogical leadership team shared that parents are asked to provide information on how they can provide support for the units of inquiry and other areas of the curriculum through their fields of expertise or personal interests. Teachers use this database in order to enhance the curriculum and involve parents in its implementation.

Recommendations

The IB recommends

that:

the school further investigates and utilizes the resources and expertise of the local community to enhance learning within the programme.

Support in IB

Documentation


Developing a transdisciplinary programme of inquiry, p.6



Standard B2

The school’s resources and support structures ensure the implementation of the IB programme(s).




No recommendations were made from the previous evaluation process or from authorization.



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Section C: Curriculum

Standard C1: Collaborative planning

Collaborative planning and reflection supports the implementation of the IB programme(s).

Practice 1a The programme of inquiry and all corresponding unit planners are the product of sustained collaborative work involving all the appropriate

staff.

Findings of the

team

There is a published programme of inquiry.

Planned regular meetings have clear objectives.

Unit planners are mainly completed by class teachers. Single subject teachers attach an addendum to indicate how the different disciplines are linked with the units of inquiry.

All teachers have access to the PYP planners throughout each unit of inquiry.

Teachers involved in a specific unit of inquiry have opportunities to review, refine and reflect upon the unit.

Teachers are able to explain how the PYP planners are a product of sustained collaborative work. The school has introduced "speed dating" sessions between the specialist / single subject teachers and the class teachers.

The PYP coordinator has developed a system for facilitating the development of the programme of inquiry and all subject areas. The single subject teachers indicated that they had limited input in the development of the Programme of Inquiry.

Recommendations

The IB recommends

that:

the school provides opportunities for all single-subject teachers to have input into the programme of inquiry and to the timing of units as appropriate.

Recommendation

repeated from

previous report

Yes

School included

appropriate action

in Action Plan

Yes

Support in IB

Documentation

Developing a transdisciplinary programme of inquiry, pp.6–11


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Practice 2 Collaborative planning and reflection takes place regularly and systematically.

Findings of the

team

The school’s description and organization of collaborative planning meeting times indicate attendance of all teachers.

Allocated meeting time is used systematically for collaborative planning and reflection.

The school provides a whole day release for each year level team to meet and plan at the end of each term. During this time, the Chinese team and single subject teachers handle the entire year level.

There is a written guideline for planning which clearly states negotiable and non-negotiable for planning.

Commendations The school has developed a system that provides year level teams one full day of release time prior to each unit of inquiry dedicated to the

planning units of inquiry.

Practice 6 Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.

Findings of the

team

The completed PYP planners indicate general learning outcomes for the unit of inquiry and there is some evidence of how teaching teams have developed differentiated activities and tasks to achieve these goals.

Recommendations

The IB recommends

that:

the school further incorporates differentiation with students’ learning needs and styles into collaborative planning and reflection.

Recommendation

repeated from

previous report

Yes

School included

appropriate action

in Action Plan

Yes

Support in IB

Documentation

The Primary Years Programme as a model of transdisciplinary learning, pp16–19


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Standard C1

Collaborative planning and reflection supports the implementation of the IB programme(s).







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Standard C2: Written curriculum

The school’s written curriculum reflects IB philosophy.



Standard C2

The school’s written curriculum reflects IB philosophy.







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Standard C3: Teaching and learning

Teaching and learning reflects IB philosophy.

Practice 5 Teaching and learning supports students to become actively responsible for their own learning.

Findings of the

team

The exhibition showed examples of students being actively responsible for their own learning.

Classroom observations show limited examples of students being actively responsible for their own learning.

Students shared how activities are planned by the teacher.

Classroom observations showed students engaged in teacher led activities.

Recommendations

The IB recommends

that:

the school ensures that teachers further adapt learning experiences to support students to become actively responsible for their own learning


19

Practice 10 Teaching and learning differentiates instruction to meet students’ learning needs and styles.

Findings of the

team

During conversations with teachers differentiation was referred to as meeting the needs of students with different levels of ability in subject specific areas such as Mathematics and Language. The majority of teachers referred to differentiation exclusively as meeting the needs of ability levels.

Classroom observations show differentiation of instruction to meet student’s abilities with a limited focus on meeting other learning needs and styles.

There is an Individual Needs team which supports students in Literacy and Numeracy. The children receive additional support in class and through pull out groups. There is a Learning Support Centre (LSC) which caters for students who have been identified with a range of special needs and would otherwise not be able to attend a mainstream school. These students are mainstreamed as much as possible. The LSC team links pull out lessons with the units of inquiry where possible. These teams provide teacher support through training.

Recommendations

The IB recommends

that:

the school further explores developmentally appropriate approaches to differentiating instruction to meet students’ learning needs and styles.

Recommendation

repeated from

previous report

Yes

Practice 11 Teaching and learning incorporates a range of resources, including information technologies.

Findings of the

team

There are a variety of learning technologies that are readily available for use in the classrooms and the library.

Teachers shared how learning technologies have enhanced their curriculum and student engagement in a variety of ways.

Where the use of technology was more evident, teachers shared that students were more motivated and had produced higher quality work using a range of technologies. This was especially observed in the Mandarin classes and in the Year 6 exhibition.

Samples of student work show evidence of how learning technologies have been used.

Classroom observations showed that learning technologies could be better optimized in facilitating student learning.

Recommendations

The IB recommends

that:

the school ensures teachers and students make optimal use of the existing information technology to enhance the implementation of the programme.


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Practice 12 Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and

the needs of others.

Findings of the

team

The exhibition has created discussion amongst the school community about the how self-initiated action can be further promoted throughout the school.

Discussions with teachers and parents showed an ongoing need to define what is understood by meaningful student action.

Teachers shared that the provision of opportunities for students to take self-initiated action is one of their goals.

Recommendations

The IB recommends

that:

the school further adapts learning experiences to develop student attitudes and skills that allow for meaningful student action.

Recommendation

repeated from

previous report

Yes

Practice 14 Teaching and learning fosters a stimulating learning environment based on understanding and respect.

Findings of the

team

Attitudes of understanding and respect are observed throughout the school. The school has written a statement focusing on Bradbury School´s Rules for Respect. This is published in posters that are displayed in the classrooms and referred to by students and teachers.

Commendations The school has built a stimulating learning environment based on understanding and respect throughout the school community.


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Practice 14a The school provides environments in which students work both independently and collaboratively.

Findings of the

team

All learning areas are conducive to working independently and collaboratively.

Furniture is designed in such a way that it encourages opportunities to work both independently and collaboratively.

Students and teachers make full use of the various shared spaces for breakout groups both during class time and break times. Small groups of students were observed to work in the outdoor areas with the support of educational assistants.

Classes have a shared area that is used effectively for both storage and as teaching space.

The pedagogical leadership team discussed the plans to continually upgrade the campus.

Commendations The school for its excellent use of space in order to provide for the maximum variety of learning environments and its continuing effort to

investigate ways to develop the current facilities.

Practice 14b Teaching and learning empowers students to take self-initiated action as a result of the learning.

Findings of the

team

Through the exhibition, teachers have promoted self-initiated action.

Classroom displays and student work show limited examples in which students were empowered to take self-initiated action.

Teachers have described the need to strengthen the focus on empowering students to take action.

Recommendations

The IB recommends

that:

the school further investigates ways in which learning engagements can provide an avenue for students to take self-initiated action.

School included

appropriate action

in Action Plan

Yes

Support in IB

Documentation



22

Practice 15 Teaching and learning encourages students to demonstrate their learning in a variety of ways.

Findings of the

team

Displays and samples of student work show how students are given the skills to demonstrate their learning in a variety of ways. However, classroom observations and planners show more teacher-directed activities that limit the variety of ways in which students can express their learning. Students often produce similar work or use uniform templates for demonstrating their understanding.

Recommendations

The IB recommends

that:

teachers further adapt learning experiences to encourage students to make independent choices on the most effective way they can demonstrate their learning.

School included

appropriate action

in Action Plan

Yes



Standard C3

Teaching and learning reflects IB philosophy.







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Standard C4: Assessment

Assessment at the school reflects IB assessment philosophy.

Practice 1b Assessment addresses all the essential elements of the programme.

Findings of the

team

Unit of inquiry planners show how summative assessments address the essential elements of the programme.

Classroom observations and submitted samples of assessed student work show a focus on assessing skills and knowledge.

Discussions with the pedagogical leadership team acknowledge that further work needs to be done in assessment all elements of the programme.

Recommendations

The IB recommends

that:

the school reviews its assessment practices in order to ensure that they are aligned with the school´s assessment policy.

School included

appropriate action

in Action Plan

Yes


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Practice 1c The school provides evidence of student learning over time across the curriculum.

Findings of the

team

First Steps writing rubrics are used to record students’ progress over time.

Writing journals show collected writing samples from year to year.

Student reports provide evidence of learning across the different areas of the curriculum.

Results for standardized tests are gathered, recorded and made available to teachers.

A group of teachers have proposed the use of e-portfolios and have taken the initiative to design a sample. The school keeps records of standardized testing but at present, the e-portfolios, which show evidence of both process and product, are

still only on trial and being used only by the volunteer teachers who are putting the system together.

Recommendations

The IB recommends

that:

the school continues its investigation in which it can more effectively provide evidence of student learning over time across the curriculum.

Recommendation

repeated from

previous report

Yes

School included

appropriate action

in Action Plan

Yes

Support in IB

Documentation



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Practice 3 The school uses a range of strategies and tools to assess student learning.

Findings of the

team

Classroom observations and samples of assessed student work show that assessment strategies do not take full advantage of the range of resources available to students which could enable them to demonstrate their understanding in different ways, most assessments are done uniformly. Submitted samples of assessed student work generally showed worksheets that provided limited opportunity for students to articulate their understanding of concepts.

Recommendations

The IB recommends

that:

the school further develops a range of strategies and tools to assess student learning.

Support in IB

Documentation


Practice 4 The school provides students with feedback to inform and improve their learning.

Findings of the

team

Classroom observations showed the use of peer and self assessments.

Samples of student work showed limited constructive feedback from teachers.

Recommendations

The IB recommends

that:

the school further develops procedures to provide students with feedback to inform and improve their learning

School included

appropriate action

in Action Plan

Yes

Support in IB

Documentation

Making the PYP happen: A curriculum framework for international primary education


26



Standard C4

Assessment at the school reflects IB assessment philosophy.






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