ISI Inspection Report - Flipbook - Page 28
Inspection of Educational Quality
3.
10
Inspection of Educational Quality – [EYFS and Prep 3–13]
Preface
In addition to evaluating whether or not the school met all of the Standards for British Schools Overseas, this
inspection evaluated the quality of the school’s work, focusing on the two key outcomes for pupils:
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the quality of the pupils’ learning and achievement;
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the quality of the pupils’ personal development;
Headline judgements of educational quality include one of the ISI descriptors ‘excellent’, ‘good’, ‘sound’ or
‘unsatisfactory’. In addition, the text identifies clearly the impact of the curriculum, teaching, pastoral care,
leadership and management and boarding on outcomes for pupils.
As ISI inspections of British schools overseas are for the benefit of the pupils, inspections aim to:
provide objective and reliable inspection reports which help schools to recognise and build on
their strengths and to identify and remedy any weaknesses;
inform parents and the wider public of the quality of British schools overseas by placing reports
in the public domain;
help schools to improve the quality and effectiveness of pupils’ education.
The report refers to year groups in accordance with the system most commonly used in England.
Key findings
3.1
The quality of the pupils’ learning and achievement is excellent.
3.2
The quality of the pupils’ personal development is excellent.
Recommendation
3.3
The school is advised to make the following improvement:
Ensure that pupils' achievement is enhanced by fully embedding the recently implemented
teaching and learning strategies across all departments in the school.
The quality of the pupils’ learning and achievement
3.4
The quality of the pupils’ learning and achievement is excellent.
3.5
The prep school successfully meets the school’s aims to provide a well-rounded educational
experience within an international Christian school setting for its pupils. A significant contributory
factor to pupils’ high achievement is the commitment of the leaders, staff and those responsible for
governance to ensuring that all pupils are valued and encouraged to achieve their best. A minority of
pupils across the year groups in the questionnaire, answered in October 2021, felt that the school had
not helped them settle in quickly in the early stages and that a small number of boarding staff do not
fully understand their individual needs and circumstances. The pastoral team were alerted to these
responses and undertook to revisit settling in procedures and strengthen the pastoral system relative
to pupils’ individual needs. During the visit in March 2022, the pupils in discussion across all years
groups unanimously reported that they felt that their needs were being effectively met and that the
easing of covid restrictions was better helping them settle into boarding regimes. School leaders said
that the covid situation had been difficult for all staff and pupils; however, recently introduced
enhanced academic and pastoral monitoring initiatives were having a positive impact. Evidence
© Independent Schools Inspectorate 2022
St Andrew’s School – Turi – Kenya – March 2022
