School name: Phoenix International School

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1 Inspection Report School name: Phoenix International School Address Calle Albacete, Urb Las Comunicaciones San Miguel de Salinas Date of Inspection: 30 th April 2015 Inspection Team: (Lead) Kathryn Slack (Team) Amanda Hughes Overall Recommendation: The school is recommended for full authorisation for three years.

2 Introduction: Phoenix International School was founded in 2001 as Mar Azul International School. It started as a Nursery and Preschool and as these children grew the school developed into the primary age range. A secondary department was introduced in The school provides a mainly British education for an international intake. At present the school has 93 pupils. The main three nationalities in order of size are 83% British, 10% Russian and 3% Swedish. The school is inclusive and has no academic entrance exams, although new pupils have to have a sufficient level of English. The purpose of this inspection is to assess Key Stage 4 and Key Stage 5 for authorisation. Accommodation and Resources The school provides accommodation and resources appropriate for the present small number of pupils, and for the delivery of the British curriculum. Classrooms are of an appropriate size for the number of pupils and they are suitably furnished for the age groups. The use of displays of pupils work is effective both in the corridors and inside classrooms and provides an attractive and stimulating learning environment. Printed resources like text books and photocopies are used well. Resources are frequently used to match the work to the different abilities of the pupils. The addition of interactive whiteboards or ceiling mounted projectors would enhance the range of resources available for learning There are adequate specialist facilities, including outdoor recreation areas, an art space and well used class libraries. The information and communications technology (ICT) suite needs better resourcing as there are not enough computers for one laptop per pupil in the class. Similarly, the science laboratory lacks a lockable flammables cupboard, a fume cupboard and sinks. At present pupils eat a packed lunch in one of the classrooms, or outside when the weather allows and there is a tuck shop available for snacks. This is adequate at the moment, but will be insufficient if the school grows. The number of toilet facilities in secondary are lacking. The school hires a theatre on special occasions and takes part in some inter-school sporting events. The school works with a number of private sports facilities and a musical organisation.

3 Health and Safety The school provides a safe environment for staff and pupils. An adequate health and safety policy is in place. Evacuation procedures are displayed and fire extinguishers are installed. Criminal record checks had not been undertaken for all staff prior to the inspection. International Child Protection Certificates or CRB checks must be provided from now on for teachers coming from outside Spain. Spanish staff is required to have the equivalent certificate from the Spanish Ministry of Justice. The building and grounds are clean and well maintained. Break times are supervised with an adequate ratio of teachers to pupils. This is very important as the play and quiet areas are not completely closed off to the public. The school needs to be aware of which pupils are on site at all times. The curriculum The school provides a broad range of worthwhile opportunities which meets the interests, aptitudes and particular needs of all its pupils. The curriculum is essentially British and the requirements of the National Curriculum are being satisfied. There is adequate time provided for British and Spanish subjects. For the size of the school, there are plenty of options at IGCSE (international general certificate of secondary education), A (advanced) level, BTEC (business and technology education council) and BTEC Nationals. However to fully meet National Curriculum requirements, art could be added and sciences will need to be included at Key Stage 5 when requested. PSHE (personal, social and health education) must be provided at Key Stage 4 and Key Stage 5. External exams are taken when pupils are ready. Year 12 pupils could be taking a mixture of AS (advanced subsidiary) levels and one or two IGCSEs, or BTEC s and BTEC Nationals. External exam results are satisfactory in general with the exception of biology. The reasons for this must be analysed and addressed. Pupils with a lower level of English are provided with extra support lessons.

4 Policies and schemes of work are generally in place, but some are very brief and lack sufficient detail, such as learning objectives or ideas for activities and differentiation. Consequently, they offer too little guidance for teachers to plan pupils work to greatest effect. Staffing Most members of staff are appropriately qualified. Future recruitment should ensure teachers have a PGCSE (post graduate certificate of education) or QTS (qualified teacher status) to be more in line with UK practice. The teachers are effectively deployed in their areas of specialism. The school s staff retention is good. Teachers care about the school and are committed to its improvement. There is an excellent staff to pupil ratio. Weekly meetings enable staff to contribute directly to school development. The Quality of Teaching, Learning and Assessment The quality of teaching is mainly good with some outstanding aspects directly related to differentiation. Where teaching is good, the teachers plan effectively, stimulate, encourage and challenge pupils. As a result, the pupils make good progress and are fully engaged in their learning. Where teaching is outstanding it is a direct consequence of appropriate pace and challenge in a class. This is a real strength of the school with teachers effectively planning different tasks for a wide range of abilities and levels of English within small classes. Teachers and administrative staff all care deeply about the pupils welfare and progress. Behaviour is very good and pupils are happy, confident and polite. Pupils show a desire to learn. They work hard and participate well. Pupils are successfully encouraged to speak English.

5 There is a wide range in the quality of marking. In some subjects this is thorough and informative while in others it is cursory. Pupils progress is tracked informally as the teachers know them well and numbers are small. Leadership and Management of the school The leadership of the school provides clear educational direction. The quality of education is good and the Head cares for the well being and development of all the children. There is a positive relationship between the Head and the rest of the staff. It is clear that the staff care about the school and where it is heading. There is a supportive parent association. The senior management team (SMT) consists of the Head and the administrative staff. It would be more in line with UK practice if at least one other member of staff was brought onto the SMT. However, the present team have a shared vision of the school and are keen to work together to improve the school further. A school development plan is in place, but is more of a tick list of aspects the school feels they have achieved. The Head has a clear vision of how the school should be developing. This needs to be incorporated formally into a more useful document. Day-to-day management is effective in that the school is running well. Information is disseminated well to the staff, though the school has no rigorous self-evaluation procedure. Response to the previous inspection report The quality of teaching at Key Stages 4 and 5 has been improved by better matching teaching methods to the needs of the pupils and to the objectives of the lesson. The quality of marking is improving, but more still needs to be done in this area. Individual education plans have now been developed for some pupils. Recommendations The school must undertake criminal record checks on all staff at the time of employment. The school is very small and functions well on an informal basis. However, the school needs to update and improve the documentation about its future direction. This includes the school development plan and its policies

6 Future recruitment should include teachers with appropriate qualifications (PGCE/ QTS) in line with UK practice. The range of examinations should be widened to include art and science; and personal, social and health education should be taught in Key Stages 4 and 5. Marking should provide better feedback with clear targets for improvement for the pupils. Another member of staff should be appointed to the SMT, for example, a primary coordinator. Resources should be improved in some areas, for example, science. The school should maintain its key strength in the outstanding teaching in some parts of the school, and seek ways to improve the rest to the same standard.

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