School Vision
In 100 words, what is the vision of the school?
Our vision:
➢ A means of sharing the love of God around us.
➢ A channel to full salvation for man (body, soul and spirit).
And to this, our objective is to transmit an intellectual, social and spiritual education to the child, to allow him to be balanced in society but also in good relationship with the creator.
Context
Briefly give us details of the school.
Where is it?
The School Primaire Privée Evangélique Excellence de Sabaribougou is in Burkina Faso, Bobo-Dioulasso. Arrondissement N°6 in a non-housing area of sector 28 ‘’SABARIBOUGOU’’
How many children come?
Total : 300 pupils, 149 boys and 151 girls.
Do you have qualified staff?
Yes, almost all have a teaching diploma, as well as continuous professional development every year
How many buildings? 4 (four) – 2 as classrooms, 1 as housing for the head of the school, 1 for meeting, religious service or other activity, conference
What else? 1 field used for sport, no equipment
Do you welcome the children before and after school? yes
Do you work with community groups? No
| Intention of the programme of study | |
| Ambitious programme to give all, especially the disadvantaged and special educational needs pupils, the knowledge and cultural capital needed to succeed in life | |
| Obstacles to training
1. Insufficient teaching and learning resources, lack of adequate space and equipment How do you remedy this? 1. Plan ahead for enough teaching and learning resources 2. Plan ahead for adequate equipment and room/space. What do you need to do? 2. Pray as the One who founded the school is able to remove all obstacles 3. Alert the authorities above us and inform them of the difficulties on a regular basis |
|
| The study programme /curriculum is planned coherently and sequentially to ensure sufficient knowledge and competencies for training and employment | |
| How do you keep up with new methods in teaching etc?
· Attendance at annual pedagogical conferences and teachers have regular training
How do you choose what you teach? · State imposed curriculum apart from the spiritual programme
How is it planned to help the pupils for the future? · Planned as per state directives in 3 stages 1, 2,3. Preparatory, Elementary, Middle
How could you better what you already do? · Multiply the training sessions for staff |
|
| The School has the same academic, technical or professional ambitions for almost all the learners. When that is not practicable ,
with high needs SEN pupils, we want to be very ambitious and meet their needs. |
|
| How do you support SEN pupils?
· We don’t How can you change this? · By paying them much more attention |
|
| The students follow the full curriculum, specialising only when necessary | |
| How do you ensure all subjects are taught well?
· Through class visits and drop ins How can this get better? · More class visits |
|
| Implementation of the programme of study | |
| Good with some exceptional features. | |
| The teachers have excellent knowledge of what they teach, general and specialised subjects | |
| How do you know?
· Through their work and the results How do you check? · Through unannounced drop in visits How do you better the teaching of specialised and general subjects? · Through CPD and training How can this get better? · Model lessons presented and learnt from as a staff |
|
| The teachers present the subject clearly, bringing appropriate discussion. They systematically check for understanding, identifying mistakes precisely and give clear and direct feedback., adapting their teaching if necessary, without unnecessary elaborate or individualised steps. | |
| How do you access what the children know?
· Testing How do you give help afterward? · Have extra lessons to develop training and understanding. How can this be better? · Through encouraging the relevant teachers |
|
| The teachers create a pupil focused environment | |
| How are the classrooms set out to help learning?
· Well Do the pupils have access to equipment to help the learning? · Yes, but in insufficient quantities How can this be better? · If possible, plan for enough equipment |
|
| A rigorous and sequential approach to reading develops fluidity, confidence and pleasure in all learners. Results are evaluated at all stages and problems solved quickly. And efficiently for all readers. The reading of books is linked very strongly to the acquisition of phonetics at the same time. | |
| How do you ensure children read regularly?
· Through the use of the book issued by the government. How could it be better? · Create a library at appropriate levels |
|
| Impact on the programme of study | |
| The pupils are ready for the next step in their education, employment or training. They have the knowledge, qualifications and skills they need to be able to access the most suitable destinations corresponding to their interests, aspirations and the intention of their programme of study. SEN pupils get the best possible results. | |
| How do you know the pupils are ready for the next stage in their education?
· Through the end of year tests How do you help them prepare? · Through practical advice. How can this be better? · Through possible preparatory lessons. |
|
| Intention of the programme of study | |
| Ambitious programme to give all, especially the disadvantaged and special educational needs pupils, the knowledge and cultural capital needed to succeed in life | |
| Obstacles to training
1. Insufficient teaching and learning resources, lack of adequate space and equipment How do you remedy this? 1. Plan ahead for enough teaching and learning resources 2. Plan ahead for adequate equipment and room/space. What do you need to do? 2. Pray as the One who founded the school is able to remove all obstacles 3. Alert the authorities above us and inform them of the difficulties on a regular basis |
|
| The study programme /curriculum is planned coherently and sequentially to ensure sufficient knowledge and competencies for training and employment | |
| How do you keep up with new methods in teaching etc?
· Attendance at annual pedagogical conferences and teachers have regular training
How do you choose what you teach? · State imposed curriculum apart from the spiritual programme
How is it planned to help the pupils for the future? · Planned as per state directives in 3 stages 1, 2,3. Preparatory, Elementary, Middle
How could you better what you already do? · Multiply the training sessions for staff |
|
| The School has the same academic, technical or professional ambitions for almost all the learners. When that is not practicable ,
with high needs SEN pupils, we want to be very ambitious and meet their needs. |
|
| How do you support SEN pupils?
· We don’t How can you change this? · By paying them much more attention |
|
| The students follow the full curriculum, specialising only when necessary | |
| How do you ensure all subjects are taught well?
· Through class visits and drop ins How can this get better? · More class visits |
|
| Implementation of the programme of study | |
| Good with some exceptional features. | |
| The teachers have excellent knowledge of what they teach, general and specialised subjects | |
| How do you know?
· Through their work and the results How do you check? · Through unannounced drop in visits How do you better the teaching of specialised and general subjects? · Through CPD and training How can this get better? · Model lessons presented and learnt from as a staff |
|
| The teachers present the subject clearly, bringing appropriate discussion. They systematically check for understanding, identifying mistakes precisely and give clear and direct feedback., adapting their teaching if necessary, without unnecessary elaborate or individualised steps. | |
| How do you access what the children know?
· Testing How do you give help afterward? · Have extra lessons to develop training and understanding. How can this be better? · Through encouraging the relevant teachers |
|
| The teachers create a pupil focused environment | |
| How are the classrooms set out to help learning?
· Well Do the pupils have access to equipment to help the learning? · Yes, but in insufficient quantities How can this be better? · If possible, plan for enough equipment |
|
| A rigorous and sequential approach to reading develops fluidity, confidence and pleasure in all learners. Results are evaluated at all stages and problems solved quickly. And efficiently for all readers. The reading of books is linked very strongly to the acquisition of phonetics at the same time. | |
| How do you ensure children read regularly?
· Through the use of the book issued by the government. How could it be better? · Create a library at appropriate levels |
|
| Impact on the programme of study | |
| The pupils are ready for the next step in their education, employment or training. They have the knowledge, qualifications and skills they need to be able to access the most suitable destinations corresponding to their interests, aspirations and the intention of their programme of study. SEN pupils get the best possible results. | |
| How do you know the pupils are ready for the next stage in their education?
· Through the end of year tests How do you help them prepare? · Through practical advice. How can this be better? · Through possible preparatory lessons. |
|
| Behaviour and attitudes |
| Good with exceptional aspects. |
| The School has high expectations, understood and applied in a coherent and equitable manner, reflected in the positive behaviour of the pupils. Low level misbehaviour is not tolerated and does not disturb the day to day running of the lessons. All staff are helped to manage behaviour well. Appropriate routines are followed by the pupils to ensure good behaviour and order. |
| What is the behaviour at School?
· Acceptable How are the “trouble makers” dealt with? · Generally spoken with, then sanctioned if they reoffend, as per rules of the School. What do you have for upturning good behaviour? · Civic and religious education. How could this be better? · Through organising more prayer sessions |
| ; |
| How do the pupils react to training?
· Good attitude Do they show resilience, how? · No …. {misunderstood resilience and resistance} How could it be better · RAS? |
| Attendance is at a high level, pupils come to school on time, are punctual to lessons. When this is not the case, we take appropriate, quick and efficient measures. Fixed term internal exclusions are used appropriately. The pupil is reintegrated into school upon return, and staff manage the behaviour efficiently. Permanent exclusion is used as a very last resort. |
| What is attendance like?
· Good How do you deal with low attendance? · We don’t have low attendance. How could it be better? · RAS |
| Relationships between staff and pupils reflect a positive and respectful culture; the pupils are safe and feel safe. |
| Rapport between staff and pupils?
· Good. How do you know? · Through the peace that reigns in school. Do the pupils feel safe? · YES How do you know? · Through the self confidence of the pupils How could it be better? · RAS |
| Personal Development | |||||
| Good with exceptional aspects | |||||
| We have much more than basic teaching, future professional and technical training. The work towards the cultural, social, spiritual and moral development of the children is of high quality. | |||||
| How do you help the pupils be proud of themselves?
· Through teaching personal development How do you celebrate success? · Best pupils get a prize each year. What do you do beyond the classroom? · Social and cultural activities. How do you promote respect and tolerance towards those who are different? · Through citizenship and religion lessons. Does the school help the community? · Through the well and the sports field. How can it get better ? · Equipment for the sports field and fencing off the site. |
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| Leadership and management |
| Clear and ambitious vision from the people in charge to provide high quality education to all pupils, thanks to strong common values, practices and policies. |
| As a leader how do you share your vision with your staff, pupils and parents ?
· I explain. How do you ensure the provision of high quality education and teaching ? · The performance of the pupils at the common tests (in comparison with other schools) and the results obtained at the end of year examinations. Can it be better? · RAS |
| Efficient engagement with the pupils, other members of the community, if necessary including parents, employers, local services, always with a purpose and carefully thought about. |
| How do you engage with the community?
· Participating in the community’s activities. Could it be better? · RAS |
| The head/s engage with members of staff, are conscious of the different pressures upon them, including their burden of work, and are realistic and constructive in their management of staff. |
| How do you ensure teachers are appreciated?
· Through congratulations and encouragements notices to some. How do you make teachers accountable? · Through verbal interchanges and letters of explanation. Is the burden of work of the teachers manageable? · Yes. Could it be better? · No. |
| Those responsible for the governance understand their role and are efficient in their discharge of it. The governors make sure that the resources are well managed, that there is a clear vision for the School, and that the leadership team is made accountable for the quality of the education provided. |
| To whom is the leadership of the School accountable?
· The Foundation and the State How are the leaders of the School kept accountable? · Through visits and controls of the pedagogical advisers |
Plan for the betterment of the School
Look at the areas to develop, how are you going to do so?
- Getting the adequate teaching equipment, continuous professional development for the teachers, equipment for the Sports Field, fencing of the site and electrical lighting of the School. ….
- We will ask the Parents’ Association and or the Foundation.
Do you need finance to do this? How much, with clear indication of amounts? How will you use the monies?