Curriculum Evaluation

ISIB Curriculum Evaluation 2017


To ensure the students at ISIB have the best possible chance of success we use a number of evaluative measures to ensure student progress takes place throughout their time in the school, examples of which are outlined below.

Each staff member in the school are given a syllabus prescribed by Cambridge to follow which has clear outcomes and topics which needs to be covered throughout the duration of their course/subject.  This ensures that all staff are teaching at the relevant level for your child and their expected ability level.   Further detail of the syllabus breakdowns etc. can be found in the subject curriculum areas of this website.

ISIB take staff training and your child’s education very seriously.  We provide in-house training to staff every week for 2 hours on a Wednesday after school to update staff skills and to learn new methodologies of providing effective teaching.  Topics covered in such meetings are differentiated learning, assessment skills and the sharing/pooling of effective teaching ideas and methods.  This meeting also allows staff time to discuss any concerns with students whom they feel may be under/over achieving in their subject area so the relevant support can be put in place.

Staff are also often enrolled on courses throughout the academic year to ensure the most effective learning experience is available for your child.  For example all staff were required to complete a certificate called CLIL which looks at the use of language in teaching students where English is their second language, this was a mandatory course completed by all members of the ISIB team.  Many of the staff are also currently studying independently which is then fed back to the staff team to benefit the whole of the ISIB community and to ensure all curriculum goals are met.

Classroom observations take place regularly to ensure the level of teaching and classroom goals are being met throughout the academic year.  These are usually performed by the head teacher or the curriculum coordinator to ensure that correct curriculum is being followed and at the correct level for each of the children to understand.  Observers will always provide feedback to the staff member providing positive and critical feedback on what needs to be improved and outlining the strengths of the lesson also.  This provides continuous development throughout the year for all staff.

Tracking your child’s progress

Every teacher has a tracking grid for their subject (and in the primary section for their year group).  This is used to record assessment marks and grades as they happen throughout the academic year.  The teacher’s record a minimum of 2 assessment grades per term to evaluate the pupils learning however many teachers choose to assess many more times throughout the term also.  These grades are centrally recorded and analysed by the curriculum coordinator of the school.  Such a method of tracking ensures that students who are underperforming can be highlighted quicker and specifically to subject areas in which they are struggling.  It also highlights those whom are exceeding beyond their expected level.

What happens with the tracking information?

Students whom are deemed to be underperforming/over performing their expected levels will be highlighted to subject teachers and a number of things will be put in place.

Firstly lessons will be heavily differentiated to ensure that the child can understand the level of the resources used.  This may mean the amendment of language to be made easier/harder.  Intervention programs can also be put in place – additional support time with the teacher outside of the lessons during study periods etc.  Additional support in or outside of class can also be provided by a teaching assistant whom will work with your child (one on one) or a small group of children working at the same level.  Those who are over achieving will be provided with extension work to stretch them further and to encourage them to learn more independently on topics outside of the syllabus constraints.

Support in school

We have a strong support network here at ISIB.  Any concerns from a teacher regarding academic progress or ability can be referred to the SEN support team by completing a cause for concern form.  This will start the process whereby we will evaluate your child to see if there is any additional support we can put in place should there be an issue with their learning abilities.  Parents are contacted before the evaluation takes place and is a lengthy process of observations, SEN assessments etc. to see if any further support is needed to help them succeed in school.

ISIB wants students to succeed and sometimes the Cambridge course may be too high ability for some of our SEN children.  The support team will work closely with the parent and child to see what their future plans are after ISIB and this can sometimes lead to a tailor made individual learning plan for them to follow to succeed in their personal goals rather than that of completing the IGCSES.

We have a dedicated EAL teacher to work specifically with children who have barriers to learning in English.  The majority of our students have English as a second language and therefore may need additional support where teaching is solely in English.  Additional EAL classes are placed on their timetable to help them grasp the language quicker and how to work more effectively in all other subjects.  This support is provided from Primary all the way through to Year 11 in the secondary school.

Communication – Parent / Teacher / Student

We have two parent/ teacher meetings a year regarding students’ progress in school.  These occur at the beginning and the end of the academic year.  Parents are also provided with a progress report card which provides individual comments regarding how they are doing in each subject area.  These are discussed in further detail at the meetings.  During such meetings targets are set and agreed between the parent, the student and the teacher and recorded and placed in their student record and then checked periodically throughout the year to be discussed again at the later parent/teacher meeting.  Any additional requests from parents are also noted.  Should teachers feel that the targets are not being met or should parents have any concerns during the school year, a request for an individual meeting can be arranged to discuss such issues further.  Staff members are encouraged to contact parents regularly regarding any concerns with students and vice versa.