Much of the teaching at Cayman Academy is unsatisfactory, an inspection team has found.
The school was inspected by five inspectors, plus a trainee local occasional inspector in January this year.
Inspectors also found that mathematics is weak in most of the school, stated a press release.
Cayman Academy is an Adventist educational institution for students from ages three to 16. Currently 243 students are enrolled.
The school, which was formerly known as Edmer Adventist School, has gone through a number of major changes in recent years. The school roll has tripled in size since 2002 and high school grades have been added.
The new principal has overseen some substantial improvements to the school buildings, grounds and teaching resources, the release said.
However, the inspection team reported that there are significant weaknesses in the way that the school is led and managed and that the growth in student numbers has not been matched by improvements to the management structures and systems.
The school and Board’s focus has not been on students’ achievements or on securing systems that would help to ensure consistent practice and high quality teaching and learning, the release said.
Although the team said that much of the teaching is unsatisfactory, they reported = that there are strengths, for example, in the Kindergarten class and in English and science in Grades 7 to 9.
, The inspection identified the following areas as strengths of the school:
• The school has established a strong Christian ethos and it promotes students’ spiritual development well.
• The staff are committed to the school and caring towards the students; relationships are generally good.
• The parents are very positive advocates for the school and there is a strong and supportive HSA.
• Students are given a good foundation in the pre-K and K class where there is some very good teaching.
These are the areas identified as needing to improve:
• The way that the school is led and managed, as there are no effective systems or structures to help ensure consistent, high quality practice.
• The involvement of the Board in the life and work of the school.
• The quality of teaching, as too much of it is unsatisfactory.
• The way that the school identifies and provides for students’ individual needs.
• The curriculum, which is neither balanced, well planned nor monitored effectively.
• The way that students are assessed and their progress tracked, which is not consistent or systematic.
The team concluded that a great deal needs to be done to bring about the improvements outlined in the report.
They noted that the school is fortunate in having supportive parents, teachers who are keen to improve, as well as students who are responsive, compliant and eager to learn; a combination that bodes well for the school’s future, but it will still need considerable support to bring about the changes that are needed.
The school is expected to prepare an action plan to address the areas that need improving.
The school is required to provide parents with an annual update on the progress that is being made in addressing the areas identified as needing to improve.