positive encouragement of good behaviour and consistent response to inappropriate behaviour. Pupils have access to, and use, facilities for personal support and where necessary, complaints. Education advisers effectively monitor behaviour and attendance; they liaise regularly with classroom teachers on both pastoral and academic matters. In the primary section, the system helps to solve the conflicts occurred on the playground. Pupils have an easy access to adults in case of need. Primary pupils mentioned that the deputy head of primary is easily accessible and very reactive when needed. The small size of the school makes supervision easy. In secondary a special award is accorded for performances contributing to a better school life. Representatives of pupils and of parents don’t mention any feelings of being unsafe. There is no project in closing up all the school area and controlling the two entries. III. Curriculum and Planning 1 2 3 4 III.1 The school management ensures that the planning of the curriculum is regularly reviewed and revised P X S X There are long term and short term planning, based on the curriculum. In primary the long term planning for some subjects and some years are published on the Learning Gateway, specifying in some cases the objectives and the necessity of differentiation. It is not complete and there is little evidence that the planning is considered by the teachers for their short time planning. Nevertheless the time planning of the teachers are currently of good quality and sufficient to ensure an efficient teaching sequence. The school management should monitor the long term planning so as to be exhaustive and implemented. For the secondary, the planning in syllabuses is not complete. As the number of locally recruited teachers will increase, the school should make sure that all the necessary information for teacher’s planning are easily accessible. III.2 There is continuity and progression from year to year P X S X is evidence of transfer of planning. There is little evidence that planning is transferred. Planning should be put on an easily accessible place. III.3 The planning within and across the sections is harmonised P X S X The school planning guidelines and templates are used. In secondary there are no common guidelines for planning and no common templates for planning and timetables. There is some evidence of good practices like planning meetings at the beginning of school year in several subjects; however, these good practices should be reinforced in all subjects.
Time allocation of support is transparent and flexible. LS/SEN teacher in principle has all support lessons so other teachers are not involved. For the secondary time allocation is documented in the report of the coordinator. In primary it is fixed in the documents available for the Budgetary and Administrative Board. VIII. Quality assurance and development 1 2 3 4 VIII.1 There is a structure for quality assurance and development P X S X There is systematic procedure for The school should strengthen the development of a systematic procedure for self-evaluation in order to assure quality and development on a school basis. VIII.2 In the school development plan the school has described its vision and its areas of improvement P X S X The school has clearly stated its aims and objectives. The school has short and long term planning to accomplish improvements. The school development plan is compiled in consultation with the different stakeholders of the school. The school has guidelines on ICT. The in-service training plan is part of the school development plan. The school has made a school development plan and a multiannual plan for 2012-17 in which overall aims and objectives are stated. The school is encouraged to integrate into the plan important pedagogical issues mentioned in this report, for example harmonisation in assessment, development of the European dimension, differentiation in secondary, guidelines for planning and assessment.