In December 2020, Footsteps School was inspected by the Office of Education standards (OES) in the Cayman Islands.
The full report can be read here: http://oes.gov.ky/portal/pls/portal/docs/1/13031178.PDF
Footsteps school was graded as ‘good’ overall.
We are thrilled to have received excellent grades in Curriculum, Positive Behaviour for Learning and Links with Parents and the Wider Community.
The attainment of our students was judged as satisfactory at this stage, whilst progress was judged as good, in all the core subjects. This means that, while students’ starting points were relatively low at the start of the academic year (due to our vision to be an inclusive school as well as the impact of COVID), students have made a good amount of progress over the course of the first term and are now mainly working in line with national curriculum expectations.
We are particularly encouraged by the ‘progress’ section of the inspection report which was judged as good. If progress continues at the same rate, attainment will be soon to follow.
A few highlights from the report:
‘Students’ personal development and their conduct in lessons and around the school were exemplary… All students were polite and courteous in their interactions with their peers, staff and visitors. This was evident in lessons and at break and lunch times. Students demonstrated tolerance towards their peers and co-operated well with each other…Students wore their school uniform with pride.’
‘The school’s link with parents and the community was excellent. Parents made meaningful contributions to the work of the school... The school had established strong links with parents secured through regular two-way communication and effective partnerships.’
‘Students enjoyed excellent relationships with staff. They responded well to the high expectations set regarding their behaviour and respected the excellent role models presented to them by their teachers’. And also, ‘Teaching was good in English, mathematics and science. Teachers were knowledgeable about their students’ abilities and had good subject knowledge. Time in lessons was well used with an emphasis on learning rather than on just completing the task. Minimal time was spent managing behaviour because teachers planned engaging lesson content and were consistently high. This allowed all students to made good progress from their starting points.’