GREAT strides have been made at Victoria College towards making the school known for more than high academic results, according to an independent review carried out last term.
It says that older students confirm how the school’s culture has changed for the better, while for younger pupils there is an environment that is “orderly, accepting of difference and much more focused on kindness and respect for those in the college and beyond”.
And the review – carried out by a team of eight led by an experienced external reviewer – also found that “the sixth form is a much more positive place for girls to learn than has been the case in the not too distant past”.
Overall, pupils’ attainment is described as higher than counterparts in other Jersey schools in public examinations at the end of Years 11 and 13, with all students going on to university or into employment when they leave at the end of the sixth form. However, the review also notes that progress could be even better at times, if teaching and assessment were consistently of the highest quality.
“A significant minority of lessons, and this typically reflects some departmental attitudes, are still more focused on imparting information or knowledge than actively engaging pupils. Where questions are posed, a ‘hands-up’ approach means some pupils can quietly opt out without drawing attention to themselves.
“There is insufficient challenge for high prior-attaining pupils at times, and the needs of those with special educational needs and disabilities are not met as well as they might be,” the report says. It advocates refining how progress is tracked, at Key Stage 3 in particular, and says that action should be taken to ensure that all teachers see themselves as teachers of pupils of different abilities, and that they are equipped with the knowledge and skills to meet such different needs effectively.
It also says teachers’ pedagogic knowledge should be raised to the level of their specialist subject to ensure teaching is of the highest quality, encouraging pupils to articulate their thinking and learning.
Head teacher Dr Gareth Hughes welcomed the outcome of the review, saying they were hugely proud that there had been recognition of the great strides made towards making the school known for more than simply high academic results.
“I am personally delighted that our academic outcomes, co-curricular and enrichment opportunities, and our continued journey towards an inclusive environment, were seen as strengths within our holistic educational provision, and that our values of respect, resilience and aspiration were recognised as being woven explicitly through all aspects of school life,” he said.
