1.                INTRODUCTION

Characteristics of the School

1.1               Jerudong International School (JIS) is a day and boarding school providing education for girls and boys between the ages of 2 and 18 years.  It is governed by a Board of Directors whose members include representatives from the Brunei Investment Agency (BIA) and the Brunei Ministry of Education.  The school was established in 1997 and occupies over 300 acres on a single campus in Jerudong.  Located near to the coast, it is a short distance from Bandar Seri Begawan, the capital city of Brunei.

1.2               The school is arranged into four sections, comprising Junior School, Middle School, Upper School and Sixth Form.  At the time of the inspection, 1278 students were registered at the school: 69 aged under five, 276 aged 5 to 10 (reception to Year 5), 301 aged 11 to 13 (Years 6 to 8), 392 aged 13 to 16 (Years 9 to 11) and 240 in the Sixth Form.  Of these, 680 were boys and 598 were girls.  All students attend full-time except for 69 children under the age of five, who are part-time.  The school provides boarding; currently 143 boys and girls are weekly boarders, though a few students board at weekends from time to time.  The boarding facilities can accommodate up to 210 students, from age 11 onwards.

1.3               The international dimension of the school attracts students from a broad spectrum of nationalities.  Approximately three-quarters do not have English as their first language and of these a significant minority receive extra help for language acquisition.  The school has identified 74 students as requiring additional learning support, mainly for specific learning difficulties, though none has a statement of special educational need.

1.4               Students come principally from Brunei, Malaysia, India, Pakistan, Australia and the UK, but the school has smaller numbers of over 40 other different nationalities.  The transitory nature of much of the student population has considerable implications for the school as students adjust to a new home, a different cultural setting and a new school environment.  Most students have parents with professional backgrounds, working in various industries, in particular the oil industry, in academia, in medicine, in the diplomatic service and in the armed forces.  Many of the local parents have managerial positions in government ministries, run their own businesses or are financially independent.

1.5               Students join the school at various stages from kindergarten onwards.  Many have previously attended independent and maintained schools overseas or in neighbouring countries.  Each year a large number enter the school in Year 7, mostly from local primary schools, and these make up about 40 per cent of the students entering the Senior School in Year 9.  A few more students enter from local and overseas schools in Year 10 and many new entrants join at Sixth Form level.  The numbers of weekly boarders, largely from Year 6 onwards, have grown in recent years and a new boarding house has just been opened to accommodate them.  Further boarding houses are planned to meet continued expansion over the next five years.

1.6               Students leaving at 18+ mostly to go on to overseas universities, such as Cambridge, LSE, UCL and many Russell Group universities in the United Kingdom, Melbourne and other leading universities in Australia, and Ivy League universities such as Harvard in the US.  Many students also choose universities in Canada, India, Pakistan, New Zealand and Malaysia.  The numbers applying to the University Brunei Darussalam are also increasing because of twinning programmes, particularly in medicine.  The school does not select students by ability except in the Sixth Form, where a minimum number of five GCSEs at grade C or above are required in order to gain a place.  However, students of all ages are assessed prior to entry in order to ascertain their ability to benefit from the curriculum offered and in order that additional support may be provided where necessary.  Results from standardised testing indicate that most students are intellectually above the UK national average, although a wide range of ability is represented in most year groups.  In the Upper School, about one in twenty have scores in the top five per cent nationally and about the same number are well below the average.  Overall, if students are performing in line with their abilities, their results in GCSE and A level examinations are expected to be above the average for all maintained UK secondary schools.

1.7               The core philosophy of JIS is to provide an international education to students of all abilities and to foster the highest standards in academic work, in the arts and in sport.  It seeks to encourage students to respect and consider others in the family, at school and in the wider community.  It aims to foster spirituality and moral responsibility regardless of the student's background or confession.  Self-reliance, initiative, independence and innovative thinking are strongly encouraged.  In addition, it seeks to promote a positive and mutually beneficial relationship with the host community, while fostering an international outlook among its students.  The school strives to be a dynamic institution that is responsive to new challenges.

1.8               UK National Curriculum nomenclature is used throughout this report to refer to year groups in the school.  The year group nomenclature used by the school and its UK National Curriculum (NC) equivalence are shown in the following tables.

Junior and Middle School

Upper School and Sixth Form

2.                THE QUALITY OF EDUCATION

The Educational Experience Provided

Whole School

2.1               In almost every respect the educational experience provided throughout the school fulfils its aim to provide a broad liberal education to students of all abilities and to encourage an international outlook.  Particular strengths lie in the provision for those whose first language is not English, in the variety of extra-curricular activities offered and in the flexibility of the curriculum in meeting the needs of students from a wide range of international backgrounds.  The school recognises that it is not yet fully successful in its aim to foster the highest standards in academic work for its most able students and is actively seeking ways to improve in this aspect.

2.2               At all stages, the curriculum strongly supports the linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative development of students, and helps them to acquire successfully the skills of speaking, listening, literacy and numeracy.

Junior School and Middle School

2.3               Students’ experience in the Junior School is of a significantly high quality.  Whilst students have a good experience in the Middle School, the quality is more variable.  Some lessons are particularly good, most are satisfactory and a few are unsatisfactory.  These differences are largely due to variation in the quality of teaching that students receive in the Middle School.

2.4               Both schools are highly successful in their encouragement of students to respect others whether in the family, at school or in the wider community.  Spirituality and a sense of moral responsibility are also strongly encouraged.  Initiatives to promote self-reliance, independence and creative thinking are achieving success, whilst students are increasingly willing to think critically.

2.5               Throughout, an outstanding range of extra-curricular activities takes place, mainly after school but also during lunch breaks.  These activities greatly enrich the educational experiences of students and add to their enjoyment of school.  In addition, students’ high levels of involvement support the school’s aim of actively promoting students’ personal development.  The wide variety of opportunities is appropriate for both boys and girls and is available for all ages and differing levels of expertise.  Students are actively encouraged to participate in activities, which range from a badminton club to the young environmentalists scheme, which engages them in environmental projects and issues.  The activities programme reflects the diverse interests of the staff and provides good opportunities to promote links between students and staff from different sections of the school.

2.6               Students are very successfully prepared for transfer to the next section of the school at all transition stages.  In the summer term, the kindergarten classes attend Junior School assemblies.  Similarly, prior to transferring to the Middle School, Year 5 students benefit from a visit to Year 6 classrooms for a day of taster lessons and Year 8 students are invited to attend the end of term Upper School assembly.  Informative welcome packs ensure that new students and their families feel welcomed from the outset of joining the school.

2.7               A broad and well-balanced curriculum is provided for all students.  The kindergarten and reception classes curriculum is largely based on the Early Learning Goals used as the basis of the curriculum for students of this age in England.  Additional languages, such as Mandarin and Malay are added as appropriate.  In the remainder of the Junior School, the curriculum broadly follows the English National Curriculum and is enhanced by subjects such as personal, social and health education (PSHE) and a variety of languages such as Mandarin, Malay and French.  As students progress through the Junior School an increasing number of specialist subject teachers are used.  The trend continues into the Middle School so that, by Year 8, the broad and well-balanced curriculum found throughout both schools is taught by subject specialists.

2.8               In the Junior School, good quality curricular planning documents are supported by well-established and agreed policies.  Individual subject schemes of work indicate clearly how a student’s learning will develop in a continuous and progressive way.  Clear and informative guidelines ensure that planning includes opportunities for assessment and activities for students who have language and/or learning difficulties.

2.9               Planning for individual subjects in the Middle School is generally good overall although the quality of the schemes of work is variable.  The best documents contain general guidelines for the subject concerned, provision for differing levels of student ability, opportunities for assessment and suggestions for homework activities.  In some, opportunities for students’ spiritual, social, moral and cultural developments are also indicated.  Others lack this necessary detail.  In both schools, planning does not always sufficiently identify the work necessary for higher attaining students.  Teachers’ short-term planning is good across both schools.

2.10           Both the planning and activities provided for students with language and/or learning difficulties are of high quality within each year group of the schools.  Weekly plans show that work for students identified as needing support covers the same areas as others but at the appropriate level.  They are strongly supported either by classroom assistants and language support staff in lessons or in withdrawal groups.  Similarly, provision for those students who have specific gifts or talents is developing appropriately, particularly in the Junior School.

Upper School and Sixth Form

2.11           At GCSE and A level the curriculum is both broad and balanced, reflecting the school’s aims and parents’ wishes.  Recently, the school has sought to provide more stimulating work for its Year 9 students, for example, by beginning GCSE science courses a year earlier than is usual.  Students now study fewer subjects but with substantially more curriculum time devoted to each, especially in the sciences.  This change means that thirteen-year-old students in Year 8, a year earlier than is the norm, are faced with choosing three optional subjects from among the full range they have hitherto been studying.  As a result the curriculum for this year group has been significantly narrowed.  The impact of this curriculum change on the educational experience for Year 9 students, introduced only a year ago, has yet to be evaluated.

2.12           Students are given a broad choice of subjects for GCSE and A level.  At the beginning of Year 10, students may select from a full range of GCSE subjects including business studies, economics, and accounting, and able mathematicians have the opportunity to take statistics as well as mathematics.  Both European and Asian modern foreign languages are available.  At A level the offer is further extended by the addition of psychology and media studies.

2.13           A carefully thought-out PSHE programme is still being developed.  As the timetable for Years 9 to 11 is filled with GCSE options, time for PSHE is found by taking students off timetable for blocks of three periods at a time at intervals during the year.  This provides an effective programme that contains appropriate topics for each year group and is effectively co-ordinated by the heads of Upper School and Sixth Form.  Assemblies focus on themes that are then often followed up in tutor groups.  The acquisition of study skills is regarded as important and sessions on these are included in the PSHE programme, as well as being reinforced in lessons and tutor periods.

2.14           The extra-curricular programme, including after-school activities (ASA) provides rich and varied opportunities for students to extend their skills, acquire new ones or just have fun.  The programme is efficiently organised and almost all students take part in imaginative opportunities that range from debating to world cinema, from a Model United Nations to folk dancing, Aussie Rules Football and many more.

2.15           Students are thoroughly prepared for the next stage of their education through a carefully devised careers education programme.  As well as receiving comprehensive individual advice on applications to universities in a variety of countries, students are able to attend careers talks, visit work places, and take aptitude tests to help guide their choices.  Students in Years 11 and 12 are strongly advised to arrange work experience placements.

2.16           The students’ educational experience within the school is complemented by worthwhile links with the local and the wider community.  Students play against other local schools in sport and a number of athletes compete in the games staged by the Federation of British Schools in SE Asia (FOBISSEA).  Field trips take students into the surrounding area and also abroad, for example to Singapore for the Model United Nations conference.  The Duke of Edinburgh’s International Award scheme combines a demanding foreign expedition with community service.  Community service is also available to students taking the Award Scheme Development and Accreditation Network (ASDAN) award.  The ASDAN qualifications and awards are used by schools and colleges to provide opportunities for students aged 14-19 to develop personal, social and active citizenship skills, work-related skills, key skills and wider key skills.

2.17           Provision for students with English as a second or additional language is excellent.  Students who join the school with little or no English are placed on the Intensive Language Programme and withdrawn from some lessons until they have acquired sufficient fluency to cope with mainstream lessons.  Approximately half the teaching staff have passed, or are studying for, the qualification in ‘ESL (English as a Second Language) in the Mainstream’ course.  The head of learning support provides students with individual language plans and monitors their individual progress carefully.  Students with learning difficulties are also well catered for with support for their specific needs, and their individual education plans are communicated to mainstream class teachers.  The effectiveness with which class teachers meet the needs of these students is not currently being monitored.  Suitable adaptations to the timetable are made when appropriate, for example the ASDAN award at bronze level is offered in Year 9.  The level three award (which attracts university points), called the Certificate in Personal Effectiveness, is available for students who wish to continue with this award in the Sixth Form.

2.18           The timetable is flexibly arranged so that other cultural and academic needs can be met.  Bahasa Melayu is offered in addition to Malay as a foreign language.  Similarly Chinese both as a first language and as a foreign language are options.  English as a Second Language and the International English Language Testing System are also available.  Students from Bruneian schools, who join JIS in the January of Year 12, are placed in special ‘fast track’ classes to ensure that they are fully prepared to take A level examinations just 15 months later.

2.19           Currently few formal arrangements for identifying and meeting the needs of the more able students are in place.  However, as a starting point for developing an appropriate curriculum, the head of learning support has carried out an audit of the measures currently taken by different departments to provide stimulus and challenge for these students.

2.20           The curriculum now in place for the Upper School and Sixth Form includes a number of significant revisions and innovations that have taken place recently, all aimed at improving opportunities for students.  However, currently there are no formal procedures for evaluating the success of these changes or for planning a long-term whole-school strategy for curricular development, which would enable the school to properly judge the effectiveness of its initiatives.

Pupils’ Learning and Achievements

Whole school

2.21           Students achieve good levels of knowledge, skills and understanding in their subjects and activities and learn to apply them effectively.  The school goes a long way towards meeting its aim to foster the highest standards in academic work, arts and sport.

2.22           Many individual students, teams and groups achieve well in a variety of activities and some reach particularly high standards.  Nearly 300 JIS students took part in the annual Games of the Federation of British International Schools of South East Asia (FOBISSEA) with over 70 receiving medals for their performance.  Many students are national champions in their age groups with football, swimming and basketball being particular strengths.  Success in science and mathematics Olympiads and competitions is consistently high, with many students receiving medals and invitations to compete at regional and international level.  At the same time, care is taken to ensure that less skilled students have equal access to coaching and tuition and therefore have the opportunity to compete at a level appropriate to their ability.

Junior School and Middle School

2.23           In both the Junior and Middle Schools, students achieve well in both their academic and broader education.  Particularly significant gains in learning are made within the Junior School.

2.24           In the kindergarten and reception classes, the well-planned programme of activities and teachers’ close adherence to it ensures that even the youngest children learn the basic skills most successfully.  They learn the beginnings of reading and writing to a level that is appropriate for their degree of knowledge of the English language.  Solid foundations are also laid for students’ later mathematical development and, as a result, they show a growing facility with numbers.  Students’ knowledge and understanding of the world around them are developing successfully.  Their information and communication technology (ICT) skills are developing at an adequate rate and opportunities are well provided for them to use these skills in a variety of subjects.  Encouraged by their teachers, students use their imagination and creativity and apply these to other activities.  Overall, during these years, whilst significant progress is made, more rapid progress is made in the kindergarten classes than in the reception classes, largely as a result of a higher proportion of outstanding teaching being evident.

2.25           In Years 1 to 5, students successfully build upon the start they have made in their early years in school.  They apply their rapidly expanding skills and knowledge to different subjects and a variety of situations.  This is particularly apparent in their written work.  By the time they leave the Junior School, students have been well prepared for the more subject-based and specialist teaching they receive.

2.26           In the Middle School, students continue to progress at an appropriate rate so that, by the time they move into the Upper School, most have speaking and listening skills that are well developed for their age and linguistic abilities, many being articulate and confident when conversing with their peers and with adults.  The emerging writing and listening skills of the students are enhanced by the work done in subjects such as English, history and geography.  Students also demonstrate good levels of creativity, not only in subjects such as music, art and drama, but also through their writing and investigative work, in subjects such as science.

2.27           Students also use their mathematical skills competently, particularly in the subjects to which they are most easily applied, such as science, geography and design and technology.  Students demonstrate similar confidence in their use of ICT, notably in those subjects where they have significant opportunities to practise their skills.

2.28           Whilst adequate progress is made by many students during their time in the Middle School, the lack of fully developed systems to oversee and monitor the work students are given, the work they produce and the teaching they receive, means that some, particularly the higher attaining students, do not always make the progress of which they are capable.

2.29           In both schools, students for whom English is not their first language achieve well at a level that is commensurate with their abilities, given their language competence.  Similarly, students with learning difficulties also achieve well in relation to their overall ability levels.  There are no marked differences in the attainment of boys and girls.

2.30           The outcomes of standardised tests in a variety of subjects in both schools indicate that most students achieve well given their ability levels.  Similar results are found in the schools’ own internally set and marked examinations, particularly those set towards the end of the Middle School.

2.31           Students’ attitudes to work and study are good in both schools.  When teachers set high expectations, students respond most positively.  They are friendly, helpful and eager to talk about what they are doing and how they are getting on.  Most students are articulate, listen well, read intelligently and write fluently and effectively at a level that is appropriate to their language abilities.  For example, students in Year 4 listened attentively to a story, read by their teacher, about ‘Egyptian mummies’.  They then answered questions on the text with both understanding and enthusiasm.  Similarly, good writing skills were apparent in topic-based creative writing and when students studied the ancient Greeks in history lessons.

2.32           Students study and work effectively, both co-operatively and independently.  Highly successful group work occurs in science, mathematics, music and English, although it is more common and successful in the Junior School than in the Middle School.  Numeracy and ICT skills are applied effectively across a range of subjects.  For example, Middle School students use computers to complete vocabulary exercises in a homework club and Year 7 students are well able to use their work processing skills to draft play scripts in English lessons.

2.33           Being able to reason, argue and think for themselves are skills that develop well as students proceed through the schools.  They express their ideas clearly and confidently.  This was particularly noticeable in a Year 7 science lesson on electrical circuits where students were discussing the relative merits of series and parallel circuits.  As they become more mature, their ability to take notes, to study and to organise their work independently also increases at a good rate.

2.34           From the youngest classes in the Junior School, students are punctilious in their behaviour and fastidious in their attitude to work and study.  They settle down purposefully at the start of lessons, quickly and single-mindedly applying themselves to the tasks in hand.  Students consistently work well and apply themselves with great diligence.  When the learning experiences they are offered are sufficiently stimulating, they clearly enjoy their work.

Upper School and Sixth Form

2.35           Students apply their skills effectively in a wide range of subjects and achieve good standards overall.  Many examples of high levels of achievement are to be found across a wide range of subjects such as English, physics and biology.  In a Year 11 English lesson, students thought seriously and deeply about the character of Shakespeare’s Macbeth.  In a Year 10 physics lesson, students critically analysed video and text sources on the Rutherford model of the atom before creating their own course notes.  Students who do not speak English as their first language and those who require additional support with their learning are similarly successful.

2.36           Results in GCSE and A level examinations over the last three years have been well above the national averages for all maintained schools in England and are good in relation to students’ abilities.  Achievement has been consistently high, for example, in English and mathematics.

2.37           High achievement in music is common, with many students passing the Trinity College Music Examinations.  A broad and challenging concert and drama programme enables students to demonstrate their high levels of skill in the performing arts.

2.38           Students are articulate, able communicators and attentive listeners.  When given the opportunity some seemingly passive students engage fully in lively debate and strong argument.  In interviews, they were keen to contribute and presented their views with clarity and conviction.  In activities outside the classroom, many of these qualities reveal themselves to full effect, building upon the confidence gained during lessons.

2.39           Students have good literacy skills, writing fluently and accurately.  In all year groups their written work is well presented and effectively organised.  Revision material is carefully structured and annotated.  When given the opportunity to do so, students readily take the initiative for themselves in preparing for examinations.  In a Year 11 lesson students collated information from online resources before constructing individual mind maps.

2.40           Students’ mathematical skills are outstanding and a real strength across the full ability range.  They have little difficulty in applying mathematical concepts across a range of different subject areas and their solutions to numerical problems are both succinct and accurate.

2.41           The frequency and effectiveness of the use of ICT varies widely across subjects.  In some, students profitably use a range of online resources and classroom-based ICT equipment to produce high quality, animated presentations and revision notes.  Where staff have access to their own laptops and easy connection to multimedia facilities, the use of ICT is at its most frequent and effective.  Students are proficient in a range of software packages and are able to manage skilfully media and data requirements.  ICT is also used as a powerful method of communication across the school, including access to online resources from home and regular email contact between students and staff.

2.42           Most students are able to reason cogently, supporting their arguments with appropriate evidence and a real sense of conviction.  They respectfully listen to each other’s opinions, as was clearly seen in interviews and in lessons.  In a Year 10 science lesson, a pair of students listened carefully to two partially correct responses before forming a joint conclusion as to the final answer.  Students are capable of intelligent reflection although language differences sometimes mean that they take time to project their oral responses.

2.43           Students make excellent notes, particularly when given clear guidelines.  They work independently and efficiently under these controlled conditions but they do not readily initiate their own independent research to support their learning.  In science lessons, for example, students prefer highly structured practical exercises and only infrequently do they broaden their knowledge and understanding through open-ended investigation.  This tightly structured approach to investigations limits the acquisition of important practical skills.

2.44           Co-operative learning is a key strength of the students.  Group work shows many of the students at their best, resourcefully supporting each other’s learning whilst remaining focused on the task.  In a Year 12 geography lesson, for example, students worked together in small groups to consider intelligently the relative effects of climatic hazards.  Students’ perseverance and commitment are outstanding.  They respond well to encouragement and are determined to succeed.

Spiritual, Moral, Social and Cultural Development of Pupils

Whole School

2.45           Students demonstrate astute spiritual, moral, social and cultural awareness.  They are confident, caring and thoughtful.  The impact of the school’s ethos, which permeates all that it does, together with the quality of relationships in a positive and happy community, makes a significant contribution to students’ personal development.  Indeed, it is fostered in many aspects of life at JIS so that the school is successful in achieving its aims.

Junior School and Middle School

2.46           The personal development of students in both the Junior and Middle Schools is outstanding.  Both schools are aware of the importance of this area of development to their students and are actively reviewing, promoting and implementing new policies.

2.47           The pervading ethos of both schools is one of a ‘caring and positive’ nature.  Teachers and students enjoy excellent relationships and the mutual respect for one another is an integral factor in fostering this ethos.  This was illustrated clearly when a Year 5 student stated that ‘school is fun’ and ‘if I have a problem, I can go and talk to any teacher or the school counsellor’.

2.48           Students’ spiritual development is of a high quality.  It is advanced through assemblies, which acknowledge and celebrate the different religious festivals of the world’s major religions.  In the Middle School, Year 6 students are encouraged to express their feelings while Year 7 analyse and reflect on conflicts both within themselves and the wider world.  Role-play is also used to express emotions.  There are many examples of students displaying self-awareness, confidence and, in Year 8 in particular, the ability to evaluate their work.  Year 3 students enjoyed a sleep-over camp at school and were woken before dawn to experience the first light of a new day with the rising sun which they found an outstanding spiritual experience.

2.49           Students develop a strong moral sense of what is right and wrong, of acceptable and unacceptable behaviour.  The use of students’ rights, to live, to be safe and to be valued displayed in all junior classrooms and summarised in Middle School students’ homework diaries, reinforces these important values.  The rewards and sanctions system is understood and considered fair by students.  Behaviour around the school is good and students are courteous to one another.  This is clearly evident when students are queuing in an orderly fashion at lunchtime.  Behaviour within the classrooms is good throughout.

2.50           Social development and an awareness of the needs of others are excellent.  The Junior School Council organise the annual ‘Coin Drop Day’ when students take in coins which are ultimately used to purchase equipment for local Bruneian good causes.  The youngest children in the school learn good social awareness through role-play themes such as those related to hospitals.  The house system allows students the opportunity to develop a sense of loyalty and pride in their house as well as a sense of belonging.  As a result, there is fierce competition for the award of house points in the Junior School.  In the Middle School the merit system rewards good behaviour, effort and academic work, with the students striving to be awarded them.  In both schools the respective School Councils enable students’ views to be well represented to staff.

2.51           As an international school there are many opportunities for students to learn about and appreciate the different cultural traditions of fellow students.  Excellent examples are apparent in music and art, especially in the splendid Chinese masks and Aboriginal artwork.  Year 3 students experienced the thrills of life as a Roman during Roman Day, while the Junior School and Year 6 are currently rehearsing a production of Bugsy Malone, a play based on 1920s America.  International Day is celebrated by the whole school which students attend wearing traditional national costumes.  Parents are also involved in preparing national dishes, all of which lends a truly international dimension to the life of the school.

Upper School and Sixth Form

2.52           The social development of students is an outstanding feature; they are confident and considerate of others.  The courtesy and friendliness shown by all members of the JIS community towards each other and to visitors is strongly evident.  Students talk with and listen to their peers and they appreciate being able to talk about their own personal concerns to the school counsellor.  The school provides many social opportunities throughout the year such as Sports Day, a World Cup football tournament and the Sixth Form Graduation Ball.  The development of leadership is encouraged through the roles of form representatives on Student Council, representation in school teams, the ‘PALS’ and ‘MAD’ programmes and house captains.  The Student Council is a positive influence on the life of the school and the welfare of the students.  Boarders have the opportunity to develop social skills within a broader framework, sharing accommodation and additional time with fellow students, whilst appreciating the opportunity to learn from each other in a relaxed and structured environment.  Students gain knowledge of citizenship and of public institutions through their lessons, through visits from external speakers such as the British and Pakistani ambassadors and the Model United Nations scheme.  Students appreciate the different needs in local communities and overseas through participation in the International Duke of Edinburgh’s Award scheme and through their charity work in school, such as ‘Sponsor a Child’.

2.53           The cultural development of the students builds very successfully on the diverse cultures within the school community; they are proud to be members of this international school.  Tolerance and respect for their own and other cultural traditions are very much the norm amongst students, who relate well to one another regardless of any cultural differences. Whilst difficulties between individuals sometimes arise, the vast majority of students enjoy harmonious relationships with those of cultures different from their own.  Cultural diversity is embraced and celebrated, for example in the study of international poetry in English literature, activities for International Day, celebrations of Chinese New Year, and an assembly presentation on Ramadan.  Visits, residential trips and a broad programme of activities give students many worthwhile openings to develop their cultural awareness.  Students are sensitive to aesthetic qualities in art, music, literature and drama, as illustrated in the ‘Soul Within’ publication and the reading logs found in student diaries.  Regular opportunities exist for students to perform in a variety of dramatic performances, as well as in orchestral and choral productions, all of which are of high quality and well supported.  The International Day concert, drawing on the talents of over 100 students from a wide range of cultural backgrounds, is an excellent showcase for the large number of co-curricular music and dance groups, allowing the JIS orchestra to play both western and gamelan music and the school dancers to work with local traditional dance groups.

2.54           The broad range of opportunities offered through the taught curriculum and extra-curricular activity programme contribute well to the development of students’ spiritual awareness.  In Year 10, for example, students explored the theory of evolution in biology, in English literature they considered the impact of models and media on the self-image of girls and, in preparing for art examinations, students explored feelings and the concept of self in both Celtic and Islamic traditions.  The ASA session on meditation provided a time for quiet and stillness.  The school comprises a variety of religions, all of which are respected by the community.  Weekly assemblies, led by students and staff, provide time for reflection on many issues, ranging from world peace to leadership and unconventional thinkers.  The school counsellor has usefully documented strategies for further development.

2.55           Students develop a strong moral sense, supported by the numerous opportunities within the main and wider curriculum to consider issues with a moral dimension.  Students and teachers set high expectations of themselves and each other.  The school promotes the United Nation’s Convention on the Rights of the Child, for example, by displaying posters in key areas around school and in student diaries, with students intrinsically recognising that rights are accompanied by responsibilities.  The conservation of the local environment is of particular concern to students.  A recent presentation from Professor David Bellamy extended their awareness into the global arena and culminated in ‘Earth Day’ in which all took part.  At all ages, students are able to distinguish right from wrong and they have opportunities to consider moral issues in class discussions.  In physical education, Year 12 explored discrimination in sport whilst student houses have debated the rights and wrongs of the development of nuclear power.  Students respect the school rules, understanding the necessity for sanctions and accepting that these are both fair and reasonable, although sometimes inconsistently applied.  They develop a respect for the law, which is aided by a presentation in the PSHE programme focussing on crime and punishment and Bruneian law.  In responses to the pre-inspection questionnaire, students commented that pastoral staff, including form tutors, are accessible and approachable and seen as important arbiters of moral behaviour.

The Quality of Teaching (Including Assessment)

Whole School

2.56           Teaching is good overall and on several occasions it is outstanding.  Inspection findings confirm the school’s own assessment of this aspect of its work.  With a few exceptions, teaching enables the students to make clear progress in their knowledge and understanding and it supports the school’s aim of fostering high academic standards.

Junior School and Middle School

2.57           Good and, on occasions, outstanding teaching is evident throughout the Junior School.  Good practice is also to be found in many instances within the Middle School, although teaching overall is of a satisfactory nature.  In particular, in Middle School classes, higher attaining students are not always sufficiently well catered for.  Consequently the schools’ aims of students achieving the highest possible standards are not always realised, particularly for this group of students.

2.58           In the best practice, across both schools, teachers expect a lot from their students and encourage them to become interested in their work.  They create learning opportunities where students considerably increase their knowledge and understanding of a particular skill.  Teachers encourage their students to learn and think for themselves by the clever use of questions, which are set at levels appropriate to the students’ ages and abilities.  The teachers’ own considerable subject knowledge enables them not only to set work that challenges their students, but also to provide illuminating answers to students’ questions.  Their evident enthusiasm is motivating to the students.

2.59           Across both schools, but particularly in the Junior School, teachers manage their students’ behaviour well, yet still enable them to express themselves in a variety of ways.  Lessons are well planned so that students clearly understand what they are expected to do and what they are required to learn.  Almost all lessons move at a brisk pace and effective use is made of the time available.  All such factors encourage students to behave responsibly.

2.60           During many of the most successful lessons, teachers involve students in a range of activities, which include investigations, discussion and practical and theoretical work.  They make highly effective use of time and the schools’ considerable supply of high-quality resources.  Resources are carefully selected by teachers to enhance students’ learning and understanding of what is being taught.

2.61           In subjects such as mathematics and music for example, teachers promote their students’ learning by encouraging them to work as pairs and in small groups.  Indeed, the sharing of apparatus and working together is successfully managed even amongst the youngest children.  In one Year 4 music lesson for example, following a brief but highly relevant summary of what was required, students were asked to work in groups, using a variety of instruments, to produce an accompaniment to the tune of ‘Are you sleeping?’  The teacher’s pertinent questioning and constant encouragement ensured a good pace to the lesson.  In addition, the excellent use of high quality resources ensured that all students participated fully and made rapid gains in their musical knowledge and understanding.  Most teachers know their students well and provide sensitive help particularly for those students with language and/or learning difficulties.

2.62           On the occasions when teaching does not reach such high standards, and in particular in the few lessons where teaching is unsatisfactory, it is usually as a result of a lack of variety in the teaching methods being used, introductions to lessons that fail to stimulate some of the students and insufficiently challenging work which is not matched to students’ different abilities.  Consequently, insufficient learning takes place and students become uninterested.

2.63           Both schools have adequate assessment policies and these indicate a variety of assessment methods.  In the Middle School, detailed subject specific provision is made by each faculty.  This sometimes results in inconsistency of practice, which confuses some students.  In the best practice, such as in most of the Junior School and in English, regular assessment guides future planning well and enables students to make significant gains in their learning.  However, this is not the case in all subjects.  Where there is an insufficient analysis of assessment results, work planned for students is not so precisely matched to their needs.  In addition, assessment is not used as effectively to inform students or their parents accurately about what their child needs to do to continue to improve.  The schools have begun to analyse the outcomes of standardised tests as well as some of their own internal examinations, although developments in this area are at a relatively early stage.

2.64           Marking policies are applied in both schools and where the marking of books is good, students use the written comments of teachers to improve their work.  Year 5 students could give several examples of how their accuracy and presentation had improved as a result of this intervention.  However, there are many inconsistencies in the way books are marked, particularly in the Middle School, where there are few helpful comments to provide constructive guidance.  Much marking is superficial, with just a tick placed at the end of the work, and on occasions work is left unmarked.

Upper School and Sixth Form

2.65           In Years 9 to 13, teaching is strong overall and sometimes it is excellent.

2.66           Teaching enables students to make fitting progress regardless of gender, nationality or ability and is largely successful in meeting the school’s aim of helping and encouraging all to reach the highest level of academic success.  Teaching promotes students’ good behaviour.  In the best lessons, teaching successfully harnesses strong subject knowledge to enliven the work and engage students’ interest.  Preparation for tests and examinations is meticulous and teachers readily provide extra help for those who are struggling because of language or learning difficulties.  This good teaching is underpinned by careful monitoring of students’ performance through the recording of test or other assessments, coupled with supportive intervention when required.

2.67           On a few occasions, where students are offered little to challenge them, teaching is less than satisfactory.  When teaching is less successful it fails to encourage students to be self-reliant, independent and innovative in their thinking, and confines their exploration to the examination syllabus.  This restriction sets expectations that are too low for some students, particularly the more able, and often results in teaching that sets the same work at the same pace for all students in the class, regardless of ability.

2.68           The use of GCSE and A level examinations enables the school to compare individual and collective performance in the different subjects against external standards.  However, it does not yet use the available data, including the results of externally standardised tests taken in Years 7 to 10, to track the progress of particular groups of students and so identify specific areas of success or underachievement.  Recently, the school has begun to explore possibilities for using the data more fully so that it provides not just an historical analysis of students’ performance but also a mechanism for setting appropriate performance targets and a measure of current progress.

2.69           The quality of assessment is good in the Sixth Form and satisfactory overall in the Upper School.  Marking of students’ work varies in quality and regularity.  Some is helpfully analytical and offers guidance for improvement; notably so in English and mathematics.  In some other subjects, it is more superficial, giving little indication of what has been done well and what the student must do next in order to improve.  Individual departments choose their own system for marking, A-E for example or a mark out of ten.  Students commented on the feedback given by their teachers in class and so most have little difficulty in following the different schemes, even though there is no obvious comparability between them.  However, as part of each department’s programme of assessment, teachers must set a fixed number of specific tasks that are then internally standardised, with marks that relate to examination grades.  Usefully, these termly internal assessments are then centrally recorded, via a new computerised system, to provide readily accessible information to managers for monitoring students’ performance and to help them give suitable advice on subject choices, careers and university applications.

3.                THE QUALITY OF CARE AND RELATIONSHIPS

The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils

Whole School

3.1               High quality pastoral care enables the school to succeed in its aim to encourage respect and consideration for others in the family, at school and in the wider community.  Arrangements for health and safety meet the legislative requirements of Brunei and most of those for independent schools in England.

3.2               The school counsellor is the designated child protection officer, with responsibility for child protection matters.  The school has a child protection policy, which gives clear guidelines on how to recognise cases of abuse.  The policy complies with local legislation and agreed procedures, but is not as comprehensive as that required for English independent schools.  In particular, it does not include arrangements to deal with allegations of abuse against members of staff, volunteers and the principal and does not have in place formal arrangements for the designated person to receive training that is updated every two years.  However, the school does have a thorough training programme for teaching staff and is working to strengthen its procedures further.  The school takes care to check the suitability of teaching and non-teaching staff and contractors and has implemented effectively most of the regulations currently in force in England for safeguarding children.  The school nurse and counsellor play an important role in the students’ welfare.  The nurse is a qualified first aid trainer and has instigated a comprehensive and successful programme for training staff.

3.3               A comprehensive health and safety policy ensures that students and staff are aware of potential risks, and active steps are taken to minimise them.  Staff have received fire safety training and regular fire drills take place, but these are not logged or formally evaluated.  Similarly, informal risk assessments are made by staff working in the laboratories and workshops but no written records of these assessments are made.  Consequently, measures for reducing risk from fire and other hazards only partially meet the requirements for English schools.

3.4               The health and safety committee meets regularly, and effectively reviews and updates practices.  Significant investment and a maintenance team ensure that the accommodation is maintained in good order.  Evidence gained from lesson observation and student interviews confirms that staff are fully aware of their responsibilities in creating a safe working environment.

3.5               In interviews, students and staff raised concerns about the absence of a safe walkway through the school car park, which effectively separates the main school from the Sixth Form accommodation.  Inspection found that a perimeter path is available but, because it is inconveniently placed, this is seldom used by students and staff.  As a result, most movement is across the main car park which places students and staff at potential risk of injury.

3.6               Overall, the school has made considerable progress in moving towards meeting the very exacting health and safety regulations that are applied to schools in England.  Wider dissemination of the health and safety policy and the development of formal written risk assessments in all areas of the school are now needed to complete this process.

Junior School and Middle School

3.7               Pastoral care achieves the schools’ intentions of providing a good caring, safe and secure environment for students.  Careful attention is paid to students’ welfare, health and safety and a collegiate approach by staff ensures that students feel secure.

3.8               In the Junior School, staff know their students well and, from the kindergarten onwards, students learn that staff are on hand to offer high quality support and guidance.  In the Middle School, students feel secure and express confidence that staff, especially tutors, will help them to overcome any problems that they may encounter.  Pastoral arrangements are effective throughout and all students are well aware of the procedures.  These are reinforced through assemblies, PSHE lessons and, for the students from Year 6 onwards, through tutorial sessions.  Students’ attendance is closely monitored and all registers are properly maintained.

3.9               The quality of relationships between staff and students is good.  Senior members of staff are on hand to greet students as they arrive each morning.  In both schools, teachers have developed a strong sense of community based on mutual trust.  In the Junior School, this is further enhanced by the close care and attention of teaching assistants.  Students are well aware of what constitutes acceptable behaviour.  From the start of the Junior School, the youngest children learn the schools’ code of behaviour, through a set of rights and responsibilities.  These are displayed in rooms and form the core of the behaviour policy.  Students are confident that should bullying occur, staff would deal with it promptly and effectively.  Good behaviour is rewarded through a system of stickers, house points and merits.

3.10           Staff take great care to safeguard and promote their students’ welfare, health and safety.  Students are carefully supervised.  A nurse is retained on site to administer first aid and to see sick students.  Risk assessments are completed for school trips, but are not in place for all occasions.  Teachers monitor different outdoor areas at playtime, so that an adult is always within sight.  Students enjoy physical activity and attention is paid to providing nutritious food at lunchtime.

Upper School and Sixth Form

3.11           The good relationships between