The British School Jakarta, is a member of several International and British educational bodies, including The Council of British International Schools (COBIS), The Federation of British International Schools in Asia (FOBISIA), The Council of International Schools (CIS), The Headmasters and Mistresses Conference (HMC) and The International Baccalaureate (IB).
BSJ is committed to the accreditation cycle of the Council of International Schools, Independent Schools Inspectorate and the International Baccalaureate Organisation. Please find below the main findings of the ISI Inspection 2015 and links to previous inspections by other bodies.
Main Findings of the ISI Inspection 2015
The quality of the pupils’ achievements is excellent, reflecting the successful fulfilment of the school’s ambitious aims. Pupils develop confidence and independence, and the skills necessary for later life. In the Foundation Stage, children show enthusiasm for learning and make rapid progress in their language acquisition. Pupil’s attitudes to learning are excellent throughout the school, and fostered by good and sometimes excellent teaching. They make good progress, including pupils with SEND and EAL, although the in-class support provided for those pupils is not always effectively targeted. Homework set in the Secondary School is not always relevant or stimulating. Pupils’ attainment at IGCSE and in the International Baccalaureate (IB) Diploma is generally above English and worldwide averages. All pupils proceed to universities, including selective universities, around the world. Their sporting and cultural achievements are wide-ranging and of a high standard. They develop strong links with the local community, including work with under-privileged local children. The quality of the curriculum and of the extra-curricular programme is excellent, offering pupils many opportunities to excel and to develop a range of talents.
The pupils’ personal development is excellent. They are self-confident and personable, courteous and happy. They establish good relationships and care for each other, readily taking on positions of responsibility in the school community. They show a genuine and active concern for the environment, and a willingness to listen to the view of others. The school’s pastoral care is effective, contributing to the excellent behaviour of the pupils and to their individual development. Pupils are helped to understand the consequences of their actions. Although a minority of pupils felt that some teachers did not treat them equally or were inconsistent in the use of rewards and sanctions, lesson observations, interviews and discussion with pupils did not reflect this. Pupils are encouraged to lead healthy lifestyles. They particularly appreciate the help given by teachers and feel that they make good progress. In their response to a pre-inspection questionnaire, pupils were clear that they liked being at the school. Arrangements for welfare, health and safety are excellent and supported by appropriate policies. Staff receive appropriate training in safeguarding. Improved procedures in recording employment checks on staff have now ensured that the safeguarding policy and its implementation are more rigorous. Appropriate measures are in place to reduce risk from fire and other hazards.
The quality of governance is excellent, supporting the school’s aims by its strategic and financial oversight. Governors meet regularly and have a good insight into the working of the school. They monitor relevant government legislation and provide the school with professional advice. The process for governors’ reviewing of school policies is not always clear, and their monitoring of the recording of employment checks on staff has in the past not been rigorous, although effective new procedures are now in place. The quality of leadership and management is good, providing clear direction and contributing to the excellent achievements of the pupils and their personal development in line with the school’s aims. Arrangements for recording checks on the suitability of staff are now robust and thorough, although procedures were not as rigorous in the past. Some policies are only published in English and are therefore not accessible to all staff. In their responses to the pre-inspection questionnaire, parents expressed great satisfaction with the academic and pastoral opportunities offered by the school, and the way in which concerns are handled.
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