1.0
INTRODUCTION
1.1 THE FOCUS OF THE EVALUATION
This self evaluation for New Horizons College Minna was undertaken for
the period of August 2014 to August 2015. Assessment was made for
teaching and learning, External examinations, Internal examination, Cocurricular activities, Student leadership, Community service, Learning
environment, Students conduct, Staff support and guidance, administrative
procedure and processes.
1.2
SCHOOL CONTENT
1.2.1 The vision
1.2.2 The ethos of New Horizons College
1.2.3 One of our biggest challenges is that of having to run 3 curriculums:
the national curriculum, Cambridge IGCSE curriculum, and our in-house
curriculum. However, we are managing the situation as best as we can;
which is evident from the results of external examinations every year
2.0
THE FINDINGS/FEEDBACK/RESULTS
We focus on finding new and better ways of doing things. We constantly
evaluat our systems and processes in all areas and departments within the
school. Feedback from parents and members of the public as well as results
from external exam, prove we are on course.
2.1
TEACHING AND LEARNING
We invested a lot into teaching resources, as well as workshops for
our teachers on methodology and applicable content and context
based teaching, which has directly impacted on teaching and learning
in the school. When we consider how up-to-date the teaching
methodology of our teachers is, the resources we have made
available, and improvement in internal results, minimal class
disruptions by students, and the way deep learning has been
enhanced, we grade ourselves an A.
2.2
ACHIEVEMENT AND STANDARD
When we consider the challenge of having to run 3 curriculums sideby-side and we are still able to produce very good results in external
exams; is a reflection of high standards, which we see in the
increasing numbers of First class and Second class uppers obtained in
universities all over the world by our former students. Hence we
grade ourselves an A.
2.3
LEADERSHIP AND MANAGEMENT
Having decentralized school management in creating two senior
teachers in charge of sciences and humanities, as well as the
supervision of the heads of departments under each category, we
have brought cohesion in the way our academic activities are run. In
addition, these middle level school leaders have been sent on
leadership training at one time or the other.
When we consider that the school is able to run smoothly whenever
the situation arises where the principal or vice-principal are absent,
we can confidently grade ourselves an A plus here.
2.4
CURRICULUM AND OTHER ACTIVITIES
We pride ourselves as being able to play hard and work hard; which
is why we try to give our students a value based education, while
ensuring the students do not forget how to have fun in the process.
We have strived to achieve the right balance between academic work
and recreation. To this end, we encourage students to participate
actively in clubs and societies, as well as sports. Students also go on
excursions based on what they have learnt in the classroom, as well
as carry out practical application of what they have learnt or have
been taught. Consequently, we are comfortable in grading ourselves
an A.
2.5
CARE, GUIDANCE AND SUPPORT
Our staff care for students, and render academic support and
guidance where needed. They also provide emotional support when
students face certain difficulties. We are working on improving the
system. We grade ourselves a B grade here
2.6
LEARNING ENVIRONMENT
We have been able to provide a conducive learning environment by
upgrading the physical structures and facilities in the classrooms and
around the school, provided more learning resources, training and
re-training of teachers on how to make learning more interesting,
improved accessibility to senior school management, and enhancing
the safety and welfare of students and staff, all within the resources
available to us. Hence we grade ourselves an A plus.
2.7
LEARNERS’ PERSONAL SKILL AND THEIR PARTICIPATION GRADE
Our students are very fast learners, this we have seen when we
introduced new academic initiatives or ideas. For example when we
introduced content based learning, and the use of Blooms taxonomy
to raise students thinking level, in no time they caught on and were
able to cope. We have seen the number of students on the Principal’s
Honor rise to unprecedented levels.
Individual and class averages have risen to 70% in recent times, with
the only exception being one or two male classes.
Our students have learnt how to work as a team whenever they are
given tasks within and outside the classroom.
We have continued to receive accolades for the confidence exhibited
by our students in public speaking, and the way they express
themselves in writing. Consequently, based on all the above and
more, we grade ourselves an A.
2.8
3.0
OVERALL EFFECTIVENESS
The way we have systems, procedures and policies in place and the
way we hold on to them, has led to the smooth running of the
school, and resulted in our having a value based school culture.
Hence for overall effectiveness as a school, we can grade New
Horizons an A.
PROGRESS MADE ON PREVIOUSLY-IDENTIFIED IMPROVEMENT TARGETS
One area we previously identified for improvement was classroom
sanitation, which we have recorded a significant improvement, but it is one
that requires continuous vigilance.
A second area previously identified for improvement was the low level of
thinking skill required of students in examination or test questions. We
have seen tremendous improvement in this area.
A third area identified was getting more teachers to use more visuals and
media based content in their lesson presentations, and for them to be able
to accommodate all their types of learners in their lessons. We have
recorded an appreciable amount of success, but continuous monitoring and
reminders are required.
4.0
SUMMARY OF SCHOOL SELF-EVALUATION FINDINGS
4.1
We believe the school is doing well, and has done well in the
following areas:
 Developing a value based school culture
 We have made cheating difficult and almost impossible in
internal and external exams.
 Reduced student to student violence to a minimum
 Enhance teaching and learning in the college; evident by rising
individual and class averages, as well as students on the
principal’s honor list.
 Raising competiveness in academics and sports
4.2
5.0
THE FOLLOWING AREAS ARE PRIORITIZED FOR IMPROVEMENT:
 Analysis of results after tests are conducted
 Having a more detailed school year planner and sticking to it.
 In positive reinforcement for students
 Value based conduct of students

STRATEGIES IN PLACE FOR IMPROVEMENT
5.1 SHORT TERM STRATEGIES
 Training of more staff on data analysis, and asking the system
analyst to be the main desk officer for students academic data
 Asking for records after each centralized tests or exam.
 Meeting with HOD’s to work on calendar for the session
 Using fortnightly general staff meetings to come up with
students to commended on Monday assemblies
 Asking students to nominate their peers who they believe are
deserving of commendation with given reasons

5.2 LONG TERM STRATEGIES
 Training and re-training of staff on data analysis
 Having one data analysis meeting after each test or exam
 Reviewing calendar at the end of the session
 Data analysis report from each H.O.D
 Principal’s Honor list for students of worthy character
*EVALUATION GRADE BASED ON ALL THE ABOVE IS AN A GRADE FOR
OVERALL EFFECTIVENESS
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Principal/Chairman
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Secretary SS-e Committee