European Schools
Office of the Secretary-General
Pedagogical Unit
Ref.: 2013-02-D-3-en-1
Orig.: EN
FINAL REPORT OF THE WHOLE SCHOOL INSPECTION
AT THE EUROPEAN SCHOOL CULHAM FROM 12 TO
16.11.2012
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TABLE OF CONTENTS
1.
INTRODUCTION .............................................................................................
2.
SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONSERROR! BOOKMARK NOT
3.
FINDINGS ......................................................................................................
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1.
Introduction
Name of school: ES Culham
Date: 12.-16.11.2013
Inspectors:
Management of the school:
Damkjaer Lars (Secondary)
Sharron Simon (director)
Hastert Serge (Primary cycle)
Hackmann Thomas (deputy director secondary)
HuismanTuulamarja (Primary)
McCarthy Maeve (deputy director primary)
Venzega Normunds (Secondary)
Holcombe Robin (bursar)
The inspection was carried out according to the document ‘Common framework for whole school
inspections in nursery, primary and secondary cycles (ref: 2010-D-139-en-3)’.
Prior to the inspection a school-self-evaluation form, following the structure of the criteria and
indicators for whole school inspections, was sent to the school.
The school forwarded the following documents to the inspectors, which were analysed before the
school visit: the schools’ self-evaluation form, Whole School Development Plan 2012-2013, ES
Culham Multi Annual Plan 2013-2017, School Development Plan Primary 2012-2013, School
Development Plan Secondary 2012-2013, School Handbook 2011-2012, Self-Evaluation Form
for Whole School Inspection and draft program for the Whole School Inspection visit.
The inspection activities included:


Meetings with:
-
the management of the school
-
primary pupil council
-
representatives of secondary pupils
-
Europa School UK
-
secondary coordinators (timetable, SEN, careers, subject teachers)
-
secondary staff representatives
-
primary teachers representatives
-
representatives of P5/S1 transition
-
parents’ representatives of primary and secondary cycles
-
bursar and secretaries
Lesson observations in all the language sections and of different subjects
13 lessons in primary cycle and 16 lessons in secondary cycle
The choice of the lessons observed is based on different sections, levels, subjects,
seconded and locally recruited teachers

Analysis of relevant documents: several policy documents, planning documents, minutes
of meetings, evaluation documents, job descriptions, projects, Bac documents, LS and
SEN files

Feedback meeting with the management
The findings are scaled from 1 to 4, where 4 indicates the best.
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2. Summary of main findings and recommendations
The whole school inspection team identified several strengths in the ES Culham
as well as some points for further development. The findings and
recommendations are presented following the structure of the inspection report
Strong points :
1. The Whole School Inspection team finds ES Culham as efficient learning
community: teachers are highly motivated to teach and participate to the
school life. Teaching and learning practices were found to be on high
level.
2. There is a constructive and collegial relation as well as good cooperation
between staff members
3. The school ethos is good and social climate was found to be very positive.
4. ICT equipment was seen adequate for the needs of the school.
Recommendations from the inspection team:
The inspection team considers that the need for improvement lies mainly within
some pedagogical areas. Although the school management has established a
number of practices concerning pedagogy the school’s efforts in improving
should be put on following areas:
1. The school is recommended to develop assessment guidelines and good
practice guidelines should be developed
2. Methods of differentiation in secondary should be improved
3. European dimension and linguistic diversity has to be enhanced
Addition to the above personnel changes in staff should be reduced to a
minimum during the phasing out period.
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3. Findings
I. Management and Organisation
1 2 3 4
I.1 The school management ensures teachers are up-to date with current
pedagogical developments both in terms of subject content and
methodology
There is evidence of
- follow-up and planning of in-service
training
- the implementation of the outcomes of
in-service training
- personal development plans
- portfolios, etc.
P
X
S
X
At this moment there is no in-service training plan,
neither are there personal development plans.
In view of the phasing out situation in the school,
when more and more teachers are new locally
recruited teachers, it is necessary to ensure a
pedagogically continuity by well-planned in-service
training.
I.2 The school management enables and encourages cooperation and
coordination within and between sections, subjects and cycles
P
S
There is evidence of teachers exchanging
professional experiences and expertise
between levels, sections, schools, etc.
X
By the means of pedagogical days and different
meetings by subject, section, and year groups some
topics have been dealt with.
I.3 The school has guidelines for transition from nursery to primary and
from primary to secondary
There is evidence of procedures for
transition of information from nursery to
primary and from primary to secondary
(meetings, visits, projects, etc).
X
P
X
S
X
The school has good traditions and practices for
transition from P5 to S1. Several activities like P5
visiting lessons on secondary cycle and secondary
teachers visiting in P5 classes. However it may happen
that the information for example about the special
learning needs of a pupil does not always arrive to
secondary with a pupil and needs are recognised later
Transition practices are described in the parents’ letter.
Parents’ evenings, where the matter is dealt too, are
organised at the beginning of the S1 year.
The general guidelines for continuity from primary to
secondary should be completed.
The school does not have nursery cycle anymore.
I.4 Coordinators have an organisational and pedagogical role

There are job descriptions for the role
of coordinator.

There is evidence of meetings,
projects, etc.
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P
X
S
X
Primary has shared the coordination time within
several teachers based on activities (trips,
celebrations, resources of different subjects etc.). Many
projects like Buddies, Fun Day, Art Exhibition etc. are
done and in these projects coordination is needed.
These coordinators tasks are not defined in written job
descriptions.
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L2 teacher has a job description.
In secondary coordinators have job descriptions which
are general and could be more informative. However
the LS/SEN coordinator has more detailed description
and he has self-evaluated this, too. Minutes are kept
and are available for the inspection team.
I.5 The school management ensures an effective use of teaching time
P
X
S
X

Timetabling ensures an equitable
distribution of subject time through the
week/half term.
The school follows the harmonised time-table and time
allocation, which are presented in the teachers’
handbook.

Measures are taken to make best use
of teaching time, including
replacements.

There is a homework policy.
Swimming is not included in primary teaching hours in
Culham because the swimming facilities are not
available nearby. Swimming is included in the
secondary P.E. timetable
Swimming is offered as an extra-curricular activity for
primary school children, secondary non-swimmers and
talented swimmers.
Because the school campus is rather small, moving
from one classroom to another does not take much
time and teaching time is not lost because of this.
In secondary there exists a replacement policy.
Homework policy exists for primary but not for
secondary cycle; the school management is
encouraged to develop one.
II. School Ethos and Climate
1 2 3 4
II.1 A European Context is established in order to foster mutual
understanding and respect for diversity in a multicultural setting
P
X
S
X

The European dimension is integrated
in subject curricula, teachers planning
and lessons.
There is evidence that teachers currently emphasise
the European dimensions in the subject content of the
curricula.

A rich provision of European language
courses and high standards in them is
ensured.

Teachers plan and work together
across language sections in all
subjects and particularly in European
hours, languages and the humanities
subjects.
The visited lessons show an efficient, methodologically
varied range of language courses. Teachers have
sufficiently developed language competences and are
leading with professional skill the necessary learning
processes of all pupils.

Pupils work together across language
sections.
In the school life and its communication the linguistic
diversity in all aspects should be strengthened.
In primary, especially in the European hours pupils are
used to work together. The projects are largely
federative and help pupils to construct their identity as
a European school student.
The European dimension should be strengthened in
the secondary cycle by embedding it further in subject
teaching and lesson planning.
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II.2 Pupils’ cultural identity is confirmed


Provision for mother-tongue language
teaching by native speakers at all
levels for all pupils whose mother
tongue is an EU language is ensured.
There is evidence of celebration of
national festivals and reference to
national current affairs.
P
X
S
X
The mother tongue languages are taught according to
the ES rules and regulations.
Celebration of national days and feasts or other
national events (for instance fête de la francophone)
are the highlights of the school year.
II.3 The physical environment reflects the aims of the school
P
X
S
X

There is an adequate number of
rooms of appropriate size,

Classrooms and public areas are
clean, safe, tidy and are in good
repair.
Classrooms and necessary additional rooms for music,
art, ICT are available in convenient number. The ICT
equipment is sufficient. Almost all the classrooms are
equipped with computers, beamers and internet
access. Most of the primary classrooms have smart
boards.

There are displays of work and other
materials in corridors and classrooms
related to the European dimension.
In spite of the school’s efforts most of the inner area is
not in good condition (windows, ventilation, toilets, and
showers).
The outside area is clean and safe but the school lacks
of a covered area for pupils on the playground.
The items displayed in the classrooms of the different
language sections reflect more the national identity
than the European dimension.
II.4 The social climate reflects the aims of the school, to encourage
successful learning and to foster tolerance and mutual respect

There is evidence of
- mutually respectful relations between
members of the school community, in
particular across language sections
- knowledge of and respect for the school
rules, established corporately and
clearly communicated to all
- consistent and rapid response to
conflicts, particularly to bullying and to
discrimination of any kind, by pupils or
teachers
- communal events which bring together
pupils and teachers (and parents) from
different language sections
- positive encouragement of good
behaviour and consistent response to
inappropriate behaviour.

Pupils have access to, and use,
facilities for personal support and where
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P
X
S
X
There is a strong feeling of community and attachment
to the school among staff and pupils.
Observation of common activities (e.g. European
hours) show an atmosphere of mutual understanding
and respectful relationship.
There is evidence that the rules governing social life
are communicated and observed.
Regular communal events (sport day, end of the year
feast) are meant to bring together all the stakeholders.
The meetings of pupils’ council or students’ council
encourage the coping of democratic attitudes and help
to regulate social school life efficiently.
In the primary section, the Buddy system helps to
solve the conflicts occurred on the playground. Pupils
have an easy access to adults in case of need.
Primary pupils mentioned that the deputy head of
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
necessary, complaints.
Education advisers effectively
monitor behaviour and attendance; they
liaise regularly with classroom teachers
on both pastoral and academic matters.
primary is easily accessible and very reactive when
needed. The small size of the school makes
supervision easy.
In secondary a special award is accorded for
performances contributing to a better school life.
Representatives of pupils and of parents don’t mention
any feelings of being unsafe. There is no project in
closing up all the school area and controlling the two
entries.
III. Curriculum and Planning
1 2 3 4
III.1 The school management ensures that the planning of the curriculum
is regularly reviewed and revised

There are long term and short term
planning, based on the curriculum.
P
X
S
X
In primary the long term planning for some subjects
and some years are published on the Learning
Gateway, specifying in some cases the objectives and
the necessity of differentiation. It is not complete and
there is little evidence that the planning is considered
by the teachers for their short time planning.
Nevertheless the short time planning of the teachers
are currently of good quality and sufficient to ensure an
efficient teaching sequence.
The school management should monitor the long term
planning so as to be exhaustive and implemented.
For the secondary, the planning in syllabuses is not
complete. As the number of locally recruited teachers
will increase, the school should make sure that all the
necessary information for teacher’s planning are easily
accessible.
III.2 There is continuity and progression from year to year

There is evidence of transfer of
planning.
The school planning guidelines and
templates are used.
X
S
X
There is little evidence that planning is transferred.
Planning should be put on an easily accessible place.
III.3 The planning within and across the sections is harmonised

P
P
X
S
X
In secondary there are no common guidelines for
planning and no common templates for planning and
timetables.
There is some evidence of good practices like planning
meetings at the beginning of school year in several
subjects; however, these good practices should be
reinforced in all subjects.
The school should develop planning guidelines and
common templates in order to ensure harmonisation
across subjects and sections.
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III.4 Individual needs of pupils are respected in planning

Differentiation is taken into account in
planning.
P
X
S
X
The planning of the different sequences or lessons
respects the heterogenic composition of the different
classes. Even if differentiation is not mentioned in
planning, it is a common practice in primary.
In secondary differentiation in planning should be more
developed.
IV. Resources
1
IV.1 Human resources are efficiently managed
2
3
P
X
S
X
4

Teachers are appropriately qualified.
All primary teachers are appropriately qualified.

Assignments of tasks are related to
experience and expertise of teachers.
Especially in the European hours in primary, the
different experiences and expertise of the teachers are
well used.
Except three part-time teachers, all teachers in
secondary have the right qualifications and teaching
certificates for the children in this age group.
Because of the phasing out of the school in 2017,
problems in providing teachers with the appropriate
qualifications in all subjects are foreseen. The school
should take steps in order to ensure qualifications in all
subjects until 2017.
IV.2 Financial resources are efficiently managed

The budget assigned for the subject is
spent effectively.

Resources are available to enable
pupils to learn effectively in all areas
of the curriculum.

Resources are used effectively to
implement the syllabi.
P
X
S
X
Financial resources are effectively used to provide
necessary material and equipment for use in the
classrooms.
Coordinators and teachers are informed about the
reasons of general budget cuts. Teachers volunteer to
take over the role of coordinator.
Resources are available to enable pupils to learn
effectively in all areas of the curriculum
Resources are used effectively to implement the
syllabi.
IV.3 A range of adequate equipment is available

There is an adequate supply of
subject-related equipment.

There is an adequate supply of ICT
equipment.
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P
X
S
X
The equipment in didactical material in classrooms is
good (books, ICT, labs), the music rooms and the
library is adequately supplied.
For sports, there is a spacious green site with outside
pitches for several sports, two main indoor spaces, the
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
There is a library as a multi-media
centre in place with adequate range of
relevant books and ICT materials.
Old Gym and Sporthall and the Schuman Hall. In
general PE facilities are satisfactory.
IV.4 A range of European dimension resources is used

European, multicultural and national
resources are used appropriately and
integrated into the teaching.
P
X
S
X
Teachers frequently use their national resources.
Resources which emphasise European dimension are
lacking (updated maps, photographical material,
documents,..). There is only little evidence of the use
of a variety of European and multicultural resources.
European dimension should be strengthened in all
parts of the school.
V. Teaching and Learning
1
V.1 Teachers realise the programme/planning
2
3
P
X
S
X
4

Lessons are planned, well structured
and relate to the syllabus.
The visited lessons were planned and related to the
syllabus, most of them were well structured.

Teachers show knowledge of the
subject and the European School
syllabus.
Teachers show very good knowledge of the subject,
however the integration of the European dimension
was not always clear.

Culture, history and geography of
different countries are integrated in
the teaching and learning process in
the classes.
Culture of different countries of the EU should be more
visible in the classrooms, especially the culture of the
new members states who joined after 2004 should be
more respected.

Cross curricular links are emphasized.
In primary, European hours were a good example of
cross curricular links on the multicultural basis (Eurocafé, fête de la francophone).
In secondary, some common activities (school trips,
L1 Drama day,..) emphasise cross curricular
cooperation.
V.2 Teachers employ a variety of teaching and learning methods
appropriately used to the content to be taught


Teachers communicate the aims,
objectives and competences to be
accomplished.
The teaching where possible
encourages awareness of broadened
context outside the classroom or the
particular lesson.

Teachers involve all pupils actively.

Teachers integrate ICT into their
lessons.
P
X
S
X
In the visited lessons teachers regularly motivated their
pupils to engage themselves in a learning process.
In several lessons the broadened context was taken
into account in teaching and learning
Examples how to use the competences acquired
outside the classroom were seen (language exchange,
school trips,..).
In general, teachers involve pupils actively. However in
secondary in some lessons, frontal teaching was
dominating.
Mostly in secondary teachers integrate efficiently ICT,
especially smart boards, into their lessons.
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V.3 Teachers respect pupils' individual needs in their teaching
P
X
S

Differentiation is taken into account in
lessons.
X
In Primary, even if not mentioned in planning, teachers
use the common in-class differentiation strategies
(sitting order, differentiated questioning, differentiated
tasks, ..).
In secondary, differentiation should be enhanced.
V.4 Teachers show effective class room management
P
X
S

Teachers create a stimulating learning
environment, including displays of
work or other materials related to the
European dimension.

Teachers use resources effectively.

Teachers use teaching time
effectively.
X
Effective classroom management in general is a good
point in the school. Despite the fact that the buildings
are not always adequate to the purpose, the primary
teachers try to create a stimulating learning
environment.
In secondary cycle this is an area of improvement,
although some good examples were seen.
Nevertheless the display of works reflecting the
European dimension should be more visible.
In general teachers use teaching time effectively.
VI. Assessment and achievements
1
VI.1 Teachers apply the school guidelines on assessment

School has guidelines on
assessment

Teachers apply the school guidelines
on assessment

Teachers assess pupils´ progress
(formatively and summatively) on a
regular basis

A range of different assessment
methods is used to provide a broad
picture of pupils’ competences
(knowledge, skills and attitudes)
P
X
S
X

Information about learning objectives,
assessment criteria, time of
assessment is available for pupils

Records of pupils progress are
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4
Evidence of formative and summative assessment was
seen as well as different methods of assessing
competences. Nevertheless the school develop
guidelines in order to give a systematic and common
use of assessment to all pupils of the school.
P
S
Assessment is clearly related to the
learning objectives
3
The school does not have school guidelines for
assessment adapted to the specificity of the school
and based on the common guidelines of the ES which
would harmonise assessment within subjects and
across sections.
VI.2 Assessment methods are valid, reliable and transparent

2
X
X
Assessment practice differs from teacher to teacher.
The subject specific criteria should be used to
strengthen harmonisation in assessment especially in
the upper classes.
In secondary in most cases information about learning
objectives and assessment criteria is not available for
pupils. Pupils often do not understand the marks they
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maintained.
are given. A formative assessment should be given on
a more regular basis so that the pupils knows clearly
where he/she is aiming.

Pupils’ results are analysed.

Pupils’ attainments are communicated
to their parents.
In primary and secondary, evidence was seen of
maintaining records of pupils’ progress as well as of
analyses of pupils’ results. However the guidelines for
assessment would harmonise these practices.
Analysis of results should be part of the formative
assessment and of the transparency for pupils’
attainment.
According to normal practice pupils’ attainments are
communicated to their parents.
VI.3 Pupils develop the ability to assess their own work

P
X
S
X
Development of pupils’ self-assessment skills is not
made on a regular basis. In many cases selfassessment is not used in classes. This aspect should
be part of the general guidelines of assessment and is
an area of improvement.
Pupils’ self-assessment skills are
developed by using a range of
different strategies.
VII. Support (LS, SWALS, SEN, Rattrapage)
VII.1 The formal regulations on support are respected
There are harmonised procedures in
place to identify pupils with different
learning needs.
Support and guidance is in place to
address the different learning needs of
pupils.
IEPs (Individual Educational Plans) are
compiled, reviewed and updated.
1
2
3
P
X
S
X
4
The school has a procedure to identify pupils’
individual learning needs. However the description of
this procedure should be available for all the
stakeholders. Pupils’ IEPs are written, regularly
reviewed, compiled and stocked appropriately
There is a common dyslexia policy.
The coordinator for secondary makes an annual report
and provides annual statistics
Given support is monitored.
The
coordinators’
responsibilities are clear.
tasks
and
VII.2 Resources for support are in place
Support materials are available (ICT,
national materials) and easy to access.
Time allocation of support is transparent
and flexible.
P
X
S
X
Every language section has a LS/SEN room and
support material is located mostly in these rooms.
LS/SEN teacher in principle has all support lessons so
other teachers are not involved.
For the secondary time allocation is documented in the
report of the coordinator. In primary it is fixed in the
documents available for the Budgetary and
Administrative Board.
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VIII. Quality assurance and development
VIII.1 There is a structure for quality assurance and development
There is systematic procedure for selfevaluation.
The school has short and long term
planning to accomplish improvements.
The school development plan is compiled
in consultation with the different
stakeholders of the school.
P
X
S
X
2
3
4
The school should strengthen the development of a
systematic procedure for self-evaluation in order to
assure quality and development on a school basis.
VIII.2 In the school development plan the school has described its vision
and its areas of improvement
The school has clearly stated its aims and
objectives.
1
P
X
S
X
The school has made a school development plan and
a multiannual plan for 2012-17 in which overall aims
and objectives are stated. The school is encouraged to
integrate into the plan important pedagogical issues
mentioned in this report, for example harmonisation in
assessment, development of the European dimension,
differentiation in secondary, guidelines for planning
and assessment.
The school has guidelines on ICT.
The in-service training plan is part of the
school development plan.
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