QAI Report for WYK
 

6. Main Findings

6.1 Students¡¦ performance
6.2 Summary of the effectiveness of the school
6.3 Management of the school

7. Key Issues for Action

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Main Findings

6.1   Students' performance

• Students’ academic performance was good. For the past three years, in the HKCEE, the passing percentages in all subjects were higher than the territory averages; the percentages of grades "A" to "C" in almost all subjects were higher than the territory averages; and the percentages of students with 14 points or more were above the territory averages. During the same period, the passing percentages and percentages of grades "A" to "C" in most subjects in the HKALE were higher than the territory averages.
• Students’ non-academic performance was excellent. Students participated actively and voluntarily in a wide range of extra-curricular activities. Taking up responsibilities independently, they were generally courteous, self-disciplined, confident, self-reliant and responsible. They did well in various events and competitions outside the school. Student leaders had a leading role in organising activities, both inside and outside the school. They were competent and demonstrated good leadership, organisational and social skills.

• The school’s culture and traditions had been effective in providing a caring and harmonious learning environment conducive to meeting its goals of developing students into all-round individuals. Students displayed strong love, pride and sense of belonging for the school.
• The school curriculum design well reflected the school’s goals. The formal curriculum, well-structured with breadth and balance across all major areas of learning and experience, was complemented by a great variety of extra-curricular activities and student-centred activities, contributing considerably to students’ balanced growth. Project work, encouraged in many subject departments, was found to be very effective in exploring and maximising students’ talents and potentials. The IT Committee had a clear and assertive plan to promote IT in teaching and learning, with good attempts to incorporate IT in the curriculum by several subjects and students given opportunities to acquire basic computer skills through library periods and Art and Design lessons.
• Positive steps had been taken to review junior form English and Mathematics syllabuses. This good practice should be extended to other subjects and other levels. To improve school curriculum development in the long run, a formal evaluation system should be established. As an interim measure, the Academic Committee, whose current major role was advising the principal, should be empowered to take a more proactive and leading role in overall school curriculum planning and development.
• Though well aware of the current educational trends, the school had at present no formal practice of curriculum infusion of cross-curricular issues. To facilitate more effective teaching, co-ordination within and among some subject departments should be strengthened to help encourage more sharing and co-operation on teaching methods and safety measures, monitor progress in teaching and learning, co-ordinate the infusion of cross-curricular themes, and offer assistance to new or inexperienced teachers.
• Teaching load had been allocated with due attention to appropriate matching of teachers’ subject expertise, training and interests with the subjects and classes assigned. Almost all lessons were taught by subject-trained teachers. The teachers observed showed a sound grasp of subject knowledge, with adequate use of current issues and students’ daily life encounters to stimulate learning. As a whole, teachers used the appropriate medium of instruction effectively.
• Variation in the quality of teaching across and within subject groups was observed. Teaching aids and reference materials for most subjects inspected were adequate but the utilisation rate in some subjects could be enhanced. The lessons observed revealed that quite a number of teachers adopted lecturing as the main teaching method, with focus on explanation of concepts and delivery of contents. Teachers should put in greater efforts to make their lessons more lively, and improve their skills in leading group activities and stimulating more class interaction.
• Student learning was good overall. Most students managed to work independently and collaboratively without close supervision and took the initiative in building up harmonious relationships with teachers and classmates. They were well behaved and attentive in class. They participated actively in lessons which were practical and interest-oriented, particularly language and cultural lessons, and had relatively lower levels of input in lessons where lecturing was the dominant teaching method. They were generally more eager, enthusiastic and committed when engaging in learning activities that met their interests and expectations.
• The school’s relaxed climate and liberal tradition gave the bright and self-motivated students ample scope to fully realise their potential. The vast majority of students were enabled to take personal initiative for their learning and to strive for excellence. A keen sense of competition, prevalent amongst students, also served as impetus for some students to study harder and advance further academically. However, due attention should be paid to explore whether some students’ self-confidence might be adversely affected by such competitiveness. A small minority of students who lacked the drive and self-discipline to learn independently would need greater attention and encouragement, as well as stronger support and guidance through both formal classroom teaching and outside classroom contacts. The use of school resources to effectively support the relatively less able students in the three core subjects of Chinese, English and Mathematics should also be reviewed.
• The examination papers of most subjects inspected had been set with appropriate coverage, sufficient variety of questions and the right level of standards. Marking schemes were detailed and well prepared. However, questions directly extracted from past public examination papers were found in some senior form examination papers. To better monitor quality, the practice of passing examination papers to panel heads for scrutiny before examinations should be encouraged.
• Continuous assessment was adopted as part of formal assessment in some subjects. The possibility of incorporating a good range of formative assessment methods (such as projects and practical work) into the existing system of student assessment should be explored. Analysis of students’ performance in internal examinations was conducted by most subject departments with appropriate follow-ups recommended. Other subject departments should be encouraged to conduct such analysis and incorporate it as a basis for improving teaching and learning.
• Homework policies, drawn up by individual subject departments, were loosely monitored in some departments. Teachers’ expectations on the quantity of homework assignments was generally not high, and the frequency of homework assignments was in general low, especially in junior forms. Variation in the standard of marking was observed. Closer monitoring of students’ work should be strengthened and more positive feedback and constructive comments should be provided to help students build up confidence and make improvements. The existing channels for teachers, students and parents to discuss students’ learning progress should be further strengthened.
• In pastoral care, emphasis was placed on the involvement of all members of the school community. The school implemented a good variety of preventive and developmental mass programmes, with appropriate counselling services rendered to individual students in need. There were also some programme-based activities to support the development of students. While these were good practices, their effect was dependent upon the attitudes and skills of individual teachers and senior students. They should be reviewed and further improved to enhance their effectiveness.
• In discipline and guidance, the approach was oriented towards counselling rather than punishment, with students helped to reflect on their misbehaviour and responsibilities. Difficult cases were usually handled by a few members of the Student Guidance and Disciplinary Committees and the school social worker, who worked together closely and effectively. To enable support from other teachers and consistency in student discipline and guidance matters, co-ordination within relevant committees needed to be strengthened, and all committee members should be involved to tackle student problems. To meet the concerns of some teachers regarding student management, the school should consider formulating teaching strategies and preventive measures to develop appropriate student behaviour, in particular help junior students form good habits. A more focused approach, addressing specific areas of student behaviour requiring attention, should be adopted to enable timely remedy.
• In careers education, a good variety of information, resources and activities were provided for students. There were also good efforts to integrate careers education into the formal curriculum. To further improve the careers guidance service, the Careers Committee could shift to a more proactive role by exploring possible joint actions with other parties to help needy students.
• The overall quality of ECA in school had been outstanding. The high degree of trust and encouragement they received enabled students to become committed, self-reliant and self-confident. They also had a sense of mission to excel in whatever they did. Most ECA were organised by senior form students. The ECA Committee played an increasingly vital role in improving the overall co-ordination of relevant activities. The system and well-documented procedures which the committee designed had proved to be valuable in further enhancing the development of ECA in school. As observed, ECA activities with more teacher contribution normally had higher quality. To uplift quality, teacher advisors of certain ECA could play a more active role and help students work better through their experience and professional inputs. There was effective informal coordination among organisers of various ECA. However, given the large number of activities concurrently taking place in the school, the dissemination of information of individual clubs should be better co-ordinated and more efficiently conducted to ensure awareness and understanding by members of the school community.
• The school maintained close links with its alumni, as well as external educational and community-based organisations, and effectively used their support for school and student development.
• Parents generally agreed that the school had a good tradition, and had been able to nurture in students self-esteem, confidence, independent-thinking, and self-reliance. Individual parents had given strong support to the school. However, for the vast majority of parents, the channels for formal and informal communications were quite limited and they had not been able to give active input. Parents’ co-operation being vital in the education of students, more home-school contact should be developed to promote mutual understanding and support between school staff and parents. Action should be expedited to set up a parent-teacher association to better facilitate home-school co-operation.

• The supervisor was open-minded and committed to continuous improvement for the school. The principal was forward-looking and proactive towards new initiatives. Duties assigned were matched with staff’s strengths. Teachers were free to contribute in the way they considered best suited to students’ needs.
• The assiduous vice-principals worked closely with the principal and assisted him wherever required. Their capabilities could be more fully tapped if their supervisory function in relation to other functional heads, and their co-ordinating role in respect of various committees could be strengthened.
• Every functional head in school consulted with the principal direct. Under the liberal climate of the school, respective functional heads took personal initiative for the development of their own functional areas. In many cases, such freedom translated into empowerment which had urged them towards ever expanding achievements. In certain cases, it might be used as a cover for minimal action.
• The school’s high regard for individuality, self-control, personal initiative and mutual respect was manifested in her administrative structure, consisting of the decision-making SMC, the rule-generating SAC and a number of functional committees. The presence of teacher representatives on the SMC and SAC helped to ensure that teachers’ views would be taken into account when decisions were made. A parent and an alumnus also sat on the SMC.
• The school’s mission was clearly put forward in its seven educational goals, which all members of the school community were conversant with. These goals were also reflected in the school’s annual plans. However, while yearly priority areas were identified in the annual school plans, they were not substantiated by specific short/medium/long-term targets or goals, and the programme plans did not always have the details required to ensure smooth implementation and evaluation.
• Information relevant to teachers was accessible to all teachers. Data on the SAMS were well kept. Fuller utilisation of the system’s functions and information could be explored to alleviate administrative workload and facilitate programme and activity planning.
• Safety awareness in the school needed to be improved, in particular with regard to safety precautions in laboratories and safety measures for sports activities. The Standing Laboratory Safety Committee should be allowed to fully function.
• The school did well in arranging subject-trained teachers for respective subjects, and most lessons were taught by subject-trained teachers. All teachers possessed the academic qualifications required for their respective ranks, and around 82% were trained in teaching. In the allocation of non-teaching duties, teachers’ expertise and preference were taken into consideration. While the appointment of committee heads by the school authority ensured appropriate leadership, voluntary participation as committee members opened membership to teachers really interested, and hence more inclined and better able to contribute. However, the emphasis on mutual respect sometimes led to tolerance of inadequate follow-up to agreed actions. Strengthening co-ordination among teachers of some subject departments and functional committees could help improve the situation.
• There were various formal and informal communication channels to facilitate co-ordination among staff and between staff and the school authority. A democratic decision-making process was in place. There were staff meetings without the principal and his deputies. Many proposals went through staff meetings without the principal and his deputies, then staff meetings led by the principal and the SAC, and finally the SMC. The process ensured understanding and co-operation from the majority of staff concerned, and proposals accepted for implementation usually worked out well.
• The school was unique in its way of staff monitoring. The supervisory role of heads of departments and committees was not very explicit. Based on the philosophy of its Jesuit founders, the school authority trusted the personal initiative and the good will of teachers. With such a supportive environment, most teachers worked to their best ability. However, the school would need to explore ways to ensure that a small minority of less self-motivated teachers would not take the arrangements as protection against legitimate demands for progress and improvement.
• The school supported staff training of all kinds. In addition to organising staff development activities, the school made arrangements to enable staff to attend relevant courses on school days. Teachers could also pursue self-arranged studies in their spare time. However, with personal initiative being the deciding factor for individual staff development, the extent of teachers’ participation in relevant seminars, courses and workshops might not always sufficiently meet the needs of the school, and its students.
• There was a two-year-cycle staff appraisal system with focus on staff development, involving self-appraisal by teachers themselves and then evaluation by the principal. However, as the initiative for subsequent action was vested in teachers, those who did not plan or follow through on agreed development proposals were not pressured. To better harness the expertise and development of staff, the school should consider bringing middle managers, who could provide input from a subject- or function-specific perspective, into the appraisal process.
• The clerical and janitor staff of the school were courteous, hard-working, and displayed a strong sense of attachment to the school. They found the allocation of duties fair. Virtually all staff expressed great satisfaction with the working environment.
• Records of income and expenditure were kept systematically. Heads of respective subject departments and functional committees worked out the budgets for their programme areas, and were entrusted with keeping track of the sums allocated. Funds allocated were properly utilised. Supported by generous donations from past students and parents, the school had been able to make special provisions for the benefit of student learning. Alumni’s staunch support had enabled various school ventures to succeed.
• The school premises were spacious and well-equipped (the sports facilities being among the best in Hong Kong schools). With sufficient classrooms available, there were no floating classes. There were also special rooms for almost all subjects. The school grounds were extensive, providing students and staff with open, relaxing and pleasant surroundings for interaction. However, given the wide area, age and architecture of the buildings, maintenance had been straining the school’s resources. Some parts of the school buildings were not under good repair. Maintenance matters had been a matter of concern for the school.
• The school had put facilities provided under the IT Pilot Scheme to good use. Library collections and Internet facilities were also available for teachers and students to keep up with relevant developments in education. To optimise the use of resources, there should be appropriate deployment of manpower to enable the opening of library facilities to staff and students during school hours. Guidelines or policies on the use of resource materials and audio-visual equipment, with centrally updated lists of available items for teachers’ reference, would enable teachers to be better informed of such resources and to put them to optimal use.
• There was awareness on the need for evaluation at various levels in school. The requirement for year-end evaluation was also established for every programme and project. This was done through reporting to the principal in the course of the staff appraisal exercise. However, there were few concrete means (eg tools and procedures for evaluation, annual reports and development plans) to ensure the conduct of evaluation and follow-up action. The lack of an overall mechanism for cohesive evaluation of school’s performance would hinder the school’s efforts in fully understanding, and working on, its attributes.

Key Issues for action

Regarding the effectiveness of teaching and learning of individual subjects, the areas for improvement are listed in the relevant subject sections (ie Part 5 of this report). Subject departments should use the points raised in the areas for improvement when reviewing and planning their work. As regards the school¡¦s overall performance (as stated in Parts 2, 3 and 4), the key issues for action are summarised in the bullet points below. The school is responsible for drawing up an action plan within four months upon receipt of this report, showing what the school is going to do about the key issues identified. Due consideration should also be given in the action plan to the main findings as reported in Parts 2-5. ED officers will offer advice where appropriate.

Under the school’s culture, a culture deeply appreciated and strongly supported by the school community, the atmosphere was liberal and democratic, with firm respect for individuality and independent thinking. There was a caring and harmonious learning environment conducive to meeting school’s goals of developing students into all-round individuals. The school curriculum, appropriately designed and well-structured overall, was complemented by a rich variety of extra-curricular activities of outstanding quality and appropriate pastoral care. Students’ learning was good overall. They displayed strong love, pride and sense of belonging for their school. The supervisor was open-minded and committed to continuous improvement. The principal, closely assisted by his assiduous deputies, was forward-looking and proactive towards new initiatives. The functional heads and teachers took personal initiative for their contribution in the school. Empowered by freedom, trust and mutual respect, many teachers and students were stretching themselves to ever expanding achievements. There were good channels of communication between management and staff, and strong links with alumni. The spacious premises, with extensive school grounds, provided open, relaxing and pleasant surroundings for interaction. The school could build on its many attributes and sustain continuous improvement through:

• consolidating its professional culture, including --
• strengthening co-ordination within and among subject departments and functional committees in formal, informal and cross-curricular programmes;
• improving school curriculum development through empowering the Academic Committee with a more proactive and leading role in the interim, and establishing a formal evaluation system in the long run;
• enhancing teaching and learning through teachers' greater efforts in livening up lessons with improved group activity skills and more class interaction, and closer monitoring of students' work;
• improving the assessment system by encouraging the practice of panel heads' scrutiny of examination papers before examinations, expanding the use of formative assessment methods, reinforcing the practice of analysing students' performance in internal examinations and following up on results, and strengthening channels for teachers, students and parents to discuss learning progress;
• strengthening attention and guidance to needy students, and adopting a focused approach and addressing relevant areas of students' behaviour to enable timely remedy; and
• further uplifting the quality of ECA through more active input from teacher advisors and a strengthened role for the ECA Committee;
• studying variations in school¡¦s impact on students to find means of further developing students¡¦ potential and reinforcing support for those in need, including --
• exploring whether some students' self-confidence might be adversely affected by competitiveness; and
• considering better co-ordinated and concerted efforts to proactively provide guidance to needy students, and reviewing the effectiveness in the use of resources for those under-achieving in the three core subjects;
• strengthening resources management, both content-based resources and human resources, including --
• better harnessing staff expertise and capability by strengthening the supervisory, co-ordinating, and staff appraisal functions of senior staff and middle managers, and exploring ways to enable legitimate demands for progress and improvement in a supportive working environment;
• capitalising on parents' strong wish to make contribution and expediting the establishment of a parent-teacher association; and
• optimising utilisation of available resources to address school building maintenance needs, usefully applying SAMS functions to facilitate teachers' work, appropriately deploying manpower to enable opening of the school library during school hours, and making available central guidelinespdated lists of audio-visual resources to guide and encourage teachers' use;
• attending to safety measures, in particular with regard to laboratory and sports activities; and
• effecting an overall cohesive self-evaluation mechanism to reap the full benefits of activities and programmes conducted.

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