HISTORICAL DEVELOPMENT OF THE SCHOOL

The School was established in the 1950's with a small group of students of varying ages and abilities.  Today, the school houses 1300 students, 800 girls and 500 boys between the ages of six (6) and fifteen (15) years.  The majority of students who attend the school reside in the community.  However, the school also attracts students from both urban and rural communities.  This school offers educational programmes to students from grade one to nine (1-9). 

A new programme ROSE was introduced in Jamaica 1991 and this school was chosen to be a pilot and later to continue the programme offered under supervision.               

Owing to the growth of the school's population, in 1991 the school was upgraded from an All-Age School to a Primary and Junior High School.  In 1997, the school was assessed by the Ministry of Education Youth and Culture.  As a result of this assessment, the school was selected to benefit from The New Horizons for Primary Schools Project (NHP).  This project is a seven-year, joint initiative of the U.S. Agency for International Development (USAID) and is geared towards assisting the Jamaican Ministry of Education Youth and Culture in increasing levels of literacy and numeracy.  

In 1998 the World Bank in collaboration with the Ministry of Education Youth and Culture refurbished the school giving additional Classrooms, a Practical-Block, which include Science Lab, Resource and Technology and Physical Education Departments.  Also a new Administration Block, extension of staff room and two (2) sets of modern bathroom facilities.  The school also has a Trailer where Information Technology is taught. 

At the beginning of the school year in 2003, the school decided to implement a three-shift system in order to facilitate a new building, which was being constructed on the site of the old teachers' cottage.  This building became necessary owing to the expansion of the school.  Based on the havoc created by the three-shift system, the principal, with the permission of the Ministry of Education, decided to allow the building to be occupied by students in spite of its unfinished state.  The school then returned to its normal two-shift system.  The school anticipates the official handing over of the building by the Ministry of Education. 

The Primary Schools that feed the Junior High section of the White Marl Primary and Junior High School are:

Homestead
Gregory Park
Friendship
Eltham Park
Ensom City
McAuley
St. Johns
McCooks Pen 

Students who attend in the Primary Grades are mainly from the Central Village community.

PREFACE 

The School Development Plan for White Marl Primary and Junior High School is a three-year plan, which provides continuous improvement strategy that will empower the stakeholders to take ownership of their own development.   

It is a guideline not a set of rules to be followed slavelishly.  This plan encourages creativity, collaboration and continuity.  The plan is so organized that it will promote an effective progressive and focussed school community.

Early in the new school year - Christmas Term the National Council on Education(NCE) working with New Horizons for Primary Schools(NHP) had a workshop focusing on school governance which included School Development Plan and Action Plan.  As a result representatives of the different Grades, members of the school community, Principal and Vice principals and representatives from the student body drew strength from each other and produce an edited version of the 2001-2002 Action Plan as they revisited the School Development Plan. 

It is the hope that the plan will cater to the needs of everyone within the school community.  The approach taken was holistic in that it embraced activities that will not only prioritize the academics but also the general areas in the school.  These areas are: a) attendance b) staff development c) the physical plant, d) parent education e) school community relations f) students self esteem

g) technology and work and h) health and nutrition. 

MISSION STATEMENT 

STRATEGIC FRAMEWORK

 1.  To devise and support initiative striving towards literacy for all in order to extend personal opportunities and contribute to national development; 

2.  To secure teaching and learning opportunities that will optimize access, equity and relevance throughout the education system; 

3.  To support student achievement and improve institutional performance in order to ensure that national targets are met; 

4.  To maximize opportunities throughout the Ministry 's purview that promote cultural development, awareness and self-esteem for individuals, communities and the nation as a whole;

5.  To devise and implement systems of accountability and performance management in order to improve performance and win public confidence and trust;

6.  To optimize the effectiveness and efficiency of staff in all aspects of the service in order to ensure continuous improvement in performance;

7.To enhance student learning by the greater us of information and communication technology as preparation for life in the national and global communities;

8.To promote positive youth development using a multi-sectoral approach. 

                      -Ministry of Education, Youth & Culture

CRITICAL MINIMUM TARGETS 

Given the important role that education must play in the growth and development of the country, a number of critical minimum targets have been set.  It is imperative that these be achieved in line with the strategic objectives previously outlined. 

1.  Ninety percent average daily attendance by 2005 at the Primary level;

2.  Teacher/student ratio in the Primary Schools to be s 

3.  tandardized at 1:35 by the year 2003.  By 2005, Grades 1 and 2 should not have more than 30 students to one teacher; 

4.  Eighty percent of all Grade 6 completers to demonstrate full literacy by 2003. 

5.  All schools to be at a satisfactory level of physical infrastructure by the year 2010; 

6.  To increase the provision of basic infrastructure (i.e. desks and chairs etc.) to meet the needs of enrolled students and teachers by 2003;          

                       Ministry of Education, Youth & Culture 

The Basic Framework of our School Development Planning Process

WHY DO WE REVIEW?

Purpose

1.  To compile a clear articulation of the school's current situation. 

2.  To obtain data on the school's internal strengths, challenges, opportunities & threats presented by its external environment. 

3.  To identify the needs of the school for goal setting. 

Outcomes:

1.  Situational Analysis

2.  Mission Statement

3.  Goals

 Articulating the Situational Analysis

 The educational environment establishes the context within which the school functions.  It comprises a set of factors that affect the school and impact on its performance.  Those factors are external to and largely beyond the school's control.  When stakeholders perform an external or environmental analysis, they identify and examine the key external factors and assess and evaluate the impact those factors are likely to have on the school's operation and success.

SITUATION ANALYSIS

Description of the Community 

Perched on the top of a hill, lies the school.  To her south, she gazes at Kingston, a constant reminder of her roots…

White Marl Primary and Junior High School is located in a sub-urban area in St. Catherine.  It is approximately eight kilometers from Spanish Town, the parish's capital and 19 kilometers from Kingston. 

SOCIO-ECONOMIC STATUS OF THE COMMUNITY 

Owing to the partisan nature of the community, there are often gang wars and social misconduct, which contribute to many students' negative behaviour and lack of social skills.  However, in spite of the negativity, which is often displayed within the community, many community members have seized the opportunity to make positive moves towards their upliftment.  Many of these persons form converging forces and have often times assisted in programmes to assist with the improvement of the school both socially and economically. 

The community was originally a farming village.  Today, the majority of community members are engaged in business of some sort.  This business range from grocery shops to wide scale selling of household articles and clothing in the shopping areas of Kingston and Spanish Town.  In former years, pottery was a thriving business.  People from different sections of the island used to purchase beautifully created pots and accessories at the main entrance leading to the community.  The art of pottery is still being practised by a few potters in the community.  The entrance of the community is now the show place of the most beautifully designed patio sets and grill-work which purchasers claim to be the best in the island. 

White Marl has been undergoing gradual development over the years.  In addition to Sherwin Williams, Hi-Pro Farm and Gardening Supplies and Wisynco, Lasco Group of Companies has established it main outlet in the area.  These companies are 'Friends of the School' and are always willing to assist the school.

White Marl is fast competing with the parish's main town as within close proximity are the Island's Record Office and the Island's Revenue and Astrom Construction which were removed from Spanish Town.

Our School Profile 

White Marl All-Age School as it was known then was built to accommodate 250 students.   The teacher -pupil ratio at the time was 1: 50 and there was only 5 classroom space with 6 teachers on staff inclusive of the Principal.  

Currently, there are 460 boys and 398 girls in the Primary school and the Junior High host a population of 339 boys and 203 girls giving a total of 1400 students.   In the Primary school there are 21 classes resulting in a teacher pupil ratio of 1: 41.   However, the four Grade 6 classes are placed on the Junior High shift because of space problem.  The Junior High school has a teacher pupil ratio of 1:36.

Over the past three years we have been working very hard to keep in line with the Ministry of Education Youth and Culture proposal of 1: 35 Primary grades and 1: 30 Junior High.

The number of students on roll at the beginning of the school year, September 2001 was one thousand four hundred (1400) which include 799 boys and 601 girls. 

The attendance pattern showed that after a major holiday, that is, Summer, Christmas and Easter, the attendance levels are very high, and that the decline, except in the month of June when end of year examinations are held, becomes noticeable after the first month of each resumption.   Boys, except for the month of July, outnumbered the girls.  It must be noted that the girls' attendance pattern in terms of percentage is higher in most cases than the boys.  Only in July that girls outnumbered the boys. 

Attendance level on Fridays has a very negative impact on the monthly attendance.  From a survey done as to the reason for this fall, it was found out that some students work on weekends, starting on Friday; while some, especially the girls, have to baby sit siblings.  Weather conditions, upsurge of violence [although not necessarily around the school environment] and parents financial viability also has a negative impact on the attendance level.  There are also "drop-outs" for more reasons than one during the course of the year. Migration [local and foreign] is also another factor, which affects attendance pattern. 

LET'S VIEW THE STUDENTS' FAMILY BACKGROUND 

A research carried out in the school in September 2001 by a sociologist (teacher on staff) revealed a lot of information about the students' family structure.  Some of the questions asked of the students were:

1.  With whom do you live?

2.  Where are you living?

3.  What type of work do your parents do?

Various responses were given and those were compared with previous information already on students' record.  The question that revealed a lot of information was question number one.   See responses below: 

For those who live alone (Junior High), some of the mothers have live-in jobs and visits them on weekends asking neighbour to give an eye during the week.   Or father is working in the country and comes back one or two days with lunch money and food to keep them.   

The trend is that majority of our students is not living with parents and that is impacting negatively on many of them.   These students go to school when they feel like, some of the caregivers do not work and cannot afford to give them lunch and other school material therefore affecting attendance.  These students are also disadvantaged, as they have to work on weekends to send themselves to school.

Other things that affect them negatively are when there is an upsurge of violence in the community surrounding the school.  Whether the problem is political or gang-related as was the case at the ending of the 2001-2002 school year and the first term of the 2002-2003 school year students are directly affected.    

In these instances, some students cannot attend school.  Others are at school but teachers are absent because they are afraid of loosing their lives.   Both teachers and students are negatively affected.  During these periods, some students loose one or both parents to violence and so they are either hardened in their thoughts or they hide away from school.   

PROGRAMMES OFFERED  

The programmes offered at White Marl build upon the motto "Knowledge for service".   This can be classified in three groups, Early Childhood- Grades 1-3; Grades 4-6; and Grades 7-9.   However, other programmes are also available.  As part of the curriculum in the Junior High students are taught Library Skills and Computer Studies.   Grades 4-6 students are also privileged to attend Computer classes.   The school has also acquired the services of two teachers of reading to assist with improving the literacy level in the school. 

The school is dedicated to preparing students and supporting teachers, administrators and others working in the process of transforming young minds.  As a school we act as a bridge between the knowledge base in education and the quality of education experienced by our students.  We hope to fulfill our commitment to the advancement of education in this community by serving as resource personnel, not only for our students but for parents as well. 

Other programmes are:

1.  Mentorship

2.  Paired &Peered Counseling

3.  Cultural Activities e.g. Drumming, Speech, Music

4.  Parent Upliftment Programme - seminars and reading classes.

Coupled with the above are the co-curricular activities- clubs and societies.  Each student and each teacher is required to be a part of at least one club.   There is at least one club meeting each day.  This is as a result of the lack of space.  The clubs which are very active in the school are the:

¨    Environmental

¨    4H

¨    Scouts

¨    Brownies

¨    Craft

We are currently auditioning for a drama group, and will be introducing Speech and Spelling as well.  Other clubs that need to be activated are Bible, Red Cross and Science.  An attempt is also being made to form a Past Student Association. 

Academic & Administrative Staff 

The academic staff consists of 40 members the ratio of male to female being 3:37.  There is also a Guidance Counselor, two Vice Principals and the Principal.  All members of academic staff are diploma trained.  Of the group 9 teachers have first degrees, two masters and one doctorate. 

The school also has a bursar, an assistant and a secretary.  Two full time ancillary workers are employed at the school.  

ACHIEVEMENT 

The students' performance in all national examinations for the academic year 2001-2002 will be given below.  However, one has to look at previous results to see the trend.

Goals

1               At least 80% of the students in all grades should perform at grade level or above by the end of the academic year.

2               All students should be attending school regularly by 2005 with at least 40%increase in the first year.

3               85% increase for chairs/desk and also additional space to accommodate students.

4               50% of students would be able to use the computer to find and give information.