esenca

Inspection Reports

Our most recent inspection reports recognise the efforts and achievements of the pupils and staff at The British School of Barcelona.

Inspection Report

At the British School of Barcelona we focus on delivering a broad and balanced curriculum, taught by specialist teachers, which can enable students to qualify in both the British and Spanish education systems. We are committed to the personal development of our pupils and, as such, provide an extensive pastoral and enriched curriculum inside the school day, so that pupils can develop new skills and understanding as well as enjoying experiences beyond our academic curriculum.

Every three years we are inspected as a British School Overseas, whether by Cambridge Education or SIS (School Inspection Service). In 2016 we were judged to be an outstanding school overall, one of the very best in Europe.

Follow the link for the SIS BSO Handbook for inspecting British Schools Overseas –used by BSO schools as a basis for their professional standards– to see the criteria on which a school will be judged for an inspection.

 

the-british-school-of-barcelona-BSO-inspected


The British School of Barcelona - Inspection Report

March 2016

Download

Highlights from the report:
(For our latest inspection report, please use the link on the left)

 

“The consistency of good teaching over time is the reason why all students make outstanding progress.”

“The executive headteacher provides an experienced and very strong lead to the work of the school. He is ably supported by a good senior and middle management team and a staff that share his vision and ambition. This shared sense of purpose is what is driving the school forward and gives it a strong capacity for further improvement. Together, the senior managers have ensured that the British schools overseas (BSO) standards are met.”

“Pupils learn outstandingly well at all stages of the school and make consistently high levels of progress.”

“In Early Years, children make very good progress. This continues into Key Stage 1 and 2. In Key Stage 3, the school’s initial baseline test shows that the pupils come from the full ability range and progress is again very good, especially in English.”

“(I)GCSE results at the end of Key Stage 4 are excellent.”

“This is well above the average found in Britain.”

“In many lessons students relish the challenging work, are highly motivated and work at a demanding pace, ensuring learning progresses rapidly.”

“This is due to the excellent knowledge, skills and understanding they have gained in literacy and mathematical understanding through their time at the school. They treat each other with respect creating a relaxed and calm atmosphere where learning thrives.”

“Teaching and assessment are good. They are consistently good in the Early Years, in the primary school and at Key Stage 3. In the secondary school, teaching is particularly strong in the sixth form. The consistency of good teaching over time is the reason why all students make outstanding progress and achievement.”

“The depth of teachers’ subject knowledge, questioning and expectations are a significant strength.”

“Teachers enjoy teaching and relationships are outstanding.”

“Teachers benefit greatly from the excellent support and guidance they receive about pupils with English as an additional language and special educational needs.”

“Students’ personal development is outstanding in a school that values everybody.”

“In all lessons, at break times and when moving around the school students behave impeccably. These excellent attitudes to work continue and mature as students move through the secondary school and into the sixth form. They are very well prepared when they leave the school to make the most of their future lives.”

“The school’s provision for students’ welfare health and safety is outstanding. Since the last inspection leaders have undertaken a thorough review of all procedures. Staff recruitment procedures meet current regulations. These have taken into account the need to balance the expected requirements within the UK with those in relation to Spanish and Catalan law.”

“The quality and effectiveness of leadership and management are good. The newly appointed executive headteacher has a very clear, realistic and ambitious plan to improve the school’s provision and facilities.”

“As a result, morale is high and relationships between staff, students, parents and the proprietor are good.”

“Parents generally have a good working relationship with the school. The returned questionnaires to the parents’ survey, while low in number, are supportive.”

“Provision for Early Years is very effective. Children make a secure start to their education. Teachers know their subject and understand how young children learn.”