PURPOSE OF PREVIOUS ASSESSMENT N/A

Number of TSC teacher males 1

Females 2 total 3

Number of bon teachers. Males 24 females 6 total 30

Number of nonteaching staff

Males 4 females 4 total 8

APPROVED ENROLLMENT.

Current enrollment males 1782

Females 1298 total 3080

Headteacher’s name. were Austine Ouma

TSC/NO 908044

Mobile Number: 0714403300

BOM Cheirperson: Karabach clement

Mobile Number: 0748902017.

ASSESSOR’S NAME DESIGNATION

Bicker Lunyagi DQAS Lokiname

Kassim Osundwa SCQASO Turkana west

SECTION B

Legal and policy documents guiding the administration and management of the institution

The school had acquired the following legal and policy document the basic education act, public finance
management act, TSC ACT, TSC Code of regulations, public procurement and assets disposal Act

The school had also acquired visitors book, logbook, teachers attendance register, class attendance
register, Bom, staff and subjects panels meetings registers

SECTION C. Status of standards in the institution.

1.3.1 a) Learners outcome: values and norms.

The learners had manipulated values and norms such as respect, patriotism, unity, peace, love,
responsibility, social justice and integrated the same were justified through the lessons observation
written pupils work assignments and tests skills and competencies had been inculcated into the learners.
These included digital literacy, communication and collaboration, staff efficacy, critical thinking and
problem solving, creativity and imagination, citizenship and learning to learn. The learners were in
classes and participated fully and actively in the teaching and learning process had to be learner centred.
More learners were expected fully participate in the teaching/learning process.

1.3.2 LEADERSHIP AND MANAGEMENT

The schools headteacher was Austine Ouma of TSC/NO. 908044. He had a teaching experience of 10
years and being at the current station for 2 years as a head teacher. He was a trained teacher hence the
experience to lead the school. The school’s gate and fence were porous. Hence not safe for the learners
and teacher. Through discipline had improved there were pockets of indiscipline and corporal
punishment and sending children out of school were rampant. The schools intrastructure was
dilapidated and required urgent redress. The officers got it rough to access the school as all roads
leading to the school were unaccessible. Welfare of the teachers was wanting as no single cup or bottle
of water was seen even for the visitors during their visit at the school. The children were scrambling for
meals without the teachers supervision at the kitchen. The panel strongly recommends that the
headteacher stamps his feet and take charge matters professional (professional documents) discipline,
academics and welfare. The deteriorating performance borders on lack of monitoring and supervision
from the administration. The head teacher should also take charge of cleanliness in the compound and
of infrastructure. Curriculum supervision and implementation must be spearheaded by the leadership of
the institution. The board of managerment was active as there files and minutes. The school had no
parents association. Most of the teachers were ignorant of professional requires hence were
recommended for courses. As seen the staff had not yet embraced ICT integration into the teaching and
learning process fully.

1.3.3 CURRICULUM IMPLEMENTATION

Though some teachers had prepared the schemes of work, lesson plans, records of work, progress
records, they were incomplete some columns such as resources, teaching/ learning aids and reflection
were either inappropriately filled or blank. The panel demanded that all the teachers prepare and
update all the professional documents. Subject panels at the school were not active. The time table did
not fully adhere to the ministenal guidelines or time tabling. The school lacked textbook in most of the
grades and learning areas teachers did not have teaching/ learning aids. The school was not only
understaffed but also most of the teachers were untrained as compared to more than 2000 pupils
against 33 teachers.

5.0 LEARNERS WELFARE

5.1 Guidance and counselling

The department was functioning and active. Evidence of their activities was documented. The
department was taking care of learners psycho social support programs through guidance and
counselling as well as art therapy. The office space was too small to effectively deliver their mandate.
The panel recommended that the department should be allocated enough space and office bearers be
given appointment letters they should also document minutes consistently and their programs be
included on the school termly routine and term dates.

5.2 Mentorship programme.

The school had no mentorship programs in place as at the time of assessment. The panel advised that
the HOI should move with speed and appoint a teacher to head the program, preferably the senior
teaches. These programs should aim at naturing learners talents and mentorship on career path based
on CBC framework. Life skills should be reinforced through the program.

5.3. Clubs and societies

As at the prime of assessment, the school had: peace club, sports and games and debating club the
environmental club was inactive. The panel advised that all club patrons should be given appointment
letters and the clubs activities must be documented consistently.

5.4 School rules and regulations.

They were available but not placed strategical in offices and classes. The panel advised that the DHOI
should involve learners in formulating rules. The rules must be simple, realistic, learner friendly with
clear consequencies.

5.5. learners leadership

As per the time of assessment, the learners council was elected democratically. However, there were no
records to prove their activeness and election procedures/process. The panel advised that all processes
must be open documented and transparent with guidance from teachers. The school had no school
routine in place too. The panel advised that the routine should be made available and be pasted in
offices notice boards and classes immediately

5.6. Learners health: food, hygiene and medicare

5.6.1. Food and hygiene.

Learners were given rice and beans for lunch. It was hygienic and safe food.

5.6.2. Medicare

Extremely sick learners in the school were taken to a nearby clinic: 1KM from the school. Different
teachers and learners were responsible for taking them to hospital. The panel advised that drugs for
should be kept in school to minimize movement of the staff and learners in and out of the school. The
school should also provide adequate equipped first aid kits to enable learners utilize them when need
arises. Being a school with a big population, future plans should aim at having a sanitorium and a
qualified nurse.

6.5.7. Education on learners safety/security.

The school prefects had been trained about security and safety measures in school during the first term
by LWF. However they had rest of the learners the way they were supposed to. The panel advised that
the school should intensity such programs termly with an aim of benefitting all learners. The prefects
who had been trained should be given a chance to benefit others through programmed routine.

5.8 Spiritual welfare.

As per the time of assessment, the school had a robust PP1 program on Friday under the pasonship of
the CU and Muslim society. The panel advised that all patrons must be given appointment letters and
their activitivities should be documented consistently.

5.9. Communication channel.

The school observed protocol in its activities, A suggestion box was in place to enhance effective
communication from learner. However it was yet to be placed at a strategic point. The panel advised
that the box should be placed at a strategic position immediately. The box should be opened every
evening and the resolutions given to learners every morning of the following day.

5.10. Community involvement.

The school interacted with the community through inter school co-curricular activities within the camp
environment. Parents also attended parents day: the most recent one being in first term. The parents
association also held their meetings once per term to assist in the running of the school. Some CBOS also
participated in ICT integration within the school through partnership with the sponsor of the school.
During staff recruitment the community was not left being. Learners also participated in community
environmental cleaning exercise such as clearing bushes on the road. These linkages were commendable
according to the panel.

6.0. PHYSICAL FACILITIES AND INFRASTRUCTURE.

6.1. Land ownership, size, acreage and location.

The land was owned by the host community under UNHCR measuring approximately two acres. It was
located in Pelekech zone, Turkana west, Sub county, Turkana county.

6.2. Administration facilities

6.2.1.Offices

The school had no administration block one class which had dangerous cracks had been turned into
office space for the HOI and DHOI, staffroom and lab equipment place. The panel advised that an
administration block should be constructed to accommodate all offices at a central place for efficienty
service delivery.

6.3. TUITION FACILITIES

6.3.1. Classrooms

There were twenty five (25) classes, out of which eighteen(18) were in use most of the classes had no
doors and needed refurbishment. Windows had grill too. The unused classes also needed urgent
refurbishment. Writings were on some walls, making them to look dirty.

The panel advised that all unworthy classes should be brought down immediately while those which
required refurbishment to be refurbished immediately. Doors and windows should be according to the
ministrys standards. Numbers of learners should adhere to the ministry policy and broken desks should
be repaired immediately or procured afresh.

6.3.2. Laboratories and equipment.

The school had no laboratory in place. However it had some basic laboratory equipments in the office of
the HOI. The panel advised that construction of a laboratory should be construction of a laboratory
should be among the priorities of the school in its strategic plan to support CBC implementation.

6.3.3. Library

The school had no library. Books were kept in cabinets and cupboards. The course materials were also
not adequate especially the revised curriculum material.

6.3.4 Computer laboratory

The school had no computer laboratory. However , it had two laptops and one desktop for teachers and
nineteen(19) IPADS for learners. These were inadequate to support ICT integration in CBC. The panel
advised that adequate ICT support materials must be procured. A computes laboratory should be build
to support ICT integration.

6.4. Water and sanitation

6.4.1. Water.

The school had adequate safe water pumped from a borehole. The feeder tank at the kitchen was
neither reliable nor durable. The taps were too few. The panel advised that the school should procure
more durable tanks and put in place atleast fourty(40) taps to serve the school.

6.4.2 Sanitation facilities

Boys toilets were sixteen(16) and most of them were dirty. Some were unsate, lacked privacy (doors) or
barriers. Girls toilets were sixteen too. Students with special need were catered for in the sanitation
facilities. However they were not enough. The panel advised that all the sinking toilets must be
demolished and filled with hard soil immediately. Enough toilets as per the ministry guidelines should be
put up immediately

6.4.3. Waste management

The waste management system for solid waste such as litter was in place. However , the metallic
portable dustbins were too few to handle litter across the school. The panel advised that the school
should work on dining hall even though the kitchen was small, it was serving the purpose. It required
urgent maintenance of the chimney. The firewood at the kitchen should be kept separately to avoid fire
accidents.

6.5. Catering facilities.

The school had a kitchen that urgently needed a new roof. The serving point was to put plate due to the
narrow surface. The plates for learners were not adequate and learners washed themselves. The kitchen
store was not ventilated and the bags of rice and beans were not arranged. The newly constructed
kitchen with improved jikos was not in use

6.6. School compound and security

6.6.1. Compound

The compound was safe and secure. However, the pannel advised that the big stones scattered all over
the compound should be picked immediately. Unsate structure/holes should be demolished or filled
immediately. The porous fence should be repaired immediately unsafe trees should be trimmed and
tree stamps removed.

6.6.2. Firefighting equipment.

The had only three(3) fire extinguishers two(2) already placed in the kitchen and one yet to be placed
anywhere. The panel advised that every building/block should have a minimum of two fire extinguishers
which must be serviced on due dates.

6.7.Source of power

The school had adequate solar power supply from solars installed. The power was INADEQUATE because
the battery system was poor. The panel recommended that new batteries should be provided
immediately.

6.8. Sporting facilities in the school.

The sporting ground was small but was used for football, volleyball and net ball. The panel adviced that
the school should budget for indoor games equipments to keep the learners occupied

6.9.Emergency response mechanism.

Very few learners and a teaching staff were trained on emergency esponse mechanism in the year 2023.
The panel advised that similar trainings must be held regularly (termly)

5.7. 4. Education on learners safety/security

Very little had been done in terms of education on learners safety. The panel advised that any trainings
on learners safety must target as many learners as possible and the training must be documented for
future reference.

B(11) Administrative documents

The school had bought the log book, visitors book, learners attendance registers and the teachers
attendance register. The same had been up dated. There were well filled minutes of the board of
management and staff meetings. The school also had files for subject panels meetings.

SECTION C: Status of standards in the institution

1.3.1. As learner outcome: values and worms

From the 4 lessons observed the learners had acquired some values and worms.
Respect,patriotism,unity,peace,love,responsibility,social,justice and integrity had been incullated into
the learners skills and competences such as digital literacy, communication and collaboration, self
efficacy critical thinking and problem solving creativity and imagination,citizenship and learning to learn.
The learners excuibuted the skills