We’re pleased to share the findings of our recent external validation report. The feedback reflects the hard work and care that goes into making our school a welcoming, supportive place for our children to learn and grow.
The report highlights many positives, such as strong relationships, a commitment to high standards, and a culture of collaboration - but we know these successes are only possible because of the partnership we share with our families and wider community. Your trust, encouragement, and involvement make a real difference every day - thank you.
Information for Parents and Carers following External Validation, October 2025.
Dear Parents and Carers,
An external validation visit was undertaken at Bunscoill Rhumsaa on the 13th and 14th October 2025 as part of a programme of external validation visits of schools and educational services commissioned by the Isle of Man Department of Education, Sport and Culture (DESC).
During the visit, the external validation team considered key areas of focus which were explored in collaboration with the school leaders to validate school leaders’ own evaluations, and the following areas of strength, growth and development were identified.
The following areas of strength were identified during the external validation visit:
● An inclusive ethos runs through everything that the school does for children and the wider community. This caring, values-based culture is greatly appreciated by parents,
who recognise the positive impact on family life. Your children are happy, respectful, and enjoy learning and playing together in a calm, purposeful environment. As one
parent shared, “my son has come on so much at this school. He runs in every morning.” Another described a “lovely, totally positive experience.”
● The school’s inclusive vision is reflected in its positive relationships with a wide range of community partners, including Isle Listen and Young Engineers, who provide
opportunities that support children’s learning and personal development. The Governing Body brings valuable insight and perspective and contribute alongside the
Executive Headteacher to the strategic development of the school.
● The Special Provision Centre (SPC) plays a central role in the school and has shaped its curriculum so that it meets the needs of every child. Staff from the SPC and
mainstream work closely together, sharing their knowledge and skills to make sure all children are included and supported, and can thrive in their learning and overall
development. Support staff work as one skilled, coordinated team, with planning led by the SPC Lead, Special Educational Needs Coordinator and Child and Family
Support Worker to plan personalised care for each child.
● Children benefit from a broad curriculum, which excites and engages them. They speak positively and proudly about their learning, making connections to what they
have learned before and understanding why it is important. One pupil powerfully put it: “we have a voice.” Many children enjoy leadership roles such as playground and
club leaders.
● Assessment used within the school supports learning. At a whole-school level, leaders consider data carefully to inform improvement priorities and teaching
approaches. At class level, teachers and support staff use assessment so that learning closely matches your children’s needs and supports their progress.
The following areas of growth and development were identified during the external validation visit:
• The school is helping your children to become more involved in their own learning and assessment, so they understand what they have achieved and their next steps.
• Staff at all levels are making sure that your children’s voices help shape what and how they learn, so the curriculum reflects their views and helps them take even
more ownership of their learning.
• The school is continuing to build the leadership potential of staff at all levels so that they drive whole-school priorities.
• Leaders are making sure that professional development of staff includes opportunities to further share existing best practice at the school.
The aim of the external validation visit was to promote continuous improvement and to deliver consistency, share best practice and deliver positive outcomes for children and young people. The visit was undertaken by an independent external validation team from Etio.
The external validation team looked at a wide range of evidence presented by school leaders, including the school self-evaluation, and sampled the work of the school during the visit.
These activities were focussed on key areas based on the self-evaluation of the school and included visits to a cross-section of lessons, meetings with staff and learners, gathering the views of parents and carers and where appropriate scrutiny of documentation.
The areas of growth and development identified, as part of the external validation visit are being reviewed and actioned by the school as part of a continuous cycle of self-evaluation, further detail can be found by visiting the school website, with regards to the school’s key priorities and focus areas for the academic year.
Kind regards,
Adam Lowing
Lead Validator
External Validation Team