In a quiet corner of St Andrew, far from the spotlight and the chatter of prestige, a transformation is underway. Maverley Primary School — often overlooked, occasionally underestimated — is quietly reshaping its academic narrative.
This year’s Primary Exit Profile (PEP) results speak volumes: boys are topping the charts, subject scores are climbing across the board, and the school’s confidence is growing, brick by brick.
The change wasn’t born from a flashy intervention or a government pilot. It came from inside — a recalibration of purpose. Teachers began treating every lesson like a mission. Parents stopped waiting on school reports and started joining the academic trenches. Students began thinking differently — and not just in the confines of exams.
“We’ve seen a cultural shift,” noted Principal Valentine Spencer. “The students believe they belong among the best — and they’re proving it.”
Of the 44 students who sat the PEP exams, over a third landed in the top academic stream. But the numbers tell only part of the story. Maverley has begun embedding strategic thinking into its everyday rhythm — introducing chess not as a pastime, but as a cognitive tool. The game now forms part of the mental fabric from as early as Grade Three.
Alongside chess, a renewed focus on reading has taken root. Books aren’t decorations on shelves — they’re active instruments of growth. The school has made literacy a communal effort, with reading goals discussed at staff meetings and story time built into the regular rhythm of the school week.
Partnerships have also played a role. Weekly mentoring visits from sixth-formers at Immaculate Conception High School have bridged a gap — not just academically, but aspirationally. Younger students began to see what could be possible. That exposure mattered.
But perhaps the most significant element has been the attention given to relationships — between teachers and students, between parents and staff. Absenteeism is no longer seen as routine. Phone calls are made. Concerns are followed up. The school culture has matured into one of collective responsibility.
Take Caleb Newland — one of the three top-performing boys — who credits his home environment and teacher support for his success. Or Travaine Graham, who heads to Jamaica College with a track record of discipline, nightly study routines, and a mother who monitored every academic move with precision.
Maverley’s rise isn’t a fairytale — it’s not meteoric. It’s methodical. It’s measured. And most of all, it’s sustainable.
If there’s a lesson here, it’s this: schools don’t need to be wealthy, well-connected, or conveniently located to rise. They need belief, structure, and a team willing to grind in the shadows.
This year, Maverley Primary didn’t make noise. It made progress.
