monitoring__evaluation by changcheng2



The Monitoring and evaluation cycle

The key stages


                    action                            evaluating


 completing the feedback loop from monitoring, evaluation and analysis to action is

Aims and Objectives

   To measure how our school is currently performing
   To compare our current achievements with previous achievements
   To compare our performance with that of other schools
   To establish action so that standards are raised.
   To recognise and value existing good practices.
   To ensure progression and continuity across the curriculum for all children.
   To ensure all groups of children are given equal opportunity to reach potential.
   To improve overall quality of provision.
   To compare rate of progress made by children.


In accordance with the aims of our school, all have the right to a high quality service
in a school which is developing and continuously improving.

Key Responsibilities


To ensure that the Senior Leadership Team, the staff and the governors all understand
the purpose of monitoring and evaluation, and its influence in raising standards.

Headteacher and Assistant Headteachers:-

 To identify the core and additional areas which need to be monitored and evaluated
  through all available avenues, including MSSR, Pandas, Fischer Family Trust,
  Benchmarking, Value Added information, Performance Management, Classroom
  observations, PIPs and Foundation Stage Profiles.

 To carry out identified monitoring and evaluation activities
      i.e.    quality of learning and teaching
              quality of the pupils work and understanding.
                              observations leading to performance management,
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                   health and safety issues
                   the work and overall deployment of all support staff, caretaker,
                   administrator, classroom assistants and midday supervisors.
                   the work and contribution of ‘Gilbert’s Gang’
         To delegate monitoring and evaluation activities to the appropriate level, with
          a clarity of expectations and outcomes to be achieved.
         To ensure that the data generated from monitoring and evaluation is collated,
          analysed and is used to review progress, recognise achievement, to set numeric
          targets and to inform future planning.
         To report to the appropriate audience, including the governing body, on what
          the monitoring is showing and how the information can be used to best

Subject Leaders:-
    To carry out those monitoring and evaluation activities which are delegated to
       them as part of their role and responsibility.
       i.e.   contribution to School Development Plan priorities
              curriculum planning to ensure breadth and progression.
              Classroom observations for standards and expectations.
              pupil achievement (including performance of different groups)
              moderation of levels achieved in work
              pupils’ responses, attitudes and standards.
              assessment, recording and reporting
              use of support staff
              individual pupil targets (if subject appropriate)
    To support and reinforce the view that the purpose of monitoring and
       evaluation is school development, recognising progress, achievement and
       continuous improvement
    To use a summary of some of the monitoring and evaluation data to
              a) establish realistic numeric value
              b) inform parents about the school’s progress and performance
              c) underpin the school review and planning processes.
    To monitor and evaluate school expenditure and analyse value for money.


Headteacher, Assistant Headteachers and Subject Leaders
    Classroom observations, minimum 2 sessions per year, to focus on the quality
      of learning, the quality of teaching, pupil achievement, response and progress.
    To review staff performance through the performance management process
      and set targets for development.
    To set up specific monitoring and evaluation tasks in response to school’s
      current needs .
    To generally overview the ethos and atmosphere in school on a day to day
      basis by making time each day to move around school.
    To establish practices/routines in

                         Y2/Y6 statutory tests
                         Y3/Y4/Y5 optional SATs
                         Y1/Y2 /Y3/Y4/Y5 NFER tests
                         PIPs baseline assessment
                         Salford reading tests
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                      Foundation Stage Profiles
                      OWL

and in collecting, collating and analysing resulting data.
         To use statistical information and analyse such using national, local and
            internal data.
         To review existing numeric targets and set further targets, based on
            achievements bench marking and trends.
         To review annually curriculum coverage, delivery and teaching strategies.
         Work moderation with focused criteria for evaluation.

Subject Leaders

         To evaluate success of goals identified in subject action plan for school
          development and draft further action ensuring continued school improvement.
         To monitor coverage of programmes of study by analysing medium term plans.
         To initiate moderation when subject is ‘key’ in the cycle.
         To conduct work sampling
                  a) to ensure that the curriculum is progressive and continuous.
                  b) to monitor that levels of achievement are appropriate and
                  sufficiently high.
                  c) to analyse quality of outcome
                  d) to monitor range of activities.
                  e) to identify necessary support programmes for colleagues.
                  f) to feed findings into whole school development.
         To talk to children to determine their responses to specific curricular areas.
         To bid for and manage resources/budget for the subject development and
          evaluate cost-effectiveness.

    To monitor and evaluate continued policy formation.
    To analyse assessment data and consider its implications. To use data to set
      realistic numeric targets for headteacher’s Performance Management.
    To visit classrooms to observe learning and teaching.
    To monitor continued development of the school through discussion,
      questioning and participation in relevant training.

Equal Opportunities
Samples of work will reflect a broad range of ability irrespective of sex, race gender.

This policy was written by C Power in March 1999.
Reviewed in January 2001 and September 2003.
Reviewed by C Thorley and agreed by staff June 2006.
To be reviewed June 2008.

Monitoring & Evaluation                                                    07 November 2011

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