Self Evaluation

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					                                      Self Evaluation
                                Guidance for Primary Schools

The purpose of this document is to build on and complement existing guidance in
‘School Development Planning in Primary Schools – An Approach through School
Self-Evaluation’ and ‘Criteria for the Evaluation of Schools’. Its primary intention is to
help schools analyse what they are currently doing to ensure the school’s
development is based on good evidence, as part of the process of collaborative self
review.

School self-evaluation is a term used to describe all the processes and practices by
which a school comes to know and understand itself better. It is then able to
improve still further the quality and range of provision in order to increase
opportunities for the children and raise standards of achievement.

The ultimate purpose of school self-evaluation is school improvement. However, it
should also be recognised that processes need to be characterised by a
transparency that enables the school to be accountable continuously to all its
partners. Providing evidence to demonstrate improvement is also important.

Research into school effectiveness and school improvement indicates clearly the
crucial significance of ‘culture’ in relation to the school’s capacity to manage the
process of improvement. The necessary conditions have to be developed at whole
school, classroom and individual pupil levels in order to develop a climate for
learning and enquiry. All processes should contribute to the building of a culture of
trust, openness, respect and collaboration. The more developed the school’s
culture, the more able will individuals and groups be to ask challenging questions of
themselves and others.

School self-evaluation has no fixed starting point. The ‘Spiral of Improvement’ (P7
School Development Planning in Primary Schools) emphasises the continuous
nature of planning for change through a range of active processes that build up the
school’s understanding of itself. However this does not mean that self-evaluation is
unstructured. On the contrary, the management of both formal and informal
processes of review, monitoring and evaluation is a key role for the school’s
leadership team.

Evidence will be generated in a variety of ways and from a variety of sources:

     classroom observation
     talking with and listening to children
     sampling and analysing children’s work
     displays
     reviewing planning, record keeping and other documentation
     performance data
     MBWA (Management By Walking About)
     Interviews – semi-structured and informal
     Questionnaires




HJ/PdV/SelfEvaluationGuidance                                                    1.
The sections that follow mirror the existing framework in ‘Criteria for the Evaluation of
Schools’.

1.       Leadership, management and efficiency

2.       Curriculum

3.       Teaching for Learning

4.       Partnerships

5.       Ethos

6.       Learning Support

7.       Standards of Achievement

Self Evaluation will provide the basis for all statutory inspections from September
2004 onwards. These inspections, although differentiated according to the school’s
assessed ‘risk’, will all use the school’s self-assessment report as the starting point
of the inspection.

All inspections will focus on the experiences of learners and will evaluate and report
on seven key questions. These have been integrated into this framework and are
written in bold italics.

Appendix 1 is Estyn’s guidance template for producing a brief self-evaluation report
for an inspection. This is a summative document, intended only for use ‘when writing
a self-evaluation report for an inspection”.




HJ/PdV/SelfEvaluationGuidance                                                   2.
                       Leadership, Management and Efficiency

                 Key Questions                               Prompts

 Leadership

 Does the school have a clear direction     School aims – Reviewed when? By
 and purpose?                               whom? How? Where are they?

 Does the leadership team ensure high       How? By what processes?
 standards?

 How would you describe the school’s        Stated or implicit? How effectively is it
 vision?                                    shared?

 Do teachers have opportunities to lead?    Delegation? Job descriptions?
                                            Empowerment?

 How effective is the role of the deputy?   Leadership team?
                                            Non contact time?
                                            Regular meetings?


 Examples of progress                       Evidence:




HJ/PdV/SelfEvaluationGuidance                                                  3.
Issues for further development:




Overall evaluation:

How effective are leadership and strategic management?




HJ/PdV/SelfEvaluationGuidance                            4.
                       Leadership, Management and Efficiency

               Key Questions                             Prompts

Governing Body

Does the Governing Body take a shared     How? Has the Governing Body
responsibility for school improvement?    undertaken a review of its work?

How much does the Governing Body          First hand? Through Head’s reports?
know about children’s achievements?       Role in target setting

How does the Governing Body fulfil its    Understanding of school?
role in a strategic way?                  Understanding of staff?
                                          Corporate decision making?


 Examples of progress                     Evidence:




HJ/PdV/SelfEvaluationGuidance                                                5.
Issues for further development:




Overall evaluation:

How effective is our Governing Body?




HJ/PdV/SelfEvaluationGuidance          6.
                       Leadership, Management and Efficiency

               Key Questions                               Prompts

Self evaluation

Does the school currently use any           EEL/PEEL, Excellence model etc.
frameworks?

Does self-evaluation draw on first hand     Teachers working alongside each other?
experience of the quality of teaching and   Research their own practice?
learning?

How is a continuous overview of teaching Head’s interpretation of role
quality maintained?

How are standards of achievement            Do subject leaders maintain evidence of
evaluated?                                  standards, quality and range?
                                            Effectiveness? Consistency?

Are all significant areas of school life
evaluated?

How does the school use performance
data?

How does the leadership team listen to,     What are the processes/structures?
involve and respond to:                     How effective are they? Examples of
 teaching staff?                           effectiveness?
 support staff?
 children?
 parents?
 governors?
 community?
 etc.

Has the school used external measures       e.g. IIP, Quality Mark, Eco-School etc.
to evaluate/validate its practice?

Is there a shared understanding of the      See ‘School Development Planning in
distinct purposes of review, monitoring     Primary Schools’ (P8)
and evaluation?

Planning for Improvement
Is the School Development Plan              How do you know?
effective?                                  When was it evaluated?
                                            (See ‘School Development Planning in
                                            Primary Schools’ P17-20)

Do the outcomes of the school’s self-
evaluation directly inform the SDP?
HJ/PdV/SelfEvaluationGuidance                                                 7.
 Examples of progress           Evidence:




HJ/PdV/SelfEvaluationGuidance               8.
Issues for further development:




Overall evaluation:

How well do leaders and managers evaluate and improve quality and
standards?




HJ/PdV/SelfEvaluationGuidance                                       9.
                       Leadership, Management and Efficiency

               Key Questions                            Prompts

Efficiency

Does the school make the best possible    Audit of all resources?
use of all its resources in order to      Priorities appropriately
achieve the best possible outcomes?       financed/resourced?
                                          Impact of developments on children’s
                                          achievements/quality of education?
                                          Auditors recommendations?
                                          Finance Sub-Committee of Governing
                                          Body – remit? Minutes?
                                          Value for money?
                                          Physical/Human resources?
                                          Use of Accommodation?
                                          Reference documents?

Does the school use financial             www.schools.audit-commission.gov.uk
benchmarks and other tools to maintain
efficiency

 Examples of progress                     Evidence:




HJ/PdV/SelfEvaluationGuidance                                           10.
Issues for further development:




Overall evaluation:

How efficient are leaders and managers in using resources?




HJ/PdV/SelfEvaluationGuidance                                11.
                                      Curriculum

               Key Questions                               Prompts

Statutory Curriculum

Is the curriculum broad, balanced and        Scrutiny of outcomes?
relevant?                                    Schemes of Work?
                                             Co-ordinator/subject leader files?
                                             Statement of Policy?
                                             Enjoyment? Fulfilment?
                                             Key Skills?
                                             Commitment to first hand experiences?
                                             Variety of priorities in SDP?
                                             PSE?



How successfully are key skills taught
and applied across and through the
curriculum?


What is the quality of the Early Years       Standards? Provision?
curriculum?                                  Relationship to Foundation Phase
                                             proposals?


How effectively is PSE addressed?


How well does the curriculum promote         Urdd? Display? Use of Welsh?
learners’ bilingual skills and reflect the   Celebrations?
languages and culture of Wales?




HJ/PdV/SelfEvaluationGuidance                                               12.
 Examples of progress           Evidence:




HJ/PdV/SelfEvaluationGuidance               13.
Issues for further development:




Overall evaluation:

How well do learning experiences meet the needs and interests of learners and
the wider community?




HJ/PdV/SelfEvaluationGuidance                                        14.
                                Teaching for Learning

               Key Questions                                 Prompts

Teaching

Is teaching quality of a high standard       Policy ‘Teaching for Learning’ reviewed?
consistently evident?                        Monitored?
                                             Who evaluates teaching? How?


Do teachers engage in professional           Classroom enquiry?
dialogue based on evidence?                  Action research?
                                             Performance management?


Are all staff clear about what constitutes   Key skills?
high quality teaching and learning?          Oracy?
                                             Resources?
                                             Expectations?


Are planning and preparation given           Reflective teaching? Balance between
enough priority?                             planning and preparation?
                                             Teachers’ workload


How effectively are learning skills taught? Accelerated Learning? Metacognition?


Is formative assessment given a              Marking?
sufficiently high priority?                  Feedback? Guidance on how to
                                             improve?

How well developed are the children’s        Across the curriculum? Able to identify
own skills of self assessment?               next steps in learning?

Is there a shared understanding of how
children learn?




HJ/PdV/SelfEvaluationGuidance                                                15.
 Examples of progress           Evidence:




HJ/PdV/SelfEvaluationGuidance               16.
Issues for further development:




Overall evaluation:

How effective are teaching, training and assessment?




HJ/PdV/SelfEvaluationGuidance                          17.
                                    Partnerships

               Key Questions                                  Prompts


Parents

How are parents/carers involved in the      Parent Governors? Support in school?
school?                                     % attendance at Parents’ Evenings?

Are they involved in their own children’s   Numbers in school?
education?                                  Home learning policy?

How do they show their commitment to        Role of parent governors?
the school?

What measures are taken by the school       School brochure?
to foster partnerships?                     Quality of literature?
                                            Newsletters?
                                            Accessibility of staff?
                                            Home school transition?
                                            Staff responsibilities?
Transition

How is prior learning built upon?           Home visits?
                                            Baseline?
                                            Home  school arrangements?
                                            Foundation Stage  Record keeping?
                                            Knowledge of individual child?
                                            Key Stage 2/3

Local and Business Community

Does the involvement of the local and       Visitors?
business community make a positive          Visits?
impact on quality and standards?            Local Industry?
                                            Who monitors?
                                            How?

LEA and Other Agencies

Is there a close partnership between the    Headteacher? Staff? Governors?
school and the LEA and other agencies?      Children?




HJ/PdV/SelfEvaluationGuidance                                             18.
 Examples of progress           Evidence:




HJ/PdV/SelfEvaluationGuidance               19.
Issues for further development:




Overall evaluation:

How well does the school foster partnerships?




HJ/PdV/SelfEvaluationGuidance                   20.
                                           Ethos

               Key Questions                                  Prompts


Are relationships in the school of a          A culture of learning? Staff
consistently high quality?                    collaboration?
                                              Children communicate their feelings of
                                              well being? Buddy systems etc.
Are spiritual, moral, social and cultural     School aims?
developments embedded in the learning         Plans?
experience of every child?

How is equality of opportunity ensured        Policy into practice?
for all?

What steps are taken to counter racism?       Policy?

How is multi-cultural awareness               Does the ethos reflect the Welsh culture?
developed?                                    Other cultures?

Is the pupils’ behaviour consistently         Policy
good?                                         Taking responsibility
                                              Responding to trust
                                              Absence of bullying
                                              Promoting good behaviour

Are the children punctual?

What are the levels of attendance?            Monitoring processes to encourage
Are the levels rising?                        attendance?
                                              Role of Education Welfare Officer?
                                              Sufficient data?

What is the trend for exclusion of            Monitoring
children?

Are the children’s attitudes to learning      Examples of extended involvement in
consistently good?                            learning?
                                              Policy for and practice of personal study?
                                              Are attitudes monitored?
                                              Assessed?




HJ/PdV/SelfEvaluationGuidance                                                  21.
 Examples of progress           Evidence:




HJ/PdV/SelfEvaluationGuidance               22.
Issues for further development:




Overall evaluation:

How effectively does the ethos of the school support learning?




HJ/PdV/SelfEvaluationGuidance                                    23.
                                Learning Support

               Key Questions                              Prompts
Support and Guidance

Are each child’s needs identified,         Record keeping?
provided for and monitored?                Home/school liaison?
                                           Planning?
                                           All children – including able and talented

Do pupils with additional learning needs   IEPs?
(ALN) make good progress?                  Views of parents?

Are all statutory requirements for children Role of SENCO?
with ALN fully met?                         SEN/ALN policy?
                                            SEN/ALN Governor?

How much support do learners receive in    Accelerated Learning?
developing their learning skills?          Thinking Skills?
                                           Role and effectiveness of LSAs


 Examples of progress                      Evidence:




HJ/PdV/SelfEvaluationGuidance                                               24.
Issues for further development:




Overall evaluation:

How well are learners cared for, guided and supported?




HJ/PdV/SelfEvaluationGuidance                            25.
                                Standards of Achievement

               Key Questions                               Prompts
Attainment

Are results above national averages         Tracking?
when compared with those of similar         Test scores?
pupils?                                     Teacher Assessment?
                                            Trends?
                                            Benchmarking?


What issues has the analysis of             Role of assessment co-ordinator?
performance data raised?


Are all staff involved in the process of    How? Statutory targets?
target setting? Children?                   Individual pupil targets?
                                            Role of parents?

Is there a relationship between             Benefits to learners?
continuous assessment, tracking of
progress and statutory target setting?


Is baseline data used to good effect?       Formatively?


Is ‘value-added’ assessed?                  How? Usefulness


How is attainment assessed in the           Subject leaders/subject co-ordinators?
foundation subjects?                        Moderation?
                                            Levelling of work?




HJ/PdV/SelfEvaluationGuidance                                               26.
 Examples of progress           Evidence:




HJ/PdV/SelfEvaluationGuidance               27.
Issues for further development:




Overall evaluation:

What are the standards of attainment?




HJ/PdV/SelfEvaluationGuidance           28.
                                Standards of Achievement

               Key Questions                            Prompts

Children’s Achievement

Do all children have the opportunity to   How are these recognised/celebrated?
achieve success in a wide range of
aesthetic, sporting, social and community
contexts, in both school hours and in
extra curricular activities?




 Examples of progress                       Evidence:




HJ/PdV/SelfEvaluationGuidance                                           29.
Issues for further development:




Overall evaluation:

What is the quality and range of extra curricular activities?




HJ/PdV/SelfEvaluationGuidance                                   30.
                                Standards of Achievement

               Key Questions                             Prompts

Standards in Early Years

What are the standards of achievement       Nursery?
in the six areas of learning?               Reception?
                                            All six areas of learning
                                            Foundation Phase proposals?




 Examples of progress                       Evidence:




HJ/PdV/SelfEvaluationGuidance                                             31.
Issues for further development:




Overall evaluation:

How well do learners achieve?




HJ/PdV/SelfEvaluationGuidance     32.
                                Standards of Achievement

               Key Questions                               Prompts

Standards in Foundation Subjects

What are the standards achieved in all      Monitoring – who and how?
National Curriculum subjects?               Levelling?
                                            Moderation?
                                            Role of co-ordinator/subject leader




 Examples of progress                       Evidence:




HJ/PdV/SelfEvaluationGuidance                                                33.
Issues for further development:




Overall evaluation:

How well do learners achieve?




HJ/PdV/SelfEvaluationGuidance     34.
                                Standards of Achievement

               Key Questions                                Prompts

Standards in Key Skills

What standards are achieved in key          Who monitors?
skills?                                     How?

Oracy?                                      Planning?
Reading?                                    Application across the curriculum?
Writing?
Numeracy?
ICT?

Learning skills?                            Working with others?
                                            Self assessment?
                                            Study skills?
                                            Etc.


 Examples of progress                       Evidence:




HJ/PdV/SelfEvaluationGuidance                                               35.
Issues for further development:




Overall evaluation:

How well do learners achieve?




HJ/PdV/SelfEvaluationGuidance     36.

				
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