School Self Review
RATIONALE
Our School Self Review practices and procedures are based on:-* our continued desire to raise standards of achievement
* an increasing body of research and data about effective schools
* evidence from OFSTED/HMI inspections
All of this evidence suggests that a key element contributing to the success of a school is the quality and effectiveness of its practice and procedures for monitoring and evaluating the curriculum and the learning outcomes for pupils.
In Green Lane Primary School our planned programme of monitoring and evaluation provides data, both quantitative and qualitative, which :
* assists in the monitoring of standards of achievement
* provides the information needed for reporting purposes
* checks curriculum coverage
* informs decision making about future INSET provision
* provides information about trends and patterns of achievement
* provides information about resource provision
* contributes to School Improvement Planning
* improves the quality of teaching and learning
Staff at all levels are involved in the process of ensuring that policy is put into practice. Back to top
ROLES IN THE PROCESS
Head Teacher/Leadership Team - in the monitoring and evaluation processes :· play a key role in curriculum leadership and co-ordination and the development of policies and schemes of work
· set up comprehensive systems for review, monitoring and evaluation
· identify key elements to be monitored
· ensure a rolling programme of monitoring and evaluation is established
· meet regularly, both formally and informally with curriculum leaders
· provide time for curriculum leaders to carry out monitoring and evaluation
· participate in classroom observation
· collect and collate data
· set school performance targets
Subject Leaders- in the processes of monitoring and evaluation the subject leaders:
· develop policies and schemes of work to ensure coverage and entitlement
· evaluate teaching/learning/assessment practices in their subject area
· evaluate against agreed criteria and descriptions of good practice
· regularly examine planning and sample pupils' work
· assess resource provision
· use information gathered to inform School Improvement Plan and future INSET
· identify trends and patterns in performance
· develop subject Samples of Work
· meet regularly, as appropriate with:
* Head Teacher
* Year Teams
· set subject success criteria in the School Improvement Plan
Class Teachers - in the processes of monitoring and evaluation the class teachers:
· co-operate with monitoring and evaluation procedures
· assist in the drawing up of descriptions of good practice and agreed criteria for monitoring and evaluation purposes
· examine own practice in respect of:
* effectiveness of planning
* classroom management and organisation
* methods of delivery
* resource provision
* children's progress and standards of achievement
· assist in providing and collecting data
· keep good records
· set own class/year group performance targets.
Governors
· play a key role in strategic leadership and co-ordination and the development and approval of policies
· ensure the processes for review, monitoring and evaluation are implemented
· identify in discussion with the leadership team key elements to be monitored
· ensure a rolling programme of monitoring and evaluation is established
· meet regularly, to receive reports and information from the Head teacher,
Leadership Team and curriculum leaders
· participate in and become familiar with classroom practice
· approve and monitor school performance target Back to top
MONITORING
The following areas are monitored:· Standards of Achievement
· Quality of Teaching and Learning
· Whole School Curriculum Policies and Schemes of Work
· Assessment, Recording and Reporting
· Special Educational Needs
· Behaviour
· Personal and Social Education
· Equal Opportunities
· Relationships with Parents/Outside Agencies
Monitoring Systems and Procedures
Informal Systems
· Attitude/Enthusiasm of Staff, Children, Parents
· 'Ad-hoc' discussions
· School 'touring' by Head Teacher
· Staffroom/classroom atmospheres
· Informal feedback at all levels
· Success of, and enthusiasm for, reward systems
Formal Systems
· Rolling programme of monitoring and evaluation for all areas identified above
· Regular programmes of meetings of Leadership Team
· Regular sampling/scrutiny of pupils' work
· Regular collection, for reviewing, of short, medium and long-term planning
· Performance Management Processes
· Setting and Reviewing Targets - School/Subject/Personal/Individual/Year Group
· Lesson Observations
· Optional SATs
· KS1 & KS2 SATs
· Teacher Assessments
· Foundation Stage Profile Back to top
EVALUATION
This is the most crucial step in the whole process. Having collected all the data - qualitative and quantitative it is necessary to interpret and then act upon the findings.Data might take the form of:
· Written feedback from Curriculum Leaders identifying strengths and weaknesses and making recommendations for action
· Information from Leadership Team monitoring processes.
· Examination/SAT results/Optional SATs (plus relationship to National Norms/Value Added etc)
· Other test results
· Information/Statistics identifying patterns and trends
· Reactions to informal monitoring systems
· Information from discussions with staff
· Classroom observation schedules.
Data should be used to:
· Inform School Improvement Plan
· Inform Staff Development Plan/INSET programme
· Determine resource provision
· Identify trends and patterns in performance and achievement
· Set School/Subject/Personal/Individual Targets to raise standards
· Report to parents, governors, etc. Back to top