ST. NICHOLAS SCHOOL. The school s self-review processes will be evaluated against these principles.
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1 ST. NICHOLAS SCHOOL SCHOOL SELF-EVALUATION, TARGET SETTING AND IMPROVEMENT PLANNING School self-review is a central feature of practice at St. Nicholas School. It is seen as a key way of ensuring school improvement, the raising of standards and the preparation for inspection. St. Nicholas is committed to raising standards and being judged an outstanding school. Self-review is important because: It will improve school performance It will improve teacher performance It will improve pupil performance It will celebrate achievement School self-review is based on a number of principles: It is founded on the school s views of how well it is serving its pupils and its priorities for improvement Self-evaluation is embedded in the school s day-to-day practice It asks the key questions about pupils learning, achievements and development It uses a range of evidence to answer these questions It endeavours to benchmark school performance against best practice elsewhere It involves all stakeholders It is integral to the school s systems for assessing and developing pupils and for managing and developing staff It leads to action The school s self-review processes will be evaluated against these principles. The school self-review process fits into the New Relationship with Schools which is the plan for the way in which schools will relate to local and central government in the future.
2 Selfevaluation Data School profile School improvement partner Ofsted 3 year budgets Self-evaluation The on-going process by which the school plans for development, allocates resources, raises standards and prepares for inspection Data Pupil Tracker system (SOLAR) Pupil target setting system Pupil IEPs Stakeholder feedback o Parents and carers o Staff o Pupils o Governors o Local Authority o Other agencies and partners o Community Monitoring data o Teaching and Learning o Curriculum o Leadership and Management School profile Annual report that holds governors accountable for what has happened over the year
3 School Improvement Partner Nationally accredited professional allocated by the Local Authority Source of the single dialogue between school and regulatory authorities Adviser to the Governing Body for the Headteacher s Performance Management Focus on the evidence for the school s standards in: o Pupil target setting o Teaching and learning o Leadership and management Ofsted Inspection based upon the SEF (School self-evaluation Form) SEF reports the school s self-review process 3-year budgets Facilitates strategic planning and resource allocation The school self-review process is an on-going system requiring careful management to maintain its focus and purpose. It must be clear about: 1. What is its purpose? 2. Who is it for? 3. What is the best structure or framework? 4. What Criteria or measures do we use in making judgements? 5. What actions constitute self-evaluation? 6. What tools are used? 7. What form does the final self-review take? The use of multiple perspectives to support the process of selfevaluation is key to the delivery of school improvement. The information for self-review is drawn from:
4 Parents Pupils Staff Data How well are we doing and what can we do better? Governors External advisers and agencies Community Pupils Parents Staff School Council (11-16) o Meets twice per term Consultative Group (16-19) o Meets once per term Annual Questionnaire Annual Review meeting feedback Parent Governors Early Years Parents Group PTFA School communication/consultation systems o Staff meetings
5 Whole staff (Twice per year) Termly cycle of meetings for - Teachers - Key Stages - Phases - Senior Management Team Class teams (once per term) HLTAs (once per term) Primary TAs (once per term) Secondary TAs (once per term) Therapy Team (weekly) M-S-U o Weekly meeting o Monthly multi-agency o Monthly clinical meeting o Monthly M-S-U management o Staff Questionnaire (annual) o Performance Management (annual) Governors Committee oversight role (once per two terms) Focused governor visits (once per two terms) Data Teaching and Learning classroom monitoring (three times per year per teacher) Curriculum Monitoring (once per year per teacher) IEP targets review (three times per year) Pupil Tracker system (SOLAR) (twice per year) Early Years e-profile (yearly) Need type progress data (twice per year) Keystage/ cohort progress data (twice per year) Subject data (once per year) Vulnerable groups progress data (once per year) o LAC o Free School Meals o Social and Emotional Development o Monitoring Behaviour o Minority communities External advisers and agencies Ofsted (once per three years) LA Early Years monitoring (yearly) Commissioned surveys
6 o Local Authority (LA)/ School Improvement Partner(SIP) (three times per year) o Independent consultant (three times per year) o Investors in People (once every three years) o Quality Mark (once every three years) o Healthy Schools Mark o Arts Mark Multi-Agency Meetings o NHS Transition programme (three times per year) o Social Services (SS) o Connexions o SCAG (Severe and Complex Accessibility Group) (monthly) Community Canterbury College o Once per month Children s Assessment Centre (Kent and Canterbury Hospital) LCP (Local Children s Partnership) Rotary Club Specialist Status Partners Future Creative SSCO (School Sports Co-ordinator) (Barton Court Grammar School) This leads us to the school s target setting and improvement cycle:
7 (5) EVALUATE STRATEGIES (1) ESTABLISH BASELINE (4) REVISIT TARGETS (2) SET TARGETS (3) IMPLEMENT STRATEGIES FOR IMPROVING PROGRESS 1. Establish Baseline a. Assessments using Bsquared/SOLAR b. CASPA (Comparison and Analysis of Special Pupil Attainment) c. Assessments using National Curriculum (NC) and/or P- Levels/Medium Term Planners (NM) d. Birth to Five/Statutory Assessment tools e. Pre-entry and Core Standards / Pathways to Independence f. Transition TACs (Team Around the Child) from Early Support 2. Set targets a. In core areas for year b. Using shared goals for pupils with complex needs c. Behaviour Goals d. In core areas and curriculum areas for term (the Individual Education Plan) 3. Implement strategies for improving progress
8 a. Changes in practice that will improve progress 4. Revisit targets a. Review IEP targets at the end of each term b. Revise yearly targets in light of the termly review 5. Evaluate strategies a. At end of year review evaluate strategy b. Continue and /or amend strategy as appropriate Throughout this process is a view of the pupil as a learner at the centre of a community of learners. Pupil Class Department and specialist support Whole school Community The inner circle individual pupil progress The second circle teaching and learning the class team The third circle
9 department and specialist support for learning multi-agency work The fourth circle whole school leadership and management the learning culture of the school The fifth circle learning at home and in the community School Self-review Timetable of Actions (appended) School Strategic Development Planning 1. Three-Year Strategic Plan The school will implement the SEN Specialist Status in Cognition and Learning Plan. The school will therefore strengthen: o The standards achieved by the pupils in the Senior Phases o Links with partners in the community as planned in the draft work in place o Agreed by the Full Governing Body 2. One-Year Development Plan o Using Every Child Matters headings o Monitored by the Full Governing Body 3. School Maintenance Plan o Termly diary of key events o Monitored by the relevant Governing Body subcommittee
10 MONITORING AND REVIEW This policy will be monitored on a yearly basis by the Head Teachr to keep up to date with any adjustments to statutory legislation or curriculum and any changes will go via the Governing Body when necessary. EQUALITY, SAFEGUARDING AND EQUAL OPPORTUNITIES STATEMENT St Nicholas School, in all policies and procedures, will promote equality of opportunity for students and staff from all social, cultural and economic backgrounds and ensure freedom from discrimination on the basis of membership of any group, including gender, sexual orientation, family circumstances, ethnic or national origin, disability (physical or mental), religious or political beliefs. St Nicholas School aims to: Provide equal opportunity for all To foster good relations, and create effective partnership with all sections of the community To take no action which discriminates unlawfully in service delivery, commissioning and employment To provide an environment free from fear and discrimination, where diversity, respect and dignity are valued. All aspects of Safeguarding will be embedded into the life of the school and be adhered to and be the responsibility of all staff. LINKS TO OTHER POLICIES Teaching and Learning PARRC Monitoring and Evaluation Behaviour Looked After Children Curriculum Policies Monitoring and Evaluation DANIEL LEWIS REVIEWED TERM
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