REDLAND GREEN SCHOOL BRISTOL

Transcription

1 REDLAND GREEN SCHOOL BRISTOL 1 RATIONALE SELF-EVALUATION & SCHOOL DEVELOPMENT POLICY 1.1 Redl Green School is a happy, caring stimulating learning community, in which everyone s achievements are valued unconditionally excellence is celebrated. 1.2 Our aim is that all students will enjoy their learning achieve in all areas. We are constantly looking to improve self-evaluation is the way we do this consistently across the school in all areas of our work. 1.3 The aim of self-evaluation in our school is to raise achievement by focusing more clearly on our strengths areas for development. Through monitoring the school will ensure that agreed policies are implemented as intended we develop an extensive evidence base for evaluation. 1.4 Evaluations will be built into school improvement planning target setting on a one year cycle. This will enable us to identify priorities for the achievement of targets, particularly in relation to learning outcomes teaching learning strategies. 1.5 Improvements in the process of monitoring evaluation the achievement of targets constitute our long-term success criteria. 1.6 All aspects of the school s work contribute to the quality of education. However, certain aspects have a much closer causal link with achievement. For this reason, some aspects, such as attainment, teaching learning, will be monitored evaluated on an ongoing basis. Others will be reviewed less frequently. This will be clear from the timetabled programme for monitoring evaluating (Appendix 2 3). 2 PRINCIPLES Self-evaluation will be carried out in a spirit of openness honesty Self-evaluation is about professional dialogue. It will not form part of any disciplinary or competency procedures Monitoring answers the question Have we done what we said we would do? Evaluation addresses impact Have our strategies improved outcomes for students? Self-evaluation should demonstrate that: Leaders know the strengths weaknesses of the school Improvement priorities grow out of this knowledge They are the right priorities that they are being addressed with proper urgency These priorities are resulting in better rising stards 3 PROCEDURES 3.1 The school has adopted the Ofsted self-evaluation form (SEF) as the central focus for our policy. 3.2 The SEF should: Reflect systematic evaluation of the school as it is Self-Evaluation & School Improvement Policy.doc 1 of 5

2 Be rooted in evidence of impact Take account of the messages from data Be convincing to a sceptical outsider Be concise, focusing on the main things which have a major influence on student outcomes 3.2 All aspects of the school s work will be evaluated on a one-year cycle. As each aspect is evaluated this will be used to update the SEF. 3.3 A detailed analysis of student performance will be carried out each year to identify relative strengths weaknesses. Student performance data will be collected to identify stards for groups of students. This will be compared (benchmarked) to national trends using FFTd for Key Stages 3, 4 5 ALIS for post 16 courses. This will be linked to the identification of priorities in our Strategic School Development Plan (SSDP). 3.4 Student will be monitored evaluated using a range of methods, which include: Scrutiny of students work Student tracking using teacher assessments examination data Presentations displays of work Lesson observation Discussions with students 3.5 Students will make a significant contribution to our self-evaluation determining our priorities through discussion, samplings surveys. 3.6 Parents/carers will be consulted through regular questionnaires, surveys meetings. 3.7 Other stakeholders will be consulted to provide their perspective of how we meet our students needs. 3.8 The school welcomes external scrutiny validation of its self-evaluation from the Local Authority (LA) Ofsted. 3.9 Visits from the LA s advisers/school Improvement Partners will be linked to the school cycle for evaluation. 4 ROLES & RESPONSIBILITIES 4.1 Successful implementation depends upon a whole-school approach. 4.2 The Governing Body will provide clear educational direction for this initiative by supporting the identification of priorities the timescale for review. At key points in the cycle it will act as a critical friend when receiving reports. 4.3 The Headteacher has overall responsibility for evaluating stards across the school. She will manage the deployment of staff resources collate judgements. 4.4 All staff with teaching learning allowances will be actively involved in monitoring evaluating according to their areas of responsibility. They will also co-ordinate the monitoring evaluation of generic teaching skills classroom management. Self-Evaluation & School Improvement Policy.doc 2 of 5

3 4.5 Curriculum Subject Leaders are responsible for monitoring evaluating work in their subject in order to raise achievements other outcomes. 4.6 Senior care, guidance support staff (Heads of House, Student Services Leader post 16) are responsible for monitoring evaluating personal development. 4.7 All staff are responsible for evaluating their specific contribution to the range of students achievements as part of the school s Performance Management Policy. 5 EVALUATION CRITERIA Is our school s self-evaluation based on a good range of telling evidence? Do our procedures identify the most important questions about how well our school serves its learners? Do we know how our school compares with the best benchmark schools? Does our self-evaluation planning involve key people in the school seek the views of key groups eg learners, parents/carers others? Is self-evaluation integrated into our key management systems? Does our self-evaluation lead to action to achieve our mission statement? 6 APPENDICES & OTHER DOCUMENTS Appendix 1: Self-evaluation & Planning Cycle (diagram) Appendix 2: Self-evaluation Programme RGS Assessment & Reporting Calendar SSDP & Area/Department Plans Staff Pupils Review Schedule 02 DEC 2010 N/A 01 JUL YEARS 07 JUL SEP SEP 2013 Self-Evaluation & School Improvement Policy.doc 3 of 5

4 APPENDIX 1 SELF-EVALUATION & PLANNING CYCLE Self-Evaluation & School Improvement Policy.doc 4 of 5

5 APPENDIX 2 SELF-EVALUATION PROGRAMME Selfevaluation Subject by CTL, SL, LSTL, or KS coordinator as appropriate Year/Key Stage By HOH or Deputy for Key stage Whole School Self evaluation by SLT Partner views review approve Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Stards years (summer results) Inc sub groups PP, SEN Stards interim Obs of new staff Year 7 parents by HOH phone observations Curriculum review Intervention y7 identified Mentor observations Curriculum SMSC Rom parents SLT phone stards against targets Marking HL review (WS) Inc RWCM Learning walk Mentor time Safeguarding audit Student review Learning (by subjects) inc behaviour SMSC PP sub groups Behaviour attendance including RCWM SMSC student attitudes Diversity Learning presented Behaviour safety review, Quality of Self evaluation Curriculum/sta ffing for next year () visit Raise inc PP & SEN Mid year review post 16 Raise Inc PP&SEN inc PP, SEN subgroups Student staff views behaviour Raise online leadership Narrowing the gap intervention strategies Year 11 & 9 Years 12,13 Behaviour Safety Parent/carer survey Years 7-10 current achievement sub groups inc PP SEN. Behaviour attendance Assemblies mentor time (SMSC) PP sub group years SMSC Overall Effectiveness planning Behaviour safety parents survey Student voice bullying PSHE governance classes sets for next academic year SMSC OE Student reporting to parents Report to parents Parent consultation Yr 7, Settling in Years 12,13 KS4 Info Year 10 Year 7 settling in Year 11(beginning) Year 9 (end) Year 7 Year 89 Year 10 Year 12 Year 13 Year 8 Year 13 Year12 Year 11 Year 9 Year 7, 8, 9 Grade Card Year 7 Year 10 ( 2 nd ) Year 10 ( 2 nd ) There will be regular monitoring evaluation going on as well as this; these are the key dates for evaluation making judgements Self-Evaluation & School Improvement Policy.doc 5 of 5