A Process For Self-Evaluation - Archive · 2012-07-03 · Self-evaluation is a systematic process...
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Together Towards Improvement A Process For Self-Evaluation Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure Department of Education
Transcript of A Process For Self-Evaluation - Archive · 2012-07-03 · Self-evaluation is a systematic process...
Together Towards Improvement
A Process For Self-Evaluation
Providing Inspection Services for
Department of EducationDepartment for Employment and LearningDepartment of Culture, Arts and Leisure
Department of Education
CONTENTS
Page
Foreword by Chief Inspector, Miss M Matchett i-ii
Introduction 1-2
What is Self-Evaluation? 3
What is the Purpose of Self-Evaluation? 4
Is Your School Ready to Engage in
the Process of Self-Evaluation? 5-7
Identifying the Focus for Self-Evaluation 8
The Process of Self-Evaluation 9
The Quality Indicators 10-31
Guidance on Conducting Self-Evaluation 32-36
Appendices 37-39
References 40-41
i
FOREWORD BY CHIEF INSPECTOR, MISS M MATCHETT
The Inspectorate has long recognised that the greatest likelihood for
improvement, particularly improvement to be sustained over time, occurs
when a school has established a positive culture and commitment to
professional growth. To bring about improvement a school must look at
itself honestly, take stock of where it is, base its evaluation on evidence,
including evidence from external evaluation such as inspection, and
reach a realistic view of itself. Through rigorous self-evaluation a school
can recognise its strengths and put in place processes to ensure that
those areas identified as strengths continue to flourish, while other areas
in need of improvement are prioritised and developed.
The Inspectorate acknowledges the progress already made by schools in
using self-evaluation to improve learning and teaching. This work on
self-evaluation has been facilitated and supported by the Curriculum
Advisory and Support Service (CASS) of the Education and Library
Boards (ELBs) and The Regional Training Unit (RTU).
To support self-evaluation, the Inspectorate has published a series of
documents which include ‘Evaluating Schools’, Evaluating Subjects,
Improving Subjects, ‘Evaluating Pre-school Education’, ‘Quality
Assurance in the Youth Sector’ and ‘Improving Quality: Raising
Standards’ in Further Education and Training. The guidance provided in
‘Together Towards Improvement’ (TTI) promotes a process and sets a
context in which these other documents can be used effectively. TTI
provides guidance for the principal and staff in all schools, no matter how
large or small or well-versed in self-evaluation, to develop the process in
a systematic way.
Self-evaluation is not an end in itself. The process and the action which
follows, when implemented effectively, will help to bring about important
improvements in the quality of learning and teaching, the experiences of
the pupils and the standards that they attain.
Those undertaking this process must be willing to make it rigorous, reflect
on current practice, accept praise and criticism, and make changes to
ii
their practice, where necessary. They should take into consideration the
views of all those involved with the school and be willing to act on them.
There are many ways of determining the current provision within the
school and gathering information to make an evaluation, but the quality of
learning and teaching is paramount; for example, classroom observation
by the principal, co-ordinators or peers, and the subsequent discussions
about the outcomes, are key elements in any self-evaluation process.
Through the process of self-evaluation the strengths of the school in the
area being evaluated, as well as areas for improvement, will be identified.
It is important that a school celebrates and maintains the strengths but
also crucially takes action to address the areas for improvement.
The TTI materials have been developed and improved through piloting in
a number of schools and consultation with other groups which support
the work. The Inspectorate will continue to work with all involved to
promote the development of self-evaluation and, where appropriate, will
issue further guidance.
The continuing development of self-evaluation in schools raises the
question of its relationship to external inspection. Self-evaluation is
already an element in Quality Assurance Inspections, Two-Part Focused
Inspections in post-primary schools and Unannounced Inspections; for
these inspections the schools provide an evaluation of some aspect of
their work which the Inspectorate quality assures. The Inspectorate is
considering further the place of self-evaluation in other school
inspections.
I hope you find these materials useful and that the culture of
self-evaluation develops and flourishes in your school and most
importantly, brings about improvements in the experiences of the pupils,
the quality of learning and teaching and the standards which the pupils
attain.
Marion J Matchett
Chief inspector
INTRODUCTION
Increasingly, there is the realisation that if improvement in school
provision is to be initiated and sustained effectively, then it is crucial that
the “culture” of self-evaluation is promoted and that the “process” of
self-evaluation is embedded within a school’s way of working.
These materials are but one of a range of resources that may be used to
help foster that culture and support the process of self-critical evaluation
of current practices, with the aim of improving the quality of the pupils’
experiences and the standards they achieve.
The materials give guidance on:
◗ the points to be considered by a school when planning to
use the process of self-evaluation in order to improve the
quality of its learning and teaching, and the standards of
achievement;
◗ the key features of the self-evaluation process;
◗ identifying the focus for self-evaluation;
◗ the use of a set of quality indicators.
The materials are structured to allow those who engage in the process of
self-evaluation to select and evaluate any aspect or aspects of their work
with the aim of improving the quality of learning and teaching, and the
standards of achievement in the school.
It is recognised that already many schools:
◗ engage in the process of review and evaluation;
◗ are becoming more self-critical of their work;
◗ recognise where improvements are needed;
◗ are implementing programmes and processes which aim to
improve their practice and raise the standards of
achievement.
1
Within the system there are already many documents, such as,
‘Evaluating Schools’, ‘Evaluating Pastoral Care’ and the subject
evaluation and improvement documents, which are helpful to schools and
teachers who engage in self-evaluation work. Teachers have commented
on the usefulness of these publications and many have carried out work
within their own schools to modify their guidance documentation, and to
review and evaluate the quality of their work.
2
WHAT IS SELF-EVALUATION?
Self-evaluation is a process through which an individual teacher, groups
of staff, the staff as a whole and senior management:
◗ reflect on their current practice;
◗ identify and celebrate the strengths of the school;
◗ identify and address areas for improvement in their work;
◗ engage in personal and shared professional development;
and
◗ focus on improving the quality of learning and teaching, and
the standards of achievement in the school.
Self-evaluation is a systematic process involving the staff and governors
and, where necessary, other members of the school community, such as,
parents and pupils.
The process of self-evaluation:
◗ is ongoing and sharply-focused, and involves monitoring
and evaluating the effectiveness of existing provision and
the pupils’ achievements;
◗ recognises the need for the staff and governors to have a
clear and agreed view of the school’s current stage of
development and, through school development planning, to
identify priorities which will have a positive effect on learning
and teaching;
◗ informs and influences classroom practice and the quality of
learning and teaching, and promotes development and
improvement; and
◗ requires the staff to evaluate their work critically, reflect on
the extent to which expectations are being realised in the
work of the school, and establish a clear vision and future
direction for the school.
3
WHAT IS THE PURPOSE OF SELF-EVALUATION?
The purpose of self-evaluation is to:
◗ promote school effectiveness;
◗ improve the quality of learning and teaching;
◗ improve the experiences of the pupils; and
◗ raise the standards which the pupils attain.
These materials provide a framework which may be useful to:
◗ support individual schools with the development of their
self-evaluation processes;
◗ help schools to identify their strengths and areas for
improvement;
◗ assist the principal, staff, and governors to incorporate
action for improvement into the school development plan.
4
IS YOUR SCHOOL READY TO ENGAGE IN
THE PROCESS OF SELF-EVALUATION?
The process of self-evaluation requires willingness and commitment from
all who are involved in the life and work of the school. Governors,
management, teachers and parents need to evaluate, openly and
honestly, the work of the school and their particular contribution to what
the school is achieving and is seeking to improve.
The most important step is to establish a climate where all involved are
encouraged to be open about their work, evaluate, and, where necessary,
improve on their own performance. If an appropriate culture of
self-evaluation is to be established, all those involved, from senior
management to the most recently appointed teacher, should be willing to
reflect on current practice, accept praise and criticism, and make
changes where necessary. The recognition of past achievements and the
affirmation of good practice are essential as a foundation for
self-evaluation.
Whatever the circumstances:
◗ the procedures used in the process of self-evaluation should
be rigorous, comprehensive and fit for purpose;
◗ all those involved should be aware of the methods to be
adopted and of their part in, and contribution to, the
process;
◗ the evidence obtained should be both qualitative and
quantitative and be externally verifiable;
◗ the sources of the evidence should include school and
departmental documentation;
◗ the views of pupils, teachers, parents and the Board of
Governors should be taken into consideration;
◗ observation of classroom practice should be an integral part
of the process of self-evaluation;
◗ the outcomes of the evaluation should lead to action to
achieve the intended improvements in teaching and
learning.
5
6
Is there sufficient
openness and
commitment
to improvement among
the staff to support and
sustain the process of
self-evaluation within
the school?
Have the senior
managers of the school
planned thoughtfully for the
self-evaluation process to
ensure that it can be managed
within the constraints of the
school’s work, staff
deployment and the
time available?
What processes are
already in place to help
the school achieve
continuous improvement
through the evaluation of the
quality of its own provision
and the outcomes for
the pupils?
What existing
procedures
are already in place to
identify and share
good practice
throughout
the school?
What steps has the
school taken, or intends
to take, to ensure that the
process of self-evaluation
becomes an intrinsic part of
the school’s way of working
to improve continuously the
quality of learning and
teaching, and the standards
of achievement?
What external
support does the
school anticipate it will
need to help it
develop the process of
self-evaluation?
Do the governors
and the staff have a
shared understanding of and
commitment to, the process of
internal evaluation of an aspect
or aspects of the work of the
school, in order to promote
further improvement in learning
and teaching,
and the standards of
achievement?
Points for Initial Consideration and Discussion by those who Plan to
Engage in the Process of Self-Evaluation
7
Arisin
g f
rom
these d
iscussio
ns,
the s
taff s
hould
be a
ble
to r
eflect
on t
he e
xte
nt
to w
hic
h t
he f
ollo
win
g s
tate
ments
describe t
he w
ork
of
their
sch
ool.
With
in t
he s
chool th
ere
is:
Ap
osit
ive e
tho
s o
f
pro
mo
tin
g
ach
ievem
en
t fo
r th
e
go
od
of
the p
up
ils.
An
ag
reed
ap
pro
ach
to s
elf
-evalu
ati
on
wh
ich
is r
efl
ecte
d
co
nsis
ten
tly i
n t
he
sch
oo
l p
oli
cy
do
cu
men
ts.
As
elf
-ev
alu
ati
ve
wa
y
of
wo
rkin
g w
hic
h i
s
op
en
, tr
an
sp
are
nt
an
d p
rom
ote
s a
refl
ec
tiv
e c
ult
ure
.
Ash
are
d t
eam
ap
pro
ach
wh
ere
all
mem
bers
of
the s
ch
oo
l
co
mm
un
ity b
elieve
they a
re v
alu
ed
.
Eff
ecti
ve m
an
ag
em
en
t
wh
ich
pro
vid
es a
n
ap
pro
pri
ate
all
ocati
on
of
tim
e a
nd
reso
urc
es
to s
up
po
rt
an
d c
om
ple
te
develo
pm
en
tal
wo
rk.
Are
co
gn
itio
n o
f p
as
t
ac
hie
ve
me
nts
an
d t
he
aff
irm
ati
on
of
go
od
pra
cti
ce
as
fo
un
da
tio
ns
on
wh
ich
to
bu
ild
an
d
mo
ve
fo
rwa
rd.
Th
ou
gh
tfu
l an
d
info
rmed
ex
am
inati
on
of
the p
roc
esses o
f
learn
ing
an
d
teach
ing
.
Sh
are
d e
valu
ati
on
of
the q
uali
ty a
nd
eff
ecti
ven
ess o
f
learn
ing
an
d
teach
ing
.
Re
gu
lar
mo
nit
ori
ng
an
d e
va
lua
tio
n
of
the
qu
ality
of
the
pu
pils
’w
ork
an
d
pro
gre
ss
.
An
aly
sis
of
availa
ble
, re
levan
t
info
rmati
on
an
d
assess
men
t d
ata
on
the s
ch
oo
l, a
nd
on
th
e
att
ain
men
ts o
f th
e p
up
ils
wh
ich
is u
sed
eff
ecti
vely
to i
den
tify
str
en
gth
s
an
d a
reas f
or
imp
rovem
en
t.
Iden
tifi
cati
on
of
pri
ori
ties a
nd
th
e
sett
ing
of
measu
rab
le,
ach
ievab
le t
arg
ets
wh
ich
refl
ect
the
co
nte
xt
of
the s
ch
oo
l.
Pla
nn
ed
sta
ff
develo
pm
en
t/in
-se
rvic
e
tra
inin
g t
o r
ais
e
co
nfi
de
nc
e,
an
d t
o
fac
ilit
ate
th
e
dev
elo
pm
en
t o
f a
sh
are
d u
nd
ers
tan
din
g
of
the
pro
ce
ss
of
se
lf-e
va
lua
tio
n.
An
un
de
rsta
nd
ing
tha
t s
elf
-ev
alu
ati
on
is a
n o
ng
oin
g
pro
ce
ss
an
d n
ot
a
on
e-o
ff e
ve
nt
in t
he
life
of
the
sc
ho
ol.
IDENTIFYING THE FOCUS FOR SELF-EVALUATION
Once the essential culture for self-evaluation has been established within
the school, the processes and ways of working developed during the
early stage will provide the staff with a way of working which they can
apply to any aspect of the school’s work.
The choice of theme for self-evaluation is crucial and should match the
experience of the staff in evaluation. Many schools have a tradition of
self-evaluation, and the procedures are well embedded in the school
ethos and way of working.
Other schools may be at a very early stage in developing the process of
self-evaluation. In such schools there may be factors such as, a
relatively new staff or a recently appointed principal, where confidence
and openness are just being established. Such schools may find it
helpful to choose a narrowly focused area for their first self-evaluative
activity. A school can build on the experience gained to examine the
findings, to improve their methods of evaluation and/or to broaden the
scope of their internal evaluation work.
The size of school or subject department is also a critical feature. Where
there is a small number of staff and limited time available for them to
review their practice, it is still important that the procedures for
self-evaluation become part of the school ethos, and are part of the
everyday life and work of the group of teachers. In larger schools it is
important for all the staff to become involved and be part of the process
to ensure consistency.
Other factors may influence the choice of focus for self-evaluation. For
example:
◗ the areas for improvement identified during an inspection;
◗ the grades obtained in external examinations; or
◗ comments from parents or pupils.
These influences help the school to identify its priorities and the areas
which require improvement, particularly in relation to ethos, learning and
teaching, and the standards of the pupils’ achievement.
8
THE PROCESS OF SELF-EVALUATION
In order for a school to examine the quality and effectiveness of its work,
a systematic process of self-evaluation should be designed and adopted
as illustrated below:
Review
Monitor and
evaluate outcomes
Identify strengths and
areas for improvement
Plan and implement
action for improvement
Prioritise areas
for improvement
The operational aspects of conducting a self-evaluation are set out in
pages 32-36.
9
The
Quality
Indicators
THE QUALITY INDICATORS
Inspectors have identified, based on observed practice in schools, key
quality indicators and features of practice which lead to outcomes that
have been assessed as good.
These key Quality Indicators can also be used by the school to evaluate
the quality of its provision.
The indicators are grouped under three headings as set out below:
1. Ethos
1.1 Climate of the School
1.2 Links with Parents
1.3 Pastoral Care
2. Learning and Teaching
2.1 Planning for the Curriculum
2.2 Learning
2.3 Teaching
2.4 The Teachers’ Assessment of the Pupils’ Work
2.5 Implementation of the Curriculum
2.6 Attainment
2.7 Assessment, Recording and Reporting
2.8 Implementation of The Code of Practice for SEN provision
10
3. Management
3.1 The Effectiveness of the Principal
3.2 The Effectiveness of Teachers with Specific Responsibilities
3.3 Monitoring and Evaluation
3.4 Action to Improve Learning
3.5 Staff Development
3.6 Staff Deployment
3.7 Links with Other Schools and Agencies
3.8 Accommodation
3.9 Resources
On the following pages, the features of each individual indicator are set
out along with characteristics of good practice.
Each individual indicator is listed on a separate page so that it may be
photocopied easily for the staff to discuss, decide on the evidence to be
collected, and to evaluate the school’s performance against the
characteristics.
In practice, a school may decide, as a starting point, to undertake
evaluation using one indicator and, when appropriate, move on to
another.
11
SE
CT
ION
1:
ET
HO
S
The d
iscern
ible
and d
istinctive
chara
cte
r, a
tmosphere
and e
xpecta
tions o
f th
e s
chool w
hic
h e
nable
it
to p
rom
ote
the
all-
round d
evelo
pm
ent
of
its p
upils
.
Ind
icat
or
1.1
: C
limat
e o
fth
e S
cho
ol
12
•S
ense o
f purp
ose a
nd identity
•Q
ualit
y o
f th
e learn
ing
environm
ent
•M
ora
le a
nd r
ela
tionship
s
•E
xpecta
tions o
f pupils
and s
taff
•P
upils
’behavio
ur
•T
he s
taff a
nd p
upils
dem
onstr
ate
a s
tro
ng
se
nse
of
ide
ntity
with
, a
nd
lo
ya
lty t
o,
the
school; a
ll th
ose a
ssocia
ted w
ith t
he s
ch
oo
l a
re c
om
mitte
d f
ully
to
th
e w
ell-
be
ing
and d
evelo
pm
ent
of
the p
upils
.
•T
he s
chool pro
vid
es a
welc
om
ing,
att
ractive
an
d s
tim
ula
tin
g e
nviro
nm
en
t w
hic
h
support
s t
he p
upils
’le
arn
ing a
nd c
ele
bra
tes t
he
ir a
ca
de
mic
an
d n
on
-aca
de
mic
achie
vem
ents
.
•T
he m
ora
le o
f sta
ff a
nd p
upils
is h
igh;
the
go
od
re
latio
nsh
ips a
t a
ll le
ve
ls e
na
ble
the s
taff a
nd p
upils
to w
ork
well
togeth
er
in a
su
pp
ort
ive
an
d p
urp
ose
ful w
ay.
•T
he s
taff a
nd p
upils
have h
igh b
ut
rea
listic e
xp
ecta
tio
ns o
f w
ha
t ca
n b
e a
ch
ieve
d;
these e
xpecta
tions a
re r
eflecte
d in g
oo
d s
tan
da
rds o
f w
ork
.
•T
he p
upils
have h
igh levels
of
confide
nce
an
d s
elf-e
ste
em
; th
ey r
esp
ect
on
e
anoth
er, t
he s
taff,
and t
he s
chool enviro
nm
en
t; t
he
y a
re h
elp
ed
to
un
de
rsta
nd
an
d
co-o
pera
te w
ith n
ecessary
rule
s a
nd r
ou
tin
es b
y t
he
sch
oo
l’s w
ell-
jud
ge
d a
nd
positiv
e a
ppro
aches t
o d
iscip
line.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Ind
icat
or
1.2
: T
he
Lin
ks w
ith
Pa
ren
ts
13
•R
ela
tionship
s w
ith p
are
nts
•C
om
munic
ation a
nd info
rmation
•In
volv
em
ent
in t
he p
upils
’
education
•R
esponse t
o p
are
nts
’vie
ws
and e
nquirie
s
•T
he s
taff r
egard
the s
upport
and c
ontr
ibu
tio
n o
f p
are
nts
as k
ey e
lem
en
ts in
th
e
success o
f th
e s
chool. P
are
nts
valu
e t
he
wo
rk o
f th
e s
ch
oo
l a
nd
fe
el w
elc
om
e a
nd
secure
in a
ppro
achin
g t
he p
rincip
al an
d s
taff.
•T
he p
are
nts
receiv
e c
lear
info
rmation a
bo
ut
the
aim
s,
org
an
isa
tio
n a
nd
da
y-t
o-d
ay
life a
nd w
ork
of
the s
chool. T
here
are
go
od
op
po
rtu
nitie
s f
or
pa
ren
ts a
nd
sta
ff t
o
share
info
rmation r
ele
vant
to t
he p
upils
’d
eve
lop
me
nt
an
d le
arn
ing
. T
he
pa
ren
ts a
re
pro
vid
ed w
ith c
lear
info
rmation a
bout
the
ir c
hild
ren
’s p
rog
ress a
nd
ach
ieve
me
nts
.
•T
he p
are
nts
are
giv
en info
rmation a
bo
ut
the
sch
oo
l’s c
urr
icu
lum
. T
he
y a
re
encoura
ged t
o b
ecom
e involv
ed w
ith t
he
wo
rk o
f th
eir c
hild
ren
an
d r
ece
ive
th
e
appro
priate
support
. S
teps a
re t
aken t
o in
vo
lve
th
em
active
ly in
re
leva
nt
asp
ects
of
school lif
e.
•T
he v
iew
s o
f th
e p
are
nts
are
sought
syste
ma
tica
lly a
nd
are
ta
ke
n in
to a
cco
un
t
when t
he s
chool re
vie
ws its
curr
iculu
m,
org
an
isa
tio
n a
nd
pro
vis
ion
. T
he
sta
ff
ensure
that
pare
nta
l enquirie
s o
r conce
rns a
re d
ea
lt w
ith
sym
pa
the
tica
lly,
pro
mp
tly
and e
ffectively
.
Featu
res
Ch
ara
cte
risti
cs
of
Go
od
Pra
cti
ce
Ind
icat
or
1.3
: P
ast
ora
l Ca
re
14
•A
caring a
tmosphere
•A
rrangem
ents
for
ensuring
pupils
’w
elfare
•C
hild
pro
tection
•T
he s
chool has a
caring e
thos a
nd a
ll th
e s
taff s
ho
w a
str
on
g c
om
mitm
en
t to
th
e
care
and w
elfare
of
the p
upils
. T
he p
up
ils f
ee
l se
cu
re a
nd
fre
e f
rom
em
otio
na
l a
nd
physic
al harm
; th
ey u
nders
tand t
hat
the
ir c
on
ce
rns w
ill b
e lis
ten
ed
to
sym
path
etically
and a
ppro
priate
action t
ake
n.
•T
he s
chool has c
om
pre
hensiv
e p
olic
ies o
n a
pp
rop
ria
te w
elfa
re issu
es in
clu
din
g
bully
ing,
dru
g a
ware
ness,
health e
duca
tio
n a
nd
dis
cip
line
wh
ich
are
in
lin
e w
ith
rele
vant
DE
guid
ance;
the s
taff a
dopt
pra
ctice
s w
hic
h e
nsu
re t
ha
t th
ese
po
licie
s
are
im
ple
mente
d f
ully
. A
s a
result,
the
pu
pils
de
ve
lop
re
leva
nt
pe
rso
na
l a
nd
so
cia
l
skill
s a
nd u
nders
tandin
g w
hic
h h
elp
the
m t
o r
esp
on
d a
pp
rop
ria
tely
to
situ
atio
ns
affecting t
heir w
elfare
.
•T
he s
chool im
ple
ments
fully
a c
hild
pro
tectio
n p
olic
y w
hic
h is in
lin
e w
ith
th
e
requirem
ents
of
DE
Circula
r 99/1
0 P
asto
ral C
are
.
Featu
reC
hara
cte
risti
cs
of
Go
od
Pra
cti
ce
Se
cti
on
2:
LE
AR
NIN
G A
ND
TE
AC
HIN
G
Learn
ing a
nd t
eachin
g a
re a
t th
e v
ery
heart
of
a s
chool’s
work
. T
he r
ela
tionship
betw
een learn
ing a
nd t
eachin
g is
com
ple
x b
ut
the q
ualit
y o
f te
achin
g b
ears
directly o
n t
he e
ffectiveness o
f le
arn
ing.
Ind
icat
or
2.1
: P
lan
nin
g f
or
the
Cu
rric
ulu
m
15
•C
om
pre
hensiv
eness
•B
readth
, bala
nce a
nd
pro
gre
ssio
n
•C
lear
learn
ing o
utc
om
es
•M
eeting indiv
idual needs
•E
valu
ation
•T
he s
chool has c
lear, c
ohere
nt
pla
nnin
g f
or
all
are
as o
f th
e N
I cu
rric
ulu
m w
hic
h
guid
es e
ffectively
the w
ork
of
indiv
idual te
ach
ers
an
d t
he
sta
ff a
s a
wh
ole
. T
he
pla
nnin
g r
eflects
the s
chool’s
aim
s a
nd
po
licie
s;
it p
rovid
es a
lo
ng
-te
rm o
ve
rvie
w o
f
the c
urr
iculu
m a
nd a
lso g
uid
es t
he t
each
ers
’d
ay-t
o-d
ay w
ork
in
th
e c
lassro
om
.
•E
ach a
rea o
f th
e c
urr
iculu
m is p
lanne
d t
o e
nsu
re t
ha
t th
e p
rog
ram
me
of
lea
rnin
g is
bro
ad a
nd b
ala
nced,
and p
rom
ote
s c
on
tin
uity a
nd
ste
ad
y p
rog
ressio
n in
th
e p
up
ils’
learn
ing.
•T
he p
lannin
g identifies c
learly t
he k
now
led
ge
, skill
s a
nd
un
de
rsta
nd
ing
wh
ich
th
e
child
ren a
re e
xpecte
d t
o a
cquire a
t each
sta
ge
.
•T
he c
urr
iculu
m is p
lanned t
o t
ake a
cco
un
t o
f th
e p
up
ils’d
iffe
rin
g s
tag
es o
f
develo
pm
ent,
abili
ties,
and a
ttain
ments
an
d t
o e
nsu
re t
ha
t th
eir in
div
idu
al n
ee
ds
are
met.
•T
here
is c
are
ful evalu
ation o
f th
e p
upils
’re
sp
on
se
s t
o t
he
ta
ug
ht
cu
rric
ulu
m w
hic
h
is s
een b
y t
he s
taff a
s a
n inte
gra
l part
of
the
ir w
ork
an
d in
form
s f
utu
re p
lan
nin
g.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Ind
icat
or
2.2
: L
ea
rnin
g
16
•Levels
of
motivation a
nd
attitudes t
o learn
ing
•S
yste
matic a
cquis
itio
n o
f skill
s
and c
oncepts
and t
he a
bili
ty t
o
apply
them
•D
evelo
pm
ent
as independent
pupils
•In
tera
ction w
ith o
thers
•T
he p
upils
work
well
with t
heir t
eachers
in
an
atm
osp
he
re o
f m
utu
al re
sp
ect. T
he
y
are
at
ease,
well
behaved a
nd d
em
on
str
ate
se
lf-d
iscip
line
. T
he
pu
pils
dis
pla
y
inte
rest
in,
and p
ers
evere
with,
their t
asks;
the
y s
ho
w e
njo
ym
en
t in
th
eir le
arn
ing
and a
chie
vem
ents
. T
hey r
espond w
ell
in c
lass,
take
a p
rid
e in
th
eir w
ork
an
d s
ho
w
by t
heir inte
rest
and a
ttention t
hat
they v
alu
e t
he
co
ntr
ibu
tio
n m
ad
e b
y o
the
rs.
•A
ll pupils
are
makin
g g
ood p
rogre
ss a
cro
ss t
he
NI
Cu
rric
ulu
m,
in lin
e w
ith
th
eir
prior
att
ain
ment
and a
bili
ties,
and a
ch
ieve
sta
nd
ard
s in
lin
e w
ith
th
eir a
bili
tie
s.
Th
ey
can t
alk
with k
now
ledge a
nd u
nders
tan
din
g a
bo
ut
wh
at
the
y a
re d
oin
g,
an
d t
he
y
can a
pply
what
they h
ave learn
ed in a
va
rie
ty o
f co
nte
xts
.
•T
he p
upils
take p
ers
onal re
sponsib
ility
fo
r th
eir le
arn
ing
, th
ink in
de
pe
nd
en
tly a
nd
becom
e involv
ed a
ctively
in t
he learn
ing
pro
ce
ss.
Th
ey s
ho
w in
itia
tive
an
d
confidence in u
sin
g r
esourc
es e
ffective
ly a
nd
are
in
cre
asin
gly
in
de
pe
nd
en
t in
th
eir
use o
f equip
ment,
mate
rials
and info
rma
tio
n a
nd
co
mm
un
ica
tio
ns t
ech
no
log
y.
•T
he p
upils
colla
bora
te e
ffectively
in a
va
rie
ty o
f situ
atio
ns in
vo
lvin
g g
rou
ps o
f
diffe
rent
com
positio
n a
nd s
ize.
They lis
ten
atte
ntive
ly t
o o
ne
an
oth
er
an
d t
ake
account
of
the o
pin
ions a
nd v
iew
s e
xp
resse
d;
the
y c
an
pla
n a
nd
co
mp
lete
ta
sks
co-o
pera
tively
.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Ind
icat
or
2.3
: T
ea
chin
g
17
•C
limate
for
learn
ing
•R
ange a
nd a
ppro
priate
ne
ss o
f
the t
eachin
g a
ppro
aches
•M
eeting t
he n
eeds o
f th
e p
upils
•C
lassro
om
managem
ent
•T
he t
eachers
cre
ate
a p
urp
osefu
l, s
upp
ort
ive
an
d s
afe
en
viro
nm
en
t fo
r le
arn
ing
.
They m
otivate
the p
upils
and e
ngage t
he
m a
ctive
ly in
th
eir w
ork
. T
he
y e
nco
ura
ge
all
the p
upils
to b
ecom
e involv
ed a
nd v
alu
e t
he
ir c
on
trib
utio
ns a
nd
effo
rts.
Th
ey
use p
rais
e a
ppro
priate
ly.
•Teachin
g a
ppro
aches inclu
de a
well-
jud
ge
d b
ala
nce
of
wh
ole
-cla
ss,
gro
up
an
d
indiv
idual activitie
s.
The t
eachers
ma
ke
use
of
a w
ide
ra
ng
e o
f te
ach
ing
me
tho
ds
and a
re s
kill
ed a
t usin
g q
uestions t
o p
rom
ote
le
arn
ing
. T
he
te
ach
ers
en
co
ura
ge
th
e
pupils
’abili
ties t
o t
hin
k a
nd d
o f
or
them
se
lve
s t
hro
ug
h o
pe
n-e
nd
ed
ta
sks,
pro
ble
m-s
olv
ing,
investigation a
nd p
ers
on
al re
se
arc
h.
Th
e p
up
ils’o
wn
id
ea
s a
nd
inte
rests
are
used a
ppro
priate
ly a
s s
tart
ing
po
ints
fo
r le
arn
ing
activitie
s.
•T
he t
eachers
’expecta
tions a
re r
ealis
tica
lly h
igh
an
d a
re r
efle
cte
d in
ap
pro
pria
te
pla
nned learn
ing o
utc
om
es.
The t
asks a
nd
activitie
s a
re m
atc
he
d w
ell
to t
he
ne
ed
s
and a
bili
ties o
f in
div
idual pupils
, in
clu
din
g t
ho
se
with
sp
ecia
l e
du
ca
tio
na
l n
ee
ds;
the
activitie
s a
re w
ell-
paced a
nd c
halle
ngin
g.
Th
e le
arn
ing
an
d t
ea
ch
ing
ap
pro
ach
es
are
such t
hat
pupils
are
lik
ely
to a
chie
ve
su
ita
bly
hig
h s
tan
da
rds.
•T
he t
eachers
make t
he b
est
possib
le u
se
of
the
tim
e a
va
ilab
le t
o p
rom
ote
le
arn
ing
;
the t
eachin
g a
ctivitie
s a
nd t
he p
upils
’ta
sks a
re d
esig
ne
d a
cco
rdin
gly
. T
he
te
ach
ers
org
anis
e c
lassro
om
routines e
ffic
iently a
nd
pre
pa
re a
de
qu
ate
an
d s
uita
ble
resourc
es w
hic
h a
re r
eadily
accessib
le w
he
n r
eq
uire
d.
Th
ey m
axim
ise
th
e u
se
of
any c
lassro
om
assis
tants
or
support
sta
ff f
or
the
be
ne
fit
of
the
pu
pils
.
Featu
res
Ch
ara
cte
risti
cs
of
Go
od
Pra
cti
ce
Ind
icat
or
2.4
: T
he
Te
ach
ers
’ A
sse
ssm
en
t o
fth
e P
up
ils’
Wo
r k
18
•A
ppro
priate
ness o
f assessm
ent
str
ate
gie
s
•Q
ualit
y o
f m
ark
ing a
nd
feedback t
o p
upils
•U
se o
f assessm
ent
to info
rm
teachin
g a
nd im
pro
ve learn
ing
•T
he t
eachers
use v
aried f
orm
s o
f asse
ssm
en
t, in
clu
din
g t
ea
ch
ers
’o
bse
rva
tio
ns,
dis
cussio
ns w
ith p
upils
, m
ark
ing,
writt
en
te
sts
an
d o
the
r str
uctu
red
asse
ssm
en
t
tools
, w
hic
h a
re m
atc
hed w
ell
to t
he p
up
ils’a
ge
s a
nd
sta
ge
s o
f d
eve
lop
me
nt. T
he
assessm
ent
tasks h
ave c
learly identifie
d p
urp
ose
s w
hic
h a
re u
nd
ers
too
d b
y t
he
pupils
.
•T
he p
upils
’w
ork
is r
egula
rly,
fre
quently a
nd
co
nsis
ten
tly m
ark
ed
in
wa
ys w
hic
h
hig
hlig
ht
the s
trength
s a
nd s
hort
com
ing
s,
an
d a
re w
ell
un
de
rsto
od
by t
he
pu
pils
and t
heir p
are
nts
. T
he p
upils
receiv
e c
lea
r g
uid
an
ce
, so
me
tim
es in
th
e f
orm
of
writt
en c
om
ments
, on t
he q
ualit
y o
f th
eir w
ork
an
d e
ffo
rt a
nd
ha
ve
th
e o
pp
ort
un
ity
to d
iscuss,
reflect
on a
nd im
pro
ve t
heir a
ch
ieve
me
nts
.
•A
ssessm
ent
is a
n inte
gra
l part
of
pla
nn
ing
, le
arn
ing
an
d t
ea
ch
ing
. T
he
le
ve
l a
nd
natu
re o
f th
e p
upils
’prior
att
ain
ments
gu
ide
th
e s
ele
ctio
n a
nd
use
of
tea
ch
ing
meth
ods a
nd s
ubje
ct
conte
nt;
the p
upils
’str
en
gth
s a
re c
on
so
lida
ted
an
d t
he
ir
weaknesses a
re a
ddre
ssed.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Ind
icat
or
2.5
: I
mp
lem
en
tati
on
of
the
Cu
rric
ulu
m
19
•C
urr
icula
r bre
adth
, bala
nce,
continuity a
nd p
rogre
ssio
n
•In
tegra
tion o
f le
arn
ing a
cro
ss
the c
urr
iculu
m
•E
ffectiveness o
f
tim
eta
blin
g/o
rganis
ation o
f
cla
sses
•T
he c
urr
iculu
m is b
road a
nd b
ala
nced a
nd
is in
lin
e w
ith
th
e N
IC a
nd
re
leva
nt
guid
ance a
nd C
ircula
rs f
rom
DE
. T
he v
ario
us e
lem
en
ts a
re lin
ke
d t
og
eth
er
to
cre
ate
a c
ohere
nt
pro
gra
mm
e w
hic
h p
rog
resse
s s
tea
dily
acro
ss y
ea
rs 1
– 1
2 (
14
).
It c
ate
rs w
ell
for
the r
ange o
f pupils
’in
tere
sts
, str
en
gth
s a
nd
ne
ed
s a
nd
pro
vid
es
for
their g
row
ing independence a
s p
upils
. W
he
re e
xtr
a-c
urr
icu
lar
activitie
s a
re
pro
vid
ed,
they a
re w
ell
pla
nned t
o c
om
ple
me
nt
the
wh
ole
cu
rric
ulu
m.
•K
ey e
lem
ents
of
the p
upils
’develo
pm
en
t h
ave
be
en
id
en
tifie
d in
lin
e w
ith
th
e
school’s
aim
s.
These e
lem
ents
, fo
r exa
mp
le,
ap
plic
atio
n o
f n
um
be
r,
com
munic
ation,
ICT,
pro
ble
m-s
olv
ing a
nd
pe
rso
na
l a
nd
so
cia
l skill
s,
are
in
teg
rate
d
fully
within
the c
urr
iculu
m a
nd a
re p
rom
ote
d c
on
sis
ten
tly a
cro
ss t
he
su
bje
ct
are
as.
•T
he o
rganis
ation o
f cla
sses a
nd t
he t
ime
tab
les e
na
ble
th
e c
urr
icu
lum
to
be
deliv
ere
d e
ffic
iently,
giv
ing a
ppro
priate
tim
e a
nd
em
ph
asis
to
ea
ch
cu
rric
ula
r a
rea
and s
ubje
ct.
All
pupils
have e
qual acce
ss t
o t
he
fu
ll ra
ng
e o
f th
e c
urr
icu
lum
.
Specific
arr
angem
ents
, in
clu
din
g,
for
exa
mp
le,
su
pp
ort
fo
r sp
ecia
l e
du
ca
tio
na
l
needs o
r m
usic
tuto
rials
, are
org
anis
ed
effic
ien
tly a
nd
in
th
e b
est
inte
rests
of
the
pupils
.
Featu
res
Ch
ara
cte
risti
cs
of
Go
od
Pra
cti
ce
Ind
icat
or
2.6
: A
tta
inm
en
t
20
•T
he p
upils
’pro
gre
ss a
nd
attain
ment
•K
ey S
tage r
esults in r
ela
tion t
o
com
para
ble
schools
•T
he s
chool’s
measure
s o
f th
e p
upils
’a
tta
inm
en
t, in
clu
din
g t
he
sta
tuto
ry
assessm
ent
at
the e
nd o
f each k
ey s
tag
e,
sh
ow
th
at
fro
m y
ea
r to
ye
ar
the
pu
pils
make c
onsis
tent
and a
ppro
priate
pro
gre
ss c
om
me
nsu
rate
with
th
eir a
bili
tie
s.
•T
he r
esults o
f sta
tuto
ry a
ssessm
ent
at
the
en
d o
f e
ach
ke
y s
tag
e e
xce
ed
th
ose
achie
ved b
y s
imila
r schools
as identifie
d in
th
e N
I B
en
ch
ma
rkin
g D
ata
.
Featu
res
Ch
ara
cte
risti
cs
of
Go
od
Pra
cti
ce
Ind
icat
or
2.7
: A
sse
ssm
en
t, R
ec
ord
ing
an
d R
ep
ort
ing
21
•T
he q
ualit
y o
f th
e s
chool’s
assessm
ent
polic
y
•T
he im
ple
menta
tion o
f th
e
assessm
ent
polic
y
•T
he p
upils
’re
cord
s,
inclu
din
g
Record
of A
chie
vem
ent, a
nd
the u
se m
ade o
f th
em
•T
he p
rocedure
s f
or
com
munic
ating w
ith p
are
nts
and t
he info
rmation g
iven
on
each p
upil’
s a
chie
vem
ents
and
pro
gre
ss
•T
he s
chool’s
assessm
ent
polic
y is a
gre
ed
an
d u
nd
ers
too
d b
y a
ll th
e s
taff a
nd
em
phasis
es t
he n
eeds o
f in
div
idual pu
pils
. T
he
po
licy p
rovid
es c
lea
r g
uid
an
ce
about
the p
urp
oses o
f assessm
ent,
th
e m
eth
od
s t
o b
e u
se
d,
the
ra
ng
e a
nd
typ
es
of
evid
ence t
o b
e r
eta
ined,
and t
he u
se
s t
o b
e m
ad
e o
f a
sse
ssm
en
t in
form
atio
n.
•T
he p
upils
’pro
gre
ss a
nd a
ttain
ment
are
mo
nito
red
an
d r
eco
rde
d c
are
fully
an
d
consis
tently in a
ll cla
sses,
and t
he a
rra
ng
em
en
ts a
re in
lin
e w
ith
sta
tuto
ry
requirem
ents
. T
he info
rmation g
ath
ere
d,
inclu
din
g t
ha
t fr
om
th
e e
nd
of
Ke
y S
tag
e
assessm
ents
, is
used e
ffectively
by t
he
te
ach
ers
to
in
form
le
arn
ing
an
d t
ea
ch
ing
.
The p
upils
are
involv
ed in a
n e
lem
ent
of
se
lf-a
sse
ssm
en
t a
nd
in
dis
cu
ssin
g t
he
ir
pro
gre
ss w
ith t
heir t
eachers
. M
any p
up
ils h
ave
a r
ea
listic a
wa
ren
ess o
f h
ow
th
ey
are
pro
gre
ssin
g a
nd h
ow
they m
ight
imp
rove
.
•T
he r
ecord
s p
rovid
e a
n a
ccura
te o
verv
iew
of
ea
ch
pu
pil’
s p
rog
ress w
ith
in t
he
form
al curr
iculu
m a
nd c
ele
bra
te t
heir o
the
r a
ch
ieve
me
nts
. T
he
syste
m u
se
d is
manageable
and p
rovid
es info
rmation w
hic
h is e
asily
acce
sse
d.
Th
e r
eco
rds a
re
used a
ppro
priate
ly t
o c
ontr
ibute
to t
he
pu
pils
’R
eco
rds o
f A
ch
ieve
me
nt, a
nd
in
report
ing t
o p
are
nts
.
•T
he s
chool com
munic
ate
s t
o p
are
nts
, b
oth
ora
lly a
nd
in
writte
n f
orm
, a
cle
ar
pic
ture
of
their c
hild
ren’s
pro
gre
ss a
nd a
ch
ieve
me
nt. T
he
pa
ren
ts a
re in
vite
d t
o
respond t
o t
he r
eport
s d
uring r
egula
r co
nsu
lta
tio
ns w
ith
th
e t
ea
ch
ers
.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Ind
icat
or
2.8
: T
he
Im
ple
me
nta
tio
n o
fth
e C
od
e o
fP
rac
tic
e f
or
SE
N P
rovi
sio
n
22
•R
ole
and e
ffectiveness o
f th
e
SE
NC
O
•Id
entification,
dia
gnosis
and
pla
nnin
g
•R
ecord
-keepin
g a
nd r
evie
w
•S
uitabili
ty a
nd e
ffectiveness o
f
pro
vis
ion
•T
he S
EN
CO
has a
good u
nders
tandin
g o
f th
e r
eq
uire
me
nts
of
the
Co
de
of
Pra
ctice
and h
as e
sta
blis
hed a
ppro
priate
str
uctu
res a
nd
pro
ce
du
res t
o e
nsu
re t
ha
t th
e
Code is im
ple
mente
d e
ffectively
by a
ll m
em
be
rs o
f sta
ff.
Th
e s
tatu
s o
f th
e S
EN
CO
within
the s
chool re
flects
their leaders
hip
ro
le a
nd
re
sp
on
sib
ilitie
s.
Th
e S
EN
CO
main
tain
s e
ffective lin
ks w
ith o
ther
pro
fessio
na
ls a
nd
su
pp
ort
ag
en
cie
s,
an
d h
as
receiv
ed a
ppro
priate
tra
inin
g.
•T
he s
chool id
entifies,
and d
ete
rmin
es a
ccu
rate
ly,
the
sp
ecia
l e
du
ca
tio
na
l n
ee
ds o
f
indiv
idual pupils
. T
he info
rmation g
ain
ed
is u
se
d t
o p
lan
pro
vis
ion
wh
ich
ma
tch
es
clo
sely
the p
upils
’id
entified n
eeds a
nd
is c
o-o
rdin
ate
d e
ffe
ctive
ly.
Wh
ere
ne
ed
ed
,
cle
ar
and r
ealis
tic E
ducation P
lans a
re c
om
pile
d t
hro
ug
h a
pp
rop
ria
te c
on
su
lta
tio
n
with,
for
exam
ple
, pare
nts
and c
lass t
ea
ch
ers
, a
nd
, w
he
re a
pp
rop
ria
te,
pu
pils
.
•S
uitably
deta
iled r
ecord
s a
re m
ain
tain
ed
fo
r in
div
idu
al p
up
ils,
ide
ntify
ing
th
e g
ain
s
bein
g m
ade.
There
are
regula
r re
vie
ws t
o e
nsu
re t
ha
t th
e p
up
ils a
re b
en
efitin
g f
rom
the p
rogra
mm
e o
f support
and a
re m
akin
g d
isce
rnib
le p
rog
ress,
an
d t
o id
en
tify
furt
her
pro
vis
ion n
eeded.
Pare
nts
are
co
nsu
lte
d a
pp
rop
ria
tely
, e
nco
ura
ge
d t
o
support
the w
ork
of
the s
chool and info
rme
d f
req
ue
ntly a
nd
re
gu
larly o
f p
rog
ress.
•T
he p
upils
are
confident,
suitably
challe
ng
ed
, m
otiva
ted
an
d a
re m
akin
g p
rog
ress.
They e
xperience a
bro
ad p
rogra
mm
e in
wh
ich
th
ere
is a
ba
lan
ce
be
twe
en
th
e
acquis
itio
n o
f basic
skill
s a
nd t
he u
se o
f th
ese
skill
s t
o a
cce
ss t
he
are
as o
f stu
dy
and f
or
purp
oses w
hic
h t
he p
upils
see
as in
tere
stin
g a
nd
re
leva
nt. T
he
te
ach
ers
’
expecta
tions o
f th
e p
upils
are
realis
tic a
nd
ba
se
d o
n a
re
co
gn
itio
n o
f th
eir s
tre
ng
ths
as w
ell
as t
heir w
eaknesses.
The s
cho
ol m
ake
s a
pp
rop
ria
te u
se
of
the
fin
an
ce
s
allo
cate
d f
or
specia
l needs.
The r
ange
of
reso
urc
es u
se
d s
up
po
rt a
nd
en
ha
nce
the p
upils
’le
arn
ing.
Featu
res
Ch
ara
cte
risti
cs
of
Go
od
Pra
cti
ce
SE
CT
ION
3:
MA
NA
GE
ME
NT
Learn
ing a
nd t
eachin
g a
re s
upport
ed a
nd e
nhanced b
y e
ffic
ient
and e
ffective m
anagem
ent
arr
angem
ents
. T
hese a
re
essentially
the r
esponsib
ility
of
the p
rincip
al, in c
olla
bora
tion w
ith t
he B
oard
of
Govern
ors
. A
t th
eir b
est, t
hese
arr
angem
ents
ensure
that
the c
ontr
ibution o
f each m
em
ber
of
sta
ff is v
alu
ed,
that
rela
tionship
s a
mong s
taff a
re
harm
onio
us a
nd t
hat
mora
le is h
igh.
Furt
her, a
ll pupils
gain
optim
um
benefit
from
the r
ange o
f re
sourc
es,
hum
an a
nd
mate
rial, a
vaila
ble
to t
he s
cho
ol.
Ind
icat
or
3.1
: T
he
Eff
ec
tive
ne
ss o
fth
e P
rin
cip
al
23
•Leaders
hip
qualit
ies
•P
rofe
ssio
nal sta
ndin
g a
nd
managem
ent
com
pete
nce
•C
om
munic
ation a
nd t
eam
work
•T
he p
rincip
al in
spires c
onfidence a
nd r
esp
ect
am
on
g t
he
sta
ff a
nd
pu
pils
an
d
pro
mote
s in t
hem
a s
ense o
f th
eir o
wn
wo
rth
. T
he
prin
cip
al p
rovid
es a
go
od
ro
le
model fo
r th
e s
taff,
pro
mote
s h
igh s
tan
da
rds a
nd
se
ts a
po
sitiv
e t
on
e f
or
the
wo
rk
of
the s
chool.
He o
r she p
rovid
es c
lea
r a
nd
re
alis
tic d
ire
ctio
n b
ase
d o
n a
so
un
d
know
ledge o
f, a
nd v
isio
n f
or, t
he s
cho
ol. G
oa
ls a
nd
re
alis
tic e
xp
ecta
tio
ns o
f w
ha
t
the s
chool can a
chie
ve f
or
its p
upils
are
sh
are
d w
ith
all
the
sta
ff.
•T
he p
rincip
al evalu
ate
s r
egula
rly a
nd o
bje
ctive
ly t
he
wo
rk o
f th
e s
ch
oo
l a
s a
ba
sis
for
impro
vin
g p
rovis
ion a
nd,
when d
ifficu
lt d
ecis
ion
s a
re r
eq
uire
d,
take
s t
he
se
effectively
. T
here
is e
ffic
ient
managem
en
t o
f th
e h
um
an
, fin
an
cia
l a
nd
ma
teria
l
resourc
es,
matc
hed t
o t
he s
chool’s
ne
ed
s a
nd
prio
ritie
s.
•T
he p
rincip
al com
munic
ate
s e
ffectively
with
th
e s
taff a
nd
oth
ers
with
in t
he
sch
oo
l
com
munity.
S/h
e p
rom
ote
s c
onstr
uctive
wo
rkin
g r
ela
tio
nsh
ips a
mo
ng
th
e s
taff a
nd
genera
tes a
str
ong s
ense o
f te
am
spirit.
Th
e p
rin
cip
al in
vo
lve
s t
he
sta
ff
appro
priate
ly in d
ecis
ion-m
akin
g a
nd d
raw
s o
n t
he
exp
ert
ise
an
d s
pe
cia
l in
tere
sts
of
indiv
iduals
in d
evelo
pin
g t
he w
ork
of
the
sch
oo
l.
Featu
reC
hara
cte
risti
cs
of
Go
od
Pra
cti
ce
Ind
icat
or
3.2
: T
he
Eff
ec
tive
ne
ss o
fth
e T
ea
c he
rs w
ith
Sp
ec
ific
Re
spo
nsi
bili
tie
s
24
•A
ppro
priate
ness o
f ro
les a
nd
responsib
ilities
•In
div
idual and c
orp
ora
te
effectiveness
•T
here
is a
good m
atc
h b
etw
een t
he n
ee
ds o
f th
e s
ch
oo
l a
nd
th
e n
atu
re a
nd
ra
ng
e
of
dele
gate
d r
esponsib
ilities. A
ll te
ache
rs w
ith
sp
ecific
re
sp
on
sib
ilitie
s h
ave
a f
ull
unders
tandin
g o
f w
hat
these e
nta
il.
•Teachers
with s
pecific
responsib
ilities p
rod
uce
wo
rk o
f a
hig
h s
tan
da
rd a
nd
pro
vid
e
good r
ole
models
for
oth
er
sta
ff.
They c
arr
y o
ut
the
ir r
esp
on
sib
ilitie
s e
ffe
ctive
ly.
They p
rom
ote
, and c
ontr
ibute
constr
uctive
ly t
o,
tea
mw
ork
in
ord
er
to d
eve
lop
aspects
of
the s
chool’s
pro
vis
ion.
They h
ave
a p
ositiv
e in
flu
en
ce
an
d s
ign
ific
an
t
impact
on t
he w
hole
of
the s
chool.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Ind
icat
or
3.3
: M
on
ito
rin
g a
nd
Ev a
luat
ion
25
•P
rocedure
s f
or
monitoring a
nd
evalu
ating t
he s
chool’s
pro
vis
ion
•U
se o
f data
and o
ther
evid
ence
•In
volv
em
ent
of
sta
ff
•A
ction t
aken
•T
here
are
syste
matic a
nd m
anageable
pro
ce
du
res w
hic
h e
na
ble
th
e s
taff t
o m
ake
valid
judgem
ents
about
the q
ualit
y o
f th
e s
ch
oo
l’s p
rovis
ion
. T
he
pro
ce
du
res a
re
imple
mente
d c
onsis
tently,
and m
ake t
ho
ug
htfu
l u
se
of
a r
an
ge
of
ap
pro
ach
es t
o,
and s
ourc
es o
f guid
ance a
bout,
evalu
atio
n t
o m
ee
t th
e n
ee
ds o
f th
e s
ch
oo
l.
•T
he p
rincip
al fo
cus o
f att
ention is o
n t
he
qu
alit
y o
f th
e p
up
ils’w
ork
an
d t
he
ir
att
ain
ments
. T
he m
easure
s u
sed inclu
de
th
e u
se
of
asse
ssm
en
t o
utc
om
es,
oth
er
suitable
perf
orm
ance indic
ato
rs a
nd e
vid
en
ce
fro
m b
oth
in
tern
al a
nd
exte
rna
l
sourc
es.
Pro
cedure
s,
inclu
din
g t
he u
se
of
CL
AS
S,
en
ab
le t
he
sch
oo
l to
in
terp
ret
info
rmation a
nd t
rends f
rom
the d
ata
ga
the
red
.
•A
ll th
e s
taff a
ccept
and u
nders
tand t
he n
ee
d f
or
ca
refu
l e
va
lua
tio
n o
f th
e q
ua
lity o
f
the s
chool’s
pro
vis
ion.
They r
eflect
in a
co
nstr
uctive
ly s
elf-c
ritica
l w
ay o
n t
he
ir o
wn
pra
ctice a
nd c
olla
bora
te a
s a
team
to m
on
ito
r a
nd
eva
lua
te t
he
wo
rk o
f th
e s
ch
oo
l
as a
whole
.
•P
lannin
g is r
efined t
o m
eet
the o
utc
om
es o
f th
e m
on
ito
rin
g a
nd
eva
lua
tio
n.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Ind
icat
or
3.4
: A
cti
on
to
Im
pr o
ve L
ea
rnin
g
26
•Id
entification o
f priorities
•P
lannin
g f
or
impro
vem
ent
•Im
ple
menta
tion
•R
evie
w p
rocedure
s
•T
hro
ugh f
ocusin
g o
n t
he w
ork
of
the p
up
ils a
nd
th
e s
tan
da
rds t
he
y a
ch
ieve
, th
e
sta
ff identify
, in
a s
yste
matic m
anner, t
he
str
en
gth
s a
nd
we
akn
esse
s,
an
d
dete
rmin
e a
ppro
priate
priorities a
nd t
arg
ets
fo
r d
eve
lop
me
nt. T
he
se
prio
ritie
s a
nd
targ
ets
em
phasis
e im
pro
vem
ents
in t
he
pu
pils
’le
arn
ing
.
•S
trate
gie
s t
o a
ddre
ss t
he s
chool’s
prioritie
s f
or
de
ve
lop
me
nt
are
id
en
tifie
d a
nd
incorp
ora
ted into
a s
taged a
nd c
ohere
nt
pla
n.
Th
is p
lan
in
clu
de
s d
eta
ils o
f th
e
action t
o b
e t
aken,
the s
taff involv
ed,
the
tim
esca
le s
et, t
he
re
so
urc
es r
eq
uire
d a
nd
the s
uccess c
rite
ria t
o b
e u
sed. A
ll th
e s
taff a
re a
wa
re o
f a
nd
acce
pt
the
implic
ations w
hic
h t
he p
roposed a
ctio
n h
as f
or
the
ir c
lassro
om
pra
ctice
an
d t
he
org
anis
ation o
f th
e s
chool as a
whole
.
•T
he s
taff a
re involv
ed f
ully
in,
and d
em
on
str
ate
th
eir c
om
mitm
en
t to
, th
e
imple
menta
tion o
f th
e p
lan.
Required a
ctio
n is t
ake
n in
lin
e w
ith
th
e t
ime
sca
les a
nd
resourc
e a
llocations d
eta
iled a
nd g
ood
pro
gre
ss is m
ad
e t
ow
ard
s a
ch
ievin
g t
he
targ
ets
set.
•A
ppro
priate
evid
ence r
ela
ted t
o t
he p
rio
ritie
s a
nd
ta
rge
ts is c
olle
cte
d,
an
aly
se
d a
nd
used t
o d
ete
rmin
e t
he e
ffectiveness o
f th
e p
lan
ne
d a
ctio
n.
Su
cce
ss is r
eco
gn
ise
d
and s
uitable
are
as f
or
furt
her
develo
pm
en
t a
re id
en
tifie
d a
nd
ad
dre
sse
d.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Ind
icat
or
3.5
: S
taf f
Dev
elo
pm
en
t
27
•E
ffectiveness in m
eeting t
he
priorities o
f th
e s
chool
•E
ffectiveness in im
pro
vin
g t
he
expert
ise a
nd p
rofe
ssio
nal
unders
tandin
g o
f te
achers
•E
ffect
of
the s
taff d
evelo
pm
ent
pro
gra
mm
e o
n learn
ing a
nd
teachin
g
•T
he p
riorities f
or
sta
ff d
evelo
pm
ent
are
id
en
tifie
d c
lea
rly a
nd
are
ma
tch
ed
clo
se
ly t
o
the n
eeds o
f th
e s
chool outlin
ed in t
he
sch
oo
l d
eve
lop
me
nt
pla
n.
Th
ese
prio
ritie
s
are
met
effectively
thro
ugh c
are
fully
se
lecte
d s
ch
oo
l o
r ce
ntr
e b
ase
d I
NS
ET
or
oth
er
support
. T
ime is a
vaila
ble
and m
an
ag
ed
effe
ctive
ly t
o f
acili
tate
sta
ff
develo
pm
ent.
•T
he s
chool id
entifies t
he n
eeds o
f in
div
idu
al te
ach
ers
an
d e
nco
ura
ge
s s
taff t
o
impro
ve t
heir e
xpert
ise a
nd a
cquire f
urt
he
r q
ua
lific
atio
ns w
hic
h h
ave
bo
th
pro
fessio
nal and p
ers
onal benefits
.
•T
here
is c
lear
evid
ence t
hat
sta
ff d
eve
lop
me
nt
ha
s im
pro
ve
d t
he
qu
alit
y o
f th
e
learn
ing a
nd t
eachin
g.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Ind
icat
or
3.6
: S
taf f
De
plo
yme
nt
28
•E
ffectiveness o
f deplo
ym
ent
of
teachin
g s
taff
•E
ffectiveness o
f deplo
ym
ent
of
ancill
ary
sta
ff
•A
llocate
d f
inances a
re u
sed t
o e
nsure
th
at
the
re a
re s
uffic
ien
t te
ach
ing
sta
ff.
Th
e
teachers
are
deplo
yed in w
ays w
hic
h m
ee
t th
e n
ee
ds o
f th
e p
up
ils,
utilis
e t
he
ir
expert
ise,
inte
rests
and s
pecia
list
know
led
ge
. T
he
re a
re a
pp
rop
ria
te a
rra
ng
em
en
ts
for
those t
eachers
needin
g s
upport
to c
arr
y o
ut
the
ir e
sta
blis
he
d o
r n
ew
ly a
cq
uire
d
duties a
nd/o
r re
sponsib
ilities.
•A
llocate
d f
inances a
re u
sed t
o p
rovid
e s
uffic
ien
t a
nd
su
ita
bly
qu
alif
ied
an
cill
ary
sta
ff.
The r
ole
s a
nd d
uties o
f th
ese s
taff a
re d
efin
ed
ap
pro
pria
tely
an
d g
oo
d u
se
is
made o
f th
eir e
xperience a
nd e
xpert
ise
. T
he
an
cill
ary
sta
ff a
re d
ep
loye
d in
wa
ys
whic
h b
est
meet
the n
eeds o
f th
e p
upils
an
d t
ea
ch
ers
. T
he
y m
ake
a s
ign
ific
an
t
contr
ibution t
o t
he w
ork
of
the s
chool. T
he
re a
re s
uita
ble
op
po
rtu
nitie
s f
or
sta
ff
train
ing a
nd s
upport
.
Featu
res
Ch
ara
cte
risti
cs
of
Go
od
Pra
cti
ce
Ind
icat
or
3.7
: L
ink s
wit
h O
the
r S
cho
ols
an
d A
ge
nc
ies
29
Rang
e,
purp
ose a
nd e
ffectiveness o
f
conta
cts
with:
•oth
er
educational
esta
blis
hm
ents
•th
e w
ider
com
munity
•sta
tuto
ry a
nd s
upport
agencie
s
•T
he s
chool has w
ell
develo
ped c
urr
icu
lar
an
d p
asto
ral lin
ks w
ith
oth
er
sch
oo
ls a
nd
rele
vant
educational esta
blis
hm
ents
. T
he
syste
ma
tic e
xch
an
ge
of
rele
va
nt
info
rmation a
bout
pupils
’le
arn
ing n
ee
ds h
elp
s t
o e
nsu
re t
ha
t th
ey t
ran
sfe
r sm
oo
thly
to o
ther
schools
.
•T
he p
upils
are
involv
ed w
ith t
he local a
nd
wid
er
co
mm
un
ity,
fo
r e
xa
mp
le,
in
cultura
l, c
harita
ble
, m
usic
al, r
ecre
ation
al o
r e
nviro
nm
en
tal a
ctivitie
s.
Re
gu
lar
conta
cts
with local people
and institu
tio
ns h
elp
fo
ste
r p
ositiv
e a
ttitu
de
s a
nd
va
lue
s
am
ong t
he p
upils
.
•T
he s
chool m
ain
tain
s e
ffective lin
ks w
ith
sta
tuto
ry o
rga
nis
atio
ns,
inclu
din
g
educational psycholo
gis
ts,
medic
al serv
ice
s,
so
cia
l w
ork
an
d o
the
r a
ge
ncie
s.
Th
e
advic
e a
nd h
elp
of
oth
er
pro
fessio
nals
are
va
lue
d h
igh
ly.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Ind
icat
or
3.8
: A
cc
om
mo
dat
ion
30
•S
uffic
iency,
qualit
y a
nd
appro
priate
ness
•U
se m
ade
•T
he a
ccom
modation a
nd f
acili
ties p
rovid
e a
sa
fe,
ple
asa
nt
an
d s
tim
ula
tin
g
environm
ent
well-
suited t
o s
upport
ing t
he
cu
rric
ula
r a
ctivitie
s o
f p
up
ils,
the
wo
rk o
f
sta
ff a
nd s
ocia
l and leis
ure
activitie
s w
he
re a
pp
lica
ble
. A
cco
mm
od
atio
n is c
lea
n
and is in a
good s
tate
of
decora
tion a
nd
re
pa
ir.
Th
e p
rem
ise
s a
re s
ecu
re a
nd
sa
fe.
There
is a
cle
arly u
nders
tood
polic
y o
n s
afe
ty a
nd
se
cu
rity
, in
clu
din
g e
va
cu
atio
n
pro
cedure
s.
Fix
ture
s,
fitt
ing a
nd f
urn
itu
re m
atc
h e
du
ca
tio
na
l n
ee
ds;
the
y a
re o
f
hig
h q
ualit
y a
nd in g
ood c
onditio
n. A
cce
ss is s
uita
ble
to
th
e n
ee
ds o
f a
ll u
se
rs.
•A
ll th
e a
vaila
ble
accom
modation is u
se
d e
ffe
ctive
ly a
nd
effic
ien
tly t
o m
ee
t th
e
curr
icula
r, p
asto
ral and s
ocia
l needs o
f th
e p
up
ils.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Ind
icat
or
3.9
: R
eso
urc
es
31
•S
uffic
iency,
qualit
y a
nd
appro
priate
ness
•U
se m
ade
•T
he a
cquis
itio
n o
f re
sourc
es is m
anag
ed
effe
ctive
ly;
the
ra
ng
e a
nd
qu
alit
y w
ith
in
the s
chool as a
whole
, and w
ithin
indiv
idu
al cla
sse
s,
are
su
ffic
ien
t to
me
et
the
needs o
f th
e p
upils
in a
ll are
as o
f th
e c
urr
icu
lum
. T
he
re
so
urc
es a
re a
ttra
ctive
an
d
in g
ood c
onditio
n.
•T
he r
esourc
es a
re e
asily
accessib
le t
o t
ea
ch
ers
an
d p
up
ils.
Te
ach
ers
ma
ke
regula
r, f
requent
and f
lexib
le u
se o
f re
so
urc
es w
hic
h a
re f
it f
or
pu
rpo
se
an
d a
re
appro
priate
to t
he p
upils
’ages a
nd s
tag
es o
f d
eve
lop
me
nt.
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
rac
tic
e
Guidance on
Conducting
Self-Evaluation
Using The Quality Indicators
This section of the materials provides guidance on how the quality
indicators may be used to assist the school to identify its strengths and
areas for improvement. The indicators offer an effective way to utilise the
collective expertise of the teachers in order to plan for and to implement
change for improvement.
Good use of well-selected indicators is the key to rigorous and objective
self-evaluation.
The quality indicators in these guidelines can be used:
◗ to monitor, to evaluate and to celebrate a school’s
achievements;
◗ to evaluate, in depth, a specific aspect of school provision;
◗ for a full review of the whole school;
◗ to ensure that strategies are in place to manage change and
effect improvement.
By accumulating the evidence over a number of indicators a school can
look at the whole-school provision in one of the main sections, Ethos,
Learning and Teaching or Management.
For example, in the section on Learning and Teaching you have eight
indicators:
1. Planning for the Curriculum
2. Learning
3. Teaching
4. The Teachers’ Assessment of the Pupils’ Work
5. Implementation of the Curriculum
6. Attainment
7. Assessment, Recording and Reporting
8. Implementation of The Code of Practice for SEN provision
32
Each one of these indicators can be evaluated separately but, when all
are completed, the staff should have a comprehensive and detailed
overview of the Quality of Learning and Teaching in the school.
Conducting a Self-Evaluation
When considering a specific aspect of your provision, the staff need to
select the quality indicator which outlines the aspect they wish to review.
It is important that the staff do not undertake work on too many issues at
the same time. In the first instance, until they are familiar with the
process of evaluating, analysing and deciding on what action is to be
taken, one area may be sufficient.
When selecting the aspect to evaluate, the staff may wish to consider the
following criteria:
◗ previously identified strengths or areas for improvement;
◗ areas identified from a whole-school review;
◗ areas for improvement identified during an inspection;
◗ areas not covered so far within your regular review process;
◗ areas relating to national or local initiatives; or
◗ an area of particular interest to parents such as pastoral
care.
The operational aspects of the self-evaluation process are outlined in the
following diagram.
33
34
Stage 6: Keeping a record of the evaluation
As you are going through this process it is important that the questions to be asked and
the procedures to be a followed are open and available to all involved. As the evidence
is accumulated, it is important to record it so that a decision can be reached on the
quality of provision and standards in the aspect under focus.
At this stage the staff may wish to award a grade for the area under focus based on the
following criteria:
Grade Criteria
1 Significant Strengths
2 Strengths outweigh weaknesses
3 Weaknesses outweigh strengths
4 Significant weaknesses
An example of blank and completed sheets which may be used to record evidence and
illustrate the outcomes of the evaluation and record a grade are provided at Appendix 1.
Stage 1: Select the specificaspect for evaluation
Select the specific aspect on which
you wish to focus using the criteria
outlined on Page 33 or other factors.
Stage 2: Identify the Quality Indicator
Identify the appropriate Quality Indicator
to align with the aspect to be evaluated:
In this example it is:
Indicator 2.3: - Teaching
Examine the features within the indicator
and select the most appropriate:
The Characteristics for Teaching are:
• climate for learning
• range and appropriateness of teaching
approaches
• meeting the needs of the pupils
• classroom management
For example:
the first area you might evaluate is:-
• meeting the needs of the pupils.
Stage 3: Asking the Questions
Consider the characteristics of good practice and devise
questions you might ask as part of your evaluation:
for example:
• Do teachers have suitably high expectations for the success of all
pupils?
• Do the intended learning outcomes reflect the teachers’
expectations for success?
• Are the teachers fully aware of the individual pupils’ strengths and
weaknesses?
• Are there effective strategies for assessing and diagnosing the
needs of the pupils?
• Are tasks and activities matched to the pupils’ needs in a manner
which promotes effective learning?
• Do the activities challenge the pupils appropriately?
• Do lessons progress at a pace which maintains the pupils’
interest?
• Are the teaching approaches used the most effective to promote
the highest possible standards of attainment?
Stage 5: Gathering and evaluatingthe evidence
Gather evidence through, for example:
• classroom observation;
• a review of planning; and
• a scrutiny of the children’s books.
Evaluate the evidence and summarise
your findings and conclusions:
These may include:
• discussion with the teachers and
examination of their assessment
records show that the teachers use
effective strategies for identifying
the pupils’ strengths and individual
needs;
• examination of the teachers’
short-term planning shows that this
information on pupils’ strengths and
individual needs is not used as well
as it could be to inform subsequent
planning for learning and teaching;
• observation and scrutiny of the
pupils’ books show that while the
pupils find the work interesting, on
occasions, the more able pupils are
not adequately challenged.
Stage 4: Discuss these questions, outline theevidence you have and determine the
additional evidence you require
For the sample Quality Indicator, Teaching, you may
wish, for example, to look at the following areas:
• the strategies teachers use to identify the pupils’
strengths and weaknesses;
• the process by which this information is used to
inform the planning;
• how the teachers’ planning provides for the range of
abilities within classes;
• the strategies used by teachers to monitor the
progress of the pupils;
• the appropriateness of activities for different abilities
within the class;
• the level of challenge in the activities for pupils of all
abilities;
• the use of alternative teaching approaches to promote
effective learning;
• the outcomes achieved by the pupils in the short and
longer term.
Agree on how you might find evidence for these
aspects:
For example you may:
• examine the school’s strategies for identifying the
pupils’ strengths and weaknesses;
• scrutinise the teachers’ short-term planning;
• observe the quality of the pupils’ participation in
classroom work;
• look at the outcomes of the pupil’s work through their
books and oral accounts;
• look at the quality of marking.
Stage 7: What is the school going to do now?
Planning
The findings of the evaluation should be
used to improve the quality of provision and
the standards of pupils’ work. Identify your
target(s) for improvement and set out the
action to be taken.
For example:
• to ensure that the needs of the more able
pupils are identified clearly in the teachers’
planning;
• that the activities set are appropriately
challenging and matched well to the needs of
the pupils and their abilities.
The action to be taken may be illustrated using a
recording sheet; an example is included at
Appendix 2; other examples are available from
ELB/CASS.
Implementation
Implement the action and monitor and evaluate
progress towards achieving the target(s).
Conducting Self-Evaluation
Action for Improvement
Action planning is a valuable process in taking forward development
work. Both target setting and action planning are addressed more fully in
the School Improvement Programme booklets, ‘Target-Setting, Guidance
for Primary Schools’, ‘Target Setting – Guidance for Post-Primary
Schools’ and ‘School Development Planning’.
The action the school is going to take needs to be agreed by all involved,
and should set out clearly the:
◗ improvement in learning intended;
◗ action to be taken to effect the improvement;
◗ strategies for monitoring and evaluating the implementation;
◗ success criteria to be used to evaluate improvement;
◗ staff who will be involved;
◗ time the process will take;
◗ resources required, including staff development needs.
35
Conclusion
Self-evaluation should effect improvements in the experiences of the
pupils, the quality of learning and teaching and the standards the pupils
attain. To bring about improvements:
◗ the procedures used in the process of self-evaluation should
be rigorous, comprehensive and fit for purpose;
◗ all those involved should be aware of the methods to be
adopted and of their part in, and contribution to, the
process;
◗ the evidence obtained should be both qualitative and
quantitative, and be externally verifiable;
◗ the sources of the evidence should include school and
departmental documentation;
◗ the views of pupils, teachers, parents and the Board of
Governors should be taken into consideration;
◗ observation of classroom practice should be an integral part
of the process of self-evaluation;
◗ the outcomes of the evaluation should lead to action to
achieve the intended improvements in teaching and
learning.
36
•Teachin
g a
ppro
aches inclu
de a
well-
judged b
ala
nce o
f w
hole
-cla
ss,
gro
up a
nd
indiv
idual activitie
s.
The t
eachers
make u
se o
f a w
ide r
ange o
f te
achin
g m
eth
ods
and a
re s
kill
ed a
t usin
g q
uestions t
o p
rom
ote
learn
ing.
The t
eachers
encoura
ge
the p
upils
’abili
ties t
o t
hin
k a
nd d
o f
or
them
selv
es t
hro
ugh o
pen-e
nded t
asks,
pro
ble
m-s
olv
ing,
investigation a
nd p
ers
onal re
searc
h.
The p
upils
’ow
n ideas a
nd
inte
rests
are
used a
ppro
priate
ly a
s s
tart
ing p
oin
ts f
or
learn
ing a
ctivitie
s.
•T
he t
eachers
cre
ate
a p
urp
osefu
l, s
upport
ive a
nd s
afe
environm
ent
for
learn
ing.
They m
otivate
the p
upils
and e
ngage t
hem
actively
in t
heir w
ork
. T
hey e
ncoura
ge
all
the
pupils
to b
ecom
e involv
ed a
nd v
alu
e t
he
ir c
ontr
ibutions a
nd e
ffort
s.
They
use p
rais
e a
ppro
priate
ly.
•To e
nsure
that
the n
eeds o
f th
e m
ore
able
pup
ils a
re identified c
learly in t
he
teachers
’pla
nnin
g;
•th
at
the a
ctivitie
s s
et
are
appro
priate
ly c
halle
ng
ing a
nd m
atc
hed w
ell
to t
he n
eeds
of
the
pupils
and t
heir a
bili
ties.
•C
limate
fo
r
learn
ing
•R
ange a
nd
appro
priate
ness o
f
the t
eachin
g
appro
aches
•C
lassro
om
managem
ent
•T
he t
eachers
make t
he b
est
possib
le u
se o
f th
e t
ime a
vaila
ble
to p
rom
ote
learn
ing;
the t
eachin
g a
ctivitie
s a
nd t
he p
upils
’ta
sks a
re d
esig
ned a
ccord
ingly
. T
he t
eachers
org
anis
e c
lassro
om
routines e
ffic
iently a
nd p
repare
adequate
and s
uitable
resourc
es w
hic
h a
re r
eadily
accessib
le w
hen r
equired.
They m
axim
ise t
he u
se o
f
any c
lassro
om
assis
tants
or
support
sta
ff f
or
the b
enefit
of
the p
upils
.
•T
he t
eachers
use e
ffective s
trate
gie
s f
or
identify
ing t
he p
upils
’str
ength
s a
nd
indiv
idual needs;
•th
e p
upils
fin
d t
he w
ork
inte
resting.
Ev
iden
ce
•C
lassro
om
observ
ation;
•a r
evie
w o
f pla
nnin
g;
and
•a s
cru
tiny o
f th
e c
hild
ren’s
books.
Fin
din
gs a
nd
Co
nclu
sio
ns
•dis
cu
ssio
n w
ith t
he t
eachers
and e
xam
ination o
f th
eir a
ssessm
ent
record
s s
how
that
the t
eachers
use e
ffective s
trate
gie
s f
or
identify
ing t
he p
upils
’str
ength
s a
nd
indiv
idual needs;
•exam
ination o
f th
e t
eachers
’short
-term
pla
nnin
g s
how
s t
hat
this
info
rmation o
n
pupils
’str
ength
s a
nd indiv
idual needs is n
ot
used a
s w
ell
as it
could
be t
o info
rm
subse
quent
pla
nnin
g f
or
learn
ing a
nd t
eachin
g;
•observ
ation a
nd s
cru
tiny o
f th
e p
upils
’books s
how
that
while
the p
upils
fin
d t
he
work
inte
resting,
on o
ccasio
ns,
the m
ore
able
pupils
are
not
adequate
ly
challe
nged.
Str
en
gth
s
Are
as f
or
Imp
rovem
en
t
37
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
racti
ce
•M
eeting t
he n
eeds
of
the p
upils
•T
he t
eachers
’expecta
tions a
re r
ealis
tically
hig
h a
nd a
re r
eflecte
d in a
ppro
priate
pla
nned learn
ing o
utc
om
es.
The t
asks a
nd a
ctivitie
s a
re m
atc
hed w
ell
to t
he n
eeds
and a
bili
ties o
f in
div
idual pupils
, in
clu
din
g t
hose w
ith s
pecia
l educational needs;
the a
ctivitie
s a
re w
ell-
paced a
nd c
halle
ngin
g.
The learn
ing a
nd t
eachin
g
appro
aches a
re s
uch t
hat
pupils
are
lik
ely
to a
chie
ve s
uitably
hig
h s
tandard
s.
APPENDIX 1
EV
ALU
AT
ION
RE
CO
RD
ING
SH
EE
TIn
dic
ato
r 2.3
T
EA
CH
ING
Gra
de
2
38
Featu
res
Ch
ara
cte
risti
cs o
f G
oo
d P
racti
ce
Evid
en
ce
Str
en
gth
s
Are
as f
or
Imp
rovem
en
t
Gra
de
EV
ALU
AT
ION
RE
CO
RD
ING
SH
EE
TIn
dic
ato
r:-
APPENDIX 1
39
APPENDIX 2
SCHOOL
Focus/Issue:
What is the
focus?
Where are
we now?
What
improvement
in learning do
we want to
achieve?
What do we
need to do to
effect the
improvement?
How shall we
monitor and
evaluate the
implementation?
What success
criteria are to
be used to
evaluate
improvement?
Who is
involved?
How long
will it take?
What
resources
do we need?
Appendices
REFERENCES
1. Evaluating Schools: Education and Training Inspectorate,
Department of Education (1992: reissued 1998)
2. Evaluating Subjects: Education and Training Inspectorate,
Department of Education (1992: reissued 1998)
3. Improving Subjects: Education and Training Inspectorate,
Department of Education (1992: reissued 1998)
4. Evaluating Pre-School Education: Education and Training
Inspectorate, Department of Education (2000)
5. IQ:RS: Education and Training Inspectorate, Department of
Education
6. Children and Their Learning: Education and Training
Inspectorate, Department of Education (1999)
7. School Improvement, The Northern Ireland Programme:Department of Education Northern Ireland (1998)
8. Child Protection: Pastoral Care in Schools, Department of
Education Northern Ireland (1997)
9. How Good Is Our School ? Self-Evaluation usingPerformance Indicators: HMI Audit Unit, The Scottish Office
Education and Industry Department (1996)
10. School Evaluation Matters: Office For Standards in Education
(OFSTED) Publications Centre, London (1998)
11. Primary Leadership Paper, School Self-Evaluation: National
Association Of Head Teachers (September 2000)
12. The Child at the Centre: The Scottish Office (2000)
40
Articles
Managing Schools To-day: Primary Health, Geoff Southworth, School of
Education, University of Reading (January 2000)
Managing Schools To-day: Gathering the Evidence, Geoff Southworth,
School of Education, University of Reading (February 2000)
Managing Schools To-day: Back to Reality, Geoff Southworth, School of
Education, University of Reading (March 2000)
Other Useful Publications
Effective Primary Schools, SOED, HMSO 1989
Changing Our Schools, L Stoll and D Fink, OU Press 1996
Development Planning and Student Achievement, B McGilchrist, and
D Hopkins
Managing Quality in Schools, J West Burnham: Pitman 1997
The Intelligent School, B McGilchrist, K Myers, and J Reed:
Paul Chapman, 1997
The Role Of School Development Plans in Managing SchoolEffectiveness, (MER5), Second Edition, SOED, 1994
Using Ethos Indicators in Primary School Self-Evaluation: Taking
Account of the Views of Pupils, Parents and Teachers. SOED, 1992
41
