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Website: Learning Excellence Award
Page Title: Case Studies : Self-evaluation
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Self-evaluation
Developing Middle Leaders
( 83 k)
Posted : 20th May 2015

St Teresa's Catholic Primary School - Good Practice Award

Our project, to enhance the role of the subject leader in order to raise standards across the whole school, has had very positive results. When completing self-evaluation as a new leadership team this area was identified and in conjunction with the new curriculum changes the timing was perfect.

The Senior Leadership Team have created documentation that all subject coordinators complete. They have clear expectations of their role, have analysed performance before and after their actions in line with Ofsted expectations. They have a yearly plan of deadlines for the production of documents, communication with Governors, a budget to spend and time given half termly in the school timetable to complete these expectations.

The subject leaders have been empowered and enthused in how they deliver, monitor and evaluate their subject. They are accountable and each recognise strengths and areas for development, then planning in order to achieve them.

The wider impact on standards and school life is evident in displays and high quality experiences offered to the children on each of their planned 'WOW' days throughout the year.

Each subject leader is the expert in their area, in control and driving their subject forward throughout school.

Coaching and Mentoring throughout the School
( 72 k)
Posted : 2nd Feb 2012

Crawshawbooth Primary School - Good Practice Award

The outcome of our project is to disseminate outstanding practice through coaching and mentoring of all teachers, teaching assistants and staff in order to raise the teaching from 'good' to 'good with outstanding features'.

The ethos of the school is one of team work with an atmosphere of staff learning from each other with good self-evaluation skills.

We achieved the Good Practice Award in 2010 for AfL and the Creative Curriculum and we wanted to build on this by developing the Coaching project throughout the school in order to raise attainment in teaching, particularly in Literacy.

All staff received Coaching training from the adviser. This has been followed up by regular staff meetings to focus on coaching linked to the Boys' Writing Project and AfL (our school improvement priorities). Performance management targets are linked tightly to the above SIP priorities

Staff paired up with each other and teachers and teaching assistants to develop coaching with a view to raising the quality of teaching from 'good' to 'good with outstanding features'. Shared lesson observations and self evaluation discussions took place.

After only half a term there has already been a noticeable improvement of the quality of teaching observed during lesson observations.

Tracking children from Children's Centre....
( 72 k)
Posted : 1st Feb 2012

through Foundation Stage into Key Stage 1 at Mount Pleasent Primary School.

Mount Pleasant Primary School and Mount Pleasant Children's Centre - Innovative Practice Award.

The project has been to establish consistent and appropriate tracking for children throughout early year's foundation stage using both children's centres in their early education.
This dual approach has helped to ease transition for the children and families, who are familiar with the building and staff as a result of attending the children's centre; it has also established and developed strong working relationships between both the school and the children's centre staff.
As a result of this the children's centre we were able to provide supportive transition sessions in all local schools and Mount Pleasant Nursery. Alongside this, joint home visits were initiated for these children allowing them to register with the children's centre, highlighting and signposting services available.
The project is ongoing within Mount Pleasant School and will be further developed to include the other local primary schools in the future years.

Reedley Real Life
( 96 k)

Reedley Primary School (Innovative Practice)

We wanted to give the children a 'real life' experience to assist their economic education and encourage their aspirations.

The main focus was to select and apply for a job, go to work for a day, get paid and organise finances just like we do in the real world! We wanted the children to understand why it was important to work for a living.

Monday – Job Application
Over 20 jobs were advertised. KS2 children applied for a job.

Tuesday – Interviews
Successful candidates attended a 'real' interview. Unsuccessful children had circle time to discuss feelings of rejection. They were then given the opportunity to sign up for night school – a chance to improve.

Wednesday – Work
Children went to work or night school!

Thursday – Pay Day
All workers received their wage. Night school attendees were given a grant and the rest collected a small amount from the government!

The children had to pay for everything - playtime cost 5 Reedley pounds! There were opportunities to spend money on luxury activities i.e. Cinema, Cyber Café.

Friday – Reflections
The children had time to reflect, celebrate and aspire by dressing up in 'career clothes'!

The project had a huge impact on children and staff alike. The children learnt so much about the world of work; it introduced them to new feelings and emotions and gave plenty of enjoyment.

Enhancing and enriching the lives of pupils ....
( 86 k)
Posted : 7th Feb 2011

.... staff and parents through sustaining the parent partnership

Lomeshaye Junior School (Good Practice)

• The school has had a history of good parental involvement and wanted to not only identify our strengths but seek areas of improvement. The school used Leading Parent Partnership Award as a tool for this. By consulting with parents, community and other stakeholders, we wanted to evaluate the extent to which they felt communication between them and school was valued, and take appropriate action where necessary.
• This has led to significant improvements (e.g. bilingual staff every morning in the office and more privacy to discuss sensitive issues) - responding to specific issues raised by parents. Parents are more willing to take an active role in, for example fundraising, in response to increased encouragement from school. Parents have also become more involved in the classroom - e.g. giving a cookery demonstration to Year 4 pupils as part of creative curriculum topic.
• The LPPA consists of a self evaluation process beginning with an audit, this leads to an action plan to give a framework for the school to facilitate this improvement. The school needed to meet 10 objectives to achieve the award.  The partnership has led to a deeper and closer relationship between home and school which has in turn impacted on school improvement

Strengthening Parental Partnerships
( 78 k)
Posted : 2nd Jun 2010

Woodlea Junior School (Best Practice)

Starting from a very low baseline, the need to strengthen partnerships at Woodlea was recognised. Firstly, an ethos of openness had to be developed and this was aided by newly agreed core values. An open door policy and the creation of a vision for parental partnerships provided the foundations for the building of collaborative work. A focus on high aspirations for all, belief in potential to achieve, development of a mutual understanding and the promotion of a cohesive community in which differences were respected and understood helped to create a resilient home school partnership.
As a result, effective communication was established in which pupils, parents and staff were well informed about progression, achievements and other school activities. The process involved a reflective and analytical response and a genuine desire to better the outcome for pupils.

Raising the Standard of Teaching and Learning (Best Practice)
( 101 k)

Grange Primary School

OFSTED (1997) had highlighted assessment as an area for development.  We wanted to develop  effective , realistic  & manageable procedures - not just to serve end of Key Stage SATs.  We were also getting loads of data regarding assessment and wanted to know what this was telling us & what we could or needed to do. At first there was a  defensive element in looking at data to explain why some things were showing up as areas of concern. However, this led to a recognition that there were things we could target to improve the picture.

Clear analysis & evaluation of data started not only to pinpoint key areas of learning but also to highlight key elements/ issues with regard to teaching. We have established excellent links between planning; assessing; monitoring & evaluating and are able to build on year on year with increasing sophistication.

It has become & continues to develop as a very positive attribute. We are able to identify the strengths & weaknesses of childrens’ individual  learning , recognising the implications of these for teaching and responding & resolving the issues raised.

 

Click the project titles to download the full case study.
Raising standards by giving teachers and children ownership of self-evaluation
( 61 k)

Burnley Heasandford Primary School (Good Practice Award)

The school approach changed from:

  • Headteacher monitoring plans to managers monitoring plans.
  • Headteacher monitoring lessons to managers monitoring lessons.
  • Headteacher rewriting SDP to managers able to evaluate SDP and write the next aspect.

Individual graphs for each pupil were introduced to demonstrate progress. Teachers now comment on any lack of progress and discuss with the child’s next teacher. This process impacts positively on their reflection of their own practice. Children also share their own progress graphs and, in discussion with teachers, set their own targets which are displayed and reviewed regularly. As a result, pupil achievement has risen, pupil knowledge about their own learning and where they are going has improved, and underachievement has reduced.

 

In Depth Monitoring and Evaluation of Curriculum Areas by Subject Leaders
( 69 k)

White Ash School (SLD) (Best Practice Award)

Following an OFSTED inspection in 1997, the school reviewed the role of subject leaders and determined that a systematic programme of evaluations of curriculum areas was needed to enable subject leaders to develop an understanding of achievement in their curricular area and also plan for its future development.

Development work during curriculum meetings produced proformas and guidance on how an evaluation of a curriculum area could be carried out with the focus on pupil achievement.  A core curriculum area was evaluated and the proformas and guidance were refined in the light of this experience.  A rolling programme of in-depth evaluations of the curriculum was established over a 3 year period.

Standards in pupil achievement and motivation have been raised as a result of the improved quality of monitoring and evaluation.

 

To enhance writing across all curriculum areas
( 140 k)
Posted : 11th Apr 2008

Lordsgate Township C.E Primary School

Lordsgate C.E Primary School

Our Self -Evaluation Booklet came about after analysis of standards. It revealed a weakness in the transference of writing skills to tasks set outside the Literacy Hour – specifically, poor knowledge retention of the features of different genres. Staff felt that the children needed a useful tool by which they could self-evaluate their work and which would also provide a reference guide to help them with their writing. This resulted in the development of our Self-Evaluation Booklet which was designed by staff and then trialled by both staff and children.  

The booklet aimed to encourage children to become confident, enthusiastic and accurate in the self-evaluation of their writing, particularly with regards to writing in different genres. We felt that if they achieved this, they would become more aware and take ownership of their areas of strength and weakness.

As a result of the implementation of the booklet, our children display a renewed interest in writing and evaluating, not just their own, but other pupils' work. They are aware of their targets and use their books confidently across all curriculum areas. It has become a valuable assessment tool and reference guide for all staff.

Appointment of a Standards Co-ordinator (Best Practice Award)
( 62 k)

Broadfield School (MLD)

Broadfield’s 1999 OFSTED inspection report identified the role of the subject co-ordinator as an area for development. An existing co-ordinator was appointed to the Senior Management Team as a Standards Co-ordinator to deliver INSET and help other subject co-ordinators to work more effectively. Standardised subject co-ordinator files were introduced and the job description for subject co-ordinators was revised. To improve the quality of Teaching and Learning, a rolling programme of subject audits began, in which the NNS audit format was adapted to other curriculum area. In addition, all subject co-ordinators now contribute to an annual standards report for Governors. In 2005, OFSTED commented that “all members of staff take each aspect and subject forward in a positive way” and noted that “there has been very good improvement in pupil’s achievement since the last inspection”.

Involving Governors and Parents in Self-Assessment Processes
( 108 k)
Posted : 19th Jul 2006

Medlar with Wesham Primary School (Good Practice Award)

The School submitted a bid for the Good Practice Award on the basis of three initiatives.  The three initiatives came about as a result of circumstances occurring before and during the bid.

1.  Governors’ School Evaluation.  School Governors were identified as needing to be more aware of the strengths and weaknesses of the School.  The whole governing body began a process of school evaluation using Ofsted’s framework.  Half-termly evening meetings have been the pattern with a buffet meal provided.  Using the School Profile, Panda data, SAT’s results etc we have looked at information and fed this into the relevant sections of the SEF.

2. The Parents’ Forum is a group that evolved from the self-evaluation work with governors. The Governors felt it was important to have parents’ opinions to support their task.  A letter to parents asked for volunteers to join a group to discuss school issues with a view to influencing the direction of the School in the future.

3. The Stakeholder Group came about as a result of the Governors of the School becoming interested in finding out the views of the wider community.  When governors considered strategic and long term planning it became obvious that several organisations and groups would be interested in and influenced by the outcomes.  The Stakeholder Group consists of members of the School Governors, including Church Foundation, Town Council, Primary Care Trust, local Community Centre, Scouts and Pre-School providers.

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