STRATHAVEN ACADEMY MONITORING AND EVALUATION POLICY STATEMENT

STRATHAVEN ACADEMY MONITORING AND EVALUATION POLICY STATEMENT 1

CONTENTS 1 Rationale 2 Development Planning a) Whole School b) Department c) Roles, Responsibilities and Timeline 3 Monitoring Measures: Roles and Responsibilities 4 Continuing Professional Development 5 Resources 6 Appendices a) Department monitoring sheet b) General characteristics of good practice in planned classroom visits c) Planned classroom visit form d) Annual Review memo e) Evidence for self-evaluation f) Calendar of activities 2

1 RATIONALE Strathaven Academy wishes to promote an ethos of only the best will do with quality built into everything it does. Accordingly the school is committed to: Improving the quality of learning and teaching Maximising the achievement of all learners Supporting staff in their efforts to maximise their effectiveness Involving staff, parents and pupils in evaluation and planning for improvement Developing a clear sense of purpose and direction with staff Ensuring that the demands of legislation are met Improving strategies for managing change within realistic timescales 3

2 DEVELOPMENT PLANNING a) Whole School All staff should have access to the current development plan and should be familiar with its contents and be aware of their roles and responsibilities in its implementation. The School Development Plan process involves: all staff in the audit process and identification of priorities for development consultation with the Parent Council and involvement of pupils self-evaluation, through use of How good is our School? (HGIOS3) with a detailed look at specific areas on a three year cycle. The key areas are Key performance outcomes, Impact on Learners, Impact on Staff,, Policy Development and Planning, Management and Support of Staff, Partnerships and Resources, Leadership and Capacity for Improvement inclusion of all South Lanarkshire Education Resources targets highlighted as Development Plan priorities with the letters DP in the current Education Resources Plan inclusion of Learning Community Development Plan priorities as appropriate review of outgoing annual plan to help inform new plan The structure of the plan should detail targets, success criteria, audit, monitoring and evaluation, impact and benefits, timescales, resources and staff development The content of the plan should ensure that: all priorities are relevant to school aims all priorities are challenging but manageable national and local priorities are included in line with local guidance priorities focus on learning and teaching maintenance aspects are sufficiently emphasised The presentation of the plan should be concise, clear and easy to read. b) Department The audit to identify departmental priorities for the forthcoming year should involve using: How Good is our Department? quality indicators School Development priorities Annual Review of SQA results and department profile Reflection on recommendations and good practice described in National Reports Outcome of any CPD activities attended Points for action following an HMI inspection report The structure, content and presentation of the plan should mirror that of the whole school plan. Forms are issued to departments by the Head Teacher and are also available electronically on the shared area. 4

c) Roles and Responsibilities in Development Planning Timeline All Staff 1 Participate in the review process for both School and Department Plans 2 Participate in the audit process for both School and Department Plans 3 Participate in the consultation process of agreeing targets for plans 4 Participate in the consultation process on draft plans 5 Support the implementation of the School Development Plan by working collaboratively in working groups, committees, discussion groups and innovative strategies where appropriate 6 Undertake appropriate staff development where necessary 7 Respond to the outcomes of the Development Plan April May May June August Ongoing Ongoing Principal Teachers (Faculty and Department) 1 Manage the audit process for the Department Plan. 2 Produce a draft Departmental Plan, which takes account of department, school, local and national initiatives and all school targets. Discuss this with SMT link. 3 Analyse and discuss SQA exam results with members of department and SMT link prior to Annual Review Meeting. 4 Participate in the Annual Review Meeting by discussing an analysis of SQA results, the Annual Review document and the new Development Plan. 5 Include progress on the Development Plan as a regular item on department agendas. 6 Produce a mid-session Departmental Plan review report after consulting with colleagues and SMT link. 7 Produce an end of session review detailing progress achieved.. May June Aug/Sep Oct/Nov Ongoing Dec April NOTE: For Principal Teacher Scale Point 1 subject see agreed roles, responsibilities and remits. 5

SMT 1 Discuss draft Departmental Plan with link PT to ensure that relevant school development priorities and targets are included. 2 Discuss department SQA results and Annual Review document with link Principal Teachers prior to the Annual Review meeting. 3 Attend the Annual Review with PT, HT, and DHT. 4 Attend a mid-session Departmental Plan review meeting with each link PT to ensure progress is reviewed at least once during the year. June Oct/Nov Oct/Nov Dec Head Teacher 1 Participate in SLC consultation on next year s priorities in the Draft Education Resources Plan 2 Provide access to the current draft Education Resources Plan to all staff 3 Ensure that Education Resources improvement objectives, DPs, are included in the draft School Development Plan 4 Ensure that Parent Council members are consulted during the preparation of the School Development Plan and that they receive a copy or summary of the final plan 5 Ensure that pupils are involved in school development planning process 6 Ensure that staff are consulted in the following stages of the Development Plan process: Review of the current year s plan Audit of How Good is our School? (HGIOS3). Draft Targets for new plan Draft Plan Staff Consultation will also take place through: (i) the School Development Planning Committee (ii) the School Curriculum Planning Group 7 Meet with the Area Education Manager to discuss the School s Development Plan and provide helpful oral and written feedback on plans, including links with the Education Resource Plan and Learning Community Plan 8 Update the school performance profile template structured on HGIOS3 9 Carry out a mid-session review of the plan. 10 Carry out a progress report on the achievement of the targets in the plan as part of the review process 11 Prepare a Report of Progress for all parents/carers March March May May and Aug May/June April May May June May/June Once a term June/August July/Aug Dec April June 6

3 MONITORING MEASURES: ROLES AND RESPONSIBILITIES To ensure quality, it is necessary for staff at all levels to be involved in the process of selfevaluation and for evidence to be provided to support conclusions. The following are examples of good practice which have become established in the school. Each one is linked to the appropriate "How Good is our School? (HGIOS3) quality indicator. All Staff 1 Maintain records of work, assessment marks and other pupil data in agreed school formats that meet school guidelines, including electronic format. 2 Use cross marking and standardised marking to ensure accurate calibration of assessment. 3 Participate in the process of planned classroom visits. (see page 8, point 5 and page 11) 4 Monitor pupil progress by regular checking of marks and grades; through cause for concern updates; pupil profiling systems; including PINS and Behaviour Support Profiles departmental tracking systems and careful monitoring of interim and final reports in line with the school s Assessment and Reporting policy. Where appropriate, parents will be kept fully informed of concerns about their child s progress 5 Use Primary school transfer information as an indicator of prior learning and current levels of attainment 6 Review displays of pupil work in the classroom in order to contribute to a working ethos and a welcoming atmosphere 7 Review the range and suitability of departmental teaching materials HGIOS QI Impact on Learners Principal Teacher Faculty/Department 1 Check records of work on a monthly basis using the appropriate pro-forma, which should be passed on to the SMT link. 2 Sample pupils work on a monthly basis in order to monitor the quality of pupil response throughout the department. The decision on which year group or level to focus on will be at the Principal Teacher s discretion. The focus of the sampling will be decided by the Principal Teacher and will be made known to the class teacher. This may include homework, progress of pupils with additional support needs, progress of more able pupils, appropriateness of work, matching of work to schemes of work, or pace of work. This will be confirmed on the appropriate pro forma to the relevant SMT link and a copy of this will be provided to the teacher of the class of sampled pupils 3 Monitor the results of departmental assessments and discuss these on a regular basis with class teachers 4 Discuss SQA exam results with members of department and SMT link prior to Annual Review meeting Key Performance Outcomes Key Performance Outcomes 7

5 Monitor Learning and Teaching. The age and stage focus for this will be determined after discussion with departmental staff. One part of this process is planned classroom visits These will be in accordance with the SLC policy. The essence of this method of monitoring is that staff participation is voluntary. The focus is on pupils learning and the class teacher and the visitor agree the specific purpose of the visit A summary form will be completed at the end of each visit and a copy returned to the Head Teacher 6 Monitor accuracy of grades and appropriateness of comments on reports to parents 7 Monitor the use of co-operative teaching in their department. The aims of co-operative teaching should be discussed at departmental meetings and with individual members of staff 8 Monitor the contribution made by Support for Learning staff through discussion with the Principal Teacher 9 Ensure all pupil information is disseminated to staff and monitor its use in taking account of prior learning Partnerships and Resources Key Performance Outcomes 10 Ensure the department s tracking system is maintained 11 Provide through Pupil Support Staff Curricular, Vocational and Pastoral support for all pupils throughout their time at Strathaven Academy. There will be particular emphasis on support at critical times for pupils, such as transition, option choice, career and Higher Education application 12 Monitor the impact of the Promoting Positive Behaviour Policy, the Go for Gold merit scheme and the School Dress Code 13 Regularly evaluate the range and suitability of departmental teaching materials Impact on Learners SMT 1 Retain monthly returns from each link department confirming checks on Records of Work 2 Discuss link department SQA results with Principal Teachers prior to the Annual Review Meeting in October/November 3 Year Head to monitor appropriateness of comments in reports to parents. 4 Discuss classroom visit plans with link Principal Teachers 5 Retain classroom visit summary form from link Principal Teachers 6 Monitor the contribution made by SFL and related specialists 7 Monitor the effectiveness of the various Study Support Programmes 8 Monitor the impact of the Promoting Positive Behaviour Policy, the Go for Gold merit scheme and the School s Dress Code 9 Participate in faculty/department meetings and discussions 10 Meet with Principal Teachers Key Performance Outcomes Key Performance Outcomes Impact on Learners 8

4 CONTINUING PROFESSIONAL DEVELOPMENT (CPD) The process of staff review and development (SRD) supports staff in their efforts to maximise their effectiveness in delivering the School and Department Development Plans. Selfevaluation in relation to the training needs required to take forward post responsibility, school and department plan priorities and personal development needs, form an important aspect of this process. Professional Review and Development meetings will, in most cases, take place either in December or June. 5 RESOURCES The following are part of a series of guides to self-evaluation: How good is our school? HMIE revised edition 2002 (Self-evaluation using quality indicators) How good is our school? Planning for Improvement, HMIE 2003 How good is our school? Planning for Improvement, Features of Best Practice, HMIE 2003 How good is our school? Education for Citizenship, HMIE 2003 How good is our school? International Education, HMIE, 2003 How good is our school? IncIusion and Equality Part 1 -Evaluating education and care placements for looked after children and young people, HMIE 2003 How good is our school? Inclusion and Equality Part 2 - Evaluating education for pupils with additional support needs in mainstream school, HMIE 2003 How good is our school? Two Health Issues, HMIE 2003 How good is our school? Curriculum Flexibility, HMIE 2003 How good is our school? Enterprise in Education, HMIE 2004 How good is our school? A Guide to Charter Mark, HMIE 2004 How good is our school? Promoting Race Equality, HMIE 2004 How good is our school? Using ICT in Teaching and Learning, HMIE 2004 How good is our school? The Health Promoting School, HMIE 2004 Ambitious, Excellent Schools, Scottish Executive 2004 How good is our school? Inclusion and Equality meetings the needs of Gypsies and Travellers, HMIE 2005 How good is our school? Libraries Supporting Learners, HMIE 2005 Happy, Safe and Achieving their Potential, Scottish Executive 2005 How good is our school? Evaluating provision for bilingual learners, HMIE 2006 How good is our school? Partnership with parents, HMIE 2006 How good is our school? Hungry for Success, Benchmarks for Self-evaluation, HMIE 2006 How good is our school? A Guide to Investors in People, HMIE 2006 The Journey to Excellence (Parts 1,2,4,5) HMIE 2007 (date all parts available) How good is our school? (HGIOS3) HMIE revised edition 2007 (Self-evaluation using quality indicators) The following are part of guidelines issued by South Lanarkshire: Guidelines on the use of Planned Classroom Visits to Support Learning Policy on Quality Management: South Lanarkshire Education Resources SLC Education Resources Plan (Annual Plan). (Copies of the above are located in the Head Teacher s office and are available for borrowing). 9

Appendix A STRATHAVEN ACADEMY MONITORING SHEET Department: Month: All departmental records of work have been checked for the above month. Notes: The work of the following pupils has been checked:- The focus was. Class teachers have been informed and any issues discussed with them. Notes: Signed: Date: NB Please copy to link SMT member of staff. 10

Appendix B GENERAL CHARACTERISTICS OF GOOD PRACTICE IN PLANNED CLASSROOM VISITS The following are the characteristics of good practice in planned classroom visits. They are presented in a checklist format which may be useful in planning and carrying out programmes of visits. A planned visit should not disrupt the normal pattern of teaching and learning The visit should not be or seem like crit lessons or an inspection Staff participate because they see the purpose and value of the visits Visits are part of a quality culture which involves the planned gathering and use of information to support learning by both children and staff The purpose and specific focus of each visit or series of visits is agreed in advance and linked to positive outcomes The way in which the visit is conducted is agreed. Those involved liaise to plan and agree the timing and duration of a visit or series of visits The visitor is actively involved with learners and in working with staff. However, the activities/tasks to be undertaken by the visitor during a visit may vary and should be agreed as part of the planning process Planned visits should involve personnel who have expertise/experience, which is appropriate to the focus, eg peers, senior colleagues, colleagues from other schools or sectors or advisers or Heads of Education Dialogue between the staff member(s) and visitor to add to the visitor s knowledge regarding normal classroom activity Reports/records on visits provide information on the agreed focus. These should, along with other information available, provide good information for mutual reflection and discussion Those involved in classroom visits should be actively involved in the discussion of the outcomes of the visits and what happens next An ongoing review of the benefits of visits should be undertaken Where the agreed focus is on a very specific aspect of learning and teaching, the planning of visits should maximise the opportunities for the visitor to gather information on the focus. Nevertheless it is recognised that circumstances may work against information on the focus being gathered at the time of the visit. Staff involved, either as visitor or teacher, should not feel under pressure to deliver the focus where unpredicted changes at the time of the visit have occurred or the circumstances in the classroom make the focus inappropriate. A planned classroom visit should not distort the pattern of learning and teaching and should not lead to visits which feel, or seem like, crit lessons or an inspection. 11

STRATHAVEN ACADEMY Appendix C PLANNED CLASSROOM VISITS TO SUPPORT LEARNING Class/Year Group: Date: Staff Member(s): Visitor: Reason for choice of focus: Agreed focus for visits: Staff involved: Overall plan for visits and timescales: Arrangements for discussion of information gathered and next steps: Other comments: 12

STRATHAVEN ACADEMY ANNUAL REVIEW 2010 Appendix D To: SMT, Principal Teachers From: Elspeth M Banks Date: 3 September, 2010 I wish to review formally with you the work of your department over the last session. The agenda is listed below, but if there are any aspects you wish to address in addition to those outlined please feel free to do so. The Review format is available on the shared area. This document should be accompanied by an updated Department Handbook. I shall have received copies of the new department development plans beforehand. The Annual Review discussions will be scheduled for September and October, once all the examination statistics have been discussed. Link SMT personnel will meet with Principal Teachers to review these statistics ahead of our Annual Review programme. I would be grateful for your help in completing and forwarding your documents to me by Thursday, 20 September. Please incorporate the following aspects in your review: A 2009/2010 CURRICULUM 1 Evaluation of key department development plan priorities for 2009/2010: to what extent were they overtaken and what problems were encountered? 2 Innovation: what new courses or components were introduced and how successful were they with pupils and staff. PUPIL PERFORMANCE 3 SQA Results in S4-S6: full analysis and comparison with prelims, expectations and past performance: changes to learning and teaching as a result. 4 Overall views of S1-S3: highlights and areas for improvement. STAFF AND RESOURCES 5 Outline of staff deployment and responsibilities; use of inservice days: review of professional development management, opportunities and needs. 6 Use of new and existing resources: areas of satisfaction and constraints arising from deficiencies. B 2010/2011 CURRICULUM 1 Summary of priorities and issues contained in the Department Development Plan. PUPIL PERFORMANCE 2 Outline of any initiatives to improve learning, teaching and attainment. STAFF AND RESOURCES 3 Targets and priorities for deployment of staff, staff development and resources. The appropriate SMT Link member will offer support in the period before and will join us at the review discussion, which I hope will be both constructive and informative. Thank you 13

Appendix E Evidence for self-evaluation QUANTITATIVE DATA There is a range of quantitative data which you can use to help you reach an evaluation. This list is neither prescriptive nor exhaustive: examination results STACS analysis 5-14 levels of attainment value-added measures of performance pupils progress from prior levels of attainment pupils progress in meeting targets overall progress towards set targets data collected nationally or locally analysis of other key performance data, such as: finance, pupil attendance, pupil exclusion rates, progression rates and leavers destinations PEOPLE S VIEWS You can ask people what they think. This list provides some suggestions for you: individual interviews with members of staff individual interviews with parents group discussions discussions with members of the pupil council focus groups working parties and committees questionnaires and surveys to gauge satisfaction and to elicit suggestions for improving effectiveness written responses and detailed comments team meetings at all levels DIRECT OBSERVATION You can engage in direct observation of learning and teaching. For example: shadow individual pupils follow a class observe lessons video record your own teaching exchange classes observe each other in pairs work alongside other teachers You can engage in direct observation of a range of documents. For example: pupils work reports to parents profiling of pupils responses to tasks diaries of records of work programmes of study or schemes of work teachers plans progress reports on the development plan course materials across the ability range policies and guidelines minutes of meetings 14

Appendix F Calendar of Activities How Well Do We Do? Frequency Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Annual The curriculum programme School attainment data First term National qualifications First term and other forms of accreditation Assessing, planning, Monthly sample monitoring progress, including records of work Homework diaries Termly Pupil jotters and Monthly sample classwork Working in classrooms Planned programme of classroom visits Reports to parents By stages Monitoring Termly individualised educational programmes Attendance Weekly Behaviour Monthly Staff views Termly Sampling pupils views Termly and as appropriate Sampling parents views Annually and at other times as appropriate Health & Safety checks Termly and as required Progress towards targets in school improvement plan Termly 15