SEF48 Prompts for self evaluation These prompts may be useful in the development of the school s self evaluation. Description Catholic ethos, character and identity positive atmosphere relationships based on justice and the dignity of the human person sense of a Catholic community from pupils visually Catholic mission statement lived out in daily life 2. Leadership and Management: How effectively does it develop the Catholic life of the school? Mission statement all are aware of it and understand it seen in all policies and admissions criteria reflects the teaching of Jesus Christ seen in practice in school Governors role how well governors understand and fulfil their role give lead to support and maintain Catholic character Leadership of headteacher and senior staff quality of leadership and management clear direction given on Catholic life school improvement planning deepens Catholic identity RE seen as core subject effective self evaluation staff selection, training and performance management promote Catholic ethos Pupils spiritual and moral development across the curriculum PSHE/citizenship/social development/epr set in context pupil responsibility good behaviour encouraged pupil achievement affirmed pupil voice recognised self discipline developed and care and respect encouraged inclusive policy and practice 1
chaplaincy contribution to spiritual and moral development Relationships with home/ parish/ wider community/diocese positive attitude and involvement of parents in school as a Catholic community parents consulted on RE/PSHE/EPR policies and schemes parents involved in sacramental preparation programmes involvement with diocese involvement of clergy good liaison with parish(es) and the community good liaison with the diocese school supports the parish(es) links with other schools/colleges Monitoring and evaluation of impact of provision quality of self evaluation process 3. Prayer, collective worship and liturgy: How good is provision for prayer, collective worship and the liturgical life of the school? Range, quality and frequency of provision statutory obligations met prayer and worship central to school life opportunities for collective and private worship appropriate to ages and abilities provision for Mass, retreats and reconciliation liturgies planned for appropriate times of the year variety in forms of worship (prayer, song, music, reflection, enactment) display and stimuli used to help focus areas and focal points for prayer in the school time given to prayer and worship appropriate and used well staff give positive witness by attending collective worship pupils/staff involved in planning/leading of prayer and worship Pupils response involved, participating, attentive pupils experience learning participate in voluntary liturgies How well does provision contribute to spiritual and moral development of pupils please refer to separate section How effectively is provision planned, monitored and evaluated? quality of self evaluation 2
4. Community Cohesion: How effectively is this promoted? How effectively does leadership at all levels promote community cohesion? inclusion is seen as important in the overall vision for the school the needs of others in the community are recognised and respected leaders in the school respect differences, value diversity and ensure equal opportunities pupils of different backgrounds are given opportunities to collaborate and work together provision for spiritual development reflects the religious diversity in the school pupils show an awareness that they are members of one human family responsible for one another friendships cross cultural, social and faith boundaries groups in the wider community use the school premises parents across the school are involved fully in the life of the school there are examples of good outreach work in the school How inclusive is the provision for prayer, collective worship and liturgy particular provision is made for pupils at key religious times and during religious seasons pupils participate in local and religious community activities that bring them closer to people on the margins of society co-operative links exist between the school, parishes and local community How far does the Religious Education curriculum promote community cohesion? Religious Education nurtures attitudes of respect for all faiths as well as a mutual understanding pupils diverse backgrounds are recognised and valued in Religious Education schemes of work are inclusive as well as Catholicism and other Christian denominations, other world religions are studied 5. Curriculum Religious Education How well do pupils achieve in curriculum Religious Education? Attainment in knowledge, understanding and skills improvement from year to year comparison to prior attainment/levels on entry of boys, girls, ethnic groups in Religious Education compared to core subjects, particularly English 3
pupils apply learning to their lives and to social issues Behaviour pupils focussed on learning behaviour supports learning Spiritual and moral development please refer to separate section 6. How effective are teaching and learning in Religious Education? Teaching and learning high expectations clear objectives and outcomes shared with pupils quality of class management appropriate teaching methods pace, activities suited to varying needs of pupils interaction/ discussion/ pupil activity in lessons teachers give witness to the Christian values they teach enables pupils to think theologically, ethically, spiritually pupils apply learning to other curricular areas and beyond school Assessment formative for learning pupils encouraged and affirmed given constructive and specific advice pupils know the level at which they are working pupils aware of what they need to do to improve progress by acquiring new learning or applying previous learning extent of initiative and of independent study assessment informs lesson planning consistently applied assessment and marking policy development of self assessment oral and written reports on Religious Education given Additional needs individual needs met by teachers/ assistants those with less well developed oral or written skills can participate and achieve success Parental involvement frequency and quality of information given to Parents/Carers regarding pupil progress 7. How well does the curriculum in Religious Education meet needs and interests? Curriculum matches aspirations and potential 4
promotes balanced outcomes of knowledge, understanding, skills and attitudes topics are broad, balanced, challenging, matched to abilities learning objectives laid out in schemes of work schemes fully represent Catholic faith, teaching and tradition content relevant to pupils lives and the wider world coordinated with other subject areas, PSHE, citizenship and cross curricular themes assists literacy, ICT and key skills planning ensures progression within and between key stages prior attainment Meets requirements sufficient teaching time for Religious Education for each class/ year in line with the Bishops national guidelines equal access to Religious Education for all pupils curriculum provides adequately for pupils with special educational needs duty to provide Sixth Form Religious Education is being met curriculum meets requirements of Bishops Conference all required topics are covered in curriculum Appropriately resourced Religious Education appropriately timetabled Adequately resourced to ensure effectiveness Contribution to spiritual, moral, social and cultural development See separate sheet on SMSC Contribution to pupils enjoyment and achievement good choice of GCSE and A/AS courses and content provision facilitates examination entry for all groups of pupils pupils are positive in their attitudes to Religious Education engage in thoughtful and lively discussion show pride in their work listen well, show respect for others confident response, offer own ideas, values and beliefs contribute freely and creatively persevere and complete tasks behave well and show courtesy 8. How effective are leadership and management in raising achievement in Religious Education? Effectiveness of leadership and management in raising achievement clear educational direction for Religious Education through policies, aims, objectives and targets Religious Education features appropriately in school improvement plan 5
Religious Education policy in harmony with school mission statement Religious Education curriculum subject to regular review appropriate staff involved in Religious Education planning and review Religious Education co ordinator/hod actively monitors quality and standards of teaching and learning Support of staff to ensure pupils are well taught new staff and those teaching Religious Education who are not Catholic are well supported in their work collaborative approach among those teaching Religious Education staff teaching Religious Education uphold and promote shared values and a shared vision Religious Education staff effectively involved in school life (PHSE, liturgy, assemblies, pastoral care etc) Religious Education staff effectively involved in external links (parents, parishes, liaison with other schools) sufficient number of qualified staff to teach Religious Education to required levels good use of delegation in Religious Education to involve staff and use their skills good dialogue between staff to support teaching and learning performance management and INSET used effectively to help staff develop professional skills good continuity of staffing for Religious Education Effectiveness of monitoring performance in Religious Education active monitoring of quality and standards by coordinator/hod Pupil participation in Religious Education strategies in place to encourage pupil participation Learning resources suitability and deployment for high standards sufficient learning resources, including ICT and other media, up-to-date, varied and in good supply good quality to support Religious Education teaching sufficient source materials for pupils independent learning pupils work displayed to a high standard and varied regularly good quality Religious Education artefacts support learning and worship resources to teach other world faiths resources reflect social, cultural, ethnic backgrounds of pupils resources balanced for race and gender Religious Education budget is fair and used efficiently accommodation for Religious Education provides a suitably stimulating environment 6
Spiritual, moral, social and cultural development (these prompts can be used with any sections where the topic is to be evaluated) Pupils are encouraged to participate in the spiritual life of their local Catholic community. to express their values and beliefs openly and honestly. to appreciate and respond to the wonder and beauty of creation as they experience it in their own lives. to reflect on the fundamental meanings and questions of life. to use their imaginative and creative faculties to explore meaning. to be aware of and respect the diversity of faiths along with their associated cultures and ethnic contexts. to understand and tolerate the religious beliefs and practices of others of different denominations and faiths. to explore the spiritual themes which they encounter throughout the secular curriculum as well as in Religious Education. to appeal to Gospel values in developing their view of right and wrong. to recognise right and wrong (e.g. by appeal to values and principles) in their own conduct and in that of others. to reflect on the wider consequences of their choices and actions. to have a strong sense of conscience, fairness and justice for all. to recognise and combat racism and prejudice in their own and other people s behaviour. to identify and discuss the moral and ethical aspects of their own behaviour. to be aware of the ethical issues behind the topics they study. to give their time and/or money regularly to charities and good causes. to be actively concerned for the disadvantaged. to co-operate and forego their immediate interests for a common good. to reconcile, forgive and show respect for others rights and feelings. to exercise responsibility and leadership effectively. to take part equally in school activities. to create a safe environment for themselves and others, free from bullying and intimidation. to be aware of the needs of others both locally and in the wider world. 7