14. Support, Self-Evaluation and Monitoring

Over years, the school has become a truly reflective school.  Whilst the expected systems are in place, such as an annual audit of quality as well as the annual improvement plan and the Standards and Quality report, regular and ongoing evaluation is undertaken by virtually all staff.  An important part of this process is the class team structure described in the previous section. This link shows the nature of these discussions.  There is also a timetabled and focused system of classroom observations.  As part of good practice children’s progress is tracked and their progress is monitored through the evaluation of how well targets in IEPs are achieved.  Achievement in progress towards outcomes is recorded in Curriculum Planners and progress in specific skills is recorded using the Skills Framework. The Whole School Profile allows senior managers to monitor overall outcomes for all children and young people.  Also supportive is the ‘Planning Conversations‘ when each teacher links with a member of the school management team and where for example in relation to their plans they discuss which outcomes they have selected and why; which tasks and activities they have selected and why.  Advice, information and discussion provide invaluable professional development in an ongoing, non-threatening way.  At the end of each teaching block, teachers are asked 3 questions: What went well?  What was tricky?  What would you change?   No teacher is on his or her own.  The school’s teamwork is an essential element of meeting significant and complex needs. The school’s in-service programme is tailor made to meet the emerging needs of all staff who evaluate its effectiveness using the evaluation proforma shown here.  Parents have their say in a variety of ways, including their comment sheets on Annual Reports.

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