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‚Äôs 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 ‚ÄėPlanning 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‚Äôs teamwork is an essential element of meeting significant and complex needs. The school‚Äôs 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. back to top