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Monitoring, Evaluation and Review Policy
Date agreed by Governors: Date of Review: June 2014
Member of Staff Responsible for the Policy: KLF
Date of next review: June 2016
Dissemination of the Policy: All staff and Governors, School Website
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Purpose and aim of the policy and procedures To effect continuous improvement resulting in measurable raising of standards. Standards Arrangements for Monitoring, Evaluation and Review are:
Focussed on school improvement Clearly communicated to staff, pupils, governors, parents and other
stakeholders, as and when appropriate
Supported by an annual calendared programme and discrete time provision. Monitoring, Evaluation and Review The following definitions apply: Monitoring - the gathering of information (Is it happening?).
Evaluation - the measurement of information against policy or targets or other documented quality standards (Is it working?).
Review- the re-evaluation of policy plans and practices in the light of progress made.
“The quality of teaching is the major factor of school provision that makes a difference to pupils’ achievements. It is only by holding teaching and learning up to review that schools identify the actual strengths and weaknesses that set the agenda for improvement” We need to be confident that the work we do with our pupils is effective and that pupils make progress. Quality assurance will require monitoring and evaluation at five complementary levels:
By the subject teacher By the subject leader By the Head of Faculty By the Senior Team By outside agencies – OFSTED, LA
By the teacher Performance Appraisal is not meant to be used as a means of monitoring pupil progress, or for evaluating the overall quality of education provided by the school. However teachers may wish to use the Performance Appraisal process to evaluate and improve their practice. MER evidence could be used by staff as evidence in their Performance Appraisal cycle and vice versa. It is expected that teachers will be self-reflective practitioners who will work with line managers/mentors/coaches/other staff and use tools such as the lesson plan pro-
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forma to evaluate and improve their own teaching and learning. These should all help the teacher ask the following questions:
What am I doing well? What is not working well? How can I put this right? How can I measure how effective I am? What do I need to do to become a better teacher?
By the Head of Faculty, working with his/her team All Heads of Faculty (HoFs), together with members of the Senior Leadership Team (SLT), receive training in the OFSTED scheme of self-evaluation and have opportunities for standardisation of lesson observations through training with experienced educational consultants. This enables them to apply the criteria used by OFSTED inspectors to the monitoring and evaluation of the work of their department. HoFs are expected to work with their teams to:
use faculty meeting time to share and evaluate good practice and discuss pedagogic issues. This could include lesson planning, teaching and learning, marking and assessment.
embed whole school initiatives such as literacy, numeracy, SEN. In 2014 – 2015 there will be a particular emphasis on the literacy, BDA and AFA strategies.
review data throughout the year, including an analysis of attainment and progress for the different subgroups and use the information to inform practice in the department.
analyse exam results and use this analysis to inform planning and practice. ensure subject content is covered and that pupils know the structure and
content of their KS4 courses, as outlined in the School Development Plan. HoFs are also expected to monitor the quality of practice in their faculties. This can include:
lesson observations lesson plan sampling book scrutinies learning walks homework checks interviews with pupils
HoFs and Subject Leaders will produce a Department Development Plan by the end of September using the pro-forma provided (Appendix A). This should use the evidence above and be written in discussion with the rest of the faculty. This document will be used in Line Management meetings with SLT to monitor faculty progress.
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HoFs will meet with SLT in September to review exam results and the previous year’s Department Development Plan. In each process, the key questions HoFs should be asking are: How can we measure the effectiveness of the Faculty? What aspects of teaching and learning are going well? What aspects of our work on teaching and learning need to be improved? How can we improve these aspects? What training do we require? By the Senior Team through half-termly reviews SLT meets with HoFs for calendared exam review meetings in September. HoFs present the data for the previous academic year using the guidance provided (Appendix B). At this meeting they also review their Department Development Plan and look at the plan for the next academic year. Each half term HoFs will meet with their SLT line manager to review progress, using the pro-forma (Appendix C) provided. This review should also include a learning walk, using the pro-forma (Appendix D). By the Senior Team through whole school reviews Each half term the following scrutinies will take place:
A book scrutiny for one year group. Nine pupils to be selected – three from each house. Which pupils will depend on current focus – eg, PPi, SEN, etc. The scrutiny is carried out by three members of staff using the pro-forma provided (Appendix E), not necessarily SLT. This helps spread good practice. The three staff will attend SLT to report back the week following the scrutiny. SLT will report any concerns to HoFs as well as informing individual staff where particularly good practice has been reported.
A pupil pursuit for one year group to be carried out by a member of SLT. This to be reported back to SLT at the next meeting. A report to be sent out to all staff within a week of the pursuit. Any concerns to be reported to HoFs.
Taking The Temperature learning walks. This to take one lesson and to be conducted by a member of SLT with another member of staff using the pro-forma provided (Appendix F). Results to be reported to SLT at the next meeting and a summary forwarded to all staff. Any concerns to be forwarded to HoFs.
A homework scrutiny of one Faculty to be carried out by the HoF in conjunction with their line manager using the pro-forma provided (Appendix G).
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By the Senior Team through Subject Reviews The Headteacher with a member of SLT may wish to hold a specific Subject Review as need dictates. This would last two days. The principle aim of the subject review is to provide subject leaders and heads of faculty with feedback on the work of their department. Outcomes will be shared with all teachers in the subject area/faculty; they will be constructive and will focus on the delivery of the subject and the quality of learning and teaching taking place. Success will be celebrated and areas for development will also be identified. Evidence Base
attainment: review of results against targets (Key Stage 3 and 4), analysis of residuals, any additional data e.g. Raiseonline
lesson observation: all teachers notified of observations in the week preceding the review
scrutiny of work: a sample of books, folders and any other work records documentation: the department handbook, improvement plan, schemes of
work,
audit, current financial statement and monitoring file interview with pupils: to be undertaken by members of the SLT parental feedback Feedback and the Final Report Feedback on lesson observations will take place with individual teachers within 24 hours. A copy of the lesson observation sheet will be available for staff who wish to use it as part of Performance Development. Teaching staff are able to request an alternative observation of their choice as part of the Performance development process. Verbal feedback will be given to the Head of Faculty and subject leader in the week following the Review. The written report – with Action Points – will be produced within two weeks. A copy of the report will be presented to the Governors’ Teaching and Learning Committee. The Headteacher will attend the Subject Meeting which follows the review to discuss the report. By Outside Agencies e.g. OFSTED, HMI, LA teams, External Consultants Pittville School is always keen to invite external agencies in to provide quality assurance for our internal MER procedures or provide evaluation of particular areas of practice that we want to concentrate on. Feedback will be made to whole school, department or teachers as appropriate as soon as reports are received.
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In the case of OFSTED or HMI, judgements made are set against national criteria and levels of attainment outlined in the Raiseonline document. Formal reports are made after such visits and after an OFSTED Inspection; parents receive a summary of the report. Monitoring and Evaluation • This policy will be reviewed as it is deemed appropriate to ensure compliance but no less than every 2 years. This policy review will be undertaken by the headteacher or nominated representative. Reference to other policies • Teaching and Learning • Performance Appraisal • Curriculum
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APPENDIX A
Pittville School Faculty Development Plan: Subject
Where we are now: Pupil Achievement
Where we are now: Quality of Teaching
Where we are now: Department Development
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APPENDIX B: Heads of Subject Exam Reviews
Keystage Four
Attainment
%A*-A
%A*-C
Show these for:
Whole cohort
Male vs female
SEN vs non-SEN
Pupil Premium vs non-pupil premium
High, Medium, Low ability (L3,4,5 on entry)
Include BME and LAC too – although traditionally these show little variation compared with
the whole cohort it will be useful to have this data to hand for Ofsted.
Progress
Show percentage of pupils meeting or exceeding 3 levels of progress. Break these down into
the groups as for attainment, listed above.
Keystage Three
Percentage of pupils meeting and exceeding 2 full levels of progress at the end of Year 9.
Show these for
Whole cohort
Male vs female
SEN vs non-SEN
Pupil Premium vs non-pupil premium
High, Medium, Low ability (L3,4,5 on entry)
Comments
Include any other details you think important. This could include results for particular classes
or for individual units within a BTEC/GCSE course, for example.
List what went well, what you need to improve next year and how these results will inform
your planning for the coming year. This should form the basis of your Department/Faculty
development plans.
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APPENDIX C: DEPARTMENT REVIEW
Line Manager: Date: Faculty:
Teaching & Learning Refer to learning walk Behaviour
Marking & Assessment Refer to learning walk and book scrutinies
Pupil Progress & Attainment KS3 Refer to most recent data
Pupil Progress & Attainment KS4 Refer to most recent data
Faculty Development Plan Progress and Impact so far
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APPENDIX D: DEPARTMENT LEARNING WALK
Observer: Date/time: Department:
Criteria 1. Definitely 2. Generally 3. Not sure 4. No
Behaviour and Safety
Good standards of behaviour, including not talking over the teacher
Clear sense of engagement and behaviour for learning
Quality of Teaching
Lessons are well planned – teacher AND pupil activities
Appropriate use of questioning techniques, including higher order questions
Lesson pitched to challenge objectives with differentiation to support
TRICX / METACOGNITION
Department focus (optional)
Marking & Feedback
Marking is regular and pupils know what they are doing well and how to improve
Pupils are using green pen response
Achievement
Evidence of progress made in this lesson so far
1 2 3 4
Most likely OFSTED grading for this episode (optional)
Other comments / action points?
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APPENDIX E: BOOK SCRUTINY PRO-FORMA
Year 7 Pupil Name:
SUBJECT Are the books marked regularly and up to date?
Does the feedback help pupils understand what they have done well?
Does the feedback help pupils understand how to progress?
Do pupils respond to the feedback and improve work?
Maths
English
Science
Literacy
RE
History
Geography
French
Art
Drama
D&T
Music
IT
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APPENDIX F: TAKING THE TEMPERATURE
Observer: Date/time: Department:
Criteria 1. Definitely 2. Generally 3. Not sure 4. No
Behaviour and Safety
Good standards of behaviour, including not talking over the teacher
Clear sense of engagement and behaviour for learning
Quality of Teaching
Lessons are well planned – teacher AND pupil activities
Appropriate use of questioning techniques, including higher order questions
Lesson pitched to challenge objectives with differentiation to support
TRICX / METACOGNITION
Department focus (optional)
Marking & Feedback
Marking is regular and pupils know what they are doing well and how to improve
Pupils are using green pen response
Achievement
Evidence of progress made in this lesson so far
1 2 3 4
Most likely OFSTED grading for this episode (optional)
Other comments / action points?
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APPENDIX G: HOMEWORK REVIEW Department: Line
Manager: Date:
Homework policy: KS3: KS4:
Criteria 1. Definitely 2. Generally 3. Not sure 4. No
Setting Homework
Homework is set according to the policy
Homework is set on the right days
Quality of Homework
Homework tasks are relevant
Homework tasks are challenging
Homework tasks are accessible
Homework tasks are differentiated
Marking & Feedback
Homework is marked and returned promptly
Marking ensure pupils know what they have done well
Marking ensures pupils know how to improve
Other comments
Areas of strength: Areas for improvement: Targets:
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QUESTIONNAIRE
QUESTION PUPIL 1 PUPIL 2 PUPIL 3
Which is your favourite subject? Why?
Which is your least favourite subject? Why?
In which subject do you think you are making the most progress?
How do you know you are doing well?
Which subject gives you the most homework?
Is your homework set on the right days?
What sort of activities do you enjoy most in lessons?
What sort of activities help you learn effectively?
What is your favourite thing about school?
What would you change about school?
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Pittville School Faculty Development Plan: Subject
Areas for Development: Pupil Achievement
Areas for Development: Quality of Teaching
Areas for Development: Department Development
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Pittville School Faculty Development Plan: Subject
Targets: Pupil Achievement
Targets: Quality of Teaching
Targets: Department Development
