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SOUTH SHIELDS COMMUNITY SCHOOL

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Monitoring & Evaluation Policy

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MONITORING & EVALUATION POLICY R A T I O N A L E

In order to make improvements within the school it is necessary for us to know our strengths and weaknesses. Self review and external accreditation will enable us to know ourselves as a school and so help us to improve.

A I M To raise achievement by assessing the work of the school in order to provide information for action leading to school improvement.

S T R A T E G I E S Evaluation Evaluation is primarily a summative activity which examines evidence gathered through the review process and answers the question is the activity worthwhile ie has it fulfilled its objectives and achieved its targets? The following are planned examples of evaluation within the school year: Monitoring, review and evaluation are important elements

within the School Development Plan, and sharply focused success criteria and methods of monitoring are included from the outset. Evaluation by the SLT is included as part of the plan.

External accreditation eg IIP ( Investors in People) , Artsmark,

Sportsmark, Basic Skills, Healthy School Award Inclusion, Quality Mark, National Association of Professional Teaching Assistants.

Evaluation of departmental SEFs ( Self Evaluation Forms)

annually. Individual Performance Management includes evaluation.

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Termly reports to Governors by the SLT ( Senior Leadership Team)

Review Review is essentially the process by which evidence is gathered in order to allow evaluation to take place. The following are methods of evidence gathering which will be used. Analysis of data including baseline assessment, exam results,

patterns of exclusion, behaviour and attendance Analysis of parent questionnaires Analysis of student questionnaires/discussion Analysis of staff questionnaires Analysis of monitoring information Analysis of parent response to reports/reviews.

Monitoring Strategies Monitoring allows us to check whether an activity has taken place as planned, and additional methods of monitoring may be included within the SDP ( School Development Plan) . Methods of regular monitoring are set out in the section below. Pattern of Monitoring Meetings Middle Managers are defined as those staff in posts with the title manager or co-ordinator. They are expected to monitor the performance of their areas and report half-termly upon specific aspects of the action plan that are programmed throughout the year. All areas have a line manager who is a member of the SLT to whom they will report and with whom they will meet to discuss progress. These reports are based on a range of methods of gathering evidence using common agreed instruments e.g. Lesson observation using agreed procedures feedback sheet. Teacher planning scrutiny. Analysis of assessments. Scrutiny of students’ work Student voice Examination of student reports Resource/facilities audits

Managers and line managers have agreed common formats of reports which will enable HT ( headteacher) and Governors to evaluate progress.

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The line manager will validate the monitoring reports through the monitoring process with middle managers and report half-termly to the Leadership Team on performance. The Headteacher will compile an evaluative summary report from evidence provided and report termly to the appropriate Governor committees. He will also validate judgements by: Termly cycle of department reviews (departmental evaluation analysis) A termly meeting with middle managers to review progress towards targets Curriculum 1 Curriculum area meetings half termly standing items on

Agenda Monitoring outcomes from: Analysis of data Book Scrutiny Lesson observations SOW/ ( schemes of work) Lesson plans Analysis of data on student behaviour Student voice Health & Safety

2 Learning Managers meet with line managers half termly for.

Analysis and evaluation of above agenda 3 Learning Managers meet with line manager and Headteacher

to review and set targets 4 Line managers meet with Headteacher half termly for analysis

and evaluation of departments 5 Headteacher’s evaluative summary of reports by line

managers presented to Curriculum and Standards Committees of Governors.

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S T U D E N T S U P P O R T 1 Student Support teams meet half termly. Standing items Analysis of data on student behaviour Attendance and punctuality Analysis of data on rewards Student progress Student planners Reports to parents Student reviews (including parents evening)

2 Student Support Managers meet with line manager half termly

to analyse and evaluate the above agenda 3 Student Support Managers meets with line manager and

Headteacher to review and set targets termly. 4 Line Manger meets with Headteacher half termly to analyse

and evaluate the work of student support teams. 5 Headteacher’s evaluative summary of reports by line

managers to Disciplinary and Pastoral Committee of Governors.

S U P P O R T S E R V I C E S 1 Student Support teams meet half termly.

Standing items

Analyse performance indicators Analyse response from users Health & Safety

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2 Support Service Managers meet with Head of Support Services to review above agenda.

3 Support Service Managers meet with Head of Support

Services and Headteacher half termly. 4 Head of Support Services meets with Headteacher half

termly. 5 Headteacher’s evaluative summary of reports to community

and facilities committee.

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P A T T E R N O F M O N I T O R I N G M E E T I N G S

The Role of Governors Governors need to be assured that monitoring, review and evaluation are strong element within the school. The results of reviews and evaluation will be reported to the appropriate committee of the governors, who may ask for a verbal report from for example, a leader of a subject or college. This information will allow governors to target resources and to evaluate the decisions they take.

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D E P A R T M E N T S E L F E V A L U A T I O N

The focus for routine self-review will be the Department SEF, which will be built up over the year by the Departmental Manager and SLT member responsible. Monitoring Files provide essential information to assist development planning. Departmental SEF will consist of 7 sections to reflect the whole school SEF and include the evidence on which evaluations are based or will signpost where the evidence can be found. Sections of SEF 1 Characteristics of the department 2 Views of Stakeholders 3 Standards 4 Personal development and well being (ECM) 5 Quality of provision 6 Leadership and Management 7 Overall effectiveness Curriculum Departments Expressive Arts Humanities ICT/Business Languages Maths Science Technology

Student Support Departments Student Support (Davy) Student Support (Herschel) Student Support (Swan) Transition AEN

Support Services departments Exams & Assessment Administration Site/Safety LRC Extended Services Finance

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S U G G E S T E D T I M E T A B L E F O R M O N I T O R I N G A C T I V I T I E S ( C U R R I C U L U M )

Lesson Observation Each member of staff to be observed each term. Term 1 - Focus on Year 11 & 9 Term 2 - Focus on Year 7 & 8 Term 3 - Focus on Year 10 Book Scrutiny Each term books from each member of staff should be scrutinized. Term 1 - Focus on Year 8 & 10 Term 2 - Focus on Year 11 & 9 Term 3 - Focus on Year 7 Pupil Voice Each term groups of students should be interviewed about their experience. Term 1 - Focus on Year 7 & 11 Term 2 - Focus on Year 10 Term 3 - Focus on Year 8 & 9 Data Analysis Evaluation of students progress should be carried out for each year group each half-term. Full Evaluation of external exam results should take place in September. Review of Resources and Finance Should take place in the spring-term in preparation for outline development planning. Review of students attitude and behaviour should take place each term using events data and lesson observation. Health & Safety Termly Equipment checks. Annual student induction records.

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S U G G E S T E D T I M E T A B L E F O R M O N I T O R I N G ( S T U D E N T S U P P O R T )

Student Attendance & Punctuality Weekly with half termly summaries. Student Behaviour Weekly with half termly summaries. Student Rewards Half termly Use of Planners Half termly Student Reviews Half termly Student Progress Half termly

W R I T I N G Y O U R S E F Your SEF must be up to date in the spring term in order to enable you to produce an outline development plan giving the main priorities your development based on the evidence in the SEF. In order to spread the workload involved in writing the SEF you might adapt the following timescales. 1 Characteristic of the department July 2 Views of Stakeholders June 3 Standards Sept 4 Personal development & Well being May 5 Quality of provision Jan 6 Leadership & Management Nov 7 Overall effectiveness Feb

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Draft Policy to Staff

Draft Policy to Governors Full Governors: 4th March 08

Agreed By Governors

Review Date