| Rationale |
The staff and governing body of
Winsom School are committed to raising standards, establishing
high expectations, and promoting effective teaching and
learning. Central to achieving this aim is the involvement
of all members of the school community in the process of
monitoring and evaluating the work of the school. The
strategic direction of the school is stated in its policies
implemented by the headteacher and staff. In this policy
we set out the principals that guide our practice in relation to
monitoring the work of the school. Our starting point is
the impact of the policy on the pupil and his / her learning
needs. |
| Definitions |
Monitoring is the process of
seeking evidence to answer questions about the effectiveness of
our school.
Evaluation is the weighing up of the evidence and the review of
current policies and practices in the light of evidence. |
| Principles |
1. All aspects of the work of
the school encapsulated in its policies and practices should be
monitored 2. All members of the school community should
be involved in appropriate monitoring and evaluation activities
3. The outcomes of the monitoring and evaluation
process should be used to promote high standards of achievement
|
| Procedures |
1. The governing body
monitors the impact of policies through: (a) a termly report
from the headteacher about the impact of policy implementation;
(b) focussed visits to observe aspects of the work of the
school;
(c) discussions with staff, pupils and parents.
In meetings the governing body regularly evaluates and
reviews policies.
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| |
2. The headteacher and deputy
head monitor the impact of the policies through: (a)
Discussions with staff and pupils;
(b) Observation of staff at work;
(c) Engaging with staff in planning activities
(d) Scrutiny of pupil's work
(e) Observation of pupils at work and at play;
(f) Discussions with parents.
The headteacher regularly reviews, with staff, the work of
the school and from the evidence evaluates and changes the way
in which policies are implemented. Major changes and the
reasons for them are reported to the governing body on a termly
basis.
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| |
3. Key Stage, subject and
special educational needs co-ordinators monitor the impact of
specific policies through: (a) Discussions with staff
and pupils;
(b) Observation of staff at work;
(c) Engaging with staff in planning activities
(d) Scrutiny of pupil's work
(e) Observation of pupils at work and at play;
(f) Discussions with parents.
They review practice in their areas of responsibility and
make changes in consultation with colleagues. These
changes are reported in staff meetings.
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4. Classroom teachers monitor
the work of the pupils and evaluate their responses to teaching
methods, resources and assessment information. They review
and evaluate their practice on a daily basis and record the
methods and outcomes in their daily planning and assessments. |
| |
5. All staff working with
pupils outside of the classroom monitor their behaviour and
responses to activities in relation to school policies and
practices. They review with the headteacher the need for
changes in practice on a regular basis. |
| |
6. Pupils monitor their own
progress through reflection of achievements in all aspects of
their development. Their views are sought on school and
classroom practices emanating from school policies that affect
the way in which they learn and develop as citizens. With
pupils teachers evaluate and review practice and make changes as
appropriate. |
| Review |
Submission to the full Governing Body for
ratification |
November |
| |
Review date |
Annual |
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