Monitoring and Evaluation Policy

9th April 2015

1       Introduction

1.1 In our school we plan teaching and learning with a view to enabling each child to seek the highest level of personal achievement. To ensure that this happens, we regularly monitor the actions we have taken, so that we are in a position to make a judgement about how effective these actions have been. This gives us information on which we can base future decisions about the development of our school.

1.2 Monitoring is the means by which we gather information. We do this systematically across a range of activities within our school.

1.3 Evaluation is the judgement on the effectiveness of actions taken, based on their impact on the quality of children’s learning.

1.4 Monitoring and evaluation in our school are part of a planned process and involves a range of different people over the course of a school year.

2       Monitoring and evaluation framework

2.1 We use the following framework to provide a framework for evaluating performance, setting targets, planning, taking action and monitoring progress:

  • § how well are we doing?
  • § what more should we aim to achieve?
  • § what must we do to make it happen?
  • §

3       Monitoring and evaluation activities

3.1 This framework allows us to systematically gather evidence across a range of activities. This evidence allows us to evaluate the impact of our actions and progress towards our targets.

3.2       The quality of teaching

The headteacher or the deputy headteacher observes all teachers working with classes at least once every half- term. The criteria that we use have been agreed by all teachers, and are part of our teaching and learning policy. We use the Teaching standards from the department of education (2012), to set targets for all of our staff in their areas of development. Teachers negotiate the observation date and the focus reflects an agreed whole-school focus that is linked to the school improvement plan, as well as the specific targets agreed for that member of staff from the last observation. The teacher and the observer follow the observation with a discussion. The observer notes the strengths and areas for development, and gives a copy of this information to the teacher. The head teacher builds the development points into the school’s continuing professional development plan and the teacher’s professional development file.

3.3 Where a subject has been identified in the school improvement plan as a priority area, the subject leader observes all relevant teachers once a year as they teach the subject in question.

3.4 The quality of children’s learning

In the course of their lesson observations, the headteacher, deputy headteacher and subject leaders gather evidence about the children’s attitudes to work and the standards that they are attaining in lessons. This enables us to make evaluations about the impact of the school improvement plan.

3.5       The standards attained by children

In the course of their lesson observations, the headteacher, deputy headteacher and subject leaders gather evidence about the standards that the children are attaining in lessons. All subject leaders undertake, where appropriate, a termly scrutiny of children’s written work. This involves the sampling of children’s work from a range of abilities within each class.

3.6       The quality of teachers’ planning

Teachers give their medium-term planning to the Head teacher or Deputy head teacher at the beginning of each term/half term. The Head teacher records any common issues. Teachers receive verbal feedback from the head teacher. Teachers also give the Deputy head teacher a weekly plan every Monday for the forthcoming week. The weekly plan shows the level of differentiation and the resources to be utilized to achieve the lesson objective for the week’s lessons.

3.7       The targets set for children’s learning

All children have personal learning targets for Arabic, Islamic Studies, Hifz, literacy and numeracy. The teacher reviews these when appropriate, depending on the age of the child. The teacher reviews the children’s National Curriculum levels at the end of each half-term and sets the targets for the end of the school year. The headteacher and the class teacher review these targets and the progress that the children are making during each half-term.

3.8 The head teacher reviews the progress that the school is making towards its National Curriculum targets in English and mathematics as well as Arabic and Islamic studies every term.

4       Monitoring and evaluation – key tasks

4.1 In the Autumn term we ask ourselves two key questions:

How well are we doing? What is the starting point of each child and what is the target for that particular child for the end of that academic year?

4.2 We also discuss what more we should aim to achieve when we:

determine individual end-of-key-stage targets;

determine whole-school end-of-key-stage targets;

4.4 We discuss what we must do to improve our school performance and set a date to:

review our curriculum plan to support agreed targets;

review the school improvement plan to support agreed targets.

4.5 We review progress by:

monitoring and evaluating the progress of individual children;

monitoring and evaluating the progress of cohorts of children.

5       Monitoring and evaluation as part of performance management

5.1 The Performance Management Cycle provides a framework for implementing the processes of target setting, planning, monitoring and evaluation from the School Improvement Cycle for each teacher and each class on an annual basis.

The policy was approved on the 9th of April 2015

Headteacher  Sakhawat Ali 

NEXT REVIEW: This policy is to be reviewed: April 2016

 

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What Ofsted said about us in the latest Inspection May 2018


"Pupils achieve well in this school. Leaders have made important improvements since the

last inspection which have improved the quality of teaching and outcomes for pupils"

"Leaders have high expectations for all pupils. Leaders set demanding targets for the vast majority of pupils."

"The school’s provision for social, moral, spiritual and cultural education has many strengths. Leaders make sure that

pupils are required to represent themselves as role models of their faith, showing courtesy,

understanding and being welcoming to each other and visitors."

"Pupils have positive attitudes to learning. They told inspectors that they enjoy their lessons, find their teachers helpful and see

learning as important to their lives and career aspirations. Throughout the school, inspectors found high levels of commitment to school work.

Pupils quickly settle to their lessons and are often eager when responding to teachers’ questions."

 

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