Self Evaluation and School Improvement

Governors and Senior Leaders at Woodlands recognise the link between self-evaluation and school improvement planning and know  that accurate judgements about the school’s performance leads to highly effective planning for future improvements. They recognise that self evaluation enables them to justify their judgements, and present focused plans for development and improvement.

Robust school self-evaluation (SSE) underpins the school improvement planning cycle. It gives focus to gathering and analysing a range of evidence and making accurate judgements. The cycle involves on-going review, updated planning, implementation and evaluation throughout the school year.

The school carries out an in-depth evaluation of its performance, identifying strengths and areas for improvement or development. These findings are then written up in a self-evaluation report. Using the report, we then produce Strategic Intents that span 3 years and a School Development Plan (SDP) that covers the following year’s objectives.

The plan is based around the four Ofsted judgement areas, as well as including details about how the school will deliver effective provision for spiritual, moral, social and cultural development (SMSC). It is not a list of everything which the school will do during the year; but it is a list of the key objectives which school leaders need to address if the school is to remain or move towards excellent outcomes for pupils.

The SDP is then implemented, monitored and evaluated on a regular basis to assess the impact the school improvement plan is having on improving outcomes and performance. Findings are shared with governors and staff and the improvement plan is modified to respond to the evaluation findings.

Monitoring

The SDV and Self Evaluation are used on a continual basis to drive improvement. They are frequently updated and regularly monitored. Governors receive regular, termly updates on progress towards targets in the plan.

Appraisals

The staff’s appraisal objectives link to the priorities for the school, and our CPD programme supports the targets and objectives.

 

School Self Evaluation

School self-evaluation (SSE) is a collaborative, reflective process of internal school review. It provides teachers with a means of systematically looking at how they teach and how pupils learn and helps schools and teachers to improve outcomes for learners.

At Woodlands we have introduced a cycle of School Self Evaluation for continuous reflection and improvement:

  • Learning Walks  (Teachers and TA3s)
  • Learning Conversations (Teachers and TAs)
  • Peer to peer observations (Teachers, TA3s and TA2s)
  • Planning Scrutiny (Teachers and TA3s)
  • Pupil Progress meetings (Teachers)
  • Weekly moderation / Reflection (Teacher and TA3) 
  • Half termly moderation (Teachers, TA3s and TA2s)
  • Half termly quality assurance (SLT / MLT)
  • Staff Appraisals (Teachers, TA3s, TA2s on request)

 

Strategic Intentions

Quality of Education

  • We will provide every pupil with an outstanding education that equips them for life and supports their personal aspirations.

Behaviour and Attitudes

  • Ensure capacity to meet the needs of all children in Blackpool with SEND

Personal Development

  • We will produce confident young people who are creative and resilient and who can demonstrate respect and fairness in their communities.

Leadership and Management

  • To create a model of leadership that encourages a culture across all professionals where all students can thrive.