Section 1: Self-evaluation grid

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Raising standards in literacy and mathematicsSelf-evaluation to establish prioritiesThe purpose of the self-evaluation grid is to support coordinators in recognising the current stage of development and identifying keypriorities for development across the school.• Key area 1: Establishing priorities, analysing results and reviewing progress• Key area 2: Continuing to improve the quality of teaching and learning• Key area 3: Management and deployment of resources• Key area 4: Professional development into practiceKey area 1: Establishing priorities, analysing results and reviewing progressFocusing Developing Establishing Enhancing1a Establishing priorites,action planning andreviewAn audit of literacy/mathematicsprovision, professionaldevelopment needs andquantitative outcomes, in termsof standards and progress, hasbeen carried out. As a result, keypriorities for action have beenidentified.Using the audit, an agreed actionplan that addresses identifiedpriorities and appropriateresources has been developedand is being implemented.The impact of the action plan ismonitored and evaluated.The plan is refined following theoutcome of evaluation.The school’s priorities forimproving literacy/mathematicsare part of the whole-schoolimprovement programme withclearly identified subject-specificpriorities and systematic reviewand evaluation.1b Knowing about standards Teachers assess children’s workregularly and national/other testsare in place. There is access torelevant data on standards, e.g.baseline assessment, data onstatutory and optional tests,ongoing teacher assessmentsand work samples. There islimited confidence in the use ofthis data.There is a systematic structurefor assessing children’s work andprogress. Data is starting to beused to inform judgements onstandards across the school,noting patterns in children’sachievement.There is work across the schoolto moderate teacherassessments and to analyse datato inform teachers’ planning, settargets and monitor progress in acomprehensive and systematicmanner.School assessment systems arerigorous and effective. There isclose co-operation between theheadteacher, staff and governersin using data to raise standards inliteracy/mathematics.1c Target setting There is as yet no systematicwhole-school approach to thesetting of numerical andcurricular targets to trackchildren’s progress and raisestandards in literacy/mathematics.Teachers are supported in settingrealistically challenging numericaltargets for each year group. Theyare supported in trackingchildren’s progress by settingcurricular targets based on aclear identification of learningneeds.There is an effective process forsetting and reviewing numericaland curricular targets in eachyear group. All teachers are ableto use targets to track children’sprogress, inform their teachingand raise standards.There is an effective, coherentand manageable whole-schoolsystem for setting and revisingtargets against children’sprogress.5 Pre-course work © Crown copyright 2002
1d Monitoring and evaluatingthe development ofliteracy/mathematicsA start has been made inmonitoring and evaluating arange of aspects of subjectresponsibility.There is a clear structure formonitoring and evaluatingliteracy/mathematics in order toidentify key priorities forimproving standards of teachingand learning.The outcomes of the monitoringand evaluation of aspects ofliteracy/mathematics are used toinform future schoolimprovement planning.Monitoring and evaluating isembedded within the schoolimprovement plan and is effectivein celebrating success andidentifying areas for furtherimprovement.Key area 2: Continuing to improve the quality of teaching and learningFocusing Developing Establishing Enhancing2a Evaluating thequality of the teaching ofliteracy/mathematics andgiving appropriatefeedbackClassroom observations and/orscrutiny of children’s work hasraised awareness of:• the quality of teaching ofliteracy/mathematics acrossthe school;• the strengths and weaknessesof teachers’ subjectknowledge.There is a developingprogramme to monitor thequality of teaching ofliteracy/mathematics.Weaknesses in teaching arerecognised and staff are givenfeedback. Actions to be takenare identified and incorporatedinto the literacy/mathematicsaction plan or schoolimprovement plan.Systems are in place formonitoring and evaluating thequality of teaching. This isimpacting positively onclassroom practice. Some areasof weakness in teaching remainbut are being addressed throughfeedback and professionaldevelopment.There is systematic andstructured evaluation of literacy/mathematics teaching across theschool. The literacy hour anddaily mathermatics lesson aretaught well. Weaknesses insubject knowledge, and teachingand learning are being addressedeffectively. There is appropriatefeedback, support and relatedtraining for all staff.2b Support for planning;monitoring the process;evaluating outcomesTeachers’ weekly plans aresampled.Teachers are supported in theirplanning and given feedback tohelp them to moderate andamend as appropriate.Medium- and short-term plansare reviewed and teachers aresupported in ensuring plansmatch the expected levels ofachievement of children.Colleagues are supported inproducing plans which arecoherent, succinct and effectivein addressing learning needs.Plans are evaluated in the light oflearning outcomes.6 Pre-course work © Crown copyright 2002
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Section 1: Self-evaluation grid

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