Gwasanaeth Effeithiolrwydd Addysg/Education Effectiveness Service

Mathematics for Life ConferenceWorkshop - Self Evaluation

Bethan WilliamsMathematics Leader of Learning ERW

The purpose of self evaluationQuestion hand discussion

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Workshop aims:

Purpose, timing and structure of self evaluation

Writing the self evaluation document using Estyn guidance and the CIF

Action and review

Practical examples

Why complete a self evaluation?

Developing a culture of self-evaluation is vital to identifying

and reducing variations in school performance.

As a reflective professional process, self-evaluation enables

schools to get to know themselves better, identify their

agenda for improvement and promote innovation and

sector-leading practice.

Crucially, where the self-evaluation process focuses on

impact and outcomes, self-evaluation leads to

improvements in educational experiences and outcomes

for pupils.

Entitlement to excellence for all learners

The purpose of self evaluation

The prime purpose of self-evaluation is to improve outcomes for pupils. When self-evaluation is an established part of the improvement planning cycle, it is a key management tool for development at all levels. As an annual process, self-evaluation informs strategic and improvement plans, helping schools to focus on their priorities for development.

The chicken or the egg?The self evaluation cycle

Self Evaluation

Areas for Development

Development PlanAction

Review QAReflect

Time scale

Structuring a self evaluation

There is no single formula or approach to self-evaluation.

Schools use many different ways to pursue the achievement of excellence in the various aspects of their work.

Schools use different self-evaluation frameworks, including those produced by local authorities and commercial toolkits.

Many schools base their self-evaluation processes on Estyn’s CIF (Common Inspection Framework).

Components of self evaluationDiscussion:

What information should be used to inform self evaluation?

1. Analysis of data from examinations, tests or assessments at an individual pupil, subject, pupil group, age group or whole-school level;

2. Observations of lessons by peers and managers; 3. Evaluating the quality of pupils’ written and practical work; 4. Evaluating the quality of curriculum planning and

assessment, recording and reporting;

Components of self evaluationDiscussion:

What information should be used to inform self evaluation?

5. Moderating teacher assessment; 6. Sampling the views of pupils, staff, parents/carers or other

stakeholders; 7. Reviews by managers and external organisations; 8. Benchmarking against best or different practice from

other schools9. Reviewing progress against development plans.

At the heart of self-evaluation are three questions:

How well are we doing?

How do we know?

How can we improve things further?

Beware…

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The judgements made during self-evaluation should be: Secure – based on sufficiently robust, reliable and

accessible evidence First-hand – based on common, well-understood

criteria Reliable – based on common, well understood criteria Valid - accurately reflecting what is achieved and

provided Free of bias - looking at all aspects objectively Corporate – reflecting the collective view of staff and

other stakeholders

Estyn Guidance

http://www.estyn.gov.uk/english/inspection/inspection-guidance/secondary-schools/

Guidance for the inspection of secondary schools from September 2010

A self-evaluation manual for secondary schools 2014

Key Question 1: Outcomes

Key Question 2: Provision

Key Question 3: Leadership

The common inspection frameworkCIF

A possible template

A possible template

Evaluative writingEstyn writing guide 2014

Evaluative words Certain words are more usually

associated with certain evaluations than others.

The use of any one word or phrase in the groupings below does not of itself make any specific evaluation inevitable, as this will depend on the balance of strengths and shortcomings overall, but they are here as a rough guide:

 

Evaluative writingEstyn writing guide 2014

Excellent: outstanding, very good, innovative, exceptional, superior, exemplary, superb, very high standard, high quality, perfect, extensive, highly creative, highly imaginative, well above expectations, highly effective, sector-leading

 Good: successful, strong, skilful, worthwhile, beneficial, valuable,

able, thorough, useful, powerful, comprehensive, used well, consistently good, effective

 Adequate: satisfactory, appropriate, suitable, efficient, competent,

relevant, sufficient, enough, valid, solid, sound, average, consistent  Unsatisfactory: insufficient, inefficient, none, no, inappropriate,

ineffective, unsuitable, unable, weak, inconsistent, irregular, limited, poor

Evaluative writingEstyn writing guide 2014

Numbers – quantities and proportions It is important to be careful when writing about various proportions of learners. Terms and phrases linked to proportions may mean different things to different readers.e.g. Year 7 work scrutiny shows that the majority of teachers within the department are using close the gap marking effectively.

Task:School A

Looking at groups of male learners and groups of female learners there has been some effective improvement in level 2 outcomes over the last three years. The performance of boys has improved by +19.9% points, compared to +16.6% points for girls. Even though there has been some closing of the gender gap, progress is insufficient when compared to the Family and Wales averages.

KQ1.1.2 “The performance of boys and girls varies”

Key question 1: OutcomesStandards and wellbeing

Boys and girls Pupils entitled to FSM Pupils with ALN (including SEN, MAT, LAC, EAL, minority ethnic

groups, gypsy and traveller pupils)

Task:School B

Current performance at KS3 level 5+ for Mathematics is insufficient. Although the percentage of pupils achieving level 5+ has increased by 10.1% points over the last three years, level 5+ results are below the family average (8/11 amongst the family of schools). Benchmarking quartile positions have worsened over the three year period and current level 5+ performance is limited, with the department in quartile 4 for 2014-2015.

KQ1.1.1“KS3 level 5+ results have gone up”.

Key question 1: OutcomesStandards and wellbeing

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Trends and comparison to others.

Taking action

“Three factors which maintain good and excellent teaching:

1. Strategic leadership

2. Self-evaluation

3. Managing performance tackling underperformance robustly using transparent and supportive strategies developmental opportunities to improve”

 Estyn

Estyn - Twelve secondary school Improvement journeys- December 2013

What three factors have had the biggest impact on improving standards?

1. Improving standards of teaching and learning to ensure appropriate learning for all pupils and giving pupils the skills to be actively involved in their own learning.2. Training all staff over time to use performance data to set targets and track pupil progress, to inform continuously refined intervention strategies.

Estyn - Twelve secondary school Improvement journeys- December 2013

3. Distributed leadership to enable self-starting professional development (CPD), to maximise the momentum and reach of change so that raising standards are the responsibility, aim and drive for all staff e.g. through focus groups on teaching and learning, assessment, recording and reporting (ARR), literacy, numeracy. Revised and implemented by the staff to enable the staff to lead progress.

Using dataCefn Hengoed

Departmental data review report – pupil level, item level, trends, AWCD comparisons

Departmental training on data & presentation of report

Examination review meetings with Head teacher

Heads of Core meetings, departmental meetings & tracking

Using dataCefn Hengoed – item level data

Teaching and Learning Cefn Hengoed

Creating a self improving culture

Model lessons

Strategies to support underperformance of colleagues - regular line management meetings

Peer observations and planning sessions

Estyn - Effective classroom observation in primary and secondary schools – October 2014

“In schools like Cefn Hengoed, teaching and support staff welcome classroom observation and the associated opportunity for professional discussion about teaching and learning. They see it as an important part of a range of activities to promote high-quality teaching and learning. They see classroom observation as a professional development entitlement and as an integral part of team-working within the school.”

Estyn - Effective classroom observation in primary and secondary schools – October 2014

“Teachers and support staff in these schools have a clear focus on improving their teaching and support skills for the benefit of their pupils. They are open to sharing their practice and learning from others. They have a clear view that continuing to develop their own knowledge, understanding and skills is a professional responsibility. “

Estyn - Effective classroom observation in primary and secondary schools – October 2014

“They feel themselves accountable to their pupils, parents and the school for ensuring that pupils have the best opportunities to learn. As a result, these teachers derive more satisfaction from their work and there is often evidence that high standards are being maintained or improved.”

Teaching and Learning Cefn Hengoed

Sharing resources and best practice

Quality assurance – work scrutiny

Pupil voice

PLCs – teaching and learning

Teaching and Learning Cefn Hengoed

http://learning.wales.gov.uk/resources/browse-all/cefn-hengoed-community-school-swansea/?lang=en

LeadershipCefn Hengoed

TLR restructure – Literacy and Numeracy team

Distributed leadership, responsibilities & performance management targets

CPD - Numeracy TA

Self evaluation ‘Champions’

Estyn - Good practice in mathematics at key stage 4 - October 2013

Core subject leaders together with senior leaders and a member of the governing body developed a self-evaluation model for the school. Teachers representing other faculties and departments created a focus group to extend self-evaluation and improvement planning across the school. This group used the findings from self-evaluation model to share best practice across the school and provide whole-school training. Following the training, departments had four weeks to develop self-evaluation processes and the self-evaluation team provided the necessary support as required.

Estyn - Good practice in mathematics at key stage 4 - October 2013

“The strategy has brought about improved self-evaluation processes across the school that are informing and shaping departmental and whole school priorities. Furthermore, departments now focus more clearly on evaluating standards in lessons and books. As a result, departmental development plans now focus more sharply on improving pupils’ standards of work. Nearly all middle leaders carry out effective analysis of performance data and are able to monitor the progress of groups of learners and compare outcomes with similar providers.”

Thank youDiolch

Questions

Contact: bethan.williams@erw.org.uk